PRS Slides for PowerPoint

PRS Slides for PowerPoint
Chap 4 The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli/Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld/Lynn/Lamy/Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli/White's Psychology, 2e. Consciousness: Sleep, Dreams, Hypnosis, and Drugs Copyright © Pearson Education, 2009

Definitional and Application Slides
The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli/Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld/Lynn/Lamy/Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli/White's Psychology, 2e. Copyright © 2009, Pearson Education

Copyright © 2009, Pearson Education
LO 4.1 All of the following are altered states of consciousness EXCEPT: Sleep Drug use Hypnosis Waking consciousness Meditation Copyright © 2009, Pearson Education

LO 4.2 Body temperature is affected by the circadian cycle in which way? Body temperature increases at night. Body temperature decreases at night. Body temperature remains stable throughout the day. Body temperature decreases when the body is at its highest level of alertness. Body temperature is lowest in mid-afternoon, explaining why people often experience sleepiness during this time of day. Copyright © 2009, Pearson Education

LO 4.2 Body temperature is affected by the circadian cycle in which way? Body temperature increases at night. Body temperature decreases at night. (p. 138) Body temperature remains stable throughout the day. Body temperature decreases when the body is at its highest level of alertness. Body temperature is lowest in mid-afternoon, explaining why people often experience sleepiness during this time of day. Copyright © 2009, Pearson Education

LO 4.2 What section of the brain instructs the pineal gland to release melatonin as nighttime approaches and daylight decreases? Suprachiasmatic nucleus Hippocampus Thalamus Endocrine system Cerebellum Copyright © 2009, Pearson Education

LO 4.2 What section of the brain instructs the pineal gland to release melatonin as nighttime approaches and daylight decreases? Suprachiasmatic nucleus (p. 138) Hippocampus Thalamus Endocrine system Cerebellum Copyright © 2009, Pearson Education

LO 4.2 Prolonged sleep deprivation (e.g., longer than 24 hours) can lead to all of the following EXCEPT: Depression Inattention Irritability Hyperactivity Unnecessary risk-taking Copyright © 2009, Pearson Education

LO 4.2 Prolonged sleep deprivation (e.g., longer than 24 hours) can lead to all of the following EXCEPT: Depression Inattention Irritability Hyperactivity (p. 139) Unnecessary risk-taking Copyright © 2009, Pearson Education

LO 4.3 The stage of sleep that is characterized by sleep spindles, or sudden bursts of electrical activity in the brain, is called: Stage 1 sleep Stage 2 sleep Stage 3 sleep Stage 4 sleep REM sleep Copyright © 2009, Pearson Education

LO 4.3 The stage of sleep that is characterized by sleep spindles, or sudden bursts of electrical activity in the brain, is called: Stage 1 sleep Stage 2 sleep (p. 143) Stage 3 sleep Stage 4 sleep REM sleep Copyright © 2009, Pearson Education

LO 4.3 What stage of sleep is often associated with dreaming, and during which the body enters a state of paralysis to prevent a person from acting out on their dreams? Stage 1 Stage 2 Stage 3 Stage 4 REM sleep Copyright © 2009, Pearson Education

LO 4.3 What stage of sleep is often associated with dreaming, and during which the body enters a state of paralysis to prevent a person from acting out on their dreams? Stage 1 Stage 2 Stage 3 Stage 4 REM sleep (p. 144) Copyright © 2009, Pearson Education

LO 4.4 ___________ is a sleep disorder in which a person slips directly into REM sleep during the day and finds it difficult to stay awake while performing activities, such as driving a car. Insomnia Sleep apnea REM behavior disorder Narcolepsy Night terrors Copyright © 2009, Pearson Education

LO 4.7 ___________ is a sleep disorder in which a person slips directly into REM sleep during the day and finds it difficult to stay awake while performing activities, such as driving a car. Insomnia Sleep apnea REM behavior disorder Narcolepsy (p. 148) Night terrors Copyright © 2009, Pearson Education

LO 4.5 According to the ________________, a dream is the brain’s attempt to make sense of, or provide an explanation for, random signals emitted from the brainstem during sleep. activation synthesis hypothesis psychoanalytic theory the activation-information-mode model (AIM) adaptive theory restorative theory Copyright © 2009, Pearson Education

LO 4.5 According to the ________________, a dream is the brain’s attempt to make sense of, or provide an explanation for, random signals emitted from the brainstem during sleep. activation synthesis hypothesis (p ) psychoanalytic theory the activation-information-mode model (AIM) adaptive theory restorative theory Copyright © 2009, Pearson Education

LO 4.6 Which of the following is TRUE of hypnosis? It provides people with supernatural strength that they would not have if not hypnotized. It helps to recover reliable memories of past experiences, and therefore is used among police departments- for example, in cases of child abuse reported years later by adults. It can reduce the pain associated with surgery and giving birth. It helps people regress back to the childhood years. It makes people commit immoral acts that they would not normally. Copyright © 2009, Pearson Education

LO 4.6 Which of the following is TRUE of hypnosis? It provides people with supernatural strength that they would not have if not hypnotized. It helps to recover reliable memories of past experiences, and therefore is used among police departments- for example, in cases of child abuse reported years later by adults. It can reduce the pain associated with surgery and giving birth. (p. 154 – Table 4.3) It helps people regress back to the childhood years. It makes people commit immoral acts that they would not normally. Copyright © 2009, Pearson Education

LO 4.7 Psychological dependency on a drug occurs when: a person becomes physically dependent on a drug, and their body craves the drug. a person develops tolerance and needs increased dosages of the drug to achieve the initial effects that the drug once had. a person exhibits withdrawal symptoms when trying to stop drug use. the drug is needed to continue a feeling of emotional well-being. a person has difficulty functioning normally without the drug. Copyright © 2009, Pearson Education

LO 4.7 Psychological dependency on a drug occurs when: a person becomes physically dependent on a drug, and their body craves the drug. a person develops tolerance and needs increased dosages of the drug to achieve the initial effects that the drug once had. a person exhibits withdrawal symptoms when trying to stop drug use. the drug is needed to continue a feeling of emotional well-being. (p. 157) a person has difficulty functioning normally without the drug. Copyright © 2009, Pearson Education

LO 4.8 Which of the following drugs is most likely to cause psychosis, where a person starts becoming delusional (i.e., having false beliefs), and becomes paranoid? Amphetamines Nicotine Barbiturates Alcohol Caffeine Copyright © 2009, Pearson Education

LO 4.8 Which of the following drugs is most likely to cause psychosis, where a person starts becoming delusional (i.e., having false beliefs), and becomes paranoid? Amphetamines (p. 158) Nicotine Barbiturates Alcohol Caffeine Copyright © 2009, Pearson Education

LO 4.8 Which of the following is NOT considered an effect of alcohol at a blood alcohol level of .10 or less? Feelings of well being are increased. Judgment is impaired. Inhibitions are lowered. Severe motor disturbances are present. Increased chance of collision when driving a car Copyright © 2009, Pearson Education

LO 4.8 Which of the following is NOT considered an effect of alcohol at a blood alcohol level of .10 or less? Feelings of well being are increased. Judgment is impaired. Inhibitions are lowered. Severe motor disturbances are present. (p. 163 – Table 4.5) Increased chance of collision when driving a car Copyright © 2009, Pearson Education

LO 4.9 Narcotics, or pain killers, work by attaching to receptor sites that are for the body’s natural painkiller substance, _________, partially explaining why narcotics are so addictive: endorphins serotonin acetylcholine THC PCP Copyright © 2009, Pearson Education

LO 4.9 Narcotics, or pain killers, work by attaching to receptor sites that are for the body’s natural painkiller substance, _________, partially explaining why narcotics are so addictive: endorphins (p. 164) serotonin acetylcholine THC PCP Copyright © 2009, Pearson Education

LO 4.9 This drug is associated with its mind-altering ability to enhance the senses, making colors seem brighter and sounds more enhanced than they actually are in reality. LSD Morphine Heroin Cocaine Benzodiazpines Copyright © 2009, Pearson Education

LO 4.9 This drug is associated with its mind-altering ability to enhance the senses, making colors seem brighter and sounds more enhanced than they actually are in reality. LSD (p.165) Morphine Heroin Cocaine Benzodiazpines Copyright © 2009, Pearson Education

LO 4.9 All of the following are short or long-term effects of using marijuana EXCEPT: Immune system damage Anxiety or panic attacks Paranoia Increase chance of developing asthma Clearer thinking that allows for enhanced cognitive abilities Copyright © 2009, Pearson Education

LO 4.9 All of the following are short or long-term effects of using marijuana EXCEPT: Immune system damage Anxiety or panic attacks Paranoia Increase chance of developing asthma Clearer thinking that allows for enhanced cognitive abilities (p ) Copyright © 2009, Pearson Education

Critical Thinking & Student Opinion Slides
The original slides in this presentation were created by Dr. Melissa Acevedo (for Ciccarelli/Myer's Psychology) and Dr. Diane Martichuski (for Lilienfeld/Lynn/Lamy/Woolf’s Psychology). They have been combined here and adapted by Dr. Noland White to reflect changes for Ciccarelli/White's Psychology, 2e. Copyright © 2009, Pearson Education

What is your experience?
In my life, I have had a dream about being attacked or pursued. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being attacked or pursued. True False Larger sample: 77% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about killing someone. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about killing someone. True False Larger sample: 26% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about arriving too late. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about arriving too late. True False Larger sample: 64% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about failing an exam. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about failing an exam. True False Larger sample: 39% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about sexual experiences. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about sexual experiences. True False Larger sample: 66% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being frozen with fright. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being frozen with fright. True False Larger sample: 58% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about finding money. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about finding money. True False Larger sample: 56% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about schools, teachers, and/or studying. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about schools, teachers, and/or studying. True False Larger sample: 71% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being naked. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being naked. True False Larger sample: 43% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being inappropriately dressed. True False Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

In my life, I have had a dream about being inappropriately dressed. True False Larger sample: 46% Survey: Dream Content: What Do You Dream About? Relevant topic: dreams, dream content Use these to take a survey of your students’ experiences, compared to the results of a 1958 study of American and Japanese students (Griffith, et al.). Students answer each question. You can bring up the graph on the next slide, which give the comparison to the larger study of American and Japanese students. Source: Lilienfeld/Lynn/Lamy/Woolf's Psychology Instructor Manual by Diane Martichuski, Pearson Education © 2009 Copyright © 2009, Pearson Education

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