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APPLICATIONS OF PSYCHOLOGY
IN THE REAL WORLD
Chapter 1
1 Studying psychology will provide you with a range of psychological
and general skills and knowledge which will be useful in
other areas (psychological literacy). Psychology graduates are
equipped to undertake many diverse occupations. Through
their coursework, psychology students are trained to have good
oral and written communication skills and numeracy skills,
well-developed computer skills, the ability to find and research
information, and to be environmentally aware. Another important
area of expertise is interpersonal awareness. Graduates have
learned about social communication and sources of interpersonal
conflict, have problem-solving skills, can critically evaluate
information, and are trained to examine issues from a broad
perspective by identifying different ideologies, clarifying social
issues and providing a wider view of arguments. (page 24)
2 Psychologists work in a range of settings such as the judicial and
prison systems, military forces, drop-in centres, rehabilitation
centres, hospitals, child development, primary and secondary
schools, special educational centres, universities, government
agencies, community groups, business organisations and in private
practice. (page 10)
3 An occupation in psychology has usually involved working with
individuals to help them cope with various issues or problems,
including relationship issues, giving up smoking, vocational
decisions, schizophrenia and bipolar disorder. This list shows
how diverse are the opportunities presented by a qualification in
psychology. (page 8)
4 Following an undergraduate degree in psychology, you may want
to develop your skills within the postgraduate arena and specialise
in one of these areas: clinical, counselling, neuropsychology,
educational and developmental, forensic, sports, health,
community or organisational. Career pathways include adolescent
psychology, school psychology, architectural psychology, child
psychology, consumer psychology, counselling psychology,
cultural psychology, psychology in academic careers, educational
psychology, engineering psychology, health psychology, human
factors psychology, industrial psychology, leisure psychology,
management psychology, occupational psychology, organisational
psychology, political psychology, art or drama therapy, financial
counselling, personnel, psycholinguistics, public relations
and psychopharmacology. Given the wide range of fields that
psychologists work in, there is the scope to work with many other
disciplines. For example, a chosen main field in health psychology,
sports psychology or rehabilitation psychology is related to
disciplines such as nursing and general medicine. (page 4)
Chapter 2
1 How do psychologists evaluate claims in the real world; for example,
the behaviour of children in school settings, or the impact of
television viewing on aggression levels? (page 40)
2 How can psychologists understand the experiences of individuals
diagnosed with mental health issues? (page 47)
3 How can psychologists protect the welfare of human and animal
participants in research? (page 56)
Chapter 3
1 How can elite athletes and professional musicians create changes
in the part of their brain that controls movement by imagining
practising their skilled movements? (page 93)
2 Can differences between hormones in men and women account
for some of the differences between the sexes? (page 102)
3 Is it possible to show the neural foundations of specific thought
processes and emotions, such as religious beliefs or romantic
love? (page 77)
Chapter 4
1 Does acupuncture really work effectively to reduce pain?
(page 148)
2 If you stare at a bright red pattern and then look at a white screen,
why do you see a green afterimage? (page 132)
3 Why does food taste bland when you have a cold or flu? (page 141)
4 Do pheromones affect human sexual behaviour? (page 139)
Chapter 5
1 Can subliminal information presented in advertisements and self-
help programs alter your behaviours? (page 163)
2 How do airport security screeners use perception to detect a bomb
or other weapon? (page 164)
3 When watching TV, why do you perceive the sound to be coming
from the person on the screen when it is actually coming from a
speaker? (page 172)
4 In countries where cars vary greatly in size, why do small cars have
higher accident rates than large ones? (page 177)
Chapter 6
1 Can psychologists help save the lives of children with dangerous
disorders through the use of appropriate punishment techniques?
(page 224)
2 Do filmmakers use psychological principles to make their films
scarier or more tense? (page 203)
3 Can people with phobias learn to overcome their fears through the
use of systematic desensitisation? (page 210)
4 How are classical conditioning principles being used to develop
procedures to protect people and native wildlife? (page 211)
5 Can teachers and parents motivate children’s achievement using
secondary reinforcers? (page 218)
Chapter 7
1 Can students learn strategies to maximise their ability to recall
information for an examination? (page 282)
2 Is it possible that the way in which a lawyer asks a question will
influence eyewitness accounts? (page 265)
3 Are there ways of retrieving information that have been ‘forgotten’?
(page 260)
4 Does sleep influence memory performance? (page 270)
Chapter 8
1 How can you learn to make fewer errors in judgement and problem
solving? (page 307)
 The chemistry of psychology_______________________________________________________________ 97

The endocrine system: coordinating the internal world____________________________________ 101

Linkages 104
Summary 104
Linkages to further learning 106
Talking points 106

4 Sensation 108
Sensory systems__________________________________________________________________________ 110
Linkages: Sensation and biological aspects of psychology 112

Hearing___________________________________________________________________________________ 113

Vision_____________________________________________________________________________________ 121

The chemical senses: smell and taste_____________________________________________________ 137

Cutaneous senses and the vestibular system______________________________________________ 143

Thinking critically: Does acupuncture relieve pain? 148
Focus on research methods: The case of the mysterious spells 152
Linkages 153
Summary 154
Linkages to further learning 156
Talking points 156

5 Perception 157
The perception paradox___________________________________________________________________ 159

Three approaches to perception___________________________________________________________ 160

Psychophysics_____________________________________________________________________________ 161
Thinking critically: Can subliminal stimuli influence
your behaviour? 163

Organising the perceptual world__________________________________________________________ 168

Recognising the perceptual world_________________________________________________________ 179

Linkages: Perception and human development 185

Attention__________________________________________________________________________________ 187
Focus on research methods: An experiment
in ‘mind reading’ 188

Applications of research on perception____________________________________________________ 192

Linkages 195
Summary 195
Linkages to further learning 197
Talking points 198

contents vii
 6 Learning 199
Learning about stimuli____________________________________________________________________ 201

Classical conditioning: learning signals and associations_________________________________ 203

Operant conditioning: learning the consequences of behaviour____________________________ 212

Linkages: Neural networks and learning 227

Cognitive processes in learning___________________________________________________________ 228

Focus on research methods: An experiment on human helplessness 229
Thinking critically: Does watching violence on television make
people more violent? 234

Using research on learning to help people learn__________________________________________ 237

Linkages 238
Summary 239
Linkages to further learning 241
Talking points 241

7 Memory 242
The nature of memory______________________________________________________________________ 244
Focus on research methods: Measuring explicit versus
implicit memory 247

Storing new memories_____________________________________________________________________ 252

Retrieving memories_______________________________________________________________________ 259

Linkages: Memory, perception and eyewitness testimony 265

Forgetting__________________________________________________________________________________ 268
Thinking critically: Can traumatic memories be repressed
and then recovered? 271

Prospective memory, ageing and other memory-related phenomena______________________ 275

Biological bases of memory________________________________________________________________ 276

Applications of memory research__________________________________________________________ 281

Linkages 285
Summary 286
Linkages to further learning 288
Talking points 288

8 Cognition and language 289

Basic functions of thought__________________________________________________________________ 291

Mental representations: the ingredients of thought________________________________________ 297

Thinking strategies_________________________________________________________________________ 302

viii contents
 Problem solving____________________________________________________________________________ 307
Focus on research methods: Locating analogical thinking 309

Decision making___________________________________________________________________________ 316

Linkages: Group processes in problem solving and decision making 319

Language__________________________________________________________________________________ 321
Thinking critically: Can non-humans use language? 328
Linkages 332
Summary 333
Linkages to further learning 335
Talking points 335

9 Consciousness 336
Analysing consciousness___________________________________________________________________ 338
Focus on research methods: Subliminal messages in
popular music 343

Sleeping and dreaming_____________________________________________________________________ 346

Hypnosis___________________________________________________________________________________ 356
Linkages: Meditation, health and stress 360

Psychoactive drugs_________________________________________________________________________ 361

Thinking critically: Is marijuana dangerous? 372
Linkages 374
Summary 375
Linkages to further learning 376
Talking points 377

10 Cognitive abilities: intelligence

and intelligence testing 378
Understanding intelligence_________________________________________________________________ 380

Testing for intelligence_____________________________________________________________________ 386

Measuring the quality of tests______________________________________________________________ 391

Evaluating intelligence tests_______________________________________________________________ 393

Linkages: Emotionality and the measurement of cognitive abilities 395
Thinking critically: Are intelligence tests unfairly biased
against certain groups? 403
Focus on research methods: Tracking cognitive abilities over
the life span 405

Diversity in cognitive abilities_______________________________________________________________ 407

Linkages 412
Summary 413
Linkages to further learning 415
Talking points 415

contents ix
 11 Motivation and emotion 416
Concepts and theories of motivation_______________________________________________________ 418

Hunger and eating_________________________________________________________________________ 425

Sexual behaviour___________________________________________________________________________ 435

Focus on research methods: A survey of human sexual behaviour 435
Thinking critically: What shapes sexual orientation? 439

Achievement motivation____________________________________________________________________ 442

Relations and conflicts among motives_____________________________________________________ 447

Linkages: Conflicting motives and stress 448

The nature of emotion______________________________________________________________________ 450

Theories of emotion________________________________________________________________________ 455

Communicating emotion___________________________________________________________________ 463

Linkages 466
Summary 467
Linkages to further learning 469
Talking points 469

12 Human development 470

Exploring human development_____________________________________________________________ 472

Beginnings_________________________________________________________________________________ 474

Infancy and childhood: cognitive development______________________________________________ 479

Linkages: Development and memory 487

Infancy and childhood: social and emotional development_________________________________ 491

Thinking critically: Does day care harm the emotional
development of infants? 496
Focus on research methods: Exploring developing minds 502

Adolescence________________________________________________________________________________ 507

Adulthood__________________________________________________________________________________ 516
Linkages 525
Summary 526
Linkages to further learning 529
Talking points 529

13 Health, stress and coping 530

Health psychology__________________________________________________________________________ 532

Understanding stress and stressors________________________________________________________ 533

Stress responses___________________________________________________________________________ 536

Linkages: Stress and psychological disorders 541

x contents
 Stress mediators___________________________________________________________________________ 542
Focus on research methods: Personality and health 549

The physiology and psychology of health and illness_______________________________________ 551

Thinking critically: Does hostility increase the risk of heart disease? 554

Promoting healthy behaviour_______________________________________________________________ 555

Linkages 560
Summary 560
Linkages to further learning 562
Talking points 562

14 Personality 563
The psychodynamic approach______________________________________________________________ 565

The trait approach__________________________________________________________________________ 571

Thinking critically: Are personality traits inherited? 577

The social-cognitive approach______________________________________________________________ 579

The humanistic psychology approach_______________________________________________________ 583

Linkages: Personality, culture and human development 587
Focus on research methods: Longitudinal studies of temperament
and personality 588

Assessing personality______________________________________________________________________ 590

Linkages 595
Summary 596
Linkages to further learning 597
Talking points 598

15 Psychological disorders 599

Defining psychological disorders___________________________________________________________ 602

Explaining psychological disorders_________________________________________________________ 604

Classifying psychological disorders________________________________________________________ 609

Thinking critically: Is psychological diagnosis biased? 612

Anxiety disorders___________________________________________________________________________ 614

Linkages: Anxiety disorders and learning 618

Somatic symptom and related disorders___________________________________________________ 620

Dissociative disorders______________________________________________________________________ 621

Affective disorders_________________________________________________________________________ 624

Schizophrenia______________________________________________________________________________ 631

Personality disorders______________________________________________________________________ 637

Focus on research methods: Exploring links between child abuse
and antisocial personality disorder 639

contents xi
 A sampling of other psychological disorders_______________________________________________ 641

Mental illness and the law__________________________________________________________________ 646

Linkages 648
Summary 649
Linkages to further learning 651
Talking points 652

16 Treatment of
psychological disorders 653
Basic features of treatment________________________________________________________________ 655

Psychodynamic psychotherapy_____________________________________________________________ 656

Humanistic psychotherapy_________________________________________________________________ 659

Behaviour therapy__________________________________________________________________________ 662

Group, family and couples therapy_________________________________________________________ 670

Evaluating psychotherapy__________________________________________________________________ 674

Thinking critically: Are all forms of therapy equally effective? 675
Focus on research methods: Which therapies work best for which problems? 677

Biological treatments______________________________________________________________________ 683

Linkages: Biological aspects of psychology and the treatment
of psychological disorders 691

Community psychology: from treatment to prevention_____________________________________ 692

Linkages 693
Summary 694
Linkages to further learning 695
Talking points 696

17 Social cognition 697

Social influences on the self________________________________________________________________ 699
Focus on research methods: Self-esteem and the ultimate terror 700

Social perception___________________________________________________________________________ 702

Attitudes___________________________________________________________________________________ 709
Linkages: Biological and social psychology 715

Prejudice and stereotypes__________________________________________________________________ 716

Thinking critically: Is ethnic prejudice too ingrained ever to be eliminated? 720

Interpersonal attraction____________________________________________________________________ 721

Linkages 726
Summary 727
Linkages to further learning 728
Talking points 729

xii contents
18 Social Influence 730
Social influence____________________________________________________________________________ 732
Linkages: Motivation and the presence of others 733

Conformity and compliance________________________________________________________________ 734

Obedience__________________________________________________________________________________ 739

Aggression_________________________________________________________________________________ 744
Thinking critically: Do violent video games make people more aggressive? 747

Altruism and helping behaviour____________________________________________________________ 751

Focus on research methods: Does family matter? 756

Cooperation, competition and conflict______________________________________________________ 758

Group processes___________________________________________________________________________ 762

Linkages 765
Summary 765
Linkages to further learning 767
Talking points 767

19 Neuropsychology (online) 19-1

Foundations of neuropsychology__________________________________________________________ 19-3

Mechanisms of brain dysfunction_________________________________________________________ 19-9

Neuropsychological disorders____________________________________________________________19-11
THINKING critically: Can someone be partially paralysed and not know it? 19-15
Focus on research methods: Studying hemineglect 19-19
Linkages: Language disorders and the brain 19-20
Linkages 19-27
Summary 19-27
Linkages to further learning 19-29
Talking points 19-29

Appendix A: Answers to ‘In review’ questions_______________________________ 768

Appendix B: Careers for psychology graduates_____________________________ 773

Appendix B: Careers for psychology graduates (extended)____________(online)

Appendix C: Behavioural genetics________________________________________(online)

Appendix D: Statistics in psychological research_______________________(online)

Appendix E: Searching psychology databases___________________________(online)

References_______________________________________________________________________ 776

Subject index/glossary__________________________________________________________ 861

Name index_ _____________________________________________________________________ 889

contents xiii
 Preface
Welcome to Psychology: An International Discipline in
Context (Australia and New Zealand edition). This is an
adaptation of Douglas Bernstein et al.’s successful text
Psychology (9th edition).
Studying psychology is both exciting and rewarding –
it’s the beginning of a journey which may take you down
diverse pathways. In our experience, most students enter
the introductory course thinking that psychology concerns
itself mainly with personality, psychological testing, mental
disorders, psychotherapy and other aspects of clinical
psychology. They have little or no idea of how broad and
multifaceted psychology can be. So many students are
surprised when we ask them to read about neuroanatomy,
neural communication, the endocrine system, sensory and
perceptual processes and principles, prenatal risk factors
and many other topics that they tend to associate with
disciplines other than psychology.
Introductory texts in psychology present an
opportunity to discover the reasons behind human
behaviour and to address the issues which impact upon
this behaviour. As you work your way through this text,
you will not only gain psychological knowledge, but also
develop skills with which to evaluate human behaviour.
We build on the Bernstein tradition; specifically, we
endeavour to:
>> explore the full range of psychology, from cell to society,
in a manner as free as possible from theoretical bias
>> balance our need to explain the content of psychology
with an emphasis on the doing of psychology, through
a blend of conceptual discussion and description of
research studies
>> foster scientific attitudes and to help you to learn
to think critically by examining the ways in which
psychologists have solved, or failed to solve, fascinating
puzzles of behaviour and mental processes
>> produce a text that, without oversimplifying
psychology, is clear, accessible and enjoyable to read
>> demonstrate that, in spite of its breadth and diversity,
psychology is an integrated discipline in which each
subfield is linked to other subfields by common interests
and overarching research questions – the connection
between social, clinical and biological psychologists
in researching health and illness is just one example
of how psychologists from different subfields benefit
from and build on one another’s work
xiv p r e fa c e
>> focus learning within the context of graduate attributes
as accepted by the discipline in Australia and New
Zealand as well as internationally
>> focus on developing your psychological literacy, to
enable you to better understand and evaluate presented
evidence.
Preparing this edition provided us with the
opportunity to adapt the information presented to ensure
its relevance to our lives. The book includes regional
examples to highlight many of the psychological principles
explained. We worked collaboratively and sought regional
representation, including consulting with Indigenous
Australian and New Zealand academics, to ensure
substantial coverage of the material presented.
Chapter organisation
We have designed each chapter to be a freestanding unit
so that your instructors may assign chapters in any order
desired. For example, many instructors prefer to teach the
material on human development relatively late in the course,
which is why it appears as Chapter 12. However, that chapter
can be comfortably assigned earlier in the course as well.
Linkages
Many students decide to study psychology through a
personal desire to help people. While this is one aspect
of the profession, psychology is much broader and more
multifaceted. This introductory course in psychology
will raise your awareness of the many different fields of
psychology and provide examples of where psychological
knowledge has been of assistance to other disciplines. To
help you see these relationships, we have built into the book
an integrated ‘Linkages’ tool.
Thinking critically
We describe research on psychological phenomena in
a way that reveals the logic of the scientific enterprise,
identifies possible flaws in design or interpretation, and
leaves room for more questions and further research. We
try to display these critical thinking processes in ‘Thinking
critically’ and ‘Focus on research methods’ sections, as well
as throughout the main text. The ability to think critically
is both a graduate attribute and a fundamental component
of psychological literacy. As first-year psychology students,
you will have the opportunity to substantially develop this
capacity, which should serve you well throughout your
lifetime in personal, professional and global contexts.
An emphasis on active learning
The many figure and photo ‘Try this’ symbols help you
to understand and remember a psychological principle
or phenomenon by suggesting ways in which you can
demonstrate it for yourself. In Chapter 7 (‘Memory’), for
example, a photo caption suggests that students show the
photo to a friend and then ask the friend questions about it
to illustrate the operation of constructive memory.
‘Try this’ symbols also appear in page margins at the
many places throughout the book where active learning is
encouraged. At these points, we ask you to stop reading
and actually do something to illustrate the psychological
principle or phenomenon under discussion. For example,
in Chapter 5 (‘Perception’), we ask you to focus attention
on various targets as a way of appreciating the difference
between overt and covert shifts in attention.
Online material
An additional chapter on neuropsychology is available
online through Psychology CourseMate, as is an expanded
appendix on careers in psychology. The decision to include
a comprehensive guide to careers in psychology was taken
because of the wide-ranging opportunities available for
students studying psychology, depending on the level of
qualification attained. We recognise that, today, students
may choose to continue their studies at different points in
their life. This chapter provides an understanding of the
current status of education and training for psychology.
Also available online through Psychology
CourseMate is a behavioural genetics appendix, which is
designed to amplify the coverage of behavioural genetics
methodology that is introduced in Chapter 2 (‘Research
in Psychology’). The appendix includes a discussion of the
impact of the Human Genome Project, a section on the basic
principles of genetics and heredity, a brief history of genetic
research in psychology, a discussion of what it means to
say that genes influence behaviour, and an analysis of
what behavioural genetics research can and cannot tell us
about the origins of such human attributes as intelligence,
personality and mental disorders. Online appendices
dealing with statistics in psychological research and with
searching psychology databases are also provided.
PREFACE xv
 About the authors
Douglas A. Bernstein is Professor Emeritus at the
University of Illinois, Champaign-Urbana, where he served
for many years as director of the introductory psychology
program. He is currently affiliated as Courtesy Professor
of Psychology at The University of South Florida, and
a Visiting Professor of Psychology at The University of
Southampton in the UK. Dr Bernstein chairs the Program
Committee of the National Institute on the Teaching of
Psychology (NITOP) and is the Founder of the Association
for Psychological Science’s Preconference Institute on the
Teaching of Psychology. In 2002 he received the American
Psychological Foundation’s award for Distinguished
Teaching in Psychology.
Julie Ann Pooley is an Associate Professor at Edith Cowan
University, in the School of Psychology and Social Science.
Julie Ann is a passionate educator who was awarded an
Australian Award for University Teaching in 2003 and a
Citation for Outstanding Contributions to Student Learning
in 2011 from the Australian Learning and Teaching Council.
Currently, Julie Ann is also the Associate Dean Teaching
and Learning for the Faculty of Computing Health and
Science at Edith Cowan University. She has published
and presented her research work at the local, national and
international levels. Julie Ann is also the research Leader
of the Lifespan Resilience Research Group. The focus of
the research group is on developing an understanding of
resilience in different contexts for different populations.
Lynne Cohen is an Australian Learning and Teaching
Council Fellow with an interest in developing leadership
in undergraduate students. She has received numerous
awards for learning and teaching. Currently, she is the
Executive Dean of the Faculty of Education and Arts
and Professor of Psychology at Edith Cowan University.
Lynne is a community psychologist and brings many
years of experience in resiliency research with children
and university students. She has successfully developed
transition programs which empower students and
positively impact on their experience and outcomes. She
has led a number of interdisciplinary research teams and
is committed to a collaborative model involving community
organisations. Lynne developed and implemented a literacy
program for children with learning difficulties and has
trained a team of teachers to provide a service for students
with learning difficulties. Together with colleagues, she
xvi
was instrumental in establishing the Lifespan Resilience
Research Group at Edith Cowan University.
Bethanie Gouldthorp is a Lecturer in the School of
Psychology and Exercise Science at Murdoch University,
where she is also the Postgraduate Research Director
for Psychology, Sports Science and Exercise Physiology.
She is the coordinator of several undergraduate units in
introductory psychology and biological psychology, and
her subject cohort includes students from Australia as
well as offshore students in Singapore. Bethanie has been
nominated for several teaching and research awards,
including the Murdoch University Vice Chancellor’s Award
for Excellence in Teaching, and the Vice Chancellor’s
Excellence in Research Award for Early Career Development
and Achievement, and she has received a Distinguished
Collaborator Award. Her research interests are in cognitive
psychology and neuropsychology, with a particular interest
in language comprehension. Recently, she has been
working with researchers at the University of California,
Irvine to investigate the neurobiology of language.
Stephen Provost has been a psychology educator in a
variety of institutions for more than 30 years. Steve has
taught learning, memory, perception, psychopharmacology,
statistics and a variety of topics in experimental psychology.
He has a strong interest in the appropriate use of technology
in teaching, publishing a text entitled Computers in
Psychology in 1995 (Collins). He received grants from the
Committee for the Advancement of University Teaching
in 1993 and 1995, one relating to the development of
courseware/simulation software and the other relating to
the use of hypertext in teaching. He has been involved in
a number of projects funded by the Australian Universities
Teaching Committee and the Australian Learning and
Teaching Council, including acting as the Project Officer
for the Disciplinary Review of Psychology. He received the
Australian Psychological Society Award for Distinguished
Contribution to Psychological Education in 2010.
Jacquelyn Cranney is an Australian Learning and
Teaching Council (ALTC) National Teaching Fellow
who has a special interest in undergraduate psychology
education. She has served on a number of national
committees concerned with the quality of education and
training, and has contributed to reviews of the aims of
undergraduate psychology education in the United States He also has an adjunct appointment at The Institute for
and the United Kingdom. Jacky is a well-recognised Social Research at The University of Michigan, Ann Arbor.
educator in psychology. She and her colleagues have been
Alison Clarke-Stewart is Professor of Psychology at
instrumental in the development of the graduate attributes
UC, Irvine (PhD Yale). She specialises in developmental
for the Australian undergraduate psychology program,
psychology and is known for her research on the effects of
and the development of the concepts of psychological
day care on children.
literacy and global citizenship.
Edward J. Roy is Professor of Psychology at the
Louis A. Penner is a social psychologist, formerly at
University of Illinois (PhD Univ. Massachusetts). He
The University of South Florida and now at Wayne State
specialises in biological psychology and does research in
University as a member of the Center for Communication
neuroendocrinology.
and Behavioral Oncology at the Karmanos Cancer Institute.

A B O U T T H E A U T H ORS xvii
 Acknowledgements
The authors and Cengage Learning would like to thank the >> Kevin Moore, Lincoln University
following reviewers for their incisive and helpful feedback:
>> Tania Signal, Central Queensland University
>> Donna Bayliss, University of Western Australia
>> Mark Symmons, Monash University
>> Mara Blosfields, Curtin University
Thank you to all the numerous contributors and
>> Anna Brooks, Southern Cross University reviewers who assisted in this publication. We would
also like to thank the following authors of Appendix E
>> Natasha Buist, Victoria University of Wellington
(‘Searching psychology databases’):
>> Nicholas Burns, University of Adelaide
>> Alfred Allan, Edith Cowan University
>> David Clark, Massey University
>> Paul Chang, Edith Cowan University
>> Anthony Crook, University of Notre Dame
>> Justin Gaetano, Southern Cross University
>> Simon Cropper, University of Melbourne
>> Stephen Provost, Southern Cross University
>> Trevor Hine, Griffith University
>> Jann Small, Southern Cross University
>> Julia Irwin, Macquarie University
>> Craig Speelman, Edith Cowan University
>> Rabiul Islam, Charles Sturt University
>> Mark Stoney, Edith Cowan University
>> Nenagh Kemp, University of Tasmania
>> Margie Wallin, Southern Cross University
>> Anthony Marks, University of New England

xviii Acknowledgements
 Resources guide
This text has a number of features in every chapter to enhance your study of psychology
and to help you understand how the theory of psychology is applied to reality.

For the student

Resources in this book

The focus on using

psychological knowledge
and the development of
psychological literacy is an
important aspect of this text.
The psychological literacy and
1
graduate attributes section
highlights the application of
psychological knowledge and
2 skills through the appropriate
Graduate Attributes of the
Australian Undergraduate
3
Psychology Program.

1 Learning objectives at the start of 2 Psychological science is used by real

the chapter give you a clear sense
of what topics are covered and
what you should be able to do after
reading the chapter.
people in everyday situations. The
applying psychology
applying psychology questions at the
beginning of each chapter provide you
with an insight into how psychology
is applied in the real world. In each
chapter, you’ll see this icon to indicate
where each question is answered.

Key terms are bolded for easy

identification and are defined in
the margin when they are used
for the first time. A full list of
key terms and definitions can be
found in the glossary at the back
of the book.

Resources guide xix

 thinking critically

Thinking critically sections in each chapter use a five-question

framework to help you analyse evidence before drawing conclusions.
The questions asked in each Thinking critically section are:

1 What am I being asked to believe or accept?

2 What evidence is available to support the assertion?
3 Are there alternative ways of interpreting the evidence?
4 What additional evidence would help evaluate the alternatives?
5 What conclusions are most reasonable?
Focus on research methods topics
examine the ways in which research
Online methods have been applied to help
Try this
psychology advance our understanding of some
resources aspect of behavioural and mental
processes. The topics are organised
Online psychology Try this icons appear
around the following questions:
resources icons indicate throughout the text to
relevant material that you highlight simple activities 1 What was the researcher’s
can find on the Coursemate you can do to illustrate the question?
for Psychology website to psychological principles
2 How did the researcher answer
extend your learning. being discussed.
the question?
3 What did the researcher find?
4 What do the results mean?
5 What do we still need to know?

In review charts appear at the end of each major

section. These charts summarise the concepts
as the chapter evolves and include some quick
questions to test your understanding of key points.

xx Resources guide
 At the end of each chapter you’ll find several tools to help you to review
the chapter and key learning concepts, and to extend your learning.

1 All of psychology’s subfields are related to one another.

The Linkages diagram at the end of each chapter shows
ties between the material covered in the chapter and the
subfields discussed in other chapters. Look for linkages
throughout the book when you see this icon.

1
Linkages
Can people learn their way
out of a disorder? (a link to
Treatment of Psychological
Disorders, p. 661)
2

2 Each chapter’s key concepts

are covered in the Summary.

3 You’ll find suggested linkages for further

learning, including books, to help you find
more information and online resources to
assist you in your study.

4 Talking points help you to summarise

the interesting points from the chapter
3 for your family and friends.

Resources guide xxi

 Online resources for this book

Coursemate brings concepts to life with interactive learning, study and exam preparation
tools that support Psychology. Each new copy of Psychology includes access to loads of online
resources. Login to CourseMate for Psychology at http://login.cengagebrain.com to access:

>> Online Chapter 19: Neuropsychology • interactive practice

>> Online appendices: • virtual psychology lab
• Appendix B Careers for psychology graduates • concept maps
extended • animations
• Appendix C: Behavioural genetics • active learning booklet
• Appendix D: Statistics in psychological • critical thinking booklet
research • graduate attribute information
• Appendix E: Searching psychology databases • crosswords
>> an eBook version of this text • flashcards
>> a suite of resources to help you study, with • weblinks
• interactive quizzes • and much more!

For the Instructor

APLIA
Online homework has never been easier! APLIA is the perfect solution for your homework
management needs, with assignable questions and an online gradebook. Once set up by
instructors, students can access additional online review questions related to the text.

Instructor’s manual
The Instructor’s manual provides you with a wealth of content to help set up and administer
your psychology subject. It includes teaching notes, activities, discussion points and much
more.

PowerPoint presentations
Chapter-by-chapter PowerPoint presentations cover the main concepts addressed within the
text and can be edited to suit your own requirements. Use these slides as student handouts,
or to enhance your lecture presentations and to reinforce the key principles of your subject.

ExamView® test bank

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online applications. The Quick Test Wizard and Online Test Wizard guide you step by step
through the test-creation process. With ExamView’s complete word-processing abilities, you
can add an unlimited number of new questions to the bank, edit existing questions and build
tests of up to 250 questions using up to 12 question types. You can also export the files into
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Artwork
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variety of media. Add these artworks to your course management system, use them within
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xxii Resources guide

1 Chapter 1
Introducing
psychology
Learning objectives
On completion of this chapter, you should be able to:
• define psychology
• develop an awareness of the Graduate Attributes
of the Australian Undergraduate Psychology
Program, which comprise the knowledge,
skills and values that reflect the science and
application of psychology
• describe the role of the scientific method in the
study of psychology
• explain the importance of the development
of knowledge in the discipline of psychology
through scientific research
Applying psychology
1 Studying psychology will provide you with
a range of psychological and general skills
and knowledge which will be useful in other
areas (psychological literacy). Psychology
graduates are equipped to undertake many
diverse occupations. Through their coursework,
psychology students are trained to have good
oral and written communication skills and
numeracy skills, well-developed computer skills,
the ability to find and research information,
and to be environmentally aware. Another
important area of expertise is interpersonal
• identify the investigating techniques and major
concepts which are studied in diverse areas of
psychology
• describe the major areas of applied psychology
Shutterstock.com/Monika Gniot
(for example, clinical, counselling, health)
• understand the diversity of psychology
• understand the approaches of psychological
principles and knowledge in promoting personal
development through achieving career and
personal goals.
awareness. Graduates have learned about social
communication and sources of interpersonal
conflict, have problem-solving skills, can
critically evaluate information, and are trained
to examine issues from a broad perspective by
identifying different ideologies, clarifying social
issues and providing a wider view of arguments.
(page 24)
2 Psychologists work in a range of settings such as
the judicial and prison systems, military forces,
drop-in centres, rehabilitation centres, hospitals,
child development, primary and secondary
 schools, special educational centres, universities,
government agencies, community groups,
business organisations and in private practice.
(page 10)
3 An occupation in psychology has usually involved
working with individuals to help them cope
with various issues or problems, including
relationship issues, giving up smoking, vocational
decisions, schizophrenia and bipolar disorder.
This list shows how diverse are the opportunities
presented by a qualification in psychology.
(page 8)
4 Following an undergraduate degree in psychology,
you may want to develop your skills within the
postgraduate arena and specialise in one of these
areas: clinical, counselling, neuropsychology,
educational and developmental, forensic, sports,
health, community or organisational. Career
pathways include adolescent psychology, school
psychology, architectural psychology, child
psychology, consumer psychology, counselling
psychology, cultural psychology, psychology
in academic careers, educational psychology,
engineering psychology, health psychology,
human factors psychology, leisure psychology,
management psychology, occupational
psychology, organisational psychology, political
psychology, art or drama therapy, financial
counselling, personnel, psycholinguistics, public
relations and psychopharmacology. Given the
wide range of fields that psychologists work
in, there is the scope to work with many other
disciplines. For example, a chosen main field
in health psychology, sports psychology or
rehabilitation psychology is related to disciplines
such as nursing and general medicine. (page 4)

Psychology as a discipline has changed immensely since its humble beginnings. There is an amazing array
of professional and applied areas that people with psychological training now work in. In this opening
chapter, we provide an overview of psychology as a discipline and many of the more specialised areas in
which psychologists work. However, the main focus is on providing an understanding of the theoretical and
applied work of the discipline of psychology. It is important to note that the knowledge that you will gain
from using this book underpins much of human behaviour, which is relevant and may be applied to many
other disciplines. We describe the linkages that tie these areas to one another and to other subjects, such
as economics and medicine, and how research in psychology is being applied in everyday life. We then tell
the story of how psychology developed and the various ways in which psychologists approach their work.

Chapter outline
–– The world of psychology: an overview
–– Approaches to the science of psychology
–– Human diversity and psychology
–– Psychological literacy and the graduate attributes of undergraduate psychology
–– Summary

A diverse range of employment opportunities is on offer when you study psychology. Studying
psychology at an undergraduate level provides you with a range of skills and competencies
that enable you to work in many different fields. In addition, some people choose to pursue
postgraduate studies and become registered psychologists. In this book, we endeavour
to provide you with the knowledge to consider different pathways for your future studies
and employment.

2 P s y c h o l o g y: A n i n t e r n at i o n a l d i s c i p l i n e i n c o n t e x t
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