Introduction to

Psychology,
16 Edition
th

Chapter 5: States of
Consciousness

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or posted to a publicly accessible website, in whole or in part. 1
 Icebreaker: Pair-Share

The class will be broken up into small groups of students.

1. How do you define “state of consciousness”?

2. What practices and rituals do you use to prepare yourself mentally for
something?
3. Do you think hypnosis or meditation actually work? Why or why not?

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or posted to a publicly accessible website, in whole or in part. 2
 Chapter Objectives (1 of 3)

By the end of this chapter, you should be able to:

5.1.1 Define consciousness.
5.1.2 Distinguish between disordered states of consciousness and altered states
of consciousness.
5.2.1 Describe how hypnosis works, distinguishing between state and nonstate
theories of hypnosis.
5.2.2 Describe how meditation works, distinguishing between mindfulness and
concentrative meditation.
5.3.1 Describe the typical pattern of sleeping and waking.
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 Chapter Objectives (2 of 3)

By the end of this chapter, you should be able to:

5.3.2 Describe NREM (non-REM) sleep, including its function and four stages.
5.3.3 Describe REM sleep and its function.
5.3.4 Explain why we need to sleep, and the consequences of not sleeping.
5.3.5 Name and briefly describe the three theories of dreaming.
5.3.6 Outline five sleep disorders.
5.4.1 Explain the action of a psychoactive drug, and distinguish between
recreational and instrumental drug use.
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or posted to a publicly accessible website, in whole or in part. 4
 Chapter Objectives (3 of 3)

By the end of this chapter, you should be able to:

5.4.2 Outline three reasons for drug abuse.
5.4.3 Name five common stimulants.
5.4.4 Name five common depressants.
5.4.5 Name two common hallucinogens.
5.5.1 Define metacognition, and describe its three elements.
5.5.2 Create a plan to improve your own metacognitive skills.

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or posted to a publicly accessible website, in whole or in part. 5
 Unit 1
States of Consciousness:
The Many Faces of Awareness

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 Consciousness

Disorders of Consciousness Altered States of Consciousness

• Waking consciousness: Clear, • Fatigue, delirium, hypnosis, drugs,

organized alertness and euphoria
• Disorder of consciousness: A long- • Everyone experiences some altered
term lack of consciousness and states, such as sleep, dreaming, and
responsiveness (coma) daydreaming.
• Difficult to diagnose • Heightened awareness
• Persistent vegetative state: Waking • Marked by changes in quality and
state without signs of awareness pattern of mental activity
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 Discussion Activity 1

As a class, discuss how culture impacts our perception of altered states of

consciousness.

1. Do practices such as prayer, worship, or meditation create altered states of

consciousness?
2. Why might people choose to seek an altered state of consciousness?

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 Unit 2
Hypnosis and Meditation: Relax

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 Hypnosis

A state of consciousness characterized by focused attention, reduced peripheral

awareness, and heightened suggestibility
Ernest Hilgard argued:
• Hypnosis causes a dissociate state, or split in awareness
• The hidden observer is aware of pain but remains in the background

Nonstate theorists argue hypnosis is a blend of conformity, relaxation,

imagination, obedience, and role-playing.

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 How Hypnosis Works

Basic suggestion effect: Tendency to carry out suggested actions as if

involuntarily
1. Focused attention on what is said
2. Relax and feel tired
3. Let go and accept suggestions
4. Use vivid imagination
Hypnotizability: How easily a person can become hypnotized

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 Effects of Hypnosis

1. Physical ability: May improve some in sports; does not affect physical strength
2. Memory: Some evidence it can enhance memory, but frequently increases
false memories
3. Amnesia: Brief memory loss seems to occur
4. Pain relief: Can relieve pain, especially helpful when chemical painkillers are
ineffective
5. Sensory changes: Most effective; possible to alter color vision, hearing
sensitivity, time sense, perception of illusion, and other sensory responses

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 Meditation

• A mental exercise used to alter consciousness

• Heightened awareness and relaxation by interrupting flow of thoughts, worries,
and analysis
• Mindfulness meditation: Observe own thoughts without reacting to them;
achieve total, nonjudgmental awareness of the world
• Concentrative meditation: Attending to a single focal point or mantra

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 The Relaxation Response

An innate physiological pattern that opposes your body’s fight-or-flight

mechanisms
• Good for stress control
• Physical benefits such as lowered heart rate, blood pressure, muscle tension,
and other signs of stress, as well as immune system activity improvement
• May foster mental well-being and positive mental skills, such as clarity,
concentration, and calm

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 Discussion Activity 2

If possible, lower the classroom lights and take a moment to engage in meditation
or mindfulness. Close your eyes, and try to let go of the list of things to do,
technology, and other distractions.
In small groups, discuss:
• Were you able to let go and focus on your inner being? Why or why not?
• How might you do better next time?
• How can you use mindfulness or meditation to help you manage classes,
exams, and the life of being a college student?

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 Unit 3
Sleep: The Nightly Roller Coaster

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 Sleep Patterns

Sleep is an innate biological rhythm: cannot be completely ignored

Light and dark help tie sleep rhythms to 24-hour days
• Normal range of sleep: 7–8 hours per night
• Short sleepers: Average 5 hours per night
• Long sleepers: Average 9 or more hours

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 The Stages of Sleep

Changes in electrical activity in the brain waves show that sleep progresses
through several stages every night:
• Beta waves: Awake and alert
• Alpha waves: Immediately before sleep; slower and larger waves
• REM sleep: Dreaming and return of high-frequency brain waves
• Non-REM sleep: Occurs during all sleep stages

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or posted to a publicly accessible website, in whole or in part. 18
 REM and Non-REM Sleep

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 The Four Stages of Non-REM Sleep

Stage 1: Light sleep, heart rate slows, breathing is irregular, reflex

muscles twitch

Stage 2: Body temperature drops, sleep spindles occur on EEG

Stage 3: Large and slow delta waves signal a move to deeper,

slow-wave sleep

Stage 4: Deep sleep, almost pure slow-wave delta

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 REM Sleep and Dreaming

Brain areas associated with imagery and emotion more active during REM sleep

Includes:
• Rapid eye movement
• Irregular heartbeat
• Wavering blood pressure and breathing
• Sleep paralysis
• Sharpening or completing consolidation of memories

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 The Need for Sleep

Repair/restorative theories of sleep: Replenish and conserve energy and

lengthen life
• When sleep deprivation occurs:
• Susceptibility to microsleeps
• Sleep-deprivation psychosis
• Confusion, disorientation, delusions, and hallucinations

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 Psychodynamic Dream Theory

Emphasizes internal conflicts and

unconscious forces
Sigmund Freud's key proposals:
• Dream symbols: Images that have
deeper symbolic meaning
• Manifest content: Obvious, visible
meaning
• Latent content: Hidden, symbolic
meaning
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 Dream Theories

Activation-Synthesis Hypothesis Neurocognitive Dream Theory

• Allan Hobson and Robert McCarley • William Domhoff

• During REM sleep, lower brain • Dreams have much in common with
centers are activated in random waking thought
fashion
• Dreams are conscious expression of
• Brain tries to interpret random REM sleep processes that sort and
information by searching through store daily experiences
stored memories and creates dreams
• No deeper, symbolic meaning to
dreams
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 Insomnia Disorder

Difficulty getting to sleep or staying asleep

Temporary insomnia: Caused by worry, stress, and excitement
Drug-dependency insomnia: Caused by withdrawal from sleeping pills
Alcohol and other depressants may help a person get to sleep but reduce the
sleep quality.

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 Behavioral Remedies for Insomnia

Best to treat with lifestyle changes and behavioral techniques:

1.Stimulus control
2.Sleep restriction
3.Paradoxical intention
4.Relaxation
5.Exercise
6.Food intake
7.Stimulant avoidance

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 Other Sleep Disorders

Disorders of arousal: Sleepwalking, sleep talking, and sleep sex

Nightmares: Bad dreams that take place during REM sleep
• Sleep terrors: Person suffers total panic and may hallucinate frightening dream
images into the bedroom
Sleep apnea: Breathing stops for a period of time
• Sudden infant death syndrome (SIDS)

Narcolepsy: Sudden sleep attacks, occur anywhere, any time

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 Knowledge Check Activity 1

Which of the following is a mismatch between the sleep–wake schedule

demanded by a person’s bodily rhythm and the demands of the environment?

a. Insomnia disorder
b. Circadian rhythm sleep–wake disorder
c. REM sleep behavior disorder
d. Hypersomnolence disorder

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 Knowledge Check Activity 1: Answer

Which of the following is a mismatch between the sleep–wake schedule

demanded by a person’s bodily rhythm and the demands of the environment?

b. Circadian rhythm sleep–wake disorder

This disorder is caused by a mismatch between a person’s natural sleep cycle
and the environment. Those who work shift work or rotating schedules might be
susceptible to this disorder.

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 Unit 4
Drug-Altered Consciousness: The High and Low of It

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 Drug-Altered Consciousness (1 of 2)

Psychoactive Drug Stimulant Depressant

• Capable of altering • Type of psychoactive • Type of psychoactive

attention, emotion, drug that increases drug that decreases,
judgment, memory, activity in the body or slows down,
time sense, self- and nervous system activity in the body
control, or perception and nervous system

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 Drug-Altered Consciousness (2 of 2)

• Social-recreational use: Pleasure

or relaxation
• Intensive use: Daily use with
elements of dependence
• Compulsive use: Intense use and
extreme dependence

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 Reasons for Drug Abuse (1 of 2)

Coping efforts: Self-defeating attempt to cope with life

Effects on the brain: Addictive drugs stimulate the brain’s reward circuitry
• Nucleus accumbens release dopamine, a neurotransmitter that intensifies
feelings of pleasure
Dependency: To maintain bodily comfort, a physical dependence exists

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 Reasons for Drug Abuse (2 of 2)

• Withdrawal symptoms: Physical

illness and discomfort from removal
of a drug
• Drug tolerance: Progressive
decrease in responsiveness to a
drug
• Psychological dependence:
Feeling that drug is necessary to
maintain well-being

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or posted to a publicly accessible website, in whole or in part. 34
 Stimulants Up, Up, and Away (1 of 3)

Amphetamines Cocaine
• Type of synthetic stimulant • Feelings of alertness, euphoria, well-
being, energy, and pleasure
• Medical use: Treating hyperactivity
and overdoses of depressant drugs • Affects central nervous system and is
more quickly metabolized than
• Misuse: Staying awake, attempt to
amphetamines
improve mental or physical
performance • Capacity for abuse similar to heroin
• Attention deficit hyperactivity disorder • Anhedonia: Inability to feel pleasure,
(ADHD) typical withdrawal symptom

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 Stimulants Up, Up, and Away (2 of 3)

MDMA Caffeine
• Ecstasy or molly • Most frequency used psychoactive
drug in North America
• Chemically similar to amphetamine
• Blocks chemicals that inhibit nerve
• Produces hallucinations
activity
• Brain cells release extra dopamine, • Dependence, insomnia, irritability,
epinephrine, and serotonin racing heart, elevated body
• Users more likely to also abuse temperatures
alcohol • Breast cysts, bladder cancer, heart
• Long-term effects problems, high blood pressure
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 Stimulants Up, Up, and Away (3 of 3)

Nicotine, chewing tobacco, snuff

• Third most widely used psychoactive drug (after caffeine and alcohol)
• Withdrawal causes headaches, sweating, cramps, insomnia, digestive upset,
irritability, cravings
• Carcinogen: Cancer-causing substance
• Best way to quit: Scheduled gradual reduction, which reduces length of time
between cigarettes

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 Depressants: Down and Out (1 of 3)
Opioids Barbiturates
• Sleep and pain relief • Sedatives that depress brain activity
• Heroin, morphine, codeine, • Used to calm people and induce
oxycodone, fentanyl sleep
• Feeling of euphoria, reduction of • Low dosages: Similar to alcohol
anxiety • Higher dosages: Severe mental
• High levels result in impaired confusion or hallucinations
breathing, death • Loss of consciousness, severe
• Harm-reduction strategy: depression of brain centers that
Methadone to reduce negative control heartbeat and breathing
consequences of addiction
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 Depressants: Down and Out (2 of 3)

Tranquilizers GHB

• Anxiety and tension reduction • Central nervous system depressant

• Valium, Xanax, Librium • Low dosage: Euphoria, desire to
socialize, mild loss of inhibition
• Rohypnol: common date rape drug
• As doses increases: nausea, loss of
• Physical dependence, severe
muscle control, sleep or loss of
depression that may lead to suicide consciousness
• Potentially fatal doses are only three
times normal dose
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or posted to a publicly accessible website, in whole or in part. 39
 Depressants: Down and Out (3 of 3)

Alcohol: As a depressant, reduces inhibition, producing relaxation and euphoria

• Large amounts: Brain impartment, loss of consciousness

Alcohol myopia: Thinking and perception becomes dulled or shortsighted

Binge drinking: Five (four for women) or more drinks in a short time
• Because brain is still developing into the early twenties, binge drinking in young
adults results in a loss of as much as 10 percent of brain power

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 Discussion Activity 3

Many college campuses have been in the news because of excessive use of
alcohol at parties, binge drinking, and deaths due to alcohol poisoning.
As a class, develop ways to establish moderated drinking habits and a rational
approach to alcohol consumption.

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or posted to a publicly accessible website, in whole or in part. 41
 Discussion Activity 3 Debrief

Moderated Drinking Guidelines

1. Plan how you will manage drinking, and keep track of how much you drink.
2. Drink slowly (no more than one drink an hour), eat while drinking or drink on a
full stomach, and make every other drink (or more) a nonalcoholic beverage.
3. Limit drinking primarily to the first hour of a social event or party.
4. Practice how you will politely but firmly refuse drinks.
5. Learn how to relax, meet people, and socialize without relying on alcohol.

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 Hallucinogens: Tripping the Light Fantastic
(1 of 3)
LSD (lysergic acid diethylamide) and PCP (phencyclidine):
• LSD is one of the best known hallucinogens.
− Produces mystic type experiences and psychotic-like disturbances
• PCP is an anesthetic, and has stimulant and depressant effects.
• Both affect neurotransmitter systems that carry messages between brain cells.

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or posted to a publicly accessible website, in whole or in part. 43
 Hallucinogens: Tripping the Light Fantastic
(2 of 3)
Cannabis
• THC (tetrahydrocannabinol) and CBD (cannabidiol) are two psychoactive
chemicals in cannabis.
• Sense of euphoria, well-being, relaxation, altered sense of time, and perceptual
distortions
• In high doses: Paranoia, hallucinations, and delusions
• Works by activating neurons with endocannabinoid receptors in the brain
• No overdose deaths reported, but still creates harm

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 Hallucinogens: Tripping the Light Fantastic
(3 of 3)
Cannabis (continued):
• Nonusers are reported to be healthier, earn more, and more satisfied with their
lives than users
• Long-term effects: Interfere with menstrual cycles, ovulation, higher rate of
miscarriages, harm to developing fetuses
• Medical cannabis: Can impact stress and pain, but like any other drug, can lead
to abuse

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or posted to a publicly accessible website, in whole or in part. 45
 Discussion Activity 4

Many communities, and many states, have legalized the use of cannabis. In
groups of two or three, discuss the following:
1. What are the advantages of the legalization of cannabis?
2. Do you think there will be short- or long-term harmful effects of legalization?
Why or why not?
3. What long-term effects do you anticipate based on legalization for recreational
use and/or for medical use?

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or posted to a publicly accessible website, in whole or in part. 46
 Unit 5
Psychology and Your Skill Set: Metacognition

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 What Is Metacognition?

The ability to “think about thinking”

• Monitoring and evaluating your thought processes, understanding, and
performance across different situations
• Closely connected to self-regulation
• Critical in developing effective plans and evaluating progress
• Knowledge, abilities, biases
• Monitoring and control

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 Thinking About Thinking

To improve metacognitive skills:

• Develop metacognitive knowledge by becoming more aware of strategies,
assumptions, and biases
• Develop metacognitive monitoring processes by connecting strategies, biases,
and assumptions
• Develop metacognitive control strategies by altering thought processes or
behavior when you find you are not on track

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 Knowledge Check Activity 2

Typically, Petra does not like group projects because some students don’t
contribute as much to the project as others. To counter this, Petra helped her new
group establish work rules and expectations before actually starting the project.
Which metacognitive skill was Petra using in her planning activity?

a. Knowledge
b. Monitoring
c. Control

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 Knowledge Check Activity 2: Answer

Typically, Petra does not like group projects because some students don’t
contribute as much to the project as others. To counter this, Petra helped her new
group establish work rules and expectations before actually starting the project.
Which metacognitive skill was Petra using in her planning activity?

a. Knowledge
Petra thought about tendencies that influence behavior in particular situations and
identified better ways of responding.

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or posted to a publicly accessible website, in whole or in part. 51
 Self-Assessment

Can you define consciousness and distinguish between disordered and altered
states of consciousness?
Describe how mindfulness works, and compare it to meditation.
What are the stages of sleep, and how can you improve your sleep?
Can you compare theories of sleep and describe five sleep disorders?
Can you compare the three major classes of drugs used to alter consciousness
and identify common drugs in each category?

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or posted to a publicly accessible website, in whole or in part. 52
 Summary (1 of 3)

Now that the lesson has ended, you should have learned how to:
• Define consciousness.
• Distinguish between disordered states of consciousness and altered states of
consciousness.
• Describe how hypnosis works, distinguishing between state and nonstate
theories of hypnosis.
• Describe how meditation works, distinguishing between mindfulness and
concentrative meditation.
• Describe the typical pattern of sleeping and waking.
Coon, Introduction to Psychology, 16th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated,
or posted to a publicly accessible website, in whole or in part. 53
 Summary (2 of 3)

Now that the lesson has ended, you should have learned how to:
• Describe NREM (non-REM) sleep, including its function and four stages.
• Describe REM sleep and its function.
• Explain why we need to sleep, and the consequences of not sleeping.
• Name and briefly describe the three theories of dreaming.
• Outline five sleep disorders.
• Explain the action of a psychoactive drug, and distinguish between recreational
and instrumental drug use.
Coon, Introduction to Psychology, 16th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated,
or posted to a publicly accessible website, in whole or in part. 54
 Summary (3 of 3)

Now that the lesson has ended, you should have learned how to:
• Outline three reasons for drug abuse.
• Name five common stimulants.
• Name five common depressants.
• Name two common hallucinogens.
• Define metacognition, and describe its three elements.
• Create a plan to improve your own metacognitive skills.

Coon, Introduction to Psychology, 16th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated,
or posted to a publicly accessible website, in whole or in part. 55