- •Preface
- •Approach and Pedagogy
- •Chapter 1
- •Introducing Psychology
- •1.1 Psychology as a Science
- •The Problem of Intuition
- •Research Focus: Unconscious Preferences for the Letters of Our Own Name
- •Why Psychologists Rely on Empirical Methods
- •Levels of Explanation in Psychology
- •The Challenges of Studying Psychology
- •1.2 The Evolution of Psychology: History, Approaches, and Questions
- •Early Psychologists
- •Structuralism: Introspection and the Awareness of Subjective Experience
- •Functionalism and Evolutionary Psychology
- •Psychodynamic Psychology
- •Behaviorism and the Question of Free Will
- •Research Focus: Do We Have Free Will?
- •The Cognitive Approach and Cognitive Neuroscience
- •The War of the Ghosts
- •Social-Cultural Psychology
- •The Many Disciplines of Psychology
- •Psychology in Everyday Life: How to Effectively Learn and Remember
- •1.3 Chapter Summary
- •Chapter 2
- •Psychological Science
- •Psychological Journals
- •2.1 Psychologists Use the Scientific Method to Guide Their Research
- •The Scientific Method
- •Laws and Theories as Organizing Principles
- •The Research Hypothesis
- •Conducting Ethical Research
- •Characteristics of an Ethical Research Project Using Human Participants
- •Ensuring That Research Is Ethical
- •Research With Animals
- •APA Guidelines on Humane Care and Use of Animals in Research
- •Descriptive Research: Assessing the Current State of Affairs
- •Correlational Research: Seeking Relationships Among Variables
- •Experimental Research: Understanding the Causes of Behavior
- •Research Focus: Video Games and Aggression
- •2.3 You Can Be an Informed Consumer of Psychological Research
- •Threats to the Validity of Research
- •Psychology in Everyday Life: Critically Evaluating the Validity of Websites
- •2.4 Chapter Summary
- •Chapter 3
- •Brains, Bodies, and Behavior
- •Did a Neurological Disorder Cause a Musician to Compose Boléro and an Artist to Paint It 66 Years Later?
- •3.1 The Neuron Is the Building Block of the Nervous System
- •Neurons Communicate Using Electricity and Chemicals
- •Video Clip: The Electrochemical Action of the Neuron
- •Neurotransmitters: The Body’s Chemical Messengers
- •3.2 Our Brains Control Our Thoughts, Feelings, and Behavior
- •The Old Brain: Wired for Survival
- •The Cerebral Cortex Creates Consciousness and Thinking
- •Functions of the Cortex
- •The Brain Is Flexible: Neuroplasticity
- •Research Focus: Identifying the Unique Functions of the Left and Right Hemispheres Using Split-Brain Patients
- •Psychology in Everyday Life: Why Are Some People Left-Handed?
- •3.3 Psychologists Study the Brain Using Many Different Methods
- •Lesions Provide a Picture of What Is Missing
- •Recording Electrical Activity in the Brain
- •Peeking Inside the Brain: Neuroimaging
- •Research Focus: Cyberostracism
- •3.4 Putting It All Together: The Nervous System and the Endocrine System
- •Electrical Control of Behavior: The Nervous System
- •The Body’s Chemicals Help Control Behavior: The Endocrine System
- •3.5 Chapter Summary
- •Chapter 4
- •Sensing and Perceiving
- •Misperception by Those Trained to Accurately Perceive a Threat
- •4.1 We Experience Our World Through Sensation
- •Sensory Thresholds: What Can We Experience?
- •Link
- •Measuring Sensation
- •Research Focus: Influence without Awareness
- •4.2 Seeing
- •The Sensing Eye and the Perceiving Visual Cortex
- •Perceiving Color
- •Perceiving Form
- •Perceiving Depth
- •Perceiving Motion
- •Beta Effect and Phi Phenomenon
- •4.3 Hearing
- •Hearing Loss
- •4.4 Tasting, Smelling, and Touching
- •Tasting
- •Smelling
- •Touching
- •Experiencing Pain
- •4.5 Accuracy and Inaccuracy in Perception
- •How the Perceptual System Interprets the Environment
- •Video Clip: The McGurk Effect
- •Video Clip: Selective Attention
- •Illusions
- •The Important Role of Expectations in Perception
- •Psychology in Everyday Life: How Understanding Sensation and Perception Can Save Lives
- •4.6 Chapter Summary
- •Chapter 5
- •States of Consciousness
- •An Unconscious Killing
- •5.1 Sleeping and Dreaming Revitalize Us for Action
- •Research Focus: Circadian Rhythms Influence the Use of Stereotypes in Social Judgments
- •Sleep Stages: Moving Through the Night
- •Sleep Disorders: Problems in Sleeping
- •The Heavy Costs of Not Sleeping
- •Dreams and Dreaming
- •5.2 Altering Consciousness With Psychoactive Drugs
- •Speeding Up the Brain With Stimulants: Caffeine, Nicotine, Cocaine, and Amphetamines
- •Slowing Down the Brain With Depressants: Alcohol, Barbiturates and Benzodiazepines, and Toxic Inhalants
- •Opioids: Opium, Morphine, Heroin, and Codeine
- •Hallucinogens: Cannabis, Mescaline, and LSD
- •Why We Use Psychoactive Drugs
- •Research Focus: Risk Tolerance Predicts Cigarette Use
- •5.3 Altering Consciousness Without Drugs
- •Changing Behavior Through Suggestion: The Power of Hypnosis
- •Reducing Sensation to Alter Consciousness: Sensory Deprivation
- •Meditation
- •Video Clip: Try Meditation
- •Psychology in Everyday Life: The Need to Escape Everyday Consciousness
- •5.4 Chapter Summary
- •Chapter 6
- •Growing and Developing
- •The Repository for Germinal Choice
- •6.1 Conception and Prenatal Development
- •The Zygote
- •The Embryo
- •The Fetus
- •How the Environment Can Affect the Vulnerable Fetus
- •6.2 Infancy and Childhood: Exploring and Learning
- •The Newborn Arrives With Many Behaviors Intact
- •Research Focus: Using the Habituation Technique to Study What Infants Know
- •Cognitive Development During Childhood
- •Video Clip: Object Permanence
- •Social Development During Childhood
- •Knowing the Self: The Development of the Self-Concept
- •Video Clip: The Harlows’ Monkeys
- •Video Clip: The Strange Situation
- •Research Focus: Using a Longitudinal Research Design to Assess the Stability of Attachment
- •6.3 Adolescence: Developing Independence and Identity
- •Physical Changes in Adolescence
- •Cognitive Development in Adolescence
- •Social Development in Adolescence
- •Developing Moral Reasoning: Kohlberg’s Theory
- •Video Clip: People Being Interviewed About Kohlberg’s Stages
- •6.4 Early and Middle Adulthood: Building Effective Lives
- •Psychology in Everyday Life: What Makes a Good Parent?
- •Physical and Cognitive Changes in Early and Middle Adulthood
- •Menopause
- •Social Changes in Early and Middle Adulthood
- •6.5 Late Adulthood: Aging, Retiring, and Bereavement
- •Cognitive Changes During Aging
- •Dementia and Alzheimer’s Disease
- •Social Changes During Aging: Retiring Effectively
- •Death, Dying, and Bereavement
- •6.6 Chapter Summary
- •Chapter 7
- •Learning
- •My Story of Posttraumatic Stress Disorder
- •7.1 Learning by Association: Classical Conditioning
- •Pavlov Demonstrates Conditioning in Dogs
- •The Persistence and Extinction of Conditioning
- •The Role of Nature in Classical Conditioning
- •How Reinforcement and Punishment Influence Behavior: The Research of Thorndike and Skinner
- •Video Clip: Thorndike’s Puzzle Box
- •Creating Complex Behaviors Through Operant Conditioning
- •7.3 Learning by Insight and Observation
- •Observational Learning: Learning by Watching
- •Video Clip: Bandura Discussing Clips From His Modeling Studies
- •Research Focus: The Effects of Violent Video Games on Aggression
- •7.4 Using the Principles of Learning to Understand Everyday Behavior
- •Using Classical Conditioning in Advertising
- •Video Clip: Television Ads
- •Psychology in Everyday Life: Operant Conditioning in the Classroom
- •Reinforcement in Social Dilemmas
- •7.5 Chapter Summary
- •Chapter 8
- •Remembering and Judging
- •She Was Certain, but She Was Wrong
- •Differences between Brains and Computers
- •Video Clip: Kim Peek
- •8.1 Memories as Types and Stages
- •Explicit Memory
- •Implicit Memory
- •Research Focus: Priming Outside Awareness Influences Behavior
- •Stages of Memory: Sensory, Short-Term, and Long-Term Memory
- •Sensory Memory
- •Short-Term Memory
- •8.2 How We Remember: Cues to Improving Memory
- •Encoding and Storage: How Our Perceptions Become Memories
- •Research Focus: Elaboration and Memory
- •Using the Contributions of Hermann Ebbinghaus to Improve Your Memory
- •Retrieval
- •Retrieval Demonstration
- •States and Capital Cities
- •The Structure of LTM: Categories, Prototypes, and Schemas
- •The Biology of Memory
- •8.3 Accuracy and Inaccuracy in Memory and Cognition
- •Source Monitoring: Did It Really Happen?
- •Schematic Processing: Distortions Based on Expectations
- •Misinformation Effects: How Information That Comes Later Can Distort Memory
- •Overconfidence
- •Heuristic Processing: Availability and Representativeness
- •Salience and Cognitive Accessibility
- •Counterfactual Thinking
- •Psychology in Everyday Life: Cognitive Biases in the Real World
- •8.4 Chapter Summary
- •Chapter 9
- •Intelligence and Language
- •How We Talk (or Do Not Talk) about Intelligence
- •9.1 Defining and Measuring Intelligence
- •General (g) Versus Specific (s) Intelligences
- •Measuring Intelligence: Standardization and the Intelligence Quotient
- •The Biology of Intelligence
- •Is Intelligence Nature or Nurture?
- •Psychology in Everyday Life: Emotional Intelligence
- •9.2 The Social, Cultural, and Political Aspects of Intelligence
- •Extremes of Intelligence: Retardation and Giftedness
- •Extremely Low Intelligence
- •Extremely High Intelligence
- •Sex Differences in Intelligence
- •Racial Differences in Intelligence
- •Research Focus: Stereotype Threat
- •9.3 Communicating With Others: The Development and Use of Language
- •The Components of Language
- •Examples in Which Syntax Is Correct but the Interpretation Can Be Ambiguous
- •The Biology and Development of Language
- •Research Focus: When Can We Best Learn Language? Testing the Critical Period Hypothesis
- •Learning Language
- •How Children Learn Language: Theories of Language Acquisition
- •Bilingualism and Cognitive Development
- •Can Animals Learn Language?
- •Video Clip: Language Recognition in Bonobos
- •Language and Perception
- •9.4 Chapter Summary
- •Chapter 10
- •Emotions and Motivations
- •Captain Sullenberger Conquers His Emotions
- •10.1 The Experience of Emotion
- •Video Clip: The Basic Emotions
- •The Cannon-Bard and James-Lange Theories of Emotion
- •Research Focus: Misattributing Arousal
- •Communicating Emotion
- •10.2 Stress: The Unseen Killer
- •The Negative Effects of Stress
- •Stressors in Our Everyday Lives
- •Responses to Stress
- •Managing Stress
- •Emotion Regulation
- •Research Focus: Emotion Regulation Takes Effort
- •10.3 Positive Emotions: The Power of Happiness
- •Finding Happiness Through Our Connections With Others
- •What Makes Us Happy?
- •10.4 Two Fundamental Human Motivations: Eating and Mating
- •Eating: Healthy Choices Make Healthy Lives
- •Obesity
- •Sex: The Most Important Human Behavior
- •The Experience of Sex
- •The Many Varieties of Sexual Behavior
- •Psychology in Everyday Life: Regulating Emotions to Improve Our Health
- •10.5 Chapter Summary
- •Chapter 11
- •Personality
- •Identical Twins Reunited after 35 Years
- •11.1 Personality and Behavior: Approaches and Measurement
- •Personality as Traits
- •Example of a Trait Measure
- •Situational Influences on Personality
- •The MMPI and Projective Tests
- •Psychology in Everyday Life: Leaders and Leadership
- •11.2 The Origins of Personality
- •Psychodynamic Theories of Personality: The Role of the Unconscious
- •Id, Ego, and Superego
- •Research Focus: How the Fear of Death Causes Aggressive Behavior
- •Strengths and Limitations of Freudian and Neo-Freudian Approaches
- •Focusing on the Self: Humanism and Self-Actualization
- •Research Focus: Self-Discrepancies, Anxiety, and Depression
- •Studying Personality Using Behavioral Genetics
- •Studying Personality Using Molecular Genetics
- •Reviewing the Literature: Is Our Genetics Our Destiny?
- •11.4 Chapter Summary
- •Chapter 12
- •Defining Psychological Disorders
- •When Minor Body Imperfections Lead to Suicide
- •12.1 Psychological Disorder: What Makes a Behavior “Abnormal”?
- •Defining Disorder
- •Psychology in Everyday Life: Combating the Stigma of Abnormal Behavior
- •Diagnosing Disorder: The DSM
- •Diagnosis or Overdiagnosis? ADHD, Autistic Disorder, and Asperger’s Disorder
- •Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Autistic Disorder and Asperger’s Disorder
- •12.2 Anxiety and Dissociative Disorders: Fearing the World Around Us
- •Generalized Anxiety Disorder
- •Panic Disorder
- •Phobias
- •Obsessive-Compulsive Disorders
- •Posttraumatic Stress Disorder (PTSD)
- •Dissociative Disorders: Losing the Self to Avoid Anxiety
- •Dissociative Amnesia and Fugue
- •Dissociative Identity Disorder
- •Explaining Anxiety and Dissociation Disorders
- •12.3 Mood Disorders: Emotions as Illness
- •Behaviors Associated with Depression
- •Dysthymia and Major Depressive Disorder
- •Bipolar Disorder
- •Explaining Mood Disorders
- •Research Focus: Using Molecular Genetics to Unravel the Causes of Depression
- •12.4 Schizophrenia: The Edge of Reality and Consciousness
- •Symptoms of Schizophrenia
- •Explaining Schizophrenia
- •12.5 Personality Disorders
- •Borderline Personality Disorder
- •Research Focus: Affective and Cognitive Deficits in BPD
- •Antisocial Personality Disorder (APD)
- •12.6 Somatoform, Factitious, and Sexual Disorders
- •Somatoform and Factitious Disorders
- •Sexual Disorders
- •Disorders of Sexual Function
- •Paraphilias
- •12.7 Chapter Summary
- •Chapter 13
- •Treating Psychological Disorders
- •Therapy on Four Legs
- •13.1 Reducing Disorder by Confronting It: Psychotherapy
- •DSM-IV-TR Criteria for Diagnosing Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Psychology in Everyday Life: Seeking Treatment for Psychological Difficulties
- •Psychodynamic Therapy
- •Important Characteristics and Experiences in Psychoanalysis
- •Humanistic Therapies
- •Behavioral Aspects of CBT
- •Cognitive Aspects of CBT
- •Combination (Eclectic) Approaches to Therapy
- •13.2 Reducing Disorder Biologically: Drug and Brain Therapy
- •Drug Therapies
- •Using Stimulants to Treat ADHD
- •Antidepressant Medications
- •Antianxiety Medications
- •Antipsychotic Medications
- •Direct Brain Intervention Therapies
- •13.3 Reducing Disorder by Changing the Social Situation
- •Group, Couples, and Family Therapy
- •Self-Help Groups
- •Community Mental Health: Service and Prevention
- •Some Risk Factors for Psychological Disorders
- •Research Focus: The Implicit Association Test as a Behavioral Marker for Suicide
- •13.4 Evaluating Treatment and Prevention: What Works?
- •Effectiveness of Psychological Therapy
- •Research Focus: Meta-Analyzing Clinical Outcomes
- •Effectiveness of Biomedical Therapies
- •Effectiveness of Social-Community Approaches
- •13.5 Chapter Summary
- •Chapter 14
- •Psychology in Our Social Lives
- •Binge Drinking and the Death of a Homecoming Queen
- •14.1 Social Cognition: Making Sense of Ourselvesand Others
- •Perceiving Others
- •Forming Judgments on the Basis of Appearance: Stereotyping, Prejudice, and Discrimination
- •Implicit Association Test
- •Research Focus: Forming Judgments of People in Seconds
- •Close Relationships
- •Causal Attribution: Forming Judgments by Observing Behavior
- •Attitudes and Behavior
- •14.2 Interacting With Others: Helping, Hurting, and Conforming
- •Helping Others: Altruism Helps Create Harmonious Relationships
- •Why Are We Altruistic?
- •How the Presence of Others Can Reduce Helping
- •Video Clip: The Case of Kitty Genovese
- •Human Aggression: An Adaptive yet Potentially Damaging Behavior
- •The Ability to Aggress Is Part of Human Nature
- •Negative Experiences Increase Aggression
- •Viewing Violent Media Increases Aggression
- •Video Clip
- •Research Focus: The Culture of Honor
- •Conformity and Obedience: How Social Influence Creates Social Norms
- •Video Clip
- •Do We Always Conform?
- •14.3 Working With Others: The Costs and Benefits of Social Groups
- •Working in Front of Others: Social Facilitation and Social Inhibition
- •Working Together in Groups
- •Psychology in Everyday Life: Do Juries Make Good Decisions?
- •Using Groups Effectively
- •14.4 Chapter Summary
Negative symptoms of schizophrenia include social withdrawal, poor hygiene and grooming, poor problem-solving abilities, and a distorted sense of time (Skrabalo, 2000). [13] Patients often suffer from flat affect, which means that they express almost no emotional response (e.g., they speak in a monotone and have a blank facial expression) even though they may report feeling emotions (Kring, 1999). [14] Another negative symptom is the tendency toward incoherent language, for instance, to repeat the speech of others (“echo speech”). Some schizophrenics experience motor disturbances, ranging from complete catatonia and apparent obliviousness to their environment to random and frenzied motor activity during which they become hyperactive and incoherent (Kirkpatrick & Tek, 2005). [15]
Not all schizophrenic patients exhibit negative symptoms, but those who do also tend to have the poorest outcomes (Fenton & McGlashan, 1994). [16]Negative symptoms are predictors of deteriorated functioning in everyday life and often make it impossible for sufferers to work or to care for themselves.
Cognitive symptoms of schizophrenia are typically difficult for outsiders to recognize but make it extremely difficult for the sufferer to lead a normal life. These symptoms include difficulty comprehending information and using it to make decisions (the lack of executive control), difficulty maintaining focus and attention, and problems with working memory (the ability to use information immediately after it is learned).
Explaining Schizophrenia
There is no single cause of schizophrenia. Rather, a variety of biological and environmental risk factors interact in a complex way to increase the likelihood that someone might develop schizophrenia (Walker, Kestler, Bollini, & Hochman, 2004). [17]
Studies in molecular genetics have not yet identified the particular genes responsible for schizophrenia, but it is evident from research using family, twin, and adoption studies that genetics are important (Walker & Tessner, 2008). [18]As you can see in Figure 12.15 "Genetic Disposition to Develop Schizophrenia", the likelihood of developing schizophrenia increases dramatically if a close relative also has the disease.
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Figure 12.15 Genetic Disposition to Develop Schizophrenia
The risk of developing schizophrenia increases substantially if a person has a relative with the disease.
Source: Adapted from Gottesman, I. I. (1991). Schizophrenia genesis: The origins of madness. New York, NY: W. H. Freeman.
Neuroimaging studies have found some differences in brain structure between schizophrenic and normal patients. In some people with schizophrenia, the cerebral ventricles (fluid-filled spaces in the brain) are enlarged (Suddath, Christison, Torrey, Casanova, & Weinberger, 1990). [19] People with schizophrenia also frequently show an overall loss of neurons in the cerebral cortex, and some show less activity in the frontal and temporal lobes, which are the areas of the brain involved in language, attention, and memory. This would explain the deterioration of functioning in language and thought processing that is commonly experienced by schizophrenic patients (Galderisi et al., 2008). [20]
Many researchers believe that schizophrenia is caused in part by excess dopamine, and this theory is supported by the fact that most of the drugs useful in treating schizophrenia inhibit
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dopamine activity in the brain (Javitt & Laruelle, 2006). [21] Levels of serotonin may also play a
part (Inayama et al., 1996). [22] But recent evidence suggests that the role of neurotransmitters in schizophrenia is more complicated than was once believed. It also remains unclear whether observed differences in the neurotransmitter systems of people with schizophrenia cause the disease, or if they are the result of the disease itself or its treatment (Csernansky & Grace, 1998). [23]
A genetic predisposition to developing schizophrenia does not always develop into the actual disorder. Even if a person has an identical twin with schizophrenia, he still has less than a 50% chance of getting it himself, and over 60% of all schizophrenic people have no firstor seconddegree relatives with schizophrenia (Gottesman & Erlenmeyer-Kimling, 2001; Riley & Kendler, 2005). [24] This suggests that there are important environmental causes as well.
One hypothesis is that schizophrenia is caused in part by disruptions to normal brain development in infancy that may be caused by poverty, malnutrition, and disease (Brown et al., 2004; Murray & Bramon, 2005; Susser et al., 1996; Waddington, Lane, Larkin, O’Callaghan, 1999). [25] Stress also increases the likelihood that a person will develop schizophrenic symptoms; onset and relapse of schizophrenia typically occur during periods of increased stress (Walker, Mittal, & Tessner, 2008). [26] However, it may be that people who develop schizophrenia are more vulnerable to stress than others and not necessarily that they experience more stress than others (Walker, Mittal, & Tessner, 2008). [27] Many homeless people are likely to be suffering from undiagnosed schizophrenia.
Another social factor that has been found to be important in schizophrenia is the degree to which one or more of the patient’s relatives is highly critical or highly emotional in their attitude toward the patient. Hooley and Hiller (1998)[28] found that schizophrenic patients who ended a stay in a hospital and returned to a family with high expressed emotion were three times more likely to relapse than patients who returned to a family with low expressed emotion. It may be that the families with high expressed emotion are a source of stress to the patient.
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K E Y T A K E A W A Y S
•Schizophrenia is a serious psychological disorder marked by delusions, hallucinations, and loss of contact with reality.
•Schizophrenia is accompanied by a variety of symptoms, but not all patients have all of them.
•Because the schizophrenic patient has lost contact with reality, we say that he or she is experiencing psychosis.
•Positive symptoms of schizophrenia include hallucinations, delusions, derailment, disorganized behavior, inappropriate affect, and catatonia.
•Negative symptoms of schizophrenia include social withdrawal, poor hygiene and grooming, poor problem-solving abilities, and a distorted sense of time.
•Cognitive symptoms of schizophrenia include difficulty comprehending and using information and problems maintaining focus.
•There is no single cause of schizophrenia. Rather, there are a variety of biological and environmental risk factors that
interact in a complex way to increase the likelihood that someone might develop schizophrenia.
E X E R C I S E A N D C R I T I C A L T H I N K I N G
1.How should society deal with people with schizophrenia? Is it better to keep patients in psychiatric facilities against their will, but where they can be observed and supported, or to allow them to live in the community, where they may commit violent crimes against themselves or others? What factors influence your opinion?
[1]National Institute of Mental Health. (2010, April 26). What is schizophrenia? Retrieved
from http://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml
[2]Mueser, K. T., & McGurk, S. R. (2004). Schizophrenia. Lancet, 363(9426), 2063–2072; Nicolson, R., Lenane, M., Hamburger, S. D., Fernandez, T., Bedwell, J., & Rapoport, J. L. (2000). Lessons from childhood-onset schizophrenia. Brain Research Review, 31(2–3), 147–156.
[3]Lindenmayer, J. P., & Khan, A. (2006). Psychological disorder. In J. A. Lieberman, T. S. Stroup, & D. O. Perkins (Eds.), Textbook of schizophrenia (pp. 187–222). Washington, DC: American Psychiatric Publishing.
[4]American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: Author; National Institute of Mental Health. (2010, April 26). What is schizophrenia? Retrieved fromhttp://www.nimh.nih.gov/health/topics/schizophrenia/index.shtml
[5]Skrabalo, A. (2000). Negative symptoms in schizophrenia(s): The conceptual basis.Harvard Brain, 7, 7–10.
[6]Nicolson, S. E., Mayberg, H. S., Pennell, P. B., & Nemeroff, C. B. (2006). Persistent auditory hallucinations that are unresponsive to antipsychotic drugs. The American Journal of Psychiatry, 163, 1153–1159. doi:10.1176/appi.ajp.163.7.1153
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[7]National Institute of Mental Health. (2009, September 8). What are the symptoms of schizophrenia? Retrieved fromhttp://www.nimh.nih.gov/health/publications/schizophrenia/what-are-the-symptoms-of-schizophrenia.shtml
[8]De Sousa, A. (2007). Types and contents of hallucinations in schizophrenia. Journal of Pakistan Psychiatric Society, 4(1), 29.
[9]Buchanan, R. W., & Carpenter, W. T. (2005). Concept of schizophrenia. In B. J. Sadock & V. A. Sadock (Eds.), Kaplan & Sadock’s comprehensive textbook of psychiatry. Philadelphia, PA: Lippincott Williams & Wilkins.
[10]Maher, B. A. (2001). Delusions. In P. B. Sutker & H. E. Adams (Eds.), Comprehensive handbook of psychological disorder (3rd ed., pp. 309–370). New York, NY: Kluwer Academic/Plenum.
[11]Buchanan, R. W., & Carpenter, W. T. (2005). Concept of schizophrenia. In B. J. Sadock & V. A. Sadock (Eds.), Kaplan & Sadock’s comprehensive textbook of psychiatry. Philadelphia, PA: Lippincott Williams & Wilkins.
[12]Janno, S., Holi, M., Tuisku, K., & Wahlbeck, K. (2004). Prevalence of neuroleptic-induced movement disorders in chronic schizophrenia patients. American Journal of Psychiatry, 161, 160–163; Rosebush, P. I., & Mazurek, M. F. (2010). Catatonia and its treatment. Schizophrenia Bulleting, 36(2), 239–242. doi:10.1093/schbul/sbp141
[13]Skrabalo, A. (2000). Negative symptoms in schizophrenia(s): The conceptual basis.Harvard Brain, 7, 7–10.
[14]Kring, A. M. (1999). Emotion in schizophrenia: Old mystery, new understanding.Current Directions in Psychological Science, 8, 160–163.
[15]Kirkpatrick, B., & Tek, C. (2005). Schizophrenia: Clinical features and psychological disorder concepts. In B. J. Sadock & S. V. Sadock (Eds.), Kaplan & Sadock’s comprehensive textbook of psychiatry (pp. 1416–1435). Philadelphia, PA: Lippincott Williams & Wilkins.
[16]Fenton, W. S., & McGlashan, T. H. (1994). Antecedents, symptom progression, and long-term outcome of the deficit syndrome in schizophrenia. American Journal of Psychiatry, 151, 351–356.
[17]Walker, E., Kesler, L., Bollini, A., & Hochman, K. (2004). Schizophrenia: Etiology and course. Annual Review of Psychology, 55, 401–430.
[18]Walker, E., & Tessner, K. (2008). Schizophrenia. Perspectives on Psychological Science, 3(1), 30–37.
[19]Suddath, R. L., Christison, G. W., Torrey, E. F., Casanova, M. F., & Weinberger, D. R. (1990). Anatomical abnormalities in the brains of monozygotic twins discordant for schizophrenia. New England Journal of Medicine, 322(12), 789–794.
[20]Galderisi, S., Quarantelli, M., Volper, U., Mucci, A., Cassano, G. B., Invernizzi, G.,…Maj, M. (2008). Patterns of structural MRI abnormalities in deficit and nondeficit schizophrenia. Schizophrenia Bulletin, 34, 393–401.
[21]Javitt, D. C., & Laruelle, M. (2006). Neurochemical theories. In J. A. Lieberman, T. S. Stroup, & D. O. Perkins (Eds.), Textbook of schizophrenia (pp. 85–116). Washington, DC: American Psychiatric Publishing.
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