Index
#
A
Abnormal behavior – Section 15.1.2; Section 15.2.2
Abolishing operations – Section 6.5.2.1
Absentmindedness – Section 13.3.3
Acceptance techniques – Section 6.5.3.4
Accommodation – Section 10.2.2.1
Achievement need – Section 8.5
Actor-observer bias – Section 12.1.4
Acute pain – Section 11.4
Adaptation – Section 10.2.2.1
Adaptation energy – Section 4.4.3
Adherence – Section 11.3
Adler – Section 9.2.2
Affect, types of – Section 2.1
Affect heuristic – Section 13.5.2
Affective forecasting – Section 1.3.3
Affective states – Section 2.1
Affiliation need – Section 8.2; Section 10.5.3.3; Section 12.3.1
Aggression – Section 10.3.3.2; Section 10.4.3.4
Alarm reaction – Section 4.4.3
Algorithms – Section 13.5.1
Allport – Section 7.2.3.1
Altruism – Section 12.4.4.1; Section 15.1.5
Amnesia – Section 13.3.3
Amygdala – Section 2.3.2
Animistic thinking – Section 10.3.2.1
Antecedents – Section 6.1
Apostasy – Section 9.3.1
Applied science – Section 6.1
Appraisal, and emotion – Section 2.2.4; Section 4.4.4
Archetypes – Section 9.2.1
Aristotle – Section 1.4.1
Arousal theory of motivation – Section 1.4.2.1
Asch, Solomon – Section 15.1.7
Assimilation – Section 10.2.2.1
Associative learning – Section 13.6.1
Attachment, and religion – Section 9.6.2
Attention – Section 13.2
Attitudes – Section 12.2.1
Components of – Section 12.2.2
Sources of – Section 12.2.3
Attribution theory – Section 12.1.1
Attraction – Section 12.3.1
Factors affecting – Section 12.3.2
Autonomy need – Section 8.6; Section 10.5.3.2
Autonomy vs. shame and doubt – Section 10.3.1.3
Availability heuristic – Section 13.5.2
Avoidance behavior – Section 1.3.3
B
Babbling – Section 10.2.2.3
Bandura, Albert – Section 13.6.4.2
Base rate fallacy – Section 13.5.2
Baseline phase – Section 6.4.3
Basic evils – Section 9.2.2
Basic science – Section 6.1
Behavior – Section 6.1
Behavioral definition – Section 6.3.1
Bentham – Section 1.4.1
Bias – Section 13.3.3
Biological preparedness – Section 1.5.2.1
Bipolar disorders – Section 2.7.2
Blocking – Section 13.3.3
Broaden-and-build model – Section 2.6
Buffering hypothesis – Section 4.5.1
C
Calories – Section 5.2
CAMs – Section 11.5
Cannon-Bard theory of emotion – Section 2.5.1
Case studies – Section 1.6.2.2
Cattell – Section 7.2.3.2
Central executive – Section 13.2
Centration – Section 10.3.2.1
Cephalocaudal principle– Section 10.1.4
Change – Section 4.2.1.2
Stages of – Section 6.2
Change blindness – Section 13.2
Choice overload phenomenon – Section 5.2
Choices – Section 1.3.2
Chronic pain – Section 11.4
Chunking – Section 13.3.2.2
Circadian rhythms – Section 14.1.3
Cognition – Section 6.5.3.4
Cognition need – Section 8.4
Cognitive behavioral therapy – Section 6.5.3.4
Cognitive closure need – Section 8.8
Cognitive coping skills training – Section 6.5.3.4
Cognitive dissonance – Section 12.2.5
Cognitive theory of motivation – Section 1.4.2.3
Collective unconscious – Section 9.2.1
Compensation hypothesis – Section 9.6.2
Competence – Section 1.1
Competence need – Section 8.7
Competing behavior – Section 6.3.1
Competition – Section 12.4.4.1
Compliance – Section 15.1.8
Compromise – Section 4.3
Concrete operations – Section 10.4.2.1
Conditioning – Section 13.6.1
Confirmation bias – Section 13.5.2
Conflict – Section 4.2.1.1
Conformity – Section 15.1.7
Confrontation – Section 4.3
Consequences – Section 6.1
Conservation – Section 10.3.2.1
Consolidation – Section 13.3.2.3
Cooperation – Section 12.4.4.1
Coping, and religion – Section 9.5
Correlational research – Section 1.6.2.4
Correspondence inference theory – Section 12.1.2
Costs, of motivated behavior – Section 5.2
Counterconditioning – Section 1.5.2.1
Covariation theory – Section 12.1.3
Covert behavior – Section 6.1
Creativity – Section 13.4
Criterion – Section 6.3.2
Critical thinking – Section 1.6.1
Cyberloafing – Section 15.2.4
Cynicism – Section 1.4.1
D
Daily hassles – Section 4.2.1.1
Darwin – Section 1.5.1
Death, and religion – Section 9.7
Death and dying, stages of – Section 10.6.3.3
Decenter – Section 10.4.2.1
Deconversion – Section 9.3.1
Deductive reasoning – Section 13.5.1
Defense mechanisms – Section 7.2.1.1
Deferred imitation – Section 10.2.2.1
Deficit, behavioral – Section 6.1
Deindividuation – Section 15.2.7
Demand – Section 4.1; Section 4.2.1
Depressive disorders – Section 2.7.3
Depth perception – Section 10.2.1.3
Desensitization – Section 6.5.3.2
Development
Principles of – Section 10.1.4
Types of – Section 10.1.3
Developmental periods – Section 10.1.2
Developmental psychology, defined – Section 10.1.1
Dialectical reasoning – Section 10.6.2.1
Differential reinforcement – Section 6.5.4.1
Dimensions of behavior – Section 6.1
Discounting principle – Section 12.1.3
Discrimination – Section 15.2.5
Discriminative stimuli – Section 6.5.2.1
Disease – Section 11.2
Display rules – Section 2.4.1
Distal goals – Section 3.3.1.2
Distancing – Section 4.5.3
Distraction – Section 13.2
Distressors – Section 4.2.1.2
Divergent thinking – Section 13.4
Divided attention – Section 13.2
Downward social comparison – Section 10.4.3.2
Drive reduction model – Section 1.2.2.2
Drive reduction theory of motivation – Section 1.4.2.4
Drives – Section 1.2; Section 1.2.2.2
Duchenne smiles – Section 2.3.2
E
Eating disorders – Section 10.5.1.2
Ego – Section 9.2.1
Ego integrity vs. despair – Section 10.6.3.3
Egocentrism – Section 10.3.2.1
Emotion
Characteristics of – Section 2.2
Defined – Section 2.1
Emotion focused coping – Section 4.1; Section 4.5
Emotional disclosure – Section 4.5.4
Emotional intelligence – Section 2.8
Emphasizing the positive – Section 4.5.3
Enactive learning – Section 13.6.4.1
Encoding – Section 13.3.2.3
Energy, types of – Section 1.1
Epicureanism – Section 1.4.1
Episodic memory – Section 13.3.2.3
Epistemology – Section 1.4.1
Erikson, stages of personality development – Section 7.2.1.2
Escape behavior – Section 1.3.2
Establishing operations – Section 6.5.2.1
Ethics – Section 1.4.1
Eugenics – Section 1.5.1
Eustressors – Section 4.2.1.2
Evaluating the plan – Section 6.7
Evolutionary history – Section 1.3.1
Evolutionary psychology – Section 12.3.3
Excess, behavioral – Section 6.1
Exercise – Section 15.1.1
Exhaustion – Section 4.4.3
Expectancy-value theory – Section 1.4.2.3; Section 3.3.3
Experimentation – Section 1.6.1
Experiments – Section 1.6.2.5
Explicit memory – Section 13.3.2.3
Extinction (and burst) – Section 13.6.3.5
Extreme stressors – Section 4.2.1.2
Extrinsic religious orientation – Section 9.1.4
Eysenck – Section 7.2.3.3
F
Facial-feedback hypothesis – Section 2.4.2
Fading – Section 6.5.2.2
Faith – Section 9.2
False consensus effect – Section 12.1.4
False uniqueness effect – Section 12.1.4
Fast mapping – Section 10.3.2.2
Fear – Section 1.5.2.1
Fine motor skills – Section 10.2.1.4
Five factor model – Section 7.2.3.4
Flooding – Section 6.5.3.2
Focalism – Section 1.3.3
Forgiveness – Section 15.1.6
Formal operations – Section 10.5.2.1
Freud – Section 1.4.2.5; Section 7.2.1.1
Frustration – Section 4.2.1.1
Functional assessment – Section 6.4.2
Functional fixedness – Section 13.4
Fundamental attribution error – Section 12.1.4
G
Galton – Section 1.5.1
Gaps – Section 1.6.1
General adaptation syndrome – Section 4.4.3
Generativity vs. stagnation – Section 10.6.3.2
Gestalt principles of perceptual organization – Section 13.1
Gestalt psychology – Section 13.4
Glucose – Section 5.2
Goals – Section 1.3.2; Module 3
Achievement – Section 3.3.1
Commitment – Section 3.2.4
Difficulty – Section 3.2.1
Failure – Section 3.3.2
Level – Section 3.2.2
Origins of – Section 3.1.2
Planning – Section 3.3.1.2
Specificity – Section 3.2.3
Goal setting – Section 6.3.2
Grit – Section 5.3
Gross motor skills – Section 10.2.1.4
Groups, types of – Section 1.6.2.5
H
Habit behaviors – Section 6.5.3.3
Habit reversal procedure – Section 6.5.3.3
Habituation – Section 13.6.1
Halo effect – Section 12.3.2
Health – Section 11.1
Helping behavior – Section 15.1.5
Hemingway effect – Section 3.3.3
Heuristics – Section 13.5.2
Hierarchical integration – Section 10.1.4
Hindsight bias – Section 13.5.2
Hobbes – Section 1.4.1
Holophrases – Section 10.2.2.3
Homeostasis – Section 1.2.2.2; Section 14.1.1
Horney – Section 9.2.2
Hull – Section 8.1.2
Humanistic perspective – Section 7.2.2
Hunger – Section 14.1.4
Hypothalamus – Section 14.1.4
Hypothesis – Section 1.6.1
I
Identity crisis – Section 10.5.3.1
Identity vs. role confusion – Section 10.5.3.1
Inattentional blindness – Section 13.2
Individualism – Section 12.4.4.1
Illness – Section 11.2
Illusory correlation – Section 13.5.2
Imaginary audience – Section 10.5.2.2
Immune neglect – Section 1.3.3
Impact bias – Section 1.3.3
Implicit attitude – Section 15.2.5
Implicit memory – Section 13.3.2.3
Incentive theory of motivation – Section 1.4.2.2
Incentives – Section 1.1
Independence of systems – Section 10.1.4
Inductive reasoning – Section 13.5.1
Industry vs. inferiority – Section 10.4.3.1
Ingroup/outgroup bias – Section 15.2.5
Insight learning – Section 13.4
Instinct – Section 1.4.2.5
Instinct theory of motivation – Section 1.4.2.5
Instrumental – Section 1.1
Intensity, and emotion – Section 2.2.3
Interference – Section 13.3.3
Initiative vs. guilt – Section 10.3.3.1
Intimacy vs. isolation – Section 10.6.3.1; Module 12.3.2
Intrinsic religious orientation – Section 9.1.4
J
James – Section 1.4.2.5
James-Lange theory of emotion – Section 2.5.1
Just world hypothesis – Section 12.1.4
K
Knowledge – Section 1.1
Kohlberg – Section 9.4.2
L
Lamarck – Section 1.5.1
Lapse – Section 6.8.2
Leaders, and overconsumption – Section 12.4.5.1
Learning – Section 13.6.1
Least effort, principle of – Section 5.4
Literature review – Section 1.6.1
Load theory of attention – Section 13.2
Locus of control – Section 4.5.2
Logic – Section 1.4.1
Long-term memory – Section 13.3.2.3
Love – Section 15.1.3
Lyell – Section 1.5.1
M
Maintenance phase – Section 6.8.1
Malthus – Section 1.5.1
Maslow – Section 1.2.2.1; Section 8.1.1.; Section 9.2.4
Mate selection – Section 12.3.3
Meaning need – Section 8.9
Measurement – Section 1.6.1
Memory – Section 10.4.2.3; Section 10.6.2.2; Section 13.3
Errors – Section 13.3.3
Stages of – Section 13.3.2
Mental disorders – Section 2.7
Mental set – Section 13.5.2
Metaphysics – Section 1.4.1
Microexpressions – Section 2.4.2
Midlife crisis – Section 10.6.3.2
Midlife transition – Section 10.6.3.2
Mindfulness – Section 4.5.4
Misattribution – Section 13.3.3
Mob behavior – Section 15.2.7
Modeling – Section 6.5.3.2
Mood – Section 2.1
Mood disorders – Section 2.7
Moral attitudes, and religion – Section 9.4.1
Moral behavior, and religion – Section 9.4.3
Moral development – Section 9.4.2
Mother, universal preference for – Section 1.5.2.2
Motherese – Section 10.2.2.3
Motivation, defined – Section 1.1
Motive – Section 1.1
Motives, universal – Section 1.5.2
Multimethod research – Section 1.6.2.6
Music – Section 1.5.2.2
N
Natural selection – Section 1.5.1
Nature-nurture debate – Section 2.4.1
Near-death experiences – Section 9.7.3
Need – Section 1.2
Needs, hierarchy of – Section 1.2.2.1
Negative feedback loop – Section 1.2.2.2
Nervous system – Section 2.3
Neurons – Section 10.2.1.1
Nonassociative learning – Section 13.6.1
non-Duchenne smiles – Section 2.3.2
Normal behavior – Section 15.1.2
O
Obedience – Section 15.2.8
Obesity – Section 10.4.1
Object permanence – Section 10.2.2.1
Observation – Section 1.6.1; Section 1.6.2.1
Observational learning – Section 13.6.4.1
Operant conditioning – Section 13.6.3
Opportunity costs – Section 5.2
Orienting response – Section 13.6.1
Outgroup homogeneity – Section 15.2.5
Overt behavior – Section 6.1
P
Pain management – Section 11.4
Parenting styles – Section 9.6.1
Pavlov – Section 13.6.2
Perceived self-interest – Section 15.1.5
Perception – Section 1.4.2.3; Section 13.1
Perceptual load – Section 13.2
Perceptual set – Section 2.1; Section 13.1
Persistence – Section 13.3.3
Personal fable – Section 10.5.2.2
Personal history – Section 1.3.1
Personal unconscious – Section 9.2.1
Personality – Module 7
Characteristics of – Section 7.1.2
Disorders of – Section 7.4
Measurement of – Section 7.1.3
Stages of personality development, according to Freud – Section 7.2.1.1
Personality traits – Section 7.1.1
Persuasion – Section 12.2.4
Philosophy – Section 1.4.1
Physical changes, during
Adolescence – Section 10.5.1
Adulthood – Section 10.6.1
Infancy – Section 10.2.1
Middle childhood – Section 10.4.1
Preschool years – Section 10.3.1
Physical energy costs – Section 5.2
Plato – Section 1.4.1
Play – Section 10.3.1.2
Positive emotion, as adaptive – Section 2.6
Positive psychology – Section 15.1.2
Postformal thought – Section 10.6.2.1
Power need – Section 8.3
Prayer – Section 9.5.3
Prejudice – Section 15.2.5
Prelinguistic communication – Section 10.2.2.3
Preoperational stage – Section 10.3.2.1
Pressure – Section 4.2.1.1
Primary aging – Section 10.1.1
Primary appraisal – Section 4.4.4
Primary reinforcers/punishers – Section 13.6.3.2
Prisoner’s Dilemma Game – Section 12.4.1.1
Problem focused coping – Section 4.1; Section 4.3
Problems – Section 13.4
Procedural memory – Section 13.3.2.3
Processing capacity – Section 13.2
Prompt delay – Section 6.5.2.2
Prompt fading – Section 6.5.2.2
Prompting – Section 6.5.2.2
Prosocial behavior – Section 9.7.2.6; Section 10.3.3.3
Proximal goals – Section 3.3.1.2
Proximodistal principle– Section 10.1.4
Psychology, defined – Section 1.6.1
Psychological energy costs – Section 5.2
Psychosomatic disorders – Section 4.4.3
Puberty – Section 10.5.1.1
Public goods dilemma – Section 12.4.1.1
Pull – Section 1.2; Section 1.2.3
Punishers, effectiveness of – Section 13.6.3.3
Punishment – Section 6.5.4.3; Section 13.6.3.1
Push – Section 1.2
Q
Quest orientation – Section 9.1.4
R
Random assignment – Section 1.6.2.5
Reappraisal – Section 2.1; Section 4.4.4
Reasoning – Section 13.5
Types of – Section 13.5.1
Errors in – Section 13.5.2
Receptor cells – Section 13.1
Reciprocal altruism – Section 10.3.3.3; Section 15.1.5
Reflexes – Section 10.2.1.2
Reinforcement – Section 13.6.3.1
Reinforcement schedule – Section 13.6.3.4
Reinforcers, effectiveness of – Section 13.6.3.3
Relapse – Section 6.8.2
Religion – Section 9.1.2
And nature – Section 9.2.6
And nurture – Section 9.2.7
And seeing a doctor – Section 11.2
Religious belief – Section 9.1.1
Dimensions of – Section 9.1.3
And TMT – Section 9.7.2.7
Religious conversion – Section 9.3.1
Religious deconversion – Section 9.3.1
Religious orientation – Section 9.1.4
Relaxation training – Section 4.5.4; Section 6.5.3.2
Repetition blindness – Section 13.2
Replication – Section 1.6.1
Repressed – Section 1.4.2.5
Research design – Section 1.6.1
Resistance – Section 4.4.3
Resource dilemma – Section 12.4.1.1
Resources – Section 4.1; Section 4.2.2; Section 5.3
Respondent conditioning – Section 13.6.2
Response costs – Section 5.2
Retrieval, of memories – Section 13.3.2.3
Reversibility – Section 10.3.2.1
Rogers, Carl – Section 7.2.2
S
Satiety – Section 14.1.4
Schachter-Singer two-factor theory of emotion – Section 2.5.1
Schedules of reinforcement – Section 13.6.3.4
Schemas – Section 10.2.2.1
Scientific method – Section 1.6.1
Seasons of life – Section 10.6.3.2
Secondary aging – Section 10.1.1
Secondary appraisal – Section 4.4.4
Secondary reinforcers/punishers – Section 13.6.3.2
Selective attention – Section 13.2
Self-blame – Section 4.5.3
Self-concept – Section 10.4.3.2
Self-disclosure – Section 12.3.2
Self-efficacy – Section 3.1.2; Section 6.2.2
Self-imposed stressors – Section 4.2.1.2
Self-instructions – Section 6.5.2.3
Self-isolation – Section 4.5.3
Self-modification – Section 6.1
Self-monitoring – Section 6.4.1
Self-serving bias – Section 12.1.4
Selye, Hans – Section 4.4.1
Semantic memory – Section 13.3.2.3
Sensation – Section 13.1
Sensitization – Section 13.6.1
Sensorimotor stage – Section 10.2.2.1
Sensory memory – Section 13.3.2.1
Serial position effect – Section 13.3.2.3
Sexual behavior/Sex – Section 14.1.6
Shaping – Section 6.5.3.1
Short-term memory – Section 13.3.2.2
Sleep – Section 14.1.3
Smiling – Section 10.3.1.2
Smoking – Section 15.2.1
Snowball effect – Section 15.2.7
Sociability – Section 10.3.1.2
Social comparison – Section 10.4.3.2
Social Darwinism – Section 1.5.1
Social dilemmas – Section 12.4
Classes of – Section 12.4.1.1
Social facilitation – Section 15.1.4
Social identity theory – Section 12.4.3
Social loafing – Section 15.2.4
Social norms – Section 15.2.2
Social referencing – Section 10.3.1.2
Social value orientation – Section 12.4.4
Socrates – Section 1.4.1
Spirituality – Section 9.1.2
Spontaneous recovery – Section 13.6.3.5
Statistics – Section 1.6.1
Stereotype threat – Section 15.2.5
Stigma – Section 11.2
Stoicism – Section 1.4.1
Storage, of memories – Section 13.3.2.3
Stress – Module 4; Section 4.4
And Seeing a Doctor – Section 11.2
Definition of – Section 4.1
Disorders of – Section 4.4.5
Effects of – Section 4.4.5
Model of – Section 4.1
Stress inoculation – Section 4.5.4
Stressors – Section 4.2.1.2
Stigma, of mental disorders – Section 15.2.6
Strain – Section 4.1; Section 4.2.3
Stranger anxiety – Section 10.3.1.2
Substance abuse – Section 14.2
Successful aging – Section 10.6.3.3
Surveys – Section 1.6.2.3
Survival, and religion – Section 9.2.5
Syllogisms – Section 13.5.1
Synapses – Section 10.2.1.1
Synaptic pruning – Section 10.2.1.1
Synaptogenesis – Section 10.2.1.1
T
Telegraphic speech – Section 10.2.2.3
Temperament – Section 7.1.1
Tension reduction – Section 4.5.3
Terror Management Theory (TMT) – Section 9.7.2
Theory – Section 1.6.1
Thermoregulation – Section 14.1.2
Thirst – Section 14.1.5
Time, and motivation – Section 1.3
Time costs – Section 5.2
Token economy – Section 6.5.4.2
Trait-environment correlation/interaction – Section 7.3
Trait theory – Section 7.2.3
Transduction – Section 13.1
Transience – Section 13.3.3
Treatment phase – Section 6.6
Triangular theory of love – Section 15.1.3
Trust vs. mistrust – Section 10.3.1.3
U
Uncertainty – Section 9.2.3; Section 12.4.4
Unconscious motivation – Section 1.4.2.5
Unmotivated, defined – Section 1.1
V
Valence – Section 3.3.1.5
Value – Section 3.1.1
Values – Section 15.3
Variables, types of – Section 1.6.2.5
W
Watson – Section 1.4.2.5; Section 2.1
Wellness – Section 11.1
Wishful thinking – Section 4.5.3
Withdrawal – Section 4.3
Working memory – Section 13.3.2.2
Worldview defense – Section 9.7.2.3
X
Y
Z
Zeigarnik effect – Section 3.3.3
