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Introduction To Psychology Gateways To Mind and Behavior 15Th Edition PDF Full Chapter PDF
Introduction To Psychology Gateways To Mind and Behavior 15Th Edition PDF Full Chapter PDF
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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
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Psychology 15e
Dennis Coon
John Mitterer
Brock University
Tanya Martini
Brock University
Australia ● Brazil ● Canada ● Mexico ● Singapore ● Spain ● United Kingdom ● United States
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Introduction to Psychology: Gateways to Mind © 2019, 2016 Cengage Learning, Inc.
and Behavior, Fifteenth Edition
Unless otherwise noted, all content is © Cengage.
Dennis Coon, John Mitterer, Tanya Martini
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
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Datamatics
Cengage
20 Channel Center Street
Boston, MA 02210
USA
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Dedication
To David, Callum, and Ronan
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About the Authors
Dennis Coon Dennis Coon is a John Mitterer John Mitterer was Tanya Martini Tanya Martini obtained
publishing phenomenon and one of the awarded his PhD in cognitive psychology her PhD in developmental psychology
best-selling authors in the field of from McMaster University. He has taught from the University of Toronto. In
psychology. His innovative instructional psychology at Brock University to more addition to introductory psychology, she
methods and student-focused style make than 30,000 introductory psychology also teaches research methods, human
his works perennial favorites among students. He is an award-winning teacher learning, and courses aimed at facilitating
instructors and students alike. To date, whose several teaching awards include a students’ understanding of career-related
more than two million students have National 3M Teaching Fellowship, the skills. In 2015 she received the Brock
learned psychology with a Coon text as Canadian Psychological Association University Distinguished Teaching Award,
their guide. Coon graduated with a B.A. in Award for Distinguished Contributions to where she currently holds a Chancellor’s
psychology from the University of Education and Training in Psychology, Chair for Teaching Excellence. Dr. Martini’s
California, Riverside, and earned his PhD and the Brock University Don Ursino research examines how undergraduates
in social psychology from the University Award for Excellence in the Teaching of think about the skills that are being
of Arizona. He is also coauthor, with John Large Classes. He has created textbooks fostered during university experiences,
Mitterer and Tanya Martini, of Psychology: and support materials for both students both inside and outside the classroom.
Modules for Active Learning, 14th Edition. and instructors, and published and She’s also interested in how we can
lectured on undergraduate instruction improve students’ understanding of
throughout Canada and the United States. career-related skills so that they are in a
better position to leverage them when they
apply for jobs or post-graduate programs.
|iv|
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Brief Contents
|v|
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Contents
Preface xvi I.3 Reflective Note Taking—LISAN Up! 9
Using and Reviewing Your Notes 10
Introduction: A Psychologist’s Skill Set—Reflective Studying 2
I.4 Reflective Study Strategies—Making a Habit of Success 10
I.1 What’s in It for You?—More Than You Might Think 4
Strategies for Studying 10
A Psychologist’s Skill Set 4
Strategies for Taking Tests 10
How This Book Will Help You with Skill Development 5
Procrastination: Don’t Be Late! 12
Reflective Learning: The Most Important Ingredient 5
The Whole Human: Psychology and You 12
I.2 Reflective Reading—How to Tame a Textbook 6
How to Use Introduction to Psychology: Gateways to Mind
and Behavior 7
Going Digital 8
The Triple Seven Quest 15 1.7 The Core Features of Contemporary Psychology—Critical Science? 31
1.1 Commonsense Psychology—Isn’t It All Common Sense? 16 Psychology’s Goals 31
Commonsense Psychology 16 Critical Thinking in Contemporary Psychology 32
1.2 Introspection and the First Scientific Psychologists—Inward Ho! 17 Critical Thinking Principles 32
Structuralism 18 Scientific Research in Contemporary Psychology 33
Gestalt Psychology 18 The Six Steps of the Scientific Method 33
Functionalism 19 Research Ethics 35
The Shortcomings of Introspection 19 1.8 The Experiment—Where Cause Meets Effect 36
1.3 Beyond Introspection—Behaviorism, Psychoanalysis, Humanism, Variables and Groups 37
and Biopsychology 21 Quasi-Experiments 38
Behaviorism 21 Evaluating Results 38
Psychoanalytic Psychology 22 1.9 Double-Blind—On Placebos and Self-Fulfilling Prophecies 39
Humanistic Psychology 23 Research Participant Bias 39
1.4 The Rise of Cognitive Psychology—Recovering the Mind 24 Researcher Bias 40
1.5 The Biopsychosocial Model—One Model to Rule Them All 25 1.10 Descriptive Research Methods—Get Out the Critter Cam 41
The Biological Perspective 26 Naturalistic Observation 41
The Psychological Perspective 26 Correlational Research 42
The Social Perspective 27 Case Studies 43
1.6 Psychologists—Guaranteed Not to Shrink 29 Survey Method 44
Helping People 29 1.11 A Psychologist’s Skill Set: Information Literacy—How Do You
Other Mental Health Professionals 31 Know? 46
Summary 48
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2 Brain and Behavior 52
3 Human Development 84
Contents | v i i |
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4 Sensation and Perception 118
4.3 Vision—The Most Important Sense? 124 4.8 Depth Perception—What If the World Were Flat? 144
Structure of the Eye 124 Binocular Depth Cues 144
Rods and Cones 125 Monocular Depth Cues 145
Color Vision 127 4.9 Perceptual Learning—Believing is Seeing 148
Seeing in the Dark 128 Motives, Emotions, and Perception 148
4.4 Hearing—Good Vibrations 129 Perceptual Expectancies 149
How We Hear Sounds 130 Perceptual Learning: Do They See What We See? 149
4.5 Smell and Taste—The Nose Knows When the Tongue 4.10 Becoming a Better Eyewitness to Life—Pay Attention! 152
Can’t Tell 133 The Whole Human: Perceptual Accuracy 152
The Sense of Smell 133 The Value of Paying Attention 153
Taste and Flavors 134 How to Become a Better “Eyewitness” to Life 153
4.6 The Somesthetic Senses—Flying by the Seat of 4.11 A Psychologist’s Skill Set: Effective Communication—
Your Pants 134 Making Your Point 154
The Skin Senses 135 Receiving Information: Reading and Listening 155
Pain 135 Providing Information: Writing and Speaking 155
The Vestibular System 137 What’s the Best Communication Style? 156
Blown Away 161 5.7 Sleep Troubles—Some Things That Go Wrong in the Night 174
5.1 States of Consciousness—The Many Faces of Awareness 162 Insomnia Disorder 174
Disorders of Consciousness 162 Disorders of Arousal—Sleepwalking, Sleeptalking,
Altered States of Consciousness 162 and Sleepsex 175
5.2 ypnosis—Look into My Eyes 163
H Nightmare Disorder and Sleep Terrors 176
Theories of Hypnosis 164 Sleep Apneas 176
The Reality of Hypnosis 164 Narcolepsy 177
5.3 Meditation, Sensory Deprivation, and Mindfulness—Chilling, 5.8 Drug-Altered Consciousness—The High and Low of It 177
the Healthy Way 165 Patterns of Psychoactive Drug Use 178
Meditation 166 Psychoactive Drugs and the Brain 179
The Whole Human: Mindfulness and Well-Being 167 Drug Dependence 179
5.4 Sleep Patterns and Stages—The Nightly Roller Coaster 168 5.9 Stimulants—Up, Up, and Away 180
Sleep Patterns 168 Amphetamines 180
Sleep Stages 168 Cocaine 182
5.5 Functions of Sleep—Catching a Few ZZZs 171 MDMA 182
The Need for Sleep 171 Caffeine 183
Sleep and Memory 172 Nicotine 183
5.6 Dreams—A Royal Road? 172 5.10 Depressants—Down and Out 184
Dream Theories 172 Opioids 184
Dream Worlds 173 Barbiturates 185
GHB 185
| v i i i | Contents
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Tranquilizers 185 5.12 A Psychologist’s Skill Set: Metacognition—What Do You Think
Alcohol 186 of . . .You? 190
Do You Know What You Don’t Know? 190
5.11 Hallucinogens—Tripping the Light Fantastic 187
Thinking About Thinking 191
LSD and PCP 187
Cannabis 188
7 Memory 228
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7.9
Mnemonics—Tricks of the (Memory) Trade 254 7.10
A Psychologist’s Skill Set: Giving Memorable Presentations—Win
Create Acrostics 254 the War 256
Create Mental Images 254 Start Talking 256
Create Stories or Chains 255
9 Intelligence 286
Homo Sapiens 287 9.5 Intellectual Disability—A Difference That Makes a Difference 296
9.1 Human Intelligence—IQ and You 288 Causes of Intellectual Disability 297
Defining Intelligence 288 9.6 Heredity and Environment—Super Rats, Family Trees, and Video
Reliability and Validity 289 Games 299
9.2 Testing Intelligence—The Bell Curve 290 Hereditary Influences 299
The Stanford-Binet Factors 290 Environmental Influences 300
The Wechsler Tests 291 IQ and Race 302
Group Tests 292 9.7 Beyond Psychometric Intelligence—Intelligent Alternatives
Intelligence Quotients 292 to “g” 303
The Intelligent Nervous System 303
9.3 Variations in Intelligence—Who’s the Smartest? 294
Intelligent Information Processing 305
IQ and Age 294
Artificial Intelligence 305
IQ and Sex 294
Multiple Intelligences 306
IQ and Achievement 294
The Whole Human: Wisdom 306
9.4 The Intellectually Gifted—Smart, Smarter, Smartest 294
Gifted Children 295 9.8 A Psychologist’s Skill Set: Emotional Intelligence—The Right
Way? 307
Reading Emotions 307
| x | Contents
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10 Motivation and Emotion 312
Contents | x i |
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11.12
STDs and Safer Sex—Choice, Risk, and Responsibility 371 11.13
A Psychologist’s Skill Set: Civic Engagement—Raising Awareness 373
HIV/AIDS 371 Being Civic-Minded 374
Behavioral Risk Factors for STDs 372 The Benefits of Civic Engagement 374
Safer Sex 373 Skilled Civic Engagement 374
Generation Me or We? 375
12 Personality 378
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14 Psychological Disorders 446
15 Therapies 480
Contents | x i i i |
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16 Social Thinking and Social Influence 512
| x i v | Contents
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18 Applied Psychology 564
A Stretch for Samantha and Grandma 595 A.2 Correlation—Rating Relationships 600
A.1 Descriptive Statistics—Psychology by the Numbers 596 Relationships 600
Graphical Statistics 596 The Correlation Coefficient 601
Measures of Central Tendency 596
A.3 Inferential Statistics—Significant Numbers 602
Measures of Variability 597 Samples and Populations 602
Standard Scores 598 Significant Differences 603
The Normal Curve 599
References 605
Author Index 668
Subject Index / Glossary 684
Contents | x v |
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Preface
To You, the Student—An In Reflective Studying, you’ll also read about a variety of study
skills, including the reflective SQ4R method, which you can use to
Invitation to Learn Psychology get the most out of your psychology course, and your other
courses as well.
Greetings from your authors! We look forward to being your
guides as you explore the exciting field of psychology and our
ever-evolving understanding of human behavior. In a very real
sense we wrote this book about you, for you, and to you. We sin- To You, the Instructor—An
cerely hope you will find, as we do, that what you learn is at once
familiar, exotic, surprising, and challenging. Invitation to Teach Psychology
Thank you for choosing Introduction to Psychology: Gateways to
Mind and Behavior for your students and for your course. Marcel
Reading Introduction to Psychology: Proust wrote, “The real voyage of discovery consists not in seeing
Gateways to Mind and Behavior new landscapes but in having new eyes.” It is in this spirit that we
have written this book to promote not just an interest in human
In Gateways to Mind and Behavior, we have done all we could behavior but an appreciation for the perspective of the psycholo-
imagine to make it enjoyable for you to read this book. We trust gist as well.
that you will find your first journey through psychology to be As we point out to your students in A Psychologist’s Skill Set—
quite interesting and useful to you in your everyday life. Each Reflective Studying, which precedes Chapter 1, there is a big differ-
chapter takes you into a different realm of psychology, such as ence between experiencing and reflecting on experience (Nor-
personality, abnormal behavior, memory, consciousness, or man, 1994). For John Dewey (1910), reflective thinking is the
human development. Each realm is complex and fascinating in its “active, persistent and careful consideration of any belief or sup-
own right, with many pathways, landmarks, and interesting posed form of knowledge in the light of the grounds that support
detours to discover. Like any journey of discovery, your explora- it, and the further conclusion to which it tends.”
tion of psychology will help you better understand yourself, oth- The psychologist’s perspective, of course, involves reflecting on
ers, and the world around you. It’s definitely a trip worth taking. human behavior in a variety of ways. When it comes to studying
psychology, reflective cognition requires actively thinking about
what you have just read, which results in deeper understanding
Studying Introduction to Psychology: and memory. Please consider taking a looking at A Psychologist’s
Skill Set—Reflective Studying because it explains to your students
Gateways to Mind and Behavior in some detail how to become a more reflective student and out-
Psychology is about each of us. It asks us to adopt a reflective lines how they can get the most out of this book and your course.
attitude as we inquire, “How can we step outside ourselves to look By the way, we encourage you to assign your students to read it as
objectively at how we live, think, feel, and act?” Psychologists well, if at all possible.
believe that the answer comes through careful thought, observa- Throughout this book, we have tried to select only the “best”
tion, and inquiry. As simple as that may seem, thoughtful reflec- material from the many topics that could be presented. Neverthe-
tion takes practice to develop. It is the guiding light for all that less, Gateways to Mind and Behavior covers not only the heart of
follows. psychology, but also many topics at the cutting edge of current
Gateways to Mind and Behavior, then, is your gateway, or pass- knowledge, including a focus on the practical applications of psy-
port, to an adventure in active learning, not just passive reading. chology, the growing importance of neuroscience, and the rich-
To help you get off to a good start, we strongly encourage you to ness of human diversity. New information, anecdotes, perspec-
read our short “manual,” A Psychologist’s Skill Set—Reflective tives, and narratives appear throughout the fifteenth edition. The
Studying, which precedes Chapter 1. In it, we describe what you result is a concise book that is readable, manageable, informative,
can learn by taking this course, including the skills you’ll develop and motivating. At the same time, we have structured this book to
that can be helpful in both your personal and professional life. help students consolidate the skills to learn efficiently and to
|xvi|
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
become better critical thinkers. Without such skills, students can- Practical Applications
not easily go, as Jerome Bruner (1973) put it, “beyond the infor- To make psychology even more inviting to students, we have
mation given.” emphasized the many ways that psychology relates to practical
problems in daily life. For example, a major feature of this book is
the Psychologist’s Skill Set sections found at the end of each chapter.
The Teaching Challenge These high-interest discussions bridge the gap between theory and
practical applications by exploring how psychology has contributed
Wouldn’t it be nice if all of our students came to our courses
to our understanding of the skills that are valuable at work and in
highly motivated to explore psychology and well prepared to
our relationships. We believe that it is fair for students to ask, “Does
cope with the learning challenges we create for them? As the
this mean anything to me? Can I use it? Why should I learn it if I
authors of this textbook, we have together accumulated over
can’t?” The Psychologist’s Skill Set sections allow them to see the
70 years of classroom experience, teaching tens of thousands of
benefits of adopting new ideas, and they breathe life into psycholo-
college and university students. Although we have found most
gy’s concepts. The skills in question also happen to help you and
students to be generally well intentioned, our modern world cer-
your students meet the American Psychological Association’s
tainly does immerse them in their work, careers, families,
(2013) Guidelines for the Undergraduate Major (see Table P.1).
intimate relationships, popular culture, and life in general. As we
compete for ever-more-limited student attention, we must do
more than just lecture in psychology. We also must motivate our 2: Integrated Support for Active Learning
students to read and learn as well as educate them about how to Studying (rather than reading) a textbook requires the active cog-
learn effectively (Matthew & Sternberg, 2009; Paternoster & nitive engagement that psychologist Donald Norman (1994) calls
Pogarsky, 2009). reflective. In his book, Thinking, Fast and Slow, Daniel Kahneman
We have explicitly designed and written the fifteenth edition of describes it as System 2 thinking (Kahneman, 2011). Being reflec-
Gateways to Mind and Behavior to foster deeper student engage- tive when you read a textbook involves asking yourself if you
ment with the field of psychology, better memory for what has understand what you are reading, how it might relate to things you
been read and studied, and a deeper understanding of how to already know, what new questions your reading might trigger, and
become more reflective learners and thinkers. To help you and so on. The resulting elaboration of the just-read new information
your students reach these goals, we have organized our design is, perhaps, the best way to foster understanding and form lasting
philosophy around three core principles: memories (Gadzella, 1995; Goldstein, 2015; Sternberg, 2017).
Gateways to Mind and Behavior was the first college text with
1: Readability and Narrative Emphasis an SQ4R, active-learning format. Over the years, Dennis Coon’s
Many introductory psychology students are reluctant readers. pioneering books have made learning psychology a rewarding
Selecting a textbook is half the battle in teaching a successful experience for more than 2 million students. With their feedback,
course. A good textbook does much of the work of imparting and generous help from many professors, we have continued to
information to your students. This frees class time for your dis- refine the unique features of Gateways to Mind and Behavior.
cussion, extra topics, or media presentations. It also leaves stu- It is in this spirit that we have again improved the design of this
dents asking for more. When a book overwhelms students or edition of Gateways to Mind and Behavior to encourage students
cools their interest, teaching and learning suffer. If students won’t to become more reflective, active learners. To achieve this import-
read the textbook, they can’t very well be reflective about what ant pedagogical goal, the traditional use of SQ4R has again been
they have read. tweaked to be more reflective. By using reflective SQ4R, an
That’s why we’ve worked hard to make this a clear, readable, active-learning format, studying psychology becomes an even
and engaging text. Gateways to Mind and Behavior is designed to more rewarding experience. As students explore concepts, they
give students a clear grasp of major concepts, without burying are encouraged to think critically about ideas and relate them to
them in details. At the same time, it offers a broad overview that their own experiences. Notice how the steps of the reflective
reflects psychology’s rich heritage of ideas. We think that students SQ4R method—survey, question, read, recite, reflect, and review—
will find this book informative and intellectually stimulating. are incorporated into the chapter design:
Because we want students to read this book with genuine inter-
est and enthusiasm, not merely as an obligation, we have made a Survey
special effort to weave narrative threads through the book. Every- Features at the beginning of each chapter help students build cog-
one loves a good story, and the story of psychology is compelling. nitive maps of upcoming topics, thus serving as advance organiz-
Throughout Gateways to Mind and Behavior, we have used ers (Ausubel, 1978; Gurlitt et al., 2012). A photograph and short
intriguing anecdotes and examples to propel reading and sustain preview arouses interest, gives an overview of the chapter, and
interest. focuses attention on the task at hand. A Gateway Theme and a list
Preface | x v i i |
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
▲ TABLE P.1 APA Skills Guidelines 2.0 Addressed by Reading
Introduction to Psychology: Gateways to Mind and Behavior, 15e
1 Psychology, Critical Thinking, and Information Literacy 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1
Science
4 Sensation and Perception Effective Communication 1.1, 1.2, 4.1, 4.2, 4.3, 5.4
8 Cognition, Language, and Creativity Creativity and Innovation 1.1, 1.2, 1.3, 2.3, 2.5
9 Intelligence Emotional Intelligence 1.1, 1.2, 3.2, 3.3, 4.3, 5.1, 5.4
10 Emotion and Motivation Positivity and Optimism 1.1, 1.2, 1.3, 2.5, 4.3, 5.4
11 Sex, Gender, and Sexuality Civic Engagement 1.3, 3.2, 3.3, 4.3, 5.2, 5.3, 5.4
13 Health, Stress, and Coping Stress Management 1.1, 1.2, 1.3, 3.3, 5.1
16 Social Thinking and Social Influence Teamwork 1.1, 1.2, 3.2, 3.3, 4.3, 5.1, 5.4
17 Prosocial and Antisocial Behavior Diversity and Inclusion 1.1, 1.2, 1.3, 2.5, 3.2, 3.3, 4.3, 5.1, 5.4
18 Applied Psychology Career Preparation 1.1, 1.2, 1.3, 2.3, 5.1, 5.5
of detailed Gateway Questions also are given to guide active read- they read, thus promoting active learning while serving as advance
ing. These questions are now numbered, making it easier for stu- organizers. They also clarify difficult points in a lively give-and-
dents and instructors to relate the Gateway Questions to a matched take between questions and responses.
set of learning objectives that appear throughout the materials Further, each major chapter section begins with one of the
that accompany this textbook. chapter Gateway Questions. As students read a section, they can
The answers to Gateway Questions are what we think of as try to discover the answers to these questions. They can then
Gateway Concepts. In other words, they open intellectual path- compare their answers with the ones listed in the Gateways chap-
ways and summarize psychology’s “big ideas.” Ultimately, the ter summary.
Gateway Concepts provide a good summary of what students have
learned. With these chapter-opening features, we invite students Read
to read with a purpose and actively process information. We’ve made every effort to make this a clear, readable text. To
further aid comprehension, we’ve used a full array of traditional
Question learning aids. These include boldface terms, bulleted and num-
How can questioning be built into a textbook? Italicized Dialogue bered summaries, robust illustrations, summary tables, a name
Questions, such as the previous sentence, are the sorts of questions index, and an integrated subject index and glossary. As an addi-
that students might find themselves thinking as they begin read- tional aid, figure and table references in the text are set apart by
ing a section of text. As such, they model a dialogue in which the different colored text and small geometric shapes. These “place-
questions and the reactions of students are anticipated—that is, holders” make it easier for students to return to the section that
Dialogue Questions prompt students to look for important ideas as they were reading after they have paused to view a table or figure.
| x v i i i | Preface
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
We have made the glossary function in this edition as power- their own thoughts. Many of these answers are based on
ful as possible. The Main Glossary, at the end of the book, is research and are informative in their own right. Many of the
integrated with the Subject Index, making it easy to link import- Dialogue Questions that introduce topics in the text also act as
ant definitions to where they are discussed in the text. As in models of critical thinking.
earlier editions, all glossary items are bold and defined in-text Further, Chapter 1 explicitly discusses critical thinking
when the term is first encountered. This aids reading compre- skills and offers a rational appraisal of pseudopsychologies. In
hension because students get clear definitions when and where addition, the discussion of research methods in Chapter 1 is
they need them—in the general text itself. In addition, the paral- actually a short course on how to think clearly about behavior.
lel Running Glossary defines key terms in the margins of the rel- Chapter 1 closes with a Psychologist’s Skill Set section that
evant pages, making it easy for students to find, study, and review offers suggestions about how to critically evaluate claims in
important terms. the popular media. Subsequent chapters include many topics
related to critical thinking.
Recite Taken together, these features will help students think
Throughout each chapter, strategically placed built-in study more reflectively about your course and the field of psychol-
guides called Knowledge Builders give students a chance to test ogy, while they also gain thinking skills of lasting value.
their recall and further develop their understanding of preced-
ing topics. Each Knowledge Builder includes a Recite section, a Review
short, noncomprehensive quiz, to help students actively process As we noted previously, all important terms appear in a Running
information and assess their progress. Recite questions, which Glossary throughout the book, which aids review. In addition, the
are not as difficult as in-class tests, are meant to offer a sample Main Glossary is integrated with the Subject Index. When review-
of what students could be asked about various topics. Students ing, students can easily link definitions of concepts with the
who miss any items are encouraged to backtrack and clarify appropriate section of the book where those concepts are intro-
their understanding before reading more. In other words, com- duced and discussed.
pleting Recite questions serves as a form of recitation to enhance As also noted, the Psychologist’s Skill Set sections ending each
learning. chapter show students how psychological concepts relate to their
daily lives. The information found here helps reinforce learning by
Reflect inviting self-reference while illustrating psychology’s practicality.
Simple recitation is usually not enough to foster deeper under- To help students further consolidate their learning, the Gate-
standing, so in each chapter, we invite students to engage in two ways Summary at the end of each chapter restates all of the major
distinct types of reflection, self-reflection and critical thinking: ideas presented earlier in the chapter. Summaries are organized
around the same Gateway Questions found at the beginning of,
●● Self-Reflection New information can be made more mean- and throughout, the chapter. In this way we bring the reflective
ingful through self-reflection (or self-reference)—relating SQ4R process full-circle and reinforce each chapter’s learning
new information to what is already known (Klein & objectives from beginning to end.
Kihlstrom, 1986). We provide many opportunities for self-
reflection throughout Gateways to Mind and Behavior. The
text is written with many contemporary references, exam- 3: Integrative Themes: The Whole Person
ples, and stories to make it easier for students to relate what No one linear chapter organization can fully capture the intercon-
they are reading to their own life experience. Similarly, to nectedness of our field. This edition of Gateways to Mind and
help students further elaborate their new understanding, Behavior now offers streamlined Bridges, clearly marked in-text
each Knowledge Builder includes a series of Self-Reflect links to other material relevant to the reading at hand. For exam-
questions that encourage students to connect new concepts ple, a student reading about the Freudian theory of dreams will
with personal experiences and prior knowledge. Finally, as encounter a Bridge to a relevant discussion of psychoanalysis in a
we mentioned previously, the Psychologist’s Skill Set sections later chapter.
invite students to relate psychology to the development of In addition, to convey some of this richness, we have woven a
many skills helpful in their daily lives. number of broad themes throughout the chapters of this book.
●● Critical Thinking Being reflective about psychology involves Starting in Chapter 1, we explore the idea that human behavior is
more than self-reflectively asking “What does this have to do better understood when examined from three complementary
with me and what I already know?” It also involves reflecting perspectives, the biological perspective, the psychological per-
more deeply about the field. Our book also invites students to spective, and the sociocultural perspective. We express the idea
think critically about psychology. that insights from one perspective can often be combined with
The active, questioning nature of the reflective SQ4R insights from another throughout the book, in periodic, short
method is, in itself, an inducement to critical thinking. In integrative sections entitled The Whole Person. Furthermore, we
addition, every Knowledge Builder includes Think Critically explore this natural complexity throughout chapters in a variety
questions. These stimulating questions challenge students to of more detailed themes. Our hope is that students who read this
think critically and analytically about psychology. Each is fol- book will gain an appreciation for the potential we all have for
lowed by a brief answer with which students can compare optimal functioning. Also, of course, we hope that they will leave
Preface | x i x |
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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Gateways to Mind and Behavior with emotional and intellectual
tools they can use to enhance their lives. You may choose to
Introduction to Psychology:
explicitly present these perspectives to your students. Alterna-
tively, you might leave these for your students to explore and
Gateways to Mind and
unconsciously absorb. Behavior—What’s New in the
The Biological Perspective: The Growing Importance 15th Edition?
of Neuroscience
Our students, partly because of the popular media, are increas- Thanks to psychology’s ongoing vitality and suggestions from
ingly aware that the brain and the nervous system play a role in thoughtful professors, we have again been able to improve this
shaping human behavior. While the chapter on Brain and Behav- book in many ways.
ior deals with the usual topics—such as methods of studying the Most importantly, we have a new author joining the writing
brain, neural functioning, synaptic transmission, the structure of team. Dr. Tanya Martini has contributed our new Psychologist’s Skill
the nervous system and brain, and the endocrine system—we Set sections, which introduce students to the idea that learning psy-
deliberately include a biological perspective as a part of our dis- chology is about more than learning content. They also help you
cussions in most of the other chapters comprising this book. address the American Psychological Association’s (2013) Guidelines
for the Undergraduate Major (see Table P.1 earlier in this preface).
The Psychological Perspective: The Centrality The other major change throughout this edition has been the
of Self-Knowledge absorption of several special features into the main text. While
We have threaded the psychological perspective throughout this boxes from previous editions, such as the Brainwaves boxes, dan-
book in many ways. It is, of course, central to psychology. In this gle high-interest content in front of students, they do so at a cost
edition of Gateways to Mind and Behavior, we continue to place to the overall organization of the text that surrounds them. By
special thematic emphasis on the self. In doing so, we respond to absorbing this material, we are better able to contextualize it,
Timothy Wilson’s (2009) criticism that introductory psychology improving the overall readability of the book.
courses do not spend enough time exploring the issue of On the pedagogy side, we have again enhanced our focus on
self-knowledge, despite the fact that students are terribly inter- active processing, reflection, and critical thinking. The learning
ested in learning more about themselves. system embedded in this book, reflective SQ4R, cues students
All of the new Psychologist’s Skills Set sections encourage the more than ever to the role of thoughtfulness while reading and
development of self-knowledge, including such topics as self-regu- studying. From a revised explanation of the power of elaborative
lation (■ Chapter 2.9), metacognition (■ Chapter 5.12), and emo- encoding in the chapter on memory and an expanded discussion of
tional intelligence (■ Chapter 9.8). Our focus on active, reflective the distinction between experiential and reflective cognition in the
learning is also designed to improve students’ self-awareness, as chapter on cognition, to repeated invitations (in context through-
you may have already noted. Throughout the book, we follow the out the book) to process more deeply, we have done everything
development of the self from the beginnings of self-recognition in possible to invite your students to become even more mindful.
infancy to the development of wisdom in old age. On the content side, the 15th edition of Introduction to Psychol-
ogy: Gateways to Mind and Behavior has been extensively updated
The Sociocultural Perspective: Human Diversity,
and features some of the most recent and interesting information in
Culture, and Gender
psychology, plus fully updated statistics and extensively expanded
Of course, no introductory psychology textbook would be com- and updated references. The following text gives some highlights of
plete without a discussion of human diversity and the multicul- the new topics and features that appear in this edition.
tural, multifaceted nature of contemporary society. In Gateways to
Mind and Behavior, students will find numerous discussions of
A Psychologist’s Skill Set—Reflective Studying
human diversity, including differences in race, ethnicity, culture,
gender, abilities, sexual orientation, and age. Too often, such differ- ●● This Introduction now begins with a section on the valuable
ences needlessly divide people into opposing groups. Our aim skill set the attentive student can strengthen while studying
throughout this book is to discourage stereotyping, prejudice, dis- psychology, a theme continued throughout the book.
crimination, and intolerance. We’ve tried to make the book gender ●● The remainder of the Introduction has been reorganized while
neutral and sensitive to diversity issues. All pronouns and exam- continuing to outline a proven set of reflective study skills.
ples involving females and males are equally divided by gender.
In artwork, photographs, and examples, we have also set out to
portray the rich diversity of humanity. In addition, a new Psychol- Chapter 1: Introduction to Psychology
ogist’s Skill Set section (■ see Chapter 17.8) tackles the importance and Research Methods
of diversity and provides suggestions about how students can ●● The need for scientific methods in psychology is more fully
work toward building effective relationships with a wide variety of articulated by rewriting and repositioning material on the
people. In short, many topics and examples in this book encour- shortcomings of common sense.
age students to appreciate social, physical, and cultural differences ●● The history of psychology presented in this chapter is now
and to accept them as a natural part of being human. reorganized around a more robust critique of introspection.
| x x | Preface
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
●● The links between the goals of psychology, different types of ●● Psychophysics and Gestalt principles are more clearly linked
research (including the issue of self-report or introspection), to the history of psychology.
and different types of data are more clearly outlined. ●● Material on perceptual learning has been reorganized to clar-
●● The growing importance of physiological measures in con- ify the distinction between perceptual sets and perceptual
temporary psychology is now more clearly explained. learning.
●● Quasi-experimental designs are now clearly differentiated ●● Material on the perception of pain has been streamlined and
from experimental designs. reorganized
●● A new Psychologist’s Skill Set section discusses effective com-
munication.
Chapter 2: Brain and Behavior
●● The chapter-opening sections on the microstructure and over- Chapter 5: States of Consciousness
all organization of the nervous system have been fine-tuned for ●● The section on consciousness and culture has been rewritten.
greater clarity; the Mike & Molly example has been, accord- ●● Definitions of hypnosis and hypnotizability have been updated.
ingly, extended. ●● Material on sleep has been streamlined and reorganized.
●● The account of Delagdo’s work with neural implants and bulls ●● Material on the meaning of dreams has been collected
is now better contextualized.
together, streamlined and integrated into a more concise sec-
●● Glial cells are given greater prominence.
tion of the chapter.
●● The material on neuroplasticity and neurogenesis has been ●● Hypnopompic hallucinations are now more explicitly dis-
rewritten and reorganized.
cussed in the context of sleep paralysis.
●● The hemispheres and lobes of cortex are now discussed in ●● Material on mind-altering drugs has been refined in several
separate major sections of the chapter.
ways: Some material has been revised, usage statistics have
●● Material on handedness can now be found in a reworked
been updated, coverage of opioids, including fentanyl, has
section on the cerebral hemispheres, integrating coverage of
been clarified, and cannabis (as opposed to marijuana) is now
dominance and laterality.
the preferred reference term.
●● Material on the subcortex now clarifies the distinction ●● A new Psychologist’s Skill Set section discusses metacognition.
between the hindbrain and the brain stem.
●● A new Psychologist’s Skill Set section explores self-regulation.
●● Prefrontal cortex is now more clearly linked to executive func- Chapter 6: Conditioning and Learning
tions, metacognition and self-control. ●● Elaborates on discrimination learning, beginning with a
chapter-opening vignette on police “sniffer” dogs.
The distinction between reinforcement and feedback has been
Chapter 3: Human Development
●●
Preface | x x i |
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
●● The distinction between denotative and connotative meaning ●● We now note that some dark triad personalities are women.
is now presented in the section on language, where the role of ●● Coverage of Freud has clarified. For example, latency is now
context in determining meaning has been clarified. treated as another psychosexual stage.
●● The term “mechanical” has been replaced by the term “algo- ●● A new Psychologist’s Skill Set section discusses leadership.
rithmic.” With this in mind, the material on algorithmic prob-
lem solving has been clarified. Chapter 13: Health, Stress, and Coping
●● Material on creativity has been reorganized for greater clarity,
including an updated Psychologist’s Skill Set section on creativ-
●● The introductory section of this chapter has been reworked
ity and innovation. for greater clarity.
●● Material on intuition has been reorganized and now more
●● The role of social dimensions of health, such as the growing
clearly discussed in the context of the distinction between impact of social media, are now better highlighted.
experiential and reflective cognition.
●● The second section of this chapter has also been rewritten and
●● Choice overload is now referred to as such. reorganized to better describe the concept of a stressor.
●● The section on psychosomatic disorders has been refined for
greater clarity. In particular, and in light of recent discon-
Chapter 9: Intelligence
firming research, the idea of the Type A personality has been
●● While not identified by name, the Cattell–Horn–Carroll the- refined and the idea of a Type D personality has been added.
ory is now used to clarify the definition and structure of ●● A reworked Psychologist’s Skill Set section tackles stress
intelligence. management.
●● Material on race and IQ has been rewritten and now appears
in the section on heredity and environment. Chapter 14: Psychological Disorders
●● The section on reaction time includes a new figure.
●● Material on intelligence and the brain now refers to executive
●● The chapter-opening section on defining and classifying
functions and better explains the interconnectivity of prefron- mental disorders has been simplified and reorganized.
tal area and the rest of the brain.
●● A new section has been added on the diagnosis of mental
●● The section on AI has been rewritten to feature ideas about illness.
machine learning.
●● The causes of mental illness are now discussed in a more gen-
●● A refined Psychologist’s Skill Set section tackles emotional eral way.
intelligence, previously covered in another chapter.
●● The section on the psychoses has been simplified.
●● The coverage of suicide has been condensed and can now be
found after the section on mood disorders.
Chapter 10: Motivation and Emotion ●● The discussion of the anxiety disorders and their causes is
●● Maslow’s hierarchy of needs and the distinction between in- more clearly distinguished from the discussion of anxiety-
trinsic and extrinsic motivation is now discussed early on in related disorders.
the chapter. ●● A creative new theory of obsessive-compulsive disorder is
●● Self-determination theory is introduced and used to frame now covered.
discussion of the distinction between intrinsic and extrinsic ●● A new Psychologist’s Skill Set section on the value of persever-
motivation. ance includes some material previously covered in another
●● Plutchik’s account of emotion has been supplanted by Carroll chapter.
Izard’s differential emotions theory, including the concept of
an emotion schema. Chapter 15: Therapies
●● A new Psychologist’s Skill Set section explores positivity and
optimism.
●● The material on behavior therapy in general and systematic
desensitization in particular has been clarified.
Thought stopping as a CBT technique is now more broadly
Chapter 11: Gender and Sexuality
●●
discussed.
●● This chapter has been extensively reorganized. ●● The discussion of pharmacotherapy has expanded.
●● Traditional male and female gender role stereotypes are more ●● A reworked Psychologist’s Skill Set section discusses managing
clearly delineated. mental health.
●● A new major section notes apparent contradictions in sexual
behavior and attitudes of today’s youth. Chapter 16: Social Thinking and Social
●● A new Psychologist’s Skill Set section explores civic Influence
engagement.
●● The discussion of the Stanford prison experiment is now
Chapter 12: Personality more reflective.
●● Coverage of solitude has been compressed.
●● In light of recent disconfirming research, the Type A person- ●● The discussion of attribution theory has been rewritten and
ality is no longer used as an example of a personality type. reorganized.
| x x i i | Preface
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Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
●● The section on mere presence has been refined. MindTap
●● The discussion of the infamous Milgram experiment is now MindTap® Psychology for Coon/Mitterer/Martini’s Introduction to
more reflective. Psychology: Gateways to Mind and Behavior, 15th Edition helps
●● Coverage of coercion and cults has been rewritten. you learn on your terms. Begin studying early with Mastery
●● Material on assertiveness has been rewritten to be more concise. Training, interact with the eBook, and reinforce your learning
●● A new Psychologist’s Skill Set section highlights the importance with assignments that revisit the topics you’ve learned about and
of teamwork. help you prepare for the test.
By incorporating the SQ4R method in a uniquely reflective
Chapter 17: Prosocial and Antisocial Behavior format, MindTap you will improve your reading and study skills
while you are learning psychology.
●● The Kitty Genovese case is more critically discussed in the
context of the bystander effect. Instant Access in Your Pocket
●● The section on media violence has been condensed. Take advantage of the MindTap Mobile App to learn on your
●● The section on prejudice has been clarified. terms. Read or listen to textbooks and study with the aid of
●● A new Psychologist’s Skill Set section diversity incorporates instructor notifications, flashcards, and practice quizzes.
some previous material into a discussion of the value of diver-
sity and inclusion. Gear Up for Ultimate Success
MindTap helps you create your own potential. Track your scores
Chapter 18: Applied Psychology and stay motivated toward your goals. Whether you have more
work to do or are ahead of the curve, you’ll know where you need
●● A new opening vignette highlights the notion of environmen- to focus your efforts. And the MindTap Green Dot will charge
tal melancholia. your confidence along the way.
●● A new section on performance appraisal has been added, fea-
turing the concept of 360° feedback. Mindtap Helps You Own Your Progress
●● The material on environmental psychology has been reorga- Make your textbook yours. No one knows what works for you
nized and rewritten. For example, the value of social norms better than you. Highlight key text, add notes, and create custom
marketing and personalized normative feedback as ways to flashcards. When it’s time to study, everything you’ve flagged or
improve conservation are discussed. noted can be gathered into a guide you can organize.
●● Recent criticisms of the concept of learning styles are now
incorporated into the section on educational psychology.
●● A new Psychologist’s Skill Set section alerts students to the Instructor Resources
importance of career preparation.
Teaching an introductory psychology course is a tremendous
amount of work, and the supplements listed here should help make
Appendix: Statistical Literacy it possible for you to concentrate on the more creative and rewarding
●● A new opening vignette, woven throughout the appendix, fol- facets of teaching. All of these supplements are available online for
lows a student grappling with statistics. download. Go to login.cengage.com to create an account and log in.
●● Statistical literacy is now treated as one of a Psychologist’s
Skill Set. MindTap
MindTap® Psychology for Coon/Mitterer/Martini’s Introduction
to Psychology: Gateways to Mind and Behavior, 15th Edition is
A Complete Course—Teaching the digital learning solution that powers students from memoriza-
tion to mastery. It gives you complete control of your course—to
and Learning Supplements provide engaging content, to challenge every single student, and
to build his or her confidence. Empower students to accelerate
A rich array of supplements accompanies Introduction to Psychol- their progress with MindTap. MindTap: Powered by You.
ogy: Gateways to Mind and Behavior, including several that make MindTap gives you complete ownership of your content and
use of the latest technologies. These supplements are designed to learning experience. Customize the interactive syllabi, emphasize the
make teaching and learning more effective. Many are available most important topics, and add your own material or notes in the
free to professors or students. Others can be packaged with this eBook. Assign Mastery Training to encourage students to begin
textbook at a discount. Contact your local sales representative for studying early, and reinforce all that they have learned from the
more information on any of the listed resources. eBook with virtual labs, auto-graded writing assignments, and more.
Preface |xxiii|
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Bloom’s taxonomy level, and difficulty; and PowerPoint slides pro- We wish to thank Dr. Carol Baldwin, Psychology Department
viding concept coverage with dynamic animations, photographs, Head at the Salish Kootenai College, for suggesting a way to modify
and video. a section of one of our memory modules to become more respect-
ful of our Native American readers.
We also wish to thank Dr. Robin Akawi, of Sierra Community
Summary College, for her always thoughtful questions, which have led to a
number of improvements in this edition, most notably in the dis-
We sincerely hope that both teachers and students will consider
cussion of the hindbrain/brain stem distinction.
this book and its supporting materials a refreshing change from
Dr. Christopher Ferguson, of the Psychology Department at
the ordinary. Creating it has been quite an adventure. In the pages
Stetson University, prompted revisions in our treatment of the
that follow, we believe students will find an attractive blend of the
Zimbardo prison study, the Kitty Genovese murder, and espe-
theoretical and the practical, plus many of the most exciting ideas
cially the topic of violence and the media. Thank you, Chris.
in psychology. Most of all, we hope that students using this book
We offer a special thank-you to the students at the Nebraska
will discover that reading a college textbook can be entertaining
Indian Community College taking Introduction to Psychology in
and enjoyable.
2015, for triggering a deep conversation about the portrayal of
American Indians in introductory psychology textbooks. In fur-
ther discussions with NICC faculty Darla Korol, MSW, Human
Acknowledgments Services Division Head, and Wynema Morris, Native American
Studies Division Head, several sections of this new edition, and in
Psychology is a cooperative effort requiring the talents and ener- particular, a new section on American Indian parenting, reflect
gies of a large community of scholars, teachers, researchers, and their profound insights and wisdom.
students. Like most endeavors in psychology, this book reflects The following professors offered invaluable comments on pre-
the efforts of many people. We deeply appreciate the contribu- vious editions of Introduction to Psychology: Gateways to Mind
tions of the following professors, whose sage advice helped and Behavior:
improve the 15th edition of Introduction to Psychology: Gateways
to Mind and Behavior:
| x x i v | Preface
Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Preface | x x v |
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| x x v i | Preface
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Helsinkiä
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Language: Finnish
Novelleja
Kirj.
TOIVO TARVAS
(Prologi)
— Ihanaa, suurenmoista…
— Mikä kaunis kaupunki! — huomautti toinen.
Hän muisti vielä nyt niinkuin eilisen päivän, kun hän Raskin
kanssa oli saanut erääseen suureen saliin rakennetut lankkutelineet
valmiiksi. »Pruukijamakka» oli kantanut tiinut pruukia täyteen. Se
sitten oli »jyry» muija se »Laulaja-Miina». Se kiipesi vakavasti kuin
lastattu aasi »lankonkia» pitkin täysinäinen »pruukikontti»
olkapäällään ja laulaa heläytti siinä samassa hauskan viisun niinkuin
herran Siionissa…
Nyt alkoi se kaikkein tärkein ja vaikein työ. Rask käski hänen ottaa
esille »värkkilootasta» ne kaikkein pienimmät ja hienoimmat lastat ja
»putspulikat». Niitä sitten oli monensorttisia, oli suoria ja vääriä,
kuperia ja koveroita, suurempia ja pienempiä, ja kaikki ne piti latoa
hyvään järjestykseen nelikulmaiseen plootulaatikkoon, jossa oli
hiukan kipsinsekaista pruukia.
Kun tämä tärkeä ja vaikea työ oli suoritettu, alkoi taas »krouvimpi»
työ. Lujasti töitä siihen aikaan tehtiinkin, ja Raskin viikkopalkka
saattoi parhaimpina aikoina nousta alulle kolmattakinsataa
markkaa…
— Akoittunutkin hän oli, mutta akka oli häijy ja ahne. Aina se vain
kärkkyi rahoja ja koetti niitä häneltä keplotella käyttääksensä sitten
omiin »hepeneisiinsä», sillä kaksi perisyntiä sillä Ulla-vainaalla oli,
silkkipuserot ja pitkä aamu-uni…
Kun se ei enää millään onnistunut vikittämään häneltä rahoja,
keksi se kärmeellisen konstin. Se tuli joka »litviikipäivänä» työmaalle
kannun viinapullo matkassaan. Sitten se lirkutteli ja maklakoi, ottipa
vielä itsekin ryypyn, pari, ja niin se sai narratuksi hänet kotiin, jossa
jatkettiin ryyppäämistä, kunnes hän nukkui, ja sitten se pulitti hänen
taskunsa tyhjiksi ja pani rahat pankkiin omalle nimelleen, vaikka
hänelle selitti käyttävänsä niitä kotitarpeisiin.
Tämän kaiken hän vielä olisi kärsinyt, mutta sitten selvisi hänelle
vallan sattumalta koko salaisuus. Se akka riiviö pitikin seuraa erään
nuoren konttoristin kanssa ja sille se niitä rahoja tuppasi, sillä eihän
mokomalla retkulla mitään rahoja ollut.
Hän oli käynyt hyvin säästäväiseksi, sillä hän oli päättänyt kerätä
jotain vanhain päiväinkin varaksi. Joka maanantai hän osti itsellensä
kilon ameriikanläskiä ja ryssiltä kolme ryssänlimppua. Lisäksi hän
osti kaksi litraa paksua piimää, johonka hän joka aterian jälkeen
lisäsi vettä hiukan vähemmän kuin oli siitä sillä kertaa ryypännyt.
Näin oli se tilkkanen piimäsintua, jonka hän pyhäiltana viimeiseksi
nautti, jokseenkin sinistä, heikkoa ja hapanta. Mutta eli sitä vaan
niilläkin muonilla, vaikka vatsassa tuppasikin toisinaan olemaan
polttoja.