(eBook PDF) Psychology 13th Edition

by Carole Wade
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 Contents vii

6 Consciousness and Sleep 188 7.4 Principles of Operant Conditioning

7.4.A The Importance of Responses
240
241
6.1 Biological Rhythms: The Tides of Experience 190 7.4.B Skinner: The Man and the Myth 244
6.1.A Circadian Rhythms 190 Journal 7.4 Thinking Critically—Consider Other
6.1.B Moods and Long-Term Rhythms 192 Interpretations 244
Journal 6.1 Thinking Critically—Examine the Evidence 194 7.5 Operant Conditioning in Real Life 245
6.2 The Rhythms of Sleep 195 Taking Psychology with You: Changing Your Behavior 246
6.2.A The Realms of Sleep 195 7.5.A The Pros and Cons of Punishment 246
6.2.B Why We Sleep 197 7.5.B The Problems with Reward 248
Taking Psychology with You: Improving the Quality Journal 7.5 Thinking Critically—Analyze Assumptions
(and Quantity) of Your Sleep 200 and Biases 250
Journal 6.2 Thinking Critically—Consider Other 7.6 Learning and the Mind 251
Interpretations 201 7.6.A Latent Learning 251
6.3 Exploring the Dream World 202 7.6.B Social-Cognitive Learning Theories 252
6.3.A Explanations of Dreaming 202 Journal 7.6 Thinking Critically—Define Your Terms 254
6.3.B Evaluating Dream Theories 205
Shared Writing: Learning 254
Journal 6.3 Thinking Critically—Tolerate Uncertainty 206
Critical Thinking Illustrated: Claim: Kids who play
6.4 The Riddle of Hypnosis 206 violent video games learn to be more violent 255
6.4.A The Nature of Hypnosis 207
6.4.B Theories of Hypnosis 209
8 Memory 260
Journal 6.4 Thinking Critically—Examine the Evidence 211
8.1 In Pursuit of Memory 262
6.5 Consciousness-Altering Drugs 212
8.1.A Measuring Memory 263
6.5.A Classifying Drugs 213
8.1.B Models of Memory 264
6.5.B The Physiology of Drug Effects 216
Journal 8.1 Thinking Critically—Define Your Terms 265
6.5.C The Psychology of Drug Effects 216
Journal 6.5 Thinking Critically—Consider Other 8.2 The Three-Box Model of Memory 266
Interpretations 217 8.2.A The Sensory Register: Fleeting Impressions 266
8.2.B Working Memory: Memory’s Notepad 266
Shared Writing: Consciousness and Sleep 218
8.2.C Long-Term Memory: Memory’s Storage System 268
Critical Thinking Illustrated: Claim: When you’re
Journal 8.2 Thinking Critically—Define Your Terms 271
stumped by a problem, you should “sleep on it” 218
8.3 The Biology of Memory 272
7 Learning 223 8.3.A Changes in Neurons and Synapses 272
8.3.B Where Memories Are Made 273
7.1 Classical Conditioning 225
8.3.C Hormones, Emotion, and Memory 275
7.1.A New Reflexes from Old 225
Journal 8.3 Thinking Critically—Consider Other
7.1.B Principles of Classical Conditioning 227
Interpretations 277
7.1.C What Is Actually Learned in Classical
Conditioning? 228 8.4 How we Remember 278
Journal 7.1 Thinking Critically—Examine the 8.4.A Encoding, Rehearsal, and Retrieval 279
Evidence 229 Taking Psychology with You: Making Memory Work
for You 281
7.2 Classical Conditioning in Real Life 230
7.2.A Learning to Like 230 Journal 8.4 Thinking Critically—Define Your Terms 281
7.2.B Learning to Fear 231 8.5 Why we Forget 282
7.2.C Accounting for Taste 233 8.5.A Mechanisms of Forgetting 282
7.2.D Reacting to Medical Treatments 234 8.5.B Childhood Amnesia: The Missing Years 286
Journal 7.2 Thinking Critically—Ask Questions, 8.5.C The Repression Controversy 287
Be Willing to Wonder 235 Journal 8.5 Thinking Critically—Consider Other
7.3 Operant Conditioning 235 Interpretations 288
7.3.A The Birth of Radical Behaviorism 236 8.6 Reconstructing the Past 289
7.3.B The Consequences of Behavior 236 8.6.A The Manufacture of Memory 289
Journal 7.3 Thinking Critically—Examine the 8.6.B The Conditions of Confabulation 291
Evidence 239 8.6.C The Eyewitness on Trial 292
viii Contents

Journal 8.6 Thinking Critically—Ask Questions, 10.3 The Erotic Animal: Motives for Sex 349
Be Willing to Wonder 293 10.3.A The Biology of Desire 349
Shared Writing Prompt: Memory 294 10.3.B Biology and Sexual Orientation 351
10.3.C The Psychology of Desire 353
Critical Thinking Illustrated: Claim: This herbal
supplement has been clinically proven to boost memory 294 10.3.D Gender, Culture, and Sex 356
Journal 10.3 Thinking Critically—Ask Questions,
9 Thinking and Intelligence 300 Be Willing to Wonder 358
10.4 The Competent Animal: Motives to Achieve 359
9.1 Thought: Using What We Know 302
10.4.A The Effects of Motivation on Work 359
9.1.A The Elements of Cognition 302
10.4.B The Effects of Work on Motivation 362
9.1.B How Conscious Is Thought? 304
10.4.C Needs, Motives, and the Pursuit of Happiness 364
9.1.C Problem Solving and Decision Making 305
9.1.D Reasoning Rationally 307 Journal Prompt 10.4 Thinking Critically—Examine the
Evidence 365
Journal 9.1 Thinking Critically—Examine the Evidence 308
Taking Psychology with You: Rethinking Motivation
9.2 Barriers to Reasoning Rationally 309
in the Modern Era 366
9.2.A Exaggerating the Improbable 309
9.2.B Avoiding Loss 310 Critical Thinking Illustrated: Claim: More College Students
Than Ever are “Hooking Up” for Casual Sex 367
9.2.C Biases and Mental Sets 311
9.2.D Overcoming Our Cognitive Biases 313 Shared Writing: The Major Motives: Food, Love,
Journal 9.2 Thinking Critically—Ask Questions, Sex, and Work 367
Be Willing to Wonder 314
9.3 Measuring Intelligence 315 11 Emotion, Stress, and Health 372
9.3.A Measuring the Invisible 315 11.1 The Nature of Emotion 374
9.3.B The IQ Test 316 11.1.A Emotion and the Face 374
9.3.C Elements of Intelligence 319 11.1.B Emotion and the Brain 377
9.3.D Motivation, Hard Work, and Intellectual Success 322 11.1.C Emotion and the Mind 381
Taking Psychology with You: Bolstering Your Journal 11.1 Thinking Critically—Examine the Evidence 383
Focus and Creativity 323
11.2 Emotion and Culture 383
Journal 9.3 Thinking Critically—Define Your Terms 324
11.2.A How Culture Shapes Emotions 384
9.4 Animal Minds 325 11.2.B Communicating Emotions 384
9.4.A Animal Intelligence 325 11.2.C Gender and Emotion 386
9.4.B Animals and Language 327 Journal 11.2 Thinking Critically—Ask Questions,
9.4.C Thinking About the Thinking of Animals 328 Be Willing to Wonder 387
Journal 9.4 Thinking Critically—Analyze Assumptions 329 11.3 The Nature of Stress 388
Shared Writing: Thinking and Intelligence 329 11.3.A Stress and the Body 388
Critical Thinking Illustrated: Claim: Different People Have 11.3.B Stress and the Mind 392
Different Learning Styles 329 Journal 11.3 Thinking Critically—Consider Other
Interpretations 393
10 The Major Motives: Food, Love, Sex, 11.4 Stress and Emotion 394
and Work 335 11.4.A Hostility and Depression: Do They Hurt? 394
10.1 Motivation and the Hungry Animal 337 11.4.B Positive Emotions: Do They Help? 395
10.1.A Defining Motivation 337 11.4.C Emotional Inhibition and Expression 396
10.1.B The Biology of Weight 338 Journal 11.4 Thinking Critically—Examine The
10.1.C Environmental Influences on Weight 340 Evidence 398
10.1.D The Body as Battleground: Eating Disorders 342 11.5 Coping With Stress 399
Journal 10.1 Thinking Critically—Ask Questions, 11.5.A Solving the Problem 400
Be Willing to Wonder 342 11.5.B Rethinking the Problem 400
10.2 The Social Animal: Motives to Love 343 11.5.C Drawing on Social Support 401
10.2.A The Biology of Love 344 Taking Psychology with You: How Much Control
10.2.B The Psychology of Love 345 Do We Have over Our Emotions and Our Health? 402
10.2.C Gender, Culture, and Love 348 Journal 11.5 Thinking Critically—Ask Questions,
Journal 10.2 Thinking Critically—Define Your Terms 348 Be Willing to Wonder 403
 Contents ix

Critical Thinking Illustrated: Claim: Emotional Support 13.2 Social Beliefs 464
Animals Reduce Psychological Distress 404 13.2.A Attributions 464
Shared Writing: Emotion, Stress, and Health 404 13.2.B Attitudes 467
13.2.C Cognitive Dissonance 468
12 Development Over the Lifespan 409 13.2.D Persuasion or “Brainwashing”? The Case
of Suicide Bombers 469
12.1 From Conception Through the First Year 411
Journal Prompt 13.2 Thinking Critically—Analyze
12.1.A Prenatal Development 412
Assumptions and Biases 470
12.1.B The Infant’s World 413
13.3 Individuals in Groups 471
12.1.C Attachment 415
13.3.A Conformity 471
Journal 12.1 Thinking Critically—Consider Other
13.3.B Groupthink 474
Interpretations 418
13.3.C The Bystander Effect 475
12.2 Cognitive Development 418
13.3.D Altruism and Dissent 476
12.2.A Thinking 419
Taking Psychology with You: Becoming a More
12.2.B Language 423
Thoughtful and Engaged Social Being 478
Journal 12.2 Thinking Critically—Ask Questions,
Journal Prompt 13.3 Thinking Critically—Analyze
Be Willing to Wonder 426
Assumptions and Biases 478
12.3 Moral Development 426
13.4 Us Versus Them: Group Identity and Conflict 479
12.3.A Stages of Morality 426
13.4.A Social Identity 479
12.3.B Getting Children to Be Good 428
13.4.B In-Groups and Out-Groups 480
Journal 12.3 Thinking Critically—Ask Questions,
13.4.C Stereotypes 481
Be Willing to Wonder 430
Journal Prompt 13.4 Thinking Critically—Avoid Emotional
12.4 Gender Development 431 Reasoning 483
12.4.A Gender Identity 431
13.5 Prejudice 483
12.4.B Influences on Gender Development 433
13.5.A The Origins of Prejudice 484
Journal 12.4 Thinking Critically—Define Your Terms 436
13.5.B Measuring Prejudice 485
12.5 Adolescence 437 13.5.C Reducing Conflict and Prejudice 488
12.5.A The Physiology of Adolescence 437 Journal Prompt 13.5 Thinking Critically—Define
12.5.B The Psychology of Adolescence 439 Your Terms 489
Journal 12.5 Thinking Critically—Examine the
Shared Writing: Social Psychology 490
Evidence 440
Critical Thinking Illustrated: Claim: Police treat black
12.6 Adulthood 441
and white civilians differently 490
12.6.A Stages and Ages 441
12.6.B The Transitions of Life 443
12.6.C Old Age 445 14 Theories of Personality 497
Taking Psychology with You: Remember That 14.1 Psychodynamic Theories of Personality 499
Development Lasts a Lifetime 446 14.1.A Freud and Psychoanalysis 499
Journal 12.6 Thinking Critically—Ask Questions, 14.1.B Other Psychodynamic Approaches 502
Be Willing to Wonder 447 14.1.C Evaluating Psychodynamic Theories 503
Shared Writing : Development Over the Lifespan 448 Journal 14.1 Thinking Critically—Analyze
Assumptions and Biases 505
Critical Thinking Illustrated: Claim: The Marshmallow
Test Predicts Success Later in Life 448 14.2 The Modern Study of Personality 505
14.2.A Popular Personality Tests 506
13 Social Psychology 453 14.2.B Core Personality Traits 507
Taking Psychology with You: Thinking Scientifically
13.1 Social Forces 455
About Personality 510
13.1.A Rules and Roles 456
13.1.B The Milgram Obedience Studies 457 Journal 14.2 Thinking Critically—Define Your Terms 510
13.1.C The Stanford Prison Experiment 460 14.3 Genetic Influences on Personality 511
13.1.D Why People Obey 462 14.3.A Heredity and Temperament 511
Journal Prompt 13.1 Thinking Critically—Define 14.3.B Heredity and Traits 513
Your Terms 463 Journal 14.3 Thinking Critically—Weigh Conclusions 514
x Contents

14.4 Environmental Influences on Personality 515 Journal Prompt 15.6 Thinking Critically—Analyze
14.4.A Situations and Social Learning 515 Assumptions and Biases 562
14.4.B Parental Influence—and Its Limits 516 15.7 Dissociative Identity Disorder 562
14.4.C The Power of Peers 517 15.7.A A Controversial Diagnosis 562
Journal 14.4 Thinking Critically—Examine the Evidence 519 15.7.B Thinking Critically About DID 563
14.5 Cultural Influences on Personality 520 Journal Prompt 15.7 Thinking Critically—Consider Other
14.5.A Culture, Values, and Traits 520 Interpretations 564
14.5.B Evaluating Cultural Approaches 522 15.8 Schizophrenia 565
Journal 14.5 Thinking Critically—Define Your Terms 523 15.8.A Symptoms of Schizophrenia 565
14.6 The Inner Experience 524 Taking Psychology with You: Thinking More Clearly
14.6.A Humanist Approaches 524 About Mental Disorders 567
14.6.B Narrative Approaches 525 15.8.B Origins of Schizophrenia 568
14.6.C Evaluating Humanist and Narrative Journal 15.8 Thinking Critically—Examine the
Approaches 526 Evidence 570
Journal 14.6 Thinking Critically—Define Your Terms 527 Shared Writing: Psychological Disorders 571
Shared Writing Prompt: Theories of Personality 527 Critical Thinking Illustrated: Claim: Smartphone
Critical Thinking Illustrated: Claim: Young People Use can Become an Addiction 571
Today Are More Narcissistic Than Ever 528
16 Approaches to Treatment and Therapy 577
15 Psychological Disorders 533 16.1 Biological Treatments for Mental Disorders 579
15.1 Diagnosing Mental Disorders 535 16.1.A The Question of Drugs 579
15.1.A Dilemmas of Definition 535 16.1.B Direct Brain Intervention 584
15.1.B Dilemmas of Diagnosis 536 Journal 16.1 Thinking Critically—Analyze
15.1.C Psychological Testing 540 Assumptions and Biases 586
Journal Prompt 15.1 Thinking Critically—Define 16.2 Major Schools of Psychotherapy 587
Your Terms 542 16.2.A Psychodynamic Therapy 588
15.2 Depressive and Bipolar Disorders 543 16.2.B Behavior and Cognitive Therapy 588
15.2.A Depression 543 16.2.C Humanist and Existential Therapy 592
15.2.B Bipolar Disorder 544 16.2.D Family and Couples Therapy 593
15.2.C Origins of Depression 544 Journal 16.2 Thinking Critically—Analyze
Journal Prompt 15.2 Thinking Critically—Consider Assumptions and Biases 595
Other Interpretations 546 16.3 Evaluating Psychotherapy 596
15.3 Anxiety Disorders 547 16.3.A The Scientist–Practitioner Gap 596
15.3.A Anxiety and Panic 547 16.3.B When Therapy Helps 598
15.3.B Fears and Phobias 549 16.3.C When Interventions Harm 600
Journal Prompt 15.3 Thinking Critically—Define 16.3.D Culture and Psychotherapy 602
Your Terms 550 Journal 16.3 Thinking Critically—Examine the
15.4 Trauma and Obsessive–Compulsive Disorders 550 Evidence 603
15.4.A Posttraumatic Stress Disorder 550 Taking Psychology with You: Becoming a Smart
15.4.B Obsessions and Compulsions 552 Consumer of Psychological Treatments 603
Journal Prompt 15.4 Thinking Critically—Ask Shared Writing: Approaches to Treatment and Therapy 605
Questions, Be Willing to Wonder 552
Critical Thinking Illustrated: Claim: Learning About
15.5 Personality Disorders 553 Psychological Methods and Findings Can Make You a
15.5.A Borderline Personality Disorder 553 More Effective Person 605
15.5.B Antisocial Personality Disorder 554 Epilogue: Taking This Text with You 606
15.5.C Psychopathy: Myths and Evidence 555
Journal Prompt 15.5 Thinking Critically—Define Your Terms Glossary 611
556 References 619
Name Index 662
15.6 Addictive Disorders 557
Subject Index 690
15.6.A Biology and Addiction 558
15.6.B Learning, Culture, and Addiction 559
About Revel and This Course
About This Course
From the Authors
From Carole Wade and Carol Tavris
From the very first edition of this text, our primary goal has been
to weave critical and scientific thinking into the fabric of our
writing, and today, in this era of fake news and “alternative facts,”
this goal is more important than ever. Students must negotiate
the Internet and social media, which contain vast amounts of
information but which are also full of conspiracy theories and
nonsense. Psychological science can offer students the tools they
need to separate fact from fiction and pseudoscience—and to
distinguish wishful thinking from thinking wisely. Therefore, a
good text should not be a laundry list of definitions and studies,
and its writers cannot simply be reporters. For us, the most
important job of any text is to help students learn to think like
psychologists and to motivate them to enjoy the process.
That is why we could not be happier to welcome Sam Sommers
and Lisa Shin to this book. They are consummate scientists; their
particular areas of expertise (social, cognitive, and applied psychol-
ogy for him; neuroscience, emotion, and clinical psychology for her)
provide a perfect balance across the spectrum of psychological re-
search, and they are gifted teachers and writers who know how to
inspire and connect with students. We are grateful to them for bring-
ing our vision of psychology forward, along with incorporating new
teaching methods and learning dynamics for today’s classrooms.
They have retained what loyal users have cared about for so many
editions while spearheading the text’s evolution into the future. We
hope you will enjoy this new and exciting incarnation of our text.
From Sam Sommers and Lisa Shin
In our department, Introduction to Psychology is a team-taught
course. Given that psychology is such a diverse field, a team-
based approach is an ideal way to introduce students to a wide
range of perspectives with expertise as well as balance. In fact, the
two of us have taught this course together on several occasions.
And now we are so very excited to be joining a new team, the
authoring team that Carole Wade and Carol Tavris have created.
The Carol(e)s have written a text long known for making science
accessible. Its hallmarks have always been to maintain a solid
research base and promote critical thinking, all the while offering
engaging prose and analysis of contemporary events. This text
is designed to be accessible to students learning psychology
at any institution. It is a text intended to reveal to readers that
psychology is the scientific study of their daily lives. These, too,
have been our objectives in our years as a teaching team.
For those of you who have used the Wade and Tavris text in
the past, we trust that you will find its calling cards still intact:
detailed reviews of study design and findings, an emphasis on
critical thinking and active learning, the willingness to confront
controversial topics, and themes of culture and gender infused
throughout. We’re confident that returning as well as new users
will also find benefit in our additional strategies for making science
accessible. Each chapter in our interactive Revel text opens with a
survey question that prompts students to explore the applicability
of the topic at hand to their own lives. We’ve punched up the
popular culture analyses, enabling readers to consider the ways
in which broader cultural forces both shape and reflect individual
cognitive and behavioral tendencies. We’ve created a new video
series—embedded directly into the Revel text—in which we try
to bring the details of research to life through study reenactments,
clinical interviews, and engaging demonstrations. Also available
in the Revel text is a new chapter-ending feature called Critical
Thinking Illustrated, in which we make use of animation and
interactive questions to guide readers through the steps of critical
thinking necessary to interrogate provocative claims related to a
topic from each chapter. And throughout the text, we’ve tried to
capitalize on the expertise born of our mutual decades of active
research in the field—it has always been our belief that teaching
makes us better researchers and research makes us better teachers.
We’re thrilled to be on board, and we look forward to sharing the
coming semester with you.
Goals and Principles
Five goals and principles have guided the writing of this text
from the first edition. Here they are:
1. Thinking Critically About Critical Thinking
True critical thinking cannot be reduced to a set of rhetorical ques-
tions or a formula for analyzing studies; it is a process that must be
woven seamlessly into the narrative. The primary way we “do” crit-
ical and creative thinking is by applying a three-pronged approach:
We define it, we model it, and we give students a chance to practice it.
The first step is to define what critical thinking is and what
it is not. Chapter 1 introduces specific Critical Thinking Steps,
which we draw on throughout the text as we evaluate research
and popular ideas.
The second step is to model these guidelines in our evaluations
of research and popular ideas. Throughout the text, you’ll find dis-
cussions of these critical thinking guidelines as we challenge the
reader to evaluate what the evidence reveals—and importantly,
does not reveal—about a particular phenomenon. Photo captions,
writing prompts, interactives, and of course the narrative itself
offer opportunities for students to sharpen their critical thinking
skills to become active readers (and active learners) of psychology.
xi
xii About Revel and This Course
The third step is to give students opportunities to practice what
we’ve preached in the form of end-of-module and end-of-chapter
assessments. These tests require more than memorization of defini-
tions; they help students check their progress, measure their under-
standing of the material, and encourage them to go back and review
what they don’t recall or comprehend. Many quiz questions include
critical thinking items that invite the students to reflect on the impli-
cations of findings and consider how psychological principles might
illuminate real-life issues.
2. Exploring New Research in Biology and
Neuroscience
Findings from the Human Genome Project, studies of behavioral
genetics and epigenetics, discoveries about the brain, technolo-
gies such as functional magnetic resonance imaging (fMRI), and
the proliferation of medications for psychological disorders—all
of these developments have had a profound influence on our
understanding of human behavior and on interventions to help
people with chronic problems. We report new findings from
biology and neuroscience wherever they are relevant through-
out the book: in discussions of neurogenesis in the brain, mem-
ory, emotion, stress, child development, aging, mental illness,
personality, and many other topics.
Although we caution students about the dangers of ignoring
biological research, we also caution them about the dangers of
reducing complex behaviors solely to biology by overgeneralizing
from limited data, failing to consider other explanations, and
oversimplifying solutions. Our goal is to provide students with a
structure for interpreting research they will hear or read about to
an even increasing degree in the future.
3. Focus on Culture and Gender
At the time of this text’s first edition, some considered the goal of
incorporating research on gender and culture into introductory
psychology to be quite radical, either a bow to political correctness
or a passing fad. Today, the issue is no longer whether to include
these topics, but how best to do it. From the beginning, our own
answer has been to include studies of gender and culture through-
out the text. We discuss gender differences—and similarities—in
many areas, from the brain, emotion, and motivation to heroism,
sexuality, love, and eating disorders.
Over the years, most psychologists have come to appreciate
the influence of culture on all aspects of life, from nonverbal
behavior to the deepest attitudes about how the world should be.
We present empirical findings about culture and ethnicity through-
out the book. In addition, Chapter 13 highlights the sociocultural
perspective in psychology and includes extended discussions of
intergroup conflict, prejudice, and cross-cultural relations.
4. Facing the Controversies
Psychology has always been full of lively, sometimes angry,
debates, and we feel that students should not be sheltered from
them. They are what make psychology so interesting! In this book,
we candidly address controversies in the field of psychology, try
to show why they are occurring, and suggest the kinds of ques-
tions that might lead to useful answers in each case. For example,
we discuss the controversies about oversimplification of brain-
scan technology (Chapter 4), the disease versus learning models
of addiction (Chapter 15), the extent of parents’ influence on their
children’s personality development (Chapter 12), and conflicts
of interest in research on medication for psychological disorders
(Chapter 16).
5. Applications and Active Learning
Finally, throughout this book, we have kept in mind one of the
soundest findings about learning: It requires the active encoding
of material. Several pedagogical features in particular encourage
students to become actively involved in what they are reading,
including chapter opening survey questions that allow students
to compare their own perceptions about psychological topics with
those of other students taking the course; a Taking Psychology
with You feature in each chapter that illustrates the practical
implications of psychological research for individuals, groups,
institutions, and society; interactive review tables; a running
glossary that defines boldfaced technical terms where they occur
for handy reference and study; carefully selected videos in each
chapter, including a new interactive animated series created by the
authors called Critical Thinking Illustrated that comes at the end
of each chapter; chapter outlines; and chapter summaries in para-
graph form to help students review.
The Importance of Testing Yourself on
What You’ve Studied
In our years of teaching, we have found that certain study
strategies can greatly improve learning, and so we’d like to offer
you, our reader, the following suggestions. Do not try to read this
text the way you might read a novel, taking in large chunks at a
sitting. If you are like most students, your favorite strategy is to
read the text and your notes, and then simply read them again,
but this is not really the best way to learn.
If you could do just one thing that would improve your
learning and improve your grades, it is this: Test yourself on
what you’ve studied early, often, and repeatedly. Ask yourself
questions, answer them, and then go back and restudy what
you didn’t know. Test yourself again and again until you learn
the material. Even when you have learned it, you need to keep
testing yourself regularly over the semester so that what you’ve
learned stays learned. Within Chapter 1, we provide you with
some other proven techniques to help you learn.
To get the most from your studying, we recommend that
you read only a part of each chapter at a time. Instead of simply
reading silently, nodding along saying “hmmmmm” to yourself,
try to restate what you have read in your own words at the end
of each section. At specific points in each chapter, you will find
 About Revel and This Course xiii

Journal Writing Prompts that challenge you to not just recall paragraphs unless you choose to read actively, using the many
what you’ve learned, but to actively develop your understand- active-learning and critical-thinking features we have provided.
ing of the material. These exercises will help you to discover Psychology can make a real difference in your own life,
what you know or still don’t understand. and we hope you will enjoy studying it in this text. Welcome to
We have never gotten over our own initial excitement psychology!
about psychology, and we have done everything we can think Carole Wade
of to make the field as lively and absorbing for you as it is for Carol Tavris
us. However, what you bring to your studies is as important as Sam Sommers
what we have written. This text will remain only a collection of Lisa Shin
Content Highlights
Changes in the 13th Edition
In the 13th edition of Psychology, we have retained the core con-
cepts that characterized previous editions—an emphasis on criti-
cal thinking, applications to culture and human diversity, insights
from research ranging from the biological and neuroscientific to
the more clinically and social science oriented—and added oppor-
tunities for students to test themselves on the material as they’re
learning it. At the end of each chapter, we have added a new fea-
ture called Critical Thinking Illustrated that uses the steps of criti-
cal thinking to analyze a claim related to a topic from each chapter
using short animated video clips and interactive activities. Each
chapter also includes a Taking Psychology with You section de-
voted to various lessons that we hope readers will be able to apply
to their own lives, whether in terms of how to improve critical
thinking skills, how to get better (and more) sleep, how to become
a more conscientiously engaged member of social groups, or how
to think more clearly about mental disorders. We’ve also taken care
to present each chapter in such a way that they can be easily reor-
dered in Revel or however you teach your course.
As always, in every chapter, we have updated the research to
reflect progress in the field and cutting-edge discoveries. Here are
a few highlights:
• Discussion of psychology as a “hub science.”
• Research regarding the cognitive effects of taking notes by
hand rather than with a laptop, as well as the consequences
of multitasking in the classroom.
• Emerging techniques for manipulating brain function, such
as transcranial direct current stimulation (tDCS), transcra-
nial magnetic stimulation (TMS), and deep brain stimulation
(DBS).
• New data on the use of speed dating to study the science of
relationships, as well as the nature and impacts of “sexting”
among young people.
• New discussion of sexual orientation and the experiences
(and popular culture depictions) of transgender individuals.
• Research on multiracial identity, including its relationship to
cognitive outcomes.
• New coverage of potential diagnostic inaccuracy of the
Diagnostic and Statistical Manual of Mental Disorders (DSM)
and the shift to study psychopathology dimensionally.
• Expanded focus on recent real-world events and popular cul-
ture to illustrate psychological principles and spark students’
curiosity.
In addition, all content is mapped to revised learning
objectives, which highlight the major concepts throughout each
xiv
chapter. The complete list of learning objectives for each chapter
can be found in the Instructor’s Resource Manual. The Test Bank
items are also keyed to these learning objectives.
Teaching and Learning Resources
As valuable as a good textbook is, it is one element of a compre-
hensive learning package. We have made every effort to provide
high-quality instructor and student supplements that will save
you preparation time and will enhance the classroom experience.
Revel: Educational Technology Designed for
the Way Today’s Students Read, Think, and
Learn
When students are engaged deeply, they learn more effectively
and perform better in their courses. This simple fact inspired the
creation of Revel: an immersive learning experience designed for
the way today’s students read, think, and learn. Built in collabo-
ration with educators and students nationwide, Revel is the new-
est, fully digital way to deliver respected Pearson content.
Revel enlivens course content with media interactives and
assessments—integrated directly within the authors’ narrative
—that provide opportunities for students to read about and
practice course material in tandem. This immersive educational
technology boosts student engagement, which leads to better
understanding of concepts and improved performance through-
out the course.
Learn more about Revel
www.pearsonhighered.com/revel/
Revel Combo Card
The Revel Combo Card (ISBN 9780135464830) provides an all-in-
one access code and loose-leaf print reference (delivered by mail).
Student Print Reference Edition Within Revel (ISBN
9780135199381). Students have the option to purchase a Print
Reference Edition, which is a convenient, three-hole punched,
loose-leaf text. This print edition is designed to be a helpful supple-
ment for students; it contains the entire narrative, figures, images,
and photographs. However, to experience all of the interactive and
assessment components of the program, students must access the
Revel program.
Foster Critical Thinking Through Writing
Essays in Revel enable educators to integrate writing—among the
best ways to foster and assess critical thinking—into the course
without significantly impacting their grading burden. Powered by
Pearson’s Intelligent Essay Assessor (IEA), this powerful tool uses

scores assigned by human raters to several hundred representative
student essays, all written in response to a particular essay prompt
or question. By using computational modeling, IEA mimics the
way in which human readers score. In study after study compar-
ing the performance of IEA to that of skilled human graders, the
quality of IEA’s assessment equals or surpasses that of the humans.
Supplements
The following instructor supplements can be downloaded from
the Instructor’s Resource Center website (www.pearsonhighered.
com/irc) as well as accessed from the Resources tab in the Revel
course.
Test Bank (ISBN 9780135198803)
This test bank contains over 3,000 multiple-choice, true/false,
short-answer, and essay questions. An additional feature for the
test bank is the inclusion of rationales for the multiple-choice questions.
The rationales help instructors to evaluate the questions they are
choosing for their tests and give instructors the option to use the
rationales as an answer key for their students.
A Total Assessment Guide chapter overview makes creating
tests easier by listing all of the test items in an easy-to-reference
grid. All questions are categorized at the skill levels of remember
the facts, understand the concepts, apply what you know, and
analyze it, assigned a difficulty level, are correlated to each of the
chapter’s learning objectives and to the American Psychological
Association (APA) learning objectives.
Pearson MyTest (ISBN 9780135198827)
The 13th edition test bank is also available through Pearson
MyTest (www.pearsonmytest.com), a powerful assessment-
generation program that helps instructors easily create and print
quizzes and exams. Instructors can write questions and tests on-
line, allowing them flexibility and the ability to efficiently man-
age assessments at any time, anywhere. Instructors can easily
Content Highlights xv
access existing questions and edit, create, and store using simple
drag-and-drop and Word-like controls. Data on each question
provide answers and question types, mapped to the appropriate
learning objective.
Instructor’s Resource Manual (ISBN 9780135198766)
The Instructor’s Resource Manual includes a chapter summary, a de-
tailed Chapter Lecture Outline, Lecture Launcher suggestions that
draw on classic and current research findings, classroom-tested
Student Activities, learning objectives for each chapter, and more
resources to improve your classroom presentations.
Interactive PowerPoint Slides (ISBN 9780135199817)
Bring design into the classroom, drawing students into the lec-
ture and providing appealing interactive activities, visuals, and
videos. The slides are built around the text’s learning objectives
and offer direct links to interactive exercises, simulations, and
activities.
Standard Lecture PowerPoint Slides (ISBN 9780135199343)
These accessible, standard Lecture PowerPoint slides provide an
active format for presenting concepts from each chapter and fea-
ture relevant figures and tables from the text.
Art PowerPoint Slides (ISBN 9780135199879)
These slides contain only the photos, figures, and line art from
the text.
Psychobabble and Biobunk Using Psychological Science to
Think Critically About Popular Psychology, 3rd edition
(ISBN 9780205015917)
By Carol Tavris: This updated collection of book reviews and es-
says is tailored to the critical thinking guidelines described in the
13th edition.
About the Authors
Carole Wade earned her Ph.D. in cognitive psychology at Stanford
University. She began her academic career at the University of New
Mexico, where she taught courses in psycholinguistics and devel-
oped the first course at the university on the psychology of gender.
She was professor of psychology for 10 years at San Diego Mesa
College and then taught at College of Marin and Dominican Uni-
versity of California. Dr. Wade has written and lectured widely on
critical thinking and the enhancement of psychology education. In
addition to this text, she and Carol Tavris have written Psychology;
Psychology in Perspective; and The Longest War: Sex Differences in Per-
spective.
Carol Tavris earned her Ph.D. in the interdisciplinary program in
social psychology at the University of Michigan. She writes and
lectures extensively on diverse topics in psychological science
and critical thinking. Dr. Tavris is coauthor with Elliot Aronson of
Mistakes Were Made (But Not by Me): Why We Justify Foolish Beliefs,
Bad Decisions, and Hurtful Acts. She is also author of The Mismeasure
of Woman and Anger: The Misunderstood Emotion. Many of her book
reviews and opinion essays have been collected in Psychobabble and
Biobunk: Using Psychology to Think Critically About Issues in the News.
Samuel R. Sommers earned his Ph.D. in psychology at the
University of Michigan and has been a professor of psychology
xvi
at Tufts University since 2003. He is a social psychologist whose
research examines issues related to intergroup relations, group
composition and diversity, stereotyping and bias, and the inter-
section of psychology and law. Dr. Sommers teaches courses in
Experimental Psychology, Social Psychology, and Psychology
and Law and team-teaches Introduction to Psychology with Dr.
Shin. In addition to this text, he is a co-author of the Aronson
et al. Social Psychology textbook and has written two general
audience books, Situations Matter: Understanding How Context
Transforms Your World, and This Is Your Brain on Sports: The Science
of Underdogs, the Value of Rivalry, and What We Can Learn from the
T-Shirt Cannon.
Lisa M. Shin earned her Ph.D. in psychology at Harvard University,
and completed a postdoctoral fellowship in the Department of
Psychiatry at The Massachusetts General Hospital/Harvard
Medical School. She has been on the faculty at Tufts University
since 1998, where she is currently Chair of the Psychology
Department. Dr. Shin’s research involves examining brain func-
tion and cognitive processing in patients with anxiety disorders,
particularly postraumatic stress disorder (PTSD). Dr. Shin teaches
courses in Research Methods in Clinical Psychology, Biological
Bases of Psychopathology, and Emotion and Memory and team-
teaches Introduction to Psychology with Dr. Sommers.
Authors’ Acknowledgments
Like any cooperative effort, writing a book requires a support
system. We are indebted to the reviewers of this and previous
editions of this text for their many insightful and substantive
suggestions and for their work on supplements.
We are also grateful to the members of our superb editorial
and production teams at Pearson, who have unfailingly come
through for us on every edition of this complex project. With re-
gard to this edition, from our first meeting in Hoboken to every-
thing that has followed since, this new collaboration has been a
distinct pleasure and one that we look forward to for many years
to come. We recognize and appreciate how lucky we are to be
part of such a nonpareil team; thank you for that.
Thank you to our editors: Erin Mitchell, for bringing together
this configuration of authors and always giving us what we
needed to produce a great book; and Julie Kelly, who kept things
running smoothly, helped shaped the content and all of the text’s
features, and never drowned in our email barrage. Consider this:
It’s been terrific working with you and the entire Pearson family,
including (but not limited to) Chris Brown, Debi Henion, Margaret
McConnell, Lisa Mafrici, Stephanie Laird, Jennifer Stevenson, Jane
Kaddu, Amy Gibbons, Connie Wong, and Lindsay Verge.
We would also like to thank all those individuals whose con-
tributions to this endeavor were more personal than professional.
They know who they are, but they should still be reminded of our
appreciation in print. From all four of us, the deepest of thanks
and appreciation to the following motley crew: Abigail, Dee,
Gianna, Howard, Jeff, Lou, Luisa, Lynn, Marilyn, Pat, Ronan, and
Sophia. Thanks to our colleagues for their support, stimulation,
and welcomed diversions (yes, we’re talking to you, Heather and
Keith). And last but not least, we recognize several decades of
students, for making it fun for us to come to work each day and
for teaching us just as much as we teach them.
Carole Wade
Carol Tavris
Sam Sommers
Lisa Shin
xvii
Learning Outcomes and Assessment
Goals and Standards APA goals and assessment recommendations as guidelines for
structuring content and integrating the teaching and homework
In recent years, many psychology departments have been focus-
materials. For details on the APA learning goals and assessment
ing on core competencies and how methods of assessment can
guidelines, please see www.apa.org/.
better enhance students’ learning. In response to this need, in
Based on APA recommendations, each chapter is struc-
2008, the American Psychological Association (APA) established
tured around detailed learning objectives. All of the instructor
10 recommended goals for the undergraduate psychology major.
and student resources are also organized around these objec-
These goals were revised in 2013 and currently cover five goals.
tives, making the text and resources a fully integrated system
Specific learning outcomes have been established for each goal,
of study. The flexibility of these resources allows instructors to
and suggestions are provided on how best to tie assessment
choose which learning objectives are important in their courses
practices to these goals. In writing this text, we have used the
as well as which content they want their students to focus on.

APA Correlation for Wade Tavris Sommers Shin 13e

The APA Guidelines for the Undergraduate Psychology Major, Version 2.0
APA LEARNING OUTCOMES AND OBJECTIVES TEXT LEARNING OBJECTIVES AND FEATURES

Goal 1: Knowledge Base in Psychology

1.1 Learning Objectives: 1.1a, 1.1b, 1.1c, 1.2a, 1.2b, 1.3b, 1.4a, 1.4b, 1.5b, 2.1a,
2.1c, 2.2a, 2.2b, 2.2c, 2.2d, 2.2e, 2.2f, 2.3a, 2.3b, 2.4a, 2.4b, 2.4c, 2.5a,
2.5b, 2.5c, 2.6a, 2.6b, 3.1a, 3.1b, 3.1c, 3.2a, 3.2b, 3.3a, 3.3b, 3.4a, 3.4b,
3.5a, 3.5b, 3.5c, 3.5d, 4.1a, 4.1b, 4.2a, 4.2b, 4.2c, 4.2d, 4.2e, 4.3a, 4.3b,
4.4a, 4.4b, 4.4c, 4.4d, 4.4e, 4.4f, 4.4g, 4.5a, 4.5b, 4.6a, 4.6b, 4.6c, 5.1a,
5.1b, 5.1c, 5.1d, 5.2a, 5.2b, 5.2c, 5.2d, 5.2e, 5.3a, 5.3b, 5.3c, 5.4a, 5.4b,
5.4c, 5.4d, 6.1a, 6.1b, 6.2a, 6.2b, 6.3a, 6.3b, 6.4a, 6.4b, 6.5a, 6.5b, 6.5c,
7.1a, 7.1b, 7.1c, 7.3a, 7.3b, 7.4a, 7.4b, 7.5a, 7.5b, 7.6a, 7.6b, 8.1a, 8.1b,
8.2a, 8.2b, 8.2c, 8.3a, 8.3b, 8.4a, 8.5a, 8.5b, 8.5c, 8.6a, 8.6b, 8.6c, 9.1a,
9.1b, 9.1c, 9.1d, 9.2a, 9.2b, 9.2c, 9.2d, 9.3a, 9.3b, 9.3c, 9.3d, 9.4a, 9.4b,
9.4c, 10.1a, 10.1b, 10.1c, 10.1d, 10.2a, 10.2b, 10.2c, 10.3a, 10.3b, 10.3c,
10.3d, 10.4a, 10.4c, 11.1a, 11.1b, 11.1c, 11.2a, 11.2b, 11.2c, 11.3a, 11.3b,
11.4a, 11.4b, 11.4c, 11.5a, 11.5b, 11.5c, 12.1a, 12.1b, 12.1c, 12.2a, 12.2b,
12.3a, 12.3b, 12.4a, 12.4b, 12.5a, 12.5b, 12.6a, 12.6b, 12.6c, 13.1a, 13.1b,
13.1c, 13.1d, 13.2a, 13.2b, 13.2c, 13.2d, 13.3a, 13.3b, 13.3c, 13.3d, 13.4a,
13.4b, 13.4c, 13.4d, 13.5a, 13.5c, 14.1a, 14.1b, 14.1c, 14.2a, 14.2b, 14.3a,
14.3b, 14.4a, 14.4b, 14.4c, 14.5a, 14.5b, 14.6a, 14.6b, 14.6c, 15.1a, 15.1b,
15.1cc, 15.2a, 15.2b, 15.2c, 15.3a, 15.3b, 15.4a, 15.4b, 15.5a, 15.5b, 15.5c,
15.6a, 15.6b, 15.7a, 15.7b, 15.8a, 15.8b, 16.1a, 16.1b, 16.2a, 16.2b, 16.2c,
16.2d, 16.3a, 16.3b, 16.3c, 16.3d
1.2 Learning Objectives: 1.1a, 1.1b, 1.2b, 1.3a, 1.3b, 1.4a, 1.4b, 1.5c, 1.6b, 2.1d,
2.2a, 2.2b, 2.2c, 2.2d, 2.2e, 2.2f, 2.3a, 2.3b, 2.4a, 2.4b, 2.4c, 2.5a, 2.5b, 2.5c,
2.6a, 2.6b, 3.1a, 3.1b, 3.2a, 3.2b, 3.3a, 3.3b, 3.4a, 3.4b, 3.5a, 3.5b, 3.5c,
3.5d, 4.1a, 4.1b, 4.2e, 4.3a, 4.3b, 4.5a, 4.6b, 5.1a, 5.1b, 5.1c, 5.1d, 5.2a,
5.2b, 5.2c, 5.2d, 5.2e, 5.3a, 5.3b, 5.3c, 5.4a, 5.4b, 5.4c, 5.4d, 6.1a, 6.2a, 6.2b,
6.3a, 6.3b, 6.4a, 6.4b, 6.5a, 6.5b, 6.5c, 7.1a, 7.1b, 7.1c, 7.3a, 7.3b, 7.4a, 7.4b,
7.5a, 7.5b, 7.6a, 7.6b, 8.1a, 8.1b, 8.2a, 8.2b, 8.2c, 8.3a, 8.3b, 8.4a, 8.5a, 8.5b,
8.5c, 8.6a, 8.6b, 9.1a, 9.1b, 9.1c, 9.1d, 9.2a, 9.2b, 9.2c, 9.2d, 9.3a, 9.3b, 9.3c,
9.3d, 9.4a, 9.4b, 9.4c, 10.1a, 10.1d, 10.2c, 10.3a, 10.3b, 10.3c, 10.3d, 11.1a,
11.1b, 11.1c, 11.2a, 11.2b, 11.2c, 11.3a, 11.3b, 11.4a, 11.4b, 11.4c, 11.5a,
11.5b, 11.5c, 12.1a, 12.1b, 12.1c, 12.2a, 12.2b, 12.3a, 12.3b, 12.4a, 12.4b,
12.5a, 12.5b, 12.6a, 12.6b, 12.6c, 13.1a, 13.1b, 13.1c, 13.1d, 13.2a, 13.2b,
13.2c, 13.3a, 13.3b, 13.3c, 13.3d, 13.4a, 13.4b, 13.4c, 13.5a, 13.5c, 14.1a,
14.1b, 14.1c, 14.2a, 14.2b, 14.3a, 14.3b, 14.4a, 14.4b, 14.4c, 14.5a, 14.5b,
14.6a, 14.6b, 14.6c, 15.2a, 15.2b, 15.2c, 15.3a, 15.3b, 15.4a, 15.4b, 15.5a,
15.5b, 15.5c, 15.6a, 15.6b, 15.7a, 15.7b, 15.8a, 15.8b, 16.1a, 16.1b, 16.2a,
16.2b, 16.2c, 16.2d, 16.3a, 16.3b, 16.3c, 16.3d

xviii
 Learning Outcomes and Assessment xix

1.3 Learning Objectives: 1.1b, 1.2a, 1.2b, 2.1a, 2.1b, 2.1c, 2.1d, 3.5a, 3.5b, 3.5c,
4.6a, 5.1b, 5.1c, 5.2a, 5.2b, 5.2c, 5.4d, 6.2a, 6.2b, 6.3b, 6.4a, 6.4b, 6.5a,
6.5b, 6.5c, 7.1a, 7.2a, 7.2b, 7.2c, 7.2d, 7.3b, 7.5a, 7.5b, 7.6a, 7.6b, 8.3a,
8.3b, 8.3c, 8.5c, 8.6b, 8.6c, 9.1c, 9.1d, 9.2a, 9.2b, 9.2c, 9.2d, 9.3b, 9.3c,
10.1b, 10.1c, 10.1d, 10.2a, 10.2b, 10.2c, 10.3a, 10.3b, 10.3d, 10.4a, 10.4b,
10.4c, 11.1a, 11.1b, 11.2a, 11.2b, 11.2c, 11.3a, 11.3b, 11.3c, 11.4a, 11.4b,
11.4c, 11.5a, 11.5b, 11.5c, 12.1a, 12.2b, 12.3a, 12.4a, 12.5a, 12.5b, 12.6c,
13.1a, 13.1d, 13.2b, 13.2c, 13.2d, 13.3c, 13.3d, 13.5c, 14.1c, 14.6c, 15.1b,
15.6a, 15.6b, 15.7b, 16.1a, 16.2a, 16.2b, 16.2c, 16.2d, 16.3b, 16.3c, 16.3d

Goal 2: Scientific Inquiry and Critical Thinking

2.1 Learning Objectives: 1.2a, 1.2b, 1.3a, 1.4a, 1.4b, 1.5a, 2.1a, 2.1b, 2.1c, 2.1d,
2.5b, 2.5c, 3.1a, 3.1b, 3.2a, 3.2c, 3.3a, 3.3b, 4.6b, 4.6c, 5.2c, 6.3a, 6.3b,
6.4b, 7.1c, 7.5a, 8.2b, 8.3a, 8.6a, 9.2a, 9.2b, 9.2c, 9.2d, 9.3b, 9.4a, 9.4b,
9.4c, 10.1b, 10.1c, 10.2a, 10.3b, 11.1a, 11.1b, 11.1c, 11.2a, 11.2b, 12.2a,
12.4a, 13.1d, 13.2a, 13.2d, 13.3d, 14.1a, 14.1b, 14.1c, 14.3b, 14.4b, 14.4c,
15.2a, 15.3a, 15.3b, 15.4a, 15.5a, 15.5b, 15.6a, 15.6b, 15.7a, 15.7b, 15.8b,
16.3a, 16.3c
2.2 Learning Objectives: 1.1b, 2.5a, 2.5b
2.3 Learning Objectives: 1.2a, 1.2b, 7.2a, 7.2b, 7.2c, 7.2d
2.4 Learning Objectives: 1.1b, 1.5a, 2.1a, 2.1d, 2.2a, 2.2b, 2.2c, 2.2d, 2.2e, 2.2f,
2.3a, 2.3b, 2.4a, 2.4b, 2.4c, 2.5a, 2.5b, 2.5c, 3.4b, 4.3a, 4.3b, 5.1b, 9.3b,
12.2a, 14.1c, 14.6c, 16.3a, 16.3c

2.5 Learning Objectives: 1.3a, 1.3b, 1.4a, 1.4b, 2.1b, 2.1c, 2.1d, 2.5b, 2.5c, 3.3a,
3.3b, 4.6b, 7.4b, 8.5c, 9.3b, 10.2b, 10.3a, 10.3b, 11.2a, 11.2b, 11.2c, 12.1b,
12.2a, 12.3a, 12.6a, 13.1b, 13.1c, 14.1c, 14.5a, 14.5b, 15.7a, 16.2a, 16.3d

Goal 3: Ethical and Social Responsibility

3.1 Learning Objectives: 2.6a, 2.6b, 8.5c, 13.1b, 13.1c, 16.3c
3.2 Learning Objectives: 11.4a, 11.4b, 13.4a, 16.3c, 16.3d
3.3 Learning Objectives: 1.5a, 6.5a, 6.5b, 6.5c, 8.6c, 9.3b, 10.1d, 10.3b, 10.4a,
11.2a, 11.2b, 11.3a, 11.3b, 12.6c, 13.4a, 13.4b, 13.4c, 13.5a, 13.5b, 13.5c,
14.5a, 15.1a, 15.1b, 16.3a, 16.3b, 16.3d

Goal 4: Communication
4.1 Learning Objectives: 2.5a, 2.5b
4.2
4.3

Goal 5: Professional Development

5.1 Learning Objectives: 1.1b, 1.2a, 1.2b, 1.5a, 1.5b, 2.1b, 2.1c, 2.1d, 3.3a, 3.3b,
4.2c, 4.6a, 5.4d, 6.5a, 6.5b, 6.5c, 7.2a, 7.2b, 7.2c,7.2d, 8.4a, 8.5a, 8.6c,
9.1c, 9.1d, 9.3a, 9.3b, 9.3c, 10.1b, 10.1c, 10.1d, 10.3b, 11.3b, 11.4a, 11.4b,
11.4c, 11.5a, 11.5b, 11.5c, 13.4a, 13.4b, 15.1a, 15.1b, 16.1a, 16.3a, 16.3b
5.2 Learning Objectives: 10.4a
5.3 Learning Objectives: 13.3a, 13.3b
5.4 Learning Objectives: 13.3a, 13.3b
5.5

APA Goals are reinforced throughout the program with Learning Tools: Journal Prompts, Shared Writing, Essays to Assign, Experiment Simulations, Video Quizzes,
and the instructor's teaching and assessment package.

Source: Based on APA Guidelines for the Undergraduate Psychology Major, Version 2.0.
This page is intentionally left blank
Chapter 1
What Is Psychology?
Learning Objectives
LO 1.1.A Define psychology, and describe how
it addresses daily life from a scientific
perspective.
LO 1.1.B Explain what separates psychological science
from pseudoscience, pop psychology, and
other sources of dubious claims regarding
psychological issues.
LO 1.2.A Explain why critical thinking applies to
all scientific pursuits and why it should
also guide everyday judgments and
decision-making.
LO 1.2.B Identify important steps to critical thinking,
and give an example of how each applies to
the science of psychology.
LO 1.3.A Discuss some of the early approaches to
explaining psychological topics, from ancient
times through the early 1800s.
Courtesy of Mark Bussell
LO 1.3.B Discuss some of the influential perspectives
and individuals in the early years of modern
psychology.
LO 1.4.A List and describe four major perspectives in
psychology.
LO 1.4.B Review the lack of diversity in early
psychology and its consequences, and explain
how feminist psychology illustrates the
benefits of including a range of perspectives
in scientific inquiry.
LO 1.5.A Distinguish basic psychology and applied
psychology, and summarize the kinds of research
that various psychologists might conduct.
LO 1.5.B Compare the training and work settings
of different psychological practitioners,
such as counselors, clinical psychologists,
psychotherapists, psychoanalysts, and
psychiatrists.
1
2 Chapter 1

What About You?

Psychology is the scientific study of how we think, feel, and act on a daily basis. As we
begin this chapter, we have a question for you about your own life. When you submit
your answer, you will see the data from others who have read this chapter. We hope that
this will be just the first of several times you think about your own life experiences when
reading this chapter.

Ask Questions... Be Willing to Wonder

Interactive
Do you consider yourself good at predicting how people around you will behave and
react under different circumstances?
YES
NO

Every day, the world witnesses tales of cowardice and heroism, triumph and failure,
playfulness and terror, creativity and folly, love and hate. Human nature runs a broad con-
tinuum, from the terrific to the horrific. And the scientific study of why we think, feel, and
act the way we do?
That’s psychology.
When your authors tell people that we are psychologists, the first response is usually a
variation on, “Ooh, are you analyzing me right now?” (We always say yes.) Sometimes this
is followed by, “Are you reading my mind?” (Again, just for fun, we always say yes.) While
it is true that some psychologists see patients (and only a fraction of these professionals
make use of psychoanalysis), many of us do not. And when we’re being honest, we ulti-
mately have to admit that we can’t read minds either.
Even though people often associate psychology with mental disorders, personal prob-
lems, and psychotherapy, psychologists take as their subject the entire spectrum of beautiful
and brutish things that human beings do—the kinds of things you see and read and hear
about every day. Psychologists want to know why some people seem to be outgoing extra-
verts, whereas others prefer to blend in quietly. They ask why some people cheat and lie in
the pursuit of success, and how those who do so rationalize their dishonesty to themselves
and others. They explore the reasons that nations and ethnic groups so often see the world
in terms of “us versus them” and resort to armed conflict to settle their differences. They
investigate the mysteries of human memory, from people who can learn in mere minutes the
sequence of an entire deck of playing cards to why it is that some of us can’t remember the
four things we need to buy at the grocery store.
In short: Psychologists are interested in how ordinary human beings learn, remember,
solve problems, sense and interpret the world, feel emotion, and get along (or fail to get
along) with friends and family members. They are therefore as likely to study commonplace
experiences—rearing children, gossiping, the stress of rush hour traffic, daydreaming, mak-
ing love, and making a living—as exceptional ones.
If you have ever wondered what makes people tick, or if you want to gain insight into
your own behavior, then you are in the right course. We will begin every chapter of this text
with a survey question to prompt you to think about your own life and how it relates to the
topics we are about to explore. In this chapter, we asked if you are good at predicting how
people around you will behave. In the past, even at the start of the semester, a majority of
our students have said yes to this question. That’s great! But we promise that after taking
this course, you’ll be even better at this. And we also promise that by the end of this text, at
least one—and probably more!—assumptions about human nature that you’ve previously
relied upon will be proven to be more myth than truth.
 What Is Psychology? 3

1.1 Psychology, Pseudoscience,

and the Perils of Common Sense

Georgios Kollidas/123RF
To get a clear picture of this field, you need to know about its methods, its findings, and
its ways of interpreting information. We will get to all this; we promise. But first, let’s look
more closely at what psychology is, and equally importantly, what it is not.

1.1.A What Psychology Is

The Greek letter psi (pronounced like the
LO 1.1.A Define psychology, and describe how it addresses daily life from a scientific word sigh) is often used to represent the
perspective. discipline of psychology.

Psychology can be defined generally as the scientific discipline concerned with behavior
and mental processes and how they are affected by an organism’s physical state, mental psychology
state, and external environment. In many respects, psychology is the exploration of daily The discipline concerned with behavior
life experiences, preferences, and tendencies—psychologists investigate many of the same and mental processes and how they are
issues regarding human nature that you and your friends might discuss over coffee or while affected by an organism’s physical state,
out to dinner. But unlike these informal conversations, psychological science is inquiry mental state, and external environment.
based on research and empirical evidence, which is gathered by precise observation, exper-
imentation, and measurement. empirical
Accordingly, psychology is not just another name for common sense. Often, psycholog- Relying on or derived from observation,
ical research produces findings that directly contradict prevailing beliefs, and throughout experimentation, or measurement.
the chapters that follow, you will discover many of them. Are unhappy memories really
repressed and then accurately recalled years later, as if they had been recorded in perfect
detail in the brain? Do policies of abstinence from alcohol reduce rates of alcoholism? If you
play Beethoven to your infant, will your child become smarter? Can hypnosis help you ac-
curately remember your third birthday or allow you to perform feats that would otherwise
be impossible? Many people would answer these questions with a “yes,” but they would be
wrong. Watch the video Debunking Myths, Part 1 to see other common but mistaken beliefs.

Watch Debunking Myths, Part 1

Video

Indeed, at the start of an introductory psychology course, many students hold beliefs
that have been promoted in the popular culture, or are based on “common sense,” but that
are not scientifically supported. When two instructors gave their introductory psychol-
ogy students a list of such misconceptions in a true/false questionnaire on the first day of
class—a questionnaire consisting entirely of false statements—the students accurately de-
tected the false statements only 38.5 percent of the time, which is actually worse than chance
 4 Chapter 1

(Taylor & Kowalski, 2004). By the last week of class, however, when the students took a
Figure 1.1 Psychology: It’s Not Just
“Common Sense”
test containing all of the earlier items, their overall accuracy was much better: 66.3 percent
(see Figure 1.1). Although there was still room for improvement, the students had also lost
100 confidence in their remaining misconceptions, suggesting that they had learned one of the
most important lessons in science: Uncertainty about untested assumptions and beliefs is a
90
good thing.
80
Psychological findings need not be surprising to be important. Sometimes they vali-
Percent items correct

70 date common beliefs and then explain or extend them. Like all scientists, psychological re-
60 searchers strive not only to discover new phenomena and correct mistaken ideas, but also
50 to deepen our understanding of an already familiar world—for example, by identifying the
40 varieties of love, the origins of violence, the reasons different people can hear the same re-
30
corded sound in different ways, and why it is that a catchy musical rhythm can lift our
hearts. Fully understanding basic human processes that most people take for granted often
20
involves examining them in a new light, turning common wisdom on its head for a different
10
perspective, or shaking up cherished beliefs to see why and when they hold true. In fact,
0 psychology has this potential not only to shape how ordinary people view human nature,
Before After
psychology psychology but also to influence the thinking of researchers in other fields. We learn from analyses of
course course how often scientists in one discipline cite the work of scientists in other disciplines, that psy-
On the first day of class, students in an chology is a “hub science,” in that it serves as central link to surrounding research in many
introductory psychology course actually other fields (Cacioppo, 2013).
did worse than chance on a true/false If you don’t want to take our word for the importance and potential influence of
psychological information questionnaire. psychology—after all, we’re psychologists ourselves, so we might be just a tad biased here—
But by the end of the semester, after they
maybe you’ll be more persuaded by former U.S. president Barack Obama, who wrote in an
had learned to examine the scientific
evidence for their beliefs, their performance executive order in 2015 that “research findings from fields such as behavioral economics
had improved (Taylor & Kowalski, 2004). and psychology... can be used to design government policies to better serve the American
people.” You can learn more about the many ways psychology impacts daily lives in the
Source: Adapted from Taylor & Kowalski, 2004
following video, Asking the Tough Questions.

Watch Asking the Tough Questions

Video

1.1.B What Psychology Is Not

LO 1.1.B Explain what separates psychological science from pseudoscience, pop
psychology, and other sources of dubious claims regarding psychological issues.
Perhaps just as informatively, let’s consider what psychology is not. First, the psychological
science that you are about to study bears little relation to the popular psychology (“pop
psych”) often found in self-help books or on talk shows. In recent decades, the public’s appe-
tite for psychological information has created a huge market for “psychobabble”: pseudosci-
ence covered by a veneer of psychological language. Pseudoscience (pseudo means “false”)
promises quick fixes to life’s problems, such as resolving your unhappiness as an adult by
Another random document with
no related content on Scribd:
73. Why does the insect visit the flower?
74. Of what color are the flowers that need night-flying insects?
75. What can you say about the scattering of seeds?
76. How are some seeds blown about?
77. How do birds help in carrying seeds?
78. What is there about seeds to attract the birds?
79 What can you tell me of air-plants?
80. How do they get their nourishment?
81. Tell me something about water-plants.
82. What two shapes of leaves do some water-plants have?
83. Of what shape are most of the leaves that grow under water?
84. Why do they have these fringe-like shapes?
85. Of what shape are leaves that lie upon the water?
86. What kind of leaves have plants that grow in sand?
87. What use do these leaves serve?
88. Why are most plants that grow in sand prickly?
89. What can you tell me of a cactus-plant?
90. What long name have animal-eating plants?
91. What kind of living things do these plants catch and eat?
92. Tell me about the sun-dew.
93. Tell me about the Venus’s fly-trap.
94. Tell me about the pitcher-plant.
95. How do plants foretell changes in the weather?
96. What plants are the best weather prophets?
97. What is the reason of this closing before rain?
98. Of what use is this habit to the flower or seed?
99. Describe a flower clock.
100. Tell me about the hours when some plants open and close.
101. Will these hours of opening change with the time of year?
102. What is it that causes this opening and shutting?
103. Tell me about the sleep of leaves.
104. Of what use is this sleep to the plants?

II.
1. Describe a grasshopper.
2. What is the meaning of his various names?
3. How does the grasshopper make his music?
4. What can you say of Mrs. Grasshopper’s sword?
5. Do all grasshoppers live in the grass?
6. Are the head and chest of an insect in the form of rings?
7. To what order does the grasshopper belong?
8. How many straight-wing families are there?
9. How are they sometimes divided?
10. Tell me about the grasshopper’s legs.
11. Describe his wings.
12. What do grasshoppers eat?
13. Where are the grasshopper’s eggs laid?
14. Tell me how the grasshopper changes from egg to full-grown
grasshopper.
15. Can you tell me of any of his queer ways?
16. Describe some grasshoppers to me.
17. Does the grasshopper migrate?
18. Does the grasshopper live alone?
19. What insect is the robber cousin of the grasshopper?
20. Tell me how a locust differs from a grasshopper.
21. What can you tell me of the numbers of locusts?
22. Tell me what harm locusts do.
23. What means are taken to destroy them?
24. What can you say about their size and color?
25. What insect is the grasshopper’s merry cousin?
26. Describe a cricket.
27. What three kinds of crickets are there?
28. What difference is there between the house and field cricket?
29. What will crickets eat and drink?
30. Tell me how the cricket plays his tunes.
31. Tell me about the life of a field cricket.
32. Describe a mole cricket.
33. Describe a mole cricket’s nest.
34. Tell me something of the mole cricket’s habits.
35. What is it that makes the mole cricket shine sometimes?
36. Why has the mole cricket been called the earth crab?
37. In what is the mole cricket like a mole?

III.
1. To what order of insects do the frog-hoppers belong?
2. What can you tell me about insects of this order?
3. Will you mention some of them?
4. What can you say about their wings?
5. How does the little frog-hopper make the ball of foam?
6. Of what use to him is this ball of foam, or froth?
7. What does the scale bug make for his covering, instead of froth?
8. Which is the largest insect of this order?
9. What name has he besides cicada?
10. Which of the insects of this order is the ant’s cow?
11. Which one carries a light?
12. On what food do all hoppers feed?
13. Where does the cicada lay her eggs?
14. Why does she not put them in a living branch?
15. How does she make the hole in which to put her eggs?
16. Where do the larvæ of the cicada live?
17. What kind of weather does the cicada like?

IV.
1. To what insect order do moths and butterflies belong?
2. How do the feelers of butterflies differ from those of moths?
3. How does the butterfly hold its wings, while at rest?
4. Which side of the butterfly’s wings is more gayly colored?
5. Why is this?
6. How does the moth hold its wings while resting?
7. What are the butterfly’s wings often called?
8. Which has the thicker body, a butterfly or a moth?
9. Which has the more furry coat?
10. Which usually flies by night?
11. Do butterflies ever fly by night?
12. What is the food of these insects?
13. How do bees get honey from flowers?
14. How do they carry this tube when it is not in use?
15. Will you describe this tube?
16. What can you say of the butterfly’s legs and feet?
17. Will you describe the wings of a butterfly?
18. Why is the butterfly the best partner of the flower?
19. Why have butterflies been so much studied?
20. Where are the eggs of butterflies laid?
21. Tell me about butterfly eggs.
22. What is the creature called that comes from a butterfly’s egg?
23. Describe a caterpillar.
24. What is the first act of a caterpillar, after leaving the egg?
25. What does the caterpillar eat?
26. What can you tell me of the horns of the caterpillar of the
swallow-tail butterfly?
27. Why is this butterfly called by this name?
28. What is a girdle caterpillar?
29. How does the caterpillar pass into the pupa state?
30. What, then, is a caterpillar? (It is a butterfly larva.)
31. What effect has the weather on the pupa state?
32. Tell me how the butterfly leaves the pupa case.
33. How does a butterfly spend its time?
34. What does it do in bad weather?
35. Do any butterflies live over winter?
36. How do some caterpillars make a house for the winter?
37. Where is the silk-spinner of a caterpillar?
38. Why does a caterpillar make that sidewise motion with his head?
39. How do some caterpillars build a home for summer?
40. How do some spin or weave a hammock?
41. What can you tell me of the colors of butterflies?
42. Why are these insects called scale-winged insects?
43. What can you tell me of the hawk-moth?
44. In what is it like a humming-bird?
45. Why is one moth called a death’s-head moth?
46. Tell me about the wasp moth.
47. Where does it stay in the pupa state?
48. What is the bombyx?
49. Tell me all you can about the silk-worm.
50. Does the silk-worm moth ever eat?
51. Tell me about its caterpillar and its cocoon.
52. Which moth destroys furs and woollen goods?
53. Tell me about the tinea.
54. What can you tell me of the beauty of moths?
55. How can you capture moths to study or to keep?

V.
1. What is a bird?
2. How are eggs hatched?
3. On what plan is a bird built?
4. What can you say of a bird’s bones?
5. What can you tell me about a bird’s neck?
6. How do the bird’s bones help to keep it up in the air?
7. What shape is the breast-bone of flying birds?
8. What is the shape of the breast-bone of birds that do not fly?
9. In which part of the bird’s wing is the chief length?
10. Which is the short bone of the leg?
11. How many toes have most birds?
12. What is a bird’s beak?
13. Have birds any teeth?
14. What have they instead of teeth, for grinding their food?
15. What are a bird’s short feathers called?
16. Are any places on the body bare of feathers, and why?
17. What can you say of the large feathers?
18. Can birds move their feathers?
19. What else can you tell me about feathers?
20. Why do birds preen or dress their feathers?
21. What can you tell me about the feet of water birds?
22. What can you say about wading birds?
23. What kind of a bill has a duck?
24. How and why does it differ from a hen’s bill?
25. How are the beaks of fish-eating birds formed?
26. What can you learn of a bird’s habits from examining its feet and
beak?
27. What can you tell me about the ostrich?
28. Why is the pigeon such a thirsty bird?
29. How does a swallow feed?
30. Tell me of the shrike, or butcher bird.
31. What different kinds of food do birds eat?
32. What can you tell me of the woodpecker family?
33. Will you tell me how and why birds migrate?
34. Tell me the history of the bobolink.
35. Describe an oriole’s nest.
36. Tell me about a humming-bird’s nest.
37. How do some birds ornament their nests?
38. Do birds ever build a roof over their nests?
39. What are some of our best singing birds?
40. What can you tell me of the blue jay?
41. Tell me how birds care for and defend their young.
42. What birds lay eggs in other birds’ nests?
43. What are some of the enemies of birds?
44. What birds can be called street and field cleaners?
45. Tell me any curious things you have seen or heard about birds.
46. Mention some of the lost birds.
47. How did these birds become extinct?
48. What are the different families of the parrot tribe?
49. In what countries do parrots live?
50. What can you say of their food and habits?
51. Where do canaries come from?
52. Of what color are they in their wild state?

VI.
1. On what plan is a fish built?
2. In what element do fishes live?
3. Where do you suppose men got their first boat patterns?
4. What fish is usually described as a pattern fish?
5. Will you describe a perch?
6. What part answers to the boat’s prow?
7. What part serves for a rudder?
8. How many fins has a perch, and where are they?
9. Which fin is used chiefly for motion?
10. What can you tell me of the eyes of the fish?
11. What use do the gills of a fish serve?
12. What does a fish breathe?
13. Does the fish need oxygen or carbon?
14. How does it get oxygen from the water?
15. Why do fish pant and struggle when taken from the water?
16. What fishes will live longest out of water?
17. What causes the fish taken out of water to die?
18. Where and what is the bladder of the fish?
19. Tell me about the backbone of the fish.
20. What can you say of the other bones of a fish?
21. What do you know about the scales?
22. What senses have fish?
23. How many senses have you? Name them.
24. What kind of blood have fish?
25. Is a whale a fish? What is it?
26. What are some of the largest fishes?
27. What are some of the smallest?
28. Do fishes differ much in form?
29. How do they differ in regard to their eyes?
30. What fishes have no scales?
31. What do some fish have instead of scales?
32. Will you describe fish of the ray family?
33. Describe flat fish.
34. What other odd forms of fish do you remember?
35. Tell me about some queer forms of fish heads and noses.
36. What are some of the weapons of fish?
37. For what do they use these weapons?
38. What can you tell me about the breast fins of fish?
39. To what do the breast fins sometimes change?
40. How are fishes able to climb trees?
41. What do you know about flying fish?
42. What are barbels?
43. What fishes have barbels?
44. Where do the fin family live?
45. How are sea fishes divided?
46. Do fishes ever go from salt to fresh water?
47. For what reason do some fish leave the sea and ascend rivers?
48. Tell me how air is put into tanks of water for fish.
49. How do fish behave if they have not enough air?
50. How does air get into the water of seas, lakes, and rivers?
51. How do fish sometimes help themselves to surface air?
52. What do fishes eat?
53. What is the basking of fish?
54. How are fishes kept in glass tanks?
55. Tell me of some of the queer ways of fish.
56. What about the fighting of fish?
57. How does a fish act when he darts after his food?
58. What are fish eggs called before they are laid?
59. What are they called when first dropped in the water?
60. What are the little fish called soon after they hatch?
61. What do we mean by a school, or shoal, of fish?
62. What can you tell me about skate and dog-fish eggs?
63. How will you know the egg-sacs of a skate from those of a dog-
fish?
64. How do the mackerel and herring leave their eggs?
65. What can you say of the numbers of the eggs of fish?
66. What kind of a nest does the trout make for her eggs?
67. Where and when can you find perch eggs?
68. What can you tell me of the shape and colors of scales?
69. What can you tell me of the scales of the side line of the fish?
70. Of what use is this slipperiness to a fish?
71. Why is it hard for a bird or fish to get a partly swallowed fish from
its throat?
72. Tell me about some pretty fish.
73. Have all fishes teeth?
74. What can you say of the number of teeth in many fishes?
75. Where are these teeth set?
76. What do the French call “teeth in velvet”?
77. What can you tell me about the shape of fish teeth?
78. What kind of a fish is a stickleback?
79. How have some of his fins changed?
80. Tell me about the way sticklebacks can be caught.
81. Tell me something of their habits.
82. How does the stickleback build his home?
83. What do the eggs look like?
84. How does this little father take care of his family?
85. What is one of our largest river fish?
86. How are sturgeon often caught?
87. What do the Russians make from sturgeon?
88. What kind of candles do the Cossacks often have?
89. What are some of the things made from the shark?
90. What can you tell me about the shark?
91. Of what use are fish?
92. How can you learn more about fish?
93. Why in these Readers have you been told a little of many things?
94. Do you think you know a little about how to use your eyes as you
go about the world?
 Transcriber’s note
Minor punctuation errors have been changed
without notice. Inconsistencies in hyphenation have
been standardized. The following printer errors have
been changed.
CHANGED FROM TO
“convovulus had its “convolvulus had its
Page 84:
long” long”
“the star of “the Star of
Page 87:
Bethlehem” Bethlehem”
“leaf up all in a “leaves up all in a
Page 88:
bunch” bunch”
“see Miss “see Mrs.
Page 106:
Grasshopper’s” Grasshopper’s”
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