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Psychology: A Framework provides an accessible and personalizedframework that students need to go from understanding to the application ofthe science of Psychology. This framework includes: The Six Flags ofScientific Thinking. *Extraordinary Claims tells us that extraordinary claimsrequire extraordinary evidence. For Example: The claim that a monster, likeBigfoot, has been living in the American Northwest for decades without beingdiscovered by researchers requires more rigorous evidence. *Falsifiability.For a claim to be meaningful, it must in principle be falsifiable, that is,capable of being disproven. For Example: The claim that "all human beingshave invisible souls" isn't necessarily wrong but it is unfalsifiable becauseno evidence could conceivably disprove it. *Occam's Razor (Also called the"principle of parsimony"). If two explanations for a phenomenon are equallygood, we should generally select the simpler one. For Example: If a personwith poor vision spots a flying saucer during a Frisbee tournament on a foggyday, it's more likely that his UFO report is due to a simplerexplanation--mistaking a frisbee for a UFO. *Replicability. When evaluatinga psychological claim, ask yourself whether the findings that support thisclaim have been replicated by independent investigators. For Example: If aresearcher finds that people who practice meditation score 50 points higheron an IQ test than people who don't, but no one else can duplicate thefinding, we should be skeptical of it. *Ruling Out Rival Hypotheses.Whenever you evaluate a psychological claim, ask yourself whether alternativeexplanations for this claim have been excluded, or whether the claim could beexplained in other ways. For Example: If an investigator finds thatdepressed people who receive a new medication improve more than equallydepressed people who receive nothing, this difference may be due to thepeople who received the medication expected to improve. *Correlation vs.Causation. A correlation between two things doesn't prove a causalconnection between them. For Example: The finding that people eat more icecream on days when many crimes are committed doesn't mean eating ice creamcauses crime. What Do YOU Think? These boxed features, which appear in everysection of the chapter, ask students to imagine themselves in a variety ofreal-world roles and scenarios and then use their critical thinking skills toform opinions, offer advice, or make policy decisions. By applying theseskills to a diverse array of situations, students will see the importance ofcritical thinking in all aspects of life. MythConceptions Boxes Eachchapter contains one "MythConceptions" box focusing in-depth on a widespreadpsychology misconception. In this way, students will come to recognize thattheir commonsense intuitions about the psychological world are not alwayscorrect, and that scientific methods are needed to separate accurate frominaccurate claims. Factoids and Fictoids "Factoids" present interestingand surprising facts, while "Fictoids" present widely held beliefs that arefalse or unsupported. In both cases, students will find their conceptions andmisconceptions of psychology challenged and their perspectives of psychologybroadened. These features also underscore a crucial point: Psychology can befun! Your Complete Review System This review system appears at the end ofeach chapter and provides students with a quick, effective, and intuitivelyorganized, interactive visual review of the chapter. Organized by majorsections and tied to the numbered learning objectives, each review includes asummary, quiz questions, visual activities, and 1-3 MyPsychLab questionsrelated to online activities (video, simulation, audio, and more) --alldesigned to help students assess their comprehension of the chapter concepts.Page references for the review features are provided to assist students whomay want to review their answers or revisit a particular concept. The lastpage of this review system offers a comprehensive review of the criticalthinking skills discussed in the chapter and includes two unique essayquestions related to these skills. Finally, students are invited to visitMyPsychLab for additional study resources such as flashcards of the key termsand additional quiz questions. Questions to Think About Each chapter openerpresents 5 questions designed to tap students' intuitive conceptions--andmisconceptions--regarding the chapter subject matter. QUIZ questions At theend of each major section, students are provided with a helpful True/Falsereview of selected material to further reinforce concept comprehension andadvance their ability to distinguish psychological fact from fiction. Inaddition, a MyPsychLab video screenshot and quiz question allows students totake advantage of this superior online study tool to further theirunderstanding of the section materials. MyPsychLab MyPsychLab, thestate-of-the-art interactive and instructional tool, is fully integrated withthe text. There is a special "Using MyPsychLab to Improve Your Grade" sectionat the start of the text that walks students through the wealth of study andreview materials available to them. Every Quiz section includes a screenshotof a relevant MyPsychLab video or simulation along with an accompanyingquestion and the end-of-chapter review system offers 1-3 MyPsychLab resourcesand accompanying quiz questions per section. Additional resources onMyPsychLab such as flashcards of key terms are also highlighted in the reviewsystem. Supplements Package A comprehensive supplements package accompaniesthis text. The Test Bank contains multiple-choice questions, some of whichaddress myths or factoids addressed in the text and others from theMyPsychLab pre-tests, along with fill-in-the-blank questions. All of thesequestions are correlated to the text's numbered learning objectives. Essayquestions and short-answer questions, which deal specifically with criticalthinking skills, have also been included along with sample answers for each.There is also a selection of validated questions that have been tested onover 100 students. A complete PowerPoint lecture presentation highlightsmajor topics from the chapter, pairing them with select art images. Acondensed version of the lecture presentation, with briefer outlines, whichcould serve as handouts to students, is available as well. A PowerPointcollection of the complete art files from the text is available to allowcustomized lectures with any of the figures from the text. For instructorsusing clickers in their classroom, we offer a collection of text-specificlecture questions for each chapter of the book. For students, there is acomprehensive study guide filled with review material, in-depth activities,and self-assessments. Special sections devoted to study skills, conceptmapping, and the evaluation of websites appear at the start of the guide.Chapters are Organized around Numbered Learning Objectives. Every chapter isstructured around numbered learning objectives, which highlight the keytopics and concepts. The objectives are listed collectively at the start ofthe chapter (along with page references) to provide students with a previewof the important material that will be covered. Call-outs to the numberedobjectives also appear within the narrative, highlighting the relevantdiscussions. The end-of-chapter material ("Your Complete Review System") andsupplements are also tied to these objectives, making it easy for students toassess their knowledge of the objectives and for instructors to test specificcontent and to customize the order in which they teach the material. Art asan Integrative Learning Tool * Anatomical Art. Each of the figures andillustrations in the text was developed and designed to enhance studentunderstanding and promote learning. Anatomical art pieces were drawn tomaintain accuracy and consistency throughout the text and are oftencolor-coded to help orient students as they move throughout the text andbegin to make connections among concepts. *Breakout Visuals. We havedesignated key pieces of art in every chapter as "breakout." These breakoutvisuals are prominently sized, many at a full-page each, and combine photosand figures in a unique way to highlight student interest and understandingof concepts. *Visual Quizzes and Activities. Because the photos and artworkin this text are essential to student comprehension of the content we haveincluded visual quiz questions and activities in the end-of-chapter reviewsystem. Students are asked to answer questions about photos, label diagrams,complete concept charts, and more.