Cognitive Psychology 6th Edition Robert J. Sternberg, Karin Sternberg - Solutions

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How does behavioral assessment differ from other forms of assessment?
Compare and contrast information you might obtain about Pro- fessor Smith from objective and projective personality tests.
What can intelligence tests tell us about clients like Profes- sor Smith?
Why is it important to use reliable, valid, and standardized measures to assess people?
How might diagnosis allow mental health professionals to communicate about Professor Smith's problems, study what caused his problems, and determine what treatment might be effective for him?
Why do you think the DSM definition of mental disorder requires the presence of significant distress or disability?
Which general features of the DSM definition of mental disorder are highlighted in Professor Smith's case?
What is it about Professor Smith's behavior and symptoms that led his therapist to diagnose him with a mental disorder?
What kind of treatment might give Professor Smith some relief?
What do you think would be the best way to find out more about his problems? Do you think interviews, psychological evaluations, or other medical tests would help?
What other information about his condition would be useful to know?
Do you know anyone with problems like Professor Smith's?
Is Professor Smith's behavior abnormal? Do you think he has a mental disorder?
What are important features of prevention for mental disorders in college students?
Describe a primary, secondary, and tertiary prevention pro- gram for alcohol use disorder in college students. Who would these programs target?
How might prevention be viewed along a continuum? What are advantages in doing so?
What is prevention? What prevention programs are on your college campus?
Why is it important to identify risk, protective, and resiliency factors?
What features do protective factors and resiliency factors have in common?
What are major risk factors for mental disorders?
What is the difference between risk factors and protective factors?
Describe the financial and disability costs of mental disorders.
What factors are associated with treatment seeking?
What do we know about the prevalence of mental disorders among Americans?
What is the difference between incidence and prevalence?
What is epidemiology, and how do epidemiologists help us understand mental disorders?
How might a diathesis-stress model help us understand mental disorders?
How is a diathesis-stress model consistent with a dimensional or continuum approach to mental disorder?
Why might two people exposed to the same traumatic event act differently afterward?
What is a diathesis, and how does a diathesis affect the way we view and experience stressful events?
Do you think DeShawn's situation could have been prevented? If so, how?
Do you know people who have had similar experiences? What did they do?
What should DeShawn do? Should he tell his parents? To whom should he turn for help?
Why do you think DeShawn is drinking so much?
Do you think DeShawn has a problem with alcohol? Why or why not?
What are strengths and limitations of the sociocultural perspective?
What socioculturally based treatment might a mental health professional use to help Mariella?
How might family structure, functioning, and environment be associated with Mariella's problems?
What aspects of neighborhoods and communities are associ- ated with stress and mental health?
Discuss how gender roles may influence Mariella's mental health.
Describe what is meant by "culture." How might culture influ- ence the development of Mariella's problems?
How can the sociocultural model explain Mariella's problems?
What are strengths and limitations of a cognitive-behavioral perspective on mental disorders?
Describe the following learning principles and how they might help us understand Mariella's symptoms: classical condition- ing, operant conditioning, modeling.
What treatments might a cognitive-behavioral therapist use to treat Mariella's problems?
How might the cognitive-behavioral model explain Mariella's problems?
What are strengths and limitations of the humanistic perspective?
Describe the following features of the humanistic perspective and how they can help us understand Mariella's symptoms: phenomenological approach, self-actualization, conditional positive regard, authenticity.
How might a client-centered therapist assess and treat Mariella?
How might the humanistic model explain Mariella's problems?
What should Mariella's friends and family do to help?
Do you know people who have had similar experiences? What did they do?
Which aspects of Mariella's story concern you most?
What should Mariella do? What would you do if in her situation?
Why do you think Mariella feels the way she does?
How is abnormal psychology relevant to your life? What instances of stigma have you seen?
What are different types of prevention, and how might each be used to address a problem like depression?
What are implications of a dimensional viewpoint?
How might Treva Throneberry's behavior be considered dimensional in nature?
Are you surprised when people you know experience emotional or behavioral problems? Why or why not?
What emotional or behavioral problems have you encountered in yourself or in others over the past year?
What would you do if you had a friend who was experiencing difculties like Travis?
What do you think Travis should do?
Which of Travis’s emotional or behavioral problems concern you the most? Why?
What makes a problem hard? (326)
Is there anything special about problems that seem to be solved in a flash of “insight”? (327)How can analogies be used to help solve problems? (340)How do experts in a field approach problems differently than nonexperts? (346)
What is the psychological defi nition of a problem? Distinguish between welldefi ned and ill-defi ned problems. L01
What is the basic principle behind the Gestalt approach to problem solving?Describe how the following problems illustrate this principle, and also what else these problems demonstrate about problem solving: the circle (radius)problem; the candle problem; the two-string problem; the water-jug
What is insight, and what is the evidence that insight does, in fact, occur as people are solving a problem? L01
Describe Newell and Simon’s approach to problem solving, in which “search”plays a central role. How does means-end analysis as applied to the Tower of Hanoi problem illustrate this approach? L01
How do the acrobat problem and Kaplan and Simon’s mutilated checkerboard experiment illustrate that the way a problem is stated can affect a person’s ability to solve the problem? What are the implications of this research for Newell and Simon’s “problem space” approach? L01
What is the basic idea behind analogical problem solving? How effective is it to present a source problem and then the target problem, without indicating that the source problem is related to the target problem? L01
What are the three steps in the process of analogical problem solving? Which of the steps appears to be the most diffi cult to achieve? L01
How do the surface features and structural features of problems infl uence a person’s ability to make effective use of analogies in problem solving? Describe experiments relevant to this question, and also techniques that have been used to improve analogical problem solving. L01
What is the analogical paradox? How has analogical problem solving been studied in the real world? L01
What is an expert? What are some differences between the way experts and nonexperts go about solving problems? How good are experts at solving problems outside of their fi eld? L01
What is convergent thinking? What is divergent thinking? How are these two types of thinking related to creativity? Describe experiments that have shown(a) how fi xation can affect creativity; (b) de Mestral’s use of analogy to invent Velcro; and (c) Finke’s creative cognition procedure. L01
Under what conditions are people with high working memory capacity better at solving math problems than are people with low working memory capacity?Under what conditions do they lose this advantage? Why does this probably occur? L01
A problem occurs when there is an obstacle between a present state and a goal and it is not immediately obvious how to get around the obstacle. L01
The Gestalt psychologists focused on how people represent a problem in their mind. They devised a number of problems to illustrate how solving a problem involves a restructuring of this representation and to demonstrate factors that pose obstacles to problem solving. L01
The Gestalt psychologists introduced the idea that reorganization is associated with insight—a sudden realization of a problem’s solution. Insight has been demonstrated experimentally by tracking how close people feel they are to solving insight and noninsight problems. L01
Functional fixedness is an obstacle to problem solving that is illustrated by Duncker’s candle problem and Maier’s two-string problem. Luchins’ water-jug problem illustrates the mental set created while solving a problem. L01
Alan Newell and Herbert Simon were early proponents of the information-processing approach to problem solving. They saw problem solving as the searching of a problem space to find the path between the statement of the problem (the initial state) and the solution to the problem(the goal state). This
The acrobat problem and the reverse acrobat problem illustrate that how the problem is presented can influence problem difficulty. Research on the mutilated checkerboard problem also illustrates the importance of how a problem is presented. L01
Newell and Simon developed the technique of thinkaloud protocols to study participants’ thought process as they are solving a problem. L01
Analogical problem solving occurs when experience with a previously solved source problem or a source story is used to help solve a new target problem. Research involving Duncker’s radiation problem has shown that even when people are exposed to analogous source problems or stories, most people
Analogical problem solving is facilitated when hints are given regarding the relevance of the source problem, when the source and target problems have similar surface features, and when structural features are made more obvious. Analogical encoding is a process that helps people discover similar
The analogical paradox is that participants in psychological experiments tend to focus on surface features in analogy problems, whereas people in the real world frequently focus on deeper, more structural features. In vivo problem-solving research has shown that analogical problem solving is often
Experts are better than novices at solving problems in their field of expertise. They have more knowledge of the field, organize this knowledge based more on deep structure than on surface features, and spend more time analyzing a problem when it is first presented. L01
Creative problem solving is associated with divergent thinking rather than with convergent thinking. We have only a limited understanding of the processes involved in creative problem solving and creativity in general. There is evidence that fixation can inhibit creative problem solving, and that
Mathematics problem-solving performance is affected by working memory capacity. High working memory capacity is associated with better performance than low working memory capacity under low-stress conditions, but this advantage disappears under high-stress conditions. L01
Pick a problem you have had to deal with, and analyze the process of solving it into subgoals, as is done in means-end analysis. L01
Have you ever experienced a situation in which you were trying to solve a problem, but stopped working on it because you couldn’t come up with the answer? Then, after a while, when you returned to the problem, you got the answer right away? What do you think might be behind this process? L01
On August 14, 2003, a power failure caused millions of people in the northeastern and midwestern United States and in eastern Canada to lose their electricity. A few days later, after most people had their electricity restored, experts still did not know why the power failure had occurred and said
Think of some examples of situations in which you overcame functional fixedness and found a new use for an object. L01
What are some of the strategies that guide human decision making?
What are some of the forms of deductive reasoning that people may use, and what factors facilitate or impede deductive reasoning?
How do people use inductive reasoning to make causal inferences and to reach other types of conclusions?
Are there any alternative views of reasoning?
CAN A SIMPLE RULE OF THUMB OUTSMART A NOBEL LAUREATE’S INVESTMENT STRATEGY?

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Cognitive Psychology 6th Edition Robert J. Sternberg, Karin Sternberg - Solutions

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