Hello everyone, I have an Assignment for you today. This assignment MUST be DONE TODAY Tuesday, February 18, 2020, no later than 10 pm. By the way, I need this assignment to be PLAGIARISM FREE & a Spell Check when completed. Make sure you READ the instructions CAREFULLY. Now without further ado, the instructions to the assignments are below:

Instructions:

I have 8 questions below that need answering. The questions below are divided in sections for different units. Unit IV have four questions & Unit V have four questions. Please answer each question with the minimum amount of words (or more) required for each question. Below I’ve attached two study guides (Unit IV & V study guides) that should help you answer the following questions. This assignment is due Today please do not bid if think you’re not going to finish this assignment before the provide time frame!

Unit IV Questions

1.Please describe the three basic systems of memory and the roles they play. Be sure to provide specific examples of how we use each of these systems in our daily lives.

Your response must be at least 75 words in length.

2. Describe the methods you use for studying for tests. Which methods seem to work effectively for you? How might interleaving, as described in the video, improve your memory? Your response must be at least 75 words in length.

3. Explain how psychologists can assess the effectiveness of various forms of reinforcement, and describe which form of reinforcement would persist the longest, and why. Your response must be at least 75 words in length

4. Explain your definition of learning, and describe one learning experience you have had using association, consequence, or observation.

Your response must be at least 75 words in length.

Unit V Questions 

1.Describe why it is more difficult now more than ever before for humans to make decisions. Be sure your answer includes specific examples and the processes that different parts of the brain go through when making decisions. Your response must be at least 75 words in length.

2.Choose which type of mindset you most identify with, either fixed or growth, and explain how this mindset affects how you feel about your intelligence and abilities. Your response must be at least 75 words in length.

3.Choose one theory of intelligence you learned about from the video and explain why this theory sounds most accurate to you. Be sure to summarize the theory, including the type(s) of intelligence it describes, and why you think this theory is better than the others. Your response must be at least 75 words in length.

4.Describe the development of speech, from infancy to approximately 2 years of age. Your response must be at least 75 words in length.

I repeat this assignment is DUE TODAY!!!!! February 18, 2020 before 10 pm!!!

emergency HelpDUE TODAYpsychologyPlease read Assignment

PSY 1010, General Psychology 1

Course Learning Outcomes for Unit IV

Upon completion of this unit, students should be able to:

4. Describe ways in which humans learn new behaviors.
4.1 Define the functions and effectiveness of the term reinforcement.
4.2 Discuss how operant conditioning is used to change human behavior.
4.3 Describe the three processes of memory and how they are used in one’s daily life.

Course/Unit
Learning Outcomes

Learning Activity

4.1

Unit Lesson
Chapter 5, pp. 176–206
Video: Negative Reinforcement
Video: The Big Picture: What Does it Mean to Learn?
Unit IV Assessment

4.2

Unit Lesson
Chapter 5, pp. 176–206
Video: The Basics 1: Classical Conditioning: An Involuntary Response
Video: The Big Picture: What Does it Mean to Learn?
Simulate the Experiment: Learning
Unit IV Assessment

4.3

Unit Lesson
Chapter 6, pp. 222–252
Video: Reasons for Forgetting
Unit IV Assessment

Reading Assignment

Chapter 5: Learning, pp. 176–206

Chapter 6: Memory, pp. 222–252

Links to Chapters 5 and 6 of the eTextbook are provided in the Required Reading area of Unit IV in
Blackboard.

View the following nine short videos in MyPsychLab. You can access the videos by clicking the links provided
in the Required Reading area of Unit IV in Blackboard. (You must be logged into Blackboard in order to
access any MyPsychLab features.)

 Simulate the Experiment: Learning

 The Basics 1: Classical Conditioning: An Involuntary Response

 Negative Reinforcement

 Learning

 The Big Picture: What Does it Mean to Learn?

 Operant Conditioning: Learning From Consequences

 Reasons for Forgetting

 The Basics: Do You Remember When

 What’s In It For Me? Making It Stick

UNIT IV STUDY GUIDE

Learning and Memory

PSY 1010, General Psychology 2

UNIT x STUDY GUIDE

Title

Unit Lesson

Learning

In 1920, Rev. J. A. L. Singh went on a hunting expedition, and he and his party found Kamala (who was
approximately 8 years old) and Amala (who was close to 2 years of age). The children were found with their
wolf mother and her three cubs. The group rescued the children, but there was not a happy ending to this
story. In fact, Amala died after only a year living away from the wolves. Kamala, on the other hand, lived until
16, but she struggled to learn speech, and she only mastered a total of 45 words. She spent years being
frightened when she saw humans, and she would even shriek and cry when someone approached her. She
was primarily mute except for the two-to-three word sentences that she would string together. Eventually,
Kamala became affectionate, but only after years of extensive attention and therapeutic massage given to her
by Mrs. Singh. Her ability to learn was forever thwarted (Singh & Zingg, 1941).

Is it possible to teach an old dog new tricks? Once one reaches a certain age, does learning cease to occur?
Could an individual’s past learning experiences negatively impact his or her ability to learn effectively in the
future? If one can learn a new behavior, can he or she unlearn one as well?

Within this unit, Ciccarelli and White (2017) discuss that two types of
conditioning are used to explain behaviors: classical and operant. Think
for a moment. Do you believe that certain actions can be embraced to
help one overcome undesirable behaviors or fears? As a matter of fact,
numerous researchers posit the affirmative can take place by utilizing
conditioning. For example, if you were bitten by a dog when you were 6
years old, it is quite likely that you could have developed a fear for all
dogs based on your experience with that one dog. The stimulus, is now
associated in your memories with the painful (negative) attack. So, how
could you overcome this negative connotation with dogs? One strategy
would involve systematic desensitization. This would occur when you
were slowly exposed to your fear-evoking stimulus, a dog, but in a safe
environment. In fact, this form of therapy is often compared to extinction,
when behavior that previously elicited a certain response is no longer
reinforced due to missing consequences. So, what do you think? Could
you learn to overcome a fear from your past by associating it with new
thoughts and experiences?

(Höpfl, n.d.)

Can a child raised by animals learn?

Could he or she learn to survive alone
in the wilderness? What would happen

if a child is given little to no human
contact? How can a child’s learning be

impacted if he or she is raised in
isolation?

(Iqoncept, n.d.)

PSY 1010, General Psychology 3

UNIT x STUDY GUIDE
Title

Within the lab, you will be able to learn more about Ivan Pavlov
and his breakthrough research on conditioning. Continued
exploration of this unit will give more insight into classical
conditioning and humankind’s attempts to shape or influence
certain behaviors. In essence, Pavlov purported that certain
elements must be present for conditioning to effectively occur.
He postulated that an unconditioned response (UCR) is
something that occurs innately due to genetics; it is unlearned.
Therefore, when a dog sees food, also called an uncontrolled
stimulus (UCS), his brain is wired to make him salivate (UCR).
He was able to eventually get the dogs to salivate by associating
the dog food dish, which was previously a neutral stimulus, with
food, and this produced a conditioned response. In essence, the
dogs learned to associate the dish with the yummy food.

Ciccarelli and White (2017) also provide critically important information about operation conditioning as well.
As you read this section, begin to explore your thoughts. Have you ever considered what prompts you to
approach certain behaviors? Consequently, could certain issues cause you to avoid other actions altogether?
Edward Thorndike’s law of effect argued that individuals are more prone to replicate certain behaviors if they
are associated with reinforcement. What are your thoughts? Have you ever given a child a piece of candy to
encourage (reinforce) a particular behavior? Can one also embrace certain actions to alter certain behaviors?
You will learn more about behavior modification techniques that are associated with operant conditioning.
Which strategy would you deem as the most effective? Which one do you think has the highest propensity for
creating negative responses? How could you utilize this knowledge to positively shape your educational
experiences?

Do you think all people learn the same? Could differing outlooks emerge even when individuals experience
the same event? Extensive research has been conducted to explore this issue. In fact, Edward Tolman (1949)
centered his research on latent learning. He explained that six types of learning exist: drive discrimination,
field expectancies, cathexis, motor patterns, field-cognitive modes, and equivalence beliefs. To give you an
example of motor patterns, think about an animal that sees food (grass) beyond a fencepost. The animal will
repeatedly shake the post in order to attempt to gain access to his luscious meal. Tolman’s varied schools of
thought were influenced by a culmination of work including that performed by Edwin Guthrie, Clark Hull, and
numerous gestaltists.

On a scale of 1–10, how effective is punishment in your estimation? Martin and Pear (2011) explain that
individuals often dispense physical punishment as a stimulus in an attempt to elicit discomfort, and
essentially, stop the misbehavior. Various forms of punishment exist from electrical shocks to loud noises,
spankings, and even small pinches. (Do you recall your mom pinching you as a child? Did it work to stop your
behavior?) On the other hand, response cost involves removing a certain reinforcement when an unideal
behavior takes place. Think about this. Have you ever received an overdraft banking fee, library fine, or
parking ticket? Did these forms of punishment shape your future actions and make you think twice in future
situations?

As you conclude your exploration of this chapter, begin to carefully examine your thoughts about violence.
Does it bother you to view aggressive acts in video games? Do you enjoy watching vicious crime movies? Do
you think people can become desensitized to viewing violence? What implications could numbing reactions to
violence have on our children and future generations?

Memory

What did you eat for supper Monday night? What did you do for fun last weekend? Where were you on
September 11, 2001?

Was it difficult to recall the answers to the first two questions? What about the last question? Could you
immediately retrieve your memories from that fateful day? If so, you are not alone. Brown and Kulik (1977)
explain that individuals can usually recall vivid memories that are associated with shocking events. This is
referred to as a flashbulb memory. Ciccarelli and White (2017) review numerous issues related to memories
and the impact of the power of suggestion. Think about your previous experiences when attempting to recall

Pavlov’s dog experiment
(Kabanova, n.d)

PSY 1010, General Psychology 4

UNIT x STUDY GUIDE
Title

certain events. Did specific questioning techniques assist your efforts or influence your memories? When
prompted by certain questions, did you begin to recall aspects that never actually took place? Do you think it
is possible to reconstruct a memory with 100% accuracy?

What is 3 x 4? Were you able to quickly answer 12? Did you have an easy or difficult time learning your
multiplication facts in elementary school? If you experienced difficulties memorizing these basic facts, how did
that affect your ability to later solve algebraic equations? Do you believe one’s past experiences can thwart
his or her ability to effectively glean new information? Ciccarelli and White (2017) explain that one’s ability to
recall a certain memory can be influenced by the performance that is required. For example, the three-box
model of memory is embraced by numerous scholars to explain memory. This model purports that we have
three separate memory systems: sensory, short-term, and long-term. These systems encompass how we
process our memories. This model also reinforces that our ability to successfully process certain thoughts will
directly impact our ability to recall the memory effectively. As you explore this unit, challenge yourself to
embrace new strategies that can assist your ability to recall information.

Where did I place my glasses? What was John’s phone number?

Ciccarelli and White (2017) explain that several reasons exist that explain why we forget. In fact, numerous
mechanisms can account for our forgetfulness. Which one most accurately is associated with you? Have you
ever attempted to forget a memory on purpose? Do you believe it is possible to suppress a traumatic event
but later recall the happenings with 100% accuracy?

What was your favorite toy at 2 years of age? Did you enjoy drinking chocolate milk after recess when you
were in kindergarten? In fact, what is your earliest memory? How old were you, and what were you doing that
day? Do you remember what you were wearing? Do you have a picture of yourself from that memory? Could
the picture or stories shared with you by others influence your memories? As you conclude your examination
of this material, you will uncover research that argues many of our Kodak moments are simply stories that we
have reproduced in our minds based on stories that we have heard from others. So, what do you think? Are
your memories really your own? Have you been influenced by stories passed on from your family members?
What are you doing now to shape your children’s memories?

References

Brown, R., & Kulik, J. (1977). Flashbulb memories. Cognition, 5(1), 73–99.

Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.). New York, NY: Pearson.

Höpfl, D. (n.d.). Man is afraid of a little dog, ID 107956225 [Illustration]. Retrieved from

https://www.dreamstime.com/man-afraid-little-dog-clipart-who-image107956225

Iqoncept. (n.d.). What do you think survey poll question, ID 20602105 [Illustration]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-photo-what-do-you-think-survey-poll-question-
image20602105

Kabanova, V. (n.d.). Pavlov’s dog. Experiments, ID 68085050 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-illustration-pavlov-s-dog-experiments-illustration-study-
conditioned-reflex-experiment-salivation-image68085050

Martin, G. L., & Pear, J. (2011). Behavior modification: What it is and how to do it (9th ed.). Upper Saddle

River, NJ: Prentice Hall.

Singh, J. A. L., & Zingg, R. M. (1941). Wolf-children and feral man. New York, NY: Harper.

Tolman, E. C. (1949). There is more than one kind of learning. Psychological Review, 56(3), 144–155.

PSY 1010, General Psychology 5

UNIT x STUDY GUIDE
Title

Suggested Reading

Continue reading in your eTextbook for additional information on learning and memory. You can access the
readings via a link provided in the Suggested Reading area of Unit IV in Blackboard.

Chapter 5: Learning, pp. 207–220
Chapter 6: Memory, pp. 252–262

For a review of this unit’s concepts, you are encouraged to view the PowerPoint presentations for the chapter
readings by clicking on the links provided below.

Click here for the Chapter 5 PowerPoint Presentation. Click here for a PDF of the presentation.

Click here for the Chapter 6 PowerPoint Presentation. Click here for a PDF of the presentation.

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

In the Nongraded Learning Activities area of Unit IV in Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your understanding of this unit’s concepts.

 Study the Flashcards: Chapter 5

 Test Yourself: Chapter 5: On pages 220–221 of the eTextbook, there is a Test Yourself section. You
can take the quiz to assess your understanding of the chapter material.

 Study the Flashcards: Chapter 6

 Test Yourself: Chapter 6: On pages 263–264 of the eTextbook, there is a Test Yourself section. You
can take the quiz to assess your understanding of the chapter material.

https://online.columbiasouthern.edu/bbcswebdav/xid-111628488_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111628487_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111628490_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111628489_1

PSY 1010, General Psychology 1

Course Learning Outcomes for Unit V

Upon completion of this unit, students should be able to:

5. Explain basic cognitive functions.
5.1 Identify some methods that people use to solve problems and make decisions.
5.2 Summarize a theory of intelligence.
5.3 Explain how early childhood language develops.

Course/Unit
Learning Outcomes

Learning Activity

5.1

Unit Lesson
Chapter 7
Experiment: Mental Rotation
Unit V Assessment

5.2

Unit Lesson
Chapter 7
Video: In the Real World: Intelligence Tests and Stereotypes
Video: Thinking Like a Psychologist: Intelligence Tests and Success
Unit V Assessment

5.3
Unit Lesson
Chapter 7
Unit V Assessment

Reading Assignment

Chapter 7: Cognition: Thinking, Intelligence, and Language

A link to Chapter 7 of the eTextbook is provided in the Required Reading area of Unit V in Blackboard.

View the following eight videos in MyPsychLab. You can access the videos by clicking the links provided in
the Unit V Required Reading area of Blackboard. (You must be logged into Blackboard in order to access any
MyPsychLab features.)

 Simulate the Experiment: Mental Rotation

 In the Real World: Intelligence Tests and Stereotypes

 Thinking Like a Psychologist: Intelligence Tests and Success

 Cognition

 The Basics: Theories of Intelligence

 Language Development

 What’s In It For Me?: How Resilient Are You?

 What’s In It For Me?: Making Choices

UNIT V STUDY GUIDE

Cognition: Thinking, Intelligence,
and Language

PSY 1010, General Psychology 2

UNIT x STUDY GUIDE

Title

Unit Lesson

Quite frequently, thoughts that we proactively seek to avoid wind up plaguing our conscious thoughts beyond
relief. Did you realize those unwanted thoughts can make peace and mental tranquility a seemingly elusive
goal? As a matter of fact, Wegner (1988) explained that the dilemma we face is not actually rooted in our
consciousness. No, trouble surfaces when we seek to suppress those thoughts. When you attempt to repress
a particular thought, you actually begin to focus on it even more. For example, if I told you stop thinking about
an orange basketball, could you do it? Try it. Do not think about a round, orange basketball. Now quickly,
what are you thinking about? Is it the orange basketball? As you explore this unit, you will gain more insight
into mental manipulation. Start to think about how you categorize various objects around you. Do you believe
all of your thoughts are conscious ones? Could you be thinking about something without really being aware
of such?

Are you a rational thinker? How often are you influenced by your gut instincts as you attempt to make a huge
decision in your life? Within this unit’s chapter readings, Ciccarelli and White (2017) discuss our ability to
make rational decisions. In fact, we are always thinking or processing mental information; however, we have
two major types of thinking. The first system of thinking relates to our ability to formulate quick decisions?
What do you want to eat for lunch? This decision is made quite likely by your personal experiences and your
innate desires. On the other hand, some thinking requires more complex and analytical processing. We might
even think of certain rules to help shape this thinking. This system of thought is tied to our formal educational
training. Overall, we use a combination of the two systems to govern our thinking.

Is Rational Thinking an Inherited Trait?

Have you ever just had a negative, gnawing feeling about someone but you just did not understand why?
From where did these feelings surface? Do you think they were inherited?

Let’s go back to the previous question that was posed. Are you a rational thinker? According to Brown (1997),
a study was conducted in London, England, that purports that daughters quite frequently inherit their intuition
from their dads. The featured research examined respondents’ ability to recognize adequate social behaviors
while also examining their ability to decode nonverbal cues. The study had 88 families to participate. These
families were unique in the fact that the daughters in the study had been diagnosed with Turner’s syndrome.
(This is a genetic condition that describes those who have only an X chromosome.) The parents were told to
rate their daughters on numerous measures of social intelligence. It was then ascertained if the single X
chromosome had been inherited from the girl’s mother or father. The results of the study were quite baffling.
Measures of intuition were worse in the population that had received X chromosomes from the mothers. So
what are your thoughts? If you are a woman, do you think your reasoning abilities more closely align with
those of your father? If you are a man, what future implications could these research findings mean for
your daughters?

Take a moment to think how you would rationalize this. Which is better for an infant: cow’s milk or mother’s
milk? Although it has been widely established that breast milk is more beneficial for babies than formula when
one considers various gastrointestinal issues, more research is present that could reveal additional benefits
for mom’s milk over the canned version as well. Stop and think for a minute. Do you believe that

(Hdconnelly, n.d.) (Galimzianova, 2017)

Have you ever sought to drop
a few pounds, but you just
couldn’t stop thinking about a
lunch with a large pizza and
big soft drink?

Have you ever heard a song,
and your mind instantly flashed

back to an old, sad memory?

PSY 1010, General Psychology 3

UNIT x STUDY GUIDE
Title

breastfeeding will make your baby smarter? Well, if you said yes, then you are not alone. Some scholars have
performed studies in which they argue that certain correlations exist between intelligence quotient (IQ) scores
and breastfeeding. In fact, research shared by Der, Batty, and Deary (2006) reported that participants who
were breastfed had IQ scores that were 6 or 7 points higher than their non-breastfed counterparts. Many
scholars postulate that breastfeeding promotes brain development, which ultimately leads to an increase in
cognitive abilities. However, everyone does not agree. On the other side of this controversial subject, some
argue that the actual decision to give a baby breast milk could be correlated to other factors that influence
intelligence. The mother’s ethnic background, IQ, and socioeconomic status can also guide her decision to
breastfeed. These additional confounding variables can directly influence intelligence as well (Der, Batty, &
Deary, 2006).

Cognition and Intelligence

Does your mom have a hard time processing certain thoughts? What about your grandmother? Have you
found that she has difficulties with certain cognitive functions? Within this unit, you will learn that difficulties
with cognitive processing can often be tied to low levels of estrogen. Although this is seemingly dismal news
to grasp, recent advances in estrogen-replacement therapy give more hope in this area. In essence, it has
been discovered that elevating one’s estrogen levels can lead to higher mood satisfaction as well. These
enhancements can also improve cognitive processing too. So, what do you think? Would your mom be willing
to try estrogen therapy if she believes that it could improve her reaction time in certain circumstances? What
about your grandmother? Would she try this therapy if it could assist her verbal memory efforts?

What do you really think about a person’s intelligence? Do you think
one can truly ascertain or predict college performance based on a
single standardized test score such as the one you receive from
American College Testing (ACT) or SAT (once known as the Scholastic
Achievement Test)? Could test anxiety ever hinder one’s test
performance? What about test items that are overwhelmingly biased? (If
you have never been outside your small rural state for a family vacation,
would it be easy for you to hypothesize a round trip, cross-country
summer excursion with your wealthy family if this was a task for you to
complete as a test item?) Be sure to explore all of the information on
intelligence quite closely. The textbook authors share information on
Gardner’s Theory of Intelligence. In essence, Gardner believed that we
can possess levels of intelligence in multiple areas. Do you have
children? If so, did you realize that your attitude towards higher
education can directly impact their academic performance? According
to Ciccarelli and White (2017), intelligence involves quite more than we
often realize.

On the other hand, some individuals face challenges related to
intelligence. In fact, IQ tests are often utilized to ascertain if people have
mental deficits. Ciccarelli and White (2017) explain that an intellectual
disability is classified as a neurodevelopmental disorder. To be
categorized as such, the person could have a lower IQ score when
compared with the mean average of their neurotypical counterparts.
Additionally, the person might have adaptive challenges that would
make it difficult for him or her to live independently, hold down a job, or

even communicate effectively with others. There are varying levels of intellectual disabilities from very mild to
quite profound. For example, some individuals could be non-verbal, easily influenced, and manipulated by
others. Additionally, some people might have issues in social situations or possess poor communication
tactics. On the other end of the intelligence spectrum is giftedness. These are people who have IQs on the
high end of the distribution curve, usually an IQ above 130 points. Ciccarelli and White (2017) share that
numerous stigmas have been associated with this group as well. It has been touted that they are socially
awkward and physically weak. These erroneous assumptions are just as inaccurate as those that are often
associated with people who suffer from intellectual disabilities. One cannot make wide-sweeping
generalizations about either group. Furthermore, emotional intelligence focuses on how well one can manage

(Thinglass, 2014)

PSY 1010, General Psychology 4

UNIT x STUDY GUIDE
Title

his or her emotions and to think effectively while also understanding the feelings of others. So what do you
think? Can a person be book smart but not have common sense?

Language

Finally, as you conclude your exploration of this unit, make sure that you review the information on language
development closely. Language is how we combine words to communicate with others. Language not only
helps us to communicate with people, but it helps us to externalize our internal thoughts. Ciccarelli and White
(2017) explain that grammar encompasses the system of rules that we use to structure our language. As you
read this section, you will learn that all languages have basic sounds that we call phonemes. (Did you realize
that you were actually born with the ability to decipher phonemes from other languages when you were born
but that the ability decreases as you are exposed to one primary language?) You will learn more about
morphemes, syntax, semantics, and pragmatics as you read this chapter. For example, have you noticed that
you speak to a child using different words than you would to an adult? Additionally, have you observed that
your pitch is higher when you talk to a baby and you often repeat yourself? (You are unknowingly helping the
infant to develop language by embracing these strategies.) Begin to notice how you communicate with others
on a daily basis.

References

Brown, D. (1997, June 12). Girls may inherit intuition gene from fathers. Retrieved from

https://www.washingtonpost.com/archive/politics/1997/06/12/girls-may-inherit-intuition-gene-from-
fathers/98099c76-8ffb-42f1-9c38-37f0cd2801d5/?noredirect=on&utm_term=.5dc7c11e210a

Ciccarelli, S. K., & White, J. N. (2017). Psychology (5th ed.). New York, NY: Pearson.

Der, G., Batty, G. D., & Deary, I. J. (2006). Effect of breast feeding on intelligence in children: Prospective

study, sibling pairs analysis, and meta-analysis. British Medical Journal, 333(7575), 945–948.

Galimzianova, L. (2017). Listen to sad music concept, ID 98670461 [Photograph]. Retrieved from

https://www.dreamstime.com/stock-photo-listen-to-sad-music-concept-listen-to-sad-music-concept-
headphones-sad-smile-image98670461

Hdconnelly. (n.d.). Woman craving junk food, ID 14166795 [Illustration]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-photo-woman-craving-junk-food-image14166795

Iqoncept. (n.d.). What do you think survey poll question, ID 20602105 [Illustration]. Retrieved from

https://www.dreamstime.com/royalty-free-stock-photo-what-do-you-think-survey-poll-question-
image20602105

Thinglass. (2014). IQ test today, ID 41924908 [Illustration]. Retrieved from

https://www.dreamstime.com/stock-photo-iq-test-today-phrase-written-blackboard-sign-reminder-to-
bring-your-brain-image41924908

How would life be different if we
didn’t have language?

(Iqoncept, n.d.)

PSY 1010, General Psychology 5

UNIT x STUDY GUIDE
Title

Wegner, D. M. (1988). Stress and mental control. In S. Fisher & J. Reason (Eds.), Handbook of life stress,
cognition, and health (pp. 685–699). Chichester, England: Wiley.

Suggested Reading

For a review of this unit’s concepts, you are encouraged to view the PowerPoint presentation for the chapter
reading by clicking on either of the links provided below.

Click here for the Chapter 7 PowerPoint Presentation. Click here for a PDF of the presentation.

Learning Activities (Nongraded)

Nongraded Learning Activities are provided to aid students in their course of study. You do not have to submit
them. If you have questions, contact your instructor for further guidance and information.

In the Nongraded Learning Activities area of Unit V in Blackboard, you will find MyPsychLab links to access
the following resources. They can help you to assess your understanding of this unit’s concepts.

 Study the Flashcards: Chapter 7

 Test Yourself: Chapter 7: On pages 308–309 of the eTextbook, there is a Test Yourself section. You
can take the quiz to assess your understanding of the chapter material.

https://online.columbiasouthern.edu/bbcswebdav/xid-111628492_1

https://online.columbiasouthern.edu/bbcswebdav/xid-111628491_1