Hockenbury Discovering Psychology 5th txtbk

Appendix C: APA Goals and Outcomes C-75.2 Demonstrate reasonable skepticism and intellectual curiosityby asking questions about causes of behavior.5.3 Seek and evaluate scientific evidence for psychologicalclaims.5.4 Tolerate ambiguity and realize that psychological explanationsare often complex and tentative.5.5 Recognize and respect human diversity and understandthat psychological explanations may vary across populationsand contexts.• In Chapter 1 (Introduction and Research Methods) students areasked to use reason along with curiosity to ask questions aboutbehavior, and this approach is emphasized in the Science VersusPseudoscience in-text box titled “What Is a Pseudoscience?” onpp. 22–23.• Intellectual curiosity and reasonable skepticism about behaviorare probed through topics and questions in the Critical Thinkingin-text boxes that appear throughout the Hockenbury &Hockenbury text. These boxes encourage students to think aboutthe broader implications of psychological research—to strengthenand refine their critical thinking skills by developing their ownpositions on questions and issues that don’t always have simpleanswers. The full range of topics and titles for Critical Thinkingfeatures are listed on p. xxviii.• The Hockenburys’ Discovering Psychology evaluates scientificevidence for psychological claims on a variety of topics in theScience Versus Pseudoscience in-text box features that appearthroughout the text. With this box feature, students learn theimportance of subjecting various claims to standards of scientificevidence. In addition, these boxes encourage scientific thinking byfocusing on topics that students frequently ask about in class. Thefull range of topics and titles of this feature are listed on p. xxvii.• Psychological explanations are often complex and tentative, tothe extent that numerous examples of ambiguities are addressedthroughout the chapters in Discovering Psychology, FifthEdition—for instance, the discussion in the Chapter 8 (Motivationand Emotion) section titled “Sexual Orientation” on pp. 335–339.Critical Thinking in-text boxes “The Memory Wars: Recovered orFalse Memories?” (pp. 258–259) and “Is Hypnosis a Special Stateof Consciousness?” (p. 162) point to continued debate. See alsothe Chapter 13 (Psychological Disorders) section titled “ExplainingSchizophrenia” on pp. 567–572.• Issues of human diversity and variations across populations andcultures are addressed throughout the text, for example inexplanations based on cultural contexts on p. 11 (the caption onsocial striving), p. 510 (the section titled “Personal Control”), andpp. 543–545 (the section titled “Obsessive-Compulsive Disorder”).5.6 Assess and justify their engagement with respect tocivic, social, and global responsibilities.• Throughout the Hockenbury & Hockenbury narrative and also inthe accompanying in-text box features, students gauge behaviorand mental processes in their own personal lives, the lives of familymembers, friends, and community members, both local andworldwide. The immediate and personal concerns of individualsmake up the content of the chapter Prologues, while broader civicand/or social concerns are often the focus of in-text box features,such as the Culture and Human Behavior in-text boxes titled “WhatIs Cross-Cultural Psychology?” on p. 13, or “The Effect of Languageon Perception” on pp. 290–291, or “Explaining Failure and Murder:Culture and Attributional Biases” on p. 465.5.7 Understand the limitations of their psychologicalknowledge and skills.• Hockenbury & Hockenbury notes (about theories in psychology)that students should remember the “self-correcting nature of thescientific enterprise” as “new research findings challengeestablished ways of thinking about a phenomenon….” (p. 20).