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Contents
Preface .............................................................................................................................................................xxii
Module 1: How to Study Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Reflective Learning—Academic All-Stars 1 Make Learning an Adventure .....................................................9
Reflective Reading—How to Tame a Textbook 2 Using Digital Media—Netting New Knowledge 9

How to Use Psychology: A Modular Approach . . . . . . . . . . . . . . . . . . . . 4 MindTap ..........................................................................................9
Aplia Guided Practice Activities ................................................9
Reflective Note Taking—LISAN Up! 5 Psychology Websites .................................................................10
Using and Reviewing Your Notes ...............................................5
It’s Off to Work We Go—Hi Ho, Hi Ho 10
Reflective Study Strategies—Making a Habit of A Psychologist’s Skill Set...........................................................10
Success 6 How This Book Will Help You with Skill Development ..........11
Reflective Test Taking—Are You Test Wise? 7 Careers in Psychology—Are You Reading
General Test-Taking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 My Mind? 12
A Final Word ................................................................................12
Procrastination—Avoid the Last-Minute Blues 8
Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Module 1: Summary 13
Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Module 1: Knowledge Builder 14
Module 2: Introducing Psychology: Psychology, Critical Thinking, and Science . . . . . . . . . . . . . . . . . . . . . . . 15

Psychology—Behave! 15 Scientific Research—How to Think Like
Seeking Knowledge in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 a Psychologist 23
Psychology’s Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 The Scientific Method ................................................................23
Research Ethics ..........................................................................25
Critical Thinking—Take It with a Grain of Salt 18
Critical Thinking Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Types of Evidence—From Tests to Testosterone 26
Self-Report Data .........................................................................26
Pseudopsychologies—Palms, Planets, Observational Data .....................................................................27
and Personality 20 Physiological Data ......................................................................28
Problems in the Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Module 2: Summary 29
Module 2: Knowledge Builder 30
Module 3: Introducing Psychology: Psychology Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

A Brief History of Psychology—Psychology’s The Biological Perspective .......................................................37
Family Album 31 The Psychological Perspective ................................................37
Structuralism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 The Sociocultural Perspective .................................................39
Functionalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Behaviourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Psychologists—Guaranteed Not to Shrink 39
Gestalt Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Helping People: Clinical and Counselling
Psychoanalytic Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Psychologists ..............................................................................41
Humanistic Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Other Mental Health Professionals .........................................42
The Role of Diversity in Psychology’s Early Days . . . . . . . . . . . . . . . 37 Module 3: Summary 43
Psychology Today—Three Complementary Module 3: Knowledge Builder 43
Perspectives on Behaviour 37
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Module 4: Introducing Psychology: Experimental Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

The Psychology Experiment— Research Participant Bias. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Where Cause Meets Effect 44 Researcher Bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Variables and Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Module 4: Summary 49
Double Blind—On Placebos Module 4: Knowledge Builder 49
and Self-Fulfilling Prophecies 46
Module 5: Introducing Psychology: Nonexperimental Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Quasi-experimental and Correlational Studies 50 Module 5: Summary 54
Correlation Coefficients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Module 5: Knowledge Builder 54
Case Studies 52
Module 6: Psychology in Action: Thinking Critically about the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Psychology in the Media— Module 6: Summary 57
Are You Fluent in Klingon? 55 Module 6: Knowledge Builder 58
Module 7: Brain and Behaviour: Neurons and the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

The Nervous System—Wired for Action 59 Neuroplasticity and Neurogenesis—
The Peripheral Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Nervous System, Heal Thyself 67
Neurons—Building a Biocomputer 61 Critical Thinking: You Can Change Your Mind,
Parts of a Neuron . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 But Can You Change Your Brain? 68
The Nerve Impulse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Module 7: Summary 69
Synapses and Neurotransmitters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Module 7: Knowledge Builder 70
Neural Networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Module 8: Brain and Behaviour: Brain Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Mapping Brain Structure—Pieces of the Puzzle 71 Transcranial Magnetic Stimulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
CT Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 fMRI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
MRI Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 The Clinical File: The Mind Reader 75
Mapping Brain Function—What Do the Parts Do? 72 Module 8: Summary 76
EEG . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Module 8: Knowledge Builder 76
PET Scan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Module 9: Brain and Behaviour: Hemispheres and Lobes of the Cortex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

The Cerebral Cortex—My, What a Wrinkled Critical Thinking: Mirror, Mirror in the Brain 82
Brain You Have! 77 The Parietal Lobes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Cerebral Hemispheres . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 The Temporal Lobes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Hemispheric Specialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 The Occipital Lobes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Lobes of the Cerebral Cortex—Hey, You, Human Diversity: His and Her Brains? 84
Four Lobes! 80 Module 9: Summary 85
The Frontal Lobes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Module 9: Knowledge Builder 85
Module 10: Brain and Behaviour: The Subcortex and Endocrine System. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
The Subcortex—At the Core of the (Brain) Matter 86 The Forebrain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
The Hindbrain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 The Whole Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
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The Endocrine System—My Hormones Module 10: Summary 92

Made Me Do It 89 Module 10: Knowledge Builder 92
Module 11: Psychology in Action: Handedness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Handedness—Are You Sinister or Dexterous? 93 Module 11: Summary 95
Brain Dominance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Module 11: Knowledge Builder 96
Causes of Handedness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Module 12: Human Development: Heredity and Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Nature and Nurture—It Takes Two to Tango 97 The Whole Human . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Heredity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Module 12: Summary 106
Maturation in the Newborn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Module 12: Knowledge Builder 107
Module 13: Human Development: Language, Emotional, and Social Development in

Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Language Development—Who Talks Baby Talk? 108 Discovering Psychology: What’s Your Attachment Style? 113
Early Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Day Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Emergence of Spoken Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Language and the Terrible Twos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Parental Influences—Life with Mom and Dad 114
The Roots of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Parenting Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Maternal and Paternal Influences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Emotional Development in Infancy— Ethnic Differences in Parenting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Curious, Baby? 111 Module 13: Summary 117
Social Development—Baby, I’m Stuck on You 111 Module 13: Knowledge Builder 118
Module 14: Human Development: Cognitive and Moral Development in Childhood . . . . . . . . . . . . . . 119
Cognitive Development—Think Like a Child 119 Moral Development—Growing a Conscience 126
Piaget’s Theory of Cognitive Development . . . . . . . . . . . . . . . . . . . . . . . 120 Levels of Moral Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Critical Thinking: Little Mind Readers 122 Module 14: Summary 128
Piaget Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Module 14: Knowledge Builder 128
Vygotsky’s Sociocultural Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Module 15: Human Development: Adolescence and Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

The Story of a Lifetime—Rocky Road Middle and Late Adulthood: You’re an Adult Now! 133
or Garden Path? 129 Other Challenges of Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Erikson’s Psychosocial Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Facing the Challenges of Adulthood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Old Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Adolescence and Young Adulthood—The Best of
Times, the Worst of Times 132 Death and Dying—The Final Challenge 136
Puberty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Reactions to Impending Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
The Search for Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Module 15: Summary 137
Human Diversity: Ethnic Diversity and Identity 133 Module 15: Knowledge Builder 138
Emerging Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Module 16: Psychology in Action: Well-Being and Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Subjective Well-Being—Here’s Life Satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
to a Happy Life 139 Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
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Personal Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Module 16: Summary 141

Goals and Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Module 17: Sensation and Perception: Sensory Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Sensory Systems—The First Step 143 Selective Attention—Tuning In and Tuning Out 146
Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Module 17: Summary 148
Sensory Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Sensory Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 Module 17: Knowledge Builder 148
Sensory Coding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Module 18: Sensation and Perception: Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Vision—Catching Some Rays 149 Seeing in the Dark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Structure of the Eye . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 Module 18: Summary 155
Rods and Cones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Colour Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Module 18: Knowledge Builder 156
Module 19: Sensation and Perception: The Other Senses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Hearing—Good Vibrations 157 The Somesthetic Senses—Flying by the Seat
How We Hear Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 of Your Pants 163
The Skin Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Smell and Taste—The Nose Knows When
the Tongue Can’t Tell 161 Brainwaves: The Neomatrix and Phantom Limbs 166
The Sense of Smell . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 The Vestibular System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Taste and Flavours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Module 19: Summary 167
Module 20: Sensation and Perception: Perceptual Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Perception—The Second Step 169 Depth Perception—What If the World Were Flat? 176
Bottom-Up and Top-Down Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Binocular Depth Cues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
The Clinical File: Staying in Touch with Reality 171 Monocular Depth Cues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Gestalt Organizing Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Module 20: Summary 181
Human Diversity: Do They All Look the Same? 173 Module 20: Knowledge Builder 182
Perceptual Constancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Module 21: Sensation and Perception: Perception and Objectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Perceptual Learning—Believing Is Seeing 183 Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Perceptual Expectancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 The Whole Human: Perceptual Accuracy . . . . . . . . . . . . . . . . . . . . . . . . 187
Motives, Emotions, and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 How to Become a Better “Eyewitness” to Life . . . . . . . . . . . . . . . . 188
Perceptual Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Module 21: Summary 189
Becoming a Better Eyewitness Module 21: Knowledge Builder 190
to Life—Pay Attention! 186
Module 22: Psychology in Action: Extrasensory Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Extrasensory Perception—Do You Believe Module 22: Summary 194
in Ghosts? 191 Module 22: Knowledge Builder 194
An Appraisal of ESP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
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Module 23: Consciousness: States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

States of Consciousness—The Many Faces Meditation and Mindfulness—Chilling,
of Awareness 195 the Healthy Way 200
Altered States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Meditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Human Diversity: Consciousness and Culture 196 The Clinical File: Tranquility in a Tank 201
Hypnosis—Look into My Eyes 197 The Whole Human: Mindfulness and Well-Being . . . . . . . . . . . . 201
Theories of Hypnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Module 23: Summary 202
Discovering Psychology: Swinging Suggestions 198 Module 23: Knowledge Builder 203
The Reality of Hypnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Module 24: Consciousness: Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Sleep—Catching a Few ZZZs 204 Sleepwalking, Sleeptalking, and Sleepsex . . . . . . . . . . . . . . . . . . . . . . . 211
The Need for Sleep. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Nightmare Disorder and Night Terrors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Sleep Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Sleep Apneas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Narcolepsy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Stages of Sleep—The Nightly Roller Coaster 206
Sleep Stages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206 Dreams—A Separate Reality? 213
The Dual-Process Hypothesis of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 REM Rebound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
The Clinical File: They Came from Outer Space? 209 Dream Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Dream Worlds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Sleep Disorders and Disturbances— Module 24: Summary 216
The Sleepy-Time Blues 209
Insomnia Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Module 24: Knowledge Builder 217
Module 25: Consciousness: Psychoactive Drugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Drug-Altered Consciousness—The High Downers—Narcotics, Sedatives, Tranquillizers,
and Low of It 218 and Alcohol 227
Drug Dependence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Narcotics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Brainwaves: How Psychoactive Drugs Affect Barbiturates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
the Brain 220 GHB . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Tranquillizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Uppers—Amphetamines, Cocaine, MDMA, Alcohol. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Caffeine, Nicotine 221
Amphetamines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Hallucinogens—Tripping the Light Fantastic 231
Cocaine. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224 LSD, PCP, Mescaline, and Psilocybin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
MDMA (Ecstasy) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Marijuana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Caffeine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Module 25: Summary 233
Nicotine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Module 25: Knowledge Builder 233
Module 26: Psychology in Action: Exploring and Using Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Exploring Your “Dreamworks” 234 Dreams and Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Dream Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235 Module 26: Summary 237
Using Your Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Module 27: Conditioning and Learning: Associative and Cognitive Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 238
Learning—One Way or Another 238 Associative Learning—About Dogs, Rats,
and Humans 239
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Types of Associative Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Observational Learning—Do as I Do, Not as I Say 244
Latent Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Observational Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Modelling and the Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Cognitive Learning—Beyond Conditioning 241
Feedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Critical Thinking: You Mean Video Games
Might Be Bad for Me? 246
Discovering Psychology: Learning and Conservation 242
Discovery Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243 Module 27: Summary 247
Module 28: Learning: Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

Classical Conditioning—Does the Name Conditioned Emotional Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Pavlov Ring a Bell? 249 Vicarious, or Secondhand, Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Pavlov’s Experiment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Module 28: Summary 255
Principles of Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Classical Conditioning in Humans—
An Emotional Topic 253
Module 29: Conditioning and Learning: Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Operant Conditioning—Ping-Pong Playing Operant Extinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Pigeons? 257 Negative Reinforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Positive Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
Acquiring an Operant Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
The Timing of Reinforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259 Stimulus Control—Red Light, Green Light 262
Generalization. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Critical Thinking: Are We Less Superstitious Discrimination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Than Pigeons? 260
Shaping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
Module 30: Conditioning and Learning: Reinforcement and Punishment in Detail . . . . . . . . . . . . . 266
Types of Operant Reinforcement—What’s Consequences of Punishment—Putting
Your Pleasure? 266 the Brakes on Behaviour 271
Primary Reinforcers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Variables Affecting Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Secondary Reinforcers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 The Downside of Punishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Brainwaves: Tickling Your Own Fancy 267 Using Punishment Wisely . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273
Partial Reinforcement—Las Vegas, a Human Module 30: Knowledge Builder 275
Skinner Box? 268
Schedules of Partial Reinforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Critical Thinking: Are Animals Stuck in Time? 270
Module 31: Psychology in Action: Behavioural Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Self-Management—A Rewarding Project 276 Module 31: Summary 278
Self-Recording. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Module 31: Knowledge Builder 279
Good Ways to Break Bad Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Getting Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
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Module 32: Memory: Memory Systems ........................................................................................................................................................................................280

Stages of Memory—Do You Have a Mind Like Long-Term Memory—A Blast from the Past 284
a Steel Trap? Or a Sieve? 280 Storage in LTM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284
Sensory Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Elaborating False Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Short-Term Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 The Clinical File: Remembering Fear 286
Long-Term Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Organizing Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
The Relationship between STM and LTM. . . . . . . . . . . . . . . . . . . . . . . . . 282
Critical Thinking: Telling Wrong from Right in Forensic
Short-Term Memory—Do You Know Memory 289
the Magic Number? 282 Types of Long-Term Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Rehearsing Information in STM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 Module 32: Summary 291
The Capacity of Short-Term Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Chunking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 Module 32: Knowledge Builder 292
Module 33: Memory: Measuring Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Measuring Memory—The Answer Is on Explicit and Implicit Memories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
the Tip of My Tongue 293 Module 33: Summary 296
Recalling Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Recognizing Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Module 33: Knowledge Builder 296
Module 34: Memory: Forgetting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

Forgetting—Why We, Uh, Let’s Memory and the Brain—Some “Shocking” Findings 303
See ... Why We, Uh ... Forget! 297 The Clinical File: The Recovered Memory/False
Discovering Psychology: Card Magic! 298 Memory Debate 304
When Memory Encoding Fails. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Consolidation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304
When Memory Storage Fails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Long-Term Memory and the Brain. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305
When Memory Retrieval Fails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Brainwaves: Out of the Brains of Babes 307
Interference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Repression and Suppression of Memories . . . . . . . . . . . . . . . . . . . . . . 303 Module 34: Summary 307
Module 35: Memory: Superior Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Exceptional Memory—Wizards of Recall 309 Encoding Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Mental Imagery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 Retrieval Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Memory Champions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 Module 35: Summary 314
Learning to Chunk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Improving Memory—Keys to the Memory Bank 311
Module 36: Psychology in Action: Mnemonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Mnemonics—Tricks of the (Memory) Trade 315 Module 36: Knowledge Builder 318
Module 37: Cognition and Intelligence: Modes of Thought. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

What Is Thinking?—Brains over Brawn 319 The Nature of Mental Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Some Basic Units of Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320
Concepts—I’m Positive, It’s a Whatchamacallit 322
Mental Imagery—Does a Frog Forming Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322
Have Lips? 320 Types of Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
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Language—Don’t Leave Home Without It 324 Gestural Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Animal Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
Critical Thinking: What’s North of My Fork? 325
The Structure of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Module 37: Summary 329
Human Diversity: Bilingualism—Oui ou Non, Module 37: Knowledge Builder 329
Si o No, Yes or No? 326
Module 38: Cognition and Intelligence: Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Human Intelligence—The IQ and You 330 Artificial Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
Defining Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 Culture and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Measuring Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331 Human Diversity: Intelligence—How Would
The Wechsler Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 a Fool Do It? 338
Intelligence Quotients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 332 IQ and Heredity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Variations in Intelligence—Curved Like a Bell 334 Critical Thinking: You Mean Video Games
The Mentally Gifted . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334 Might Be Good for Me? 341
Intellectual Disability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 Multiple Intelligences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
The Clinical File: Meet the Rain Man 336 The Whole Human: Wisdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Questioning Intelligence—More Questions Than
Answers? 337 Module 38: Knowledge Builder 344
Module 39: Cognition and Intelligence: Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345

Opposing Systems 345 The Error of Our Ways 347
Critical Thinking: Have You Ever Thin-Sliced Your Module 39: Summary 348
Teacher? 346 Module 39: Knowledge Builder 349
Module 40: Cognition and Intelligence: Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Problem Solving—Go Figure 350 Common Barriers to Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Mechanical Solutions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 Experts and Novices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Solutions by Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350 Module 40: Summary 355
Heuristics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Insightful Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 Module 40: Knowledge Builder 355
Module 41: Psychology in Action: Enhancing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Creative Thinking—Down Roads Less Travelled 356 Seek Varied Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Tests of Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357 Look for Analogies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Brainwaves: The Two Sides of Creativity 358 Allow Time for Incubation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Delay Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Enhancing Creativity—Get Out of the Box 359 Live More Creatively. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Break Mental Sets and Challenge Assumptions . . . . . . . . . . . . . . 359 Module 41: Summary 362
Frame Problems Broadly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360
Restate the Problem in Different Ways . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360 Module 41: Knowledge Builder 362
Module 42: Motivation and Emotion: Overview of Motives and Emotions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363
Motivation—Forces That Push and Pull 363 Stimulus Motives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
A Model of Motivation: Needs vs. Drive . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 Learned Motives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Types of Motives 364 Motives in Perspective—A View from the Pyramid 366
Biological Motives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 Intrinsic and Extrinsic Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
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Turning Play into Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 Module 42: Summary 372

Inside an Emotion—Caught in That Feeling? 369 Module 42: Knowledge Builder 372
Basic Emotions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
Module 43: Motivation and Emotion: Motivation in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Biological Motives: Hunger—Pardon Me, My Stimulus Motives—Monkey Business 382
Hypothalamus Is Growling 373 Arousal Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Internal Factors in Hunger. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 Levels of Arousal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
External Factors in Hunger and Obesity . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Coping with Test Anxiety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Dieting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Eating Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377 Learned Motives—The Pursuit of Excellence 384
The Need for Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Discovering Psychology: Behavioural Dieting 378
Discovering Psychology: True Grit 385
Other Biological Motives: Thirst, Pain, and Sex 380 The Need for Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
Thirst . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 Module 43: Summary 386
Pain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Brainwaves: Why Loss and Social Exclusion “Hurt” 381
The Sex Drive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Module 44: Motivation and Emotion: Emotion in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

Emotional Experience—Tell Me How You Feel 388 Emotion and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Emotional Behaviour—Express Yourself 389 Emotion and Cognition—Thinking about Feeling 396
Facial Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Theories of Emotion—Several Ways to Fear a Bear 396
The Clinical File: Suppressing Emotion—Don’t Turn The James-Lange Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Off the Music 391 The Cannon-Bard Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Body Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Schachter’s Cognitive Theory
Linking the Experience and Expression of Emotion: The of Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Facial Feedback Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 A Contemporary Model of Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Emotion and Physiology—Arousal and Lying 392 Module 44: Summary 399
Fight or Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392 Module 44: Knowledge Builder 400
Lie Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Module 45: Psychology in Action: Emotional Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

Emotional Intelligence—The Fine Module 45: Summary 403
Art of Self-Control 401 Module 45: Knowledge Builder 403
The Whole Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Module 46: Human Sexuality: Sexual Development and Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404

Sexual Development—Circle One: XX or XY ? 404 Brainwaves: Genes, Hormones, and
Dimensions of Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Sexual Orientation 408
Sexual Orientation—Who Do You Love? 406 Homosexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

The Stability of Sexual Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407 Module 46: Summary 410
Module 47: Human Sexuality: Gender Development, Androgyny, and Gender Variance . . . . . 411
Gender Development—It Begins Early 411 Human Diversity: High Test 413
Acquiring Gender Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
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Gender Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 When Sex and Gender Do Not Match—The

Gender Role Socialization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414 Binary Busters 417
Androgyny—A Bit of Both 416 Module 47: Summary 418
Psychological Androgyny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Module 47: Knowledge Builder 419
Module 48: Human Sexuality: Sexual Behaviour, Response, and Attitudes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
Sexual Behaviour—Mapping the Erogenous Zones 420 The Crime of Sexual Assault. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Critical Thinking: The Oldest Profession in Canada 421 Atypical Sexual Behaviour—Trench Coats, Whips,
Sexual Arousal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 Leather, and Lace 430
Human Diversity: What’s Love Got to Do with It? 422 Paraphilic Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Human Sexual Response—Sexual Interactions 424 STDs and Safer Sex—Choice, Risk, and
Comparing Male and Female Responses . . . . . . . . . . . . . . . . . . . . . . . . . . 426 Responsibility 432
HIV/AIDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Contemporary Attitudes and Sexual Behavioural Risk Factors for STDs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
Behaviour—For Better or Worse 427 Safer Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
A Sexual Revolution? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Is the Revolution Over?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428 Module 48: Summary 436
Critical Thinking: Are We Oversexualizing Module 48: Knowledge Builder 437

Young Girls? 429
Module 49: Psychology in Action: Sexual Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438

Sexually Satisfying Relationships—Keeping It Hot 438 Arousal Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Disagreements about Sex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 Orgasm Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Bridges to Sexual Satisfaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 Sexual Pain Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Intimacy and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439 Module 49: Summary 444
Sexual Dysfunctions—When Intimacy Fails 440 Module 49: Knowledge Builder 445
Desire Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Module 50: Personality: Overview of Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446

The Psychology of Personality—Do You Have Personality Assessment—Psychological
Personality? 446 Yardsticks 450
Traits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 Interviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 450
Types. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 Direct Observation and Rating Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
Self-Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 448 Personality Questionnaires . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
Human Diversity: Self-Esteem and Culture— Projective Tests of Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Hotshot or Team Player? 449 Module 50: Summary 457
The Whole Human: Personality Theories . . . . . . . . . . . . . . . . . . . . . . . . . 449 Module 50: Knowledge Builder 457
Module 51: Personality: Trait Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458

The Trait Approach—Describe Yourself in 18,000 Discovering Psychology: Which Personality
Words or Less 458 Are You (and Which Is Best)? 464
Predicting Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 Module 51: Summary 464
Classifying Traits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Discovering Psychology: Four Dark Horses 460
The Big Five (Or Is It Six?). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
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Module 52: Personality: Psychodynamic and Humanistic Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466

Psychoanalytic Theory—Id Came to Me in a Dream 466 The Whole Person: Thriving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
The Structure of Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466 Carl Rogers’s Self Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
The Dynamics of Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468 The Clinical File: Telling Stories about Ourselves 474
Personality Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 Humanistic View of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
Humanistic Theory—Peak Experiences Module 52: Summary 475
and Personal Growth 471 Module 52: Knowledge Builder 476
Maslow and Self-Actualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Module 53: Personality: Behavioural and Social Learning Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477

Learning Theories of Personality—Habit I Seen Traits and Situations—The Great Debate 481
You Before? 477 Do We Inherit Personality?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481
How Situations Affect Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Personality and Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482
Personality 5 Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478 Critical Thinking: The Amazing Twins 483
Social Learning Theory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479
Behaviourist View of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480 Module 53: Summary 484
Module 54: Psychology in Action: Understanding Shyness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486

Understanding Shyness—Barriers and Bridges 486 Module 54: Summary 489
Elements of Shyness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486 Module 54: Knowledge Builder 489
Social Skills and Shyness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 488
Module 55: Health Psychology: Overview of Health Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490

Health Psychology—Here’s to Your Good Health 490 Community Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
Behavioural Risk Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491 Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
Health-Promoting Behaviours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 492 General Adaptation Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495
Early Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493 The Whole Human: Subjective Well-Being . . . . . . . . . . . . . . . . . . . . . . 497
Discovering Psychology: Unhealthy Module 55: Summary 497
Birds of a Feather 494 Module 55: Knowledge Builder 498
Module 56: Health Psychology: Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499

Stress—Threat or Thrill? 499 The Hazards of Hassles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
Appraising Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499 Frustration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504
Human Diversity: So You Think You’re Poor 500 Human Diversity: Acculturative Stress—Stranger
The Nature of Threat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 501 in a Strange Land 505
Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502 Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 507
Managing Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509
Types of Stressors 502
Life Events and Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 502 Module 56: Summary 510
Module 57: Health Psychology: Coping with Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512

Coping Styles—Making the Best of It 512 Learned Helplessness and Depression—
The Clinical File: Coping with Traumatic Stress 513 Is There Hope? 516
Learned Helplessness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516
Psychological Defence—Mental Karate? 513 Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 517
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The University Blues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 Module 57: Knowledge Builder 520

Module 58: Health Psychology: Stress and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521

Stress and Health—Unmasking a Hidden Killer 521 The Whole Human: Hardiness, Optimism,
Psychosomatic Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522 and Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 525
Biofeedback . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522 Module 58: Summary 526
The Cardiac Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522
The Hardy Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 524 Module 58: Knowledge Builder 526
Module 59: Psychology in Action: Stress Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527

Health Psychology—Here’s to Your Good Health 527 Counteract Upsetting Thoughts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529
Managing Bodily Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527 Module 59: Summary 531
Modifying Ineffective Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
Module 60: Psychological Disorders: Normality and Psychopathology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532

Normality—What’s Normal? 532 The Fluidity of Psychiatric Diagnosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 539
Discovering Psychology: Crazy for a Day 534 Human Diversity: Running Amok with
Core Feature of Disordered Behaviour. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 Cultural Maladies 540
Civil Commitment and the Not Criminally Responsible General Risk Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
Defence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535
Disorders in Perspective—Psychiatric Labelling 541
Classifying Mental Disorders—Problems Social Stigma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541
by the Book 535 Module 60: Summary 542
An Overview of Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . 535
Comorbidity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 538 Module 60: Knowledge Builder 543
Module 61: Psychological Disorders: Psychosis, Delusional Disorders,

and Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 544
Psychotic Disorders—Loss of Contact 544 Symptoms of Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Psychosis and the Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 Causes of Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Implications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 551
Delusional Disorders—An Enemy Behind
Every Tree 546 Brainwaves: The Schizophrenic Brain 552
Paranoid Psychosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546 Module 61: Summary 553
Schizophrenia—Shattered Reality 547 Module 61: Knowledge Builder 554
Module 62: Psychological Disorders: Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555

Mood Disorders—Peaks and Valleys 555 Causes of Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556
Depressive Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555 Module 62: Summary 558
Bipolar and Related Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556
Module 63: Psychological Disorders: Anxiety-Related Disorders

and Personality Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560
Anxiety-Related Disorders—When Anxiety Rules 560 Obsessive-Compulsive and Related Disorders . . . . . . . . . . . . . . . . 563
Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 561 Trauma- and Stressor-Related Disorders . . . . . . . . . . . . . . . . . . . . . . . . . 564
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Dissociative Disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565 Cognitive Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568

Somatic Symptom and Related Disorders . . . . . . . . . . . . . . . . . . . . . . . . 565
Personality Disorders—Blueprints for
The Clinical File: Sick of Being Sick 566 Maladjustment 568
Anxiety and Disorder—Four Pathways to Trouble 566 Maladaptive Personality Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
Psychodynamic Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567 Antisocial Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
Humanistic Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567 Module 63: Summary 571
Behavioural Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 568 Module 63: Knowledge Builder 572
Module 64: Psychology in Action: Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573

Suicide—A Permanent Solution? 573 How to Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Crisis Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 576
Factors Affecting Suicide Rates 574
Critical Thinking: The Right to Die 575
Preventing Suicide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575 Module 64: Knowledge Builder 577
Module 65: Therapies: Treating Psychological Distress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 578

Origins of Therapy—Bored Out of Your Skull 578 Therapies—An Overview 584
Psychotherapy Since Freud . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579 Core Features of Psychotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 584
Dimensions of Therapy—The Many Paths to Health 580 Human Diversity: Therapy and Culture—A Bad
Insight Versus Action Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581 Case of “Ifufunyane” 585
Nondirective Versus Directive Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581 Effectiveness of Psychotherapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585
Open-Ended Versus Time-Limited Therapy . . . . . . . . . . . . . . . . . . . . . . . 581 Module 65: Summary 586
Individual Versus Group Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 581 Module 65: Knowledge Builder 587
Face-to-Face Versus Distance Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
Module 66: Therapies: Psychodynamic and Humanistic/Experiential Therapies . . . . . . . . . . . . . . . . . . 588

Psychodynamic Therapies—The Talking Cure 588 Existential Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Psychoanalysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 Gestalt Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Psychoanalysis Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589 Emotion-Focused Therapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 591
Humanistic/Experiential Therapies—Liberating Module 66: Summary 592

Human Potential 589 Module 66: Knowledge Builder 592
Client-Centred Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 589
Module 67: Therapies: Behavioural and Cognitive Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 593

Therapies Based on Classical Conditioning— Discovering Psychology: Ten Irrational Beliefs—
Healing by Learning 593 Which Do You Hold? 600
Aversion Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594 Rational-Emotive Behaviour Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600
Systematic Desensitization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 594 The Clinical File: You’ve Got to Know When
Discovering Psychology: Feeling a to Fold ’Em 601
Little Tense? Relax! 595
Cognitive Behaviour Therapy: Managing
Operant Therapies—All the World Is a Thoughts and Actions Together 601
Skinner Box? ........................................................................ 597
Nonreinforcement and Extinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598 Module 67: Summary 602
Reinforcement and Token Economies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598 Module 67: Knowledge Builder 603
Cognitive Therapy—Think Positive! 599
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Module 68: Therapies: Medical Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604

Medical Therapies—Psychiatric Care 604 Hospitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607
Drug Therapies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604 Community Mental Health Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608
Brain Stimulation Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 605 Module 68: Summary 609
Psychosurgery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 607
Module 69: Psychology in Action: Facing Mental Health Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 610

Self-Management—Boosting Your “Willpower” 610 Seeking Professional Help—When, Where,
Covert Sensitization and Reward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611 and How? 614
Self-Directed Desensitization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 612 Locating a Therapist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 615
Basic Counselling Skills—Friends in Need 613 Module 69: Summary 617

Basic Counselling Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 613 Module 69: Knowledge Builder 617
Module 70: Social Psychology: Social Behaviour and Cognition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618

Characteristics of Groups—The Ties That Bind 618 Making Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 622
Group Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 618
Group Cohesiveness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619 Attitudes—Got Attitude? 623
Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619 Forming Attitudes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623
Attitudes and Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 624
Individuals in a Social Context—Mind
Your Manners 620 Attitude Change—Change Your Mind! 625
Social Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620 Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Social Status. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 620 Cognitive Dissonance Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 626
Social Cognition: I’m Thinking About You 621
Social Comparison. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 621 Module 70: Knowledge Builder 628
Module 71: Social Psychology: Social Influence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629

Social Influence—Follow the Leader 629 Obedience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 633
Mere Presence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629 Coercion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 635
Conformity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 630
Assertiveness—Stand Up for Your Rights 637
Critical Thinking: Groupthink—Agreement
at Any Cost 631 Module 71: Summary 638
Compliance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 631 Module 71: Knowledge Builder 639
Module 72: Social Psychology: Prosocial Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640

Affiliation and Attraction—Come Together 640 Helping Others—The Ultimate Kindness 644
Interpersonal Attraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 640 Bystander Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645
Self-Disclosure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 641 Who Will Help Whom?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647
Liking and Loving—The Love Triangle 642 Module 72: Summary 648
Evolution and Mate Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 643 Module 72: Knowledge Builder 648
Module 73: Social Psychology: Antisocial Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 649

Aggression—The World’s Most Dangerous Animal 649 Critical Thinking: Think Pink 650
Instincts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650 Frustration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 651
Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650 Social Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652
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Preventing Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652 Intergroup Conflict—The Roots

of Prejudice 654
Prejudice—Attitudes That Injure 653
Becoming Prejudiced . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653 Human Diversity: Choking on Stereotypes 656
The Prejudiced Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 654 Combating Prejudice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 657
Module 74: Psychology in Action: Multiculturalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 660

Multiculturalism—Living with Diversity 660 Module 74: Summary 662
Breaking the Prejudice Habit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 660 Module 74: Knowledge Builder 663
Tolerance and Cultural Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 662
Module 75: Applied Psychology: Industrial/Organizational Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 664

Industrial/Organizational Psychology— Personnel Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
Psychology at Work 664 The Clinical File: Desk Rage and Healthy
Theory X Leadership. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665 Organizations 670
Theory Y Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 665
Discovering Psychology: Some Job Interview Tips 671
Critical Thinking: From Glass Ceiling to Labyrinth 666
Leadership Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667 Module 75: Summary 673
Job Satisfaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 668 Module 75: Knowledge Builder 674
Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 669
Module 76: Applied Psychology: Environmental Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675

Environmental Influences—People, People Sustainable Lifestyles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 680
Everywhere 675 Social Dilemmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681
Personal Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 675 Critical Thinking: The Seven Dragons of Inaction 682
Spatial Norms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 676 Environmental Problem Solving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683
Environmental Influences on Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . 677 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 684
Stressful Environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 678
Human Influences on the Natural Environment— Module 76: Knowledge Builder 685
Sustaining Spaceship Earth 679
Module 77: Applied Psychology: The Psychology of Law, Education, and Sports . . . . . . . . . . . . . . . . . . 686
Psychology and Law—Judging Juries 686 Sports Psychology—Psyched! 690
Jury Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 687 Human Diversity: Peanut Butter for the Mind:
Jury Selection and Deliberation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 688 Designing Education for Everyone 691
Educational Psychology—An Instructive Topic 688 The Whole Human: Peak Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693
Critical Thinking: Victims and Offenders: Seeing Module 77: Summary 694
Eye to Eye 689 Module 77: Knowledge Builder 694
Elements of a Teaching Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 689
Module 78: Psychology in Action: Human Factors Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 695

Human Factors Psychology—Who’s the Space Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699
Boss Here? 695 Module 78: Summary 700
Designing for Human Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 695
Human–Computer Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 697 Module 78: Knowledge Builder 701
Using Tools Effectively. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 698
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Module 79: Appendix: Behavioural Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 702

Descriptive Statistics—Psychology by Correlation—Rating Relationships 707
the Numbers 702 Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 707
Graphical Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703 The Correlation Coefficient. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 708
Measures of Central Tendency 704 Inferential Statistics—Significant Numbers 710

Samples and Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 710
Measures of Variability 705 Significant Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 711
Standard Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 706
The Normal Curve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 706 Module 79: Summary 712
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . N-1
Subject Index/Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S-1
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Preface
To You, the Student—An Invitation will help you develop career-related skills such as critical
thinking that are important well beyond a college or univer-
to Learn Psychology sity classroom.
Greetings from your authors! We look forward to being your

guides as you explore the exciting field of psychology and our
ever-evolving understanding of human behaviour. In a very
To You, the Instructor—An Invitation
real sense, we wrote this book about you, for you, and to you. to Teach Psychology
We sincerely hope you will find, as we do, that what you learn
Thank you for choosing Psychology: A Modular Approach
is at once familiar, exotic, surprising, and challenging.
for your students and for your course. Marcel Proust wrote,
“The real voyage of discovery consists not in seeing new land-
Reading Psychology scapes but in having new eyes.” It is in this spirit that we have
In Psychology: A Modular Approach, First Canadian Edition, written this book to promote not only an interest in human
we have done all we could imagine to make it enjoyable for behaviour but also an appreciation for the perspective of the
you to read this book. We trust you will find your first journey psychologist.
through psychology to be quite interesting and useful to you
As we point out to your students in Module 1: How to Study
in your everyday life. Each module takes you into a different
Psychology, there is a big difference between experiencing and
realm of psychology, such as personality, abnormal behaviour,
reflecting on experience (Norman, 1994). For John Dewey
memory, consciousness, and human development. Each realm
(1910), reflective thinking is the “active, persistent and careful
is complex and fascinating in its own right, with many path-
consideration of any belief or supposed form of knowledge in
ways, landmarks, and interesting detours to discover. Like any
the light of the grounds that support it, and the further con-
journey of discovery, your exploration of psychology will help
clusion to which it tends.” The psychologist’s perspective, of
you better understand yourself, others, and the world around
course, involves reflecting on human behaviour in a variety of
you. It’s definitely a trip worth taking.
ways. When it comes to studying psychology, reflective cogni-
tion requires actively thinking about what you have just read,
Studying Psychology which results in deeper understanding and memory. Please
None of us likes to start a new adventure by reading a manual. consider taking a look at Module 1 because it explains to your
We want to step off the airplane and begin our vacation, get students in some detail how to become a more reflective stu-
right into that new computer game, or just start using our new dent and outlines how they can get the most out of this book.
camera or smartphone. You might be similarly tempted to just We encourage you, if at all possible, to assign your students to
start reading this textbook. Please be patient. Successfully read it as well.
learning psychology depends on how you study this book as Throughout this book, we have tried to select only the
well as how you read it. best material from the many topics that could be presented.
Psychology: A Modular Approach is your passport to an Nevertheless, Psychology covers not only the heart of psy-
adventure in active learning, not just passive reading. To help chology but also many topics at the cutting edge of current
you get off to a good start, the opening module of this book knowledge, including a focus on the practical applications of
is our short “manual,” Module 1: How to Study Psychology. In psychology, the growing importance of neuroscience, and the
it, we describe a variety of study skills, including the reflec- richness of human diversity. New information, anecdotes,
tive SQ4R method that you can use to get the most out of this perspectives, and narratives appear throughout this first
book, your psychology course, and your other courses as well. Canadian edition. The result is a concise book that is readable,
Module 1 of the Canadian edition goes further, though, and informative, and motivating. At the same time, we have struc-
challenges you to think about how your psychology course tured this book to help students consolidate the skills to learn
xxii NEL
PREFACE ●
xxiii
efficiently and to become better critical thinkers. Without Each module in Psychology concludes with a summary and a
such skills, students cannot easily go, as Jerome Bruner (1973) feature called a Knowledge Builder. These “mini-study guides”
put it, “beyond the information given.” challenge students to quiz themselves, relate concepts to their
own experiences, and to think critically about the principles
The Teaching Challenge they are learning. If students would like more feedback and
practice, an integrated MindTap CourseMode is available at
Wouldn’t it be nice if all of our students came to our courses
www.nelson.com/instructor. To learn more about MindTap,
highly motivated to explore psychology and well prepared to
please see the supplements section of this preface.
cope with the learning challenges we create for them? As the
authors of this textbook, we have together accumulated some
75 years of classroom experience teaching tens of thousands of
2. Readability and Narrative Emphasis
college and university students. Although we have found most Many introductory psychology students are reluctant readers.
students to be generally well intentioned, our modern world Selecting a textbook is half the battle in teaching a successful
certainly does immerse them in their work, careers, families, course. A good textbook does much of the work of imparting
intimate relationships, popular culture, and life in general. As information to your students, freeing class time for discussion,
we compete for ever-more-limited student attention, we must extra topics, or media presentations. It also leaves students
do more than just lecture in class. We also must motivate our asking for more. When a book overwhelms students or cools
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2009). they have read.
We have explicitly designed and written the first Canadian For this reason, we’ve worked hard to make this a clear, read-
edition of Psychology: A Modular Approach to foster deeper able, and engaging text. It is designed to give students a clear
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1. Flexible Modular Organization the book. Everyone loves a good story, and the story of psy-
chology is among the most compelling to be told. Throughout
Over the years, many instructors have asked us for a textbook
Psychology, we have used compelling anecdotes and examples
that can be used more flexibly. This book is our response to
to propel reading and sustain interest.
that request. First and foremost, Psychology is a complete
first course in psychology. Whether you prefer shorter, more Practical Applications To make psychology even more
concise self-contained modules, or are comfortable with inviting to students, we have emphasized in many of the mod-
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will work for you. It is organized into 16 major module clus- life. In addition, a major feature of this book is the Psychology
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assigning topics for your course. Because each module is cluster. These high-interest discussions bridge the gap
written to be more self-contained than an equivalent chapter between theory and practical applications. We believe it is fair
section, you will find it easier to omit modules and/or to for students to ask, “Does this mean anything to me? Can I use
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of a module cluster in order, the modules making up each manage their own behaviour. This allows them to see the ben-
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Such townes and forts as might eyther helpe[634] or hurt,
I manned Mayon and Suzan’s, townes of strength,
Fort Barnard, Thanceaur, and S. Cales the curt,
With Lile sues Bolton, standing in the durt:
Eke Gwerland, Suze, Loupeland and Mountsure,
With Malycorne, these wan I and kept full sure.
30.
Besides all this I tooke nere forty holdes,

But those I razed euen with the ground:
And for these deedes, as scely sheepe in foldes
Doe shrinke for feare at euery litle sound,
So fled my foes before my face, full round
Was none so hardy that durst abide the fight,
So Mars and fortune furdered mee their knight.
31.
I tell no lye, so gastfull grewe my name,

That it alone discomfited an hoast:
The Scots and Frenchmen[635] well[636] confesse the
same,
Els will the towne which they like cowards lost:
For whan they sieged Beauron with great boast,
Being fourty thousand Britaynes, French, and Scots,
Fiue hundred men did vanquish them like sots.[637]
32.
For while the Frenchmen freshly assaulted[638] still,

Our Englishmen came boldly forth at night,
Crying: “Sainct George, Salisbury, kill, kill, [kill:”]
And offered freshly with their foes to fight,
And they as Frenchly tooke themselues to flight:
Supposing surely that I had bene there,
See how my name did put them all in feare.
33.
Thus was the Dolphin’s power discomfited,

Four thousand slayne, theyr campe tane as it stood,
Whereby our towne and souldiers profited,
For there were vitayles plentifull and good:
This while was I in England, by the rood,
To appease a strife that was right foule befall,
Betweene duke Humfrey and the cardinall.
34.
The duke of Exeter shortly[639] after died,

Which of the king at home had gouernaunce,
Whose roume the earle of Warwicke then supplied,
And I tooke his and sped mee into Fraunce,
And hauing a zeale to[640] conquere Orliaunce,
With much a doe I gat the regent’s aide,
And marched thither,[641] and siege about it layde.
35.
But in the way I tooke the towne of Yayne,

Where murdered were for stoutnes many a man:
But Baugencey I tooke with litle payne,
For which to shewe them fauour I began:
This caused the townes of Mewne and Iargeman,
That stoode on Loyer, to profer mee the keyes,
Ere I came nere them, wel nigh by two dayes.
36.
See here how fortune froward[642] can allure,

What baytes shee layeth to bring men to their endes:
Who hauing hap like this, but hopeth sure,[643]
To bring to bale what euer hee entendes?
But soone is sower the sweete that fortune sendes:
Whan hope and hap, when health and wealth is
highest,
Then woe and wracke, disease, and neede bee
nighest.
37.
For while I, suing this so good successe,

Layde siege to Orliaunce on the riuer side,
The bastard (cuckold Cawnie’s sonne I gesse,
Tho thought the duke’s) who had the towne in guide,
Came fiercely forth, when hee his time espyde,
To rayse the siege, but was bet backe agayne,
And hard pursued both to his losse and payne.
38.
For there wee wan the bulwarke on the bridge,

With a mighty tower standing fast thereby:
Ah, cursed tower, that didst my dayes abridge,
Would God thou hadst bene furder, eyther I:
For in this tower a chamber standes on hie,
From which a man may view through all the towne
By certayn windowes iron grated downe.
39.
Where on a day, now, Baldwine, note mine end,

I stoode in viewing where the towne was weake,
And as I busily talked with my frend,
Shot fro the towne, which all the grate did breake,
A pellet came, and droue a mighty fleake
Against my face and tare away my cheeke,
For payne whereof I died within a weeke.[644]
40.
See, Baldwine, see the vncertayne glory,[645]

How sodayne mischief dasheth all to dust,
And warne all princes by my broken story,
The happiest fortune chiefly to mistrust:
Was neuer man that alway had his lust:
Then such be[646] fooles, in fancy more then mad,
Which hope to haue that neuer any had.[647]
[This straunge aduenture of the good earle draue vs all into a
dumpe, inwardly lamenting his woefull destiny, out of which wee
were awaked after this sort. “To what end,” sayde[648] one, “muse we
so much on the matter. This earle is neyther first nor last[649] whom
fortune hath foundred in the height of theyr prosperity. For all through
the raigne of this vnfortunate king Henry, we shall finde many which
haue beene likewise serued, whose chaunces sith they be martiall,
and therefore honourable, may the better be omitted. And therefore
wee will let goe the lordes Molines, and Poyninges, slayne both at
the siege of Orleaunce, shortly after the death of this earle. Also the
valiaunt earle of Arundel destroyed with a bowlet at the assault of
Gerborye,[650] whose stories neuerthelesse are worth the hearing.
And to quicken vp your spirites, I will take vpon mee a tragicall
person in deede, I meane king Iamy slayn by his seruauntes in his
priuy chamber: who although he be a Scot, yet seeing hee was
brought vp in England, where hee learned the language, his example
also so notable, it were not meete it should bee forgotten. And
therfore marke, Baldwine, what, I thinke, he may say.”]
[Howe King Iames the first, for
breaking his othes and bondes, was
by God’s sufferaunce miserably
murdered of his owne subiectes,
Anno 1437.[651]
1.
If for example’s sake thou wrote[652] thy booke,

I charge thee, Baldwine, thou forget mee not,
Whom fortune alwayes frowardly forsooke,
Such was my lucke, my merite, or my lot:
I am that Iames, king Robert’s sonne, the Scot
That was in England prysoner all his youth,
Through mine vncle Walter’s trayterous vntruth.
2.
For when my father through disease and age,

Unwieldy was to gouerne well his land,
Because his brother Walter seemed sage,
Hee put the rule thereof into his hand:
Than had my father (you shall vnderstand)
Of lawfull barnes mee and one only other,
Nempt Dauy Rothsay, who was mine elder brother.
3.
This Dauy was prince of Scotland, and so take

Till his aduoutry caused men complayne:
Which that hee might by monishment forsake,
My father prayed mine uncle take the payne,
To threaten him his vices to refrayne:
But hee false traytor, bucherly, murdering wretch,
To get the crowne began to fetch a fetch.
4.
And finding now a proffer to his pray,

Deuised meanes my brother to deuour,
And for that cause conuayde him, day by day,
From place to place, from castle vnto towre,
To Faulkland fort, where like a tormentour
Hee starued him, and put to death a wife
Whom through a reede hee suckt to saue his life.
5.
O wretched death, fye cruell tyranny,

A prince in pryson lost for want of foode![653]
Was neuer enmy wrought such vilany,
A trusty brother destroy his brother’s bloode:[654]
Woe worth so friendly, fye on double hoode:
Ah, wretched father, see thy sonne is lost,
Starued by thy brother whome thou trustedst most.
6.
Of whom when some beganne to finde the fraud,

(And yet the traytor made himselfe so cleare,
That hee should seeme to haue deserued laud,
So woefull did hee for his prince[655] appeare)
My doubtfull father, louing mee full deare,
T’avoyde[656] all daunger that might after chaunce,
Sent mee away, but nine yeares olde, to Fraunce.
7.
But windes and weather were so contrary,
That wee were driuen to the English coast,
Which realme with Scotland at that time did vary,
So that they tooke mee as prysoner,[657] not as[658]
hoast:[659]
For which my father, fearing I was[660] lost,
Conceiued shortly such an inward thought,
As to the graue immediatly him brought.
8.
Then had mine uncle all the regiment

At home, and I in England prisoner lay:
For to himselfe hee thought it detriment
For my release any ransome for to pay,
For as hee thought hee had possest his pray:
And therefore wisht I might in duraunce dure
Till I had died, so should his raigne be sure.
9.
But good king Henry, seeing I was a childe,

And heyr by right vnto a realme and crowne,
Did bring mee vp, (not like my brother, wilde)
But vertuously, in feates of high renowne,
In liberall artes, in instrumentall sowne:
By meane whereof when I was after king,
I did my realme to ciuill order bring.[661]
10.
For ere I had beene prysoner eighteene yeere,

In which short space two noble princes dyed,
Whereof the first in prudence had no peere,
The other in warre most valiaunt throughly tryed,
Whose roume his sonne babe Henry, eke supplyed:
The peeres of England which did gouerne all,
Did of theyr goodnes helpe mee out of thrall.
11.
They maryed mee to a cosin of theyr king,

The duke of Somerset’s daughter rich and fayre,[662]
Releast my ransome saue a trifling thing:
And after I had done homage to th’heyre,[663]
And sworne my frendship neuer should appayre,
They brought mee kingly furnisht to my land,
Which I receaued at mine vncle’s hand.
12.
Whereof my lords and commons were full glad,

So was mine vncle chiefly, as hee sayde,
Who in his mouth no other matter had,
Saue punish such as had my brother trayed:
The fault whereof apparauntly hee layed
To good duke Murdo, his elder brother’s sonne,
Whose father dyed long ere this was done.
13.
My cursed vncle, slyer than the snake,

Which would by craft vnto the crowne aspire,
Because hee sawe this Murdo[664] was a stake
That stayed vp the top of his desire,
(For his elder brother was duke Murdoe’s syre)[664]
Hee thought it best to haue him made away,
So was hee sure (I gone) to haue his pray.
14.
And by his craftes the traytour brought to passe,

That I destroyde duke Murdo and his kin,
Poore innocents, my louing friendes, alas:
O kinges, and princes, what plight stand wee in,
A trusted traytour shall you quickly win,
To put to death your kin and friendes most iust:
Take heede therefore, take heede whose reede yee
trust.
15.
And at the last to bring mee whole in hate

With God and man, at home and eke abrode,
Hee counsayl’d mee, for suraunce of my state
To help the Frenchmen, then nigh ouertrode
By Englishmen: and more to lay on lode,
With power and force all England to inuade,
Against the oth and homage that I made.
16.
And though at first my conscience did grudge,

To breake the boundes of friendship knit by oth,
Yet after proofe (see mischiefe) I did iudge
It madnes for a king to keepe his troth,
And semblably with all the world it goth:
Sinnes oft assayde are thought to bee no sinne,
So soyleth sinne the soule it sinketh in.
17.
But as diseases common cause of death,

Bring daunger most when least they pricke and smart,
Which is a signe they haue expulst the breath
Of liuely heate, which doth defend the heart:
Euen so such sinnes as felt are on no part
Haue conquered grace, and by theyr wicked vre
So kild the soule, that it can haue no cure.
18.
And grace agate, vice still succedeth vice,

And all to haste the vengeaunce for the furst,
I areade therefore all people to bee wise,
And stop the brake when it begins to burst:
Attast no poyson (vice is venim worst,
It mates the minde) beware eke of too much,
All kill through muchnes, some with onely touch.
19.
When I had learnde to set my oth at nought,

And through much vse the sence of sinne exiled,
Against king Henry what I could, I wrought,
My fayth, my oth, vniustly foule defiled:[665]
And while slye fortune at my doings smyled,
The wrath of God, which I had well deserued,
Fell on my necke, for thus loe was I serued.
20.
Ere I had raygned fully fifteene yeare,

While time I lay at Pertho, at my place,
With the queene my wife and children mee to chare,
My murdring uncle with the double face,
That longed for my kingdome and my mace,
To slay mee there suborned Robert Grame,
With whom his nephue, Robert Stuard, came.
21.
And when theyr time fit for theyr[666] purpose founde,

Into my priuy chamber they astart,
Where with theyr swordes they gaue mee many a wound,
And slue all such as stuck vnto my part:
There loe my wife did shew her louing heart,
Who, to defend mee, felled one or twayne,
And was sore wounded ere I coulde bee slayne.[667]
22.
See Baldwine, Baldwine, the vnhappy endes

Of such as passe not for theyr lawfull oth:
Of those that causeles leaue theyr fayth and[668] frendes,
And murder kinsfolkes through their foes vntroth:
Warne, warne all princes, all like sinnes to loth,
And chiefly such as in my realme be borne,
For God hates highly all that[669] are forsworne.][670]
[When[671] this was sayde, quoth[672] one of the company: “Let
passe these Scottish matters, and returne wee to our English storyes
which minister matter enough of tragedy, without seking or trauayling
to forayne countreyes. Therefore returne wee to the rest of the
tragicall troubles and broyles which happened in this realme during
the minority of king Henry the sixt, and the sondry falls and
ouerthrowes of great princes and other noble persons happening
thereby.” “Well sayd (qd maister Ferrers) as[673] it happeneth I haue
penned here two[674] notable tragedies, the one of Humfrey duke of
Glocester, the other of the duchess Elianor his wife, which (as mee
seemeth) be two of the most memorable matters fortuning in that[675]
time: but whether of them is to bee placed first in[676] the order of our
booke, I somwhat stand in doubt. For albeit the sayd duke’s death
happened before the deceasse of the duches, yet was her fall first,
which finally was cause of both.”[677] “Why should you doubt then
(quod the rest of the company) for seeing the cause doth alwayes
goe before th’effect and sequell of any thing, it is good reason you
should begin with her first. And therefore wee pray you let vs heare
first what shee hath to say: for all this while wee haue not heard the
complaynt of any lady or other woman.”]
How Dame Elianor Cobham Duchesse
of Glocester, for practising of
witchcraft and sorcery, suffred open
penaunce, and after was banished the
realme into the Ile of Man.
1.
If a poore lady damned in exile

Amongst princes may bee allowed place,
Then, gentle Baldwine, stay thy pen a while,
And of pure pitty ponder well my case,
How I a duches, destitute of grace,
Haue found by proofe, as many haue and shall,
The prouerbe true, that pride will haue a fall.
2.
A noble prince extract of royall bloud,

Humfrey, sometime protector of this land,
Of Glocester duke, for vertue calde, the good,
When I but base beneath his state did stande,
Vouchsafte with mee to ioyne in wedlocke’s band,
Hauing in court no name of high degree,
But Elinor Cobham, as parents left to mee.
3.
And though by birth[678] of noble race I was,

Of baron’s bloud, yet was I thought vnfitte
So high to match, yet so it came to passe,
Whether by grace, good fortune, or by witte,
Dame Venus’ lures so in mine eyes did sitte,
As this great prince without respect of state,
Did worthy mee to bee his wedded mate.
4.
His wife I was, and hee my true husband,

Though for a while hee had the company
Of lady Iaquet, [the] dutchesse of Holland,
Being an heyre of ample patrimony,
But that fell out to bee no matrimony:
For after warre, long sute in lawe, and strife,
Shee proued was the duke of Brabant’s wife.
5.
Thus of a damsell [a] duchesse I became,

My state and place aduaunced next the queene,
Whereby mee thought I felt no ground, but swam,
For in the court mine equall was not seene,
And so possest with pleasure of the spleene,
The sparkes of pride so kindled in my brest,
As I in court would shine aboue the rest.
6.
Such giftes of nature God in mee had graft

Of shape and stature,[679] with other graces moe,
That by the shot of Cupid’s fiery shaft,
Which to the harte of this great prince did goe,
This mighty duke with loue was kindled so,
As hee abasing the height of his degree,
Set his whole hart, to loue and honour mee.
7.
Grudge who so would, to him I was most deere,

Aboue all ladyes[680] aduaunced in degree,
(The queene except) no princesse was my peere,
But gaue mee place, and lordes with cap and knee
Did all honour and reuerence vnto mee:
Thus hoisted high vppon the rolling wheele,
I sate so sure, mee thought I could not reele.
8.
And weening least that fortune hath a turne,

I lookt aloft, and would not looke alowe,
The brondes of pride so in my brest did burne
As the hot sparkes, burst forth in open showe,
And more and more the fire began to glowe
Without quenching, and daily did encrease,
Till fortune’s blastes with shame did make it cease.
9.
For (as tis sayd) pride passeth on afore,

And shame followes, for iust rewarde and meede,
Would God ladyes, both now and euermore,
Of my hard hap, which shall the story reede,
Would beare in mind, and trust it as their creede,
That pryde of hart is a most hatefull vice,
And lowlines, a pearle of passing price.
10.
Namely in queenes, and ladyes of estate,

Within whose mindes all meekenes should abound,
Since high disdayne doth alwayes purchase hate,
Being a vice, that most part doth redound
To their reproach, in whome the same is found,
And seeldome gets good fauour or good fame,
But is at last knit vp with worldly shame.
11.
The proofe wherof I found most true in deede,
That pryde afore, hath shame to wayt behinde:
Let no man doubt, in whom this vice doth breede,
But shame for pride by iustice is assynde,
Which I well found, for truely in my minde
Was neuer none, whome pride did more enflame,
Nor neuer none receiued greater shame.
12.
For not content to bee a duchesse great,

I longed sore to beare the name of queene,
Aspiring still vnto an higher seat,
And with that hope my selfe did ouerweene
Since there was none, which that time was betweene
Henry the king, and my good duke his eame,
Heyre to the crowne and kingdome of this realme.
13.
So neare to bee, was cause of my vayne hope

And long awayte, when this faire hap would fall:
My studies all were tending to that scope,
Alas, the while to councell I did call
Such as would seeme, by skill coniecturall
Of art magique and wicked sorcery,
To deeme and dyuine[681] the prince’s destiny:
14.
Among which sort of those that bare most fame

There was a beldame called the witch of Ey,
Old mother Madge her neighbours did her name,[682]
Which wrought wonders in countryes by here say,
Both feendes and fayries her[683] charming would obay:
And dead corpsis[684] from graue shee could vp rere,
Such an inchauntresse [as] that time had no peere.
15.
Two priests also, the one hight Bolenbroke,

The other Suthwell, [great] clerkes in coniuration,[685]
These two chapleins were they that vndertooke
To cast and calke the kinge’s constellation,[686]
And then to iudge by deepe[687] diuination
Of thinges to come, and who should next succede
To Englande’s crowne, all this was true in deede.
16.
And further sure they neuer did proceede,

Though I confesse that this attempt was ill,
But for my part, for any thing in deede,
Wrought, or else thought, by any kinde of skill,
God is my iudge I neuer had the will,
By any inchauntment, sorcery, or charme,
Or otherwise, to worke my prince’s harme.
17.
Yet nethelesse,[688] when this case came to light

By secrete spies to Cayphas, our cardinall,
Who long in hart had borne a priuy spight
To my good duke, his nephue naturall,
Glad of the chaunce so fitly forth to fall,
His long hid hate with justice to color,
Used this case with most extreame rigor.
18.
And caused mee with my complices all,

To bee cyted by processe peremptory,
Before judges, in place judiciall,
Whereas Cayphas, sitting in his glory,
Would not allow my aunswere dilatory,
Ne doctor, or proctor, to alledge the lawes,
But forced mee to plead in mine owne cause.
19.
The kinge’s councell were called to the case,

(My husband than shut out for the season)
In whose absence I found but little grace,
For lawyers turned our offence to treason:
And so with rigor, without ruth or reason,
Sentence was gieuen that I for the same
Should doe penaunce, and suffer open shame.
20.
Nay the like shame had neuer wight I weene,

Duches, lady, ne damsel of degree,
As I that was a princesse, next the queene,
Wife to a prince, and none so great as hee,
A kinge’s vncle, protector of his countrey,
With taper burning, shrouded in a sheete,
Three dayes a row, to passe the open streete,
21.
Bareleg’d, and barefoote, to all the worlde’s wonder,

Yea, and as though such shame did not suffise,
With more despite then to part asunder
Mee and my duke, which traytors did deuise
By statute lawe, in most vnlawfull wise,
First sending mee with shame into exile,
Then murdring him by trechery and gyle.
22.
Yea, and besides this cruell banishment,[689]

Far from all friendes to comfort mee in care,
And husband’s death, there was by parliament
Ordayn’d for mee a messe of courser fare:
For they to bryng mee to begger’s state most bare,
By the same act from mee did then withdrawe
Such right of dower, as widowe’s haue by lawe.[690]
23.
Death (as tis sayd) doth set all things at rest,

Which fell not so in mine vnhappy case:
For since my death, mine enmies made a jest
In minstrel’s rymes, mine honour to deface:
And then to bring my name in more disgrace,
A song was made in manner of a laye,
Which olde wiues sing of mee vnto this day.[691]
24.
Yet with these spites theyr malice could not end,

For shortly after, my sorrowes to renue,
My loyall lord, which neuer did offend,
Was calde in haste, the cause hee litle knew,
To a parliament, without sommons due,
Whereas his death was cruelly contriued,
And I, his wife, of earthly ioyes depriued.
25.
For all the while my duke had life and breath,

So long I stoode in hope of my restore:
But when I heard of his most causles death,
Then the best salue for my recureless sore
Was to despayre of cure for euermore,
And as I could, my carefull heart to cure
With pacience, most paynfull to endure.
26.
O traytors fell, which in your heartes could find,

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Reflective Reading—How to Tame a Textbook 2 Using Digital Media—Netting New Knowledge 9

Module 2: Introducing Psychology: Psychology, Critical Thinking, and Science . . . . . . . . . . . . . . . . . . . . . . . 15

Module 3: Introducing Psychology: Psychology Then and Now . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Module 4: Introducing Psychology: Experimental Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Module 7: Brain and Behaviour: Neurons and the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Module 8: Brain and Behaviour: Brain Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Module 9: Brain and Behaviour: Hemispheres and Lobes of the Cortex . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

The Endocrine System—My Hormones Module 10: Summary 92

Module 11: Psychology in Action: Handedness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Module 12: Human Development: Heredity and Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Module 13: Human Development: Language, Emotional, and Social Development in

Module 15: Human Development: Adolescence and Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Module 16: Psychology in Action: Well-Being and Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Personal Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Module 16: Summary 141

Module 17: Sensation and Perception: Sensory Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Module 18: Sensation and Perception: Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Module 19: Sensation and Perception: The Other Senses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Module 20: Sensation and Perception: Perceptual Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

Module 21: Sensation and Perception: Perception and Objectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Module 23: Consciousness: States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195

Module 24: Consciousness: Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204

Module 25: Consciousness: Psychoactive Drugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218

Module 26: Psychology in Action: Exploring and Using Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Module 28: Learning: Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249

Module 31: Psychology in Action: Behavioural Self-Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

Module 32: Memory: Memory Systems ........................................................................................................................................................................................280

Module 33: Memory: Measuring Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Module 34: Memory: Forgetting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297

Module 35: Memory: Superior Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309

Module 37: Cognition and Intelligence: Modes of Thought. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

Language—Don’t Leave Home Without It 324 Gestural Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Module 38: Cognition and Intelligence: Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330

Module 39: Cognition and Intelligence: Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 345

Module 40: Cognition and Intelligence: Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 350

Module 41: Psychology in Action: Enhancing Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Turning Play into Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368 Module 42: Summary 372

Module 43: Motivation and Emotion: Motivation in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373

Module 44: Motivation and Emotion: Emotion in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

Module 45: Psychology in Action: Emotional Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401

Module 46: Human Sexuality: Sexual Development and Orientation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404

Sexual Orientation—Who Do You Love? 406 Homosexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Gender Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 413 When Sex and Gender Do Not Match—The

Critical Thinking: Are We Oversexualizing Module 48: Knowledge Builder 437

Module 49: Psychology in Action: Sexual Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438

Module 50: Personality: Overview of Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446

Module 51: Personality: Trait Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458

Module 52: Personality: Psychodynamic and Humanistic Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466

Module 53: Personality: Behavioural and Social Learning Theories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477

Module 54: Psychology in Action: Understanding Shyness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 486

Module 55: Health Psychology: Overview of Health Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490

Module 56: Health Psychology: Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499

Module 57: Health Psychology: Coping with Stress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512

The University Blues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 Module 57: Knowledge Builder 520

Module 58: Health Psychology: Stress and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 521

Module 59: Psychology in Action: Stress Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527

Module 60: Psychological Disorders: Normality and Psychopathology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532

Module 61: Psychological Disorders: Psychosis, Delusional Disorders,

Schizophrenia—Shattered Reality 547 Module 61: Knowledge Builder 554

Module 62: Psychological Disorders: Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 555

Module 63: Psychological Disorders: Anxiety-Related Disorders