Real World Psychology 3Rd Edition Full Chapter

(eBook PDF) Real World Psychology
3rd Edition
Visit to download the full and correct content document:
https://ebooksecure.com/download/ebook-pdf-real-world-psychology-3rd-edition/
Contents
PREFACE xii Hormones and the Endocrine System 47
STH Scientific Thinking Highlight
ACKNOWLEDGMENTS xviii Can Neuroscience Help Kids (and Adults)
WHAT’S NEW IN REAL WORLD PSYCHOLOGY, Make Better Choices? (APA Goal 2.1) 49
THIRD EDITION? xxi 2.2 Nervous System Organization 50
Central Nervous System (CNS) 50
1 The Science of Psychology 1
2.3
Peripheral Nervous System (PNS) 54
A Tour Through the Brain 57
Biological Tools for Research 57
1.1 What Is Psychology? 2
PP Practical Application: PositivePsych
Psychology and Scientific Thinking 2
How Does Positivity Affect Your Brain?
Psychology’s Origins 4 (APA Goal 1.3) 59
Modern Psychology 6 Brain Organization 59
PP Practical Application: PositivePsych 2.4 The Cerebral Cortex 64
What Makes Us Happy? (APA Goal 1.3) 7
Lobes of the Brain 64
Careers and Specialties in Psychology 9 RC Scientific Thinking: Research Challenge
GCD Gender and Cultural Diversity
Phineas Gage—Myths Versus Facts
Biopsychosocial Forces and Acculturative Stress
(APA Goal 2.4) 66
(APA Goal 2.5) 10 Practical Application Highlight
PAH
1.2 Scientific Research 12 Can You Use Your Frontal Lobes to
Psychology’s Four Main Goals 12 Train Your Brain? (APA Goal 1.3) 67
Basic and Applied Research 13 Two Brains in One? 69
The Scientific Method 13 Q Test Your Critical Thinking
STH Scientific Thinking Highlight Summary/Key Terms
Psychology and the Replication Crisis
(APA Goal 2.1) 17
Psychology’s Research Ethics 17 3 Stress, Coping, and Health
1.3 Psychology’s Research Methods 20
Descriptive Research 20
Psychology 73
Correlational Research 21 3.1 Understanding Stress 74
Experimental Research 25 Sources of Stress 74
General Research Problems and Safeguards 27 Reactions to Stress 79
RC Scientific Thinking: Research Challenge
Benefits of Stress 83
Is Happiness Defined by Your Social Class?
3.2 Stress and Illness 85
(APA Goal 2.4) 30
Gastric Ulcers 85
1.4 Secrets of Student Success 31
Cancer 85
Study Habits 32
Cardiovascular Disorders 86
Time Management 34
Practical Application Highlight
PAH Chronic Pain 86
Tips for Grade Improvement (APA Goal 1.3) 36 Posttraumatic Stress Disorder (PTSD) 88
Q Test Your Critical Thinking Practical Application Highlight
PAH
Summary/Key Terms Helping Someone with PTSD (APA Goal 1.3) 90

3.3 Stress Management 91
2 Neuroscience and Biological Cognitive Appraisal 91

Personality and Individual Differences 93
Foundations 39 Resources for Healthy Living 94
2.1 Neural and Hormonal Processes 40 Mindfulness and Your GPA (APA Goal 1.3) 94
Understanding the Neuron 40 RC Scientific Thinking: Research Challenge
Communication Within the Neuron 41 Exercise, Mental Health, and Team Sports
Communication Between Neurons 43 (APA Goal 2.4) 95
vi
CONT ENTS vii
3.4 Health Psychology 98 Why Do We Sleep and Dream? 146

What Does a Health Psychologist Do? 98 GCD Gender and Cultural Diversity
Health Psychology at Work 99 Dream Similarities and Variations
GCD Gender and Cultural Diversity (APA Goal 2.5) 149
Can Job Stress Be Fatal? (APA Goal 2.5) 100 Sleep–Wake Disorders 149
Q Test Your Critical Thinking 5.3 Psychoactive Drugs 153
Summary/Key Terms Understanding Psychoactive Drugs 153
PAH
4 Sensation and Perception 104

Hidden Costs of Addiction (APA Goal 1.3) 156
Four Drug Categories 156
4.1 Understanding Sensation 105
Can Alcohol Improve Your Foreign
Sensation versus Perception 105 Language Skills? (APA Goal 2.4) 159
Processing 106 Club Drugs 162
Psychophysics 107 5.4 Meditation and Hypnosis 163
Sensory Adaptation 109 Meditation 163
4.2 How We See and Hear 111 PP Practical Application: PositivePsych
Vision 112 Can Meditation Increase Helping Behaviors?
Hearing 115 (APA Goal 1.3) 165
4.3 Our Other Important Senses 119 Hypnosis 165
Smell and Taste 119 Q Test Your Critical Thinking
The Body Senses 121 Summary/Key Terms
Can Bouncing a Baby Increase
Helping Behaviors? (APA Goal 1.3) 123
6 Learning 169
4.4 Understanding Perception 124 6.1 Classical Conditioning 170
Selection 124 Beginnings of Classical Conditioning 171
Organization 126 Principles of Classical Conditioning 174
6.2 Operant Conditioning 179
Are the Gestalt Laws Universally True?
Beginnings of Operant Conditioning 180
(APA Goal 2.5) 128
Reinforcement versus Punishment 181
Interpretation 130
PAH
Using Reinforcement and Punishment Effectively
Perceptual Set, Patients’ Race, and Quality of
Medical Care (APA Goal 2.4) 132
(APA Goal 1.3) 185
Science and ESP 133
Should You Use Food or Praise to Train Your Dog?
PAH
Why Do So Many People Believe in ESP?
(APA Goal 2.4) 186
Principles of Operant Conditioning 186
(APA Goal 1.3) 133
Wealth, Affirmative Action, and College Admission
Can Your Astrological Sign Predict Crime?
(APA Goal 2.1) 191
(APA Goal 2.1) 134
6.3 Cognitive-Social Learning 192
Q Test Your Critical Thinking
Insight and Latent Learning 193
Summary/Key Terms
Observational Learning 194
5 States of Consciousness 137 The Impressive Powers of Prosocial Media
(APA Goal 1.3) 195
5.1 Understanding Consciousness 138 GCD Gender and Cultural Diversity
Selective Attention 138 Learning, Scaffolding, & Culture
Levels of Awareness 139 (APA Goal 2.5) 196
STH Scientific Thinking Highlight 6.4 Biology of Learning 197
The Dangers of Distraction (APA Goal 2.1) 140 Neuroscience and Learning 197
5.2 Understanding Sleep and Dreams 142 Evolution and Learning 199
Circadian Rhythms and Sleep 142 Q Test Your Critical Thinking
Stages of Sleep 144 Summary/Key Terms
viii CO N T E N TS
7 Memory 203
Language Theories 250
Language Development 251
7.1 The Nature of Memory 204
Can Your Nonverbal Language Reveal Your Roots?
Memory Models 204
(APA Goal 2.5) 253
Human and Non-Human Animal Language 254
Can Taking Photos Impair Our Memories?
(APA Goal 2.4) 207
Why Talk or Read to Babies?
Stage 1: Sensory Memory 208 (APA Goal 1.3) 254
Stage 2: Short-Term Memory (STM) 209 8.3 Intelligence 256
Stage 3: Long-Term Memory (LTM) 210 The Nature of Intelligence 257
Measuring Intelligence 257
Memory and Age-Related Happiness
Extremes in Intelligence 259
(APA Goal 1.3) 211
8.4 Intelligence Controversies 261
7.2 Forgetting 216
Nature, Nurture, and IQ 261
Ebbinghaus’s Forgetting Curve 216
Group Differences in IQ Scores 263
Theories of Forgetting 217
Multiple Intelligences 266
Factors Involved in Forgetting 218
Artificial Intelligence (AI) and Emotional
Can Culture Affect Our Memories? Intelligence (EI) 267
(APA Goal 2.5) 220
7.3 Biological Bases of Memory 222 Should We Teach EI in Schools?
(APA Goal 2.1) 269
Synaptic and Neurotransmitter Changes 222
Memory Processing and Storage 222
Summary/Key Terms/Solutions
Emotional Arousal and Memory 223
The Biology of Memory Loss 225
7.4 Memory Distortions and Improvement 228 9 Life Span Development 273
Understanding Memory Distortions 229
Eyewitness Testimony 229 9.1 Studying Development 274
False versus Repressed Memories 230 Theoretical Issues 274
STH Scientific Thinking Highlight RC Scientific Thinking: Research Challenge
Why False versus Repressed Memories Matter Deprivation and Development
(APA Goal 2.1) 233 (APA Goal 2.4) 275
PAH Research Approaches 276
Tips for Memory Improvement
(APA Goal 1.3) 234 Should Diversity Affect Research?
Q Test Your Critical Thinking (APA Goal 2.5) 278
9.2 Physical Development 279
Summary/Key Terms
Prenatal Development 280
Early Childhood Development 283
8 Thinking, Language, and STH Scientific Thinking Highlight
Intelligence 238 Vaccination and Herd Immunity
(APA Goal 2.1) 284
8.1 Thinking 239 Adolescence 287
Cognitive Building Blocks 239 Adulthood 289
Problem Solving 241 Practical Application Highlight
PAH
PAH Aging—It’s Mostly Good News. (APA Goal 1.3) 291
Tips for Improved Problem Solving 9.3 Cognitive Development 293
(APA Goal 1.3) 245 Stages of Cognitive Development 294
Creativity 245 Evaluating Piaget 298
RC Scientific Thinking: Research Challenge 9.4 Social-Emotional Development 301
Is Creativity Linked with Psychological Disorders? Attachment 301
(APA Goal 2.4) 248 PP Practical Application: PositivePsych
8.2 Language 249 Adults Need Hugs Too (APA Goal 1.3) 302
Language Characteristics 249 Parenting Styles 304
CONT ENTS ix
Moral Development 306 Eating Problems and Disorders 362

GCD Gender and Cultural Diversity Achievement Motivation 364
Can Diversity Affect Moral Development? Extrinsic versus Intrinsic Motivation 365
(APA Goal 2.5) 308 STH Scientific Thinking Highlight
Personality Development 309 Do Losers Sometimes Actually Win?
Q Test Your Critical Thinking (APA Goal 2.1) 366
Summary/Key Terms 11.3 Components and Theories of Emotion 368
Three Components of Emotion 368
10 Sex, Gender, and Sexuality 314
Three Theories of Emotion 371
Can Fake Smiling Lead to Heavy Drinking?
10.1 Studying Human Sexuality 315
(APA Goal 2.4) 374
Early Studies 315
11.4 Experiencing Emotions 376
Modern Research 316
Culture and Evolution 376
Psychosocial Factors and Emotion 376
Why Do Men and Women Lie About Sex?
(APA Goal 2.4) 317 The Polygraph as a Lie Detector 378
Does Your Smile Tell Others Where You’re From?
Sexuality Across Cultures
(APA Goal 2.5) 317 (APA Goal 2.5) 379
10.2 Sexual Identity and Behavior 319 The Psychology of Happiness 380
PAH
Describing Sex and Gender 320
Five Tips for Increased Happiness
Explaining Sex and Gender 325
(APA Goal 1.3) 381
Sexual Orientation 326 PP Practical Application: PositivePsych
Sexual Arousal and Response 328 Can Long-Distance Relationships Survive?
10.3 Sexual Disorders and Problems 331 (APA Goal 1.3) 382
Paraphilic Disorders 331 Q Test Your Critical Thinking
Sexual Dysfunctions 332 Summary/Key Terms
Can Political Affiliation Predict Sexual Behavior?
(APA Goal 2.1) 336 12 Personality 385
Sex Therapy 336
Sexually Transmitted Infections (STIs) 338 12.1 Understanding Personality 386
PP Practical Application: PositivePsych What Is Personality? 386
Can Good Moods Lead to Safer Sex? GCD Gender and Cultural Diversity
(APA Goal 1.3) 339 Can Culture Affect Your Personality?
10.4 Real World Sexuality 341 (APA Goal 2.5) 387
Sexual Victimization 341 Biological Contributors to Personality 388
Sexual Communication 344 Measuring Personality 390
PAH
12.2 Psychoanalytic/Psychodynamic
Preventing Sexual Violence
Theories 396
(APA Goal 1.3) 345 Freud’s Psychoanalytic Theory 396
Conflict Resolution 347 Psychodynamic/Neo-Freudian
Q Test Your Critical Thinking Theories 401
Summary/Key Terms Evaluating Psychoanalytic Theories 402
12.3 Trait Theories 403
Early Trait Theorists 403
11 Motivation and Emotion 353 Modern Trait Theory 404
Evaluating Trait Theories 406
11.1 Theories of Motivation 354 RC Scientific Thinking: Research Challenge
Biological Theories 354 Do Non-Human Animals Have Unique Personalities?
Psychological Theories 357 (APA Goal 2.4) 407
Biopsychosocial Theories 358 Practical Application Highlight
PAH
11.2 Motivation and Behavior 359 Can (and Should) We Improve Our Personality Traits?
Hunger and Eating 359 (APA Goal 1.3) 410
x CO N T E N TS
12.4 Humanistic Theories 411 PP Practical Application: PositivePsych

Rogers’s Theory 411 Promoting Resilience in Children and Adults
Maslow’s Theory 412 (APA Goal 1.3) 456
Evaluating Humanistic Theories 413 Q Test Your Critical Thinking
12.5 Social-Cognitive Theories 414 Summary/Key Terms
Bandura’s Theory 414
PP Practical Application: PositivePsych 14 Therapy 460
Self-Efficacy in Daily Life
(APA Goal 1.3) 415 14.1 Talk Therapies 461
Rotter’s Theory 415 Psychoanalysis/Psychodynamic
Evaluating Social-Cognitive Theories 416 Therapies 462
STH Scientific Thinking Highlight Humanistic Therapies 464
Could You Pass the Stanford Marshmallow Test? Cognitive Therapies 466
(APA Goal 2.1) 416 14.2 Behavior Therapies 470
Q Test Your Critical Thinking Classical Conditioning 470
Summary/Key Terms Operant Conditioning 472
Observational Learning 472
13 Psychological Disorders 420 14.3 Biomedical Therapies 475
Psychopharmacology 476
13.1 Understanding Psychological Disorders 421 STH Scientific Thinking Highlight
Describing and Explaining Psychological Do Psychedelic Drugs Lead to psychosis?
Disorders 421 (APA Goal 2.1) 478
PAH Electroconvulsive Therapy and
Myths, Stigma, and Discrimination in Mental Illness Psychosurgery 479
(APA Goal 1.3) 422 14.4 Psychotherapy in Perspective 483
Classifying Psychological Disorders 425 Therapy Goals and Effectiveness 483
13.2 Anxiety Disorders 428 RC Scientific Thinking: Research Challenge
Describing Anxiety Disorders 428 Can Simple Self-Compassion Improve
Explaining Anxiety Disorders 430 Your Mental and Physical Health?
13.3 Depressive and Bipolar Disorders 433 (APA Goal 2.4) 485
Describing Depressive and Bipolar Therapy Formats 485
Disorders 433 RC Scientific Thinking: Research Challenge
Explaining Depressive and Bipolar Disorders 435 Can Watching Movies Prevent Divorce?
RC Scientific Thinking: Research Challenge (APA Goal 2.4) 487
Head Injuries and Depression Institutionalization 488
(APA Goal 2.4) 436 GCD Gender and Cultural Diversity
13.4 Schizophrenia 438 How Do Culture and Gender Affect Psychotherapy?
Symptoms of Schizophrenia 439 (APA Goal 2.5) 489
Classifying Schizophrenia 440
Using Psychology to Promote Mental Health
Explaining Schizophrenia 440
(APA Goal 1.3) 490
13.5 Other Disorders 443
PAH
Neurodevelopmental Disorders 443 Tips for Finding a Therapist
(APA Goal 1.3) 492
Do We All Have ADHD? (APA Goal 2.1) 444
Obsessive-Compulsive Disorder (OCD) 446
Summary/Key Terms
Dissociative Disorders 447
Personality Disorders 447
13.6 Key Issues in Psychological Disorders 450 15 Social Psychology 496
Gender and Cultural Effects 450
GCD Gender and Cultural Diversity 15.1 Social Cognition 497
Avoiding Ethnocentrism Person Perception 498
(APA Goal 2.5) 452 Attributions 498
Suicide 452 Attitudes 501
Adverse Childhood Experiences (ACEs) 455 Prejudice 504
CONT ENTS xi
STH Scientific Thinking Highlight Interpersonal Attraction 530

Have Women Really “Come a Long Way, Baby”? Practical Application Highlight
PAH
(APA Goal 2.1) 508 What Are the Secrets to Enduring Love?
RC Scientific Thinking: Research Challenge (APA Goal 1.3) 534
Can a 10-Minute Conversation Reduce Prejudice? Q Test Your Critical Thinking
(APA Goal 2.4) 511 Summary/Key Terms
15.2 Social Influence 512
Conformity 512 A PPE NDIX A Statistics and Psychology A-1
How Does Culture Affect Our Personal Space?
A PPE NDIX B Answers to Self-Test Retrieval
(APA Goal 2.5) 514 Practice Questions and Research
Compliance 514 Challenges B-1
Obedience 516
Group Processes 520 GLOSSARY G-1
15.3 Social Relations 524
Aggression 524 REFERENCES R-1
Altruism 526
PP Practical Application: PositivePsych NAME INDEX NI-1
Would You Donate a Kidney to a Stranger?
(APA Goal 1.3) 529 SUBJECT INDEX SI-1
Preface
Have you ever wondered why certain images (like
this chameleon) are chosen for the cover of a book?
Given that many students come to their first psy-
chology class with far too many misconceptions
and limited notions about psychology, themselves,
and human nature in general, our core mission
is to demonstrate how psychological science can
expand and change their minds, hearts, and views
of the world around them. Therefore, we chose
Kuttelvaserova Stuchelova/Shutterstock.com
a chameleon as our “brand image” because of

its well-known ability to change color, and for its
360-degree range of vision!
Why did we choose “Real World Psychology” as
the title of our book? Although students may have
numerous misconceptions about psychology, we
know that most of them are truly interested in the
field. However, in our fast-paced, modern society,
they also face enormous pressures from their work,
families, friends, and life in general. To capture and
hold their attention, we cover all the essentials of
psychology, while emphasizing “hot topics” based
on fascinating scientific research with practical applications to their everyday lives, hence
our title—Real World Psychology!
Thankfully, our readers seem to really enjoy our approach. Both students and profes-
sors have written emails and letters expressing how much they appreciate our writing style
and how they feel like the book spoke directly to them. Two of their most frequent, and our
most treasured, compliments were:
“The real-life examples and FUN activities and visuals (see cartoon) in Real World
Dave Coverly/The Cartoonist Group
Psychology made the material easy to understand and helped me apply the infor-
mation to my personal situations.”
“It’s clear that the authors really love their field and truly care about their readers.”
As you can see, we feel passionate about our third edition and we’re eager to hear from
all instructors and students. If you have suggestions or comments, please feel free to con-
tact us directly: Catherine Sanderson (casanderson@amherst.edu) and Karen Huffman
(khuffman@palomar.edu).
Note to Instructors
Welcome to the third edition of Real World Psychology! If you are reading this, and have used
one or more of our previous editions, or are considering an adoption for the first time, we
want to offer our sincere appreciation. We’ve received emails and texts from many of you,
and we’re honored by the enthusiastic responses to our text.
In response to your questions, and the continuing challenges of teaching, we’ll
address three of the most common and pressing issues, and how we’ve addressed them
in this third edition.
xii
PREFACE xiii
1. “How can using Real World Psychology increase active

learning, student engagement, and motivation?”
Research clearly shows that active learning, student engagement and motivation are essen-
tial to student (and professor success). And, beginning with our first edition, these three items
have always been our primary goal! As you’ll see throughout the text, we’ve done everything
we can to promote active learning and to engage and inspire our readers. For example:
• Each chapter begins with six, intriguing [AQ] Application Questions that are directly related
to that chapter’s specific content. Reviewer and student comments agree that they are a
great way to grab student interest and motivation for reading the chapter’s material. Spe-
cial icons (e.g., [AQ1]) appear in the text to alert readers where answers to the questions
are addressed. See the sample below.
Kuttelvaserova Stuchelova/Shutterstock.com
CHAPTER 1
The Science of
Psychology
Real World Application Questions [AQ]
Things you’ll learn in Chapter 1

[AQ1] Does your ethnicity affect the type of questions you’re asked in a
job interview?
[AQ2] Can strength training decrease depression?
[AQ3] Can a diet high in fats and sugars impair learning and memory?
[AQ4] Does spending more time on Instagram decrease your psychologi-
cal well-being?
Sunshine Seeds/Shutterstock.com
[AQ5] Is there a correlation between years of education and physical

health?
[AQ6] What are the best study techniques for improving your exam
performance?
Throughout the chapter, look for [AQ1]–[AQ6] icons. They indicate where the
text addresses these questions.
C H A PT E R OUTLINE
1.1 What Is Psychology? 2 1.3 Psychology’s Research Methods 20

• Psychology and Scientific Thinking • Descriptive Research
• Psychology’s Origins • Correlational Research
• Modern Psychology • Experimental Research
PP Practical Application: PositivePsych • General Research Problems and Safeguards
What Makes Us Happy? (APA Goal 1.3)
• Careers and Specialties in Psychology Is Happiness Defined by Your Social Class?
GCD Gender and Cultural Diversity (APA Goal 2.4)
Biopsychosocial Forces and Acculturative Stress
1.4 Secrets of Student Success 31
(APA Goal 2.5)
• Study Habits
1.2 Scientific Research 12
• Time Management
• Psychology’s Four Main Goals
PAH Practical Application Highlight
• Basic and Applied Research Tips for Grade Improvement
• The Scientific Method (APA Goal 1.3)
Psychology and the Replication Crisis (APA Goal 2.1)
• Psychology’s Research Ethics 1
as naturally positive and growth
positive psychology—the study of optimal human functioning (Diener & Tay, 2015; Sanderson, seeking; it emphasizes free will
2019; Seligman, 2003, 2018). For an example of how this research has direct, practical appli- and self-actualization.
cations, see the PP PositivePsych. (Recognizing the increasing research focus on positive Positive psychology The study
xiv PR E FAC E psychology, as well as its direct applicability to the real world and your everyday life, we have of optimal human functioning;
included a special PositivePsych feature in each chapter of this text. We hope you enjoy them.) emphasizes positive emotions,
traits, and institutions.
Cognitive
• Given thePerspective
well-known One student interest
of the most and
influential motivation
modern approaches,related to practical
the cognitive Cognitiveapplications,
perspective as
perspective, emphasizes the mental processes we use in thinking, knowing, remembering, and A modern approach to psychol-
well as the (Farmer
communicating increasing
& Matlin,public demand
2019; Greene, for mental
2016). These increased scientific
processes thinking,ogywe
include perception, thatinclude four
focuses on the spe-
mental
processes used in thinking,
cial features in each chapter dedicated to these two topics. See the samples below. and
knowing, remembering,
communicating.
What Makes Us Happy? In addition, contrary to the popu-

lar belief that “money buys happiness,”
(APA Goal 1.3) Describe applications of psychology research shows that once we have enough
One of the most consistent findings in positive psychology is that income to meet our basic needs, addi-
other people make us happy. “Simply” building and maintaining tional funds do not significantly increase
relationships tends to significantly improve our overall happiness our levels of happiness and well-being
kali9/E+/Getty Images
and well-being (Diener & Tay, 2015; Galinha et al., 2016; Lee & Kawa- (Kushlev et al., 2015; Whillans & Mac-
chi, 2019). As shown in the photo, even just talking with strangers chia, 2019). Furthermore, when adults
leads to higher levels of happiness. Researchers who asked riders are given money and told to spend it on
on trains and buses to either quietly sit alone or talk to a stranger others, they experience higher levels of
found that those who talked to a stranger reported more positive happiness than do those who are told to
feelings than those who sat alone (Epley & Schroeder, 2014). spend it on themselves (Dunn et al., 2008).
508 C H A PT E R 1 5 Social Psychology 36 CHAPTER 1 The Science of Psychology
STH Scientific Thinking Highlight PAH Practical Application Highlight
Have Women Really “Come a Long Way, Baby”? Tips for Grade Improvement and make sure you
Wrong to
have recorded your wrong answer
(APA Goal 1.3) Describe applications of psychology answers correctly. 22%
Wrong to
(APA Goal 2.1) Use scientific reasoning to interpret In combination with the previous study habit and time manage- Also, bear in mind wrong Right to
right answer
answer
57.8%
psychological phenomena ment tips, the following strategies are virtually guaranteed to that information rele- 20.2%
improve your overall grade point average (GPA) in all your college vant to one question is
In the 1960s, when the feminist movement was gaining in strength
classes and your mastery of the material. often found in another
and popularity, and attitudes toward women’s rights were shift- test question. Do not
1. Refuse to multitask on new or complex material. Are you
ing, the Virginia Slims tobacco company attempted to capitalize hesitate to change an FIGURE 1.20 Should you change
one of the many students who believe that doing more than
on that change. Using their own form of cognitive retraining and one task at a time makes you more effective? If so, you’ll be answer if you get more your answers? Research clearly
classical conditioning (Chapter 6), they created clever ads that surprised to know that this so-called “multitasking” is actu- information—or even if shows that answer changes that
paired smoking their brand of cigarettes with being independent, ally just “task-switching,” and that it clearly decreases overall you simply have a bet- go from a wrong to a right answer
stylish, confident, and liberated. Their campaign line, “You’ve performance and productivity—particularly for new or com- ter guess about an an- (57.8 percent) greatly outnumber
plex tasks (Aagaard, 2019; Bender et al., 2017; Ralph et al., swer. Contrary to the those that go from a right to a wrong
come a long way, baby,” remains one of the most famous in U.S.
2019). As you discovered earlier in the section on active belief held by many answer (20.2 percent).
history (see photo).
reading and the Test Yourself Stroop test, switching from one students (and faculty)
But is this true? Women have definitely made considerable Source: Benjamin et al., 1984.
task to another (reading a word while trying to state its color) that “your first hunch
gains, including laws protecting them from domestic violence and is your best guess,” research suggests this is NOT the case (Benja-
The Advertising Archives/Alamy Stock Photo
greatly increased your response time—and errors.

laws providing family medical leave. There are also more women min et al., 1984; Lilienfeld et al., 2010, 2015). Changing answers is
Can you see how this explains why texting and driving
in the halls of political power than ever before. Yet they still have (or walking) is so dangerous (Chapter 5), and how casually far more likely to result in a higher score (Figure 1.20).
a long way to go before reaching equality with men. Consider the 4. [AQ6] Distribute your
Olga_Danylenko/iStock/
listening to the professor, while also texting, playing comput-
following examples based on recent research. er games, or talking to other classmates, is largely a waste of practice and practice test
Within the United States: time? In fact, astudy in an introductory psychology class found taking. Research has firmly
Getty Images
that Internet use during lectures was negatively correlated with established that these last
• Given that men and women have different work histories, student performance, which means, as you learned earlier in two techniques—distributed
experiences, and career opportunities, it’s difficult to pin- this chapter, that as Internet usage went up performance went practice and practice testing—
point the exact pay gap between the sexes, but one common down (Ravizza et al., 2017). A good rule to remember is that are the MOST important keys
estimate is that for full-time, year-round workers, women still one hour of full attention in class is generally worth about four to grade improvement—see photo (Carpenter & Yeung, 2017;
earn far less that their White male counterparts. Specifically, hours on your own outside of class. In addition to paying full Gagnon & Cormier, 2018; Trumbo et al., 2016). Why? Spreading
attention, taking detailed notes by hand versus a laptop during your study sessions out over time (distributed practice) and prac-
for every dollar earned by White men: Asian women earn
each class session is one of the most efficient and profitable tice testing are far more efficient than waiting until right before an
$0.85, White women $0.77, Black women $0.61, Native Ameri- 30 CHAPT ER 1 The Science of Psychology exam and cramming in all the information at once (massed prac-
uses of your time (Mueller & Oppenheimer, 2014).
can women $0.58, and Latina women $0.53 (AAUW, 2019; Graf tice) (Chapter 7). If you were a basketball player, you wouldn’t
Q Test Your Scientific Thinking 2. Maximize the value of each class session. As you know, the
et al., 2019; Hegewisch, 2019). wait until the night before a big play-off game to practice. Just as
As you recall from Chapter 1, scientific thinking is an approach to authors of this text are both college professors, so this advice may
TA BLE 1.6 Psychology’s Three Major Research Methods you need to repeatedly practice your free throw shot to become
• Women who speak up in meetings, or during participation sound biased. However, solid psychological research (e.g., Put-
information that combines a high degree of skepticism (question- a good basketball player, you need to repeatedly practice your
in the “wild,” are much less likely to be considered leaders, Method nam et al., 2016) recommends that all students do the following:
Purpose Advantagestest-taking to become Disadvantages
ing what “everybody knows”) with objectivity (using empirical a good student.
even when the ideas they share are the same as a man’s in the • Prepare ahead of time. Be sure to study the assigned
data to separate fantasy from reality) and with rationalism (prac- Descriptive Observe, collect, and record Based
Minimizes artificiality, on this Little
makes growing body
or no of research
control over and our own teach-
same setting (McClean et al., 2018). material ahead of each class.
ticing logical reasoning). (observation, survey/inter- data (meets psychology’s data collectioning success
easier, with frequent
allows variables,testing, we’ve designed this text to
potential
• As discussed in Chapter 10, female attorneys who express • Attend
view, case study, every class. Most
archival goal instructors provide unique ideas
of description) description ofinclude
behavior numerous,
and distributed
biases, cannotpractice opportunities sprinkled
identify
anger in the courtroom are seen as shrill and obnoxious, 1. Skepticism Given the title and topic of the report cited at research)and personal examples that are not in the text, and even when mental processesthroughout cause and
as they each chapter. effect actively reading and study-
As you’re
occur
they do repeat what is covered in the text, we all need to have ing, be sure to complete all these self-tests. When you miss a
whereas male attorneys who express similar anger are seen the beginning of this highlight “Have Women Really ‘Come
multiple exposures to new material. Also, pay close attention question, it’s very helpful, and important, to immediately go back
as powerful and full of conviction (Salerno et al., 2018). a Long Way, Baby’?” were you predisposed to believe or dis- Correlational Identify strength and direc- Allows prediction and helps Little or no control over 3
to what your professor emphasizes in class, as this material and reread the sections of the text that correspond to your incor-
count the information? Did the cited research change your (statistical analyses of rela- tion of relationships, and clarify relationships between variables, cannot identify
• When asked to draw a scientist, a meta-analysis of 78 studies is likely to appear on exams. Think of your professor’s lecture 2
tionships between variables) assess how well one variable variables that rect response.
cannot be You can
causealso easily
and access
effect, the free flashcards
possible and
attitudes? Why or why not? as you would tips frompredicts
your coach or an(meets
employer
found that children are still far more likely to draw a man ver- another psy-who examined
was other methods
by other forms of self-testing
illusoryprovided withand
correlation the purchase1 of this text.
sus a woman, and the difference is the greatest among older 2. Objectivity Imagine you are talking to someone who is a going out of his or her chology’s
way to tellgoal
youofwhat you needed to
prediction) third-variable problem,
5. Adjust your attitude. We’ve saved our best tip—attitude
0 1 2 3
children (Miller et al., 2018). strong believer or denier of sexism within the United States and know to maximize your performance or paycheck. andYoupotential biases
adjustment—for last. have the power to decide that you
around the world. Using the objective research and statistics 3. Improve your general test-taking skills. Virtually all students can, and will, improve your academic skills. Instead of focusing
Around the world: Experimental Identify cause and effect Allows researchers more Ethical concerns, practical
can improve their performance on exams by taking additional
cited above, how could you use the information to have a mean- (manipulation and control (meets psychology’s goal of precise controlon negative thoughts,
over such as “I
limitations, can’t go to the party because I
artificiality
• The economic participation and opportunity gap between courses designed to develop
of variables) their reading speed and compre-
explanation) variables, andhave to study” or “Going
provides to class feels
of lab conditions, like a waste of time,” try
uncon-
ingful conversation on these topics with these two individuals?
men and women is currently 41.9 percent among the 149 hension. During exams, expect a bit of stress but don’t panic. Pace
explanation ofcounter statements,
the causes like “I’m
trolled goingmay
variables to learn how to study and
How might this type of dialogue be helpful to both of you?
yourself and focus on what you know. Skip over questions when of behavior and make better use ofconfound
mental my class time,
results,soand
that I can have more free
countries studied, and experts predict it will take more than
3. Rationalism Given the serious national and international you don’t know the answers, and then go back if time allows.processes
On potential
time.” Similarly, rather biases or saying “I never do well
than thinking
a hundred years for this gap to close (The Global Gender
challenges that we all face, solving these problems logically multiple-choice exams, carefully read each question and all the on tests,” do something constructive like taking a study skills
Gap, 2018). alternative answers, before responding. Answer all questions and/or test preparation course at your college.
demands innovative engineering solutions (Roscoe et al.,
• Among these same 149 countries, only 17 currently have 2019), as well as the input of all people—regardless of gen-
women as heads of state, and women hold only 34 percent of der, ethnicity, age, and so on. What can (and should) we do
all managerial positions (The Global Gender Gap, 2018). to correct this persistent sexism? RC Scientific Thinking: Research Challenge
• Out of 15 countries, including the United States, women are (Compare your answers with those of your fellow students, family,
at far greater risk of gender-based violence than men (Blum and friends. Doing so will improve your scientific thinking and your Is Happiness Defined by Your Social Class? environments, which possibly led to a greater desire for com-
et al., 2017). media savvy.) passion, love, and more interdependent bonds. What do you
(APA Goal 2.4) Interpret, design, and conduct basic think? Given that you may be attending college hoping to secure
psychological research a high-paying job, how can you apply this research to your own
Earlier in this chapter, we discussed research in positive psychology career and relationship aspirations?
showing that once we have enough income to meet our basic needs,
Identify the Research Method
additional funds won’t significantly increase our levels of happiness.
In short, money doesn’t buy happiness. However, now that you’ve 1. Based on the information provided, did this study (Piff & Mos-
studied the basics of psychological research and are applying your kowitz, 2018) use descriptive, correlational, and/or experi-
scientific and critical thinking skills, do you wonder how happiness mental research?
was identified and defined? Researchers interested in the emotional 2. If you chose:
components of happiness, and how these components might vary • descriptive research, is this a naturalistic or laboratory obser-
among people in different socioeconomic classes, recruited a large vation, survey/interview, case study, and/or archival research?
nationally representative U.S. sample of 1,519 individuals (Piff & Mos-
• correlational research, is this a positive, negative, or zero
kowitz, 2018). Participants were asked to self-report on their tenden-
correlation?
cies to experience seven different positive emotions that are core to
happiness—amusement, awe, compassion, contentment, enthusi- • experimental research, label the IV, DV, experimental
asm, love, and pride. group(s), and control group. (Note: If participants were
Can you predict their findings? Interestingly, wealthier par- not randomly assigned to groups, list the design as
ticipants (as measured by household income) were more likely to quasi-experimental.)
report self-focused emotions, such as amusement, contentment, • both descriptive and correlational, answer the correspond-
and pride. Conversely, the lower social class participants reported ing questions for both.
more other-oriented emotions, like compassion and love. There
Check your answers by clicking on the answer button or by looking
were no class differences in enthusiasm.
in Appendix B.
How would you explain the results? The researchers sug-
gested that the class differences may reflect varying social con- Note: The information provided in this study is admittedly limited, but
cerns and priorities of the higher versus lower social classes. The the level of detail is similar to what is presented in most textbooks
self-oriented feelings of the upper-class participants may result and public reports of research findings. Answering these questions,
from their specific upbringing and desires for independence and and then comparing your answers to those provided, will help you
self-sufficiency. In contrast, the other-oriented emotions of the become a better scientific and critical thinker and consumer of sci-
lower-class may follow from growing up in more threatening entific research.
PREFACE xv
• Recognizing the growing interests and diversity of our students, we embed numerous
examples of diversity throughout the text, along with more inclusive photos, figures, and
tables. In addition, we have added a special, NEW feature GCD Gender and Cultural
Diversity to each chapter, which expands on cultural issues related to that chapter’s aca-
demic content. See the sample below.
10 CHAPT E R 1 The Science of Psychology
Biopsychosocial Forces and Acculturative Stress 4. Marginalization People who have a low identification with
both the new culture and their culture of origin are likely to be
(APA Goal 2.5) Incorporate sociocultural factors marginalized from the dominant culture. This pattern normally
in scientific inquiry leads to the highest levels of acculturative stress, presumably
Have you ever lived in or dreamed of emigrating to another country? due to the fact that they tend to live on the “margins” and lack
If so, you probably imagine yourself fully enjoying all the excitement the connections and support of either the old or new cultures.
and adventure. But have you considered the stress and stressors that
To check your understanding of these four patterns, see the follow-
come with adapting to and surviving in a new culture?
ing Test Yourself.
International travelers, military
personnel, immigrants, refugees, indi- Q Test Yourself: Cultural Reactions to Stress
viduals who move from one social Picture yourself as a college graduate who’s been offered a
class to another, and even the native- high-paying job that will allow you to move from a lower socio-
born may fall victim to the unspoken economic class to the middle or upper class. What you don’t
Courtesy of Linda Locklear
and unforeseen stressors of adjusting know is that your change in status will likely lead to considerable
their personal and family values, their acculturative stress. In anticipation of this change, will you:
cultural norms, and maybe their style
• Adopt the majority culture and seek positive relations with
of dress to the new or dominant cul-
the new or dominant culture?
ture (like the young Native American
woman in these two photos). These • Maintain your original cultural identity and avoid relations
required adjustments are referred to as with the dominant culture?
acculturation, whereas the associated
Your responses to these two questions tend to place you into one
stress is called acculturative stress.
of the four major approaches to acculturation—and will likely
Naturally, this type of stress places
predict your level of stress.
great demands on the individual’s
biological, psychological, and social

well-being—the biopsychosocial forces As an example of acculturative
(Berry et al., 1987; Corona et al., 2017; stress, consider Malala Yousafzai, the
SOPA Images Limited/Alamy Stock Photo

Zvolensky et al., 2016). However, the famous activist (see photo), who, at the
degree of acculturative stress depends age of 17, was the youngest person ever
in part on the method of coping an indi- to win the Nobel Peace Prize. The path
vidual chooses when entering a new to this honor began when she was an
society. Researchers have identified four major approaches to accul- 11-year-old writing a courageous blog
turation (Berry & Ataca, 2010; Urzúa et al., 2017): describing her life under the Taliban and
her desire for all girls to have the chance
1. Integration As you might expect, a choice toward integra-
to be educated. Tragically, her courage
tion typically leads to the lowest levels of acculturative stress.
led to her being shot in the head at the
People who have a high desire to maintain their original cul-
age of 15 by the Taliban as she was on
tural identity, while also having a strong motivation to learn
her way to school. After surviving the
from and seek positive relations mainly with the new culture
attempted murder, Malala went on to become an international activ-
are pursuing the path to integration. However, stress will still
ist who’s traveled all over the world. Malala also recently published a
be a factor if the person has been forced to emigrate, or if the
book describing her experiences visiting refugee camps and the tens
new country is reluctant to accept newcomers and distrustful
of millions of people who are currently displaced (Yousafzai, 2019).
of ethnic and cultural diversity.
Although Malala and her family emigrated to the UK after
2. Assimilation People who choose to assimilate typically have the attack on her life, she plans to return to the home she loves
a low identification with their culture of origin and a high desire in Pakistan after completing her education at Oxford University.
to identify with the new culture. They tend to have the next low- Which of the four approaches to acculturation do you think she
est level of stress, but there are still many problems, presum- has followed while living in the UK?
ably due to the loss of cultural support from other members of
Take-Home Message Later in this chapter, we will introduce the
the original culture who do not assimilate.
topic of ethnocentrism, believing that one’s culture is typical of all
3. Separation Individuals who choose to separate often place cultures and/or that one’s own culture is the “correct” one. Can
high value on their original culture and do not want to adapt you see how ethnocentrism would logically increase acculturative
to the new one. They generally have the next to highest level stress if you decide to relocate or even just when you’re traveling?
of acculturative stress, which is most likely due to being sepa- Perhaps the most important question is how can we as individu-
rated from the new or dominant culture. Their stress levels are als and citizens of the world help reduce the anxiety, depression,
even higher for those who are forcibly separated by prejudice alienation, and physical illnesses associated with forced and vol-
and discrimination than for those who separate voluntarily. untary emigration, and the inevitable acculturative stress?
2. “Our administrators are pressing for better retention,

accountability, and improved learning outcomes, how
does Real World Psychology meet those demands?”
As you’ll note throughout the text, and in the upcoming section describing all our teaching and
learning resources, we the authors, along with all the hard-working specialists at Wiley, have
strived to ensure better retention, accountability, and improved learning outcomes. In addi-
tion, see the following information, including Table 1, which demonstrate how our text meets
the national standards set by the American Psychological Association (APA).
xvi PR E FAC E
Real World Psychology’s Connections to APA Undergraduate Learning

Goals and Outcomes
“The APA Guidelines for the Undergraduate Psychology Major: Version 2.0 represents a national
effort to describe and develop high-quality undergraduate programs in psychology.” APA Guide-
lines Executive Summary, August 2013. Retrieved from http://www.apa.org/ed/precollege/about/
psymajor-guidelines.pdf
Table 1 demonstrates how the third edition of Real World Psychology connects directly with
the APA guidelines to help instructors and their students meet the five goals set forward by the APA.
TA BLE 1 APA Guidelines and Related Coverage in Real World Psychology, 3rd ed. [RWP(3e)]
Goal 1. Knowledge Base in Psychology

APA Learning Objectives: Real World Psychology offers full coverage of the knowledge
1.1 Describe key concepts, principles, and overarching themes base in psychology, including all the major subject areas in psy-
in psychology chology: history and research methods, biological psychology,
1.2 Develop a working knowledge of psychology’s content domains stress and health psychology, sensation and perception, and so on.
1.3 Describe applications of psychology We also offer comprehensive, up-to-date psychological research in
each chapter (over 1,000 new citations). Regarding practical appli-
PAH Practical Application Highlight—NEW feature in RWP(3e).
cations, we provide TWO NEW special features in each chapter (see
Includes topics such as Secrets of Student Success, Tips for Improved
the descriptions of the PAH and PP in left column), along with
Problem Solving, Self-Efficacy in Daily Life, Myths, Stigma, and Discrimi-
numerous embedded applications throughout the text. As our title
nation in Mental Illness, and What Are the Secrets to Enduring Love?
implies, Real World Psychology focuses on applications to our every-
PP Practical Application: PositivePsych—NEW feature in
day life and real world examples.
RWP(3e). Includes topics such as, What Makes Us Happy?, Promot-
The knowledge base in psychology is also emphasized in the
ing Resilience, Why Talk or Read to Babies?, and Would You Donate a
Instructor’s Resource Guide, WileyPlus, and other Wiley website assets
Kidney to a Stranger?
that can be found at www.wiley.com/college/sanderson, and more.
Goal 2. Scientific Inquiry and Critical Thinking

APA Learning Objectives: Pseudoscience, Is Schizophrenia the Same as Multiple Personalities?,
2.1 Use scientific reasoning to interpret psychological phenomena and Can Gender Differences Lead to Differential Diagnoses?
2.2 Demonstrate psychology information literacy In addition, each chapter begins with six Application Ques-
2.3 Engage in innovative and integrative thinking and problem tions [AQ1-AQ6] designed to immediately engage the reader, with
solving answers embedded throughout the chapter (e.g., Does spending
2.4 Interpret, design, and conduct basic psychological research more time on Instagram decrease your psychological well-being?
Does your ethnicity affect the type of questions you’re asked in a
STH Scientific Thinking Highlight—NEW feature in RWP(3e). job interview? Can reading Harry Potter books increase positivity
Includes topics such as Psychology and the Replication Crisis, Do We towards gay people?)
All Have ADHD?, Vaccination and Herd Immunity, and Have Women
2.5 Incorporate sociocultural factors in scientific inquiry
Really “Come a Long Way, Baby”?
Regarding sociocultural factors, in addition to comprehensive
RC Scientific Thinking: Research Challenge—NEW feature
coverage throughout, we also offer a GCD Gender and Cultural
in RWP(3e). Includes topics such as Does Retrieval Practice Help?, Can
Diversity—NEW feature in RWP(3e). Includes topics such as Biopsy-
Head Injuries Increase the Risk for Depression and Other Psychological
chosocial Forces and Acculturative Stress, Avoiding Ethnocentrism,
Disorders?, and Can a 10-Minute Conversation Reduce Prejudice?
and How Does Culture Affect Our Personal Space?
Throughout the entire text, Real World Psychology emphasizes
Scientific inquiry and critical thinking are also highlighted in
the importance of scientific inquiry and critical thinking. Along with
the Instructor’s Resource Guide, WileyPlus, and other Wiley website
the TWO NEW special features focusing on scientific thinking, the
assets that can be found at www.wiley.com/college/sanderson,
STH and RC , we also include a special embedded (non-boxed)
and more.
feature— S&P Scientific Thinking and Practical Application—
which focuses on critical topics and questions, such as Science Versus
Goal 3. Ethical and Social Responsibility in a Diverse World

APA Learning Objectives: Care (Chapter 4), i Can Meditation Increase Helping Behaviors?
3.1 Apply ethical standards to evaluate psychological science and (Chapter 5), Can Diversity Affect Moral Development? (Chapter 9),
practice Preventing Sexual Violence (Chapter 10), What Parenting Skills
3.2 Build and enhance interpersonal relationships Are Associated with M arital Satisfaction? (Chapter 12), Avoiding
3.3 Adopt values that build community at local, national, and Ethnocentrism (Chapter 13), and Promoting Resilience in Chil-
global levels dren and Adults (Chapter 13).
Throughout the entire text, Real World Psychology highlights Ethical and social responsibility is also emphasized in the
ethical and social responsibility, such as Psychology’s Research Instructor’s Resource Guide, WileyPlus, and other Wiley website
Ethics (Chapter 1), Can Growing Up in Poverty Cause Changes assets that can be found at www.wiley.com/college/sanderson,
in Your Brain? (Chapter 3), Patients’ Race and Quality of Medical and more.
PREFACE xvii
Goal 4. Communication
APA Learning Objectives: (Chapter 6), Negative Effects of Smartphones (Chapter 7), Under-
4.1 Demonstrate effective writing for different purposes standing Verbal and Nonverbal Language (Chapter 8), Differentiat-
4.2 Exhibit effective presentation skills for different purposes ing Fake News from Real News (Chapter 8), Sexual Communication
4.3 Interact effectively with others (Chapter 10), Conflict Resolution (Chapter 10), Tips for Finding a
Each chapter of Real World Psychology affirms the importance Therapist (Chapter 14), Can a 10-Minute Conversation Reduce Prej-
of communication with special topics and sections such as Helping udice (Chapter 15)?
Someone with PTSD (Chapter 3), Can Maximizing Your Conscious- Communication is also a key feature in the Instructor’s Resource
ness Save Lives? (Chapter 5), Using Reinforcement and Punishment Guide, WileyPlus, and other Wiley website assets that can be found at
Effectively (Chapter 6), The Impressive Powers of Prosocial Media www.wiley.com/college/sanderson, and more.
Goal 5. Professional Development

APA Learning Objectives: Using your Frontal Lobes to Train Your Brain (Chapter 2), Coping
5.1 Apply psychological content and skills to career goals with Job Stress and Technostress (Chapter 3), Vocational ver-sus
5.2 Exhibit self-efficacy and self-regulation Academic Interests and the FFM (Chapter 12), Self-Efficacy in Daily
5.3 Refine project management skills Life (Chapter 13), and Tips for a Great Interview (Chapter 15).
Throughout the entire text, Real World Psychology emphasizes Professional development is also highlighted in the Instructor’s
professional development with special topics and sections such as Resource Guide, WileyPlus, and other Wiley website assets that can be
Where Psychologists Work and What Psychologists Do (Chapter 1), found at www.wiley.com/college/sanderson, and more.
3. “I want my students to come to class better prepared

and able to perform better on exams. How can Real World
Psychology help me?”
Real World Psychology, Third Edition, is completely integrated with WileyPLUS, featuring a suite
of teaching and learning resources. With WileyPLUS, you can provide students with a person-
alized study plan that gives access to the content and resources needed to master the mate-
rial, and assess their progress along the way. WileyPLUS provides an immediate understanding
of students’ strengths and problem areas with reports and metrics that provide insight into
each student’s performance, allowing you to identify and address individual needs in a timely
manner. Many dynamic resources are integrated into the course to help students build their
knowledge and understanding, stay motivated, and prepare for decision making in a real world
context.
WileyPLUS also includes integrated adaptive practice that helps students build profi-
ciency and use their study time most effectively. Additional features of the WileyPLUS course
include:
For Each Learning Objective

• What the Authors Say videos, featuring Catherine Sanderson and Karen Huffman, pro-
vide a lively discussion, introducing key terms and concepts to give students a better
understanding of the topic they are about to study.
• In the Classroom videos show author Catherine Sanderson illustrating the concepts pre-
sented in the chapter section with an example. In many cases, a Student Voices segment is
also featured, showing a student discussion group.
Throughout the Course

• More than 40 Wiley Psychology Animations illustrate difficult-to-learn concepts from a
real world perspective.
• More than 30 Tutorial Videos, featuring author Karen Huffman and Katherine Dowdell of
Des Moines Area Community College, provide students with explanations and examples of
some of the most challenging concepts in psychology. These 3- to 5-minute videos reflect
xviii P R E FACE
the richness and diversity of psychology, from the steps of the experimental method to the
interaction of genes and our environment, to the sources of stress.
• 20 Virtual Field Trips allow students to view psychology concepts in the real world as
they’ve never seen them before. These 5- to 10-minute virtual field trips include visits to
places such as a neuroimaging center, a film studio where 3-D movies are created, and a
sleep laboratory, to name only a few.
• More than 20 Visual Drag-and-Drop and Interactive Graphics provide students with a
different, and more interactive, way to visualize and label key illustrations from the text.
Practice and Assessment

WileyPLUS features adaptive practice, video quizzes, and more. Two highlights of the practice
and assessment content in this edition are:
• With approximately 150 questions per chapter, the Test Bank is available in two modes.
Word file is available for review in the Instructor Resources. In addition, all questions
have been programmed for WileyPLUS, where they can now be filtered by APA stan-
dards, as well as learning objective, section, Bloom’s level, and level of difficulty for use
in custom assignments. A carefully designed assignment using these questions, a Quick
Start Text Bank Assignment, is also provided. This gathers the most popular questions
from the prior edition, based on user data from WileyPLUS.
• A specific, ready-made assignment is also now available with all new Application ques-
tions. In keeping with the theme of this revision, these questions ask students to use the
knowledge they have acquired in an applied setting.
Acknowledgments
To the professors who care as much as we do about good teaching, and Amber Chenoweth, Hiram College
have given their time and constructive criticism, we offer our sincere April Cobb, Macomb Community College
appreciation. We are deeply indebted to the following individuals and Jennifer Cohen, Metropolitan Community College of Omaha
trust that they will recognize their contributions throughout the text. Frank Conner, Grand Rapids Community College
Lisa Connolly, Ivy Tech Community College–Bloomington
Kojo Allen, Metropolitan Community College of Omaha Katrina Cooper, Bethany College
Patrick Allen, College of Southern Maryland Kristi Cordell-McNulty, Angelo State University
Dennis Anderson, Butler Community College, Andover Campus Kristen Couture, Manchester Community College
Roxanna Anderson, Palm Beach State College Stephanie Ding, Del Mar College
Sheryl Attig, Tri-County Technical College Maureen Donegan, Delta College
Pamela Auburn, University of Houston–Downtown Lauren Doninger, GateWay College Community
Jeannine Baart, Westchester Community College Denise Dunovant, Hudson County Community College
Christine Bachman, University of Houston–Downtown Judith Easton, Austin Community College
Linda Bajdo, Macomb Community College Daniella Errett, Pennsylvania Highlands Community College
Michelle Bannoura, Hudson Valley Community College Gary Freudenthal, Florida Southwestern State College
Marina Baratian, Eastern Florida State College Betty Jane Fratzke, Indiana Wesleyan University
Elizabeth Becker, Saint Joseph’s University Lenore Frigo, Shasta College
Amy Beeman, San Diego Mesa College Adia Garrett, University of Maryland, Baltimore County
Karen Bekker, Bergen Community College Michael K. Garza, Brookhaven College
Shannon Bentz, Northern Kentucky University Nichelle Gause, Clayton State University
Vivian Bergamotto, Manhattan College Bryan Gibson, Central Michigan University
Jamie Borchardt, Tarleton State University Jeffrey Gibbons, Christopher Newport University
Debi Brannan, Western Oregon University Kim Glackin, Metropolitan Community College–Blue River
Alison Buchanan, Henry Ford College Jonathan Golding, University of Kentucky
Donald Busch, Bergen Community College Cameron Gordon, University of North Carolina, Wilmington
Carrie Carmody, California State University Fullerton Peter Gram, Pensacola State College
Elizabeth Casey, SUNY Onondaga Community College Justin Hackett, University of Houston–Downtown
PREFACE xix
Keith Happaney, CUNY Lehman College Ronald Mulson, Hudson Valley Community College
Sidney Hardyway, Volunteer State Community College Dan Muhwezi, Butler Community College, Andover Campus
Brett Heintz, Delgado Community College Paulina Multhaupt, Macomb Community College
Jaime Henning, Eastern Kentucky University Michael Ofsowitz, Monroe Community College
Carmon Hicks, Ivy Tech Community College Jennifer Ortiz-Garza, University of Houston–Victoria
Karen Hoblit, Del Mar College Bill Overman, University Of North Carolina, Wilmington
Sandra Holloway, Saint Joseph’s University Justin Peer, University of Michigan–Dearborn
Amy Houlihan, Texas A&M University Corpus Christi Yopina Pertiwi, University of Toledo
Cory Howard, Tyler Junior College Alexandr Petrou, CUNY Medgar Evers College
Mildred Huffman, Virginia Western Community College Andrea Phronebarger, York Technical College
Sayeedul Islam, Farmingdale State College Susan Pierce, Hillsborough Community College
Nita Jackson, Butler Community College, Andover Campus Harvey Pines, Canisius College
Michael James, Ivy Tech Community College–Bloomington Lydia Powell, Vance Granville Community College
Judy Jankowski, Grand Rapids Community College Sandra Prince-Madison, Delgado Community College
Margaret Jenkins, Seminole State College of Florida Sadhana Ray, Delgado Community College
Andrew Johnson, Park University Vicki Ritts, St. Louis Community College
James Johnson, Illinois State University Brendan Rowlands, College of Southern Idaho
Deana Julka, University of Portland Angela Sadowski, Chaffey College
Kiesa Kelly, Tennessee State University Spring Schafer, Delta College
Dana Kuehn, Florida State College at Jacksonville Monica Schneider, SUNY Geneseo
Elizabeth Laurer, Owens Community College John Schulte, Cape Fear Community College
Anthony Lauricella, Suny Old Westbury Mary Shelton, Tennessee State University
Robert Lawyer, Delgado Community College Kelly Schuller, Bethany College
Juliet Lee, Cape Fear Community College Randi Shedlosky-Shoemaker, York College of Pennsylvania
Marvin Lee, Tennessee State University Barry Silber, Hillsborough Community College
Robin Lewis, California Polytechnic State University Peggy Skinner, South Plains College Levelland
Ashlee Lien, SUNY Old Westbury Deirdre Slavik, Northwest Arkansas Community College
Shayn Lloyd, Tallahassee Community College Theodore Smith, University of Louisiana, Lafayette
Christine Lofgren, University of California Irvine Jonathan Sparks, Vance Granville Community College
Wade Lueck, Mesa Community College Jessica Streit, Northern Kentucky University
Lisa Lynk-Smith, College of Southern Maryland William Suits, Seminole State College of Florida
Mike Majors, Delgado Community College Griff in Sutton, University of North Carolina, Wilmington
Claire Mann, Coastline Community College Rachelle Tannenbaum, Anne Arundel Community College
Haili Marotti, Florida Southwestern State College Online Laura Thornton, University of New Orleans
Monica Marsee, University of New Orleans Virginia Tompkins, The Ohio State University at Lima
Jason McCoy, Cape Fear Community College Regina Traficante, Community College of Rhode Island
Bradley McDowell, Madison Area Technical College of Florida Kirsten Treadwell, Columbus State Community College
Valerie Melburg, SUNY Onondaga Community College Rebekah Wanic, Grossmont College
Jan Mendoza, Golden West College Mark Watman, South Suburban College
Steven Mewaldt, Marshall University Molly Wernli, College of Saint Mary
Yesimi Milledge, Pensacola State College Khara Williams, University of Southern Indiana
Joseph Miller, Pennsylvania College of Technology Keith Williams, Oakland University
Dennis Miller, University of Missouri Columbia Michelle Williams, Holyoke Community College
Tal Millet, Bergen Community College Carl Wilson, Ranken Technical College
Kristie Morris, Rockland Community College Stacy Wyllie, Delgado Community College
Brendan Morse, Bridgewater State University Gary Yarbrough, Arkansas Northeastern College
Elizabeth Moseley, Pensacola State College Anthony Zoccolillo, Texas A&M University Corpus Christi
Acknowledgments from the Authors

We’d like to offer our very special thank you to the superb editorial and production teams at Wiley, who
enjoy a well-deserved reputation for producing high-quality college textbooks and supplements. Like any
cooperative effort, writing a book requires an immense support team, and we are deeply grateful to this
remarkable group of people: Sandra Rigby, Senior Production Editor; Dorothy Sinclair, Senior Content
Manager; Wendy Lai, Senior Designer; Karen Staudinger; and a host of others. Each of these individuals
helped enormously throughout the production of this third edition.
• Our deepest gratitude also goes out to Glenn Wilson, our Executive Editor, for his unique insights and
unfailing support of this third edition. We’re also deeply indebted to Carolyn Wells, who handles all
the ins and outs of marketing with great patience, talent, and an unflappable sense of humor.
xx PR E FAC E
• Real World Psychology would simply not exist without a great ancillary author team. We grate-
fully acknowledge the expertise and immense talents of the following people: Jason Spiegelman,
The Community College of Baltimore County (Test Bank); Vicki Ritts, St. Louis Community College
(Instructor’s Manual); Joe S. Miller, Clarks Summit University (PowerPoint), and Marc Genztler,
Valencia College (Practice and Assessments).
• We’d also like to express our heartfelt appreciation to the hundreds of faculty across the country who
contributed their constructive ideas to this third edition and to our many students over all the years.
They’ve taught us what students want to know and inspired us to write this book.
• Finally, we’d like to acknowledge that all the writing, producing, and marketing of this book would be
wasted without an energetic and dedicated Wiley support team! We wish to sincerely thank all the
account managers for their tireless efforts and good humor. It’s a true pleasure to work with such a
remarkable group of people.
Authors’ Personal Notes

• The writing of this text has been a group effort involving the input and support of all our wonderful
families, friends, and colleagues. To each person we offer our sincere thanks: Sky Chafin, Haydn
Davis, Tom Frangicetto, Mike Garza, Teresa Jacob, Jim Matiya, Lou Milstein, Kandis Mutter, Tyler
Mutter, Roger Morrissette, Katie Townsend-Merino, Maria Pok, Fred Rose, and Kathy Young. They
provided careful feedback and a unique sense of what should and should not go into an introduction
to psychology text.
• From Catherine Sanderson: Thank you to my husband, Bart Hollander, who supported me in taking
on this immense challenge, even though he understood it would require considerable late-night
writing, a (very) messy study, and even more take-out dinners. I also want to express my apprecia-
tion to my children—Andrew, Robert, and Caroline—who sometimes allowed me peace and quiet
with which to write.
• From Karen Huffman: A big hug and continuing appreciation to my family, friends, and students who
supported and inspired me. I also want to offer my deepest gratitude to Richard Hosey. His c areful
editing, constructive feedback, professional research skills, and shared authorship were essential
to this revision. Having saved the truly best for last, I want to thank my dear friend and beloved
husband, Bill Barnard—may the magic continue.
WHAT’ S N EW IN REAL WORLD PSYCHOLOGY? xxi
What’s New in Real World Psychology,

Third Edition?
ParabolStudio/Shutterstock.com
Science knows no country, because knowledge belongs to humanity, and is the torch
which illuminates the world. —Louis Pasteur
NEW THEME: Scientific Thinking and

Practical Applications
Why did we choose this particular theme for our third edition? Introductory psychology
is a fascinating and popular college class, but most students taking this course will not go
on to be psychology majors. However, what they learn in the course, combined with our
emphasis on scientific thinking and practical applications, will have an impact in other
ways. As you can see in the photo above and the quote by Pasteur, we believe that our
current global climate crisis is the single most important issue of our time—there simply is
“No Planet B!” However, there are still some who believe “climate change is not real or is
a hoax,” “the science around climate change is not settled,” or “humans are not the main
contributors to climate change.” They maintain these beliefs despite overwhelming evi-
dence to the contrary. For example, multiple studies published in peer-reviewed scientific
journals clearly show that 97 percent or more of actively publishing climate scientists agree
that humans are the dominant cause of today’s climate change.
Given the urgent need for consensus and action on the climate crisis, increas-
ing global political divisions and racial tensions, poverty, income inequality, and other
pressing problems, we thought we might help students to influence positive change by
emphasizing the importance of scientific thinking and practical applications throughout
this edition. We also believe that scientific thinking, combined with the ability to apply
psychological science principles to our everyday life, are key to student understanding
and personal success—not only in this introductory psychology course, but also in simply
getting along well in life.
xxii W H AT ’ S N E W IN REAL WORLD PSYCHOLOGY?
General Changes
The changes in this edition center around aligning our features to our new theme, as well as
our ongoing desire to maintain currency and refine our content. The following outlines these
general changes.
NEW and Revised Core Features

To reflect our theme, Scientific Thinking and Practical Applications, along with our increased
focus on APA Goals for the undergraduate psychology major (which was discussed earlier in
this preface), we added three NEW features to each chapter and revised two other continuing
features. All of these features are highlighted in the outline at the beginning of each chapter.
They are:
• NEW STH Scientific Thinking Highlight (APA GOAL 2.1)

• NEW PAH Practical Application Highlight (APA GOAL 1.3)
• NEW GCD Gender and Cultural Diversity (APA GOAL 2.5)
• REVISED and updated previous PsychScience feature, which is now RC Scientific
Thinking/Research Challenge (APA GOAL 2.4)
• REVISED and updated previous PositivePsych feature, which is now PP Practical
Application/PositivePsych (APA GOAL 1.3)
Other Changes
The most significant general changes that we incorporated throughout this edition include:
• Each chapter contains one or more NEW sections, called PAN Practical Applications of
Neuroscience, which focus on high interest topics in neuroscience and their real world
applications.
• Over 1,200 new research citations; a fresh design and layout; and numerous new photos,
figures, and tables.
• Several chapter reorganizations have been made, the most important of which is the inclusion
of the updated chapter on gender and human sexuality in the main text (Chapter 10).
• Many new Real World Application Questions [AQ1–AQ6] have been added to the
chapter opener and to each section’s Learning Objectives. The answers to these ques-
tions are then embedded within the chapter content and identified by special icons
[AQ1-AQ6].
• Learning objectives for each chapter have been updated and expanded.
• Each chapter has one or more unique study tips, identified with this icon TIP , which
clarify difficult or particularly confusing terms and concepts.
• To enhance readability and highlight our new theme, we updated and revised the previous
Psychology and You and Real World Psychology boxes, and embedded them within the text
with these two titles: S&P Scientific Thinking/Practical Application and PA Practical
Application/Test Yourself.
• We added several NEW key terms and updated or fine-tuned several previous definitions.
• We expanded details within each of the end-of-chapter narrative summaries.
Specific Changes
Following, you will find a listing of the specific content changes for each chapter of Real World
Psychology, Third Edition.
WHAT’ S N EW IN REAL WORLD PSYCHOLOGY? xxiii
Chapter New Research New and Revised Features Other Updates

Chapter 1 The Science of • scientific thinking, ethnicity • PP What Makes Us Happy? • 9 new key terms: confounding
Psychology (new title) and job interviews, strength • GCD Biopsychosocial Forces variable, demand character-
training and depression, and Acculturative Stress istic, functionalism, random
co-sleeping with pets, psy- • STH Psychology and the Repli- sample, replicate, scientific
chology’s replication crisis, cation Crisis attitude, scientific thinking,
quasi-experimental design, structuralism, variable
• RC Is Happiness Defined by
strategies for student success • new or revised: 8 figures,
Your Social Class?
3 photos, 2 process diagrams,
• PAH Tips for Grade Improvement
1 table
• PAN Why Are Genes Important
to Psychologists?
Chapter 2 Neuroscience and • effect of exercise on memory, • PP How Does Positivity Affect • 1 new key term: executive
Biological Foundations oxytocin, dMRI new brain Your Brain? functions (EFs)
imaging, executive functions, • STH Can Neuroscience Help Kids • new or revised: 4 figures,
athletes and traumatic brain (and Adults) Make Better Choices? 2 process diagrams, 1 table
injuries, dangers of high-fat • RC Phineas Gage—Myths ver-
foods sus Facts
• PAH Can You Use Your Frontal
Lobes to Train Your Brain?
• PAN Stem Cell Transplants and
Spinal Cord Injuries
Chapter 3 Stress and Health • social media and stress, • PP Mindfulness and Your GPA • 1 new key term: chronic pain
Psychology chronic pain, social integra- • PAH Helping Someone with • new or revised: 2 figures, 1 Test
tion, placebos and personality PTSD Yourself
differences, mindfulness- • RC Exercise, Mental Health,
meditation, job stressors and and Team Sports
acute/chronic stress • GCD Can Job Stress be Fatal?
• PAN Stress and Cortisol Effects
on Memory
Chapter 4 Sensation and • global increase in myopia, • PP Can Bouncing a Baby • new or revised: 4 figures and
Perception kangaroo care, priming and Increase Helping Behaviors? 1 table
its effects on trust, depth per- • PAH Why Do So Many People
ception taste preferences for Believe in ESP?
cannabis users, how helmets • RC Perceptual Set, Patients’
increase risky behaviors Race, and Quality of Medical Care
• GCD Are the Gestalt Laws
Universally True?
• STH Can Your Astrological Sign
Predict Crime?
• PAN Practical Importance of
Rods and Cones Sensitivity
• PAN Why Taste and Smell Recep-
tors are Continually Replaced
Chapter 5 States of • inattentional blindness, • GCD Dream Similarities and • new or revised: 3 figures,
Consciousness “catching up” on sleep, ben- Variations 1 table, 1 Test Yourself
efits of caffeine, repair and • STH The Dangers of Distraction
restoration theory of sleep, • PP Can Meditation Increase
Facebook’s efforts to increase Helping Behaviors?
addiction, sexsomnia (sleep • PAH Hidden Costs of Addiction
sex), meditation and pain • RC Can Alcohol Improve Your
relief, marijuana’s effects on Foreign Language Skills?
cognitive functions
• PAN Why Teens Need More
Sleep
Another random document with
no related content on Scribd:
course this silence means something, and perhaps Christopher had
good reasons for never speaking of the voyage even to his son.
Probably he was deathly sea-sick, and in that condition was severely
kicked for not being able to lay his hand at a moment’s warning upon
the starboard main-top-gallant-studding-sail tripping-line, or other
abstruse rope. At all events, he always abstained from telling stories
beginning, “I reck’lect on my first v’yge;” and we may be sure that he
would never have put such an unseamanlike constraint upon his
tongue unless he knew that the less he said about that voyage the
better.
[Æt. 23; 1459–70]
He had been a sailor for some years when he joined a vessel

forming part of an expedition fitted out in Genoa in 1459 by a certain
Duke of Calabria named John of Anjou, who wanted to steal the
kingdom of Naples in order to give it to his father, René, Count of
Provence. So pious a son naturally commanded universal respect,
and Genoa provided him with ships and lent him money. The
expedition was very large, and the old Admiral Colombo, with whom
Christopher sailed, probably commanded the Genoese contingent.
The fleet cruised along the Neapolitan coast, and sailed in and out
the Bay of Naples any number of times, but owing to a fear of the
extortions of the Neapolitan hack-drivers and valets-de-place, there
seems to have been no attempt made to land at Naples. For four
years John of Anjou persevered in trying to conquer Naples, but in
vain; and at the end of that time he must have had a tremendous bill
to pay for his Genoese ships.
While engaged in this expedition, Christopher was sent in
command of a vessel to Tunis, where he was expected to capture a
hostile galley. Carefully reading up his “Midshipman Easy” and his
“Blunt’s Coast Pilot,” he set sail; but on reaching the island of San
Pedro, which can easily be found on any map where it is mentioned
by name, he learned that there were also in the harbor of Tunis two
ships and a carrick; whereupon his crew remarked that they did not
propose to attack an unlimited quantity of vessels, but that if
Columbus would put into Marseilles and lay in a few more ships to
accompany them, they would gladly cut out all the vessels at Tunis.
Columbus was determined not to go to Marseilles,—though he does
not definitely say that he owed money to the keeper of a sailor
boarding-house there,—but he was unable to shake the resolution of
his crew. He therefore pretended to yield to their wishes and set sail
again, ostensibly for Marseilles. The next morning, when the crew
came on deck, they found themselves near the Cape of Carthagena,
and perceived that their wily commander had deceived them.
[Æt. 23–34; 1459–70]
This story is told by Columbus himself, and it awakens in the

mind of the intelligent reader some little doubt of the narrator’s
veracity. In the first place, he admits that he deceived his sailors, and
hence we have no certainty that he was not trying to deceive the
public when telling the story of the alleged deception. In the second
place, it is scarcely probable that all the crew promptly “turned in” at
sunset, leaving Columbus himself at the wheel; but unless this was
done, the compass or the stars must have told them that the ship
was not laying the proper course for Marseilles. Finally, Columbus, in
his exultation at having deceived his crew, does not so much as
mention Tunis, or the hostile vessels which it was his duty to attack,
nor does he tell us what business he had at the Cape of Carthagena.
We are thus justified in assuming that the story is not entirely
credible. Years afterward, on his first transatlantic voyage, Columbus
deceived his men concerning the number of leagues they had sailed,
and this exploit was so warmly commended by his admirers that he
may have been tempted to remark that he always made a point of
deceiving sailors, and may thereupon have invented this earlier
instance as a case in point. Still, let us not lightly impugn his veracity.
Perhaps he really did tell the truth and deceive his sailors; but
whether he did or not, we should still remember that many of us are
merely human, and that had we been in the place of Columbus we
might have said and done a variety of different things.
What became of Columbus during several subsequent years, we
have no trustworthy account. In all probability he continued to follow
the sea, and perhaps caught up with it now and then. We know,
however, that at one time he commanded a galley belonging to a
squadron under the command of Colombo the Younger, a son of the
Colombo with whom Christopher sailed in the Neapolitan expedition.
This squadron, falling in with a Venetian fleet somewhere off the
Portuguese coast, immediately attacked it, Venice and Genoa being
at that time at war. In the course of the battle the galley of Columbus
was set on fire, and as he had no available small-boats—a fact
which must forever reflect disgrace upon the Genoese Navy
Department—he was compelled to jump overboard with all his crew.
He seems to have lost all interest in the battle after the loss of his
galley, and he therefore decided to go ashore. He was six miles from
land, but with the help of an oar which he put under his breast he
swam ashore without difficulty, and when we consider that he was
dressed in a complete suit of armor, it is evident that he must have
been a very fine swimmer.
It should be mentioned that, although this story is told by
Fernando Columbus, certain carping critics have refused to believe
it, on the paltry pretext that, inasmuch as the naval fight in question
took place several years after Columbus is known to have taken up
his residence in Portugal, he could not have landed in that country
for the first time immediately after the battle. This is mere trifling. If
Columbus could swim six miles in a suit of heavy armor, and, in all
probability, with his sword in one hand and his speaking-trumpet in
the other, he could easily have performed the simpler feat of residing
in Portugal several years before he reached that country. The truth
is, that historians are perpetually casting doubt upon all legends of
any real merit or interest. They have totally exploded the story of
Washington and the cherry-tree, and they could not be expected to
concede that Fernando Columbus knew more about his father than
persons living and writing four hundred years later could know. As to
Columbus’s great swimming feat, they have agreed to disbelieve the
whole story, and of course the public agrees with them.
CHAPTER II.
FIRST PLANS OF EXPLORATION.
[Æt. 34; 1470]
IT is at Lisbon that we are able for the first time to put our finger
decisively upon Columbus. The stray glimpses which we catch of
him before that time, whether at Genoa, Pavia, Naples, or Cape
Carthagena, are fleeting and unsatisfactory; his trustworthy
biography begins with his residence at Lisbon. He reached there, we
do not know by what route, in the year 1470, having no money and
no visible means of support. Instead of borrowing money and buying
an organ, or calling on the leader of one of the Lisbon political “halls”
and obtaining through his influence permission to set up a peanut
stand, he took a far bolder course—he married. Let it not be
supposed that he represented himself to be an Italian count, and
thereby won the hand of an ambitious Portuguese girl. The fact that
he married the daughter of a deceased Italian navigator proves that
he did not resort to the commonplace devices of the modern Italian
exile. Doña Felipa di Perestrello was not only an Italian, and as such
could tell a real count from a Genoese sailor without the use of
litmus paper or any other chemical test, but she was entirely without
money and, viewed as a bride, was complicated with a mother-in-
law. Thus it is evident that Columbus did not engage in matrimony as
a fortune-hunter, and that he must have married Doña Felipa purely
because he loved her. We may explain in the same way her
acceptance of the penniless Genoese; and the fact that they lived
happily together—if Fernando Columbus is to be believed—makes it
clear that neither expected anything from the other, and hence
neither was disappointed.
The departed navigator, Di Perestrello, had been in the service
of the Portuguese king, and had accumulated a large quantity of
maps and charts, which his widow inherited. She does not appear to
have objected to her daughter’s marriage, but the depressed state of
Columbus’s fortunes at this period is shown by the fact that he and
his wife went to reside with his mother-in-law, where he doubtless
learned that fortitude and dignity when exposed to violence and
strong language for which he afterwards became renowned. Old
Madame Perestrello did him one really good turn by presenting him
with the maps, charts, and log-books of her departed husband, and
this probably suggested to him the idea which he proceeded to put
into practice, of making and selling maps.
Map-making at that time offered a fine field to an imaginative
man, and Columbus was not slow to cultivate it. He made beautiful
charts of the Atlantic Ocean, putting Japan, India, and other
desirable Asiatic countries on its western shore, and placing
quantities of useful islands where he considered that they would do
the most good. These maps may possibly have been somewhat
inferior in breadth of imagination to an average Herald map, but they
were far superior in beauty; and the array of novel animals with
which the various continents and large islands were sprinkled made
them extremely attractive. The man who bought one of Columbus’s
maps received his full money’s worth, and what with map-selling,
and occasional sea voyages to and from Guinea at times when
Madame Perestrello became rather too free in the use of the stove-
lid, Columbus managed to make a tolerably comfortable living.
The island of Porto Santo, then recently discovered, lay in the
track of vessels sailing between Portugal and Guinea, and must
have attracted the attention of Columbus while engaged in the
several voyages which he made early in his married life.
It so happened that Doña Felipa came into possession, by
inheritance, of a small property in Porto Santo, and Columbus
thereupon abandoned Lisbon and with his family took up his
residence on that island. Here he met one Pedro Correo, a bold
sailor and a former governor of Porto Santo, who was married to
Doña Felipa’s sister. Columbus and Correo soon became warm
friends, and would sit up together half the night, talking about the
progress of geographical discovery and the advantages of finding
some nice continent full of gold and at a great distance from the
widow Perestrello.
At that time there were certain unprincipled mariners who
professed to have discovered meritorious islands a few hundred
miles west of Portugal; and though we know that these imaginative
men told what was not true, Columbus may have supposed that their
stories were not entirely without a basis of truth. King Henry of
Portugal, who died three years after Columbus arrived at Lisbon, had
a passion for new countries, and the fashion which he set of fitting
out exploring expeditions continued to prevail after his death.
There is no doubt that there was a general feeling, at the period
when Columbus and Correo lived at Porto Santo, that the discovery
of either a continent on the western shore of the Atlantic, or a new
route to China, would meet a great popular want. Although the
Portuguese had sailed as far south as Cape Bojador, they believed
that no vessel could sail any further in that direction without meeting
with a temperature so great as to raise the water of the ocean to the
boiling-point, and it was thus assumed that all future navigators
desirous of new islands and continents must search for them in the
west. The more Columbus thought of the matter, the more firmly he
became convinced that he could either discover valuable islands by
sailing due west, or that at all events he could reach the coast of
Japan, China, or India; and that it was clearly the duty of somebody
to supply him with ships and money and put him in command of an
exploring expedition. With this view Correo fully coincided, and
Columbus made up his mind that he would call on a few respectable
kings and ask them to fit out such an expedition.
[Æt. 34; 1474]
Fernando Columbus informs us that his father based his

conviction that land could be found by sailing in a westerly direction,
upon a variety of reasons. Although many learned men believed that
the earth was round, the circumference of the globe was then
unknown; and as every one had therefore a right to call it what he
chose, Columbus assumed that it was comparatively small, and that
the distance from the Cape Verde Islands eastward to the western
part of Asia was fully two thirds of the entire circumference. He also
assumed that the remaining third consisted in great part of the
eastern portion of Asia, and that hence the distance across the
Atlantic, from Portugal to Asia, was by no means great. In support of
this theory he recalled the alleged fact that various strange trees and
bits of wood, hewn after a fashion unknown in Europe, had from time
to time been cast on the European shores, and must have come out
of the unknown west.
This theory, founded as it was upon gratuitous assumptions, and
supported by driftwood of uncertain origin and doubtful veracity, was
regarded by Columbus as at least the equal of the binomial theorem
in credibility, and he felt confident that the moment he should bring it
to the attention of an enterprising king, that monarch would instantly
present him with a fleet and make him Governor-General of all lands
which he might discover.
It was the invariable custom of Columbus to declare that his
chief reason for desiring to discover new countries was, that he
might carry the Gospel to the pagan inhabitants thereof, and also
find gold enough to fit out a new crusade for the recovery of the Holy
Sepulchre. Whether old Pedro Correo winked when Columbus spoke
in this pious strain, or whether Doña Felipa, with the charming
frankness of her sex, remarked “fiddlesticks!” we shall never know.
[Æt. 38; 1474]
Perhaps Columbus really thought that he wanted to dispense the

Gospel and fight the Mahometans, and that he did not care a straw
about becoming a great explorer and having the State capital of Ohio
named for him; but his fixed determination not to carry a particle of
Gospel to the smallest possible pagan, except upon terms highly
advantageous to his pocket and his schemes of personal
aggrandizement, is scarcely reconcilable with his pious
protestations. His own church decided, not very long ago, that his
moral character did not present available materials for the
manufacture of a saint, and it is only too probable that the church
was right.
It is a curious illustration of the determination of his biographers
to prove him an exceptionally noble man, that they dwell with much
emphasis upon his stern determination not to undertake any
explorations except upon his own extravagant terms. To the
unprejudiced mind his conduct might seem that of a shrewd and
grasping man, bent upon making a profitable speculation. The
biographers, however, insist that it was the conduct of a great and
noble nature, caring for nothing except geographical discovery and
the conversion of unlimited heathen.
About this time Columbus is believed to have written a great
many letters to various people, asking their candid opinion upon the
propriety of discovering new continents or new ways to old Asiatic
countries. Paulo Toscanelli, of Florence, a leading scientific person,
sent him, in answer to one of his letters, a map of the Atlantic and
the eastern coast of Asia, which displayed a bolder imagination than
Columbus had shown in any of his own maps, and which so
delighted him that he put it carefully away, to use in case his dream
of exploration should be realized. Toscanelli’s map has proved to be
of much more use to historians than it was to Columbus, for the letter
in which it was enclosed was dated in the year 1474, and it thus
gives us the earliest date at which we can feel confident Columbus
was entertaining the idea of his great voyage.
[Æt. 45; 1481]
How long Columbus resided at Porto Santo we have no means

of knowing; neither do we know why he left that place. It is certain,
however, that he returned to Lisbon either before or very soon after
the accession of King John II. to the Portuguese throne, an event
which took place in 1481. Meanwhile, as we learn from one of his
letters, he made a voyage in 1477 to an island which his biographers
have agreed to call Iceland, although Columbus lacked inclination—
or perhaps courage—to call it by that name. He says he made the
voyage in February, and he does not appear to have noticed that the
water was frozen. The weak point in his narrative—provided he
really did visit Iceland—is his omission to mention how he warmed
the Arctic ocean so as to keep it free of ice in February. Had he only
given us a description of his sea-warming method, it would have
been of inestimable service to the people of Iceland, since it would
have rendered the island easily accessible at all times of the year,
and it would also have materially lessened the difficulty which
explorers find in sailing to the North Pole. It is probable that
Columbus visited some warmer and easier island than Iceland—say
one of the Hebrides. In those days a voyage from southern Europe
to Iceland would have been a remarkable feat, and Columbus would
not have failed to demand all the credit due him for so bold an
exploit.
The immediate predecessor of King John—King Alfonso—
preferred war to exploration, and as he was occupied during the
latter part of his reign in a very interesting war with Spain, it is
improbable that Columbus wasted time in asking him to fit out a
transatlantic expedition. There is a rumor that, prior to the accession
of King John II., Columbus applied to Genoa for assistance in his
scheme of exploration, but the rumor rests upon no evidence worth
heeding.
Genoa, as every one knows, was then a republic. It needed all
its money to pay the expenses of the administration party at
elections, to improve its inland harbors and subterranean rivers, and
to defray the cost of postal routes in inaccessible parts of the
country. Had Columbus asked for an appropriation, the Genoese
politicians would have denounced the folly and wickedness of
squandering the people’s money on scientific junketing expeditions,
and would have maintained that a free and enlightened republic
ought not to concern itself with the effete and monarchical countries
of Asia, to which Columbus was anxious to open a new route.
Moreover, Columbus had been absent from Genoa for several
years. He had no claims upon any of the Genoese statesmen, and
was without influence enough to carry his own ward. An application
of any sort coming from such a man would have been treated with
deserved contempt; and we may be very sure that, however much
Columbus may have loved the old Genoese flag and desired an
appropriation, he had far too much good sense to dream of asking
any favors from his fellow-countrymen. Undoubtedly he was as
anxious to start in search of America while he lived at Porto Santo as
he was at a later period, but he knew that only a king would feel at
liberty to use public funds in what the public would consider a wild
and profitless expedition; and as there was no king whom he could
hope to interest in his scheme, he naturally waited until a suitable
king should appear.
The death of Alfonso provided him with what he imagined would
prove to be a king after his own heart, for King John was no sooner
seated on the throne than he betrayed an abnormal longing for new
countries by sending explorers in search of Prester John.
[Æt. 45; 1481–82]
This Prester John was believed to be a Presbyterian deacon

who ruled over a civilized and Christian kingdom which he kept
concealed either about his person or in some out-of-the-way part of
the world. The wonderful credulity of the age is shown by this belief
in a Presbyterian king whom no European had ever seen, and in a
kingdom of which no man knew the situation. It ought to have
occurred to the Portuguese king that, even if he could find this
mythical monarch, he would not take any real pleasure in his society,
unless he were to burn him. King John II. was a pious Roman
Catholic, and, next to a Methodist, a Presbyterian king would have
been about the most uncongenial acquaintance he could have
made. Nevertheless, this Presbyterian myth was indirectly of great
service to Columbus.
King John, in order to facilitate his search for Prester John,
asked a scientific commission to invent some improvements in
navigation, the result of which was the invention of the astrolabe, a
sort of rudimentary quadrant, by means of which a navigator could
occasionally find his latitude. This invention was hardly inferior in
value to that of the compass, and it is generally said to have
provided Columbus with the means of finding his way across the
Atlantic and back to Europe.
[Æt. 45–46; 1482–84]
Next to the discovery of Prester John, the Portuguese king

desired to discover a route by sea to India. He believed with his
deceased grand-uncle, Prince Henry, that Africa could be
circumnavigated—provided the circumnavigators could avoid being
boiled alive south of Cape Bojador—and that a road to India could
thus be found. It was manifest that he was just the sort of monarch
for Columbus’s purposes. He was so anxious to make discoveries
that he would have been delighted even to find a Presbyterian. He
was particularly bent upon finding a route to India, and he was only
twenty-five years old. He was the very man to listen to a solemn and
oppressive mariner with his pockets full of maps and his mind full of
the project for a transatlantic route to India. Columbus was now
about forty-six years old, and his beard was already white. He had
dwelt so long upon the plan of crossing the Atlantic that he
resembled the Ancient Mariner in his readiness to button-hole all
sorts of people and compel them to listen to his project. Mrs.
Perestrello appears to have been safely dead at this time, and Pedro
Correo had probably been talked to death by his relentless brother-
in-law. Still, Columbus was as anxious to carry out his plan as ever.
He marked young King John as his prey, and finally obtained an
audience with him.
CHAPTER III.
IN SEARCH OF A PATRON.
[Æt. 45–46; 1482–84]
WE have two accounts of the interview between Columbus and

the King—one written by Fernando Columbus, and the other by Juan
de Barros, an eminent geographer. Fernando says that the King
listened with great delight to the project of Columbus, and only
refrained from instantly giving him the command of an expedition
because he did not feel ready to consent to Columbus’s conditions.
De Barros says that King John finally professed that he approved of
Columbus’s views merely to get rid of that persistent mariner.
However this may be, the King referred the whole matter to a
committee, with power to send for maps and things. The committee
consisted of two geographers—who of course hated Columbus with
true scientific hatred—and the King’s confessor, the Bishop of Ceuta.
It did not take very long for the committee to decide that Columbus
was a preposterous person, and that his project was impracticable.
The King then referred the matter to his council, where it was hotly
debated. The Bishop of Ceuta took the broad, general ground that
exploration was an idle and frivolous occupation; that no men of
sense wanted any new countries; and that if the King must have
amusement, the best thing he could do would be to make war upon
the Moors.
Don Pedro de Meneses replied with much vigor, hurling back the
Bishop’s accusations against exploration, and nailing his reverence’s
misstatements as boldly as if the two were rival Congressmen. As for
himself, Don Pedro said, he liked new continents, and believed that
Portugal could not have too many of them. He considered Columbus
a great man, and felt that it would be a precious privilege for other
people to aid in the proposed transatlantic scheme.
Nevertheless, the council decided against it, much, we are told,
to the King’s disappointment.
The Bishop of Ceuta, in spite of his remarks at the meeting of
the committee, evidently thought there might be something in
Columbus’s plan after all. He therefore proposed to the King that
Columbus should be induced to furnish written proposals and
specifications for the discovery of transatlantic countries, and that
with the help of the information thus furnished the King should
secretly send a vessel to test the practicability of the scheme. This
was done, but the vessel returned after a few days, having
discovered nothing but water.
[Æt. 46–48; 1484]
As soon as Columbus heard of this trick he became excessively

angry, and resolved that King John should never have a square foot
of new territory, nor a solitary heathen soul to convert, if he could
help it. Accordingly, he broke off his acquaintance with the King, and
proposed to leave Lisbon, in the mean time sending his brother
Bartholomew to England to ask if the English King would like to order
a supply of new islands or a transatlantic continent. His wife had
already succumbed to her husband’s unremitting conversation
concerning explorations, and died, doubtless with much resignation.
Madame Perestrello, Pedro Correo, and Mrs. Columbus were
probably only a few of the many unhappy Portuguese who suffered
from the fatal conversational powers of Columbus, and Portugal may
have become rather an unsafe place for him. This would account for
the stealthy way in which he left that kingdom, and is at least as
probable as the more common theory that he ran away to escape his
creditors.
It was in the year 1484 that Columbus, accompanied by his son
Diego, shook the dust of Portugal from his feet and climbed over the
back-fence into Spain, in the dead of night, instead of openly taking
the regular mail-coach. The King of England had refused to listen to
Bartholomew’s proposals, and King John had been guilty of conduct
unbecoming a monarch and a gentleman. This may have given
Columbus a prejudice against kings, for he made his next
applications to the Dukes of Medina Sidonia and Medina Celi—two
noblemen residing in the south of Spain.
[Æt. 48; 1484–87]
Medina Sidonia listened to Columbus with much interest, and

evidently regarded him as an entertaining kind of lunatic; but after a
time he became seriously alarmed at the Italian’s inexhaustible
capacity for talk, and courteously got rid of him before sustaining any
permanent injury. The Duke of Medina Celi was a braver man, and
not only invited Columbus to come and stay at his house, but
actually spoke of lending him ships and money. He changed his
mind, however, and told Columbus that he really could not take the
liberty of fitting out an expedition which ought to be fitted out by a
king. Columbus then remarked that he would step over to France
and speak to the French King about it; whereupon the Duke hastily
wrote to Queen Isabella, of Castile and Aragon, mentioning that he
had a mariner of great merit in his house, whom she really ought to
see. The Queen graciously wrote, requesting the Duke to forward his
ancient mariner to the royal palace at Cordova, which he accordingly
did, furnishing Columbus at the same time with a letter of
introduction to Her Majesty.
Spain was then merely a geographical expression. Ferdinand,
King of Aragon, had recently married Isabella, Queen of Castile, and
their joint property was called the Kingdom of Castile and Aragon;
for, inasmuch as the Moors still ruled over the southern part of the
peninsula, it would have been indelicate for Ferdinand and his queen
to pretend that they were the monarchs of all Spain.
When Columbus reached Cordova he found that their majesties
were on the point of marching against the Moors, and had no time to
listen to any plans of exploration. Before starting, however, the
Queen deposited Columbus with Alonzo de Quintanilla, the treasurer
of Castile, and, we may presume, took a receipt for him. Quintanilla,
an affable old gentleman, was much pleased with Columbus, and
soon became a warm advocate of his theories. He introduced the
navigator to several influential friends, and Columbus passed the
summer and winter very pleasantly.
At Cordova he also met a young person named Beatrix
Enriquez, to whom he became much attached, and who was
afterward the mother of his son Fernando. She probably had her
good qualities; but as Columbus was so much preoccupied with his
transatlantic projects he forgot to marry her, and hence she is
scarcely the sort of young person to be introduced into a virtuous
biography.
[Æt. 48–51; 1484–87]
During the same winter the King and Queen held their court at
Salamanca, after having made a very brilliant foray into the Moorish
territory, and having also suppressed a rebellion in their own
dominions. Columbus went to Salamanca, where he made the
acquaintance of Pedro Gonsalvez de Mendoza, the Cardinal-
Archbishop of Toledo, who was decidedly the most influential man in
the kingdom. When Columbus first mentioned his project, the
Cardinal told him the Scriptures asserted that the earth was flat, and
that it would be impious for him to prove it was round; but Columbus
soon convinced him that the Church would be greatly benefited by
the discovery of gold-mines all ready to be worked, and of heathen
clamoring to be converted, and thus successfully reconciled science
and religion. The Cardinal heartily entered into his scheme, and soon
obtained for him an audience with the King.
Columbus says that on this occasion he spoke with an
eloquence and zeal that he had never before displayed. The King
listened with great fortitude, and when Columbus temporarily paused
in his oration had still strength enough left to dismiss him with a
promise to refer the matter to a scientific council. In pursuance of this
promise he directed Fernando de Talavera, the Queen’s confessor,
to summon the most learned men of the kingdom to examine
Columbus thoroughly and decide upon the feasibility of his plan. As
for the Queen, she does not appear to have been present at the
audience given to Columbus, either because her royal husband
considered the female mind incapable of wrestling with geography,
or because he did not think her strong enough to endure Columbus’s
conversation.
The scientific Congress met at Salamanca without any
unnecessary delay, and as few people except priests had any
learning whatever at that period, the Congress consisted chiefly of
different kinds of priests. They courteously gave Columbus his
innings, and listened heroically to his interminable speech, after
which they proceeded to demonstrate to him that he was little better
than a combined heretic and madman. They quoted the Bible and
the opinions of the Fathers of the church in support of the theory that
the earth was flat instead of round.
When Columbus in his turn proved that the Bible and the Fathers
must be understood in a figurative sense, the priests then took the
ground that if the world was round, Columbus could not carry
enough provisions with him to enable him to sail around it, and that
he could not sail back from his alleged western continent unless his
vessels could sail up-hill.
Gradually the more sensible members of the congress came to
the conclusion that it would be better to agree to everything
Columbus might propose, rather than listen day after day to his
appalling eloquence. Still, the majority were men of ascetic lives and
great physical endurance, and they showed no disposition to yield to
argument or exhaustion. The sessions of the Congress were thus
prolonged from day to day, and Columbus was kept in a painful state
of suspense. Little did he imagine that in the land which he was
destined to discover, another Congress would meet, not quite four
hundred years later, and would even surpass the Congress of
Salamanca in the tediousness and uselessness of its debates.
CHAPTER IV.
HE RECEIVES HIS COMMISSION.
[Æt. 51; 1489]
THE spring of 1487 arrived, and the Council of Salamanca had

not yet made its report. The King and Queen, who seem to have
required an annual Moorish war in order to tone up their systems, set
out to besiege Malaga early in the spring, taking De Talavera with
them, so that he might be on hand to confess the Queen in case she
should find it desirable to commit a few sins and require subsequent
absolution. The departure of De Talavera interrupted the sittings of
the Council, and left Columbus without any regular occupation.
During the siege of Malaga he was more than once summoned to
the camp, ostensibly to confer with the court upon his famous
project, but the proposed conferences never took place. He became
so tired of the suspense in which he was kept, that he wrote to King
John of Portugal, giving him one more chance to accede to his
transatlantic plans. Not only did King John answer his letter and ask
him to come to Lisbon, but King Henry VII. of England also wrote to
him, inviting him to come to England and talk the matter over. At
least, Columbus says that those two kings wrote to him; though the
fact that he did not accept their invitations, but preferred to waste his
time in Spain, casts a little doubt upon his veracity. It is certainly
improbable that he would have waited for years in the hope of
another interview with Ferdinand and Isabella, if at the same time
two prominent kings were writing to him and urging him to bring his
carpet-bag and make them a nice long visit.
In the spring of 1489 Columbus was summoned to Seville, and
was positively assured that this time he should have a satisfactory
conference with a new assortment of learned men. But no sooner
had he reached Seville than the King and Queen suddenly
remembered that they had not had their usual spring war, and
thereupon promptly started to attack the Moors. Columbus went with
them, and fought with great gallantry. Probably it was in some
measure due to a dread of his awful conversational powers that the
Moorish king surrendered, and it is to the honor of the Christian
monarchs that they did not abuse their victory by permitting
Columbus to talk to the royal prisoner.
Another year passed away, and still Columbus was waiting for a
decision upon the feasibility of his plan. In the spring of 1491 he
finally became so earnest in demanding a decision, that the King
directed De Talavera and his learned friends to make their long-
delayed report. They did so, assuring the King that it would be
absurd for him to waste any money whatever in attempting to carry
out the Italian’s utterly ridiculous plan. Still Ferdinand did not care to
drive Columbus to despair, but politely informed him that after he
should have finished the annual Moorish war upon which he was just
about to enter, he would really try to think of the propriety of fitting
out an expedition.
Columbus had now been nearly seven years in Spain, waiting for
the King to come to a final decision; and this last postponement
exhausted his patience. The court had from time to time supplied
him with money; but he was not willing to spend his life as a
pensioner on the royal bounty, while the western continent was
vainly calling to him to come over and discover it. He therefore left
Seville, with the resolution to have nothing further to do with Spain,
but to proceed to France and try what he could do with the French
king.
He seems to have journeyed on foot, for the very next time we
hear of him is as a venerable and imposing tramp, accompanied by
an unidentified small-boy, and asking for food—presumably
buckwheat cakes, and eggs boiled precisely three minutes—at the
gate of the convent of Santa Maria de Rabida.
[Æt. 55; 1491]
The Prior of the convent, Juan Perez de Marchena, happened to
notice him, and entered into conversation with him. Columbus told
him his name, and mentioned that he was on his way to a
neighboring town to find his brother-in-law; from which we learn that
four hundred years ago the myth of a brother-in-law in the next town
was as familiar to the tramps of that period as it is to those of the
present day. As the Prior listened to this story without making any
remarks upon its improbability, Columbus was tempted to launch into
general conversation, and in a few moments told him all about his
desire to find a transatlantic continent, and his intention of offering to
the King of France the privilege of assisting him.
Doubtless the good friar found his convent life rather
monotonous, and perceiving vast possibilities of conversation in
Columbus, he determined to ask him to spend the night with him.
Columbus, of course, accepted the invitation, and, the Prior sending
for the village doctor, the three spent a delightful evening.
The next day both the Prior and the doctor agreed that
Columbus was really a remarkable man, and that it would be
disgraceful if the French king were to be allowed to assist in
discovering a new continent. The Prior sent for several ancient
mariners residing in the neighboring port of Palos, and requested
them to give their opinion of the matter. With one accord, they
supported the scheme of Columbus with arguments the profundity of
which Captain Bunsby himself might have envied; and one Martin
Alonzo Pinzon, in particular, was so enthusiastic that he offered to
pay the expenses of Columbus while making another application to
the court, and to furnish and take command of a vessel in case the
application should be successful.
[Æt. 55; 1491–92]
The religious interests of the convent must have suffered

somewhat from the Prior’s geographical soirées. It must have
required a great deal of punch to bring those ancient seafaring men
into unanimity upon any subject, and the extent to which Columbus
unquestionably availed himself of the opportunity for unrestrained
conversation must have left the Prior no time whatever for prayers.
He may have excused himself to his own conscience by pretending
that to listen to Columbus was a means of mortifying the flesh; but,
plausible as this excuse was, it could not justify the introduction of
punch, seafaring men, and village doctors into a professedly
religious house.
The upshot of the matter was, that the Prior resolved to write a
letter to the Queen, and old Sebastian Rodriguez, a veteran sailor,
staked the future integrity of his personal eyes upon his delivery of
the letter into the hands of Isabella. The Prior had been formerly the
Queen’s confessor, and of course he knew how to awaken her
interest by little allusions to the sinful secrets that she had committed
to his holy keeping.
The letter was written, and in two weeks’ time Rodriguez brought
back an answer summoning the Prior to court. The good old man
was overjoyed, and immediately went to Santa Fé, where the King
and Queen were stopping, on their way to another Moorish war.
When he was admitted to the Queen’s presence, he conducted
himself with so much discretion, and made so favorable an
impression, that Isabella gave him the magnificent sum of twenty
thousand maravedies, and told him to hand it over to Columbus, and
to send that persistent navigator immediately to her. It is somewhat
of a disappointment to learn that the twenty thousand maravedies
were in reality worth only seventy-two dollars; still they were enough
to enable Columbus to buy a mule and a new spring overcoat, and
thus to appear at court in an impressive manner.
The particular Moorish war upon which the King and Queen
were then engaged was the very last one of the series, and it was
confessedly of so much importance that Columbus did not try to
obtain an audience until it was finished. In the mean time he lived
with his old friend Alonzo de Quintanella, the treasurer.
[Æt. 55–56; 1491–92]
At last the day came when, the war being ended, Columbus was
summoned to meet a committee of which De Talavera appears to
have been the chairman. This time the feasibility of his scheme was
admitted, and it only remained to settle the terms upon which he
would agree to furnish Spain with new continents. Though Columbus

Real World Psychology 3Rd Edition Full Chapter

Uploaded by

Copyright:

Available Formats

You might also like

Real World Psychology 3Rd Edition Full Chapter

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Real World Psychology 3Rd Edition Full Chapter

Uploaded by

Copyright:

Available Formats

(eBook PDF) Real World Psychology

Summary/Key Terms Helping Someone with PTSD (APA Goal 1.3) 90

2 Neuroscience and Biological Cognitive Appraisal 91

3.4 Health Psychology 98 Why Do We Sleep and Dream? 146

4 Sensation and Perception 104

Moral Development 306 Eating Problems and Disorders 362

12.4 Humanistic Theories 411 PP Practical Application: PositivePsych

STH Scientific Thinking Highlight Interpersonal Attraction 530

a chameleon as our “brand image” because of

1. “How can using Real World Psychology increase active

Things you’ll learn in Chapter 1

[AQ5] Is there a correlation between years of education and physical

1.1 What Is Psychology? 2 1.3 Psychology’s Research Methods 20

PP Practical Application: PositivePsych

What Makes Us Happy? In addition, contrary to the popu-

508 C H A PT E R 1 5 Social Psychology 36 CHAPTER 1 The Science of Psychology

STH Scientific Thinking Highlight PAH Practical Application Highlight

greatly increased your response time—and errors.

GCD Gender and Cultural Diversity

biological, psychological, and social

SOPA Images Limited/Alamy Stock Photo

2. “Our administrators are pressing for better retention,

Real World Psychology’s Connections to APA Undergraduate Learning

Goal 1. Knowledge Base in Psychology

Goal 2. Scientific Inquiry and Critical Thinking

Goal 3. Ethical and Social Responsibility in a Diverse World

Goal 5. Professional Development

3. “I want my students to come to class better prepared

For Each Learning Objective

Throughout the Course

Practice and Assessment

Acknowledgments from the Authors

Authors’ Personal Notes

What’s New in Real World Psychology,

NEW THEME: Scientific Thinking and

NEW and Revised Core Features

• NEW STH Scientific Thinking Highlight (APA GOAL 2.1)

Chapter New Research New and Revised Features Other Updates

He had been a sailor for some years when he joined a vessel

This story is told by Columbus himself, and it awakens in the

[Æt. 34; 1470]

Fernando Columbus informs us that his father based his

Perhaps Columbus really thought that he wanted to dispense the

How long Columbus resided at Porto Santo we have no means

This Prester John was believed to be a Presbyterian deacon

Next to the discovery of Prester John, the Portuguese king

[Æt. 45–46; 1482–84]

WE have two accounts of the interview between Columbus and

As soon as Columbus heard of this trick he became excessively

Medina Sidonia listened to Columbus with much interest, and

[Æt. 51; 1489]

THE spring of 1487 arrived, and the Council of Salamanca had

The religious interests of the convent must have suffered

You might also like