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Santrock PU7e Preface PDF
Santrock PU7e Preface PDF
Santrock PU7e Preface PDF
Psychology
U P D AT E D S E V E N T H E D I T I O N
John W. Santrock
University of Texas at Dallas
Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis
Bangkok Bogot Caracas Kuala Lumpur Lisbon London Madrid Mexico City
Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto
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Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the
Americas, New York, NY 10020. Copyright 2005 by The McGraw-Hill Companies, Inc. All rights re-
served. Previous edition(s) 2003, 2000, 1997. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or retrieval system,
without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to,
in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.
This book is printed on recycled, acid-free paper containing 10% postconsumer waste.
1 2 3 4 5 6 7 8 9 0 VNH/VNH 0 9 8 7 6 5 4 3
ISBN 0-07-293776-9
The credits section for this book begins on page C-1 and is considered an extension of the copyright
page.
Santrock, John W.
Psychology / John W. Santrock.Updated 7th ed.
p. cm.
Includes bibliogical references and indexes.
ISBN 0-07-293776-9 (alk. paper)
1. PsychologyTextbooks. I. Title.
BF121.S265 2005
150dc22
2003070611
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a
website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not
guarantee the accuracy of the information presented at these sites.
www.mhhe.com
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Find Balance!
Balance scientific research with real-world applications.
Is Psychology Value-Free?
Critical Controversy
Do you agree or disagree with the following statements? example, a psychologist interviewed by Ted Koppel on Nightline
may have certain values concerning governments responsibility
AGREE DISAGREE in caring for the homeless, parents responsibility in an adoles-
Dendrites
Myelin sheath
surrounding the axon
Think about the following situations one at a time. Check which response is most
Assertive
Passive
You are being kept on the phone by a salesperson trying to sell you something
you dont want.
In each chapter of the text, a Psychology and Life feature invites
You want to break off a relationship that is no longer working for you.
You are sitting in a movie and the people behind you are talking.
students to apply what they've learned to daily life.
Your doctor keeps you waiting more than 20 minutes.
You are standing in line and someone moves in front of you.
Your friend has owed you money for a long time and it is money you could use.
You receive food at a restaurant that is over- or undercooked.
You want to ask a major favor of your friend, romantic partner, or roommate.
Your friends ask you to do something that you dont feel like doing. Psychologys Careers and Areas of Specialization 23
You are in a large lecture hall. The instructor is speaking too softly and you know
other students are having trouble hearing what is being said.
You want to start a conversation at a gathering, but you dont know anyone there.
You are sitting next to someone who is smoking, and the smoke bothers you.
You are talking to someone about something that is important to you, but he or she
doesnt seem to be listening.
You are speaking and someone interrupts you. Descriptions and photos of
You receive an unjust criticism from someone.
In most circumstances, being assertive is the best strategy. However, there may
be some situations in which a different style of interaction is needed. Look at each sit-
psychologists at work illustrate
applications of psychology in
uation again and determine if the assertive style is always the best strategy and
whether there is any circumstance in which one of the other styles might work best.
monitoring what they have read for meaning and periodically summarizing what they
have read (Pressley, 2000, 2003).
Pavlovs Studies
Classical Conditioning in Humans
OPERANT CONDITIONING
1 TYPES OF LEARNING
Applications of Operant Conditioning Primary and secondary headings presented graphically provide
OBSERVATIONAL LEARNING 4 Understand observational
chapter.
2 CLASSICAL CONDITIONING
Purposive Behavior
Pavlovs Studies Classical Conditioning in
Humans Insight Learning
Definition of Operant
Conditioning
Skinners Approach To
Operant Conditioning
Principles of
Reinforcement
Learning Goal
Learning Thorndikes Law
of Effect
Shaping Applications of Operant
Conditioning
How do you learn? Think of a behavior you engage in and describe how you
5 COGNITIVE FACTORS IN LEARNING learned it.
2 CLASSICAL CONDITIONING
1 Explain what learning is.
Learning is a relatively permanent change in behavior
the behavior of the organism as operant: The behavior
operates on the environment, and the environment in
that occurs through experience. Observational learning turn operates on the organism. Whereas classical condi-
Pavlovs Studies Classical Conditioning is learning by watching what other people do. In associa- tioning involves respondent behavior, operant condi-
in Humans tive learning, a connection is made between two events. tioning involves operant behavior. In most instances,
Conditioning is the process by which associative learning operant conditioning is better at explaining voluntary
6 BIOLOGICAL AND CULTURAL FACTORS IN LEARNING behavior than classical conditioning is.
occurs. In classical conditioning, organisms learn the as-
What is classical conditioning? Thorndikes law of effect states that behaviors followed
sociation between two stimuli and, in operant condition-
Biological Constraints Cultural Constraints It is a nice spring day. A father takes his baby out for a walk. The baby reaches over by positive outcomes are strengthened, whereas behav-
ing, they learn the association between behavior and a
to touch a pink flower and is stung by the bumblebee sitting on the petals. The next iors followed by negative outcomes are weakened.
consequence.
day, the babys mother brings home some pink flowers. She removes a flower from Thorndikes view that the organisms behavior is due to
the arrangement and takes it over for her baby to smell. The baby cries loudly as
soon as she sees the pink flower. The babys panic at the sight of the pink flower Classical conditioning occurs when a neutral stimulus
2 Describe classical conditioning. a connection between a stimulus and a response is called
S-R theory.
300 illustrates the learning process of classical conditioning, in which a neutral stimu- Skinner believed that the mechanisms of learning are
lus (the flower) becomes associated with a meaningful stimulus (the pain of a bee becomes associated with a meaningful stimulus and
the same for all species. This led him to study lower ani-
sting) and acquires the capacity to elicit a similar response (fear). comes to elicit a similar response. Pavlov discovered that
mals extensively in the hope that the basic mechanisms
an organism learns the association between an uncondi-
of learning could be more easily understood in organ-
tioned stimulus (UCS) and a conditioned stimulus (CS).
isms simpler than humans. Like Skinner, contemporary
Pavlovs Studies The UCS automatically produces the unconditioned re-
behaviorists study organisms under precisely controlled
In the early 1900s, the Russian physiologist Ivan Pavlov was interested in the way the sponse (UCR). After conditioning (CS-UCS pairing), the
conditions so that the connection between the operant
body digests food. In his experiments, he routinely placed meat powder in a dogs mouth, CS elicits the conditioned response (CR) by itself. Acqui-
behavior and the specific consequences can be examined
causing the dog to salivate. Pavlov noticed that the meat powder was not the only stim- sition in classical conditioning is the initial linking of
in minute detail.
ulus that caused the dog to salivate. The dog salivated in response to a number of stim- stimuli and responses, which involves a neutral stimulus
Shaping is the process of rewarding approximations of
uli associated with the food, such as the sight of the food dish, the sight of the individual being associated with the UCS so that the CS comes to
desired behavior in order to shorten the learning process.
who brought the food into the room, and the sound of the door closing when the food elicit the CR. Two important aspects of acquisition are
Principles of reinforcement include the distinction be-
arrived. Pavlov recognized that the dogs association of these sights and sounds with the contiguity and contingency/predictability. Generaliza-
tween positive reinforcement (the frequency of a behavior
food was an important type of learning, which came to be called classical conditioning. tion in classical conditioning is the tendency of a new
increases because it is followed by a rewarding stimulus)
stimulus that is similar to the original conditioned stim-
and negative reinforcement (the frequency of behavior
ulus to elicit a response that is similar to the conditioned
increases because it is followed by the removal of an
Pavlov (the white-bearded gentleman in response. Discrimination in classical conditioning is the
aversive, or unpleasant, stimulus). Positive reinforcement
the center) is shown demonstrating the process of learning to respond to certain stimuli and not
nature of classical conditioning to stu- can be classified as primary reinforcement (using rein-
to others. Extinction in classical conditioning is the
dents at the Military Medical Academy in forcers that are innately satisfying) and secondary rein-
weakening of the CR in the absence of the UCS. Sponta-
Russia. forcement (using reinforcers that acquire positive value
neous recovery is the recurrence of a CR after a time de-
through experience). Reinforcement can also be contin-
lay without further conditioning.
uous (a behavior is reinforced every time) or partial (a
In humans, classical conditioning has been applied to ex-
behavior is reinforced only a portion of the time). Sched-
plaining and eliminating fears. Counterconditioning, a
ules of reinforcementfixed-ratio, variable-ratio, fixed-
classical conditioning procedure for weakening the CR
interval, and variable-intervalare timetables that
by associating the fear-provoking stimulus with a new
determine when a behavior will be reinforced. Operant
response that is incompatible with the fear, has been suc-
conditioning involves generalization (giving the same re-
cessful in eliminating fears. Classical conditioning also
sponse to similar stimuli), discrimination (responding to
classical conditioning Learning by Apply Your Knowledge can explain pleasant emotions. Some of the behaviors
stimuli that signal that a behavior will or will not be re-
which a neutral stimulus becomes asso-
1. One common association that people have is called a condi- we you
3. Think of all of the things associate
have with health
learned problems
in the and mental disorders,
past several
ciated with a meaningful stimulus and inforced), and extinction (a decreasing tendency to
acquires the capacity to elicit a similar tioned taste aversion, which occurs when you eat or drink days. Write down an including certain aspects
example involving each ofofthe
drug use and immune sys-
follow- perform a previously reinforced behavior when rein-
response. something and then get sick. A conditioned taste aversion is ing types of learning:tem functioning,
classical can involve
conditioning, classical
operant condi-conditioning. Clas- forcement is stopped). Punishment is a consequence that
most likely to occur when the food or drink is something tioning, observationalsical conditioning
learning, also hasand
latent learning, been applied to consumer
insight decreases the likelihood a behavior will occur. Punish-
that is relatively unfamiliar. Suppose that you have acquired learning. Which kind behavior.
of learning do you use most fre- ment, through which a behavior is weakened, is differ-
a conditioned taste aversion to tequila. Identify what the un- quently? Which seems to be the least common for you? Are ent from negative reinforcement, through which a
conditioned stimulus, unconditioned response, conditioned 3 Discuss
there types of learning youveoperant conditioning.
done that dont seem to fit behavior is strengthened. In positive punishment, a
stimulus, and conditioned response are in this example. Operant
any category? If so, conditioning
what aspects of thoseis types
a formexclude
of learning in which the behavior decreases when it is followed by an unpleasant
2. Positive and negative reinforcement are often difficult con- consequences of behavior produce changes in the proba-
them from these categories? stimulus. In negative punishment, a behavior decreases
cepts to understand. On the following website, examples bility of the behaviors occurrence. B. F. Skinner described when a positive stimulus is removed from it. Time-out is
and a practice exercise may help you figure out the distinc-
tion more easily:
http://psych.athabascau.ca/html/prtut/reinpair.htm
301
mhhe com/
For extra help in mastering the material in this chapter, see the Guide, the In-Psych Plus CD-ROM, and the Online Learning
review sections and practice quizzes in the Student Study Center.
the bulleted review statements in the section reviews. is important for producing antibodies to ward off disease and illness, such as AIDS
and the flu. Robert Ader and Nicholas Cohen (Ader, 2000; Ader & Cohen, 1975,
2000) have conducted a number of studies that reveal that classical conditioning can
produce immunosuppression (a decrease in the production of antibodies). The initial
discovery of this link between classical conditioning and immunosuppression came
as a surprise. In the course of studying Pavlovian conditioning, Ader (1974) was
examining how long a conditioned response would last in some laboratory rats. A
conditioned stimulus (saccharin solution) was paired with an unconditioned stimu-
lus, a drug called Cytoxan, which induces nausea. Afterward, while giving the rats
Connections
saccharin-laced water without the accompanying Cytoxan, Ader watched to see how
long it would take the rats to forget the association between the two.
Unexpectedly, in the second month of the study, the rats developed a disease and
began to die off. In analyzing the unforeseen result, Ader checked out the properties
of the nausea-inducing drug he had used. He discovered that one of its side effects
was immunosuppression. Thus it turned out that the rats had been classically condi-
tioned to associate sweet water not only with nausea but also with the shutdown of
References to review quizzes, crossword puzzles, and addi- the immune system. The sweet water apparently had become a CS for immunosup-
pression. Researchers have found that conditioned immune responses also may occur
in humans (Ader, 2000; Voudouris, Peck, & Coleman, 1985).
als available for content review and enrichment. Beautiful woman (UCS) emotional arousal (UCR) in males
Beautiful woman (UCS) paired with an automobile (not yet a CS) many times
Automobile (CS) emotional arousal (CR)
Recent research has shown that, if the conditioned stimulus is encountered out-
side of ads, it doesnt predict the UCS (Bettman, 2001). Thus classical conditioning
may work best for infrequently encountered products and cases in which the UCS is
associated with only one brand. Also, classical conditioning usually works best when
the CS precedes the UCS in ads.
Learning Goals frame the section reviews, which end with 2 Describe classical conditioning.
Summarize the classical conditioning process. Include in your description the
following terms: unconditioned stimulus (UCS), conditioned stimulus (CS),
Think about an attachment that you or someone you know has for a certain object
or environment. Explain how classical conditioning might account for the pleasant
association.
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Brief Contents
ix
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Contents
Preface xvii
C H A P T E R 1 What Is Psychology? 2
xi
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xii Contents
How We Sense and Perceive the World 176 Theories of Hearing 207
Detecting, Processing, and Interpreting Experiences 176 Auditory Processing in the Brain 208
Sensory Receptors and the Brain 178 Localizing Sound 208
Thresholds 180 Noise Pollution 209
Signal Detection Theory 183 PSYCHOLOGY AND LIFE: Love Your Ears 210
Perceiving Sensory Stimuli 184 Other Senses 211
Sensory Adaptation 186 The Skin Senses 212
The Visual System 187 CRITICAL CONTROVERSY: Should We Believe the Claims
The Visual Stimulus and the Eye 187 of Psychics? 213
Visual Processing in the Brain 191 The Chemical Senses 216
Color Vision 194 The Kinesthetic and Vestibular Senses 219
Perceiving Shape, Depth, Motion, and Constancy 196 Perception and Human Factors Psychology 220
Illusions 202 Reach Your Learning Goals 222
The Auditory System 204 Key Terms 225
The Nature of Sound and How We Experience It 204 Apply Your Knowledge 225
Structures and Functions of the Ear 205 Connections 225
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Contents xiii
C H A P T E R 7 Learning 266
C H A P T E R 8 Memory 304
xiv Contents
Contents xv
xvi Contents
Health Psychology and Behavioral Medicine 603 Problem-Focused and Emotion-Focused Coping 622
Stress and Its Sources 604 Optimism and Positive Thinking 622
Personality Factors 604 Social Support 625
Environmental Factors 606 Assertive Behavior 626
Sociocultural Factors 610 PSYCHOLOGY AND LIFE: Dealing with Conflict 627
Religion 627
Stress Responses 612
Stress Management Programs 629
General Adaptation Syndrome 612
Fight or Flight, Tend and Befriend 614 Healthful Living 631
Cognitive Appraisal 615 Exercising Regularly 631
Eating Healthily 634
Stress and Illness 616
Quitting Smoking 635
Stress and the Immune System 616
Making Sound Sexual Decisions 636
Stress and Cardiovascular Disease 618
Reach Your Learning Goals 640
Stress and Cancer 618
Key Terms 643
Positive Emotions, Illness, and Health 619
Apply Your Knowledge 643
Coping Strategies 620 Connections 643
CRITICAL CONTROVERSY: Can Positive Thinking Make You
Healthy? 621
Preface
Since I started teaching psychology in 1967, my motivation ever. After September 11, 2001, psychologists and psychi-
and love for introducing students to this relevant science have atrists were called on to counsel not only people whose
not wavered. This commitment to relevance and to science lives were directly affected by the attacks on the World
not only has been a foundation of my teaching, but it is also Trade Center and the Pentagon but also students, teachers,
the heart of this book. In this edition, Ive kept the theme of parents, and others who were struggling to understand, as
psychology as a relevant science and, in line with current we were, what could trigger such hostility and violence
trends in the discipline, increased the emphasis on the biolog- toward Americans. Psychology teaches us about the roots
ical aspects of psychology and on the positive changes psy- of aggression and the influence of groups on individual
chology can help us achieve in our lives. These themes, behavior. It also suggests strategies for handling stress,
together with a stronger focus on the key ideas in psychology, whatever the source. Nothing is more relevant to contem-
are the main features of this update of Psychology. porary life.
In addition to relevance, this edition continues to
stress the scientific nature of the discipline. A hallmark of
New! Media Integration the book has always been its focus on research, the foun-
dation of all sciences. Here the latest research findings are
References to video clips and interactivities, all drawn from discussed, along with the classic studies that established
various McGraw-Hill media resources and chosen for their psychology as an objective science. There are more than
interest and relevancy to the main content, appear within 900 citations from the twenty-first century, including
the main text. The In-Psych Plus CD-ROM marginal icon pro- many from 2002 through 2004. Also, numerous new
vides an additional, visual reference to the media. Each graphs show students how scientific data can be presented
video and interactivity that is mentioned in the text appears visually.
on the In-Psych Plus CD-ROM, which is packaged free with
the text. In addition, pedagogy, activities, test questions, and
other features have been created to complement these Neuroscience and Biological
video clips and reinforce students grasp of the key concepts Influences on Behavior
they illustrate. These materials are found on the In-Psych
Plus CD-ROM, in the Study Guide, in the Instructors The growing emphasis on neuroscience and genetics as the
Course Planner, and in the Test Item Files. means to understand the effects of biology on behavior is
also reflected in this edition. Evolutionary psychology, an-
other area of increasing interest, receives increased atten-
Psychology: The Relevant Science tion as well. Knowing that students often have difficulty
understanding why it is important to learn biology in a
Many students come into the introductory psychology course on psychology, Ive taken particular care to present
class asking why they should study psychology when their these topics in a psychological context and to under-
major is physics or computer science or French. To a psy- score the complex relationship between biology, environ-
chologist, the answer is obvious: It will help you to under- ment, and behavior wherever appropriate. Neuroscientist
stand yourself and others better. Psychology is relevant to Lawrence Cauller provided outstanding guidance for in-
almost every aspect of daily life. What psychologists have corporating stronger biological neuroscience content in
learned from memory research, for example, can be used this edition.
to study more effectively, no matter what the subject is.
Principles of learning can be applied to change undesirable
behavior in children. Knowledge of sensation and percep- Positive Psychology
tion can be used to more effectively design computers. Re-
search on stress, coping, and health can help people to live Currently, there is a movement in psychology to focus at-
fuller, happier lives. tention on the positive contributions psychology can make
Writing the preface for Psychology, I am convinced that to everyday life. Proponents of positive psychology, notably
the science of psychology is more relevant today than Mihaly Csikszentmihalyi, share the belief that for much of
xvii
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xviii Preface
Preface xix
CHAPTER 3 Biological Foundations of Behavior New section on human factors and perception, includ-
ing recent research of Susan Lederman and Roberta
Reorganized chapter now starts with a discussion of Klatsky and of Robert McCann at NASA
the characteristics of the nervous system, focusing on
complexity, integration, adaptability, and electrochemi-
cal transmission CHAPTER 6 States of Consciousness
Revised presentation of neuron structure and function,
including new material on drugs, neurotransmitters, Neuroscience coverage incorporated in sections on
and neural networks consciousness, stages of sleep, and psychoactive drugs
Updated coverage of functioning in the left and right Greater coverage of circadian rhythms, including the
hemispheres of the brain and many new drawings of suprachiasmatic nucleus
the brain New coverage of the role of sleep in the storage and
Separate section on the endocrine system maintenance of long-term memory
Expanded and updated discussion of neurogenesis Addition of recent research on sleep deprivation in
New section on genetics and evolution adolescents and older adults
New section on sleep and disease
Inclusion of new research on dream content across
CHAPTER 4 Human Development cultures
Nature and nurture section now includes a discussion Expanded and updated material on the activation-
of genotype and phenotype, as well as a subsection on synthesis theory of dreaming
optimal experiences Most recent data on trends in adolescent drug use
Added coverage on the brain and how it changes from (Johnston, OMalley, & Bachman, 2001)
infancy to adulthood
Revised discussion of socioemotional development in
childhood includes the effects of divorce, positive par-
CHAPTER 7 Learning
enting, ethnic and cultural differences, and gender Expanded and clarified discussion of classical condi-
development tioning, including new examples, such as fear of the
New sections on positive psychology and development dentist and how it varies across cultures; a new section
in childhood, adolescence, and adulthood on the role of classical conditioning in health problems;
Expanded discussion of biological aspects of aging, and applications to consumer psychology
including new figures on telomeres and aging and Expanded, improved, easier-to-understand examples
updated information on Alzheimers disease of positive and negative reinforcement
Updated coverage of cognitive changes and aging, Expanded and easier-to-understand examples in com-
including new figures on longitudinal changes in six paring punishment and negative reinforcement
intellectual abilities and on the relation of age to Expanded applications of operant conditioning, includ-
reaction time ing the use of shaping and behavior modification in
Discussion of John Gottmans work on what makes a the classroom
successful marriage and of Laura Carstensens research
on emotion, social networks, and aging, including new
figures on aging and remembering emotional material CHAPTER 8 Memory
Revised coverage of memory encoding includes the
effects of divided attention
CHAPTER 5 Sensation and Perception
New discussion of recent research on how verbal
Completely revised discussion of how we sense and working memory can be impaired by negative emo-
perceive the world now includes transduction, bottom- tion, and on how writing about negative emotional
up and top-down processing, new examples of signal events can improve working memory
detection theory, and selective attention Revised coverage of memory storage includes new
New coverage on parallel processing in the visual cor- sections on prospective memory and on connectionist
tex and on the process of binding in neural pathways networks and memory, plus a discussion of long-term
and how it functions in visual perception potentiation
Cochlear implants and sound localization added to dis- Revised discussion of forgetting includes Ebbinghaus
cussion of the auditory system Forgetting Curve, decay and transience, and a new
Discussion of parallel processing in touch section on motivated forgetting
Expanded coverage of pain, including new discussion Complete reorganization of memory and study strategy
of the fast and slow pain pathways, plus pain con- section to correspond to organization of the section on
trol and treatment memory
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xx Preface
CHAPTER 9 Thinking and Language New focus on positive emotions, including Barbara
Fredericksons research on how they might enhance
Expanded coverage of concepts, including new sections peoples well-being and David Buss ideas on the
on the functions and structures of concepts evolved mechanisms that can produce a deep sense of
New section on expertise, including four ways that ex- happiness
perts solve problems differently than novices do
Earlier discussion of the link between cognition and
language CHAPTER 12 Personality
Revised section on language acquisition and develop-
ment includes material on the level of maternal Issues in the study of personality now at beginning of
speech to infants and its effects on vocabulary devel- chapter
opment in infants, a new figure on language mile- Social cognitive theory section revised to include dis-
stones, a discussion of how young children find the cussions of personal control, locus of control, and
boundaries between words, and recent research on optimism
how long it takes to become competent at a second New figure showing the link between self-efficacy and
language smoking cessation
New discussion of changes in self-esteem across the life
span, including new figure based on 2002 research
CHAPTER 10 Intelligence study
Section on personality assessment expanded to include
Intelligence testing now cohesively discussed in open-
discussion of the big five factors, locus of control, and
ing section
the selection of employees
New section on neuroscience and intelligence with
subsections on head and brain size, information
processing speed, electrical activity in the brain, and CHAPTER 13 Psychological Disorders
energy consumption in the brain
Added sections on theories of multiple and emotional The multiaxial system in the DSM-IV covered in greater
intelligence, including a comparison of Gardners, depth, including a new figure on the major categories
Sternbergs, and Mayer/Salovy theories of intelligence of psychological disorders, organized according to
New section on the influence of heredity and environ- Axis I and Axis II
ment includes the research of Craig Ramey and col- Introduction of concept of etiology, new discussion of
leagues, as well as gender and cultural comparisons the etiology of anxiety disorders, and expanded discus-
sion of post-traumatic stress disorder
Added material on the hidden observer concept ap-
CHAPTER 11 Motivation and Emotion plied to dissociative disorders
Section on motivation theory now includes the evolu- Updated discussion of mood disorders, including new
tionary approach to motivation, arousal and sensation coverage on neurobiological abnormalities, new mate-
seeking, expanded coverage of intrinsic and extrinsic rial on the depressive realism view of depression, and
motivation, and a discussion of the importance of self- several new figures
generated goals New section on suicide, including coverage of suicide
Hunger section includes expanded and updated discus- rates across cultures
sion of blood chemistry and the role of leptin in obe- Expanded discussion of schizophrenia, including recent
sity, new material on neurotransmitters in the section information about heredity and schizophrenia, as well
on brain processes and hunger, new data on obesity in as neurobiological factors and case studies
the United States, and more coverage of anorexia ner-
vosa and bulimia nervosa
Social cognitive motivation section now includes a
CHAPTER 14 Therapies
cross-cultural comparison of math achievement in the Substantially reorganized chapter with biological ther-
United States, Japan, and Taiwan; achievement appli- apies now covered in the first section
cations in the workplace and in sports; and discussions Updated discussion and figures on the effects of drug
of the motivation for affiliation and well-being therapies, including Prozac and Risperdal
Section on emotion includes a new discussion of the New sections on cognitive behavior therapy and using
roles of neural circuits and neurotransmitters, includ- cognitive therapy to treat psychological disorders
ing Joseph LeDouxs concept of direct and indirect New section on sociocultural approaches and issues,
pathways for fear in the brain, and of the links be- including new coverage of the community mental
tween emotion and the brains hemispheres health movement
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Preface xxi
CHAPTER 15 Stress, Coping, and Health the text: chapter overview, learning objectives, guided re-
view (for each section), three practice tests, essay ques-
Reorganization of stress discussion to focus on sources tions, crossword puzzle, learning goal checklist, and
and responses diagram labeling exercises.
New section on coping strategies with new coverage of
problem-focused and emotion-focused coping, opti- Psych Online This supplement is designed to help stu-
mism, and positive thinking and the role of religion in dents get the most out of the Internet for psychology re-
helping people cope with stress search and provides general resource locations. Psychology
Section on healthful living updated with new coverage sites are grouped by topic with a brief explanation of each
of the role of the antidepressant Zyban in helping peo- site. Included in this booklet are a number of general re-
ple quit smoking, as well as the effective rates of other source sites for students seeking help.
approaches, such as nicotine patches
Online Learning Center for Students The official
CHAPTER 16 Social Psychology website for the text contains chapter outlines, practice
Revised social influence section with expanded discus- quizzes that can be e-mailed to the professor, key term
sion of symptoms of groupthink and strategies for flashcards, interactive exercises, Internet activities, Web
avoiding groupthink, as well as a discussion of leader- links to relevant psychology sites, drag-and-drop labeling
ship styles in women and men exercises, Internet primer, career appendix, and a statistics
Expanded, updated discussion of prejudice focusing on primer. www.mhhe.com/Santrockp7u.
the reasons people develop prejudice
Updated section on social interaction, including discus-
sion of neurotransmitters and aggression, recent infor-
For the Instructor
mation on childrens TV viewing habits and possible
Instructors Course Planner
links to aggression, and updated coverage of trends in
altruism among U.S. college students Susan Weldon, Eastern Michigan University
In relationships section, addition of recent research on
gender and relationships; new research on loneliness, This manual provides many useful tools to enhance your
stress, and health; and new discussion of loneliness teaching. In each chapter, you will find teaching objectives,
and technology chapter overviews, key terms, Teaching the Chapter,
lecture/discussion suggestions, goal reinforcement classroom
activities, Experiencing Psychology boxed feature, critical
Print and Media Supplements thinking questions, video/media suggestions, and references
and sources of bibliographical information.
For the Student
PowerWeb This unique online tool provides students Test Item Files
with current articles, curriculum-based materials, weekly Test Item File I: Ron Mulson, Hudson Valley
updates with assessment, informative and timely world Community College
news, Web links, research tools, study tools, and interactive
exercises. A PowerWeb access card is packaged FREE with Test Item File II: Susan E. Swithers, Purdue
each new copy of the text. University
Test Item File III: Susan Weldon, Eastern
New! In-Psych Plus Student CD-ROM In-Psych Plus sets
Michigan University
a new standard for introductory psychology multimedia.
In-Psych Plus is organized according to the text chapter out- Three Test Item Files provide you with the widest variety of
lines and features video clips, audio clips, and interactive ex- questions to last the life of this edition. The questions in the
ercises chosen to illustrate especially difficult core concepts in Test Item Files are also available on Brownstone, a powerful
introductory psychology. In-Psych Plus also includes a pre-test, but accessible test-generating program that McGraw-Hill
follow-up assignments, Web resources, chapter quizzes, a stu- offers on a hybrid CD-ROM. With Brownstone, you can eas-
dent research guide, and an interactive timeline that puts ily select questions and print tests and answer keys. You can
events, key figures, and research in historical perspective. also customize questions, headings, and instructions; add or
import your own questions; and print tests in a choice of
Study Guide printer-supported fonts.
Ruth Hallongren, Triton College
PowerPoint Lectures Available on the Internet, these
Designed to reinforce the key ideas in the text, the study presentations cover the key points of each chapter and
guide contains the following features for each chapter of include charts and graphs from the text. Helpful lecture
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xxii Preface
guidelines are provided in the Notes section for each slide. Linda E. Flickinger, St. Clair County Community
These presentations can be used as they are or can be modi- College
fied to meet your needs. Edwin E. Gantt, Brigham Young University
Debra L. Hollister, Valencia Community College
Overhead Transparencies More than 70 key images Richard Kandus, Mt. San Jacinto College
from the text are available upon adoption. A separate pack- Maria LeBaron, Randolph Community College
age, Introductory Psychology Transparency Set, provides more Brennis Lucero-Wagoner, California State University
than 100 additional images illustrating key concepts in gen- Northridge
eral psychology. Wendy Mills, San Jacinto College North
Doug Peterson, University of South Dakota
Online Learning Center for Instructors The password- James S. Previte, Victor Valley College
protected instructor side of the text website contains the In- Steven V. Rouse, Pepperdine University
structors Manual, a sample chapter from the text, John Ruys, University of CaliforniaDavis
PowerPoint Presentations, Web links, and other teaching re- H.R. Schiffman, Rutgers University
sources. www.mhhe.com/Santrockp74u Susan Spencer, Eastern Oklahoma State College
Katharine Webb, Maria College
PageOutTM Build your own course website in less than an Fred Whitford, Montana State University
hour. You dont have to be a computer whiz to create a web-
site, especially with an exclusive McGraw-Hill product called Expert Reviewers of the Updated
PageOut. It requires no prior knowledge of HTML, no long Seventh Edition
hours of coding, and no design skills on your part. With Page-
Out, even the most inexperienced computer user can quickly In addition, I would like to thank the following expert
and easily create a professional-looking course website. Sim- reviewers, who provided in-depth comments in the areas of
ply fill in templates with your information and with content neuroscience and cognitive psychology:
provided by McGraw-Hill, choose a design, and youve got a James C. Bartlett, University of Texas at Dallas
website specifically designed for your course. Best of all, its Mike Kilgard, University of Texas at Dallas
FREE! Visit us at www.pageout.net to find out more.
Instructors Resource CD-ROM This comprehensive In-Depth Reviewers of the Seventh Edition
CD-ROM includes the contents of the Instructors Course I benefited considerably from the advice and analysis provided
Planner; Test Item Files in computerized, Word, and Rich by a number of in-depth reviewers of the books seventh edi-
Text versions; an image gallery; and PowerPoint slides. tion. The following individuals provided this input:
The Presentation Manager provides an easy-to-use inter-
face for the design and delivery of multimedia classroom Mihaly Csikszentmihalyi, Claremont Graduate
presentations. University (positive psychology)
Larry Cauller, University of Texas at Dallas
(neuroscience)
Acknowledgments Susan Swithers, Purdue University (chapters 3 and 5
and author of end-of-chapter exercises)
Many people guided this update of Psychology. The McGraw- John Mitterer, Brock University (author of many of the
Hill team of Steve DeBow, president; Thalia Dorwick, editor Critical Controversy boxes)
in chief; Stephen Rutter, publisher; Melissa Caughlin, mar- Meredith Stanford-Pollack, University of
keting manager; Judith Kromm, director of development; Massachusetts at Lowell (diversity)
and Sienne Patch, developmental editor, all played key roles Saera Khan, Western Washington University
and spent long hours in the planning, revision, and publica- (illustrations)
tion process for this update.
Reviewers of the Seventh Edition
Reviewers of the Updated Seventh Edition The following psychologists also helped to make the seventh
The following psychologists and instructors provided com- edition a much better text through their thoughtful reviews:
ments and suggestions, which helped me to improve and
Richard Anderson, Bowling Green State University
update this text:
Jim Backlund, Kirtland Community College
Tamara L. Brown, University of Kentucky Stella B. Baldwin, Wake Technical Community College
Peter B. Crabb, Pennsylvania State UniversityAbington Pearl Berman, Indiana University of Pennsylvania
William Fabricius, Arizona State University Joy L. Berrenberg, University of Colorado at Denver
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Preface xxiii
Frederick M. Brown, Penn State University Amato, Boise State University; Jim Backlund, Kirtland Com-
Richard Cavasina, California University of Pennsylvania munity College; James Bartlett, University of TexasDallas;
George A. Cicala, University of Delaware Jackson Beatty, UCLA; Ludy Benjamin, Texas A&M; John
Pamela Costa, Tacoma Commmunity College Best, Eastern Illinois University; Michelle Boyer-Pennington,
Donna Dahlgren, Indiana University Southeast Middle Tennessee State University; Charles Brewer, Clemson
Leta Fenell, Chesapeake College University; Richard Brislin, University of Hawaii; David Buss,
Roseanne L. Flores, Hunter College University of Texas, Austin; James Calhoun, University of
Bety Jane Fratzke, Indiana Wesleyan University Georgia; Lillian Comas-Diaz, Transcultural Mental Health
Robert Gallen, Indiana University of Pennsylvania Institute; Mihaly Csikszentmihalyi, Claremont Graduate
J. P. Garofalo, University of Pittsburgh University; Florence Denmark, Pace University; Ellen
Michael Kaye Garza, Brookhaven College Dennehy, University of Texas, Dallas; Kim Dielmann, Uni-
Roderick C. Gillis, University of Miami versity of Central Arkansas; G. William Domhoff, University
Leslie Grout, Hudson Valley Community College of CaliforniaSanta Cruz; James Francis, San Jacinto Col-
Arthur Gutman, Florida Institute of Technology lege; Stanley Gaines, Pomona College; Robert Gifford, Uni-
Christine Harness, University of Wisconsin, Milwaukee versity of Victoria; James Greer, Louisiana State University;
James R. Heard, Antelope Valley College Jean Berko Gleason, Boston University; Richard Halgin, Uni-
Paul Hernandez, South Texas Community College versity of Massachusetts, Amherst; John Harvey; University
Karen Jordan, University of Illinois at Chicago of Iowa; N.C. Higgins, University of North British Columbia;
Kevin Keating, Broward Community College James J. Johnson, Illinois State University; James Jones,
Saera Khan, Western Washington University University of Delaware; Seth Kalichman, Georgia State Uni-
Brian Kim, University of Maryland, College Park versity; Laura King, Southern Methodist University; Paul R.
Michele K. Lewis, Northern Virginia Community Kleinginna, Georgia Southern University; Linda Kline, Cali-
College, Annandale fornia State University, Chico; Karen Kopera-Frye, The Uni-
Wanda McCarthy, Northern Kentucky University versity of Akron; Phil Kraemer, University of Kentucky; Eric
Diane Martichuski, University of Colorado at Boulder Landrum, Boise State University; Gary D. Laver, California
Glenn E. Meyer, Trinity University Polytechnic State University, San Luis Obispo; Marta Losonczy,
Fred Miller, Oregon Health Sciences University, Salisbury State University; Karen E. Luh, University of
Portland Community College Wisconsin, Madison; Jerry Marshall, University of Central
Richard Miller, Western Kentucky University Florida; Vicki Mays, University of CaliforniaLos Angeles;
Ann Miner, Indiana University of Pennsylvania David Mostofsky, Boston University; Carol Nemeroff, Arizona
Arthur G. Olguin, Santa Barbara City College State University; David Neufeldt, Hutchinson Community
Barbara Radigan, Community College of Allegheny College; Illene Noppe, University of WisconsinGreen Bay;
County, Allegheny Campus Cindy Nordstrom, Illinois State University; Alice OToole,
Pamela Regan, California State University, Los Angeles University of TexasDallas; Raymond Paloutzian, Westmont
Bob Riesenberg, Whatcom Community College College; David Penn, Louisiana State University; James
Susan J. Shapiro, Indiana University East Pennebaker, University of TexasAustin; Jeffrey Pedroza,
John E. Sparrow, University of New Hampshire, Lansing Community College; Lawrence A. Pervin, Rutgers
Manchester University; Michelle Perry, University of Illinois at Urbana,
Meredith Stanford-Pollock, University of Champaign; Vincent Punzo, Earlham College; Ed Raymaker,
Massachusetts at Lowell Eastern Main Technical College; Daniel Schacter, Harvard
Susan Swithers, Purdue University University; Judith A. Sheiman, Kutztown University; Paula
Jeremy Turner, The University of Tennessee at Martin Shear, University of Cincinnati; Cynthia Sifonis, University
David Wasieleski, Valdosta State University of Illinois; Charles M. Slem, California Polytechnic State Uni-
Marek Wosinski, Arizona State University versity, San Luis Obispo; Steven Smith, Texas A&M; Keith E.
Stanovich, University of Toronto; Barry Stein, Tennessee
Technological University; Jutta M. Street, Wake Technical
Reviewers of Previous Editions
Community College; Roger M. Tarpy, Jr., Bucknell Univer-
The following psychologists shared their comments and ideas sity; Christopher Taylor, University of Arizona; Leonard
or contributed content for previous editions of Psychology: Williams, Rowan University; Michael Zickar, Bowling Green
Valerie Ahl, University of WisconsinMadison; Susan State University.