SOLUTION MANUAL FOR
Psychology, 7th edition Saundra K. Ciccarelli J Noland White
Chapter 1-15
, Ciccarelli/White Psychology, 7e
TABLE OF CONTENTS
Transition Guide
Revel Multimedia Resources
General Class Activities
About the APA Integrative Themes
TEXTBOOK CHAPTERS
Chapter 1 The Science of Psychology
Chapter 2 The Biological Perspective
Chapter 3 Sensation and Perception
Chapter 4 Consciousness
Chapter 5 Learning
Chapter 6 Memory
Chapter 7 Cognition: Thinking, Intelligence, and Language
Chapter 8 Development Across the Life Span
Chapter 9 Motivation and Emotion
Chapter 10 Sexuality and Gender
Chapter 11 Stress and Health
Chapter 12 Social Psychology
Chapter 13 Theories of Personality
Chapter 14 Psychological Disorders
Chapter 15 Psychological Therapies
2
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
, Ciccarelli/White Psychology, 7e
First Week of Class Discussion Questions
1. What do students hope to get from your class? “Why are you here, today, in this
course? What can you learn about psychology?” This is a great way to start class. It
gets students involved in issues and ideas that interest them and can illustrate the
breadth of the course content.
2. What role does the scientific method play in contemporary psychology? What are the
limitations of the scientific method, and are there any better alternatives available?
Students are often skeptical of the scientific method and are eager to point out its
flaws, such as the slow incremental progress it generates, its reliance on measurable
phenomena, its susceptibility to experimenter biases, and its sterile methodology.
Students often fail to realize, however, that the scientific method is the best tool we
have to generate valid, reliable knowledge and that it has provided us with a wealth of
discoveries.
3. What psychological principles do you see at work in your day-to-day life?
Psychological principles permeate advertising, marketing, television, movies, sales,
self-help books, fashion, politics, and folk wisdom, to name a few, but students are
often unaware of this influence. Pointing out this influence is a good way to keep your
students‘ interest. For example, the concept of ―psychological stress,‖ so prevalent in
our culture, was rarely mentioned 50 years ago.
4. Ask your students how many of them believe in determinism. Then ask them how
many of them believe in free will. Insist that they cannot have it both ways. You will
be surprised to find that many, if not most, students believe in free will. This is a
terrific discussion starter, because it conflicts with one of the fundamental
assumptions of science and psychology, determinism. You might ask your students
what science can hope to reveal if the world is not determined. You might also
suggest that what feels like free will to us may be thinly disguised determinism. This
simple discussion is often enough to change the way students view themselves and
those around them.
5. How would a student establish an appropriate study plan? Have students consider
factors related to their own study habits and see if they can develop a realistic time
management (study) plan.
Final Project Ideas
Many introductory courses involve a writing component, typically taking the form of ―pick a
topic of interest to you that we‘ve discussed and write a 10-page research paper on it.‖ As an
alternative to that kind of substantial integrative exercise, you might consider the following
assignments. They are highly recommended for the greater student involvement and active
learning they engender and for their ability to help students synthesize material across the
entire breadth of the course.
The Game Project
Many instructors have adopted "The Game Project" instead of a major paper, and the
response has been overwhelmingly positive. Working in groups of three, students are asked
to create an original game incorporating their favorite psychological concepts. The key
3
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
, Ciccarelli/White Psychology, 7e
requirement is that their game—which can be entirely unique or modeled after an existing
game (e.g., Trivial Pursuit, Monopoly)—should be designed so that advancement or success
in the game depends on knowledge of psychological concepts covered in the course. Students
are asked to design the game for two, three, or four players and so that it takes approximately
20–30 minutes to play. Their games must also include clear, step-by-step instructions as well
as all props needed to play (e.g., dice, cards, board, scoring sheets, and so on). Students turn
in their games on the second-to-last day of class, and on the last day of class they have a
pizza party/game day in which students get an opportunity to play one another's games.
Students have reported that they enjoy the opportunity to review the material (without the
pressure of a research paper) twice: once while creating their own game and once while
playing other students' games. Overall, they felt that the project was challenging and
worthwhile, and they really enjoyed the opportunity to be creative in their final projects. The
creativity and ingenuity students typically display are always impressive; past semesters have
seen a seven-foot putting green, Plexiglas pyramids, flaming tiki torches, and board games
elaborate enough to be marketed as is! An added benefit is that many of the games can be
used in future classes as a fun review for students before exams.
Some criteria for grading the project: Consider the breadth or depth of material covered.
Students are free to cover a broad range of information from across the course or to focus on
a more defined set of principles (―Skinner Boxing,‖ based on operant principles and played in
a makeshift boxing ring, was a wild success!). Regardless of the approach, reward mastery of
the material. If breadth is emphasized, look for equal coverage of information. If depth is
used, grade on the cohesiveness of the concepts or how they fit together as a logical unit.
Effort and creativity should also be highly rewarded; a game that starts from scratch is more
impressive than one that simply covers up a Monopoly board with psychology questions.
Finally, presentation counts; neatness, quality of design, and visual impact should be judged.
Ask students to submit a proposal several weeks before ―game day‖ so you can judge the
feasibility of the project and offer suggestions early on.
Media Portfolio
Elizabeth Rider (1992) describes a simple but worthwhile project that helps students develop
a scholarly understanding of course material and also to see the real-world relevance of
psychological principles outside of the classroom. For this project, ask students to develop a
―media portfolio‖ of newspaper and magazine clippings that illustrate psychological
concepts. Encourage them to include samples from a wide variety of sources, including
newspapers, magazines, editorials, advice and medical columns, cartoons, and so on. Rider
suggests that students collect at least 15 clippings distributed across each major unit of the
course and that they should annotate each clipping by providing its source and explaining
how it relates to a particular psychological concept, theory, or research finding from the text
or lecture. (After you have done this project once or twice, you can show students good
examples of portfolios from previous classes.) Portfolios can be collected at the end of the
semester and evaluated on four major dimensions:
1. relevance of the clippings to the course material
2. accuracy of students‘ descriptions
3. breadth of coverage (i.e., across the range of course topics)
4. originality (i.e., ability to make clever or nonobvious connections between clippings
4
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
Psychology, 7th edition Saundra K. Ciccarelli J Noland White
Chapter 1-15
, Ciccarelli/White Psychology, 7e
TABLE OF CONTENTS
Transition Guide
Revel Multimedia Resources
General Class Activities
About the APA Integrative Themes
TEXTBOOK CHAPTERS
Chapter 1 The Science of Psychology
Chapter 2 The Biological Perspective
Chapter 3 Sensation and Perception
Chapter 4 Consciousness
Chapter 5 Learning
Chapter 6 Memory
Chapter 7 Cognition: Thinking, Intelligence, and Language
Chapter 8 Development Across the Life Span
Chapter 9 Motivation and Emotion
Chapter 10 Sexuality and Gender
Chapter 11 Stress and Health
Chapter 12 Social Psychology
Chapter 13 Theories of Personality
Chapter 14 Psychological Disorders
Chapter 15 Psychological Therapies
2
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
, Ciccarelli/White Psychology, 7e
First Week of Class Discussion Questions
1. What do students hope to get from your class? “Why are you here, today, in this
course? What can you learn about psychology?” This is a great way to start class. It
gets students involved in issues and ideas that interest them and can illustrate the
breadth of the course content.
2. What role does the scientific method play in contemporary psychology? What are the
limitations of the scientific method, and are there any better alternatives available?
Students are often skeptical of the scientific method and are eager to point out its
flaws, such as the slow incremental progress it generates, its reliance on measurable
phenomena, its susceptibility to experimenter biases, and its sterile methodology.
Students often fail to realize, however, that the scientific method is the best tool we
have to generate valid, reliable knowledge and that it has provided us with a wealth of
discoveries.
3. What psychological principles do you see at work in your day-to-day life?
Psychological principles permeate advertising, marketing, television, movies, sales,
self-help books, fashion, politics, and folk wisdom, to name a few, but students are
often unaware of this influence. Pointing out this influence is a good way to keep your
students‘ interest. For example, the concept of ―psychological stress,‖ so prevalent in
our culture, was rarely mentioned 50 years ago.
4. Ask your students how many of them believe in determinism. Then ask them how
many of them believe in free will. Insist that they cannot have it both ways. You will
be surprised to find that many, if not most, students believe in free will. This is a
terrific discussion starter, because it conflicts with one of the fundamental
assumptions of science and psychology, determinism. You might ask your students
what science can hope to reveal if the world is not determined. You might also
suggest that what feels like free will to us may be thinly disguised determinism. This
simple discussion is often enough to change the way students view themselves and
those around them.
5. How would a student establish an appropriate study plan? Have students consider
factors related to their own study habits and see if they can develop a realistic time
management (study) plan.
Final Project Ideas
Many introductory courses involve a writing component, typically taking the form of ―pick a
topic of interest to you that we‘ve discussed and write a 10-page research paper on it.‖ As an
alternative to that kind of substantial integrative exercise, you might consider the following
assignments. They are highly recommended for the greater student involvement and active
learning they engender and for their ability to help students synthesize material across the
entire breadth of the course.
The Game Project
Many instructors have adopted "The Game Project" instead of a major paper, and the
response has been overwhelmingly positive. Working in groups of three, students are asked
to create an original game incorporating their favorite psychological concepts. The key
3
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
, Ciccarelli/White Psychology, 7e
requirement is that their game—which can be entirely unique or modeled after an existing
game (e.g., Trivial Pursuit, Monopoly)—should be designed so that advancement or success
in the game depends on knowledge of psychological concepts covered in the course. Students
are asked to design the game for two, three, or four players and so that it takes approximately
20–30 minutes to play. Their games must also include clear, step-by-step instructions as well
as all props needed to play (e.g., dice, cards, board, scoring sheets, and so on). Students turn
in their games on the second-to-last day of class, and on the last day of class they have a
pizza party/game day in which students get an opportunity to play one another's games.
Students have reported that they enjoy the opportunity to review the material (without the
pressure of a research paper) twice: once while creating their own game and once while
playing other students' games. Overall, they felt that the project was challenging and
worthwhile, and they really enjoyed the opportunity to be creative in their final projects. The
creativity and ingenuity students typically display are always impressive; past semesters have
seen a seven-foot putting green, Plexiglas pyramids, flaming tiki torches, and board games
elaborate enough to be marketed as is! An added benefit is that many of the games can be
used in future classes as a fun review for students before exams.
Some criteria for grading the project: Consider the breadth or depth of material covered.
Students are free to cover a broad range of information from across the course or to focus on
a more defined set of principles (―Skinner Boxing,‖ based on operant principles and played in
a makeshift boxing ring, was a wild success!). Regardless of the approach, reward mastery of
the material. If breadth is emphasized, look for equal coverage of information. If depth is
used, grade on the cohesiveness of the concepts or how they fit together as a logical unit.
Effort and creativity should also be highly rewarded; a game that starts from scratch is more
impressive than one that simply covers up a Monopoly board with psychology questions.
Finally, presentation counts; neatness, quality of design, and visual impact should be judged.
Ask students to submit a proposal several weeks before ―game day‖ so you can judge the
feasibility of the project and offer suggestions early on.
Media Portfolio
Elizabeth Rider (1992) describes a simple but worthwhile project that helps students develop
a scholarly understanding of course material and also to see the real-world relevance of
psychological principles outside of the classroom. For this project, ask students to develop a
―media portfolio‖ of newspaper and magazine clippings that illustrate psychological
concepts. Encourage them to include samples from a wide variety of sources, including
newspapers, magazines, editorials, advice and medical columns, cartoons, and so on. Rider
suggests that students collect at least 15 clippings distributed across each major unit of the
course and that they should annotate each clipping by providing its source and explaining
how it relates to a particular psychological concept, theory, or research finding from the text
or lecture. (After you have done this project once or twice, you can show students good
examples of portfolios from previous classes.) Portfolios can be collected at the end of the
semester and evaluated on four major dimensions:
1. relevance of the clippings to the course material
2. accuracy of students‘ descriptions
3. breadth of coverage (i.e., across the range of course topics)
4. originality (i.e., ability to make clever or nonobvious connections between clippings
4
Copyright © 2025, 2020, 2017 Pearson Education, Inc. All rights reserved.
