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 Exploring
PSYCHOLOGY
IN MODULES
tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. He also has authored five general audience books, including The Pursuit of
Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to hundreds
of college, community, and professional groups worldwide.
Drawing on his experience, he also has written articles and a book (A Quiet
World) about hearing loss, and he is advocating a transformation in American
assistive listening technology (see www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . .xlix

Thinking Critically With

Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . .1
MODULE 1 The History and Scope of Psychology . . . . . . . . . 2
MODULE 2 Research Strategies: How Psychologists
Ask and Answer Questions . . . . . . . . . . . . . . . . . . 14

The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . .35

MODULE 3 Neural and Hormonal Systems . . . . . . . . . . . . . . 36
MODULE 4 Tools of Discovery and Older Brain
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MODULE 5 The Cerebral Cortex and Our Divided
Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
MODULE 6 Genetics, Evolutionary Psychology, and
Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Consciousness and the Two-Track

Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
MODULE 7 Consciousness: Some Basic Concepts . . . . . . . . 80
MODULE 8 Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MODULE 9 Drugs and Consciousness . . . . . . . . . . . . . . . . . . . 104

Developing Through the Life Span . . . .119

MODULE 10 Developmental Issues, Prenatal
Development, and the Newborn. . . . . . . . . . . . 120
MODULE 11 Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . 127
MODULE 12 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

MODULE 13 Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Sex, Gender, and Sexuality . . . . . . . . . . . . . . . .171

MODULE 14 Gender Development . . . . . . . . . . . . . . . . . . . . . . 172
MODULE 15 Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Sensation and Perception . . . . . . . . . . . . . . . . . . 199
MODULE 16 Basic Concepts of Sensation and
Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
MODULE 17 Vision: Sensory and Perceptual
Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
MODULE 18 The Nonvisual Senses . . . . . . . . . . . . . . . . . . . . . . 226
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
MODULE 19 Basic Learning Concepts and Classical
Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MODULE 20 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . 256
MODULE 21 Biology, Cognition, and Learning . . . . . . . . . . . 267
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
MODULE 22 Studying and Encoding Memories . . . . . . . . . . 282
MODULE 23 Storing and Retrieving Memories . . . . . . . . . . 292
MODULE 24 Forgetting, Memory Construction, and
Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . 301
Thinking, Language, and
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
MODULE 25 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
MODULE 26 Language and Thought . . . . . . . . . . . . . . . . . . . . . 329
MODULE 27 Intelligence and Its Assessment . . . . . . . . . . . . 340
MODULE 28 Genetic and Environmental Influences
on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Motivation and Emotion . . . . . . . . . . . . . . . . . . . . 365
MODULE 29 Basic Motivational Concepts, Affiliation,
and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
MODULE 30 Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
MODULE 31 Theories and Physiology of Emotion . . . . . . . 386
MODULE 32 Expressing and Experiencing Emotion . . . . . 395
Stress, Health, and Human
Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
MODULE 33 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . .406
MODULE 34 Health and Happiness . . . . . . . . . . . . . . . . . . . . . . 419
BRIEF CONTENTS ix
Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
MODULE 35 Social Thinking and Social Influence . . . . . . . 442
MODULE 36 Antisocial Relations . . . . . . . . . . . . . . . . . . . . . . . . 462
MODULE 37 Prosocial Relations . . . . . . . . . . . . . . . . . . . . . . . . . 475
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
MODULE 38 Classic Perspectives on Personality . . . . . . . . 492
MODULE 39 Contemporary Perspectives on
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Psychological Disorders . . . . . . . . . . . . . . . . . . . . 527
MODULE 40 Basic Concepts of Psychological
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
MODULE 41 Anxiety Disorders, OCD, and PTSD . . . . . . . . 536
MODULE 42 Major Depressive Disorder and Bipolar
Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
MODULE 43 Schizophrenia and Other Disorders . . . . . . . . 556
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
MODULE 44 Introduction to Therapy and the
Psychological Therapies . . . . . . . . . . . . . . . . . . . . . 570
MODULE 45 The Biomedical Therapies and
Preventing Psychological Disorders . . . . . . . . . 593
Statistical Reasoning in
APPENDIX A
Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . B-1
APPENDIX C Subfields of Psychology . . . . . . . . . . . . . C-1
APPENDIX D Complete Module Reviews . . . . . . . . . . D-1
Answers to Experience the
APPENDIX E
Testing Effect Questions . . . . . . . . . . . . . . . . . . . . . . . E-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
x

Contents
Preface xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life xlix

The Biology of Behavior 35

3 Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

4 Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Thinking Critically With Older Brain Structures 50
Psychological Science 1 5 The Cerebral Cortex and Our Divided
Brain 56
1 The History and Scope of Psychology 2 The Cerebral Cortex 56
The Scientific Attitude: Curious, Skeptical, and Humble 2 Our Divided Brain 61
Critical Thinking 3
Psychology’s Roots 4
6 Genetics, Evolutionary Psychology,
and Behavior 66
Contemporary Psychology 7
Behavior Genetics: Predicting Individual Differences 66
2
Research Strategies: How Psychologists Evolutionary Psychology: Understanding Human
Ask and Answer Questions 14 Nature 73
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30

Consciousness and the
Two-Track Mind 79
7 Consciousness: Some Basic Concepts 80
Defining Consciousness 80
Studying Consciousness 80
Selective Attention 81
Dual Processing:
The Two-Track Mind 84
8 Sleep and Dreams 87
Biological Rhythms and Sleep 87
Why Do We Sleep? 92
Sleep Deprivation and Sleep Disorders 94
Dreams 98
9 Drugs and Consciousness 104
Tolerance and Addiction 104
THINKING CRITICALLY ABOUT
Addiction 105
Types of Psychoactive Drugs 106
Influences on Drug Use 113
CONTENTS xi
Developing Through
the Life Span 119
10 Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
Prenatal Development and the Newborn 122
11 Infancy and Childhood 127
Physical Development 127
Cognitive Development 130
Social Development 138
12 Adolescence 147
Physical Development 147
Cognitive Development 149
Social Development 152
THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
Emerging Adulthood 156
13 Adulthood 158
Physical Development 158
Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

17 Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

18 The Nonvisual Senses 226

Sex, Gender, and Sexuality 171 Hearing 226
The Other Senses 230
14 Gender Development 172 THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
How Are We Alike? How Do We Differ? 172
Sensory Interaction 239
The Nature of Gender: Our Biological Sex 175 THINKING CRITICALLY ABOUT ESP—Perception
The Nurture of Gender: Our Culture and Experiences 177 Without Sensation? 241
15 Human Sexuality 181
The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

Learning 245

19 Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

20 Operant Conditioning 256

Skinner’s Experiments 256
Sensation and Perception 199
Skinner’s Legacy 263
Contrasting Classical and Operant Conditioning 265
16 Basic Concepts of Sensation and
Perception 200 21 Biology, Cognition, and Learning 267
Processing Sensation and Perception 200 Biological Constraints on Conditioning 267
Transduction 200 Cognition’s Influence on Conditioning 270
Thresholds 201 Learning by Observation 272
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 THINKING CRITICALLY ABOUT Does Viewing Media

Sensory Adaptation 204 Violence Trigger Violent Behavior? 277

 CONTENTS xiii

26 Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

27 Intelligence and Its Assessment 340

What Is Intelligence? 341
Memory 281
Assessing Intelligence 345
The Dynamics of Intelligence 349
22 Studying and Encoding Memories 282
Studying Memory 282 28 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
23 Storing and Retrieving Memories 292
Environmental Influences 356
Memory Storage 292
Group Differences in Intelligence Test Scores 357
Memory Retrieval 297
The Question of Bias 360
24 Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

Motivation and Emotion 365

29 Basic Motivational Concepts, Affiliation,

and Achievement 366
Motivational Concepts 366
Thinking, Language, The Need to Belong 369
and Intelligence 315 Achievement Motivation 375

25 Thinking 316
Concepts 316
Problem Solving: Strategies and Obstacles 317
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor—
Why We Fear the Wrong Things 320
Thinking Creatively 324
Do Other Species Share Our Cognitive Skills? 326
30 Hunger 377
The Physiology of Hunger 378
The Psychology of Hunger 380
Obesity and Weight Control 382
31 Theories and Physiology of Emotion 386
Emotion: Arousal, Behavior, and Cognition 386
Embodied Emotion 391
THINKING CRITICALLY ABOUT Lie Detection 394
xiv CONTENTS

32 Expressing and Experiencing 36 Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
37 Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

Stress, Health, and Human

Flourishing 405
Personality 491
33 Stress and Illness 406
Stress: Some Basic Concepts 406 38 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416
The Psychodynamic Theories 492
34 Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 39 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

Social Psychology 441

35 Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
 CONTENTS xv

Psychological Disorders 527

Therapy 569
40 Basic Concepts of Psychological
Disorders 528 44 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532 Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
41 Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
45 The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
42 Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Statistical Reasoning
APPENDIX A
Bipolar Disorder 547 in Everyday Life A-1
43 Schizophrenia and Other Disorders 556 APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Module Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten editions. With this edition, I continue as lead author while
beginning a gradual, decade-long process of welcoming a successor author, the
award-winning teacher-scholar-writer Nathan DeWall.
Yet across nearly three decades of Exploring Psychology there has also been
a stability of purpose: to merge rigorous science with a broad human perspective
that engages both mind and heart. We aim to offer a state-of-the-art introduction
to psychological science that speaks to students’ needs and interests. We aspire to
help students understand and appreciate the wonders of their everyday lives. And
we seek to convey the inquisitive spirit with which psychologists do psychology.
We are enthusiastic about psychology and its applicability to our lives. Psycho-
logical science has the potential to expand our minds and enlarge our hearts. By
studying and applying its tools, ideas, and insights, we can supplement our intuition
with critical thinking, restrain our judgmentalism with compassion, and replace
our illusions with understanding. By the time students complete this guided tour of
psychology, they will also, we hope, have a deeper understanding of our moods and
memories, about the reach of our unconscious, about how we flourish and struggle,

TABLE 1
Evolutionary Psychology and Behavior Genetics

In addition to the coverage found
in Module 6, the evolutionary
perspective is covered on the
following pages:
Aging, pp. 161–162
Anger, pp. 416–417
Anxiety-related disorders,
pp. 542–544
Biological predispositions:
in learning, pp. 267–269
in operant conditioning, p. 269
Brainstem, pp. 52–53
Classical conditioning, p. 250
Consciousness, p. 80
Darwin, Charles, pp. 6, 8
Depression and light exposure
therapy, p. 588
Emotion, effects of facial expres-
sions and, p. 401
Emotional expression, p. 400
Evolutionary perspective, defined,
p. 11
Fear, pp. 326–327
Feature detection, p. 215
Fight or flight, p. 409
Gene-environment interaction,
p. 514
Hearing, p. 226
Hunger and taste preference,
p. 381
Instincts, p. 366
Intelligence, pp. 360–365
Language, pp. 335, 341
Love, pp. 163–165
Math and spatial ability, p. 363
Mating preferences, pp. 175, 193–194
Menopause, p. 158
Need to belong, p. 370
Obesity, p. 382
Overconfidence, pp. 327–328
Perceptual adaptation, pp. 223–224
Sensation, p. 201
Sensory adaptation, pp. 204–205
Sexual orientation, pp. 189–190
Sexuality, pp. 181, 189–190, 192–195
Sleep, pp. 87, 92–93
Smell, p. 237
Taste, p. 236
In addition to the coverage
found in Module 6, behavior
genetics is covered on the
following pages:
Abuse, intergenerational transmission
of, p. 276
Adaptability, p. 5
Aggression, pp. 468–473
intergenerational transmission
of, p. 276
Autism spectrum disorder, pp. 135–137
Behavior genetics perspective,
pp. 8, 11
Biological perspective, p. 38 Psychological disorders and:
Brain plasticity, pp. 62–63 ADHD, p. 532
Continuity and stages, pp. 120–121 anxiety-related disorders,
Deprivation of attachment, pp. 541–544
pp. 142–144 biopsychosocial approach,
pp. 529–530
Depth perception, p. 218
bipolar disorder and major
Development, p. 120
depressive disorder, pp. 549–552
Drives and incentives, p. 367
depressed thinking, p. 552
Drug use, pp. 113–116
obsessive-compulsive disorder,
Eating disorders, pp. 565–566
pp. 541–544
Epigenetics, pp. 124, 146, 530, 543,
personality disorders, pp. 563–564
550, 560
posttraumatic stress disorder,
Happiness, pp. 435–436
pp. 541–544
Hunger and taste preference, p. 382
schizophrenia, pp. 557–560
Intelligence:
suicide, p. 553
Down syndrome, pp. 357–358
violent behavior, pp. 563–564
genetic and environmental
Reward deficiency syndrome, p. 56
influences, pp. 360–365
Romantic love, pp. 163–165
Learning, pp. 267–272
Sexual dysfunctions, pp. 183–184
Motor development, pp. 128–129
Sexual orientation, pp. 189–192
Nature-nurture, p. 8
Sexuality, pp. 189–191
twins, p. 8
Sleep patterns, pp. 91–92
Obesity and weight control,
pp. 382–385 Smell, p. 238
Optimism, p. 423 Stress, personality, and illness,
pp. 413–417
Pain, pp. 231–233
benefits of exercise, pp. 426–427
Parenting styles, pp. 144–145
Traits, pp. 357–358, 360–361
Perception, pp. 223–224
gay-straight trait differences,
Personality traits, p. 496
pp. 191, 192

about how we perceive our physical and social worlds, and about how our biology
and culture in turn shape us. (See TABLES 1 and 2.)
Believing with Thoreau that “anything living is easily and naturally expressed
in popular language,” we seek to communicate psychology’s scholarship with
crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. We love to reflect on
TABLE 2
Neuroscience
In addition to the coverage found in Modules 3, 4, and 5, neuroscience can be found on the following pages:
Aggression, pp. 469–470
Aging: brain training,
pp. 161–162
Animal cognition, pp. 332–334
Animal language, pp. 341–342
Antisocial personality disorder,
p. 564
Arousal, p. 185
Attention-deficit hyperactivity dis-
order (ADHD) and the brain, p. 532
Autism spectrum disorder,
pp. 136–137
Automatic prejudice: amygdala,
p. 466
Biofeedback, p. 427
Biopsychosocial approach,
pp. 10–11
aggression, pp. 469–470
aging, p. 167
Alzheimer’s, p. 296
dreams, pp. 100–102
drug use, pp. 114–115
emotion, pp. 150–151,
294–296, 393–394
learning, pp. 267–269
pain, p. 232
personality, pp. 513–514
psychological disorders,
pp. 529–530
sleep, pp. 87–89
therapeutic lifestyle change,
pp. 600–601
Brain development:
adolescence, pp. 148–149
experience and, pp. 127–128
infancy and childhood,
p. 129
sexual differentiation in utero,
p. 175
Brain stimulation therapies,
pp. 597–599
Cognitive neuroscience, pp. 7–8, 11,
80–81
Cultural neuroscience, p. 523
Drug use, pp. 114–115
Dual processing, pp. 84–86
Electroconvulsive therapy,
pp. 597–598
Emotion and cognition, pp. 387–391
Fear-learning, p. 540
Fetal alcohol syndrome and brain
abnormalities, p. 124
Hallucinations, p. 89
and hallucinogens, pp. 111–112
and near-death experiences, p. 112
and schizophrenia, p. 556
and sleep, p. 89
Hormones and:
abuse, p. 144
appetite, pp. 379–380
autism spectrum disorder,
treatment of, p. 137
development, pp. 177–178
in adolescents, pp. 147–149,
178–179
of sexual characteristics,
pp. 147–149, 178–179
emotion, pp. 388–389, 392–393
gender, pp. 175–176
sex, pp. 175–176, 181–182
sexual behavior, pp. 181–182
stress, pp. 127, 138, 409–410, 414,
416–417, 420–421, 424
weight control, pp. 379–380
Hunger, pp. 377–380
Insight, p. 323
Intelligence, pp. 347–350
creativity, pp. 330–332
twins, p. 360
Language, pp. 335–336, 340
and deafness, p. 339
and thinking in images,
pp. 344–345
Light-exposure therapy: brain scans,
pp. 588–589
Meditation, pp. 427–429
Memory:
emotional memories, pp. 294–295
explicit memories, p. 285
implicit memories, p. 285
physical storage of, pp. 292–295
and sleep, p. 93
and synaptic changes, pp. 295–296
Mirror neurons, pp. 272–275
Neuroscience perspective, defined,
p. 11
Neurotransmitters and:
anxiety-related disorders, p. 543
biomedical therapy:
depression, pp. 549–550
ECT, pp. 597–598
schizophrenia, pp. 558, 594
child abuse, p. 146
cognitive-behavioral therapy:
obsessive-compulsive disorder,
p. 581
depression, pp. 549–550, 595
drugs, pp. 106, 108–109, 110,
111, 593–596
exercise, p. 427
schizophrenia, p. 560
temperament, pp. 140–141
Observational learning and brain
imaging, p. 273
Optimum arousal: brain mecha-
nisms for rewards, pp. 273–276
Orgasm, pp. 182–184
Pain, p. 234
experienced and imagined pain,
pp. 274–275
PREFACE x vii
phantom limb pain, p. 232
virtual reality, p. 234
Parallel vs. serial processing, p. 216
Perception:
brain damage and, p. 216
color vision, pp. 213–214
feature detection, pp. 214–215
transduction, p. 200
visual information processing,
pp. 211–213
Perceptual organization, pp. 211–216
Personality
Big Five and, pp. 508–510
brain imaging and, p. 507
Posttraumatic stress disorder
(PTSD) and the limbic system,
p. 540
Priming, pp. 201–202
Psychosurgery: lobotomy,
pp. 599–600
Schizophrenia and brain abnormali-
ties, pp. 557–558
Sensation:
body position and movement,
pp. 238–239
deafness, pp. 228–229
hearing, pp. 226–230
sensory adaptation, pp. 204–205
smell, pp. 236–238
taste, p. 236
touch, pp. 230–231
vision, pp. 209–224
Sexual orientation, pp. 182–184
Sleep:
cognitive development and,
pp. 101–102
memory and, p. 93
recuperation during, p. 93
Smell and emotion, p. 238
Unconscious mind, pp. 499–500
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, history, sports, religion, politics, and popular culture. And we love to provoke
thought, to play with words, and to laugh. For his pioneering 1890 Principles of
Psychology, William James sought “humor and pathos.” And so do we.
We are grateful for the privilege of assisting with the teaching of this mind-
expanding discipline to so many students, in so many countries, through so
many different languages. To be entrusted with discerning and communicating
psychology’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it
reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all
the brains I have, but all I can borrow.” The thousands of instructors and millions
of students across the globe who have taught or studied (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky
professor Nathan DeWall. (For more information and videos that intro-
duce Nathan and our collaboration, see www.MacmillanHigherEd.com/
DeWallVideos.) Nathan is not only one of psychology’s “rising stars” (as the
Association for Psychological Science rightly said in 2011), he also is an award-
winning teacher and someone who shares my passion for writing—and for
communicating psychological science through writing. Although I continue as
lead author, Nathan’s fresh insights and contributions are already enriching
this book, especially for this tenth edition, through his leading the revision of
The Biology of Behavior (Modules 3–6); Developing Through the Life Span
(Modules 10–13); Stress, Health, and Human Flourishing (Modules 33–34); and
Personality (Modules 38–39). But my fingerprints are also on those module revi-
sions, even as his are on the other modules. With support from our wonderful
editors, this is a team project. In addition to our work together on the textbook,
Nathan and I enjoy contributing to the monthly Teaching Current Directions in
Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall).
We also blog at www.TalkPsych.com, where we share exciting new findings,
everyday applications, and observations on all things psychology.

Why a Modular Book?

This 45-module text has been a wish come true for me [DM]. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters
(called modules) that (b) can be selected and assigned in any order.
• Have we not all heard the familiar student complaint: “The chapters are too
long!” A text’s typical 30- to 50-page chapter cannot be read in a single sitting
before the eyes grow weary and the mind wanders. So, why not parse the
material into readable units? Ask your students whether they would prefer a
600-page book to be organized as fifteen 40-page chapters or as forty 15-page
chapters. You may be surprised at their overwhelming support for shorter
chapters. Indeed, students digest material better when they process it in
smaller chunks—as spaced rather than massed practice.
 PREFACE xi x

• I have equally often heard from instructors bemoaning the fact that they
“just can’t get to everything” in the book. Sometimes instructors want to
cover certain sections in a traditional, long chapter but not others. For
example, in the typical Consciousness chapter, someone may want to cover
Sleep and Dreams but not Drugs. In Exploring Psychology, Tenth Edition
in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, but not Module 9, Drugs and Consciousness.

How Is This Different

From Exploring Psychology,
Tenth Edition?
The primary differences between this book and Exploring Psychology, tenth
edition, are organization and module independence.

Organization
The book really IS Exploring Psychology, tenth edition—just in a different format.
So, this modular version contains all the updated research and innovative new
coverage from Exploring Psychology, tenth edition. This version offers the same
content from Exploring Psychology, tenth edition’s 15 chapters parsed instead into
45 modules.

The Modules Are Independent

Each module in this book is self-standing rather than dependent upon the others
for understanding. Cross-references to other parts of the book are accompanied
by brief explanations. In some cases, illustrations or key terms are repeated to
avoid possible confusion. No assumptions are made about what students have
read prior to each module. This independence gives instructors ultimate flexi-
bility in deciding which modules to use, and in what order. Connections among
psychology’s subfields and findings are still made—they are just made in a way
that does not assume knowledge of other parts of the book.

What Else Is New Since

Exploring Psychology, Ninth
Edition in Modules?
This tenth edition is the most carefully reworked and extensively updated of all
the revisions to date. This new edition features improvements to the organization
and presentation, especially to our system of supporting student learning and
remembering. And we offer the exciting new Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific process, showing them how psychological research begins with a question,
and how key decision points can alter the meaning and value of a psychological
study. In a fun, interactive environment, students learn about important aspects
xx PREFACE

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding

Module Group Openers
We were aware that students often skip over a text’s typical two-page module
group opener—under the assumption it serves little purpose in learning the
material to come. So, for this new edition, we worked with a talented artist to
make more pedagogically effective use of this space. This new feature provides
an enticing and helpful way for students to SURVEY the content in each group of
modules, before they QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R).
We’ve provided visual scaffolding at the beginning of each group of modules,
offering students a basic cognitive structure for the content to come. Flip to the
beginning of any group of modules to see a sample.

Hundreds of New Research Citations

Our ongoing scrutiny of dozens of scientific periodicals and science news sources,
enhanced by commissioned reviews and countless e-mails from instructors and
students, enables integrating our field’s most important, thought-provoking, and
student-relevant new discoveries. Part of the pleasure that sustains this work is
learning something new every day! See p. xxxvii for a list of significant Content
Changes to this edition.

Reorganized Modules
In addition to the new research activities, visual scaffolding openers, and updated
coverage, we’ve introduced the following organizational changes:
• Module 1, The History and Scope of Psychology, now has a clearer organiza-
tion and greater emphasis on modern approaches, including Cross-Cultural
and Gender Psychology, and new coverage of Positive Psychology (see also
TABLE 3).
• Module 2, Research Strategies, now offers greater emphasis on designing
psychological studies, and on psychology’s research ethics.
• Hypnosis is now covered in the Pain discussion in Module 18, The Nonvisual
Senses (moved from the ninth edition’s Module 7).
• The Social Psychology modules now precede the Personality modules.

LaunchPad for Exploring Psychology,

Tenth Edition in Modules
Built to solve key challenges in this course, LaunchPad gives students everything
they need to prepare for class and exams, while giving instructors everything
they need to quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the progress
of individual students and the class as a whole. LaunchPad for Exploring Psychol-
ogy, Tenth Edition in Modules includes LearningCurve formative assessment,
and NEW Immersive Learning: How Would You Know? activities, PsychSim
6 tutorials, and Assess Your Strengths projects. (For details, see p. xxviii and
www.MacmillanHigherEd.com/LaunchPad/Exploring10eInModules.)
 PREFACE x xi

For this new edition, you will see that we’ve offered callouts from the TABLE 3
text pages to especially pertinent, helpful resources from LaunchPad. (See Positive Psychology
FIGURE 1 for a sample.)
Coverage of positive psychology topics can
be found in the following modules:

What Continues? Topic

Altruism/compassion
Module
12, 25, 37, 38, 45
Eight Guiding Principles Coping 34
Despite all the exciting changes, this new edition retains its predecessors’ voice, as Courage 37
well as much of the content and organization. It also retains the goals—the guid- Creativity 22, 25, 29, 38
ing principles—that have animated the previous nine editions:
Emotional Intelligence 27, 37
Empathy 11, 21, 32, 35, 44
Facilitating the Learning Experience Flow Appendix B
1. To teach critical thinking By presenting research as intellectual detec- Gratitude 34
tive work, we illustrate an inquiring, analytical mind-set. Whether students
Happiness/Life Satisfaction 13, 29, 34, 44, 45
are studying development, cognition, or social behavior, they will become
involved in, and see the rewards of, critical reasoning. Moreover, they will Humility 1
discover how an empirical approach can help them evaluate competing Humor 34, 35
ideas and claims for highly publicized phenomena—ranging from ESP and
Justice 35
alternative therapies to group differences in intelligence and repressed and
recovered memories. Leadership 35, 39, Appendix B

2. To integrate principles and applications Throughout—by means of Love 13, 15, 29, 37, 39, 44
anecdotes, case histories, and the posing of hypothetical situations—we Morality 12
relate the findings of basic research to their applications and implications. Optimism 34, 38
Where psychology can illuminate pressing human issues—be they racism
Personal control 34
and sexism, health and happiness, or violence and war—we have not hesi-
tated to shine its light. Resilience 11, 33, 45

3. To reinforce learning at every step Everyday examples and rhetorical Self-discipline 12, 29, 39
questions encourage students to process the material actively. Concepts Self-efficacy 39
presented earlier are frequently applied, and reinforced. For instance, in Self-esteem 29, 38, 39
Module 2, students learn that much of our information processing occurs
Spirituality 34, 35
outside of our conscious awareness. Ensuing modules drive home this
concept. Numbered Learning Objective Questions and Retrieve It self-tests Toughness (grit) 27, 29
throughout each module, a Review and Experience the Testing Effect self- Wisdom 1, 25, 34, 35, 39
test at the end of each module, and a marginal glossary help students learn
and retain important concepts and terminology.

Demonstrating the Science of Psychology

4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several modules introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how To review the classic
they may be studied effectively. conformity studies and experience a
simulated experiment, visit LaunchPad’s
5. To be as up-to-date as possible Few things dampen students’ interest as
PsychSim 6: Everybody’s Doing It!
quickly as the sense that they are reading stale news. While retaining psy-
chology’s classic studies and concepts, we also present the discipline’s most
important recent developments. In this edition, 701 references are dated 2013– FIGURE 1
2015. Likewise, new photos and everyday examples are drawn from today’s Sample LaunchPad callout from
world. Module 35.
x xii PREFACE

6. To put facts in the service of concepts Our intention is not to fill students’
intellectual file drawers with facts, but to reveal psychology’s major concepts—
to teach students how to think, and to offer psychological ideas worth thinking
about. In each module, we place emphasis on those concepts we hope students
will carry with them long after they complete the course. Always, we try to
follow Albert Einstein’s purported dictum that “everything should be made as
simple as possible, but not simpler.” Learning Objective Questions, Retrieve
It questions, and Experience the Testing Effect questions in each module help
students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity We often present con-
cepts with a significant issue or theme that links subtopics, forming a thread that
ties ideas together. The Learning modules convey the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence modules
raise the issue of human rationality and irrationality. The Psychological Disorders
modules convey empathy for, and understanding of, troubled lives. Other threads,
such as cognitive neuroscience, dual processing, and cultural and gender diversity,
weave throughout the whole book, and students hear a consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, our common mechanisms of seeing and learning, hungering and feeling,
loving and hating. They will also better understand the dimensions of our
diversity—our individual diversity in development and aptitudes, temperament
and personality, and disorder and health; and our cultural diversity in attitudes
and expressive styles, child raising and care for the elderly, and life priorities.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, Tenth Edition in Modules’ learning system harnesses the
testing effect, which documents the benefits of actively retrieving information
through self-testing (FIGURE 2). Thus, each module offers Retrieve It questions
interspersed throughout, with Experience the Testing Effect self-test questions at
the end of each module. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each module,
providing students an opportunity to practice rehearsing what they’ve just
learned. The Review offers self-testing by repeating the Learning Objective Ques-
tions (with answers for checking in the Complete Module Reviews Appendix),
along with a page-referenced list of key terms.

Continually Improving Cultural and

FIGURE 2
How to learn and remember For
a 5-minute animated guide to more
effective studying, visit www.tinyurl.com/
HowToRemember.
Gender Diversity Coverage
Discussion of the relevance of cultural and gender diversity begins on the first
page and continues throughout the text.
This edition presents an even more thoroughly cross-cultural perspective
on psychology (TABLE 4)—reflected in research findings, and text and photo
examples. Cross-cultural and gender psychology are now given greater visibility
with enhanced coverage moved to Module 1. There is focused coverage of the
psychology of women and men in the Sex, Gender, and Sexuality modules, with

TABLE 4
Culture and Multicultural Experience
Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147
Adulthood, emerging, pp. 156–157
Aggression, pp. 173, 470–473
and video games, pp. 277,
472–473
AIDS, pp. 412–413
Anger, pp. 416–417
Animal research ethics,
pp. 28–29
Attraction: matchmaking,
pp. 476–477
Attractiveness, pp. 475–479
Attribution: political effects of,
pp. 442–443
Behavioral effects of culture,
pp. 9, 448
Body ideal, pp. 539–540
Body image, pp. 539–540
Categorization, p. 322
Conformity, pp. 450–451
Corporal punishment practices,
p. 262
Cultural neuroscience, p. 523
Cultural norms, pp. 175, 448
Culture:
context effects, p. 207
definition, p. 454
experiencing other, p. 332
variation over time, p. 448
Culture and the self,
pp. 521–523
Culture shock, p. 407
Deaf culture, pp. 63, 66,
336–337, 339
Development:
adolescence, p. 147
attachment, p. 141
child raising, pp. 145–146
cognitive development, p. 135
moral development, p. 150
thoroughly integrated coverage throughout the text (see TABLE 5, on the next page).
In addition, we are working to offer a world-based psychology for our worldwide
student readership. We continually search the world for research findings and text
and photo examples, conscious that readers may be in Sydney, Seattle, or Singa-
pore. Although we reside in the United States, we travel abroad regularly and main-
tain contact with colleagues in Canada, Britain, South Africa, China, and many
parenting styles, pp. 144–145
social development, pp. 153–154
Drug use, pp. 116–117
Emotion:
emotion-detecting ability,
p. 397
expressing, pp. 398–401
Enemy perceptions, p. 485
Fear, pp. 325–327
Flow, p. B–1
Fundamental attribution error,
p. 442
Gender:
cultural norms, pp. 172, 178
equality, pp. 194–195
roles, pp. 177–178
social power, p. 173
Grief, expressing, p. 168
Happiness, pp. 431–432, 434,
435–436
Hindsight bias, pp. 15–16
History of psychology, pp. 4–7
Homosexuality, views on, p. 187
Human diversity/kinship,
pp. 9, 76–77, 447–448, 488
Identity: forming social, p. 153
Individualism/collectivism,
pp. 521–523
Intelligence, pp. 347, 363–365
and nutrition, pp. 362, 365
bias, pp. 366–368
Down syndrome, pp. 357–358
Language, pp. 337–339, 342–344,
448
critical periods, pp. 338–339
bilingualism, pp. 343–344
universal grammar, p. 336
Leaving the nest, pp. 156–157
Life satisfaction, pp. 433–434
PREFACE x xiii
Life span and well-being, cultural norms, pp. 528–529
pp. 166–167 dissociative identity disorder,
Management styles, p. 562
pp. B-11–B-13 eating disorders, pp. 530, 566
Marriage, pp. 163–165, 480 schizophrenia, pp. 530, 559
Memory, encoding, p. 290 suicide, p. 553
Menopause, p. 158 susto, p. 530
Mental illness rate, pp. 534–535 taijin-kyofusho, p. 530
Morality, development of, Psychotherapy:
pp. 150–152
culture and values in,
Motivating achievement, pp. 590–591
pp. 376, B-11
EMDR training, p. 588
Motivation: hierarchy of needs,
Puberty and adult independence,
pp. 374–375
pp. 156–157
Need to belong, pp. 375–378
Self-esteem, p. 368
Neurotransmitters: curare, p. 44
Self-serving bias, pp. 518–520
Normality, perceptions of,
Sex drive, p. 193
pp. 529–530
Sexual activity: middle and late
Obedience, pp. 452–453
adulthood, p. 158
Obesity, p. 388
Sexual orientation, p. 187
Observational learning: television
Similarities, pp. 76–77
and aggression, pp. 276–277
Sleep patterns, p. 92
Organ donation, p. 329
Social clock, p. 163
Pace of life, p. 20
Social-cultural perspective,
Pain: perception of, pp. 233, 372
pp. 10–11
Parent and peer relationships,
Social loafing, pp. 456–457
pp. 154–156
Social networking, p. 373
Participative management,
Spirituality, p. 429
p. B-13
Stress:
Peacemaking:
adjusting to a new culture,
conciliation, pp. 487–488
p. 407
contact, p. 486
health consequences, pp. 407,
cooperation, pp. 486–487
412–413, 415–417
Personality, pp. 508–510
racism and, p. 409
Power of individuals, p. 460
social support and, p. 423
Prejudice, pp. 10, 30, 462, 464,
Taste preferences, p. 381
467–468
Teen pregnancy, pp. 173, 448
“missing women,” p. 464
Testing bias, pp. 366–368
Prejudice prototypes, p. 322
See also Modules 35, 36, and 37.
Psychological disorders:
amok, p. 530
x xiv PREFACE

TABLE 5
The Psychology of Men and Women

Coverage of the psychology of men and women can be found on the following pages:
Absolute thresholds, p. 202
ADHD, p. 532
Adulthood: physical changes,
pp. 158–160
Aggression, pp. 469, 471
father absence, p. 471
pornography, pp. 471–472
rape, pp. 468, 472
Alcohol:
and alcohol use disorder, p. 106
and sexual aggression, p. 106
use, pp. 106–107
Altruism, pp. 481–483
Androgyny, p. 178
Antisocial personality disorder,
pp. 563–564
Attraction, pp. 475–481
Attractiveness, pp. 477–479
Autism spectrum disorder, p. 137
Biological predispositions in color
perceptions, p. 268
Biological sex/gender, pp. 175–179
Bipolar disorder, p. 546–547
Body image, pp. 565–566
Color vision, pp. 213–214
Dating, pp. 476–477
Depression, pp. 535, 546, 548,
550, 551
learned helplessness, p. 550
Dream content, p. 99
Drug use:
biological influences,
pp. 114–115
psychological/social-cultural
influences, pp. 116–117
Eating disorders, pp. 565–566
Emotion-detecting ability,
pp. 397–398
Empathy, p. 398
Empty nest, p. 165
Father care, p. 141
Father presence, p. 187
Freud’s views:
evaluating, pp. 498–500
identification/gender identity,
p. 494
Oedipus/Electra complexes,
p. 494
penis envy, p. 496
Fundamental attribution error,
pp. 442–443
Gender:
and child raising, p. 179
definition, p. 172
development, pp. 172–179
prejudice, p. 464
“missing women,” p. 464
roles, pp. 177–179
similarities/differences,
pp. 172–174
Gendered brain, pp. 175–177, 185,
191–192
Generalized anxiety disorder,
p. 537
Generic pronoun “he,” p. 344
Grief, p. 167
Group polarization, p. 458
Happiness, p. 435
Hearing loss, p. 228
Hormones and:
aggression, p. 469
sexual behavior, pp. 181–182
sexual development, pp. 147–148,
175–177
testosterone-replacement therapy,
pp. 181–182
Intelligence, pp. 331, 363
bias, p. 366
stereotype threat, p. 367
Leadership: transformational,
p. B-12
Losing weight, p. 385
Love, pp. 163–165, 479–481
Marriage, pp. 163–165, 424-425
Maturation, p. 148
Menarche, p. 147
Menopause, p. 158
Midlife crisis, p. 162
Obedience, p. 452
Obesity:
health risks, p. 383
weight discrimination, p. 382
Observational learning:
sexually violent media, p. 277
TV’s influence, p. 276
Ostracism, p. 371
Pain sensitivity, p. 231
Paraphilia, pp. 183–184
Perceptual set, p. 206
Pornography, p. 185
Prejudice, pp. 322, 464
Psychological disorders, rates of,
pp. 534–535
PTSD: development of, p. 540
Rape, pp. 468, 472
Religiosity and life expectancy,
pp. 429–430
REM sleep, arousal in, p. 90
Romantic love, p. 479
Rumination, pp. 550–551
Savant syndrome, pp. 348–349
Schizophrenia, p. 557
Self-injury, p. 554
Sense of smell, p. 238
Sex reassignment, p. 177
Sex: definition, p. 172
Sexual abuse, p. 189
Sexual attraction, pp. 175, 181,
187–189, 475–481
Sexual dysfunctions, p. 183
Sexual fantasies, p. 185
Sexual orientation, pp. 187–192
Sexuality:
adolescent, pp. 175–176
evolutionary explanation,
pp. 192–195
external stimuli, p. 185
imagined stimuli, p. 185
Sexualization of girls,
pp. 186–187
Sexually transmitted infections,
p. 184
Sleep, p. 88
Social networking, p. 373
Stereotype threat, p. 367
Stereotyping, p. 206
Stress and:
AIDS, pp. 412–413
depression, p. 415
health, and sexual abuse, p. 425
heart disease, pp. 414–415
immune system, pp. 410–412
response to, pp. 409–410
Suicide, p. 553
Teratogens: alcohol consumption,
p. 124
Transgender persons, p. 179
Women in psychology’s history,
pp. 5–6
See also Modules 14 and 15, and
Modules 35, 36, and 37.

other places; and subscribe to European periodicals. Thus, each new edition offers
a broad, world-based perspective, and includes research from around the world.
We are all citizens of a shrinking world, so American students, too, benefit from
information and examples that internationalize their world-consciousness. And if
psychology seeks to explain human behavior (not just American or Canadian or
Australian behavior), the broader the scope of studies presented, the more accurate
is our picture of this world’s people. Our aim is to expose all students to the world
beyond their own culture, and we continue to welcome input and suggestions from
all readers.
 PREFACE xxv

Strong Critical Thinking Coverage

We love to write in a way that gets students thinking and keeps them active as they
read, and we aim to introduce students to critical thinking throughout the book.
Revised and more plentiful Learning Objective Questions at the beginning of text
sections, and even more regular Retrieve It questions encourage critical reading to
glean an understanding of important concepts. This tenth edition also includes the
following opportunities for students to learn or practice their critical thinking skills.

• The Thinking Critically With Psychological Science modules introduce stu-

dents to psychology’s research methods, emphasizing the fallacies of our every-
day intuition and common sense and, thus, the need for psychological science.
Critical thinking is introduced as a key term on page 3. Appendix A, Statistical
Reasoning in Everyday Life, encourages students to “focus on thinking smarter
by applying simple statistical principles to everyday reasoning.”
• “Thinking Critically About . . .” boxes are found throughout the book, modeling
for students a critical approach to some key issues in psychology. For example,
see “Thinking Critically About: Why We Fear the Wrong Things” (Module 25),
or “Thinking Critically About: The Stigma of Introversion” (Module 39).
• Detective-style stories throughout the narrative get students think-
ing critically about psychology’s key research questions. For example, in
Module 43, we present the causes of schizophrenia piece by piece, showing
students how researchers put the puzzle together.
• “Apply this” and “Think about it” style discussions keep students active in their
study. In Module 35, for example, students take the perspective of participants
in a Solomon Asch conformity experiment, and later in one of Stanley Milgram’s
obedience experiments. We’ve also asked students to join the fun by taking part
in activities they can try along the way. For example, in Module 16, they try out
a quick sensory adaptation activity. In Module 32, they try matching expressions
to faces and test the effects of different facial expressions on themselves.
• Critical examinations of pop psychology spark interest and provide
important lessons in thinking critically about everyday topics. For example,
Module 18 offers an examination of ESP claims, and Module 24 examines
claims of the repression of painful memories.
See TABLE 6 (on the next page) for a complete list of this text’s coverage of
critical thinking topics and Thinking Critically About boxes.

APA Assessment Tools

In 2011, the American Psychological Association (APA) approved the Principles for
Quality Undergraduate Education in Psychology. These broad-based principles
and their associated recommendations were designed to “produce psychologically
literate citizens who apply the principles of psychological science at work and at
home.” (See www.APA.org/Education/Undergrad/Principles.aspx.)
APA’s more specific 2013 Learning Goals and Outcomes, from their Guide-
lines for the Undergraduate Psychology Major, Version 2.0, were designed to gauge
progress in students graduating with psychology majors. (See www.APA.org/Ed/
Precollege/About/PsyMajor-Guidelines.pdf.) Many psychology departments use
these goals and outcomes to help establish their own benchmarks for departmen-
tal assessment purposes.
Some instructors are eager to know whether a given text for the introduc-
tory course helps students get a good start at achieving these APA benchmarks.
TABLE 7 (on the next page) outlines the way Exploring Psychology, Tenth Edition
in Modules, could help you to address the 2013 APA Learning Goals and Outcomes
in your department.
x x vi PREFACE

TABLE 6
Critical Thinking and Research Emphasis Critical thinking coverage, and in-depth
stories of psychology’s scientific research process, can be found on the following pages:

Thinking Critically About . . . boxes:

Research Design: How Would You Know?, p. 26
Addiction, p. 105
How Much Credit or Blame Do Parents Deserve?,
p. 155
Subliminal Persuasion, p. 203
Hypnosis and Pain Relief, p. 235
ESP—Perception Without Sensation?, p. 241
Does Viewing Media Violence Trigger Violent
Behavior?, p. 277
Repressed or Constructed Memories of Abuse?,
p. 311
The Fear Factor—Why We Fear the Wrong
Things, pp. 326–327
Lie Detection, p. 394
Anger Management, pp. 416–417
The Stigma of Introversion, p. 507
ADHD—Normal High Energy or Disordered
Behavior?, p. 532
Are People With Psychological Disorders
Dangerous?, p. 533

Critical Examinations of Pop Psychology:

Perceiving order in random events, p. 15
The need for psychological science, pp. 15–17
Do we use only 10 percent of our brains?, p. 61
Has the concept of “addiction” been stretched
too far?, p. 105
Near-death experiences, p. 112
How much credit or blame do parents deserve?,
p. 155
Critiquing the evolutionary perspective,
pp. 194–195
Sensory restriction, p. 223
Can hypnosis alleviate pain?, p. 235
Is there extrasensory perception?, p. 241
Do other species have language?, pp. 341–342
Do violent video games teach social scripts for
violence?, pp. 472–473
How valid is the Rorschach test?, pp. 497–498
Is Freud credible?, pp. 498–500
Is repression a myth?, pp. 499–500
Is psychotherapy effective?, pp. 584–586
Evaluating alternative therapies, pp. 587–589

Thinking Critically With Psychological Science:

The scientific attitude, pp. 2–3
“Critical thinking” introduced as a key term, p. 3
The limits of intuition and common sense,
pp. 15–17
The scientific method, pp. 17–27
Correlation and causation, pp. 22–23
Exploring cause and effect, pp. 23–25
Random assignment, p. 24
Independent and dependent variables, pp. 25–26
Choosing the right research design, p. 26
The evolutionary perspective on human
sexuality, pp. 192–195
Statistical reasoning, pp. A-1–A-10
Describing data, pp. A-1–A-6
Regression toward the mean, A-6
Making inferences, pp. A-6–A-9

Scientific Detective Stories:

Is breast milk better than formula?, pp. 23–24
Our divided brains, pp. 63–66
Twin and adoption studies, pp. 69–73
Why do we sleep?, pp. 92–93
Why we dream, pp. 99–102
How a child’s mind develops, p. 130
What determines sexual orientation?,
pp. 189–191
How do we see in color?, pp. 213–214
Parallel processing, p. 216
How can hypnosis provide pain relief?, p. 235
How are memories constructed?,
pp. 306–310, 311
How do we store memories in our brain?,
pp. 292–296
Do other species exhibit language?, pp. 341–342
Aging and intelligence, p. 355–356
Why do we feel hunger?, pp. 378–380
Why—and in whom—does stress contribute to
heart disease?, pp. 414–417
How and why is social support linked with
health?, pp. 423–425
The pursuit of happiness: Who is happy, and
why?, pp. 431–438
Why do people fail to help in emergencies?,
pp. 481–483
Self-esteem versus self-serving bias,
pp. 518–520
What causes major depressive disorder and
bipolar disorder?, pp. 547–555
Do prenatal viral infections increase the risk of
schizophrenia?, pp. 558–559
Is psychotherapy effective?, pp. 584–586

In addition, an APA working group in 2013 drafted guidelines for Strengthen-

ing the Common Core of the Introductory Psychology Course (http://tinyurl.
com/14dsdx5). Their goals are to “strike a nuanced balance providing flexibility
yet guidance.” The group noted that “a mature science should be able to agree
upon and communicate its unifying core while embracing diversity.”

MCAT Now Includes Psychology

Since 2015, the Medical College Admission Test (MCAT) has devoted 25 percent
of its questions to the “Psychological, Social, and Biological Foundations of
 PREFACE x x vii

TABLE 7
Exploring Psychology, Tenth Edition in Modules Corresponds to 2013 APA Learning Goals
APA Learning Goals
Scientific Inquiry Ethical and Social
Relevant Feature from Exploring Knowledge Base and Critical Responsibility in a Professional
Psychology, Tenth Edition in Modules in Psychology Thinking Diverse World Communication Development
Text content • • • • •
Thinking Critically boxes • • • •

Learning Objective Questions previewing

• • •
text sections
Retrieve It self-tests throughout text • • •

Module Reviews • • •

“Try this”-style activities integrated

• • • •
throughout
Experience the Testing Effect self-tests • • •

Psychology at Work appendix • • • •

Subfields of Psychology appendix, with

• • •
Careers in Psychology in LaunchPad
LaunchPad with LearningCurve formative
• • • • •
quizzing
“Immersive Learning: How Would You
• • • •
Know?” activities in LaunchPad
Assess Your Strengths feature in
• • • • •
LaunchPad

Behavior,” with most of those questions coming from the psychological science
taught in introductory psychology courses. From 1977 to 2014, the MCAT
focused on biology, chemistry, and physics. Hereafter, reported the Preview
Guide for MCAT 2015, the exam will also recognize “the importance of socio-
cultural and behavioral determinants of health and health outcomes.” The
exam’s new psychology section includes the breadth of topics in this text. For
example, see TABLE 8 (on the next page), which outlines the precise correla-
tion between the topics in this text’s Sensation and Perception modules and the
corresponding portion of the MCAT exam. To improve their MCAT preparation,
I [ND] have taught premedical students an intensive course covering the topics
that appear in this text. For a complete pairing of the new MCAT psychology
topics with this book’s contents, see www.MacmillanHigherEd.com/Catalog/
Product/ExploringPsychologyInModules-TenthEdition-Myers.

Multimedia for Exploring

Psychology, Tenth
Edition in Modules
Exploring Psychology, Tenth Edition in Modules, boasts impressive multime-
dia options. For more information about any of these choices, visit Worth
Publishers’ online catalog at www.MacmillanHigherEd.com/Catalog/Product/
ExploringPsychologyInModules-TenthEdition-Myers.
x x viii PREFACE

TABLE 8
Sample MCAT Correlation With Exploring Psychology, Tenth Edition in Modules
MCAT 2015 Exploring Psychology, Tenth Edition in Modules Correlations
Sample Content Category 6A: Sensing the environment Page Number
Sensory Processing Sensation and Perception 198–243
Sensation Basic Concepts of Sensation and Perception 200–209
Thresholds Thresholds 201–203
Difference Thresholds 202–203
Weber’s Law Weber’s law (key term) 202–203
Signal detection theory Signal detection theory (key term) 201
Sensory adaptation Sensory Adaptation 204–205
Sensory receptors Transduction 200
Sensory pathways Vision: Sensory and Perceptual Processing 209–225
Hearing 226–230
Pain 231–235
Taste 236
Smell 236–238
Body Position and Movement 238–239
Types of sensory receptors The Eye 209–211
Color Processing 213–214
Hearing 226–230
Understanding Pain 231–233
Taste 236
Smell 236–238
Body Position and Movement 238–239
Table 18.2, Summarizing the Senses 240
Vision Vision: Sensory and Perceptual Processing 209–225
Structure and function of the eye The Eye 209–211
Visual processing Information Processing in the Eye and Brain 211–216
Visual pathways in the brain Figure 17.6, Pathway from the eyes to the visual cortex 212
Parallel processing Parallel Processing 216
Feature detection Feature Detection 214–215
Hearing Hearing 226–230
Auditory processing Hearing 226–230
Auditory pathways in the brain The Ear 227–229
Pitch (key term) 226
Figure 18.1, The physical properties of waves 227
Locating Sounds 230
Sensory reception by hair cells The Ear 227–229
Table 18.2, Summarizing the Senses 240
 PREFACE x xi x

TABLE 8
Sample MCAT Correlation With Exploring Psychology, Tenth Edition in Modules (continued)
MCAT 2015 Exploring Psychology, Tenth Edition in Modules Correlations
Sample Content Category 6A: Sensing the environment Page Number
Other Senses Touch, Taste, Smell, Body Position and Movement 230–239
Somatosensation Touch 230–231
Sensory Functions (of the cortex) 58
Somatosensory cortex (key term) 58
Table 18.2, Summarizing the Senses 240
Pain perception Pain 231–235
Understanding Pain 231–233
Controlling Pain 234–235
Hypnosis and Pain Relief 235
Taste Taste 236
Taste buds/chemoreceptors that detect specific chemicals Taste 236
Table 18.2, Summarizing the Senses 240
Figure 18.10, Taste, smell, and memory 238
Smell Smell 236–238
Olfactory cells/chemoreceptors that detect specific chemicals Smell 236–238
Table 18.2, Summarizing the Senses 240
Pheromones Smell of sex-related hormones 190–192
Olfactory pathways in the brain Figure 18.10, Taste, smell, and memory 238
Sensory Interaction 239–243
Kinesthetic sense Body Position and Movement 238–239
Vestibular sense Body Position and Movement 238–239
Perception Sensation and Perception 198–243
Perception Basic Concepts of Sensation and Perception 200–209
Bottom-up/Top-down processing Basic Concepts of Sensation and Perception: bottom-up 200
and top-down processing (key terms)
Perceptual organization (e.g., depth, form, motion, constancy) Perceptual Organization: Form Perception, Depth 217–222
Perception, and Perceptual Constancy (also includes
relative motion)
Figure 17.11, Parallel processing (of motion, form, depth, 216
color)
Gestalt principles Perceptual Organization: Form Perception—gestalt (key 217
term)

LaunchPad With LearningCurve

Quizzing and “Immersive Learning:
How Would You Know?” Activities
Built to solve key challenges in the course, LaunchPad (www.MacmillanHigherEd.
com/LaunchPad/Exploring10eInModules) (see FIGURE 3 on the next page)
gives students everything they need to prepare for class and exams, while giving
instructors everything they need to quickly set up a course, shape the content
xxx PREFACE

to their syllabus, craft presentations and lectures,

assign and assess homework, and guide the prog-
ress of individual students and the class as a whole.
• An interactive e-Book integrates the text and
all student media, including the new Immersive
Learning: How Would You Know? activi-
ties, PsychSim 6 tutorials, and Assess Your
Strengths activities.
• LearningCurve adaptive quizzing gives indi-
vidualized question sets and feedback based on
each student’s correct and incorrect responses.
All the questions are tied back to the e-Book to
encourage students to read the book in prepara-
tion for class time and exams.
• PsychSim 6 has arrived! Tom Ludwig’s
(Hope College) fabulous new tutorials further
strengthen LaunchPad’s abundance of helpful
student activity resources.
• The new Video Assignment Tool makes it easy
to assign and assess video-based activities and
projects, and provides a convenient way for
students to submit video coursework.
• LaunchPad Gradebook gives a clear window
on performance for the whole class, for individual
students, and for individual assignments.
FIGURE 3
Sample from LaunchPad • A streamlined interface helps students manage their schedule of assign-
ments, while social commenting tools let them connect with classmates, and
learn from one another. 24/7 help is a click away, accessible from a link in
the upper right-hand corner.
• We [DM and ND] curated optional pre-built module units, which can be
used as is or customized. Or choose not to use them and build your course
from scratch.
• Book-specific instructor resources include PowerPoint sets, textbook
graphics, lecture and activity suggestions, test banks, and more.
• LaunchPad offers easy LMS integration into your school’s learning manage-
ment system.

Faculty Support and Student Resources

• Instructor’s Resources available in LaunchPad
• Lecture Guides available in LaunchPad
• Macmillan Community Created by instructors for instructors, this is an
ideal forum for interacting with fellow educators—including Macmillan
authors—in your discipline (FIGURE 4). Join ongoing conversations about
everything from course prep and presentations to assignments and assess-
ments to teaching with media, keeping pace with—and influencing—new
directions in your field. Includes exclusive access to classroom resources,
blogs, webinars, professional development opportunities, and more.
• Enhanced course management solutions (including course cartridges)
• e-Book in various available formats
 PREFACE x x xi

Video and Presentation

• The Video Collection is now the
single resource for all videos for
introductory psychology from
Worth Publishers. Available on
flash drive and in LaunchPad, this
includes over 130 clips.
• Interactive Presentation Slides
for Introductory Psychology
is an extraordinary series of
PowerPoint® lectures. This is a
dynamic, yet easy-to-use way to
engage students during classroom
presentations of core psychology
topics. This collection provides
opportunities for discussion
and interaction, and includes an
unprecedented number of embed-
ded video clips and animations.

Assessment FIGURE 4
• LearningCurve quizzing in LaunchPad Sample from Macmillan
• Diploma Test Banks, downloadable from LaunchPad and our online catalog Community (http://Community.
Macmillan.com)
• Module Quizzes in LaunchPad
• Clicker Question Presentation Slides now in PowerPoint®

Print
• Study Guide
• Pursuing Human Strengths: A Positive Psychology Guide, Second Edition
• Critical Thinking Companion, Third Edition
• Psychology and the Real World: Essays Illustrating Fundamental Contributions
to Society, Second Edition. This project of the FABBS Foundation brought
together a virtual “Who’s Who” of contemporary psychological scientists to
describe—in clear, captivating ways—the research they have passionately
pursued and what it means to the “real world.” Each contribution is an origi-
nal essay written for this project.
• The Horse That Won’t Go Away Tom Heinzen, Scott Lilienfeld, and Susan
Nolan explore the confounding story of Clever Hans and how we continue to
be deceived by beliefs with no supporting logic or evidence. This supplemen-
tal book shows just how important it is to rely on the scientific method as we
navigate our way through everyday life.

In Appreciation
If it is true that “whoever walks with the wise becomes wise” then we are wiser
for all the wisdom and advice received from colleagues. Aided by thousands of
consultants and reviewers over the last three decades, this has become a better,
more effective, more accurate book than two authors alone (these two authors,
at least) could write. All of us together are smarter than any one of us.
Our indebtedness continues to each of the teacher-scholars whose influence was
acknowledged in the nine previous editions, to the innumerable researchers who
have been so willing to share their time and talent to help us accurately report their
x x xii PREFACE

research, and to the hundreds of instructors who have taken the time to offer feed-
back over the phone, in a survey or review, or at one of our face-to-face focus groups.
Our gratitude extends to the colleagues who contributed criticism, corrections, and
creative ideas related to the content, pedagogy, and format of this new edition and its
teaching package. For their expertise and encouragement, and the gifts of their time
to the teaching of psychology, we thank the reviewers and consultants listed here.
Steven Alessandri Debra Frame Virginia Pitts
Rosemont College University of Cincinnati, Blue Ash Shippensburg University of
Alison Allen-Hall Kristel Gallagher Pennsylvania
Becker College, Worcester Campus Keystone College Michael Rader
Michael Amlung Bilal Ghandour Johnson County Community College
University of Missouri Queens University of Charlotte Chris Roddenberry
Robin Anderson Nicholas Greco Wake Technical Community College
St. Ambrose University Columbia College of Missouri, John Roop
Kerri Augusto Lake County Columbus State University
Becker College Michael Green Nancy Ross
Renee Babcock Lone Star College, Montgomery Eastern Nazarene College
Central Michigan University Jill Haasch Conni Rush
Debra Bacon Elizabeth City State University Pittsburg State University
Bristol Community College Matthew Hand Seth Sebold
Christi Bamford Texas Wesleyan University The City College of New York (CUNY)
Jacksonville University Vivian Hsu Kezia Shirkey
Darin Baskin Rutgers University, Livingston North Park University
Houston Community College Cameron John Aisha Siddiqui
Kristi Bitz Utah Valley University Midwestern State University
University of Mary Barry Johnson Megan St. Peters
Kristin Bonnie Davidson County Community College Ferrum College
Beloit College Jerwen Jou Elena Stepanova
Jennifer Breneiser University of Texas, Pan American The University of Southern Mississippi
Valdosta State University Michelle LaBrie Michael Stroud
Eurnestine Brown College of the Canyons Merrimack College
Winthrop University Kay Lesh Helen Sullivan
Stephen Burgess Pima Community College Rider University
Southwestern Oklahoma Angelina MacKewn Rachel Sumrall
State University University of Tennessee, Martin Grayson College
Verne Cox Crystal March Lawrence Voight
University of Texas, Arlington University of Tennessee, Martin Washtenaw Community College
Gregory Cutler Kathy McGuire Kerri Williams
Bay de Noc Community College Western Illinois University Lourdes University
Jennifer Dale Kathleen Mentink Manda Williamson
Community College of Aurora Chippewa Valley Technical College University of Nebraska, Lincoln
Patrick Devine Joanna Schnelker Merrill Joseph Wister
Kennesaw State University Kalamazoo College Chatham University
David Devonis Nicholas Palmieri Dana Wohl
Graceland College Palm Beach Atlantic University Thomas College
Virginia Diehl W. Gerrod Parrott Jennifer Yanowitz
Western Illinois University Georgetown University Utica College
Joshua Feinberg Stephanie Payne
Saint Peter’s University Texas A&M University, College Station
Jessica Fortune Jennifer Perillo
Louisiana Delta Community College Winston-Salem State University
 PREFACE x x xiii

We were pleased to be supported by a 2012/2013 Content Advisory Board, which

helped guide the development of this new edition of Exploring Psychology, Tenth
Edition in Modules, as well as our other introductory psychology titles. For their
helpful input and support, we thank
Barbara Angleberger, Frederick Community College
Chip (Charles) Barker, Olympic College
Mimi Dumville, Raritan Valley Community College
Paula Frioli-Peters, Truckee Meadows Community College
Deborah Garfin, Georgia State University
Karla Gingerich, Colorado State University
Toni Henderson, Langara College
Bernadette Jacobs, Santa Fe Community College
Mary Livingston, Louisiana Tech University
Molly Lynch, Northern Virginia Community College
Shelly Metz, Central New Mexico Community College
Jake Musgrove, Broward College - Central Campus
Robin Musselman, Lehigh Carbon Community College
Dana Narter, The University of Arizona
Lee Osterhout, University of Washington
Nicholas Schmitt, Heartland Community College
Christine Shea-Hunt, Kirkwood Community College
Brenda Shook, National University
Starlette Sinclair, Columbus State University
David Williams, Spartanburg Community College
Melissa (Liz) Wright, Northwest Vista College

We appreciate the guidance offered by the following teaching psychologists, who

reviewed and offered helpful feedback on the development of our new “Immersive
Learning: How Would You Know?” feature in LaunchPad. (See www.Macmillan-
HigherEd.com/LaunchPad/Exploring10eInModules for details.)
Pamela Ansburg, Metropolitan State University of Denver
Makenzie Bayles, Jacksonville State University
Lisamarie Bensman, University of Hawaii at Manoa
Jeffrey Blum, Los Angeles City College
Pamela Costa, Tacoma Community College
Jennifer Dale, Community College of Aurora
Michael Devoley, Lone Star College, Montgomery
Rock Doddridge, Asheville-Buncombe Technical Community College
Kristen Doran, Delaware County Community College
Nathaniel Douda, Colorado State University
Celeste Favela, El Paso Community College
Nicholas Fernandez, El Paso Community College
Nathalie Franco, Broward College
Sara Garvey, Colorado State University
Another random document with
no related content on Scribd:
after all, if you, a woman, trust your mettled steed? Put
away the chance of flight, and dare to meet me hand to
hand on equal ground, and gird you for battle on foot:
soon shall you see which of us gains honour from this 5
windy boasting.” He said: but she, all on fire, stung with
bitter grief, gives her horse to her comrade, and stands
ready to meet him in arms, fearless though on foot, with
naked sword and maiden shield. But the youth, deeming
that his wiles had sped, darts away without more ado, 10
and turning his bridle, rides off in flight, and wearies his
beast with the strokes of his iron heel. “False Ligurian,
vainly puffed up with overweening fancies, to no end have
you tried your sire’s slippery craft, nor shall your lying
bring you safe to Aunus the liar.” So cries the maiden, 15
and with lightning-like pace crosses at full speed the horse’s
path, and seizing the reins, fronts and encounters him,
and gluts her vengeance with his hated blood: easily as a
hawk, the bird of augury, darting from a lofty rock, comes
up with a dove high in the clouds, holds her in his gripe, 20
and with crooked talons tears out her heart, while gore and
plucked feathers come tumbling from the sky.

But no blind spectator of the scene is sitting throned on

high Olympus, even the father of men and gods. The sire
urges Tarchon the Tuscan to the ruthless fray, and goads 25
him to wrath by no gentle stings. So among heaps of
carnage and yielding bands Tarchon goes riding, and
rouses the cavalry with words of diverse purport, calling
each by his name, and gives the beaten new strength for
battle. “What terror, O ye Tuscan hearts that will not 30
feel, that will still be sluggish, what strange cowardice has
come on you? To what end is this steel, these idle weapons
our right hands bear? But slow ye are not to hear the
call of love, or when the wry-necked fife gives the word for
the Bacchic dance: ay, there is your passion, there your 35
delight, till the favouring seer announce the sacrificial
feast, and the fat victim invite you to the tall trees of the
grove.” So saying, he spurs his steed into the midst,
ready for the death he brings to others, and charges in
fury on Venulus, snatches the foe from his horse, folds his
arms round him, and carries him on his saddle before him
with wild and violent speed. Upsoars a shout to heaven,
and every Latian eye is turned to the scene. Over the 5
plain like lightning flies Tarchon, bearing the warrior
and his arms. Then from the top of the chiefs own spear
he breaks off the point, and feels for an unguarded part
where to plant the deadly blow: the foe, struggling, keeps
off Tarchon’s hand from his throat, and repels force with 10
force. As when the golden eagle soaring on high carries
a serpent he has caught, trussing it in his claws, and adhering
with his taloned gripe; the wounded reptile writhes
its spiral coils, stiffens with erected scales, and hisses from
its mouth, surging and swelling; the eagle, undismayed, 15
plies it despite its struggles with his hooked beak, while
his pinions beat the air: even thus Tarchon carries his
prize in triumph from the bands of Tibur’s folk. Following
their chief’s auspicious lead, the sons of Mæonia charge
the foe. Then Arruns, the man of fate, compasses swift 20
Camilla about, dart in hand, with many a forestalling wile,
and tries what chance may be readiest. Wherever the
fiery maid dashes into the midst of the battle, Arruns
threads his way after her, and scans her steps in silence:
wherever she returns in triumph, escaping safely from the 25
foe, that way the youth turns his swift and stealthy rein;
now makes proof of this approach, now of that, and traverses
the whole circle, and shakes with relentless malice
his inevitable lance. It chanced that one Chloreus, sacred
to Cybele and once her priest, was shining conspicuous 30
from afar in Phrygian armour, urging on a foaming charger,
whose covering was a skin adorned with golden clasp and
brazen scales set plume-wise. He, in the blaze of foreign
purple, was launching Gortynian shafts from a Lycian bow;
golden was the bow that rang from his shoulder, golden the 35
helm on his sacred head; his saffron scarf with its rustling
gauzy folds was gathered up by a golden brooch, and his
tunic and his hose decked with barbaric broidery. He it
was that the maiden, eager, it may be, to fasten on the
temple-gate the arms of Troy, or to flaunt herself in the
golden spoil, singled out from all the battle, and was following
with a hunter’s blind devotion, raging recklessly
through the ranks, enkindled with a woman’s love for prey 5
and plunder; when at length, seizing his opportunity,
Arruns awakes his dart from its ambush, and thus prays
aloud to heaven: “Greatest of gods, Apollo, guardian of
divine Soracte, whom we are the first to worship, for whom
the pine-tree glow is fed by heaps of wood, while ourselves, 10
thy votaries, strong in our piety, walk through the flame
over living embers, grant, all-powerful sire, that my arms
may wipe this scandal away. I seek no plunder or spoil,
no trophy for the conquest of a maid; the rest of my deeds
shall secure my fame; let but this terrible fiend fall vanquished 15
by wound of mine, I will return to the cities of my
fathers an unhonoured man.” Phœbus heard, and vouchsafed
in his heart that half the vow should speed, while
half he scattered among the flying breezes: to strike and
slay Camilla with sudden death-wound, so much he grants 20
the suppliant: to return and meet the eyes of his noble
fatherland, this he allows not; the gusts of air turned the
accents into wind. So when the spear, launched from the
hand, was heard along the sky, each keen Volscian mind
flew to one centre, every Volscian eye was bent on the 25
queen. She alone had no thought for wind or sound or
weapon sweeping down from heaven, till the spear had
made its passage and lodged beneath her protruded breast,
and deeply driven, drank her maiden blood. Her comrades
run together in alarm, and support their falling mistress. 30
Arruns, more terrified than all, flies away, half joy,
half fear, nor puts further confidence in his lance, nor dares
to meet the darts of the maiden. Even as the caitiff
wolf, ere the weapons of vengeance can follow him, has
fled at once to the pathless privacy of the mountain steep, 35
on slaying a shepherd or mighty bullock, conscious of his
daring deed, and drawing back his quivering tail with
lithe action has clapped it to his belly and made for the
woods, in like manner Arruns all wildered has stolen away
from sight, and contented to escape has plunged into the
thick of the battle. With dying hand the maiden pulls
at the spear; but the steely point stands lodged among the
bones at the ribs in the deep wound it made. Drained of 5
blood, she sinks to earth; sink, too, her death-chilled eyes;
her once bright bloom has left her face. Then at her last
gasp she accosts Acca, one of her maiden train, who beyond
the rest was Camilla’s friend and shared her thoughts,
and speaks on this wise; “Thus far, sister Acca, has 10
strength been given me: now the cruel wound overcomes
me; and all around me grows dim and dark. Haste and
carry Turnus my dying charge, to take my place in the
battle and keep off the Trojans from the town. And now
farewell.” As she spoke she dropped the bridle, swimming 15
down to earth with no willing act. Then as the death-chill
grows she gradually discumbers herself of the entire weight
of the body, droops her unstrung neck and her head on
which fate has seized, quitting too her armour, and her
soul, resenting its lot, flies groaningly to the shades. Then 20
indeed, rising unmeasured, the uproar strikes the golden
stars: Camilla overthrown, the fight waxes fiercer: on
they rush thickening, at once the whole force of the Teucrians,
and the Tyrrhene leaders, and Evander’s Arcad
cavalry. 25

But Trivia’s sentinel Opis has long been seated high on

the mountain top, an undismayed spectator of the combat.
And when far off, deep among the din of raging
warriors, she spied Camilla shent by ruthless death, she
groaned, and fetched these words from the bottom of her 30
breast: “Poor maiden! too, too cruel the penalty you
have paid for provoking the Teucrians to battle. Nought
has it bestead you at your need to have served Dian in the
forest, and carried on your shoulder the shafts of our sisterhood.
Yet not unhonoured has your queen left you even 35
here in death’s extremity; nor shall this your end be without
its glory in the world, nor yourself bear the ignominy
of the unrevenged; for he, whoever he be, whose wound
has profaned your person, shall atone it by the death he
has earned.” Under the lofty mountain’s shade there
stood a vast mound of earth, the tomb of Dercennus, an
old Laurentine king, shrouded with dark ilex: here the
beauteous goddess first alights with a rapid bound, and 5
spies out Arruns from the barrow’s height. Soon as she
saw him gleaming in his armour, and swelling with vanity,
“Why stray from the path?” cries she; “turn your feet
hitherward! come hither to your death, and receive
Camilla’s guerdon! Alack! and are you too to be slain 10
by the shafts of Dian?” She said, and with the skill of
Thracian maiden drew a swift arrow from her gilded quiver,
bent the bow with deadly aim, and drew it far apart, till
the arching ends met together, and with her two hands
she touched, the barb of steel with her left, her breast with 15
her right and the bowstring. Forthwith the hurtling of
the shaft and the rush of the breeze reached Arruns’ ear
at the moment the steel lodged in his body. Him gasping
and groaning his last his comrades leave unthinking in the
unmarked dust of the plain: Opis spreads her wings, and 20
is borne to skyey Olympus.

First flies, its mistress lost, Camilla’s light-armed company;

fly the Rutules in rout, flies keen Atinas; leaders
in disarray and troops in devastation make for shelter,
turn round, and gallop to the walls. None can sustain 25
in combat the Teucrians’ deadly onset or resist the stream;
they throw their unstrung bows on their unnerved
shoulders, and the hoof of four-foot steeds shakes the
crumbling plain. On rolls to the ramparts a cloud of dust,
thick and murky; and the matrons from their sentry-posts, 30
smiting on their breasts, raise a shriek as women
wont to the stars of heaven. Who first pour at speed
through the open gates are whelmed by a multitude of
foemen that blends its crowd with theirs; they scape not
the agony of death, but on the very threshold, with their 35
native walls around them, in the sanctuary of home, they
breathe away their lives. Some close the gates: they dare
not give ingress to their friends nor take them within the
walls, implore as they may: and a piteous carnage ensues,
these guarding the approach sword in hand, those rushing
on the sword’s point. Some, borne on by the deluge,
stream headlong into the moat; some in blind agony,
spurring their horses, charge as with battering-rams the 5
portals and their stubborn barriers. Nay, the very matrons
on the walls in the intensity of the struggle, prompted
by true patriot spirit at sight of Camilla, fling darts from
their quivering hands, and make hard oak-stakes and
seared truncheons do the work of steel, hot and headlong, 10
and fain would be the first to die for their city.

Meantime the cruel news floods Turnus’ ears in his forest-ambush,

as Acca tells the warrior her tale of mighty terror:
the Volscian ranks destroyed, Camilla slain, the enemy
coming on like a torrent, sweeping all before their victorious 15
onslaught, the alarm already wafted to the walls.
He, all on fire (for even such is Jove’s stern requirement),
quits his post on the hills, leaves the impregnable forest.
Scarce had he passed from their sight and occupied the
plain, when father Æneas, entering the unguarded pass, 20
scales the hill-top, and issues through the shadowy wood.
So the two rivals march cityward at full speed, each with
all his army, nor long is the intervening distance; at the
same moment Æneas looked far over the plains all smoking
with dust, and saw the host of Laurentum, and Turnus was 25
aware of fell Æneas in battle array, and heard the onward
tramp of feet and the neighing of steeds. Instantly they
were for closing in fight and throwing for the stake of combat;
but the time was come for reddening Phœbus to bathe
his wearied team in the Hiberian flood, and bring back 30
night on the steps of retreating day. So they encamp
before the city, and make their ramparts strong.
 BOOK XII
When Turnus sees that the War-god’s enmity has
broken the spirit of Latium, that men are beginning to
claim his promise, and make him the mark of their eyes,
he bursts at once into fury unappeasable, and swells his
pride to the height. As in Punic land, when the hunters 5
have wounded him deep in the breast, the lion at last rouses
himself to fight, tosses with fierce joy his mane from his
neck, snaps fearlessly the brigand’s spear in the wound,
and roars from his gory mouth: even so, Turnus once
kindled, his vehemence grows each moment. Then he 10
addresses the king, and dashes hotly into speech: “Turnus
stops not the way: Æneas and his cowards have no plea
for retracting their challenge or disowning their plighted
word; I meet the combat; bring the sacred things, good
father, and solemnize the truce. Either will I with my own 15
right hand send the Dardan down to Tartarus, the runaway
from Asia—let the Latians sit by and see—and
with my single weapon refute the slander of a nation; or
let the vanquished own their master and Lavinia be the
conqueror’s bride.” 20

With calm dignity of soul the king makes answer:

“Gallant youth, the greater your impetuous valour, the
more watchful must needs be my foresight, the more
anxious my scrutiny of all that may happen. You have
your father Daunus’ kingdom, you have many a town 25
won by your own sword: I that speak have gold and a
heart to give it; in Latium and Laurentum’s land are other
unwedded maidens, of no unworthy lineage. Suffer me
without disguise to give voice to these unwelcome sayings,
and take home what I speak further: I was forbidden by 30
Fate to give my daughter to any of her early suitors;
so sang gods and men alike. Conquered by my love for
you, conquered by the ties of kindred and the sorrow of
my weeping queen, I set all pledges at naught, I snatched
the bride from her plighted husband. I drew the unhallowed 5
sword. From that fatal day you see what troubles,
what wars are let loose upon me; you know the weight of
the sufferings which you are the first to feel. Twice vanquished
in a mighty conflict, we scarce protect by our bulwarks
the hopes of Italy: Tiber’s waters are yet steaming 10
with our blood, and the spacious plains are whitened by
our bones. Whither am I drifting again and again?
what madness turns my brain? If on the death of Turnus
I am ready to welcome these new allies, why should I not
end the strife while he lives and is safe? What will our 15
Rutulian kinsmen say, what the rest of Italy, if—may
Fortune forefend the omen!—I give you up to death,
you, a suitor for my alliance, for my daughter’s hand?
Think of the uncertainties of war; have pity on your aged
sire, now biding forlornly far away in his Ardean home!” 20

These words abate not Turnus’ vehemence a whit: it

starts up fiercer, more virulent for the healing hand.
Soon as he can find utterance, he thus begins: “The care
you take for my sake, best of fathers, lay down for my
sake, I beg, and suffer me to pledge my life for my honour. 25
My hand, too, can scatter darts and fling steel with no
feeble force; my blows, too, fetch blood. He will not have
his goddess-mother within call, to hide her craven son in an
unmanly cloud, and conceal herself by help of treacherous
shadows.” 30

But the queen, appalled by the new hazard of the combat,

was all in tears, clinging to her fiery son-in-law with
the convulsive grasp of death: “Turnus, by these my
tears, by any regard you cherish for Amata—you are
now our only hope, our only solace in our forlorn old age—the 35
honour and power of the king are in your hands;
on you, its one pillar, the whole house leans. I ask but
this—forbear to cross swords with the Teucrians. Whatever
chance waits on you in this unhappy combat, waits
on me, too, my Turnus; along with you I shall leave the
hated light, nor see in Æneas my son-in-law and my
conqueror.”

As Lavinia heard her mother’s voice, her glowing cheeks 5

were bathed in tears; a deep blush kindled a fire, and shot
over her flushing face. As when a man has stained Indian
ivory with blood-red purple, or like a bed of lilies and roses
mixed: such hues were seen on the maiden’s countenance.
He, bewildered with passion, fixes his eyes upon her: the 10
sight makes him burn the more for battle, and thus he
addresses Amata in brief: “Let me not have tears nor
aught so ominous, dear mother, as my escort to the iron
battle; Turnus is not free to postpone the call of death.
Go, Idmon, and bear the Phrygian despot a message that 15
will like him not: Soon as the goddess of to-morrow’s
dawn shall fire the sky with the glow of her chariot, let
him not spur the Teucrians against the Rutulians; let
Teucrian and Rutulian sheath their swords, while we
twain with our own life-blood decide the war. Let 20
Lavinia’s hand be sought and won in yonder field.”

So he spoke, and rushed back within doors: he calls for

his steeds, and joys to look on them snorting and neighing—the
steeds which Orithyia gave as a present to Pilumnus,
to surpass the snows in whiteness, the winds in speed. 25
Round them stand the bustling charioteers, patting their
chests with hollow palms and combing their maned necks.
Next he throws round his shoulders his hauberk, stiff
with scales of gold and dazzling orichalc,[282] and adjusts to
his wear the sword, the shield, and the cones of the crimson 30
crest—that sword the Fire-god’s own hand had made for
his father Daunus, and tempered it glowing in the Stygian
wave. Lastly, the spear which was standing in the
palace-hall, propped by a mighty column, the spoil of
Auruncan Actor, he seizes forcefully, sturdy as it is, 35
and shakes till it quivers, crying aloud: “Now, my good
spear, that hast never failed my call, now is the time;
once wast thou swayed by giant Actor, now by Turnus:
grant that I may lay low the emasculate Phrygian, strip
and rend his hauberk by strength of hand, and soil in the
dust those ringlets curled with hot iron and moist with
myrrh.” So he rages, fury-driven: sparks flash from the
furnace of his countenance, lightnings dart from his 5
fiery eyes; as when a bull in view of a fight raises fearful
bellowing, and calls up rage into his horns by butting against
a tree’s trunk, challenges the wind with his blows, and
spurns the flying sand in prelude for the fray.

With equal fierceness Æneas, clad in his mother’s 10

armour, sharpens valour’s edge, and lashes his heart with
wrath, joying that proffered truce should end the war.
Then he calms his comrades’ fear and the grief of Iulus,
talking of destiny, and sends envoys with an answer to the
Latian king, to name the conditions of peace. 15

Scarce had the next morrow begun to sprinkle the

mountain-tops with light, at the time when the sun’s
steeds first come up from the deep and breathe flakes of
radiance from their upturned nostrils, when Rutulians
and Teucrians were at work, measuring out lists for combat 20
under the ramparts of the mighty town, with hearths
in the midst, and altars of turf for their common gods.
Others were carrying fire and spring water, begirt with
aprons, vervain[283] wreaths on their brows. Forth moves
the Ausonian army, bands with lifted javelins issuing 25
from the crowded gates. From yonder quarters pours the
Trojan and Tuscan force, with the arms of their several
countries, harnessed as if summoned by the War-god’s
bloody fray. In the midst of either squadrons the generals
flash along, glorious in gold and purple, Mnestheus, 30
Assaracus’ seed, and Asilas the brave, and Messapus,
tamer of horses, the progeny of Neptune. At a given
signal each army retreats within its confines; spears are
fixed in the ground, and bucklers rested at ease. Matrons
in yearning eagerness, and unarmed masses, and tottering 35
old men, fill turret and roof, or stand by the lofty portals.

But Juno, from the top of the mount now styled Alban—in
those days it had no name, nor glory, nor honour—was
looking in prospect on the plain, the two armies,
Trojan and Laurentine, and the Latian town. At once
she addressed Turnus’ sister, a goddess herself, who presides
over the pool and the brawling stream—such dignity
Jove, the king of heaven, solemnly made hers in return for 5
violated maidenhood: “Sweet Nymph, glory of the rivers,
favourite of my heart, you know how I have preferred you
to all Latium’s daughters who have climbed the odious bed
of our great Master and have gladly given you a seat in the
sky; and now, Juturna, learn from me your sorrow, for 10
which I am not to blame. So long as Fortune seemed
favourable and Fate allowed Latium to prosper, I spread
my shield over Turnus and these your walls: now I see
the youth engaged with a destiny mightier than his own,
and the day of doom and the power of the enemy are at 15
hand. I cannot look on the combat, nor on the league
that ushers it in. If you have the nerve to dare aught for
your brother, go on; it is a sister’s part: perhaps the downtrodden
have a better lot in store.” Ere she had well
ended Juturna’s tears sprang forth, and thrice and again 20
her hand smote on her lovely breast. “No time for tears,”
cries Saturn’s daughter: “quick, and if any way there be,
snatch your brother from death: or at least revive the war—and
mar the treaty while yet on their lips. Remember,
I warrant the attempt.” With such advice she left her 25
wavering in purpose and staggering under the cruel blow.
Meantime the monarchs appear, the stately form of the
Latian king riding in a four-horse car, his brows gleaming
with a circle of twelve gilded rays, the cognizance of the Sun
his grandsire: Turnus is drawn by a snow-white pair, two 30
spears with broad iron points quivering in his hands. Then
comes father Æneas, the parent stock of the Roman tree,
blazing with his starry shield and celestial armour, and at
his side Ascanius, the second hope of mighty Rome, both
issuing from their camp: while a priest in stainless robe 35
has brought the young of a bristly boar and an unclipped
sheep of two years old, and placed the victims by the
blazing altar. They, turning their eyes to the rising sun,
offer the salted barley, score with the steel the brows of the
cattle, and make libations from their chargers. Then
thus prays good Æneas, his sword drawn in his hand:
“Let the Sun above and the Earth beneath witness my invocation, 5
this very Earth for which I have had the heart
to endure so much, and the almighty Sire, and thou, his
goddess-bride, Saturn’s daughter, now—may I hope it?—now
at last made gracious: thou, too, glorious Mars,
whose princely nod controls every battle: Springs also
and Rivers I invoke, all the majesty of the sky, all the 10
deities of the purple deep: if chance award the victory
to Turnus the Ausonian, reason claims that the vanquished
shall retire to Evander’s town: Iulus shall quit the land,
nor shall Æneas’ children in after-days draw the sword again,
or threaten this realm with war. But should conquest 15
vouchsafe to us the smiles of the battle-field, as I rather
deem, and pray that Heaven will rather grant, I will not bid
the Italians be subject to Troy, nor ask I the crown for
myself: no, let the two great nations, one unconquered as
the other, join on equal terms in an everlasting federation. 20
The gods and their ritual shall be my gift: let my good
father-in-law still wield the sword and the lawful rights of
empire: the Teucrians shall raise me a city, and Lavinia
shall give it her name.” Thus first Æneas: the Latian
king follows, with eyes lifted to heaven, and right hand 25
stretched to the stars: “I swear as you swore, Æneas,
by Land and Ocean and Lights above, Latona’s twofold
offspring, and two-faced Janus, the potency of the gods
below and the shrine of relentless Pluto: and let the
Father too give ear, who ratifies covenants with thunder. 30
My hand is on the altars; I adjure the fires and powers
that part us: so far as rests with Italy, no length of time
shall break this bond of friendship, let things issue as they
may: no violence shall make me swerve in will, not though
deluge and chaos come again, ruining the earth into the 35
water and crushing down heaven into Tartarus: even
as this sceptre”—for a sceptre chanced to be in his hand—“shall
never more burgeon with light foliage into branch
or shade, now that once cut down in the woods it is orphaned
of that which gave it life, and has resigned to the
axe its leaves and its sprays—once a tree, now the workman’s
hand has cased it with seemly brass, and given it to
be wielded by Latium’s elders.” With words like these 5
were they ratifying the treaty, all the nobles looking on.
Then, as the rite ordains, they cut the throats of the
hallowed’ victims into the fire, flay the yet breathing flesh,
and pile the altars with laden chargers.

But the Rutulians have long been thinking the combat 10

unequal: their bosoms are swayed by rival emotions,
all the more, the nearer they observe the ill-matched
champions. Turnus aids the feeling by the quietness of
his step and the downcast reverential look which he turns
on the altar, his wan cheeks, and the pallor of his youthful 15
frame. Soon as his sister Juturna heard such whispers
spreading, and saw the hearts of the multitude wavering
to and fro, she plunges among the ranks, taking the form
of Camers, great in ancestral dignity, great in the name of
his father’s worth, and himself a valiant warrior—plunges 20
among the ranks, knowing well what she would have, and
scatters her sayings abroad in words like these: “Blush
ye not, Rutulians, with souls such as yours, to make one a
sacrifice for all? are we not equal to our foes in strength or
in numbers? See, here is their whole army, Trojan 25
and Arcadian, aye, and that fated band of Eturia, which
seeks Turnus’ life. Though but half of us should engage,
each would scarce have an enemy to fight with. He, no
doubt, will rise on the wings of fame to the gods for whose
altars he gives himself to die, and will live in the mouths 30
of men: we, stripped of our country, shall be the slaves of
haughty masters, we, I say, now seated passively on the
ground.” By such words the flame is fanned more and
more in those young warrior hearts, and murmurs run
from rank to rank: not Rutulian alone, but Laurentian and 35
Latian are changed men. They who a short while since
were hoping for their own repose and their state’s prosperity,
now burn for arms, would have the treaty undone,
and pity Turnus’ cruel fate. And now Juturna gives them
one thing more, even a sign from heaven, no spell so potent
to work on Italian minds and make them dupes of the
marvel. Flying through the ruddy sky, Jove’s golden
bird was chasing the river fowl, a winged noisy multitude, 5
when suddenly swooping on the water he carries off in
his tyrant claws a stately swan. The Italians are all
attention, when lo! the whole mass of birds face about with
a scream, marvellous to see, their wings darkening the air,
and in dense cloud press on their enemy, till overborne by 10
sheer weight he gives way, drops the booty from his talons
into the river, flying aloft, and vanishes in the distant sky.
Oh, then the Rutulians welcome the omen with a shout and
spread their hands on high; and first of all cries the augur
Tolumnius. “Here, here is the thing I have prayed for so 15
often. I embrace it, I own the hand of Heaven. Follow
me—yes, me—and seize your weapons, my poor countrymen,
whom the felon stranger is scaring with battle, as if
ye were feeble birds, and ravaging your coasts. He too
will turn to flight and sail far away on the deep. Close 20
your ranks with one accord, and rally round the prince
of whom the battle robs you.” He spoke, and running forward
hurls his dart full at the enemy: the hurtling cornel
sounds, and cuts the air on no doubtful errand. A deafening
shout follows on the act, the ranks are confused, 25
and men’s hearts stirred with mad bewilderment. On flew
the spear, just where nine goodly brethren chanced to
stand facing it, all born of one true Tuscan mother to
Gylippus the Arcadian. One of these just at the waist
where the quilted belt chafes against the belly and the 30
buckle presses the sides—a youth of goodly form and
clad in refulgent armour—it strikes through the ribs
and lays him grovelling on the yellow sand. But his
brothers, a gallant company and stung by grief, draw their
swords or seize their javelins, and charge in headlong fury. 35
To meet them rush the Laurentian columns: while from
their side surge forth in a flood Trojans and Agyllans and
Arcadians with inlaid harness. All are possessed by one
passion, to try the issue with the steel. The altars are
stripped bare: through the whole sky drives a flickering
storm of weapons and an iron sleet comes thick: bowls
and hearths are carried away. King Latinus flies, bearing
away his gods in discomfiture, the truce unratified. 5
Others rein the chariot or vault on horseback, with swords
ready drawn.

Messapus, all on fire to annul the treaty, spurs his horse

full on the Tuscan Aulestes, a king and wearing kingly
cognizance: he draws quickly back, and gets entangled 10
in piteous sort with the altars that meet him behind,
falling on them head and shoulders. Up flashes Messapus
spear in hand, and towering on horseback brings down on
him the massy beam in the midst of his prayers, and delivers
himself thus: “He is sped: here is a better victim for the 15
mighty gods.” The Italians cluster round, and strip the
yet warm body. As Ebusus comes up and aims a blow,
Corynæus meets him with a brand half-burnt from the
altar and dashes the fire in his face: his long beard burst
into a blaze and made a smell of burning hair: the enemy 20
presses on, grasps in his left hand the locks of the wildered
man and with the impact of his knee pins him to earth;
then buries the stark falchion in his side. Podalirius
gives chase to Alsus the shepherd as he rushed in the first
rank through a shower of darts, and hangs over him with 25
naked sword: he, swinging back his axe, splits full in front
the foe’s forehead and chin, and splashes his arms right
and left with the blood. The heavy rest of iron slumber
settles down on the dying eyes, and their beams are curtained
in everlasting night. 30

But good Æneas, his head bare, was stretching forth

his unarmed hand and shouting to his men: “Whither are
you driving? what is this sudden outburst of strife? Oh,
curb your passions! the truce is stricken, and all the terms
arranged: none but I has a right to engage: give way to 35
me and have done with alarm: my sword shall ratify the
treaty: this sacrifice has put Turnus in my power.”
While he is crying thus and uttering words like these, lo!
full at the chief flies a hurtling arrow, none knew by
what hand launched, by what wind wafted, who graced
the Rutulians so highly, chance or deity: the glory of the
proud achievement was lost, nor was any known to boast
of having wounded Æneas. 5

Soon as Turnus sees Æneas retiring from the battle,

and the Trojan leaders in confusion, he glows with swift
access of hope, calls for horses and armour, bounds like a
conqueror into the chariot, and takes the reins in hand.
Many a heroic frame he slaughters as he whirls along, many 10
he tumbles and leaves to live or die, crushes whole ranks
by the onset of his car, or plucks forth spears and hurls
them at the fliers. Just as storming along by Hebrus’ icy
flood gore-stained Mars smites on his shield, and stirring
battle lets loose his fiery steeds: they fly over the plains 15
faster than winds southern or western: Thrace groans to
her extremity under the beat of their hoofs: around him
circle the frowns of black-visaged Terror, and the powers
of Wrath and Treachery, liege followers of the god: with
like eagerness through the thickest of the battle Turnus 20
whirls his straining horses, trampling in piteous sort on the
slaughtered foe: the flying hoof spirts gory dew, and blood
and sand are kneaded in a mass. Sthenelus he has slain
already, and Thamyris and Pholus, these hand to hand,
that from a distance: a distant death, too, has found the 25
Imbrasidæ, Glaucus and Lades, trained in Lycia by
Imbrasus their sire, and by him harnessed alike, warriors
who could stand and fight or outride the winds. In another
part of the field Eumedes is riding through the fray, the
gallant son of ancient Dolon, with the name of his grandsire, 30
the heart and hand of his sire, who of old, offering
to spy out the Danaan camp, dared to ask Achilles’
chariot as his guerdon; far other guerdon was it with
which Diomed requited his daring, and his hopes are set on
Achilles’ steeds no longer. Marking him at distance along 35
the plain, Turnus first sends after him a flying spear
through the intervening space, then stops the car and dismounts,
comes on the wretch gasping and laid low, and
setting his foot on his neck, wrests the sword from his hand,
bathes it flashing deep in his throat, and thus accompanies
the blow: “Lie there, Trojan, and measure the Hesperian
soil you came to invade: such are their guerdons who
draw their swords on me; so build they up their city.” 5
Then with a spear throw he sends Asbutes to join the dead.
Chloreus and Sybaris and Dares and Thersilochus, Thymœtes
too, thrown off by a restiff horse. As when the
blast of Thracian Boreas roars on the deep Ægean and
drives the billows to the shore, wherever the winds push 10
on, the clouds scurry over the sky, so when Turnus cleaves
his path, the ranks give way, the armies turn in rout; the
motion bears him along, and the gale which blows on the
car tosses his flickering crest. Phegeus, indignant at his
overweening onset, meets the car and grasping the bridle 15
wrenches aside the foaming jaws of the impetuous steeds.
While he is dragged along clinging to the yoke, the broad
spear-head reaches his unguarded breast, cleaves the two-plated
corslet, and tastes the surface of the flesh. Yet he,
his shield before him, kept fronting and threatening the 20
foe, and protecting himself with his drawn sword, when
the wheel careering onward strikes and flings him on the
ground, and Turnus with a sweep of his blade between
the bottom of the helmet and the breastplate’s topmost
rim has lopped the head and left the trunk to welter. 25

While Turnus thus is dealing havoc over the field,

Mnestheus, true Achates, and Ascanius have helped Æneas
to the camp, all bleeding, and staying his halting steps
by the help of a spear. There he frets and struggles to
pull out the broken shaft, and calls for help the readiest 30
way, bidding them enlarge the wound with a broad sword,
cut the weapon’s lodgment to the bottom, and send him
to combat again. And now at his side was Iapis, son of
Iasus, dearest of mankind to Phœbus, he to whom the
god in his passionate fondness would fain have given his 35
own function, his own hand’s cunning, the augur’s insight,
the lyre, the weapons of archery; but he, wishing
to lengthen out the span of his bed-rid sire, chose rather
to know the virtue of simples and the laws of the healing
art, and to practise in silence an unambitious craft.
There stood Æneas, fretting impatiently, propped on his
massy spear, with a warrior concourse about him, and
Iulus all in tears, yet himself unmoved by their sorrow. 5
The aged leech, his garments swathed round him in
Pæon’s fashion, is plying busily the healing hand and
Phœbus’ sovereign remedies all to no end, all to no end
pulling at the dart and griping the steel with the pincer.
No Fortune guides the course of skill, no patron Phœbus 10
lends his aid; and meanwhile the fierce alarms of the field
grow louder and louder, and the mischief is nearer at
hand. They see dust-clouds propping the sky, the horsemen
gallop in, darts fall thick in the midst of the camp,
and heavenward mounts the cruel din of warriors battling 15
or falling in the stern affray:—when, lo! Venus, struck
to the heart by her son’s undeserved suffering, with a
mother’s care plucks dittany[284] from Cretan Ida, a plant
with downy leaves and a purple flower: wild goats know
that simple well, if the flying arrow should lodge in their 20
flesh. Veiled by a dim cloud, the goddess brings it down;
with it she impregnates the spring water gleaming in the
caldron, imparting unseen powers, and sprinkles ambrosia’s[285]
healthful juice and fragrant panacea. The old
man rinsed the wound with the water so transformed, all 25
unwitting, and in a moment all pain was fled from the
frame, and the blood was stanched in the wound. The
arrow obeys the hand, and falls unforced, and strength is
restored as before. “Quick! give the warrior his arms!
why so tardy?” cries Iapis, himself the first to stir up 30
the martial spirit. “No human aid has done this, no
power of leech-craft; it is not my hand, Æneas, that
restores you; a mightier power than man’s is at work,
sending you back to mightier deeds.” The chief, greedy
for the fight, has cased his legs in gold, chafing at delay 35
and brandishing his spear. Soon as the shield is fitted
to his side, the cuirass to his back, he clasps Ascanius to
his mailed breast, and kissing his lips through the helmet
addresses him thus: “Learn valour from me, my son,
and genuine hardihood, success from others. To-day it is
my hand that shall shield you in war and lead you through
the walks of honour; be it your care, when your age has
ripened into manhood, to bear the past in mind, seek 5
patterns among those of your own blood, and be stirred
to action by Æneas your sire and Hector your uncle.”

So having said, he passed towering through the gate,

a huge spear quivering in his hand: Antheus and Mnestheus
close their ranks and rush forth, and the whole 10
multitude streams from the empty camp. The field is
clouded by blinding dust, and earth throbs and shudders