Study Guide Introduction to Psychology 1
C180 Study Guide
Select a topic from the Table of Contents to skip directly to that location in this document.
Table of Contents
How to Use this Study Guide ................................................................................................................................................... 1
Coaching Report and Book Chapters ..................................................................................................................................... 2
Section 1: Foundations of Psychology .................................................................................................................................... 3
Section 2: Biological Perspectives ........................................................................................................................................... 7
Section 3: Theories of Memory ................................................................................................................................................ 9
Section 4: Personality Development and Social Psychology.............................................................................................12
Section 5: Psychological Disorders and Treatments...........................................................................................................13
How to Use this Study Guide
This document is a guided study plan to help you refine your studying as you progress toward
the objective assessment. This guide is not a substitute for a thorough reading of the material; it is
just to help you identify areas to critically think about so you can be successful in this course.
Tips for using this guide:
• Answer the questions as you read through the learning resource.
• Complete each self-evaluation checklist after you complete the reading. If you feel that you still
need additional help, contact the course instructor.
• Prior to taking the objective assessment, review the guide to help you study.
If you have taken your pre-assessment and have a coaching report:
Congratulations on completing the pre-assessment for C180; this is a great step along the path to
success in this course.
1. Start by taking a look at your coaching report—you will see the competencies and topics listed
with your score.
2. Focus more on the lower scoring competency areas, but do not ignore the others.
Remember: You will see different questions on the objective assessment.
3. Refer to the "Coaching Report and Topics" table in this document to locate the competency
topic and associated chapter.
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,Study Guide Introduction to Psychology 2
This is a sample coaching report. Refer to your personalized report to review your results.
Coaching Report and Topics
The following table lists the topics in the learning resource associated with course competencies.
Competency Topics
Evolution of
Psychology
Foundations of Psychology
Psychological
Research
The Human Brain
Biological Perspectives
Endocrine and Nervous System
Theories of Conditioning and Learning
Theories of Memory Models and Processes of Learning
Theories of Personality
Personality Development and Social Influences on Personality
Psychology
Social Cognition
Social Behavior
Common Psychological Disorders
Psychological Disorders and Types of Psychotherapy
Treatments
Biological Based Treatments
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, Study Guide Introduction to Psychology 3
SECTION 1: .Foundations .of .Psychology
Evolution .of .Psychology
1. Define .psychology .using .the .words .include .science, .mind, .and .behavior. .(Lesson .1
.Introduction) .The .scientific .study .of .mind .and .behavior.
2. What .are .the .three .levels .of .analysis .along .with .their .purpose. .(Lessons .1.3, .1.4,
.1.5) .The .Brain, .the .person, .and .the .group.
3. Match .the .term .with .the .description .of .the .type .of .evolution. . (Lessons .2.1, .2.2, .2.3, .2.4, .2.5
2.6, .2.9)
According .to .the .learning .resource, .there .are .different .philosophies .regarding .the .key
.principles .of .Psychology. .Review .the .school .of .thought .in .the .first .column .and .describe
.each .school .listed .in .the .table .below.
School .of .Thought Explain .School .of .Thought Theorists’ .Names
Humanism A .school .of .thought .in .psychology .that Abraham .Maslow .& .Carl .Rogers
.assumes .people .have .positive .values, .free .will,
.and .deep .inner .creativity
Gestalt Focus .on .the .macro-level .of .psychology, Max .Wertheimer
.considering .the .behavior .as .a .whole, .rather .than
.the .micro-level .view .of .the .parts
Structuralism Concerned .with .analyzing .the .mind .by .looking Wilhelm .Wundt
.at .its .smallest .and .simplest .components .and
.seeing .how .they .fit .together .to .form .complete
.experiences
Functionalism Sought .to .understand .how .the .mind .helps William .James
.individuals .adapt .to .the .world .around .them .and
.function .effectively .in .it
Behaviorism The .behaviorism .school .of .psychology .focuses .on John .B. .Watson .& .B. .F. .Skinner
.how .a .specific .stimulus .and .evokes .a .specific
.response
Psychodynamic A .psychological .theory .that .specifies .that .mental Sigmund .Freud
.events .are .engaged .in .continual .push .and .pull
.interactions .among .conscious .and .unconscious
.thoughts .and .feeling; .its .goal .is .enlightenment .on
.how .such .interactions .affect .behavior
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, Study Guide Introduction to Psychology 4
Now, .looking .back .at .the .table .above, .match .each .foundational .theorist .to .the .appropriate .school .of .thought:
William .James, .Abraham .Maslow .& .Carl .Rogers, .Wilhelm .Wundt, .Max .Wertheimer, .John .B.
.Watson .& .B. .F. .Skinner, .Sigmund .Freud
4. What .are .some .of .the .major .types .of .psychologists .that .we .have .today? .(Lessons .3.1, .3.2, .3.3,
.3.4, .3.5) .three .major .types .of .psychologist: .those .who .help .people .deal .with .personal .problems .or .stress
.(clinical .and .counseling .psychologists); .those .who .teach .and .usually .also .conduct .research .on .the .mind
.and .behavior .(academic .psychologists); .and .those .who .seek .to .solve .specific .practical .problems, .such .as
.helping .athletes .perform .better .(applied .psychologists)
Psychological .Research
. Explain . the .types .of .research
1. Describe .the .unique .characteristics .of .the .following .four .approaches .to .research .in
.psychology. .(Lessons .4.1, .4.2, .4.3)
Descriptive: .Descriptive .research .comes .in .three .variations: .naturalistic .observation, .case
.studies, .and .surveys.
Correlational: .correlational .research .when .they .want .to .study .the .relationship .of .two .potentially
.connected .variables .without .actually .altering .anything .about .those .variables.
Experimental .(include .control .and .experimental .groups): . An .experimental .group .receives .the
.complete .procedure .that .defines .the .experiment. .A .control .group .will .be .treated .the .same .as .the
.experimental .group .except .it .does .not .receive .the .manipulations .of .the .independent .variable .that
.constitute .the .treatment.
Case .Study: . deep, .contextual .analysis .of .a .specific .individual, .group, .or .situation.
2. In .considering .the .ethical .considerations .in .research, .explain .each .of .the .following .(include .why
.each .is .important .and .what .might .result .without .these .three .elements .in .ethical .research). .(Lesson
.6.1)
Confidentiality: . ensuring .that .participants' .personal .information .and .data .remain .private,
.protecting .their .identities .and .preventing .unauthorized .access .or .disclosure, .thereby .building .trust
.and .allowing .for .honest .participation .in .the .study.
Potential .Risks: . include .physical .harm, .psychological .distress, .invasion .of .privacy, .breach .of
.confidentiality, .loss .of .anonymity, .social .stigma, .economic .disadvantage, .and .any .unforeseen
.negative .consequences .arising .from .participation .in .the .study; .researchers .must .actively .identify
.and .mitigate .these .risks .to .ensure .ethical .research .practices.
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C180 Study Guide
Select a topic from the Table of Contents to skip directly to that location in this document.
Table of Contents
How to Use this Study Guide ................................................................................................................................................... 1
Coaching Report and Book Chapters ..................................................................................................................................... 2
Section 1: Foundations of Psychology .................................................................................................................................... 3
Section 2: Biological Perspectives ........................................................................................................................................... 7
Section 3: Theories of Memory ................................................................................................................................................ 9
Section 4: Personality Development and Social Psychology.............................................................................................12
Section 5: Psychological Disorders and Treatments...........................................................................................................13
How to Use this Study Guide
This document is a guided study plan to help you refine your studying as you progress toward
the objective assessment. This guide is not a substitute for a thorough reading of the material; it is
just to help you identify areas to critically think about so you can be successful in this course.
Tips for using this guide:
• Answer the questions as you read through the learning resource.
• Complete each self-evaluation checklist after you complete the reading. If you feel that you still
need additional help, contact the course instructor.
• Prior to taking the objective assessment, review the guide to help you study.
If you have taken your pre-assessment and have a coaching report:
Congratulations on completing the pre-assessment for C180; this is a great step along the path to
success in this course.
1. Start by taking a look at your coaching report—you will see the competencies and topics listed
with your score.
2. Focus more on the lower scoring competency areas, but do not ignore the others.
Remember: You will see different questions on the objective assessment.
3. Refer to the "Coaching Report and Topics" table in this document to locate the competency
topic and associated chapter.
Page 1 of 38
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,Study Guide Introduction to Psychology 2
This is a sample coaching report. Refer to your personalized report to review your results.
Coaching Report and Topics
The following table lists the topics in the learning resource associated with course competencies.
Competency Topics
Evolution of
Psychology
Foundations of Psychology
Psychological
Research
The Human Brain
Biological Perspectives
Endocrine and Nervous System
Theories of Conditioning and Learning
Theories of Memory Models and Processes of Learning
Theories of Personality
Personality Development and Social Influences on Personality
Psychology
Social Cognition
Social Behavior
Common Psychological Disorders
Psychological Disorders and Types of Psychotherapy
Treatments
Biological Based Treatments
Page 2 of 38
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, Study Guide Introduction to Psychology 3
SECTION 1: .Foundations .of .Psychology
Evolution .of .Psychology
1. Define .psychology .using .the .words .include .science, .mind, .and .behavior. .(Lesson .1
.Introduction) .The .scientific .study .of .mind .and .behavior.
2. What .are .the .three .levels .of .analysis .along .with .their .purpose. .(Lessons .1.3, .1.4,
.1.5) .The .Brain, .the .person, .and .the .group.
3. Match .the .term .with .the .description .of .the .type .of .evolution. . (Lessons .2.1, .2.2, .2.3, .2.4, .2.5
2.6, .2.9)
According .to .the .learning .resource, .there .are .different .philosophies .regarding .the .key
.principles .of .Psychology. .Review .the .school .of .thought .in .the .first .column .and .describe
.each .school .listed .in .the .table .below.
School .of .Thought Explain .School .of .Thought Theorists’ .Names
Humanism A .school .of .thought .in .psychology .that Abraham .Maslow .& .Carl .Rogers
.assumes .people .have .positive .values, .free .will,
.and .deep .inner .creativity
Gestalt Focus .on .the .macro-level .of .psychology, Max .Wertheimer
.considering .the .behavior .as .a .whole, .rather .than
.the .micro-level .view .of .the .parts
Structuralism Concerned .with .analyzing .the .mind .by .looking Wilhelm .Wundt
.at .its .smallest .and .simplest .components .and
.seeing .how .they .fit .together .to .form .complete
.experiences
Functionalism Sought .to .understand .how .the .mind .helps William .James
.individuals .adapt .to .the .world .around .them .and
.function .effectively .in .it
Behaviorism The .behaviorism .school .of .psychology .focuses .on John .B. .Watson .& .B. .F. .Skinner
.how .a .specific .stimulus .and .evokes .a .specific
.response
Psychodynamic A .psychological .theory .that .specifies .that .mental Sigmund .Freud
.events .are .engaged .in .continual .push .and .pull
.interactions .among .conscious .and .unconscious
.thoughts .and .feeling; .its .goal .is .enlightenment .on
.how .such .interactions .affect .behavior
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, Study Guide Introduction to Psychology 4
Now, .looking .back .at .the .table .above, .match .each .foundational .theorist .to .the .appropriate .school .of .thought:
William .James, .Abraham .Maslow .& .Carl .Rogers, .Wilhelm .Wundt, .Max .Wertheimer, .John .B.
.Watson .& .B. .F. .Skinner, .Sigmund .Freud
4. What .are .some .of .the .major .types .of .psychologists .that .we .have .today? .(Lessons .3.1, .3.2, .3.3,
.3.4, .3.5) .three .major .types .of .psychologist: .those .who .help .people .deal .with .personal .problems .or .stress
.(clinical .and .counseling .psychologists); .those .who .teach .and .usually .also .conduct .research .on .the .mind
.and .behavior .(academic .psychologists); .and .those .who .seek .to .solve .specific .practical .problems, .such .as
.helping .athletes .perform .better .(applied .psychologists)
Psychological .Research
. Explain . the .types .of .research
1. Describe .the .unique .characteristics .of .the .following .four .approaches .to .research .in
.psychology. .(Lessons .4.1, .4.2, .4.3)
Descriptive: .Descriptive .research .comes .in .three .variations: .naturalistic .observation, .case
.studies, .and .surveys.
Correlational: .correlational .research .when .they .want .to .study .the .relationship .of .two .potentially
.connected .variables .without .actually .altering .anything .about .those .variables.
Experimental .(include .control .and .experimental .groups): . An .experimental .group .receives .the
.complete .procedure .that .defines .the .experiment. .A .control .group .will .be .treated .the .same .as .the
.experimental .group .except .it .does .not .receive .the .manipulations .of .the .independent .variable .that
.constitute .the .treatment.
Case .Study: . deep, .contextual .analysis .of .a .specific .individual, .group, .or .situation.
2. In .considering .the .ethical .considerations .in .research, .explain .each .of .the .following .(include .why
.each .is .important .and .what .might .result .without .these .three .elements .in .ethical .research). .(Lesson
.6.1)
Confidentiality: . ensuring .that .participants' .personal .information .and .data .remain .private,
.protecting .their .identities .and .preventing .unauthorized .access .or .disclosure, .thereby .building .trust
.and .allowing .for .honest .participation .in .the .study.
Potential .Risks: . include .physical .harm, .psychological .distress, .invasion .of .privacy, .breach .of
.confidentiality, .loss .of .anonymity, .social .stigma, .economic .disadvantage, .and .any .unforeseen
.negative .consequences .arising .from .participation .in .the .study; .researchers .must .actively .identify
.and .mitigate .these .risks .to .ensure .ethical .research .practices.
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