Science of Psychology An Appreciative View 4th Edition King Solutions Manual 1

Chapter 5
Science of Psychology An Appreciative

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CHAPTER FIVE: STATES OF CONSCIOUSNESS

Chapter Overview
Chapter Features
Connections
Teaching the Chapter
a. Lecture Outlines by Section
b. Suggested Activities
Critical Thinking Questions
Polling Questions
Apply Your Knowledge
Suggested Readings and Media
Activity Handouts
Answer Key to Activity Handouts
Chapter Learning Objectives

5.1: Discuss the nature of consciousness.
5.2: Explain the nature of sleep and dreams.
5.3: Evaluate the uses and types of psychoactive drugs.
5.4: Describe hypnosis.
5.5: Discuss the role of the conscious mind in constructing a happy and healthy life.
King, The Science of Psychology, 4e IM-5 | 1
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Chapter 5
Chapter Overview
Erik Ramsey—When the mind is a buried treasure
▪ The chapter begins with a discussion of a man who was injured in a car
accident, leaving him with a rare condition called locked-in syndrome.
▪ Erik’s only ability was to control the muscles of his eyes, allowing him to
communicate. However, he still had his mind!
▪ A team of doctors, scientists, and engineers are working together to develop
the technology that had allowed Eric to think the sounds he cannot make with
his voice and do so in a way that a computer will recognize and translate into
speech. By 2010, Eric was able to produce three vowel sounds.
I. The Nature of Consciousness
▪ William James described the mind as a stream of consciousness, a continued
flow of ever changing sensations, images, thoughts, and feelings.
▪ James also described aspects of our awareness that are on the “fringe” of the
stream of consciousness, referring to the feelings and thoughts that we have
about our thoughts.
▪ Metacognition refers to thinking about thinking. The awareness of thinking
about something can have survival benefits.
A. Defining Consciousness
1. Consciousness can be defined in two parts: 1) an individual’s level of
awareness to external events and internal sensations and 2) arousal.
2. Arousal refers to the physiological state of being engaged with the
environment.
B. Consciousness and the Brain
1. Neuroscientists do not believe there is a specific place in the brain for
consciousness. They believe there are separate processing systems that connect to
produce consciousness.
2. Awareness is a subjective state of being conscious and occurs in a global brain
workspace involving a variety of brain areas working in parallel.
3. Areas of the prefrontal cortex are involved in complex sensations and awareness
events
4. Arousal is determined by the reticular activating system, a network of structures
including the brain stem, medulla, and thalamus.
5. One may consider that consciousness is the part of yourself that contains your
private thoughts and feelings. Developmental psychologists refer to this as theory
of mind, which emerges around four years old, but younger in some children.
6. The theory of mind is important in such social capacities as empathy and
sympathy. Researchers propose that children with autism may lack a well-
developed theory of mind, which could explain their social deficits.
Chapter 5
C. Levels of Awareness
1. Higher-Level Consciousness
a. Controlled processes are the most alert states of consciousness. Individuals
actively alert their attention toward a goal.
b. A key element of controlled processing is executive function which refers to
the higher-order cognitive processes such as thinking, planning, and problem-
solving.
2. Lower-Level Awareness
a. Automatic processes are states of consciousness that require little attention,
and they do not interfere with other activities.
3. Daydreaming
a. Daydreaming lies in between active consciousness and dreaming while asleep.
b. Mind wandering is the most well known type of daydreaming.
c. Daydreaming can be useful in that a person may be making plans, solving
problems, or coming up with a creative idea. Dreaming keeps our minds
active while helping us cope, create, and fantasize.
4. Altered States of Consciousness
▪ Altered states of consciousness are mental states that are noticeably different
from normal awareness.
▪ Altered states of consciousness can be brought about through drugs, trauma,
fatigue, possibly hypnosis, and sensory deprivation.
a. Subconscious Awareness
i. An unawareness of many things that may be happening (such as your
brain functioning) around you. Your brain is processing information
without you even noticing it.
b. Waking Subconscious Awareness
i. When awake, processes are occurring just below the surface of
awareness.
ii. Incubation is the subconscious processing of information that leads to a
solution to a problem after a break from conscious thought about that
problem.
c. Subconscious Awareness During Sleep and Dreams
i. During sleep and dreams, the level of awareness is below what it is
during daydreaming.
ii. Research has shown that while a person is asleep they are still somewhat
aware of external stimuli.
d. No Awareness
i. When a person is unconscious they are normally knocked out by a blow
or they are under anesthesia.
Chapter 5
ii. Sigmund Freud believed unconscious thought was where a person keeps
unacceptable wishes, feelings, and thoughts that are beyond their
awareness.
iii. Unconscious processes can have an important influence on our behavior.
5. Critical Controversy: Is Human Kindness Automatic?
a. Prosociality is often considered a defining characteristic in humans because,

unlike other animals, people extend kindness not just to those they know but to
strangers as well.
b. Research suggests that prosocial behavior does not require reflection prior to
engaging in the act of kindness.
c. The difference between helping versus harming may be largely automatic in
terms of processing, doing the act of kindness requires a more controlled
processing approach.
II. SLEEP AND DREAMS

A. Biological Rhythms and Sleep
▪ Biological rhythms are the periodic physiological fluctuations in the body.
▪ Biological rhythms are controlled by the biological clock, which includes annual
or seasonal cycles, twenty-eight-day cycles, and twenty-four-hour cycles.
1. Circadian Rhythms
a. A circadian rhythm is a daily behavioral or physiological cycle.
b. It includes the sleep/wake cycle, body temperature, blood pressure, and blood
sugar levels.
c. The changing from day to night is controlled by the suprachiasmatic nucleus,
which is a small structure in the brain that synchronizes its own rhythm with
the daily cycle of light and dusk and is based on information from the retina.
2. Desynchronizing the Biological Clock
a. Biological clocks can be desynchronized or set off their cycle by such things
as jet travel, sometimes referred to as jet lag. They can also be set off by
changing work shifts or insomnia.
3. Resetting the Biological Clock
a. With regard to jet lag and resetting your biological clock, it is a good idea to
spend as much as time as possible in the daylight.
b. Melatonin can also reduce the effects of jet lag.
B. Why Do We Need Sleep?
1. Theories on the Need For Sleep
Chapter 5
a. There are many important benefits to sleep, such as restoration,

adaptation, growth, and memory.
b. Sleep is also an important mechanism for survival.
c. Many of the body’s cells show increased production and reduced
breakdown of proteins during deep sleep. Sleep also gives the neurons
used while awake a time to shut down and repair themselves. This is a
restorative function of sleep.
d. For some animals, it is safer to search for food and water when it is dark
outside. For other animals, however, sleep is time to save energy and
avoid getting eaten or falling off a cliff that cannot be seen.
e. During sleep, the cerebral cortex is free do conduct activities that
strengthens memory connections so that memories can be moved into
long-term storage.
2. The Effects of Chronic Sleep Deprivation
a. The lack of sleep has an impact on the body and the brain, often causing
additional stress.
b. Research has shown that extreme sleep deprivation can cause
hallucinations as well as speech and movement problems.
c. A rare disorder called Fatal Familial Insomnia (FFI) is a genetic mutation
causing the person to progressively not get any sleep.
d. Researchers suggest that we are at our best when we get at least 8 hours of
sleep, though this can vary due to age and activity level.
e. Sleep deprivation can also affect decision making and problem solving.
f. Often people don’t get enough sleep due to work, school, and family
obligations. We cheat ourselves out of sleep in order to try and get
everything done daily that we want or need to.
C. Stages of Wakefulness and Sleep
▪ An electroencephalogram (EEG) is used to monitor the brain’s electrical activity.
▪ The stages of sleep correspond to massive electrophysiological changes that
occur throughout the brain in the fast, irregular, and low-amplitude electrical
activity of wakefulness.
▪ Beta waves reflect wakefulness. They are the highest in frequency and lowest
in amplitude and are more desynchronous.
▪ Alpha waves reflect relaxation yet wakefulness. They slow down, increase in
amplitude, and are more synchronous.
▪ The five stages of sleep are differentiated by the types of wave patterns
detected by an EEG.
1. Stage “W” (Wake) sleep is characterized by beta and alpha waves; the person is
considered awake and alert.
2. Stage “N1” (Non-REM1) sleep is characterized by drowsiness and sudden muscle
movements called myoclonic jerks. In this stage theta waves are present.
3. Stage “N2” (Non-REM2) sleep, muscle activity decreases and the person is no
longer consciously aware of the environment. Sleep spindles are sudden high-
Chapter 5
frequency wave bursts; this stage of sleep is a relatively light sleep stage and
people can be awoken pretty easily without reporting as if they have slept at all.
4. Stage “N3” (Non-REM3) sleep is characterized by delta wave and is the deepest
sleep stage. During this stage bedwetting, sleepwalking and sleep talking may
occur. If awoken in this stage, people appear confused and disoriented.
5. Stage R (REM) Sleep as a person goes through sleep stages N1-N3, they drift
back up toward wakefulness, but they do not reach stage N1. Instead they enter
Stage R, which is called REM sleep. REM stands for rapid eye movement.
a. REM sleep is an active stage of sleep where dreaming occurs.

b. An EEG shows fast waves that resemble those of wakefulness.
c. The amount of time spent in REM sleep throughout the night changes as
people get older.
6. Sleep Cycling Through the Night
a. One sleep cycle (the time spent going through the stages of sleep one time)
lasts about 90 to 100 minutes. They reoccur several times throughout the
night.
b. The night’s first time in REM sleep lasts only about 10 minutes and the final
time in REM sleep may last about an hour.
7. Sleep and the Brain

a. The sleep stages are associated with neurotransmitters in the reticular
formation of the brain.
b. Serotonin, epinephrine, and acetylcholine are the three important
neurotransmitters that are involved in sleep.
c. A person is more likely to wake up after a period of REM sleep, and if they do
not, the level of neurotransmitters starts to decrease and the person enters
another sleep cycle.
8. Psychological Inquiry: Taking a Ride on the Sleep Cycles
D. Sleep Throughout the Life Span

a. Getting sufficient sleep is important at every stage of human life. Sleep may
benefit physical growth and brain development in infants and children.
b. Adolescents need about 9 hours of sleep, though they tend to get much fewer
hours. This may have an impact on their academic work performance.
Research has found that adolescent’s biological clocks undergo a shift causing
them to delay their periods of wakefulness by one hour.
c. Older adults also see a shift in sleeping. They tend to go to bed earlier and
wake up earlier than in other developmental stages. Individuals older than 40
report waking up more throughout the night.
E. Sleep and Disease
Chapter 5
1. Stroke and asthma attacks are more likely during the night and early morning.
2. Sleeplessness is also associated with obesity and heart disease.
3. Sleep may help the body conserve energy and other resources that the body needs
during an infection.
4. Sleep problems afflict those with psychological disorders such as depression, or
other disorders such as Alzheimer’s disease.
F. Sleep Disorders
1. Insomnia
a. Insomnia is the inability to sleep. It can involve having trouble falling asleep,
waking up during the night, or waking up early in the morning.
b. Women are more likely to have trouble with insomnia than men. This is
probably because of iron deficiencies or hormonal changes.
c. For short-term insomnia, doctors usually prescribe sleeping pills.
2. Sleepwalking and Sleep Talking
a. Somnambulism is another term for sleepwalking.
b. Sleepwalking occurs during the deepest stage of sleep.
c. Sleep talkers are sound asleep.
3. Nightmares and Night Terrors
a. A nightmare occurs in REM sleep and is defined as a frightening dream that
wakens a person. Nightmares peak for children between the ages of 3 and 6
years.
b. A night terror is characterized by sudden arousal from sleep and intense fear.
Night terrors peak for children between the ages of 5 and 7 years.
4. Narcolepsy
a. Narcolepsy is an overpowering urge to sleep. The person may fall asleep
while talking or standing up.
b. The person with narcolepsy goes directly into REM sleep when it occurs.
5. Sleep Apnea
a. Sleep apnea involves individuals who stop breathing during sleep. People
with sleep apnea wake up many times during the night so they can breathe
better, but they are usually not aware of it.
b. This disorder is common among infants, adults over age 65, and individuals
who are obese.
c. Sleep apnea may cause lost productivity, accidents, and health-related issues
and has been implicated in sudden infant death syndrome (SIDS).
G. Dreams
1. Freud’s Psychodynamic Approach
Chapter 5
a. Freud believed that dreams symbolized unconscious wishes. Manifest content

is the dream’s surface content, whereas latent content refers to the dream’s
hidden content or meaning (subconscious).
2. Cognitive Theory of Dreaming
a. The cognitive theory of dreaming states that dreaming can be understood by

applying the same cognitive concepts that are used when studying the waking
mind. Therefore, dreaming involves information processing, memory, and
problem solving.
b. From the cognitive theory point of view, dreams are where a person can solve
problems and think creatively.
c. The cognitive view of dreaming ties brain activity that occurs during dreams
to the activity that occurs during waking life.
3. Activation-Synthesis Theory of Dreaming
a. The activation-synthesis theory states that dreaming occurs when the cerebral
cortex synthesizes neural signals that are generated from activity in the lower
part of the brain.
b. Neural networks in other areas of the forebrain play a role in dreaming.
III. Psychoactive Drugs

▪ Drug use among youth is a concern and problem because it is associated with
other problems such as unsafe sex, sexually transmitted infections, unplanned
pregnancies, depression, and school-related problems. There has been a decline in
the twenty-first century in illegal drug use among secondary students.
A. Uses of Psychoactive Drugs
1. Psychological Inquiry: Drug Use by U.S. Teenagers
2. When a person has to take more and more of the drug to achieve the same desired
effect, they have become tolerant.
3. Physical dependence is the physiological need for a drug. Without the drug the person
exhibits withdrawal symptoms.
4. Psychological dependence is a strong desire to repeat using the drug for emotional
reasons.
5. For drug use to be considered an addiction there has to be a physical and/or
psychological dependence on the drug.
6. Psychoactive drugs are substances that act on the nervous system to alter states of
consciousness, modify perceptions, and change moods.
7. Drug use for personal gratification can be dangerous because it leads to drug
dependence, personal disarray, and a predisposition to serious, sometimes fatal
diseases.
Chapter 5
8. Psychoactive drugs cause an increase in dopamine levels in the brain’s reward system
pathways, especially in the ventral tegmental area and the nucleus accumbens.
B. Types of Psychoactive Drugs
1. Depressants
▪ Depressants slow down mental and physical activity.
a. Alcohol
i. Alcohol acts as a depressant and slows down the brain’s activity. People
may act more freely and loosen up a bit after a few drinks because the area
of the brain involved in inhibition and judgment slows down.
ii. Activities that involve intellectual functioning and motor skills become
impaired.
iii. Researchers believe the frontal cortex holds a memory for the pleasure that
was involved in prior alcohol use and therefore contributes to continued
drinking through the impact of GABA and dopamine have in the brain.
iv. Next to caffeine, alcohol is the most widely used drug in the United States.
v. Alcoholism involves long-term, repeated, uncontrolled, compulsive, and
excessive use of alcoholic beverages that impairs the drinker’s health and
social relationships.
vi. A recent survey conducted among U.S. high school seniors found that at
least 39% of them had consumed alcohol within the last 30 days and that at
least 26% of high school seniors had engaged in binge drinking (consuming
five or more drinks in a row).
vii. One of nine people that become alcoholics do so because of some genetic
disposition. This may be because the brains of people genetically
predisposed to alcoholism may be unable to produce enough dopamine,
which is a neurotransmitter that elicits pleasure.
b. Barbiturates
i. A barbiturate is a depressant drug that decreases the activity of the central
nervous system.
ii. Barbiturates were originally prescribed as sleep aids.
iii. With increased usage they can lead to impaired memory and decision
making.
c. Tranquilizers
i. Tranquilizers are depressants that reduce anxiety and induce relaxation.
ii. Tranquilizers are usually prescribed to calm an anxious, nervous person.
d. Opiates
i. Opiates consist of opium and depress the central nervous system’s activity.
ii. When the drugs leave the brain their synapses become understimulated.
iii. For many hours after taking the drug the person may feel euphoric and pain-
free and have an increased desire for food and sex.
2. Stimulants
Chapter 5
▪ Stimulants increase activity in the central nervous system.

a. Caffeine
i. Caffeine is the world’s most widely used drug.
ii. The term caffeinism is overindulgence in caffeine. It brings about mood
changes, anxiety, and sleep disruption. It usually occurs in people who
drink five or more cups of coffee a day.
b. Nicotine
i. Nicotine is the main psychoactive ingredient in all forms of smoking and
smokeless tobacco.
ii. It is highly addictive. It stimulates the brain’s rewards centers by raising
dopamine levels.
iii. Behavioral effects include improved attention and alertness, reduced anger
and anxiety, and pain relief.
iv. Surveys suggest that there is a decrease in the amount of adolescent and
college students smoking cigarettes.
c. Amphetamines
i. Amphetamines are also known as “uppers,” and people use them to boost
energy, stay awake, or lose weight. They are often prescribed as diet pills.
ii. They increase the release of dopamine, which enhances the user’s activity
level and causes pleasurable effects.
iii. Crystal meth is probably the most insidious illicit drug. It causes a strong
euphoric feeling, especially the first time it is taken by the release of
dopamine.
d. Cocaine
i. Cocaine comes from the coca plant. It is either snorted or injected in the
form of crystals or powder.
ii. It enters the bloodstream quickly, producing a rush of euphoric feelings that
lasts for about 15–30 minutes.
iii. Because of its impact on dopamine, serotonin, and norepinephrine, a
depressed and agitated mood can follow once the drug’s effects decline.
iv. Crack is a potent form of cocaine. It is believed to be one of the most
addictive substances known, even more so than heroine, barbiturates, and
alcohol.
e. MDMA (Ecstasy)
i. MDMA has both stimulant and hallucinogenic properties.
ii. Street names are Ecstasy, X, XTC, hug, beans, and love drug.
iii. It has adverse effects on memory and cognitive processing.
3. Hallucinogens
▪ Hallucinogens modify a person’s perceptual experiences and produce visual
images that are not real.
Chapter 5
a. Marijuana
i. Marijuana comes from the dried leaves and flowers of the hemp plant.
ii. The active ingredient in marijuana is THC, which does not affect a specific
neurotransmitter. However, it does disrupt the membranes of neurons and
affects the functioning of many neurotransmitters and hormones.
iii. The physical effects include an increase in pulse rate and blood pressure,
reddening of the eyes, coughing, and dryness of the mouth.
iv. Psychological effects include a mixture of excitatory, depressive, and mildly
hallucinatory characteristics that make it difficult to classify the drug.
v. It can impair attention and memory. When used in large amounts, it can alter
sperm count and change hormonal cycles.
vi. It is the most widely used drug by high school students.
vii. Marijuana has been considered a potential treatment for people who suffer
from a variety of diseases including AIDS, cancer, and chronic pain.
b. LSD
i. When using LSD, objects can appear to change their shape and glow.
Colors become like a kaleidoscope and amazing images unfold. Time
seems to slow down.
ii. LSD’s effects on the body include dizziness, nausea, and tremors.
iii. It acts primarily on the neurotransmitter serotonin, but it can also affect
dopamine.
IV. Hypnosis
A. The Nature of Hypnosis
▪ Hypnotized individuals are aware of what is happening and remember the
experience later unless they are instructed to forget it.
▪ Hypnosis is defined as an altered state of consciousness or as a psychological
state of altered attention and expectation in which an individual is unusually
receptive to suggestions.
▪ Psychology and medicine recognize hypnosis as a legitimate process.
1. The Four Steps of Hypnosis
a. The first step in hypnosis is that distractions should be minimized and that the
person who is to be hypnotized should be made comfortable.
b. The second step is that the hypnotist tells the person to concentrate on
something specific.
c. The third step is that the hypnotist tells the person what to expect in the
hypnotic state.
d. The fourth step is that the hypnotist suggests certain events he or she knows
will occur or observes occurring.
2. Individual Variations in Hypnosis
Chapter 5
a. Some people are more easily hypnotized than others, and some are more
strongly influenced by hypnotic suggestions. Hypnotizability refers to the
extent to which a person’s responses are changed by being hypnotized.
b. If a person has the capacity to immerse themselves in imaginative activities
such as listening to a favorite piece of music or reading a novel she is more
likely to be able to be hypnotized.
B. Explaining Hypnosis
1. A Divided State of Consciousness
a. There are two states to consciousness. One of the states follows the
hypnotist’s commands and the other one acts as a “hidden observer.”
2. Social Cognitive Behavior
a. The social cognitive behavior view of hypnosis states that hypnosis is a normal
state in which the hypnotized person behaves in such a way he believes he
should be acting while under hypnosis.
C. Uses of Hypnosis
1. Hypnosis is used for many different reasons such as a treatment for alcoholism,
somnambulism, suicidal tendencies, migraines, overeating, and smoking.
2. Research has shown that hypnosis can reduce the experience of pain.
3. Hypnosis is most effective when combined with psychotherapy.
4. Hypnosis is more widely used in Europe than in the United States as a form of
pain control during surgery.
V. Consciousness and Health and Wellness: Meditation

▪ Harnessing the power of the mind without a hypnotist can be accomplished
through meditation. Meditation involves attaining a peaceful state of mind in
which thoughts are not worrisome.
A. Mindfulness Meditation
a. Being alone with one’s own thoughts can be stressful, but it can also be a
powerful tool for constructing a healthy life.
b. Mindfulness meditation can be beneficial for many things such as depression,
panic attacks, anxiety, chronic pain, and stress. It has also been linked to
psychological well-being, enhanced attention, and weight loss.
B. Lovingkindness Meditation
a. The goal of this meditative practice is to develop a loving acceptance of oneself
and others through fostering warmth, friendliness and compassion.
b. This type of meditation may lead to improved feelings of social connection,
positive emotions, and better coping skills when dealing with stress.
C. The Meditative State of Mind
Chapter 5
a. Meditation shows both qualities of sleep and wakefulness, but it is distinct from
each of them. It is kind of like a feeling that everything is going to be okay,
hypnagogic reverie.
b. Researchers have found out that it causes an increase in the basal ganglia and
prefrontal cortex.
D. Getting Stated With Meditation
a. By following some basic instructions, you can achieve a meditative state.
b. Find a quiet, comfortable place.
4. Focus on your breathing.
a. Begin silencing your mind by repeating quietly a word that you associate with an
emotion you want to produce.
b. Return to focusing on your breathing if you find that your thoughts and mind
cannot be calmed. Then repeat the process again.
E. Intersection: Consciousness and Social Psychology: Can Lovingkindness Meditation

Reduce Prejudice?
Chapter Features
▪ Critical Controversy: Is Human Kindness Automatic

▪ Psychological Inquiry: Taking a Ride on the Sleep Cycles
▪ Psychological Inquiry: Drug Use by U.S. Teenagers
▪ Intersection: Consciousness and Social Psychology: Can Lovingkindness Meditation
Reduce Prejudice?
Connections
Assignable Through Assignable Within the Instructor Resources
Connect Chapter
The Nature of Reading Assignment: The Critical Controversy: Is Activity Suggestions:
Consciousness Nature of Consciousness Human Kindness ▪ Automatic Processes
Automatic ▪ Waking Subconscious
LO 5.1: Describe awareness
the nature of Handout: 5.1 ▪ Measuring your Daily
consciousness. Circadian Rhythms
Polling Question: 5.4
PowerPoints
Apply Your Knowledge: #1

Sleep and Reading Assignment: Psychological Inquiry: Activity Suggestions:
Dreams Sleep and Dreams Taking a Ride on the ▪ Circadian Rhythms
Sleep Cycles ▪ Sleep Disorders
LO 5.2: Explain NewsFlash: Daylight ▪ Stage “R” Sleep
the nature of Saving Time is Bad for ▪ Dreams
Your Health
Chapter 5
sleep and Critical Thinking ▪ Measuring your Daily

dreams. Question: #1 Circadian Rhythms
▪ The Life of Sleep
Handouts: 5.2, 5.3, 5.4
PowerPoints
Apply Your Knowledge: #2,
#3
Psychoactive Reading Assignment: Psychological Inquiry: Activity Suggestions:
Drugs Psychoactive Drugs Drug Use by American ▪ Uses of Psychoactive
Teenagers Drugs
LO 5.3: Identify Video: Binge Drinking ▪ Types of Drugs
the uses and and the Adolescent Brain Critical Thinking ▪ Facts Above the
types of Question: #3 Influence
psychoactive NewsFlash: Electronic
drugs. Cigarettes and Warning Handout: 5.5
Labels PowerPoints
NewsFlash: Alcoholism Apply Your Knowledge: #4
and Sweets
NewsFlash: Drug Use and

Suicide
Hypnosis Reading Assignment: Critical Thinking Activity Suggestions:

Hypnosis Question: #2 ▪ Variations in
LO 5.4: Describe Hypnosis
hypnosis. NewsFlash: Hypnosis Polling Question: 5.1 ▪ Treatments
Therapy
PowerPoints
Consciousness Reading Assignment: Intersection: Activity Suggestions:

and Health and Consciousness and Consciousness and Social ▪ Mediation
Wellness Health and Wellness: Psychology: Can ▪ Guided Imagery
Meditation Lovingkindness Exercise
LO 5.5: Meditation Reduce ▪ Self-Compassion Self
Understand the NewsFlash: Mindfulness Prejudice? Assessment
role of the in the Military
conscious mind Critical Thinking PowerPoints
in constructing a NewsFlash: Meditation Question: #4
happy and Therapy May Help Ease Apply Your Knowledge: #5
healthy life. Low Back Pain Polling Question: 5.4
Teaching the Chapter
Chapter 5
LO 5.1: Describe the nature of consciousness.

Lecture Outline
Erik Ramsey, When the mind is a buried treasure
Consciousness
▪ If the damage is not too severe, the brain can rewire itself.
▪ Brain cells can make new connections and restore a person to consciousness.
▪ Technology is advancing, which will allow individuals suffering from syndromes such as
Erik’s to express themselves and harness the power of their conscious minds.
I. The Nature of Consciousness
A. Consciousness and the Brain
1. Stream of consciousness.
2. Metacognition.
3. Most neuroscientists believe there is no specific location in the brain for
consciousness.
4. There are two aspects of consciousness: arousal and awareness.
5. Global brain workspace.
6. Reticular activating system
7. Theory of mind.
a. Autism Spectrum Disorder
B. Levels of Awareness
1. Higher-Level Consciousness
a. Controlled Processes
b. Executive Function
2. Lower-Level Awareness
a. Automatic processes
b. Daydreaming
c. Mind wandering
3. Altered States of Consciousness
4. Subconscious Awareness
a. Waking subconscious awareness
b. Subconscious awareness during sleep and dreams
5. No awareness
a. Unconscious thought
6. Critical Controversy: Is Human Kindness Automatic?

Suggested Activities
Chapter 5
Automatic Processes: Ask the students to write down activities they feel fall under automatic
processes. After they have finished, break the class into groups and have them discuss the list
they came up with. Students will have to think about activities in their life that fall under
automatic processes. They will also learn from others in the class about what activities those
students consider automatic processes.
Waking Subconscious Awareness: Have the students search on the Internet for cases of people
with neurological disorders who were not aware of the subconscious processing of information.
The students should write a one- to two-page paper summarizing the information they found.
The day the assignment is due, ask for volunteers to come forward in class and discuss the cases
they found for their paper.
Measuring your Daily Circadian Rhythms Use Activity Handout 5.1: Measuring Your Daily
Circadian Rhythms to have students become more familiar with and recognize the various “ups
and downs” we experience throughout a day. This activity was developed by V. Cordes,
psychology instructor at Triton College and can be used in conjunction with Chapter Objective
5.2.
LO 5.2: Explain the nature of sleep and dreams.

Lecture Outline
II. Sleep and Dreams
A. Biological Rhythms and Sleep
1. Biological Rhythms
2. Circadian Rhythms
3. Desynchronizing the Biological Clock
4. Resetting the Biological Clock
B. Why Do We Need Sleep?
1. Theories on the Need for Sleep
2. The Effects of Chronic Sleep Deprivation
C. Stages of Wakefulness and Sleep
1. Stage “W”
2. Stage “N1” (Non-REM1)
5. Stage “R” (REM) sleep
6. Sleep Cycling Through the Night
7. Sleep and the Brain
8. Psychological Inquiry: Taking a Ride on the Sleep Cycles
D. Sleep Throughout the Life Span

E. Sleep and Disease
Chapter 5
F. Sleep Disorders
1. Insomnia
2. Sleepwalking and Sleep Talking
3. Nightmares and Night Terrors
4. Narcolepsy
5. Sleep Apnea
G. Dreams
1. Freud’s Psychodynamic Approach
a. Manifest content
b. Latent content
2. Cognitive Theory of Dreaming
3. Activation-Synthesis Theory of Dreaming
Circadian Rhythms: Ask the students, by a show of hands, how many of them have
traveled across time zones. Next ask them if the switching of time zones affected the
sleep/wake cycle. Break the students into groups and have them discuss with each other the
effect jet lag had on them. The students will think about how switching time zones affected
them and they will learn from others in the group how those people dealt with the jet lag.
They will be learning about resetting the biological clock.
Stage “R” Sleep: Use Activity Handout 5.2: What Occurs During Stage “R” Sleep? In this
activity students will be researching what occurs during REM sleep.
Sleep Disorders: Use Activity Handout 5.3: Which Sleep Disorder Is It? The goal of the
activity is to have students identify the various sleep disorders. They will read various
examples and have to identify which sleep disorder is occurring.
Dreams: Use Activity Handout 5.4: Dream Diary as a way for students to evaluate and
understand their own dreams. The students will keep a dream diary for one week. They will
record as many dreams as they can remember. They will then try to interpret what the dreams
mean to them.
The Life of Sleep: Interview 1-2 different people about changes in how much they sleep and
the quality of sleep as they have gotten older. Also ask some questions about any experiences
they had with children growing up and their sleep patterns. See if you can take the
information learned from the interview and create your own sleep across the life span image.
LO 5.3: Identify the uses and types of psychoactive drugs.

Lecture Outline
III. Psychoactive Drugs
Chapter 5
A. Uses of Psychoactive Drugs

1. Psychological Inquiry: Drug Use by U.S. Teenagers
2. Tolerance
3. Physical Dependence
4. Psychological Dependence
5. Addiction
B. Types of Psychoactive Drugs
1. Depressants
a. Alcohol
i. Influences on the brain
ii. Role of Neurotransmitters: Dopamine and GABA
iii. Binge Drinking
iv. Alcoholism
b. Barbiturates
c. Tranquilizers
d. Opiates
2. Stimulants
a. Caffeine
b. Nicotine
c. Amphetamines
d. Cocaine
e. MDMA (Ecstasy)
3. Hallucinogens
a. Marijuana
b. LSD
Uses of Psychoactive Drugs: Use Activity Handout 5.5: Choose the Drug and Charter It’s
Course as a way for students to examine the path that drug use takes after use. The students will
choose a drug and then explain how the drug affects them through the course of the uses. They
will explain what happens with that drug concerning tolerance, physiological dependence,
psychological dependence, and addiction.
Types of Drugs: Have students choose one depressant drug, one stimulant drug, and one
hallucinogenic drug and then have them discuss the neural pathway the drug takes in the brain,
what neurotransmitters the drug affects, the physiological problems that take place, and the
psychological problems that take place. You can have the students do this activity individually or
as a group.
Facts Above the Influence: Using Above the Influence website,

http://abovetheinfluence.com/faqs/ create a Fact or Fiction discussion about the various answers
Chapter 5
to some compelling questions that often get asked about drug use. This is a great time to
reintroduce the importance of critical thinking skills and helping students understand their own
experience in context with psychological research.
LO 5.4: Describe hypnosis.

Lecture Outline
IV. Hypnosis
A. The Nature of Hypnosis
1. Recognized as a legitimate process by psychology and medicine.
2. The Four Steps in Hypnosis
a. Distractions are minimized; the person is made comfortable.
b. The hypnotist tells the person to concentrate on something specific.
c. The hypnotist tells the person what to expect in the hypnotic state.
d. The hypnotist suggests certain events or feelings he or she knows will
occur or observes occurring.
3. Individual Variations in Hypnosis
B. Explaining Hypnosis
1. A Divided State of Consciousness
2. Social Cognitive Behavior
C. Uses of Hypnosis
1. Treatments
a. Alcoholism
b. Somnambulism
c. Suicidal Tendencies
d. Migraines
e. Overeating
f. Smoking
g. Pain Management
Variations in Hypnosis: Ask students by a raise of hands if any of them have ever been
hypnotized. Explain the variations in hypnosis, how people that can get caught up in a book
or put themselves in a movie are more likely to be susceptible to hypnosis. Break the class
into groups and have them discuss their experiences, if any, of being hypnotized. If a person
has not been hypnotized they may know of someone that has been hypnotized.
Treatments: Have students choose one of the treatments of hypnosis and ask them to
research that treatment on the Internet. Ask them to write a summary paper on the
information they found.
Chapter 5
LO 5.5: Understand the role of the conscious mind in constructing a happy

and healthy life.
Lecture Outline
V. Consciousness and Health and Wellness: Meditation
A. Mindfulness Meditation
B. Lovingkindness Meditation
C. The Meditative State of Mind
D. Getting Started with Meditation
E. Intersection: Consciousness and Social Psychology: Can Lovingkindness
Meditation Reduce Prejudice?
Meditation: Ask students to go onto the Internet and find some information on how to meditate.
Then have them try meditating on their own at home. Ask them to write a summary paper on the
information they found on the Internet and the experience they had with meditating.
Guided Imagery Exercise: In class, have the students get into a physical location of the room
where they can be more relaxed. Turn down the lights, turn on some soft, calming music, and
begin in a quiet manner helping the students to relax. Have them close their eyes, stretch their
limbs, and begin focusing on a particular image (a river, an ocean, a beach). Guide the students
through the image: what are they doing there? What does it smell like? Who are they with and
what are they hearing? Using questions like this helps students create their own individualized
relaxation experience. This exercise could take up to 20 minutes to complete. Have students
reflect on this experience either in writing or orally.
Self-Compassion Self-Assessment: Giving credit to Dr. Neff from the University of Texas
at Austin, click on the following link to access the short-form with author permissions to
print for an in-class discussion or out-of class personal reflection assignment. This self-
assessment can be connected to the importance of lovingkindness meditation and the role
positive social relationships play in our lives. http://self-compassion.org/wptest/wp-
content/uploads/Self_Compassion_Scale_for_researchers.pdf
Critical Thinking Questions
1. Consider the difference within your family or with friends in regard to the number of
hours of sleep they require. Is the number of hours different from yours? To what do
you attribute the difference? How do you think daily activities such as school, work,
and family obligations affect your ability to get a good night’s sleep?
2. What have the critics said about the use of hypnosis? In your answer you should
discuss viewpoints of those people in favor of the use of hypnosis and of those people
who don’t support the use of hypnosis.
Chapter 5
3. Why do you feel people are so attracted to altered states of consciousness? In your
answer discuss both the physiological and psychological effects of drug use.
4. Consider the recent emphasis on living a healthier lifestyle. Dieting, eating right,
exercising and decreasing stress are all very common conversations. How important
is meditation and having a cognitive space for personal reflection and growth in
living a healthy lifestyle? Or, is meditation a trendier thing to do? What evidence do
you base your thinking from?
Polling Questions
▪ Polling 5.1: Hypnotism Is Just an Act, Really?
According to the American Psychological Association, “Hypnosis is a therapeutic
technique in which clinicians make suggestions to individuals who have undergone a
procedure designed to relax them and focus their minds.
Although hypnosis has been controversial, most clinicians now agree it can be a
powerful, effective therapeutic technique for a wide range of conditions, including pain,
anxiety, and mood disorders. Hypnosis can also help people change their habits, such as
quitting smoking.” What do you think? How many think hypnosis is real and can help
people? Who is skeptical that hypnosis really works? How many of you can see an
advantage of using hypnosis for treatments related to pain, smoking, and other mental
health concerns? Who would want to be hypnotized?
▪ Polling 5.2: It’s Legal!
Several states have legalized marijuana for medicinal purposes. However, some have
even legalized it for recreational use. What’s your stance? How many think it is
acceptable to legalize marijuana for recreational purposes? What about medicinal
purposes? Who thinks that by legalizing marijuana, more and more people will become
addicted to it? What about driving: Who thinks there will be a bigger problem with
people driving while under the influence of marijuana if it is legalized for recreational
purposes? How many think that legalizing marijuana for any purpose will increase the
number of users of the drug?
▪ Polling 5.3: What Do Dogs Dream About?
Ever wondered what your dog or pet was dreaming about? An article in Psychology
Today by Stanley Coren (2010) suggested that at a structural level, the brains of dogs are
similar to those of humans. “Also, during sleep the brain wave patterns of dogs are
similar to that of people and go through the same stages of electrical activity observed in
humans, all of which is consistent with the idea that dogs are dreaming.” So, who has
wondered what dogs or other animals dream about? How many of you think the purpose
of dreaming in animals is similar to the reasons why humans dream? How many of you
think that animals other than dogs dream? Of those who have pets, how many of you let
your dog or cat sleep in bed with you?
▪ Polling 5.4: It’s in Our Nature to be Nice?

Psychologists study acts of kindness and helping behavior to better understand how these
behaviors occur and under what context. Think about your own acts of kindness. How
many of you had to think about helping someone out before you actually helped them?
Chapter 5
Vote, is kindness automatic or is it something we have to think about and reflect on

before doing? How many of you think kindness can be mistaken as a weakness? What are
your examples that make you think this way and compare these examples to what
psychological research suggests.
Apply Your Knowledge

(Also found at the end of the chapter.)
1. Take 20 minutes and document your stream of consciousness. Just write whatever comes
into your mind for this period. When you have finished, take a close look at what your
stream of consciousness reveals. What topics came up that surprised you? Are the
thoughts and feelings you wrote down reflective of your daily life? Your important goals
and values? What is not mentioned in your stream of consciousness that is surprising to
you?
2. Keep a sleep journal for several nights. Compare your sleep patterns with those described
in the text. Do you have a sleep debt? If so, which stages of sleep are you most likely
missing? Does a good night’s sleep affect your behavior? Keep a record of your mood
and energy levels after a short night’s sleep and then after you have had at least 8 hours
of sleep in one night. What changes do you notice, and how do they compare with the
changes predicted by research on sleep deprivation described in the chapter?
3. Keep a dream diary for a few days. When you wake up in the morning, immediately write
down all that you can remember about your dreams. Have you had many bizarre or
unusual dreams? Are there themes in your dreams that reflect the concerns of your daily
life? Compare the content of your dream diary with the stream-of-consciousness
document you produced for question 1, above. Are there similarities in the content of
your relaxed waking mind and your dreams?
4. Go on a caffeine hunt. Check out the ingredient lists for the beverages, pain-killers, and
snacks you typically consume. Which contain caffeine? Are you surprised how much
caffeine you ingest regularly?
5. Try out mindful meditation. Following the guidelines outlined in “Getting Started with
Meditation”, meditate once a day for a week. Keep track of your mood, health, and
behaviors over the course of the week. How did mindful meditation work for you?
Suggested Readings and Media
Annual Edition: Psychology from McGraw Hill Education contains articles representative of
current research and thinking in psychology. Individual articles can be selected to enhance your
course, or the entire volume can be accessed for an easy, pre-built teaching resource. The Annual
Edition articles are updated on a regular basis through a continuous monitoring of over 300
periodical sources. The articles selected are authored by prominent scholars, researchers, and
commentators writing for a general audience. Each article includes a brief overview and learning
Chapter 5
outcomes, critical thinking questions, and Internet references. The McGraw-Hill Create™
Annual Editions Article Collection can be accessed
at http://www.mcgrawhillcreate.com/annualeditions
Suggested Readings
Farthing, G. W. (1992). The Psychology of Consciousness. Englewood Cliffs, N.J.: Prentice
Hall.
Grilly, D. M. (1994). Drugs and Human Behavior (2nd ed.). Boston: Allyn and Bacon.
Horne J. (1988). Why We Sleep. New York: Oxford University Press.
Julien, R. M. (1995). A Primer of Drug Addiction (7th ed.). New York: W. H. Freeman.
Rychlak, J. F. (1997). In Defense of Human Consciousness. Washington, D.C.: American

Psychological Association.
http://www.nida.nih.gov/scienceofaddiction/
This links to the article “Addiction: Drugs, Brains, and Behavior—The Science of
Addiction" and can be downloaded as a PDF.
Jha, A. P. (2013). Now Being in the Now. Scientific American Mind, 24(1), 26–33.
Siclari, F., Tononi, G., & Bassetti, C. (2012). Death by Sleepwalker. Scientific American
Mind, 23(3), 38–41.
A New Day: 365 Meditations for Personal and Spiritual Growth. (2009). Random House
LLC.
Williams, M., & Penman, D. (2012). Mindfulness: An eight-week plan for finding peace in a
frantic world. Rodale.
Sheff, D. (2009). Beautiful boy: a father's journey through his son's addiction. Houghton
Mifflin Harcourt.
Dzaja, Andrea, et al. (2005) "Women's sleep in health and disease." Journal of psychiatric
research 39(1): 55-76.
Suggested Media
The Brain, Part 3: Rhythms and Drives. (Annenberg/CPB Collection, 60 minutes).
Focuses on the relationship between brain functioning and sleep.
Sleep: The Fantastic Third of Your Life. (ABC-TV, 50 minutes).

This video provides a review of the major research conducted on sleep.
Chapter 5
The Science of Sleep Part I. (CBS News 60 Minutes, 14 minutes).

http://www.cbsnews.com/videos/science-of-sleep-part-1/
*Selected video from http://www.youtube.com (current as of June 2016)

Theory of Mind—False Belief
http://www.youtube.com/watch?v=8hLubgpY2_w
“Is Hypnosis Fake?” Hypnotist stuns TedX Crowd
https://www.youtube.com/watch?v=1RA2Zy_IZfQ
David Chamers from TedTalks, “How Do You Explain Consciousness?” (March 2014)
http://www.ted.com/talks/david_chalmers_how_do_you_explain_consciousness
http://www.consciousness.arizona.edu/
This is the website for The Center for Consciousness Studies at the University of
Arizona.
http://dreamemporium.com/index.html
This website covers a vast array of information on dreams. It also covers some sleep
disorders such as nightmares and night terrors.
http://www.ncadd.org/
This is the National Center for Alcohol and Drug Dependence’s official website.
http://www.nida.nih.gov/
This is the website for the National Institute on Drug Abuse.
http://www.tm.org/
This is the official homepage for the Transcendental Mediation Program.
Chapter 5
Chapter 5
Activity Handouts
Activity Handout: 5.1
Measuring Your Daily Circadian Rhythms
Think quietly about a typical day—try a day you have classes. Tap into how you usually feel on
these typical days. Think about how you feel throughout the day—your ups and downs…your
biological rhythms.
Now write down your physical feelings on a typical day as best you can. Use terms such as
extremely drowsy, somewhat drowsy, somewhat alert, mentally alert, extremely mentally alert
and efficient, prone to daydream or mind wandering, prone to stress, often feel cold, can feel
anxious, prone to be down, depressed, usually upbeat and happy, etc. Start when you first wake
up to when you go to sleep. Label the hours of the day to be more specific.
Time of Day: Mood or Rhythm:

Waking up:
Mid-day:
Going to sleep:
Do you think you are a night owl or an early bird? Do you like to get going early, or are you
slow to get going in the morning? Do you feel more alert at night?
Chapter 5
How are you when your schedule is disrupted? Write down an example when your circadian
rhythm (24 hr. cycle) was interrupted or, in other words, when you experienced internal
desynchronization? How did you feel, and how long until you felt better?
Do you think you get enough sleep? Why or why not?
Chapter 5
What Occurs During Stage “R” Sleep?
Go on the Internet and find some information on what occurs during Stage “R” or REM sleep.
You should find some information about the dreams and sleep waves that occur during REM.
Chapter 5
Which Sleep Disorder Is It?
Read each of the scenarios below, and identify which sleep disorder is occurring in the situation.
Jacob is asleep and all of the sudden he sits up and screams at the top of his lungs. He then lays
back down and goes back to sleep. The next morning he doesn’t remember anything.
DISORDER:
You get home from a night out with your friends and hear your roommate talking to someone.
You go into her room and see that no one is there. You ask her who she is talking to and she
answers you, but continues talking. You carry on a conversation with her without her even
waking up.
DISORDER:
Tammy has a very important work project due in a couple of weeks, and she has been working
on it nonstop since it was assigned. She is so worried because she knows her job depends on this
project. She’s finding lately that she cannot fall asleep until two or three o’clock in the morning
and then wakes up many times during the night.
DISORDER:
Tim is working with his lab partner, Jack, on a lab report that is due next week in class. They are
in the library studying and working on the report when all of the sudden in the middle of the
conversation Jack drops his head and falls asleep. After waking back up, he continues the
conversation as though nothing happened.
DISORDER:
Janet’s father has had a problem with obesity for the past year or so. Lately, Janet’s mother has
been noticing that Janet’s father stops breathing briefly during the night. She is getting concerned
because it seems to be occurring more frequently.
DISORDER:
Chapter 5
Dream Diary
For the next week keep a notebook beside your bed so that when you wake up during the night
you can record what your dream was about. At the end of the week look over your journal and
try to determine what the dreams mean. You should discuss how Freud would maybe interpret
your dreams.
Chapter 5
Choose the Drug and Charter Its Course
Choose one of the drugs that were discussed in the chapter. It can be a stimulant, a depressant, or
a hallucinogen. Chart the drug’s pathway through the neural system in the brain from the time of
injection or ingestion. Explain what happens with that drug in the areas of tolerance,
physiological dependence, psychological dependence, and addiction.
Chapter 5
Answer Key to Activity Handouts
Activity Handout: 5.1 Answer Key
Measuring Your Daily Circadian Rhythms
Think quietly about a typical day—try a day you have classes. Tap into how you usually feel on
these typical days. Think about how you feel throughout the day—your ups and downs…your
biological rhythms.
Now write down your physical feelings on a typical day as best you can. Use terms such as
extremely drowsy, somewhat drowsy, somewhat alert, mentally alert, extremely mentally alert
and efficient, prone to daydream or mind wandering, prone to stress, often feel cold, can feel
anxious, prone to be down, depressed, usually upbeat and happy, etc. Start when you first wake
up to when you go to sleep. Label the hours of the day to be more specific.
Time of Day: Mood or Rhythm:

Waking up:
Mid-day:
Going to sleep:
Do you think you are a night owl or an early bird? Do you like to get going early, or are you
slow to get going in the morning? Do you feel more alert at night?
Chapter 5
How are you when your schedule is disrupted? Write down an example when your circadian
rhythm (24 hr. cycle) was interrupted or, in other words, when you experienced internal
desynchronization? How did you feel, and how long until you felt better?
Do you think you get enough sleep? Why or why not?
Chapter 5
What Occurs During Stage “R” Sleep?
Go on the Internet and find some information on what occurs during Stage “R” or REM sleep.
You should find some information about the dreams and sleep waves that occur during REM.
Correct responses should include at least some of the following information:

REM occurs after stages W-N3
More likely to remember dreams if woken up during REM.
REM dreams are usually more vivid and emotional.
Adults spend about 1 hour a night in REM.
EEG patterns show fast waves similar to those of relaxed wakefulness.
Chapter 5
Which Sleep Disorder Is It?
Read each of the scenarios below, and identify which sleep disorder is occurring in the situation.
Jacob is asleep and all of the sudden he sits up and screams at the top of his lungs. He then lays
back down and goes back to sleep. The next morning he doesn’t remember anything.
DISORDER: night terror
You get home from a night out with your friends and hear your roommate talking to someone.
You go into her room and see that no one is there. You ask her who she is talking to and she
answers you, but continues talking. You carry on a conversation with her without her even
waking up.
DISORDER: sleep talking
Tammy has a very important work project due in a couple of weeks, and she has been working
on it nonstop since it was assigned. She is so worried because she knows her job depends on this
project. She’s finding lately that she cannot fall asleep until two or three o’clock in the morning
and then wakes up many times during the night.
DISORDER: insomnia
Tim is working with his lab partner, Jack, on a lab report that is due next week in class. They are
in the library studying and working on the report when all of the sudden in the middle of the
conversation Jack drops his head and falls asleep. After waking back up, he continues the
conversation as though nothing happened.
DISORDER: narcolepsy
Janet’s father has had a problem with obesity for the past year or so. Lately, Janet’s mother has
been noticing that Janet’s father stops breathing briefly during the night. She is getting concerned
because it seems to be occurring more frequently.
DISORDER: sleep apnea
Chapter 5
Dream Diary
For the next week keep a notebook beside your bed so that when you wake up during the night
you can record what your dream was about. At the end of the week look over your journal and
try to determine what the dreams mean. You should discuss how Freud would maybe interpret
your dreams.
Freud believed dreams symbolize unconscious wishes and that by analyzing symbols
we could discover hidden desires.
Students could also discuss the cognitive theory of dreaming that suggests dreams
can inspire creative solutions to problems because dreams weave together current
experiences with the past.
Chapter 5
Choose the Drug and Charter Its Course
Choose one of the drugs that were discussed in the chapter. It can be a stimulant, a depressant, or
a hallucinogen. Chart the drug’s pathway through the neural system in the brain from the time of
injection or ingestion. Explain what happens with that drug in the areas of tolerance,
physiological dependence, psychological dependence, and addiction.
Depressant: Alcohol, for example, goes to the ventral tegmental area and the
nucleus accumbens; increases GABA; influences judgment and impulse control;
tolerance can be built up; dependence occurs for some, many of whom had a genetic
predisposition for alcohol dependence.
Stimulant: increases central nervous system activity; high chance for addiction;
examples are caffeine, nicotine, cocaine, and amphetamines.
Hallucinogen: modifies perception, especially visual.

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Chapter 5

Science of Psychology An Appreciative

Solution Manual: https://testbankpack.com/p/solution-manual-for-

Test Bank: https://testbankpack.com/p/test-bank-for-science-of-

CHAPTER FIVE: STATES OF CONSCIOUSNESS

Chapter Learning Objectives

King, The Science of Psychology, 4e IM-5 | 1

King, The Science of Psychology, 4e IM-5 | 2

King, The Science of Psychology, 4e IM-5 | 3

5. Critical Controversy: Is Human Kindness Automatic?

a. Prosociality is often considered a defining characteristic in humans because,

II. SLEEP AND DREAMS

King, The Science of Psychology, 4e IM-5 | 4

a. There are many important benefits to sleep, such as restoration,

King, The Science of Psychology, 4e IM-5 | 5

a. REM sleep is an active stage of sleep where dreaming occurs.

6. Sleep Cycling Through the Night

7. Sleep and the Brain

D. Sleep Throughout the Life Span

E. Sleep and Disease

King, The Science of Psychology, 4e IM-5 | 6

1. Freud’s Psychodynamic Approach

King, The Science of Psychology, 4e IM-5 | 7

a. Freud believed that dreams symbolized unconscious wishes. Manifest content

2. Cognitive Theory of Dreaming

a. The cognitive theory of dreaming states that dreaming can be understood by

3. Activation-Synthesis Theory of Dreaming

III. Psychoactive Drugs

King, The Science of Psychology, 4e IM-5 | 8

King, The Science of Psychology, 4e IM-5 | 9

▪ Stimulants increase activity in the central nervous system.

King, The Science of Psychology, 4e IM-5 | 10

King, The Science of Psychology, 4e IM-5 | 11

V. Consciousness and Health and Wellness: Meditation

C. The Meditative State of Mind

King, The Science of Psychology, 4e IM-5 | 12

E. Intersection: Consciousness and Social Psychology: Can Lovingkindness Meditation

▪ Critical Controversy: Is Human Kindness Automatic

Apply Your Knowledge: #1

King, The Science of Psychology, 4e IM-5 | 13

sleep and Critical Thinking ▪ Measuring your Daily

NewsFlash: Drug Use and

Hypnosis Reading Assignment: Critical Thinking Activity Suggestions:

Consciousness Reading Assignment: Intersection: Activity Suggestions:

Teaching the Chapter

King, The Science of Psychology, 4e IM-5 | 14

LO 5.1: Describe the nature of consciousness.

6. Critical Controversy: Is Human Kindness Automatic?

LO 5.2: Explain the nature of sleep and dreams.

D. Sleep Throughout the Life Span

King, The Science of Psychology, 4e IM-5 | 16

3. Activation-Synthesis Theory of Dreaming

LO 5.3: Identify the uses and types of psychoactive drugs.

King, The Science of Psychology, 4e IM-5 | 17

A. Uses of Psychoactive Drugs

Facts Above the Influence: Using Above the Influence website,

King, The Science of Psychology, 4e IM-5 | 18

LO 5.4: Describe hypnosis.

King, The Science of Psychology, 4e IM-5 | 19

LO 5.5: Understand the role of the conscious mind in constructing a happy

Critical Thinking Questions

King, The Science of Psychology, 4e IM-5 | 20

▪ Polling 5.4: It’s in Our Nature to be Nice?