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vi PRE FACE
vi
BRIEF CONTENTS
Preface . . . xv
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . xxxiv
CHAPTER 1 Thinking Critically With Psychological Science . . . 1
CHAPTER 2 The Biology of Behavior . . . 35
CHAPTER 3 Consciousness and the Two-Track Mind . . . 77
CHAPTER 4 Developing Through the Life Span . . . 117
CHAPTER 5 Gender and Sexuality . . . 163
CHAPTER 6 Sensation and Perception . . . 191
CHAPTER 7 Learning . . . 237
CHAPTER 8 Memory . . . 271
CHAPTER 9 Thinking, Language, and Intelligence . . . 305
CHAPTER 10 Motivation and Emotion . . . 351
CHAPTER 11 Stress, Health, and Human Flourishing . . . 389
CHAPTER 12 Personality . . . 423
CHAPTER 13 Social Psychology . . . 457
CHAPTER 14 Psychological Disorders . . . 505
CHAPTER 15 Therapy . . . 545
APPENDIX A Statistical Reasoning in Everyday Life . . . A-1
APPENDIX B Psychology at Work . . . B-1
APPENDIX C Subfields of Psychology . . . C-1
APPENDIX D Complete Chapter Reviews . . . D-1
APPENDIX E Answers to Experience the Testing Effect Questions . . . E-1
Glossary . . . G-1
References . . . R-1
Name Index . . . NI-1
Subject Index . . . SI-1
vii
Preface . . . xv
Time Management: Or, How to Be The Biology
a Great Student and Still Have a Life . . . xxxiv of Behavior . . . 35
Thinking
Critically With
Psychological
Science . . . 1
CHAPTER 2
Biology and Behavior . . . 36
viii
3
Social Development . . . 132
Reflections on Nature and Nurture . . . 139
CHAPTER
Adolescence . . . 140
The Brain and Consciousness . . . 78 Physical Development . . . 140
Dual Processing: The Two-Track Mind . . . 79 Cognitive Development . . . 141
Selective Attention . . . 80 Social Development . . . 143
THINKING CRITICALLY ABOUT: How Much Credit or
Sleep and Dreams . . . 83
Blame Do Parents Deserve? . . . 147
Biological Rhythms and Sleep . . . 83
Emerging Adulthood . . . 148
Sleep Theories . . . 88
Reflections on Continuity and Stages . . . 149
Sleep Deprivation and Sleep Disorders . . . 89
Dreams . . . 93 Adulthood . . . 150
Physical Development . . . 150
Hypnosis . . . 97
Cognitive Development . . . 153
Frequently Asked Questions About Hypnosis . . . 97
Social Development . . . 154
Explaining the Hypnotized State . . . 98
Reflections on Stability and Change . . . 158
Drugs and Consciousness . . . 100
Tolerance, Dependence, and Addiction . . . 100
THINKING CRITICALLY ABOUT: Addiction . . . 101
Types of Psychoactive Drugs . . . 102
Gender and
Influences on Drug Use . . . 109 Sexuality . . . 163
Developing
Through the Life
Span . . . 117 CHAPTER 5
Gender Development . . . 164
Genes: How Are We Alike? How Do We
CHAPTER 6 CHAPTER 7
How Do We Learn? . . . 238
Basic Principles of Sensation and Classical Conditioning . . . 239
Perception . . . 192 Pavlov’s Experiments . . . 240
Transduction . . . 192 Pavlov’s Legacy . . . 244
Thresholds . . . 193 Operant Conditioning . . . 246
THINKING CRITICALLY ABOUT: Can Subliminal Skinner’s Experiments . . . 246
Messages Control Our Behavior? . . . 195 Skinner’s Legacy . . . 253
Sensory Adaptation . . . 196 CLOSE UP: Training Our Partners . . . 255
Perceptual Set . . . 197 Contrasting Classical and Operant
Context Effects . . . 198 Conditioning . . . 255
Emotion and Motivation . . . 199
Biology, Cognition, and Learning . . . 256
Vision . . . 200 Biological Constraints on Conditioning . . . 256
The Stimulus Input: Light Energy . . . 200 Cognition’s Influence on Conditioning . . . 259
The Eye . . . 200
Learning by Observation . . . 261
Visual Information Processing . . . 202
Mirrors and Imitation in the Brain . . . 262
Color Vision . . . 206
Applications of Observational Learning . . . 263
Visual Organization . . . 208
THINKING CRITICALLY ABOUT: Does Viewing Media
Visual Interpretation . . . 214 Violence Trigger Violent Behavior? . . . 265
Hearing . . . 216
The Stimulus Input: Sound Waves . . . 216
The Ear. . . 216
CHAPTER 8 CHAPTER 9
Studying Memory . . . 272 Thinking . . . 306
Memory Models . . . 273 Concepts . . . 306
Building Memories: Encoding . . . 274 Problem Solving: Strategies and Obstacles . . . 307
Dual-Track Memory: Effortful Versus Automatic Forming Good and Bad Decisions and
Processing . . . 274 Judgments . . . 308
Automatic Processing and Implicit THINKING CRITICALLY ABOUT: The Fear Factor—Why
Memories . . . 275 We Fear the Wrong Things . . . 310
Effortful Processing and Explicit Memories . . . 275 Thinking Creatively . . . 314
CLOSE UP: Fostering Your Own Creativity . . . 315
Memory Storage . . . 280
Do Other Species Share Our Cognitive
Retaining Information in the Brain . . . 281
Skills? . . . 316
Synaptic Changes . . . 283
Language . . . 318
Retrieval: Getting Information Out . . . 285 Language Structure . . . 318
Measuring Retention . . . 285
Language Development . . . 319
Retrieval Cues . . . 286
The Brain and Language . . . 322
Forgetting . . . 289 Do Other Species Have Language? . . . 323
Forgetting and the Two-Track Mind . . . 290
Thinking and Language . . . 326
Encoding Failure . . . 291
Language Influences Thinking . . . 326
Storage Decay . . . 291
Thinking in Images . . . 328
Retrieval Failure . . . 292
Intelligence . . . 329
Memory Construction Errors . . . 294 What Is Intelligence? . . . 329
Misinformation and Imagination Effects . . . 295
Assessing Intelligence . . . 333
Source Amnesia . . . 296
Aging and Intelligence . . . 337
Discerning True and False Memories . . . 297
CLOSE UP: Extremes of Intelligence . . . 338
Children’s Eyewitness Recall . . . 297
Genetic and Environmental Influences on
Repressed or Constructed Memories of Intelligence . . . 339
Abuse? . . . 298
Group Differences in Intelligence Test
Improving Memory . . . 299 Scores . . . 342
10
The Effects of Facial Expressions . . . 384
CHAPTER
Hunger . . . 356
The Physiology of Hunger . . . 357
The Psychology of Hunger . . . 359
Obesity and Weight Control . . . 361
CHAPTER 11
Stress and Health . . . 390
CLOSE UP: Waist Management . . . 363 Stress: Some Basic Concepts . . . 390
The Need to Belong . . . 364 Stress and Illness . . . 394
The Benefits of Belonging . . . 364 CLOSE UP: Tips for Handling Anger . . . 398
The Pain of Being Shut Out . . . 365 Coping With Stress . . . 401
Connecting and Social Networking . . . 367 Personal Control . . . 401
CLOSE UP: Managing Your Social Networking . . . 369 Optimism Versus Pessimism . . . 404
Achievement Motivation . . . 370 Social Support . . . 405
CLOSE UP: Pets Are Friends, Too . . . 408
Emotion: Arousal, Behavior, and
Cognition . . . 371 Reducing Stress . . . 407
Historical Emotion Theories . . . 372 Aerobic Exercise . . . 407
Schachter–Singer Two Factor Theory: Relaxation and Meditation . . . 409
Arousal + Label = Emotion . . . 373 Faith Communities and Health . . . 410
Zajonc, LeDoux, and Lazarus: Does Cognition
Always Precede Emotion? . . . 374
Happiness . . . 412
Positive Psychology . . . 413
Embodied Emotion . . . 376 What Affects Our Well-Being? . . . 414
The Basic Emotions . . . 376
What Predicts Our Happiness Levels? . . . 417
Emotions and the Autonomic Nervous
CLOSE UP: Want to Be Happier? . . . 418
System . . . 377
CHAPTER 12 CHAPTER 13
The Psychodynamic Theories . . . 424 Social Thinking . . . 458
Freud’s Psychoanalytic Perspective: Exploring the The Fundamental Attribution Error . . . 458
Unconscious . . . 424 Attitudes and Actions . . . 460
The Neo-Freudian and Psychodynamic
Theorists . . . 424
Social Influence . . . 463
Cultural Influences . . . 463
Assessing Unconscious Processes . . . 424
Conformity: Complying With Social
Evaluating Freud’s Psychoanalytic Perspective and
Pressures . . . 465
Modern Views of the Unconscious . . . 424
Obedience: Following Orders . . . 467
Humanistic Theories . . . 432 Group Behavior . . . 471
Abraham Maslow’s Self-Actualizing Person . . . 433
Carl Rogers’ Person-Centered Perspective . . . 433
Social Relations . . . 475
Prejudice . . . 476
Assessing the Self . . . 434
CLOSE UP: Automatic Prejudice . . . 477
Evaluating Humanistic Theories . . . 434
Aggression . . . 481
Trait Theories . . . 435 Attraction . . . 487
Exploring Traits . . . 436
CLOSE UP: Online Matchmaking and Speed
Assessing Traits . . . 437 Dating . . . 488
THINKING CRITICALLY ABOUT: How to Be a Altruism . . . 493
“Successful” Astrologer or Palm Reader . . . 438
Conflict and Peacemaking . . . 496
The Big Five Factors . . . 439
Evaluating Trait Theories . . . 441
Social-Cognitive Theories . . . 443 Psychological
Reciprocal Influences . . . 443
Assessing Behavior in Situations . . . 445
Disorders . . . 505
Evaluating Social-Cognitive Theories . . . 445
14
The Benefits of Self-Esteem . . . 447
Self-Serving Bias . . . 448
Culture and the Self . . . 450 CHAPTER
15
References . . . R-1
Name Index . . . NI-1
CHAPTER
Subject Index . . . SI-1
Treating Psychological Disorders . . . 546
Throughout its nine editions, my unwavering vision for Exploring Psychology has
been to merge rigorous science with a broad human perspective that engages both mind and
heart. I aim to offer a state-of-the-art introduction to psychological science that speaks
to students’ needs and interests. I aspire to help students understand and appreciate
the wonders of their everyday lives. And I seek to convey the inquisitive spirit with
which psychologists do psychology.
I am genuinely enthusiastic about psychology and its applicability to our lives.
Psychological 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 compas-
sion, and replace our illusions with understanding. By the time students complete
this guided tour of psychology, they will also, I hope, have a deeper understand-
ing of our moods and memories, about the reach of our unconscious, about how
we f lourish and struggle, 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,
next page.)
Believing with Thoreau that “anything living is easily and naturally expressed in
popular language,” I seek to communicate psychology’s scholarship with crisp narra-
tive and vivid storytelling. “A writer’s job,” says my friend Mary Pipher, “is to tell
stories that connect readers to all the people on Earth, to show these people as the
complicated human beings they really are, with histories, families, emotions, and
legitimate needs.” Writing as a solo author, I hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. I love to ref lect on connec-
tions between psychology and other realms, such as literature, philosophy, history,
sports, religion, politics, and popular culture. And I love to provoke thought, to play
with words, and to laugh. For his pioneering 1891 Principles of Psychology, William
James sought “humor and pathos.” And so do I.
I am 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 psychol-
ogy’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it is the
product of a collective intelligence. Woodrow Wilson spoke for me: “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
this book have contributed immensely to its development. Much of this contribu-
tion has occurred spontaneously, through correspondence and conversations. For
this edition, we also formally involved 1061 researchers and teaching psycholo-
gists, and 251 students, in our efforts to gather accurate and up-to-date information
about the field of psychology and the content, study aids, and supplements needs of
instructors and students in the introductory course. We look forward to continuing
feedback as we strive, over future editions, to create an ever better book and teach-
ing package.
What’s NEW?
This ninth 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.
xv
The evolutionary perspective is covered on the following pages: Behavior genetics is covered on the following pages:
Aging, pp. 151–152 Overconfidence, pp. 311–312 Abuse, intergenerational transmission of, Obesity and weight control, pp. 361–362
Anxiety disorders, p. 518 Perceptual adaptation, p. 215 p. 264 Parenting styles, p. 138
Biological predispositions: Puberty, onset of, pp. 148–149 Adaptability, p. 53 Perception, pp. 214–215
in learning, pp. 256–260 Sensation, p. 192 Aggression, pp. 579–580 Personality traits, p. 437–440
in operant conditioning, pp. 258–260 Sensory adaptation, p. 196 intergenerational transmission of, p. 264 Psychological disorders and:
Brainstem, p. 47 Sexual orientation, p. 181 Autism, pp. 130–131 ADHD, p. 507
Consciousness, p. 78 Sexuality, pp. 173, 183–184 Behavior genetics perspective, p. 7 anxiety disorders, p. 517
Darwin, Charles, p. 6 Sleep, pp. 84, 88 Biological perspective, p. 36 biopsychosocial approach, p. 508
Depression and light exposure therapy, p. 564 Smell, pp. 225–226 Brain plasticity, p. 58 depression, p. 523
Emotion, effects of facial expressions and, Taste, pp. 224–225 Continuity and stages, p. 149 insanity and responsibility, p. 512
pp. 384–385 Deprivation of attachment, p. 136 mood disorders, pp. 523–524
Emotional expression, pp. 382–383 See also Chapter 2, The Biology of Behavior. Depth perception, p. 210 personality disorders, pp. 538–539
Evolutionary perspective, defined, p. 7 Development, p. 119 post-traumatic stress syndrome,
Exercise, pp. 407–408 Drives and incentives, p. 353 pp. 515–516
Fear, p. 310 Drug dependence, p. 110 schizophrenia, pp. 531–533
Feature detection, p. 204 Drug use, pp. 109–112 Reward deficiency syndrome, p. 52
Hearing, p. 216 Eating disorders, p. 536 Romantic love, pp. 154–156
Hunger and taste preference, p. 359 Epigenetics, p. 120 Sexual disorders, pp. 173–174
Instincts, p. 352 Happiness, pp. 412–413 Sexual orientation, p. 180
Intelligence, pp. 329–331, 333–334, Hunger and taste preference, pp. 359–360 Sexuality, p. 173
343–346 Intelligence: Sleep patterns, p. 87
Language, pp. 318–319, 320–322 Down syndrome, pp. 338–339 Smell, pp. 225–226
Love, pp. 154–156 genetic and environmental influences, Stress, personality, and illness, pp. 397–399
Math and spatial ability, pp. 342–343 pp. 339–346 managing stress with exercise, pp. 407–409
Mating preferences, pp. 184–185 Learning, pp. 256–257, 258–259 Traits, pp. 341-342
Menopause, pp. 150–151 Motor development, p. 123
Need to belong, p. 364 Nature–nurture, pp. 5–6 See also Chapter 2, The Biology of Behavior.
Obesity, p. 461 twins, p. 6
TABLE 2
T Neuroscience
In addition to the coverage found in Chapter 2, neuroscience can be found on the following pages:
Aggression, pp. 482–483 Cognitive neuroscience, pp. 4, 78 Light-exposure therapy: brain scans, p. 564 Parallel vs. serial processing, p. 205
Aging: physical exercise and the brain, p. 152 Drug dependence, pp. 109–111 Meditation, pp. 409–410 Perception:
Animal language, pp. 316–317 Emotion and cognition, pp. 371–372 Memory: brain damage and, p. 205
Antisocial personality disorder, pp. 538–539 Emotional intelligence and brain damage, emotional memories, p. 283 color vision, pp. 206–208
Arousal, pp. 175–176 p. 333 explicit memories, pp. 281–282 feature detection, p. 204
Attention-deficit hyperactivity disorder Fear learning, p. 518 implicit memories, pp. 282–283 transduction, p. 192
(ADHD) and the brain, p. 507 Fetal alcohol syndrome and brain abnor- physical storage of, pp. 280–282 visual information processing,
Autism, pp. 130–131 malities, p. 120 and sleep, pp. 88, 95 pp. 200–202
Automatic prejudice: amygdala, p. 477 Hallucinations: pp. 107–108 and synaptic changes, pp. 283–285 Perceptual organization, pp. 208–211
Biofeedback, p. 409 Hallucinations and: Mirror neurons, pp. 262–263 Personality and brain-imaging, p. 437
Biopsychosocial approach, pp. 6–7 near-death experiences, pp. 107–108 Neuroscience perspective, defined, p. 7 Post-traumatic stress disorder
aggression, p. 487 schizophrenia, p. 529 Neurotransmitters and: (PTSD) and the limbic system,
aging, pp. 152, 157, 291 sleep, p. 95 anxiety disorders, pp. 518, 569 pp. 515–516
dementia and Alzheimer’s, p. 284 Hormones and: biomedical therapy: Psychosurgery: lobotomy, p. 574
development, pp. 186–187 abuse, pp. 136–137 depression, pp. 523–525, 569–570 Schizophrenia and brain abnormalities,
dreams, pp. 93–94 appetite, pp. 357–358 ECT, pp. 571–572 pp. 530–531, 532
drug use, pp. 109–112 development, p. 167 schizophrenia, pp. 530, 568–569 Sensation:
emotion, pp. 141, 283, 374–375, 378, in adolescents, pp. 167, 140–141 child abuse, p. 137 body position and movement, p. 227
381–382 of sexual characteristics, pp. 167–168 cognitive-behavioral therapy: obsessive- deafness, pp. 217–218
hypnosis, pp. 99–100 emotion, pp. 378–379 compulsive disorder, p. 557 hearing, pp. 216–217
learning, pp. 256–260 gender, p. 167 depression, pp. 523–525 sensory adaptation, p. 196
pain, pp. 222–223 sex, pp. 150–151 drugs, pp. 100, 102 smell, pp. 225–226
personality, p. 444 sexual behavior, pp. 171–173 exercise, p. 407 taste, pp. 224–225
psychological disorders, p. 508 stress, pp. 377, 391–393, 394–396, 405 narcolepsy, pp. 92–93 touch, p. 220
sleep, pp. 83–88 weight control, p. 359 schizophrenia, pp. 530, 532 vision, p. 200
therapeutic lifestyle change, pp. 574–575 Hunger, p. 357 Observational learning and brain imaging, Sexual orientation, pp. 180, 182
Brain development: Insight, pp. 307–308 p. 261 Sleep:
adolescence, p. 140 Intelligence, p. 334 Optimum arousal: brain mechanisms for cognitive development and, p. 96
experience and, pp. 122–123 creativity, pp. 314–315 rewards, pp. 353–355 memory and, p. 88
infancy and childhood, p. 124 twins, pp. 339–340 Orgasm, p. 173 recuperation during, p. 88
sexual differentiation in utero, p. 169 Language, pp. 318, 322–323 Pain, p. 220 Smell and emotion, p. 226
Brain stimulation therapies, and deafness, p. 322 phantom limb pain, p. 222 Unconscious mind, pp. 431–432
pp. 572–573 and thinking in images, p. 328 virtual reality, pp. 223–224
FIGURE 1
Testing effect For suggestions
of how students may apply the testing
effect to their own learning, watch
this 5-minute YouTube animation:
www.tinyurl.com/HowToRemember
Reorganized Chapters
In addition to the new study aids and updated coverage, I’ve introduced the following
organizational changes:
• Chapter 1 concludes with a new section, “Improve Your Retention—And Your
Grades.” This guide will help students replace ineffective and inefficient old habits
with new habits that increase retention and success.
• The contents of the previous edition’s Nature, Nurture, and Human Diversity chap-
ter are now integrated throughout the text, including in Chapters 2, 4, 5, 12, and
13. (See Table 4 on page xxi.)
• Chapter 4, Developing Through the Life Span, has been shortened by moving the
Aging and Intelligence coverage to Chapter 9, Thinking, Language, and Intelligence.
• NEW Chapter 5, Gender and Sexuality, includes new and significantly reorganized
discussions.
• Chapter 6, Sensation and Perception, now covers both topics in a more efficient and
integrated fashion (rather than covering sensation first, then perception). Coverage
of the deaf experience is now in Chapter 9, Thinking, Language, and Intelligence.
• Chapter 7, Learning, now has a separate Biology, Cognition, and Learning section
that more fully explores the biological and cognitive constraints on learning.
• Chapter 8, Memory, follows a new format, and more clearly explains how differ-
ent brain networks process and retain memories. I worked closely with Janie Wilson
(Professor of Psychology at Georgia Southern University and Vice President for Pro-
gramming of the Society for the Teaching of Psychology) in this chapter’s revision.
• Chapter 10 now combines Motivation with Emotion.
• Chapter 11, Stress, Health, and Human Flourishing, now includes discussion of
positive psychology, well-being, and personal control.
• Chapter 12, Personality, offers improved coverage of modern-day psychodynamic
approaches, which are now more clearly distinguished from their historical Freud-
ian roots.
• The Social Psychology chapter now follows the Personality chapter.
• Chapter 14, Psychological Disorders, now includes coverage of eating disorders,
previously in the Motivation chapter.
What Continues?
Eight Guiding Principles
Despite all the exciting changes, this new edition retains its predecessors’ voice, as
well as much of the content and organization. It also retains the goals—the guiding
principles—that have animated the previous eight editions:
thinkers can serve as intellectual pioneers. The Thinking, Language, and Intelli-
gence chapter raises the issue of human rationality and irrationality. The Psycho-
logical Disorders chapter conveys 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 heritage,
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-rearing and care for the elderly, and life priorities.
TABLE 5
T The Psychology of Men and Women
Absolute thresholds, pp. 193–194 psychological/social-cultural influences, Hormones and: Romantic love, pp. 491–493
ADHD, p. 607 pp. 110–112 aggression, p. 482 Savant syndrome, p. 331
Adulthood: physical changes, pp. 150–151 Eating disorders, pp. 536–537 sexual behavior, pp. 171–172 Schizophrenia, p. 528
Aggression, pp. 481–483 Emotion-detecting ability, pp. 379–381, sexual development, pp. 140–141, 167 Self-injury, p. 525
father absence, p. 484 381–382 testosterone-replacement therapy, p. 172 Sense of smell, pp. 225–226
pornography, pp. 484–485 Empty nest, p. 156 Intelligence: Sexual attraction, pp. 184–185
rape, pp. 484, 485 Father care, p. 135 bias, p. 345 Sexual dysfunctions, pp. 173–174
Alcohol: Father presence, p. 177 stereotype threat, pp. 345–346 Sexual fantasies, p. 176
and addiction, p. 103 Freud’s views: Leadership: transformational, p. B12 Sexual orientation, pp. 178–173
and sexual aggression, pp. 102–103 evaluating, pp. 430–432 Losing weight, p. 363 Sexuality, pp. 175–176
use, pp. 102–103 identification/gender identity, Love, pp. 154–156, 491–493 Sexuality:
Altruism, pp. 493–494 pp. 426–427 Marriage, p. 155, 405 adolescent, pp. 176–178
Antisocial personality disorder, Oedipus/Electra complexes, p. 426 Maturation, pp. 140–141 evolutionary explanation, pp. 183–184
pp. 538–539 penis envy, p. 428 Menarche, p. 140 external stimuli, pp. 175–176
Attraction, pp. 487–491 Fundamental attribution error, pp. Menopause, p. 151 imagined stimuli, p. 176
Autism, p. 140 458–459 Midlife crisis, p. 154 Sexualization of girls, p. 177
Behavioral effects of gender, pp. 26–27 Gender: Obesity: Stereotyping, p. 198
Biological predispositions in color and anxiety, p. 513 genetic factors, pp. 361–362 Stress and:
perceptions, p. 257 and child-rearing, pp. 170–171 health risks, p. 361 AIDS, p. 396
Biological sex/gender, pp. 167–168 development, p. 164 Observational learning: depression, pp. 399–400
Bipolar disorder, pp. 520–521 “missing women,” p. 477 sexually violent media, p. 265 health, and sexual abuse, p. 407
Body image, pp. 536–537 prejudice, pp. 476–478 TV’s influence, pp. 263–264 heart disease, pp. 397–398
Color vision, pp. 206–208 roles, pp. 169–170 Pain sensitivity, p. 221 immune system, pp. 394–396
Conformity/obedience, p. 467–470 similarities/differences, pp. 164–166 Pornography, pp. 175–176 response to, pp. 392–394
Dating, p. 488 Gendered brain, pp. 167, 175, 182–183 Prejudice, p. 306 Suicide, pp. 524–525
Depression, pp. 520, 521–522 Generic pronoun “he,” p. 327 Psychological disorders, rates of, p. 540 Teratogens: alcohol consumption, p. 120
learned helplessness, p. 526 Grief, pp. 157–158 PTSD: development of, pp. 515–516 Women in psychology’s history, p. 3
Dream content, pp. 93–94 Group polarization, p. 473 Rape, p. 481
Drug use: Happiness, pp. 417–418 Religiosity and life expectancy, pp. 410, 412 See also Chapter 5, Gender and Sexuality,
biological influences, p. 110 Hearing loss, pp. 217–218, 322 REM sleep, arousal in, p. 86 and Chapter 13, Social Psychology.
• “Thinking Critically About . . .” boxes are found throughout the book, modeling
for students a critical approach to some key issues in psychology. For example, see
the updated box “Thinking Critically About: The Fear Factor—Why We Fear the
Wrong Things” (pages 310–311).
• Detective-style stories throughout the narrative get students thinking critically
about psychology’s key research questions. For example, in Chapter 14, I 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 of each chapter. In Chapter 13, for example, students take the perspective of
participants in a Solomon Asch conformity experiment, and later in one of Stanley
Milgram’s obedience experiments. I’ve also asked students to join the fun by taking
part in activities they can try along the way. For example, in Chapter 6, they try
out a quick sensory adaptation activity. In Chapter 10, they try matching expres-
sions to faces and test the effects of different facial expressions on themselves.
• Critical examinations of pop psychology spark interest and provide important les-
sons in thinking critically about everyday topics. For example, Chapter 6 includes
a close examination of ESP, and Chapter 8 addresses the controversial topic of
repression of painful memories.
See TABLE 6 for a complete list of this text’s coverage of critical thinking topics
and Thinking Critically About boxes.
Critical thinking coverage, and in-depth stories of psychology’s scientific research process, can be found on the following pages:
Thinking Critically About . . . boxes: Has the concept of “addiction” been Critical thinking introduced as a key Parallel processing, pp. 205–206
Addiction, p. 101 stretched too far?, p. 101 term, p. 15 How do we see in color?, pp. 206–208
The Evolutionary Perspective on Near-death experiences, p. 107 The scientific method, pp. 15–17 How are memories constructed?,
Human Sexuality, pp. 183–186 Critiquing the evolutionary perspec- Correlation and causation, pp. 21–22 pp. 274–280
Can Subliminal Messages Control Our tive, pp. 185–186 Exploring cause and effect, How do we store memories in our
Behavior?, p. 195 How much credit or blame do parents pp. 22–23 brains?, pp. 280–282
ESP—Perception Without Sensation?, deserve?, p. 147 Random assignment, pp. 22–23 Do other species exhibit language?,
pp. 230–232 Sensory restriction, pp. 97–100 Independent and dependent variables, pp. 323–325
Does Viewing Media Violence Trigger Is there extrasensory perception?, pp. 23–24 Aging and intelligence, pp. 337–338
Violent Behavior?, p. 265 pp. 230–232 Statistical reasoning, pp. A1–A4 Why do we feel hunger?, pp. 357–359
The Fear Factor—Why We Fear the Do other species exhibit language?, Describing data, pp. A1–A4 Why—and in whom—does stress
Wrong Things, pp. 310–311 pp. 323–325 Making inferences, pp. A7–A8 contribute to heart disease?,
Lie Detection, p. 379 How valid is the Rorschach test?, pp. 397–399
How to Be a “Successful” Astrologer pp. 429–430 Scientific Detective Stories: How and why is social support linked
or Palm Reader, pp. 438–439 Is repression a myth?, p. 431 Is breast milk better than formula?, with health?, pp. 405–407
ADHD—Normal High Energy or Is Freud credible?, pp. 430–432 pp. 22–23 The pursuit of happiness: Who is
Genuine Disorder?, p. 507 Is psychotherapy effective?, Our divided brains, pp. 59–61 happy, and why?, pp. 412–419
Insanity and Responsibility, p. 512 pp. 560–563 Twin and adoption studies, Self-esteem versus self-serving bias,
Evaluating alternative therapies, pp. 63–66 pp. 448–450
Critical Examinations of Pop Psychology: pp. 563–565 Why do we sleep?, pp. 88–89 Why do people fail to help in emergen-
The need for psychological science, Do video games teach or release vio- Why do we dream?, pp. 94–96 cies?, pp. 494–495
p. 10 lence?, pp. 485–486 Is hypnosis an extension of normal What causes mood disorders?,
Perceiving order in random events, consciousness or an altered state?, pp. 521–527
pp. 12–13 Thinking Critically With Psychological pp. 98–100 Do prenatal viral infections increase
Do we use only 10 percent of our Science: How a child’s mind develops, risk of schizophrenia?,
brains?, p. 56 The limits of intuition and common pp. 124–129 pp. 531–532
Can hypnosis enhance recall? Coerce sense, pp. 10–13 What determines sexual orientation?, Is psychotherapy effective?,
action? Be therapeutic? Alleviate The scientific attitude, pp. 13–14 pp. 178–183 pp. 560–561
pain?, pp. 97–98
MCAT 2015: Categories in Sensation and Perception Myers, Exploring Psychology, Ninth Edition, Correlations
Content Category 6e: Sensing the environment Section Title or Topic Page Number
X.
EDELLISET, CATHERINE.
XI.
XII.
EDELLISET, MATHIS.
MATHIS (iloisesti), — Ha! ha! ha! minä tassi olen, minä!…
HEINRICH. — Pormestari!
MATHIS. — Niin.
XIII.
EDELLISET. LOIS.
XIV.
I.
MATHIS. — Ei.
CATHERINE. — Mitä?
CATHERINE. — Ei, hän läksi eilen. Koko tämä asia huoletti häntä
hyvin.
III.
MATHIS, CATHERINE.
IV.
EDELLISET, ANNETTE.
V.
MATHIS (yksinään).