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 Brief Contents

CHAPTER 8 Motivation and Emotion 250

Module 24 Explaining Motivation 252
Module 25 Human Needs and Motivation: Eat, Drink, and Be Daring 259
Module 26 Understanding Emotional Experiences 273

CHAPTER 9 Development 286

Module 27 Nature, Nurture, and Prenatal Development 288
Module 28 Infancy and Childhood 297
Module 29 Adolescence: Becoming an Adult 315
Module 30 Adulthood 322

CHAPTER 10 Personality 334

Module 31 Psychodynamic Approaches to Personality 336
Module 32 Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to
Personality 344
Module 33 Assessing Personality: Determining What Makes Us Distinctive 354

CHAPTER 11 Health Psychology: Stress, Coping, and Well-Being 364

Module 34 Stress and Coping 366
Module 35 Psychological Aspects of Illness and Well-Being 376
Module 36 Health and Wellness 381

CHAPTER 12 Psychological Disorders 390

Module 37 Normal versus Abnormal: Making the Distinction 392
Module 38 The Major Psychological Disorders 401
Module 39 Psychological Disorders in Perspective 419

CHAPTER 13 Treatment of Psychological Disorders 426

Module 40 Psychotherapy: Psychodynamic, Behavioural, and Cognitive Approaches to
Treatment 428
Module 41 Psychotherapy: Humanistic, Interpersonal, and Group Approaches to
Treatment 437
Module 42 Biomedical Therapy: Biological Approaches to Treatment 444

CHAPTER 14 Social Psychology 454

Module 43 Attitudes and Social Cognition 456
Module 44 Social Influence and Groups 464
Module 45 Prejudice and Discrimination 470
Module 46 Positive and Negative Social Behaviour 474
Glossary GL-1
References RE-1
Name Index IN-1
Subject Index IN-12

vii
Contents

Preface xv

CHAPTER 1
Introduction to Psychology 2
MODULE 1 Psychologists at Work 4
The Science of Psychology 4
Working at Psychology 5
PsychWork: Licensed Social Worker 7
MODULE 2 A Science Evolves: The Past, the Present, and the Future 9
The Roots Of Psychology 9
Historical Perspectives: What Has Stood the Test of Time? 12
The Subfields of Psychology: Psychology’s Family Tree 15
Applying Psychology in the Real World: Psychology Matters 17
Psychology’s Future: Expanding Psychology’s Frontiers 19
MODULE 3 Research in Psychology 21
The Scientific Method 21
Psychological Research 23
Descriptive Research 24
Experimental Research 27
MODULE 4 Research Challenges: Exploring the Process 34
The Ethics of Research 34
Exploring Diversity: Choosing Participants Who Represent the Scope of Human Behaviour 35
Should Animals be Used in Research? 35
Threats to Experiment Validity: Experimenter and Participant Expectations 36
Becoming an Informed Consumer of Psychology: Thinking Critically About Research 37

CHAPTER 2
Neuroscience and Behaviour 42
MODULE 5 Neurons: The Basic Elements of Behaviour 44
The Structure of the Neuron 44
How Neurons Fire 46
Applying Psychology in the Real World: Mirror Mirror on the Wall: Mirror Neurons
in the Brain 48
Where Neurons Meet: Bridging the Gap 48
Neurotransmitters: Multitalented Chemical Couriers 50
MODULE 6 The Brain 52
Studying the Brain’s Structure and Functions: Spying on the Brain 52
The Hindbrain: Our “Reptilian Brain” 54
The Midbrain 54
The Forebrain 55
Neuroplasticity and the Brain 59
The Specialization of the Hemispheres: Two Brains or One? 60
The Split Brain: Exploring the Two Hemispheres 61
Exploring Diversity: Sex and the Brain 62
viii
 Contents

MODULE 7 The Nervous System and the Endocrine System: Communicating

Within the Body 64
The Nervous System 64
The Endocrine System: Of Chemicals and Glands 69

CHAPTER 3
Sensation and Perception 74
MODULE 8 Sensing the World Around Us 76
Absolute Thresholds: Detecting What’s Out There 77
Applying Psychology in the Real World: Driven to Distraction 78
Difference Thresholds: Noticing Distinctions Between Stimuli 79
Sensory Adaptation: Turning Down Our Responses 79
MODULE 9 Vision: Shedding Light on the Eye 81
Illuminating the Structure of the Eye 82
Colour Vision and Colour Blindness: The Seven-Million-Colour Spectrum 86
MODULE 10 Hearing and the Other Senses 89
Sensing Sound 89
Smell and Taste 93
The Skin Senses: Touch, Pressure, Temperature, and Pain 96
MODULE 11 Perceptual Organization: Constructing Our View of the World 99
The Gestalt Laws of Organization 100
Top-Down and Bottom-Up Processing 101
Perceptual Constancy 102
Depth Perception: Translating 2-D to 3-D 103
Motion Perception: As the World Turns 104
Perceptual Illusions: The Deceptions of Perceptions 104
Exploring Diversity: Culture and Perception 107

CHAPTER 4
States of Consciousness 112
MODULE 12 Sleep and Dreams 114
The Stages of Sleep 114
REM Sleep: The Paradox of Sleep 116
Why Do We Sleep, and How Much Sleep Is Necessary? 117
The Function and Meaning of Dreaming 119
Sleep Disturbances: Slumbering Problems 121
PsychWork: Sleep Technologist 122
Circadian Rhythms: Life Cycles 123
Becoming an Informed Consumer of Psychology: Sleep Better 123
MODULE 13 Hypnosis and Meditation 125
Hypnosis: A Trance-Forming Experience? 125
Meditation: Regulating Our Own State of Consciousness 127
Exploring Diversity: Cross-Cultural Routes to Altered States of Consciousness 128
MODULE 14 Drug Use: The Highs and Lows of Consciousness 129
Stimulants: Drug Highs 131
Depressants: Drug Lows 135
Narcotics: Relieving Pain and Anxiety 137
Becoming an Informed Consumer of Psychology: Identifying Drug and Alcohol
Problems 139

ix
Contents

CHAPTER 5
Learning 142
MODULE 15 Classical Conditioning 144
The Basics of Classical Conditioning 145
Applying Conditioning Principles to Human Behaviour 147
Extinction 148
Generalization and Discrimination 149
Beyond Traditional Classical Conditioning: Challenging Basic Assumptions 150
MODULE 16 Operant Conditioning 152
Thorndike’s Law of Effect 152
The Basics of Operant Conditioning 153
Applying Psychology in the Real World: A Nose for Danger: Saving Lives by
Sniffing Out Land Mines 155
PsychWork: Seeing Eye Guide Dog Trainer 156
Positive Reinforcers, Negative Reinforcers, and Punishment 156
The Pros and Cons of Punishment: Why Reinforcement
Beats Punishment 158
Schedules of Reinforcement: Timing Life’s Rewards 159
Discrimination and Generalization in Operant Conditioning 161
Biological Constraints on Learning: You Can’t Teach an Old Dog Just Any
Trick 162
Becoming an Informed Consumer of Psychology: Using Behaviour Analysis and
Behaviour Modification 164

MODULE 17 Cognitive Approaches to Learning 166

Latent Learning 166
Observational Learning: Learning Through Imitation 168
Violence In Television and Video Games: Does the Media’s Message Matter? 169
Exploring Diversity: Does Culture Influence How We Learn? 170

CHAPTER 6
Memory 174
MODULE 18 The Foundations of Memory 176
Sensory Memory 178
Short-Term Memory 178
Long-Term Memory 181
Applying Psychology in the Real World: Enhancing Memory: Are We on the Road to
“Cosmetic Neurology”? 186

MODULE 19 Recalling Long-Term Memories 188

Retrieval Cues 188
Levels of Processing 189
Explicit and Implicit Memory 190
Flashbulb Memories 191
Constructive Processes in Memory: Rebuilding the Past 192
Exploring Diversity: Are There Cross-Cultural Differences in Memory? 196
MODULE 20 Forgetting: When Memory Fails 198
Why We Forget 198
Proactive and Retroactive Interference: The Before and After
of Forgetting 201
Memory Dysfunctions: Afflictions of Forgetting 202
Becoming an Informed Consumer of Psychology: Improving Your Memory 203

x
 Contents

CHAPTER 7
Thinking, Language, and Intelligence  208
MODULE 21 Thinking and Reasoning 210
Mental Images: Examining the Mind’s Eye 210
Concepts: Categorizing the World 211
Algorithms and Heuristics 212
Solving Problems 213
Creativity and Problem Solving 221
Applying Psychology in the Real World: Eureka! Understanding the Underpinnings of
Creativity 222

MODULE 22 Language 224

Grammar: Language’s Language 224
Language Development: Developing a Way with Words 225
Understanding Language Acquisition: Identifying the Roots of Language 226
The Influence of Language on Thinking: Do the Inuit Have More Words for Snow
than Texans Do? 229
Do Animals Use Language? 229
Exploring Diversity: Teaching with Linguistic Variety: Bilingual Education 230
MODULE 23 Intelligence 232
Theories of Intelligence: Are There Different Kinds of Intelligence? 233
Emotional Intelligence: Toward a More Intelligent View of Intelligence 235
Applying Psychology in the Real World: How You Think About Intelligence Helps Determine
Your Success 235
Variations in Intellectual Ability 241
PsychWork: Director of Special Education 243
Group Differences in Intelligence: Genetic and
Environmental Determinants 243
Exploring Diversity: The Relative Influence of Genetics and Environment: Nature,
Nurture, and IQ 244

CHAPTER 8
Motivation and Emotion 250
MODULE 24 Explaining Motivation 252
Instinct Approaches: Born to Be Motivated 252
Drive-Reduction Approaches: Satisfying Our Basic Needs 253
Arousal Approaches: Beyond Drive Reduction 255
Incentive Approaches: Motivated by Temptation 255
Cognitive Approaches: Thoughts Behind Motivation 257
MODULE 25 Human Needs and Motivation: Eat, Drink, and Be Daring 259
The Motivation Behind Hunger and Eating 259
PsychWork: Nutritionist 262
Sexual Motivation 263
Becoming an Informed Consumer of Psychology: Dieting and Losing Weight
Successfully 264
The Needs for Affiliation, Power, and Achievement 270
MODULE 26 Understanding Emotional Experiences 273
The Functions of Emotions 274
Determining the Range of Emotions: Labelling Our Feelings 274
The Roots of Emotions 275
Exploring Diversity: Do People in All Cultures Express Emotion Similarly? 279

xi
Contents

CHAPTER 9
Development 286
MODULE 27 Nature, Nurture, and Prenatal Development 288
Determining the Relative Influence of Nature and Nurture 290
Developmental Research Techniques 290
Prenatal Development: Conception to Birth 291
MODULE 28 Infancy and Childhood 297
The Extraordinary Newborn 297
The Growing Child: Infancy Through Middle Childhood 300
PsychWork: Child Protection Caseworker 308
MODULE 29 Adolescence: Becoming an Adult 315
Physical Development: The Changing Adolescent 315
Moral and Cognitive Development: Distinguishing Right from Wrong 317
Social Development: Finding Oneself in a Social World 318
Exploring Diversity: Rites of Passage: Coming of Age Around the World 320
MODULE 30 Adulthood 322
Physical Development: The Peak of Health 323
Social Development: Working at Life 324
The Later Years of Life: Growing Old 324
Applying Psychology in the Real World: Gaming in Late Adulthood: How Video Games May
Improve Cognitive Functioning in Older Adults 327
Becoming an Informed Consumer of Psychology: Adjusting to Death 329

CHAPTER 10
Personality 334
MODULE 31 Psychodynamic Approaches to Personality 336
Freud’s Psychoanalytic Theory: Mapping the Unconscious Mind 336
The Neo-Freudian Psychoanalysts: Building on Freud 342
MODULE 32 Trait, Learning, Biological and Evolutionary, and Humanistic Approaches to
Personality 344
Trait Approaches: Placing Labels on Personality 344
Applying Psychology in the Real World: Judged at First Sight 347
Learning Approaches: We Are What We’ve Learned 348
Biological and Evolutionary Approaches: Are We Born with Personality? 349
Humanistic Approaches: The Uniqueness of You 351
Comparing Approaches to Personality 352
MODULE 33 Assessing Personality: Determining What Makes Us Distinctive 354
Exploring Diversity: Should Race and Ethnicity Be Used to Establish Norms? 355
Self-Report Measures of Personality 356
Projective Methods 358
Behavioural Assessment 360
Becoming an Informed Consumer of Psychology: Assessing Personality Assessments 360

CHAPTER 11
Health Psychology: Stress, Coping, and Well-Being 364
MODULE 34 Stress and Coping 366
Stress: Reacting to Threat and Challenge 366
Coping with Stress 373

xii
 Contents

MODULE 35 Psychological Aspects of Illness and Well-Being 376

The A’s, B’s, and D’s of Coronary Heart Disease 376
Psychological Aspects of Cancer 378
Smoking 379
MODULE 36 Health and Wellness 381
Following Medical Advice 381
Well-Being and Happiness 383
Applying Psychology in the Real World: Does Money Buy Happiness? 385

CHAPTER 12
Psychological Disorders 390
MODULE 37 Normal versus Abnormal: Making the Distinction 392
Defining Abnormality 392
Perspectives on Abnormality: From Superstition to Science 394
Classifying Abnormal Behaviour: The ABCs of DSM 397
MODULE 38 The Major Psychological Disorders 401
Anxiety Disorders 401
Obsessive-Compulsive Disorder 404
Mood Disorders 405
Schizophrenia 409
Personality Disorders 414
Childhood Disorders 415
Somatoform Disorders 416
Other Disorders 417
Applying Psychology in the Real World: Internet Addiction 417
MODULE 39 Psychological Disorders in Perspective 419
Prevalence of Psychological Disorders: The Mental State of North America 419
The Social and Cultural Context of Psychological Disorders 420
Becoming an Informed Consumer of Psychology: Deciding When You Need Help 421

CHAPTER 13
Treatment of Psychological Disorders 426
MODULE 40 Psychotherapy: Psychodynamic, Behavioural, and Cognitive
Approaches to Treatment 428
Psychodynamic Approaches to Therapy 428
Behavioural Approaches to Therapy 431
Cognitive Approaches to Therapy 434
MODULE 41 Psychotherapy: Humanistic, Interpersonal, and Group
Approaches to Treatment 437
Humanistic Therapy 437
Interpersonal Therapy 438
Group Therapy, Self-Help Groups, and Family Therapy 439
Evaluating Psychotherapy: Does Therapy Work? 440
Exploring Diversity: Racial and Ethnic Factors in Treatment 442
MODULE 42 Biomedical Therapy: Biological Approaches to Treatment 444
Drug Therapy 444
Electroconvulsive Therapy (ECT) 447
Psychosurgery 448
Biomedical Therapies in Perspective 448
Community Psychology: Focus on Prevention 449
Applying Psychology in the Real World: Beating the Odds: Preventing Psychological Disorders
Before They Start 451
xiii
Contents

CHAPTER 14
Social Psychology 454
MODULE 43 Attitudes and Social Cognition 456
Persuasion: Changing Attitudes 456
Social Cognition: Understanding Others 457
Exploring Diversity: Attributions in a Cultural Context: How Fundamental Is the Fundamental
Attribution Error? 462

MODULE 44 Social Influence and Groups 464

Conformity: Following What Others Do 464
Compliance: Submitting to Direct Social Pressure 466
Obedience: Following Direct Orders 467
The Prison Study: The Power of the Situation 469
MODULE 45 Prejudice and Discrimination 470
Foundations of Prejudice 471
Reducing the Consequences of Prejudice and Discrimination 472
MODULE 46 Positive and Negative Social Behaviour 474
Liking and Loving: Interpersonal Attraction and the Development of
Relationships 474
Applying Psychology in the Real World: Friends Online: Is Facebook the New Student
Union? 477
Aggression and Prosocial Behaviour: Hurting and Helping Others 478
Becoming an Informed Consumer of Psychology: Dealing Effectively with Anger 482

Glossary GL-1
References RE-1
Name Index IN-1
Subject Index IN-12

xiv
Preface

Using Essentials of Understanding Psychology, Fifth

Canadian Edition
If you’re reading this page, you’re probably taking an introductory psychology course. Maybe you’re studying
psychology because you’ve always been interested in what makes people tick. Or perhaps you’ve had a friend or
family member who has sought assistance for a psychological disorder. Or maybe you’re taking this course because it’s
required for your program.
Whatever your motivation for taking the course and reading this book, here’s our commitment to you: By the time
you finish this text, you will have a better understanding of why people—including you—behave the way they do. You
will know how, and why, psychologists conduct research, and will have an understanding of the theories that guide
their research. You will become acquainted with the breadth of the field and will obtain practical, useful information,
as well as a wealth of knowledge that hopefully will excite your curiosity and increase your understanding of people’s
behaviour.
To meet this commitment, Essentials of Understanding Psychology, Fifth Canadian Edition, has been written
and revised with you, the reader, in mind. While covering 14 chapters of material providing an extensive introduction
into psychology, it is a briefer text than its predecessor, the fourth edition. At every step in the development of the
book, students and instructors have been consulted in an effort to identify the combination of learning tools that
would maximize readers’ ability to learn and retain the subject matter of psychology. The result is a book that contains
features that will not only help you to understand psychology, but also make it a discipline that is part of your life. An
additional result is that this text looks like you want it to—because you told us what you want it to look like, and we
listened.
Now it’s your turn. You will need to take several steps to maximize the effectiveness of the learning tools in the
book. These steps include familiarizing yourself with the scope and structure of the book, using the built-in learning
aids, and employing a systematic study strategy using the text and Connect. Oh, and take a look at those assigned
course readings too! Your textbook plays a key part in supporting your learning. Reading the chapter BEFORE you go
to class will help provide context to the material covered in the lecture.

Familiarize Yourself with the Scope and Organization

of Essentials of Understanding Psychology
Begin by reading the list of modules and skimming the detailed table of contents at the front of the book. From this
exercise, you will get a sense of the topics covered and the logic behind the sequence of modules. Then take some time
to flip through the book. Choose a section that looks particularly interesting to you, skim it, and see for yourself how
the modules are laid out.
Each module provides logical starting and stopping points for reading and studying. You can plan your studying
around the modules that cover a particular topic. For instance, if your instructor assigns a group of modules to read
over the course of a week, you might plan to read and study one module each day, using later days in the week to
review the material. Your course may not cover the chapters in order, or may only cover some of the chapters. Reading
the content before it is covered in class will make it easier to process the information presented by your instructor
during class time. Your textbook will play a critical role in supporting your learning.
Finally, as you work through Chapter 1, you will notice “pop-up boxes” that describe how each of the elements in
the text will inform and engage you, and provide you with the tools you need to succeed.

xv
Preface

Students first.
If we were to use only a few words to summarize our goal for this book, as well as our teaching philosophy, we
would say “students first.” We believe that an effective textbook must be oriented to our students—informing
them, engaging them, exciting them about the field, and expanding their intellectual capabilities. When students
are engaged and challenged, they understand psychology at a deep and meaningful level. Only then are they
able to learn and retain the material.
Luckily, psychology is a science that is inherently interesting to students.
It is a discipline that speaks with many voices, offering a personal message to
each student. To some, psychology provides a better understanding of others’
behaviour. Some view psychology as a pathway to self-understanding. Others
see the potential for a future career, and some are drawn to psychology by the
opportunity for intellectual discovery that its study provides.
No matter what brings each student into the introductory course, and
regardless of their initial motivation, Essentials of Understanding Psychology,
Fifth Canadian Edition, is designed to draw students into the field, stimulate their
thinking, and integrate a variety of elements that foster their understanding of
psychology and its impact on their everyday lives. This textbook will be an
effective and important support for your student learning.

A Framework for Learning and Assessment

Essentials of Understanding Psychology, Fifth Canadian Edition, is the core of a learning-centred multimedia package
that comprises a complete framework for learning and assessment. Every component of the package is tied to specific
psychological concepts and their application to everyday life. Though the book forms the core of this framework, its
power to enrich and empirically demonstrate learning is expanded through Connect Psychology, a unique library of
electronic resources, activities and quizzes, all developed to accompany this text. Instructors can opt for a traditional,
text-based approach, or create a seamless, custom set of assignments from the available resources. Instructors and
students alike have choices depending on their specific needs.

Chapter and Modular Format

The text contains 14 numbered chapters covering the major areas of psychology. Each chapter is divided into three
or more short modules, a format that has proven highly popular. Rather than facing a long and potentially daunting
chapter, students can study material in smaller chunks, which psychological research long ago found to be the optimal
way to learn. Moreover, instructors can customize assignments for their students by asking them to read only those
modules that fit their course outline and in the sequence that matches their syllabus. Alternatively, instructors who
prefer to assign whole chapters can do so. The modular format allows the instructor to go for depth or breadth in their
course.
Many instructors find it a challenge to teach psychology to non-psychology majors in a wide variety of disciplines.
The modular format of this book facilitates changeover between programs and semesters. Instructors can customize

xvi
 Preface

each class to the background and interests of each discipline. You choose which sections of each chapter work best for
each course. You choose what to focus on. You are the expert in your own classroom.

Psychology and Everyday Life

Putting students first and teaching them the science of psychology by helping them make the connection between
psychology and everyday life has been a goal of this text from its first edition. The prologues that open each chapter,
together with Becoming an Informed Consumer of Psychology, Applying Psychology in the Real World, PsychWork,
and Exploring Diversity boxes, and examples presented throughout the text, help students see the real, everyday
benefits of psychological research. For example, the Applying Psychology in the Real World boxes help students make
connections between new information (in this textbook and in the classroom), and what is happening in the real world
(e.g., social networking, the dangers of texting while driving). Students are often surprised by what they already know
about psychology. Throughout the book, examples were updated and references to popular culture were included to
make the material more relevant to the life of the college or university student. In the Rethink section, program-specific
questions were added to target critical thinking in students from a variety of disciplines. Our job as instructors is to put
the framework on their knowledge and to give them the tools to apply this information every day. Each type of box can
be used very effectively as written assignments.

Ways of Connecting with Today’s Students

Today’s students are as different from the learners of the last generation as today’s discipline of psychology is different
from the field 30 years ago. Students now learn in multiple modalities; rather than sitting down and reading traditional
printed chapters in linear fashion from beginning to end, their work preferences tend to be more visual and more
interactive, and their reading and study often occur in short bursts. For many students, a traditionally formatted printed
textbook is no longer enough when they have instant, 24/7 access to news and information from around the globe.
Connect Psychology is our response to today’s student. The groundbreaking adaptive diagnostic tool helps
students “know what they know” while helping them learn what they don’t know through engaging interactivities,
exercises, videos, and readings. Instructors using Connect are reporting their students’ performance is improving by a
letter grade or more.
Through this unique tool, Essentials of Understanding Psychology gives instructors the ability to identify
struggling students quickly and easily before the first exam. Connect Psychology’s adaptive diagnostic tool develops
an individualized learning plan for every student. Confidence levels tailor the next question to each individual, helping
students to know what they don’t know. If your student is doing well, the adaptive diagnostic tool will challenge the
student with more applied and conceptual questions. If your student is struggling, the system identifies problem areas
and directs the student to the topic they need to study. In doing so, it works like a GPS, helping students to master key
concepts efficiently and effectively. Regardless of individual study habits, preparation, and approaches to the course,
students will find the modular format of Essentials of Understanding Psychology, coupled with Connect Psychology,
adapts to them individually and provides a road map for success.

Students First: The Bottom Line

Based on extensive student feedback, systematic research involving a wide range of instructors, and endorsements
received from reviewers at a variety of schools, we are confident that this fifth Canadian edition reflects what students
want and need: a book that motivates them to understand and apply psychology to their own lives. Essentials of
Understanding Psychology, Fifth Canadian Edition, exposes students to the content—and promise—of psychology,
and does so in a way that feels modern and relevant, and will nurture their excitement about psychology.

xvii
 Evaluate

Psychology
What major issues confront psychologists conducting
research? Becoming an Informed Consumer of Psychology: Thinking
Critically About Research
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Engaging Students
chapter, providing brief account of a real-life event that is relevant to the content of the modules, and demonstrating why the material
in the chapter is important.
2. A false treatment, such as a pill, that has no significant chemical properties or active ingredient, is known as
a __________________
3. According to a report, a study has shown that men differ from women in their preference for ice cream flavours.
This study was based on a sample of two men and three women. What might be wrong with this study?

Prologue Each chapter starts with an account of a real-life Answers to Evaluate Questions

situation that demonstrates the relevance of basic principles Prologue

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the beginning of every course. Knowing “why we do what we do” is the foundation of inner drive and intrinsic motivation.
many were updated for this edition. Why Study Psychology?
The field of psychology gives students insight into the inner workings of the brain, vulnerability to conformity, how person-
ality traits influence occupational success, beneficial effects of meditation at work, to name just a few.

Epilogue Found at the end of every set of modules, the In addition to increased self-awareness and self-knowledge, psychology also benefits students in their chosen field.
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Time? This timeline illustrates the major milestones in the development of psychology.

MODULE 1 Psychologists at Work Themajor

Subfields ofsection of a Family
Psychology: Psychology’s STUDY TreeALERT! 1690 John Locke introduces
idea of tabula Jo
the rasa
LO1 What is the science of psychology? module
Matters
begins with questions
Applying Psychology in Third
the Real
about the key concepts addressed in that section.
PassWorld: Psychology
Use Figure 2 to differentiate five perspectives. These are important because they provide a
foundation for every topic covered throughout the text.
LO2 Where do psychologists work? 5,000 BCE
Every chapter ends with Recap/Rethink segments—one for each module in the chapter. Recap sections review the key concepts found

The Science of Psychology These Future:

Psychology’s questions
Expandingprovide
Psychology’saFrontiers
framework for understanding and organizing the
Trephining
alloworthe
used to of each module. The questions in the Rethink sections are designed to encourage you to think critically about a1915
at the beginning
escape
issue, of often have more than one correct answer.
and they 1879 Wilhelm Wundt
Strong emphasis on
topic
intelligence testing
The Neuroscience Perspective: Biopsychology and Behavioural Neuroscience
evil spirits
Working at Psychology
CHAPTER 1 Introduction to Psychology material
MODULE 3 that follows,
Research as well
in Psychology as providing assessment benchmarks.
430 BCE Hippocrates
inaugurates first
psychology laboratory
In the most fundamental sense, people are biological organisms. Behavioural neuroscience is the perspective of psy-
PsychWork: Licensed Social Worker argues for four in Leipzig, Germany
1905
LO6 What is the scientific method? chology that mainly
temperaments of examines how the brain and the nervous system—as well as other biological processes—determine
Mary Calkins works on

Evaluate
3
Eachandmodule
hypotheses concludes with an Evaluate section. These Evaluate
personality
behaviour.
LO7 What role do theories play in Thus, neuroscientists consider how our bodies influence our behaviour. memory For example, they may examine the
Evaluate link between specific sites in the brain and the muscular tremors of people affected by Parkinson’s disease or attempt
MODULE 2 A Science Evolves: The Past, psychological research? 38
Forerunners
1800 1900
to determine how our emotions are related to physical sensations. Behavioural neuroscientists might want to know
First Psychologists
the Present,
1. Ethical researchand the
begins withFuture
LO8sections
the concept of informed consent. Before signing test
What research
up to participate inrecall
an experi- of the what
methods material,
do psychologists use? assessing
physiological changes
of Psychology
thewhodegree
occurred in people ofmagnitude
survived the 7.0 initial learning.
earthquake in Haiti.
ment, participants should be informed of LO9 How do psychologists establish cause-and-effect
Nova Scotia, Canada-born Donald Hebb (1904–1985) is known as the father of neuropsychology. Because every behav-
LO3 What are the origins of psychology? 09/07/15 01:27 PM1920
to some1807
feL24644_ch01_002-041.indd 3
relationships using experiments? iour can be broken 1637 down
Descartes 1895 the neuroscience perspective Gestalt
extent into its biological components, has broad appeal.
psychology

TheRecap/Rethink The end of every chapter concludes with Recap andThird Rethink
a. The procedure of the study, stated generally Franz Josef Gall
describes Functionalist Pass
LO4 How did the history of psychology shape the major Psychologists who subscribe to this perspective have made major contributions
feL24644_ch01_002-041.indd 38 to the understanding
proposes phrenology and betterment of becomes inluential
09/08/15 12:12 PM

b. The risks that may be involved psychology? Scientific Method animal spirits model formulated
approaches in contemporary human life, ranging from cures for certain types of deafness to drug treatments for people with severe mental disorders.
1900 Sigmund
c. Their
LO5 Whatright
are to withdraw
the at any
important time
subfields in the field of sectionsResearch
Psychological that are organized according to modules. The Recap sections review the
1890 Principles
When we get down to the basics, humans are animals made of skin
of Psychology
considers how people and nonhumans function biologically:
Freudand
develops
bones. The neuroscience
the psychodynamic
published by how individual
1904 perspective
nerve cells are joined wins
Ivan Pavlov
together,
Nobel how
Prize the
for
psychology?
d. All of the above Descriptive Research perspective

concept ofquestions
such as a pill,found at thechemical
beginning of ingredient,
each
Researchmodule.
inheritance of certain characteristics from parents and other
William Jamesancestors influences behaviour, work on digestion of
howExploring
the functioning
MODULE 4 Research Challenges: the Process
that led to
The
2. ARoots Psychology
false treatment, that has no significant Experimental
properties or active is known as the body affects hopes and fears, which behaviours are instinctual, and so forth. Even more complex kinds
fundamentalof behav-
Third
by Pass
The
2
a __________________
Rethink sections provide thought-provoking questions
3. According to a report, a study has shown that men differ from women in their preference for ice cream flavours.
Recap/Rethink
iours, such as a baby’s response to strangers, are viewed as having critical biological components psychologists
principles
who embrace the neuroscience perspective. This perspective includes the study of heredity and evolution, considering
of learning

how heredity
© Sciencemay influence
© Corbis; ©behaviour, and behavioural neuroscience, which examinesCollegehow thePhotographed
brain andbythe nervous
designed to provoke critical thinking about the material.
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This study was based on a sample of two men and three women. What might be wrong with this study? Module
© Underwood 1: Psychologists
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system affect behaviour.

Answers to Evaluate Questions onRecap MODULEemotions,

uncovering the fundamental mental components of perception, consciousness, thinking, 1 Psychologists at Work
and other kinds
The Psychodynamic Perspective: Understanding
to the chemistry, withthe Inner Person
Study Alerts Study Alerts are notes found throughout the
of LO1
mental states
What and
is the activities.
science He likened psychology
of psychology? the fundamental mental components
drawn about ice cream preferences based on gender.
being
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•Field fundamental
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1. d; 2. Placebo; 3. There are far too few participants. Without a larger sample, no valid conclusions can be
which 09/08/15
Towe 12:12 little
determine
have PM how
biological basic feelings,
awareness
activities, sensory processes
or control. Dreams
perceptions, shape
and our
memory, slips understanding
of the tongue
reasoning, of the
are
and thoughts. world,
viewed asWundt and other
indications of what structuralists
a person
modules, which point out especially important and difficult Data management
isused
truly a procedure
feeling withincalled
a introspection,
seething
LO2 Where do psychologists work?
Employee recruitment
cauldron in
of which
Preschool teacher
they
unconscious presented
psychic people
activity.
Public opinion surveyor
with a trigger or
Community outreach worker
stimulus—such
Corrections officer
as a bright
green Theobject
origins or of
a sentence printed oninaview
the psychodynamic acard—and
are of asked them
intimately linkedto with
describe,
thethe in their
man sitesown
who is words and
ofarguably in
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most much
famous detail
psy-as
Key Terms
concepts and topics. These Study Alerts offer suggestions they could,
chologist,
• Psychologists
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what
living
and orthey
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were
and experiencing.
Sigmund Freud.
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many Wundt
Freud was
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Although
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psychologists byphysician
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not just in psychology but
for learning the material
experimental bias
effectively and highlight
informed consent placebo
important inLabour
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relations
fields
Loanpsychodynamic
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as well. Although some of the original Freudian principles have
perspective has provided a means not only to understand and treat some
been roundly Employment
criticized,
Group
counsellor
the
homeofattendant
kinds
contempo-
psychological
1. In many colleges, psychology is a required course in programs as diverse as Nursing, Police Foundations, Early Childhood
study topics. In Module 12, for example, a Study Alert disorders
Management
STUDY ALERT!
three
Marketing
buttrainee
different
also to understand everyday phenomena such as prejudice and aggression. Occupational
Education, Behavioural Sciences, and Social Service Worker. Why do you think psychology is required in so many
major contributions
programs? Inthat whathave
wayshad an the
does incalculable influence on
study of psychology theus
make field of psychology
better
Additionally,
and even
Probation
citizens, regardless of
Freud made
therapist
on popular
officer
our occupationalcul-

emphasizes the importance of differentiating the five stages ture. First,

Knowing
Personnel
accessible
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2.perspectives
he
you
was
think
the first
that
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have our
to
evolved.
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propose
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the notion
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common sense
that
areshaped
we
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forces
a subconscious—that
the basic outlines of the history of the field will help you understand how today’s major
manager/officer
interests?
toservices
us and outside ofwhy
understanding ourpeople
parts
conscious
of our
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awareness.
act theRehabilitation
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the first
is atoscientific
propose one of the most widely acceptedhuman notions not just in psychology but in ourResidence popularcounsellor
culture: that our
ofEpilogue
sleep; and in Module 14 a Study Alert highlights the Programs/events
experiences
Public relations
approach
coordination appropriate for studying behaviour?
in early childhood shape us as adults. Finally, Freud was the first to propose that psychological
Mental health assistant difficul-
ties can be treated with psychological (rather than biomedical) means. Although there are few therapists that practice
importance of FigureThe2 field forof psychology
learning the different ways that Module
Retail
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to Freud and
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dissatisfied
his theories.with assistant
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the assumption
is broad and diverse. It encompasses many different The
that Present, and The Future technique, because

drugs produce their effects subfields andat a neurological

specialties practised in a variety oflevel.
settings, with new subfields
Specialwere
there
had
Recap
features
Neuroscience
Staff difficulty
fewwriting/reporting
ways an outside observer could confirm the accuracy of others’ introspections.
perspective
training anddescribing
development some kinds of inner experiences, such as emotional responses.
Substance abuse
Those
Youth
counsellor
Moreover,
drawbacks led to
counsellor
people

continually arising. We have also seen that even within the various subfields The
LO3 approach
What are
Trainer/training
that
the views
officer originsbehaviour from the perspective of the brain, the nervous system, and other biological
of psychology?
of the field, it is possible to adopt several different approaches, including the functions.

Running Glossary Key

• Wilhelm Wundt laid the foundation of psychology in 1879, when he opened his laboratory in Germany.
terms
neuroscience, are highlighted
psychodynamic, in humanistic
behavioural, cognitive, and boldface per-
Introspection
Source: From The Psychology Major’s Handbook, 1st Edition by Kuther. © 2003 with permission of Wadsworth, a division of Thomson Learning: www.thomsonrights.com.
Psychodynamic
• Early used
A procedure
Fax 800-730-2215.
perspective
perspectives
to studythatthe guided
structure theofwork
the of psychologists
mind were structuralism
in which subjects are asked toand functionalism
describe in detailtheory.
what they are
spectives. For all its diversity, though, psychology focuses on certain key issues The
LO4 approach
How did based
experiencing when on the
they
the history ofview
are that behaviour
exposed
psychology toshape is major
a stimulus.
the motivated by unconscious
approaches inner forces
in contemporary over which the individual
psychology?
type within the textthat serve whereto unify the they are lines
field along common introduced,
and shared findings. and has little control.
• The neuroscience approach focuses on the biological components of the behaviour of people and animals.
10 • The psychodynamic perspective suggests that powerful, unconscious inner forces and conflicts about which people
definitions are given at the bottom of the page, along with
Source: © Blend Images/Ariel Skelley/Getty
Images RF.
Many chapters include
have little oranoboxawareness
that focuses
areonthe
how a non-psychologist
primary uses
determinants ofpsychology.
behaviour.
• The behavioural perspective de-emphasizes internal processes and concentrates instead on observable, measurable
13

pronunciation guides for difficult words. To facilitate study, behaviour, suggesting that understanding and control of a person’s environment are sufficient to fully explain and
modify behaviour.
•feL24644_ch01_002-041.indd
Cognitive approaches to behaviour consider how people know, understand, and think about the world. 09/08/15 12:12 PM
at the end of each module there is a list of the key terms and PsychWork 10
• The humanistic
feL24644_ch01_002-041.indd 13 perspective emphasizes that people are uniquely inclined toward psychological growth
09/08/15 and higher
12:12 PM

levels of functioning and that they will strive to reach their full potential.

concepts introduced in that module. There is also a glossary

Every chapter ends with Recap/Rethink segments—one for each module in the chapter. Recap sections review the key concepts found
Licensed
LO5 Social
What are the Worker
important subfields in the field of psychology?
• Developmental psychologists study how people grow and change throughout the life span.
Name: Christin Poirier, Hon BA, MSW, RSW
ofor issue,
all and
key termshave moreand
than oneconcepts at the end of the book.
at the beginning of each module. The questions in the Rethink sections are designed to encourage you to think critically about a topic • Personality psychologists consider the consistency and change in an individual’s behaviour, as well as the individual
they often correct answer. Position: Social Worker
differences that distinguish one person’s behaviour from another’s.
Education: Honours BA in Psychology, York University;
• Health psychologists study psychological factors that affect physical disease, while clinical psychologists consider
MA in Social Work, University of Windsor
the study, diagnosis, and treatment of abnormal behaviour. Counselling psychologists focus on educational, social,
PsychWork PsychWork introduces students to different and career adjustment problems.
• Social psychology is the study of how people’s thoughts, feelings, and actions are affected by others.
For Christin Poirier, psychology is central to her occupation as a social worker, a field dedicated to enhancing the well-being
career paths to which the study of psychology can lead.
38
• Cross-cultural psychology examines the similarities and differences in psychological functioning among various
of individuals, families, groups, and communities. As a social worker, Poirier works at a community mental health centre
cultures.
where she helps children and adolescents who are experiencing emotional or behavioural difficulties or both. Says Poirier,
• Other increasingly important fields are evolutionary psychology, behavioural genetics, and clinical neuropsychology.
Each PsychWork profile illustrates people in a variety of “The strategies I employ in counselling sessions are derived from basic psychological concepts and theories. In addition, in
order to know what strategies are age-appropriate for a particular client, I need to consider their stage of psychological
development. Finally, it is necessary to consider how culture and ethnicity affect clients, so I incorporate these aspects into
occupations whose knowledge of psychology informs and my clients’ treatment plans.”

enhances their work. Among the individuals profiled are a social worker, a rehabilitation counsellor, a sleep technologist,
feL24644_ch01_002-041.indd 38 09/08/15 12:12 PM

39

and a child protection caseworker, showing that psychology is all around us and important to many occupations.
feL24644_ch01_002-041.indd 39 09/08/15 12:12 PM

xviii
feL24644_ch01_002-041.indd 7 09/08/15 12:12 PM
 MODULE 4 Research Challenges: Exploring the Process

Most chapters include at least one section devoted to an aspect of racial, ethnic, gender, or cultural diversity. These features focus on the Preface
contributions of psychology to a better understanding of multicultural issues that are so central to our global society.

Exploring Diversity In addition to substantial coverage of

Exploring DIVERSITY
material relevant to diversity throughout, there are special
Choosing Participants Who Represent the Scope
of Human Behaviour sections devoted to an aspect of racial, ethnic, gender, or
When Latané and Darley, both university professors, decided who would participate in their experiment, they turned to
the most available people: college and university students. In fact, college and university students are used so frequently
cultural diversity. Examples of topics highlighted in these
boxes include cultural influences on learning and sex
in experiments that psychology has been called—somewhat contemptuously—the “science of the behaviour of the college
sophomore” (Rubenstein, 1982).
Using college and university students as participants has both advantages and drawbacks. The big benefit is that because
most research occurs in university settings, students are readily available. Typically, they cost the researcher very little: They
participate for either extra course credit or a relatively small payment.
differences in the brain. These sections highlight the way in
The problem is that college and university students may not represent the general population adequately. They tend to
be younger and better educated than a significant percentage of the rest of the North American population. Compared with
which psychology informs (and is informed by) issues
relating to the increasing multiculturalism of Third
ourPassglobal
older adults, their attitudes are likely to be less well formed, and they are more apt to be influenced by authority figures and
peers (Sears, 1986). College and university students are also disproportionately white and middle class (Graham, 1992).
Although similar, the Canadian Psychological Association (CPA) and the American Psychological Association (APA) codes
Third Pass
of ethics remain as unique as the two countries. Sinclair (1998; CPA, 2000), an award-winning expert in the field of ethics,
identified nine distinct features of the Canadian code of ethics. For example, one unique feature of the Canadian code is its
society.
assignment of different weights to each of the four ethical principles. MODULE 2 A Science Evolves: The Past, the Present, and the Future

Applying Psychology in the Real World These MODULE 4 Research Challenges: Exploring the Process
One of psychologists’ key ethical principles is informed consent. Before participating in an experiment, the
boxes
the musthighlight
participants
participants who
signgot nothing might
a document the
reportthat
affirming relevance
feeling
they no better
have because
been told thetheyofknew
basic psychology
that
outlines they were
of the in aand
study by
no-treatment
are aware APPLYING PSYCHOLOGY in the Real World
control
of whatgroup.
their participation will involve, what risks the experiment may hold, and the fact that their participation is
presenting
To voluntary
purely solve this and
problem, current
psychologists
they may terminatetypically and
it at any use
time. potential
a procedure
Furthermore, in which applications
all the participants
after participation receive
in a study, theya treatment, of
but
must be given Psychology Matters
those in the control
a debriefing in whichgroup
theyreceive
receiveonly placebo, a false
an aexplanation of thetreatment,
study andsuch the as a pill, “drug,”
procedures or other
involved. Thesubstance,
only timethat has no
informed Violence and its causes are among the world’s most pressing issues. What can psychologists add to our understanding of the problem?
psychological
significant
consent and
they
studyare
chemical
in getting
a publica place
properties
a debriefing can betheory
real or(Koocher,
oreliminated
a false treatment,
Norcross, any
and
active ingredient.
is in
& differences
research
Because
experiments members
in which the
in outcome
Hill, 2005; Fallon, 2006;can
findings
of both
risks groups
are minimal,
be attributed
Barnett
are kept asto
in
inthe real-world
dark about
a purely whether
observational
to the quality of the drug and not to
et al., 2007).
“Eyewitness to abduction proves unable to provide reliable clues.”

problems. For example, one box discusses the

“Murder-suicide shocked community.”
the possible psychological effects of being administered a pill or other substance (Rajagopal, 2006; Crum & Langer, 2007).
“Investigators search for clues at site of suicide bombing.”
However, there is one more safeguard that a careful researcher must apply in an experiment such as this. To
Should
psychological Animals be Used inthat Research?
drug shouldn’t know whether it isprinciples explain the dangers of
overcome the possibility that experimenter expectations will affect the participant, the person who administers the A quick review of any day’s news headlines reminds us that the world is beset by a variety of stubborn problems that resist easy
actually the true drug or the placebo. By keeping both the participant and the experi- solution. At the same time, a considerable number of psychologists are devoting their energies and expertise to addressing these
Like those
menter who who work with
interacts withhumans, researchers
the participant “blind”who to use
the nonhuman
nature of the animals in experiments
drug that have their own
is being administered, set of exact-
researchers can problems and improving the human condition. Let’s consider some of the ways in which psychology has addressed and helped work
texting
ing guidelines
more accurately while
to ensure
assess that
the effectsdriving,
the animals
of thedodrug. This while
not suffer. Specifically,
method is knownanother
researchers must make
as the double-blind highlights
every effortThe
procedure. how
to minimize dis-
double-blind toward solutions of major societal problems (Zimbardo, 2004):
comfort, illness,
procedure and pain.
represents Procedures that subject
the highest-standard of goodanimals to distress
experimental are permitted only when an alternative procedure
design.
Facebook
is unavailable and whenand otheris justifiedsocial media arethere changing social
• Why is aggression so prevalent, and how can more humane and peaceful alternatives be promoted? Aggression, whether it be
the research by its prospective value. Moreover, are federal regulations speci- on the playground or the battlefield, is arguably the world’s greatest problem. Psychologists have sought to understand how
fying how animals are to be housed, fed, and maintained. In the early 1980s, the Canadian Psychological Association aggression begins in children and how it may be prevented. For example, psychologists Brad Bushman and Craig Anderson
connections and interactions.
One of the major goals of Essentials of Understanding Psychology is to make readers more informed, critical consumers of information
published the first set of guidelines for care and research of animals. In 1982, Canadian Council on Animal Care (CCAC)
relating to psychological issues. These discussions give you the tools to evaluate information concerning human behaviour that you
was established to oversee all research involving animals in Canada. Not only must researchers strive to avoid causing
have been looking at the ways in which violent video games may result in heightened violence on the part of those who play
them. They have found that people who play such games have an altered view of the world, seeing it as a more violent place. In
may hear or read about in the media or on the Web.
physical discomfort, but they are also required to promote the psychological well-being of some species of research addition, they are more apt to respond to aggression even when provoked only minimally. Other psychologists are working to limit
animals, such as primates (Novak & Petto, 1991; APA, 1993; Rusche, 2003; Lutz & Novak, 2005; Auer et al., 2007).
But why should animals be used for research in the first place? Is it really possible to learn about human behaviour Becoming an Informed Consumer of Psychology
the prevalence of violent behaviour, and some have designed programs to teach people how to cope with exposure to violence
(Bushman & Anderson, 2001, 2002; Crawford, 2002).
fromBecoming an Informed
the results of research Consumer
employing rats, of Psychology
gerbils, and pigeons? • Why do eyewitnesses to crimes often remember the events inaccurately, and how can we increase the precision of eyewitness
Becoming an Informed Consumer of Psychology includes
accounts? Psychologists’ research has come to an important conclusion: Eyewitness testimony in criminal cases is often inaccurate
and biased. Memories of crimes are often clouded by emotion, and the questions asked by police investigators often elicit
Thinking Critically About Research
Informed consent
A document signed by participants affirming that they have been told the basic outlines of the study and are aware of material designed to make readers more informed consumers
inaccurate responses. Work by psychologists has been used to provide national guidelines for obtaining more accurate memories
during criminal investigations (Kassin, 2005; Loftus & Bernstein, 2005).
If you
what wereparticipation
their about to purchase an automobile, it is unlikely that you would stop at the nearest car dealership
will involve.
and drive off with the first car a salesperson recommended. Instead, you would probably mull over the purchase, read about
automobiles, consider the alternatives, talk to others about their experiences, and ultimately put in a fair amount of thought before
of psychological information by giving them the ability to
• Who studies acts of terrorism? What are the practice areas of psychologists who study terrorism? Psychologists that do research
on terrorism often work in a variety of criminal justice and forensic settings. For example, the Criminal Justice Psychology
35
evaluate critically what the field of psychology offers. These
you made such a major purchase. Section (CJPS) of the Canadian Psychological Association published several articles on terrorism in Crime Scene, a journal which
In contrast, many of us are considerably less conscientious when we expend our intellectual, rather than financial, assets. covers a wide range of issues in criminal justice psychology (CPA, 2007)
People often jump to conclusions on the basis of incomplete and inaccurate information, and only rarely do they take the time to • What are the causes of terrorism? What motivates suicide bombers? Are they psychologically disordered, or can their behaviour
critically evaluate the research and data to which they are exposed.
Because the field of psychology is based on an accumulated body of research, it is crucial for psychologists to scrutinize
discussions also provide sound, useful guidance concerning
be seen as a rational response to a particular system of beliefs? As we’ll see in Chapter 12 when we discuss abnormal

common problems. For example, one box explains how you

feL24644_ch01_002-041.indd 35 09/08/15 12:12 PM
thoroughly the methods, results, and claims of researchers. Yet it is not just psychologists who need to know how to evaluate
research critically; all of us are constantly exposed to the claims of others. Knowing how to approach research and data can be
helpful in areas far beyond the realm of psychology.
Several basic questions can help us sort through what is valid and what is not. Among the most important questions to ask are can apply findings in psychological research on sleep/wake
the following:

• What was the purpose of the research? Research studies should evolve from a clearly specified theory. Furthermore, we must cycles to improve your own sleep, while another discusses
take into account the specific hypothesis that is being tested. Unless we know what hypothesis is being examined, it is not
possible to judge how successful a study has been. how to identify if you or a loved one is struggling with
• How well was the study conducted? Consider who the participants were, how many were involved, what methods were employed,
and what problems the researcher encountered in collecting the data. There are important differences, for example, between a
case study that reports the anecdotes of a handful of respondents and a survey that collects data from several thousand people.
alcohol or other substance abuse issues.
• Are the results presented fairly? It is necessary to assess statements on the basis of the actual data they reflect and their logic. For
instance, when the manufacturer of car X boasts that “no other car has a better safety record than car X,” this does not mean that
car X is safer than every other car. It just means that no other car has been proved safer, though many other cars could be just as
safe as car X. Expressed in the latter fashion, the finding doesn’t seem worth bragging about. On May 6, 2013, Tim Bosma was abducted from his Ancaster, Ontario home when he went on a test-drive with two men who had

Market Leading Technology

These three basic questions can help you assess the validity of research findings you come across—both within and outside
the field of psychology. The more you know how to evaluate research in general, the better you will be able to assess what the field
of psychology has to offer.
responded to his ad on Kijiji, selling his truck. On May 14, Bosma’s body was recovered on a rural property in Ayr, Ontario belonging
to Dellen Millard. Millard and his accomplice, Mark Smich, were arrested shortly after the discovery (The Globe and Mail, 2013). Psy-
chologists study criminal behaviour to try to understand it—and hopefully prevent tragedies such as the Tim Bosma case.
Source: © Nathan Denette/CP Images.

(continued)
Placebo
A false treatment, such as a pill, “drug,” or other substance, without any significant chemical properties or active ingredient. 17

37

Learn without Limits

feL24644_ch01_002-041.indd 37 09/08/15 12:12 PM
feL24644_ch01_002-041.indd 17 09/08/15 12:12 PM

McGraw-Hill Connect® is an award-winning digital teaching and learning platform that gives students the means to
better connect with their coursework, with their instructors, and with the important concepts that they will need to
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adapts to each student, delivering precisely what they need, when they need it, so class time is more engaging and
effective. Connect makes teaching and learning personal, easy, and proven.

Connect Key Features:

SmartBook® As the first and only adaptive reading experience, SmartBook is changing the way students read and
learn. SmartBook creates a personalized reading experience by highlighting the most important concepts a student needs
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highlighting content based on what each student knows and doesn’t know. This ensures that he or she is focused on the
content needed to close specific knowledge gaps, while it simultaneously promotes long-term learning.
xix
Preface

Connect Insight® Connect Insight is Connect’s new one-of-a-kind visual analytics dashboard—now available for both
instructors and students—that provides at-a-glance information regarding student performance, which is immediately
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• Access Instructor resources.

• View assignments and resources created for past sections.
• Post your own resources for students to use.

Instructor Resources
Feldman/Catney/Cavanagh/Dinardo Connect is a one-stop shop for instructor resources, including:

Instructor’s Manual. This comprehensive guide provides all the tools and resources instructors need to present and
enhance their introductory psychology course. The Instructor’s Manual contains detailed lecture launchers, learning
objectives, interesting lecture and media presentation ideas, student assignments and handouts. The many tips and
activities in this manual can be used with any class, regardless of size or teaching approach.

Computerized Test Bank. The computerized test bank has been analyzed to ensure complete accuracy and correlation
to the fifth Canadian edition text. Each multiple-choice item is classified by type (factual, conceptual, or applied) and
difficulty level, and is keyed to the appropriate page number in the textbook. Available for Macintosh or Windows users,
the computerized test bank using EZ Test—a flexible and easy-to-use electronic testing program—allows instructors to
create tests from book-specific items. EZ Test accommodates a wide range of question types and allows instructors to
add their own questions. Test items are also available in Word format (rich-text format). For secure online testing, exams
created in EZ Test can be exported to WebCT, Blackboard, and EZ Test Online. EZ Test comes with a Quick Start Guide,
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Microsoft® PowerPoint® Slides. Microsoft PowerPoint slides accompany each chapter. In addition, Dynamic
PowerPoints cover more than 80 core concepts in psychology. They are designed to be incorporated into lectures to
help you present concepts more visually and engagingly.
xx
 Preface

Image Gallery. The complete set of figures from the text can be downloaded from the Image Gallery in the Instructor
Resource area of Connect and easily imbedded into instructors’ PowerPoint slides.

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Chapter Changes
The chapter-by-chapter changes listed below represent only a small number of the literally hundreds of changes made
to the fifth Canadian edition of the text. Research has been updated in every chapter. For this edition over 1,000 new
and updated references have been added.

Chapter 1: Introduction to Psychology

• Updated Canadian data on where psychologists work
• Discussion of perspectives and subfields of psychology integrated into one cohesive section
• Continuous example threaded throughout discussion of theory and hypothesis in section on Research methods
• Section on the History of Psychology expanded to be more comprehensive
• Viktor Frankl included in History of Psychology to provide more context to humanistic psychology movement
• Tightened focus of Diversity box to look at issues involved in using student participants
• More recent Canadian example used in Applying Psychology special topic
• Program-specific critical thinking questions added to Recap/Rethink section

Chapter 2: Neuroscience and Behaviour

• New topic added for Applying Psychology in the Real World on Mirror Neurons
• Reference to new Canadian research on the therapeutic application of oxytocin in Autism Spectrum Disorders was
added in the discussion of hormones in the endocrine system
• Section on neural plasticity revised to emphasize the universal implications of plasticity, including brain fitness and
aging
• New research on neural plasticity integrated with a focus on synaptogenesis
• Section on the forebrain was divided into two separate subsections on Subcortical Structures and the Neocortex to
enhance clarity and readability

Chapter 3: Sensation and Perception

• Updated hearing loss and deaf culture reference
• Expanded on hearing loss in teenagers and dangerous noise levels

Chapter 4: States of Consciousness

• New information added on the serious consequences of sleep deprivation
• Canadian statistics added to section on Alcohol Use
• Section on marijuana use and its risks heavily revised to reflect new understandings and research findings
• Canadian data on use and abuse of prescription drugs added
• Benzodiazepines added to section on frequently used and abused substances
• Term addict replaced with person-first language

Chapter 5: Learning
• Section on biological constraints on learning was updated to reflect current understandings in research
• New section on biological preparedness theory added to section on classical conditioning
• More examples added to section on negative reinforcement to make this concept clearer

xxi
Preface

• References to corporal punishment and the use of electrical shocks as a teaching method were removed to reflect
current reinforcement-based directions in behavioural intervention
• Link between schedules of reinforcement and gambling addiction added to section on operant conditioning
• Information on sports aggression added to section on Observational Learning

Chapter 6: Memory
• Updated Applying Psychology in the Real World “Enhancing Memory: Are We on the Road to ‘Cosmetic Neurology’?”
section
• Updated content on Alzheimer’s Syndrome

Chapter 7: Thinking, Language, and Intelligence

• Updated references
• Updated content on DSM-IV to reflect DSM-5
• Updated IQ tests to most current version (WISC-V and WAIS-IV)

Chapter 8: Motivation and Emotion

• Updated content on Sexual Motivation
• Applying the different approaches to motivation section condensed
• Eating disorders section condensed

Chapter 9: Development
• Added information on methadone treatment with pregnant women
• Updated and improved section on prenatal environmental influences
• Nature versus Nurture section condensed

Chapter 10: Personality

• Biological and Evolutionary Approaches condensed
• New example added in “Freud’s Defence Mechanisms”

Chapter 11: Health Psychology, Stress, Coping, and Well-Being

• Included Canadian content on soldier suicide
• New Applying Psychology in the Real World “Does Money Buy Happiness?”
• Updated references
• Smoking content condensed
• Changed module title to Health and Wellness

Chapter 12: Psychological Disorders

• Updated references
• Updated content to reflect DSM-5
• New Applying Psychology in the Real World “Internet Addiction”
• New Becoming an Informed Consumer of Psychology “When You Need Help”
• Updated figures

Chapter 13: Treatment of Psychological Disorders

• Updated “Getting Help from the Right Person”
• Added content on mindfulness therapy

Chapter 14: Social Psychology

• Section added on Zimbardo’s classic study, the Stanford Prison Experiment
• Issue of domestic violence integrated into the section on Aggression
• Evolutionary psychology theory introduced into section on Physical Attractiveness, with reference to new Canadian
research
• New Prologue: A Heroic Escape—referencing the Ariel Castro Cleveland Kidnapping Case and Charles Ramsey, the
hero who assisted the victims in escaping
• Canadian research on prejudice and discrimination integrated into this section of the text
• New research information added on the effect of observation and social influence on helping behaviour

xxii
 Preface

Acknowledgments

One of the central features of Essentials of Understanding Psychology is the involvement of both professionals
and students in the review process. The fifth Canadian edition of Essentials of Understanding Psychology has
relied heavily—and benefited substantially—from the advice of instructors and students from a wide range of
backgrounds.
We are extraordinarily grateful to the following instructors who provided their time and expertise to help ensure
that Essentials of Understanding Psychology, Fifth Canadian Edition, reflects the best that psychology has to offer.
Anastasia Bake, St. Clair College
Alice Barron, St. Clair College
Wendy Bourque, University of New Brunswick, Fredericton
Kristen Buscaglia, Niagara College
Maria Iannuzziello, Durham College
Manuela Keeler, Niagara College
Todd Leader, St. Mary’s University
Karen Mcdonald, Mount St. Vincent University
Jennifer Potton-Roberts, Mohawk College
Kimberly J. Robinson, St. Mary’s University
Joel St. Pierre, Mohawk College
Lisa Sinclair, University of Winnipeg
Selina Tombs, Sheridan Davis

xxiii
 CHAPTER 1

Introduction to
Psychology

Source: © Blend Images/Ariel Skelley/Getty Images RF.

Each module begins with the key concepts discussed in that section. The key concepts, phrased as questions, provide a framework for
understanding and organizing the material that follows. They will also help you to understand what the important content is.

Key Concepts for Chapter 1 Historical Perspectives: What Has Stood the Test of
Time?
MODULE 1 Psychologists at Work The Subfields of Psychology: Psychology’s Family Tree
LO1 What is the science of psychology? Applying Psychology in the Real World: Psychology
LO2 Where do psychologists work? Matters

The Science of Psychology Psychology’s Future: Expanding Psychology’s Frontiers

Working at Psychology
MODULE 3 Research in Psychology
PsychWork: Licensed Social Worker
LO6 What is the scientific method?
What role do theories and hypotheses play in
LO7 
MODULE 2 A Science Evolves: The Past, psychological research?
the Present, and the Future LO8 What research methods do psychologists use?
How do psychologists establish cause-and-effect
LO9 
LO3 What are the origins of psychology? relationships using experiments?
How did the history of psychology shape the major
LO4 
The Scientific Method
approaches in contemporary psychology?
What are the important subfields in the field of
LO5  Psychological Research
psychology? Descriptive Research
The Roots of Psychology Experimental Research
2
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of La Turque
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: La Turque
roman parisien

Author: Eugène Montfort

Release date: March 18, 2024 [eBook #73191]

Language: French

Original publication: Paris: Fasquelle, 1906

Credits: Laurent Vogel (This file was produced from images

generously made available by the Bibliothèque nationale de
France (BnF/Gallica))

*** START OF THE PROJECT GUTENBERG EBOOK LA TURQUE

***
 EUGÈNE MONTFORT

LA TURQUE
— ROMAN PARISIEN —

PARIS
BIBLIOTHÈQUE-CHARPENTIER
EUGÈNE FASQUELLE, ÉDITEUR
11, R U E D E G R E N E L L E , 11

1906
Tous droits réservés.
 DU MÊME AUTEUR

Sylvie ou les Émois passionnés (Les Marges).

Chair (Les Marges).
Exposé du Naturisme (épuisé).
Essai sur l’Amour (Stock).
La Beauté moderne (La Plume).
Les Marges (Floury).
Les Cœurs malades (Bibliothèque-Charpentier).
Le Chalet dans la Montagne (Bibliothèque-Charpentier).
La Maîtresse américaine (Herbert, à Bruges).

PROCHAINEMENT

Montmartre et les Boulevards.

Le Fruit défendu.
La Chanson de Naples.

Il a été tiré de cet ouvrage :

6 exemplaires numérotés sur papier de Hollande
et 3 exemplaires numérotés sur papier du Japon.

Tous droits de traduction et de reproduction réservés pour tous pays.

 A LOUIS CODET

Mon cher ami, vous avez assisté à la mise au jour de ce livre.

Vous l’avez vu se développer, grandir, chapitre par chapitre, et
presque page par page. Vous lui avez témoigné un intérêt constant,
et vous l’avez défendu, quand, parfois, avec la fureur pleine d’amour
d’un père, je l’accusais. Vous m’avez soutenu dans les heures de
lassitude et de découragement, et vous m’avez réconforté.
Je ne pouvais donc inscrire ici qu’un nom : le vôtre.
Je le fais, en vous remerciant de votre active et efficace amitié.

E. M.
LA TURQUE
 PROLOGUE

Sophie Mittelette arriva à Grenoble vers trois heures. Elle avait

quitté Genève de bon matin. Selon son ordinaire, levée à l’aube pour
achever le ménage pendant que son tuteur dormait, elle avait ouvert
la porte de la maison, poussé les volets du rez-de-chaussée, et posé
un balai contre le mur, dans la rue. Puis, panier au bras, elle avait
été jusque chez l’épicière, encore toute ensommeillée, et — comme
partant pour les provisions — lui avait emprunté une pièce de vingt
francs. Elle courait alors à la gare, où elle retrouvait son petit
baluchon, apporté déjà la veille pendant un tour de promenade de
M. Bourdit, et montait dans le train. Aujourd’hui ce n’était pas elle qui
réveillerait son tuteur.
Elle avait attendu une heure à Culoz, et deux à Chambéry, aux
changements de train. Dans les salles, patiemment assise sur une
banquette, à côté de son paquet enveloppé dans un torchon propre
et de son panier, Sophie suivait sans bouger le tohu-bohu des
arrivées et des départs. Elle mangea un peu de lard et de pain
qu’elle avait emportés de la maison, et but de l’eau fraîche à la
fontaine. Car il fallait économiser le trésor de l’épicière.
En arrivant à Grenoble, toute sa fortune montait donc à quatorze
francs environ. Quant à son espoir, il s’appuyait sur une amie,
Juliette, avec laquelle elle avait travaillé autrefois au couvent. Celle-
ci s’était bien mariée, ayant épousé un coiffeur de la place
Grenette… C’est vrai qu’elle était jolie, et puis, dame ! il y a la
chance… Juliette — Madame Devaux — reçut Sophie non sans
étonnement. C’était une blonde soignée, rose et inexpressive
comme une des têtes de sa devanture. Sophie lui ressuscitait les
jours pénibles, où elle taillait des chemises chez les sœurs, qui la
payaient à peine et la nourrissaient mal. Elle menait maintenant une
vie honorée et confortable. Par tous les clients, elle se sentait
entourée d’hommages. Pour dire : « taille et shampoing… soixante-
quinze… » en découvrant ses dents blanches d’un sourire
mécanique, il n’y avait qu’elle. Un groupe important de bourgeois,
qui faisaient chaque jour la manille au café du Grand-Hôtel,
pensaient à elle avec amour et considération. Elle était connue dans
la ville. Et vraiment, à sa caisse, dominant les trois garçons en
manches de chemise et son mari frisé, elle était des plus
distinguées.
Elle conduisit Sophie dans l’arrière-boutique où l’on voyait
quelques crânes en bois supportant d’abondantes chevelures, et par
terre, dans un coin, un tas de peignoirs et de serviettes sales. Sur
une table, des pots de pommade vides et des fioles sans bouchon
s’amassaient. Cela fleurait la parfumerie et un peu le rance. Sophie
parlait : « J’entends encore mère Félicité quand elle disait : Cette
Juliette, comme elle fait des gros points, elle a pourtant de tout petits
doigts !… Dis donc, tu sais : Jeanne Grand ?… Elle est à Lyon… Tu
te souviens d’elle qui suçait toujours des boules de gomme ?… »
Madame Devaux se rappelait. Elle faisait oui de la tête… Cela lui
paraissait drôle que cette espèce de bonne la tutoyât… Tout ça,
c’était si vieux, d’une autre vie vraiment…
Sophie racontait maintenant ce qui lui était arrivé. Après la mort
de ses parents dans la catastrophe de Saint-Gervais, elle avait été
placée à Lyon chez un apprêteur. Mais, n’est-ce pas, elle était si
jeune, elle ne savait pas… le fils du patron l’avait séduite… Le
patron, alors, l’avait renvoyée à Genève à son tuteur. Mais M.
Bourdit ne l’aimait pas, il lui donnait des gifles, et il lui rendait la vie
dure. Pour être domestique, elle préférait l’être ailleurs, elle serait
libre, au moins, pas battue, et aurait des gages… ou ouvrière… elle
savait coudre… Elle s’était enfuie.
Madame Devaux souriait, d’une grimace. Le regard limpide et
confiant de Sophie la troublait, tout à coup une bouffée de choses
anciennes et oubliées était montée, elle avait revu un jour d’été dans
une grande salle blanche, toutes, elles étaient penchées sur leur
ouvrage, on ne parlait pas, et, par les fenêtres ouvertes, une rumeur
de voix d’oiseaux et de chants de cigales entrait, envahissant le
silence, — et des odeurs… Ah ! un grand soupir vous gonflait la
poitrine !… Mais voyons, maintenant elle était la femme du coiffeur
de la place Grenette, quelque chose d’inquiétant se levait avec cette
réapparition subite du temps passé, avec cette Sophie… et puis, une
fille pas trop convenable, à en juger par son histoire. Pourquoi venir
troubler son existence ? Elle lui donna dix francs et une liste
d’adresses où l’on aurait peut-être du travail pour elle. Et Sophie la
quitta en lui disant vous et en l’appelant Madame.
Sophie, sortie de la boutique, suivit la rue au hasard. Ces
maisons qu’elle ne connaissait pas, les passants indifférents…
quelle solitude ! Elle avait le cœur gros. Arrivée place Victor-Hugo,
elle s’assit sur un banc. Qu’allait-elle devenir ?… Elle qui croyait que
Juliette se réjouirait de la revoir. Ainsi, Juliette ne se souvenait plus !
Ah ! comme sont les gens !… Mais elle ne lui en voulait pas, ses
illusions étaient tombées dès son entrée dans la boutique, elle avait
compris qu’il ne pouvait plus y avoir d’intimité entre ce que Juliette
était devenue et ce qu’elle était restée. Juliette était riche, elle était
pauvre : c’est tout naturel que les riches n’aillent pas avec les
pauvres… Mais où se diriger maintenant ? Il n’y avait personne dans
la ville, pas un cœur pour elle, pas une parole… Aussi, elle aurait dû
s’y attendre. Elle n’avait pas bien réfléchi en partant… Ah ! jamais
elle n’avait eu de chance ! Et elle repassait sa vie… la catastrophe,
et ce détail horrible qu’on n’avait retrouvé de sa mère, de sa maman,
qu’une main, reconnue à cause de l’alliance passée à l’un des
doigts… depuis ce jour où elle avait perdu tout, les siens et sa
maison, elle errait, pauvre être en deuil, trompé par les uns, battu
par les autres… Elle avait connu un peu de joie avec celui qui l’avait
prise, mais comme vite elle était retombée au malheur ! Elle se
rappelait les détails. Le patron avait une fille, Marcelle, et un fils,
Félix. Sophie étant gentille, on la traitait en amie plutôt qu’en
ouvrière, elle couchait dans la chambre de Marcelle, — la chambre
de Félix était à côté… Ça avait commencé à table, il lui faisait les
yeux doux, puis il traqua son pied… Un soir, comme il y avait du
monde, on les avait envoyés tous les deux, Sophie et lui, chercher
des gâteaux ; dans l’escalier, il l’embrassa sur la bouche, et elle
trouva que c’était bon. Puis il l’embrassa dans la rue pendant tout le
chemin… Après, au magasin, il l’appelait toujours dans son bureau,
et il l’embrassait… Un jour, il lui dit : « Ce soir, à dix heures, tu me
rejoindras dans ma chambre. — Et Marcelle ? — Ça ne fait rien,
Marcelle. » A dix heures, toutes les deux entrèrent à pas de loup
dans la chambre de Félix. Il dit à sa sœur : « Toi, tu peux t’en aller. »
Puis il porta Sophie sur son lit, et bientôt il la fit pleurer… Donc elle
était sa maîtresse !… Cela dura deux mois, puis, un matin que le
père, du dehors, avait appelé Félix — celui-ci dormait — il entra. Il
les vit tous les deux couchés. Il restait là, les bras croisés. « C’est du
joli ! » dit-il à son fils, et il renvoya Sophie chez son tuteur.
Assise sur un banc, dessinant des ronds dans le sable du bout
de son parapluie, Sophie Mittelette retrouvait tout… M. Bourdit,
depuis, la maltraitait, il l’insultait, ou bien il ne disait rien, et la
regardait d’un air méprisant. Cependant la pauvre fille, maintenant,
pensait qu’elle aurait mieux fait peut-être de rester avec lui, elle
travaillait comme un cheval du matin jusqu’au soir, on n’avait jamais
un mot agréable pour elle, mais du moins là-bas elle connaissait sa
vie, elle y était pliée, elle n’avait pas d’imprévu à redouter, et puis
dans la maison les choses lui étaient familières, et elle était habituée
aux gens du quartier, et encore, par la ville, elle savait bien des
endroits où elle passait avec plaisir…
Le jour tombait, elle se remit à marcher. Elle revenait sur ses pas.
Heureusement il ne faisait pas encore froid, on n’était qu’au
commencement d’octobre, mais à l’approche de la nuit, que tout
était sinistre !… il lui vint un sanglot. Sur les quais de l’Isère, elle
s’accouda au parapet, elle regardait couler l’eau… Oui, c’était bien
simple… Et après, tout serait fini… Cependant, elle s’arracha à cette
idée. Elle alla à la gare reprendre son paquet, trouva un logeur,
mangea un peu de son pain et de son lard dans une petite chambre
noire, et, très lasse, se coucha.
Le lendemain, elle se rendit aux adresses que Madame Devaux
lui avait indiquées. Mais elle n’offrait pas de références, on lui
demandait d’où elle arrivait, pourquoi elle venait à Grenoble, elle
répondait qu’elle était de Lyon et racontait une histoire ; on
l’examinait des pieds à la tête, et on ne la prenait pas. Enfin, au bout
de deux jours qu’elle courait, elle se désespérait, on lui offrit un
salaire dérisoire : un franc cinquante, sur lequel elle laisserait un
franc pour sa nourriture : elle accepta. Ah ! travailler, causer, n’être
plus seule ! Elle ne toucherait que quinze francs par mois, et sa
chambre lui en coûtait douze… — mais elle n’avait rien à dépenser,
puisqu’elle avait apporté de Genève son linge et ses effets.
 II

Elle demeurait rue Saint-Laurent, sur la rive droite de l’Isère, où

l’on ne voit qu’une ligne de maisons pauvres, adossées au pied de la
montagne. Tous les matins elle traversait le pont en pressant le pas,
car ça piquait, et elle se retournait pour regarder le Saint Eynard,
pareil à une calotte râpée, et le fort Rabot. Il y avait les jours où la
brume enveloppe tout, et les jours de temps clair… Elle se
dépêchait, suivait la file d’ouvrières minces et vêtues de sombre qui
couvrait le trottoir. A l’atelier les jeunes filles étaient aimables, et puis
on bavarde, le temps passe. C’est l’après-midi qui paraît long.
D’abord elle s’était sentie étrangère, elle l’était d’ailleurs, on
s’occupait d’un tas de choses qu’elle ne connaissait pas, elle était là,
bête, et personne ne lui parlait, ou bien on la plaisantait. Peu à peu
elle s’y était mise… Mais, le soir, quand elle rentrait, les doigts
piqués et le dos qui fait mal, elle était très triste. Seule dans sa petite
chambre, avec sa pauvre bougie, elle avait toujours envie de pleurer.
Elle se couchait tout de suite, et elle s’efforçait de s’endormir vite, de
ne penser à rien…
C’est le dimanche qui était dur ! elle restait chez elle pour se
raccommoder (et puis, où aller, toute seule ? — c’est encore plus
mauvais quand on voit les autres qui sont heureux, deux par deux,
ou en famille), et elle réfléchissait : Qu’est-ce qu’elle avait donc fait
au bon Dieu pour être si malheureuse ? Il n’y avait eu au monde que
sa mère pour l’aimer. Elle repassait son enfance, Saint-Gervais, les
baigneurs en été — les jolies dames qu’elle venait regarder à la
porte du casino — et l’hiver avec la neige dans les montagnes. Elle
se rappelait la maison, la mère qui tricotait et parlait, le père qui
fumait sa pipe et écoutait. Elle se rappelait comment sa mère la
prenait dans ses bras, quand elle était petite, et la baisait doucement
sur les yeux. Et un jour son père — elle avait treize ou quatorze ans
— lui caressait les cheveux, il avait dit : « C’est une belle fille, notre
Fifi »… Elle revoyait Félix quand il l’appelait ma chérie. Une fois il lui
avait donné de l’odeur, elle avait encore le petit flacon, elle le plaçait
sur sa table à côté d’elle. Puis elle pensait à son tuteur : rester chez
lui, non, elle ne pouvait plus ! Il était glacé cet homme-là. Jamais un
mot ! Elle conservait le poids de son regard sur la tête ; si elle
s’arrêtait un instant, son ton dur pour dire : Eh bien Sophie !… Et
comme il la surveillait ! Quand elle allait aux commissions, il ne
pardonnait pas un retard d’une minute… Il n’avait donc pas vécu, M.
Bourdit, pour ne pas comprendre qu’elle n’était pas si coupable qu’il
le croyait ? Certainement, elle l’était — mais n’avait-elle aucune
excuse ? Il était vertueux, oui, cependant ne peut-on pas être bon
aussi ? Ah ! avec sa méchanceté, il l’aurait plutôt poussée au mal
que retenue ; il l’exaspérait !
De Genève, elle gardait l’impression d’avoir été comprimée,
étouffée. Elle revoyait la maison silencieuse, les murs froids, et elle
avait un serrement de cœur… Mais maintenant est-ce qu’elle n’était
pas aussi malheureuse ?… Travailler, être pauvre, bien sûr ! mais
vivre pour quelqu’un, avoir un but, ne pas se sentir seule… Hélas !
elle n’avait aucune affection, personne ne s’intéressait à elle. — Un
grand découragement l’envahissait. Elle s’abandonnait sur sa
chaise, ses yeux se brouillaient, elle aurait voulu mourir.
Elle alla ainsi trois mois, elle passa la Noël, puis le Jour de l’An
où celles qui ont de la famille sont heureuses. On voyait maintenant
de la glace dans les ruisseaux, il faisait un froid sec, les rues étaient
nues, et quand le vent soufflait, on ne sentait plus sa figure. Sophie
rencontrait quelquefois dans l’escalier une petite vieille proprette qui
habitait dans la maison. Elle lui disait : « Bonjour, ma belle… Comme
vous êtes courageuse ! » Sophie répondait : « Il le faut bien,
Madame »… Le dimanche elle ne travaillait pas à l’atelier, donc
n’était pas nourrie. Elle ne mangeait pas le dimanche. Elle avait dû
acquérir une pèlerine chaude pour l’hiver, ce qui avait ruiné ses
économies. Ses bas étaient tout reprisés et ses chaussures percées
à la semelle. Elle se demandait comment elle allait payer son mois,
elle n’osait pas penser à l’avenir.
 Quand le premier arriva, aucun argent. Elle alla chez Madame
Devaux qu’elle n’avait pas revue depuis son arrivée. Celle-ci
n’écouta pas son récit, elle n’avait pas le temps, tira trois francs de
sa caisse, les lui donna, et lui dit un au revoir très significatif. Sophie
porta les trois francs au logeur, et lui demanda de patienter quinze
jours, jusqu’à sa paye… Mais maintenant elle était en retard, elle ne
remonterait jamais le courant, et il fallait encore absolument qu’elle
s’achetât une paire de bottines !
Elle rencontra un jour dans la rue Lafayette, en revenant de
l’atelier, la vieille de sa maison : « Vous rentrez, ma belle ? Moi
aussi. » Et la vieille marcha à côte de Sophie. Elle la fit entrer dans
sa chambre, elle avait du feu, elle l’invita à boire un peu de rhum et
d’eau sucrée chaude pour se réchauffer. Elle la regardait : « Vous
êtes jolie, petite. » Puis elle lui demanda si elle était contente…
Sophie raconta ses misères. « Ah jeunesse !… marmotta la vieille.
Moi aussi j’ai été comme vous, et je le regrette bien à présent. On
laisse passer son beau temps, les années courent, on perd ses
couleurs. Quand on est gentiment tournée et intelligente, on pourrait
être si heureuse. » Puis elle laissa Sophie remonter chez elle.
Le hasard, sans doute, voulut que depuis ce jour-là la mère
Rançon se trouvât à plusieurs reprises sur le chemin de l’ouvrière ;
la petite l’intéressait, elle lui parlait chaque fois avec bienveillance,
elle lui prêta cinq francs pour acheter des bottines. Puis un peu de
temps passa. Puis elle réclama l’argent. Sophie était toujours gênée,
elle ne pouvait pas rendre. « Cela vous serait facile, mon enfant,
disait la vieille, on vous remarque beaucoup en ville. Je connais des
Messieurs qui vous ont rencontrée… » Sophie rougissait… Elle ne
s’étonna pas autrement cependant de trouver chez la vieille, un soir,
un Monsieur d’un certain âge, bien habillé, en chapeau haut de
forme, qui paraissait très convenable et qui la regardait avec bonté.
« Ah ! ma foi tant pis, j’en ai assez ! dit Sophie Mittelette un
dimanche. Et puisque je ne peux pas arriver… »
Et elle quitta l’atelier.
 III

Il avait une cinquantaine d’années. C’était un magistrat. Il était

marié.
Il avait meublé d’un lit, d’une commode, et d’une toilette, une
chambre, dans une rue écartée, et y avait installé l’ouvrière. Il venait
la voir deux fois par semaine, le mardi et le samedi, et il lui remettait
quatre-vingt-dix francs tous les mois.
Les premiers temps furent difficiles. Sophie, tout de suite, avait
regretté son coup de tête. Ce fut en tremblant qu’elle vit M. Pampelin
s’approcher d’elle, il avançait un visage poivre et sel, il souriait, avec
des mouvements doux, épouvantables… Il la toucha, elle frissonna,
éprouva une angoisse, un mal au cœur, et lorsqu’il la prit, toute
contractée et suffocante, elle fondit en larmes.
Il s’était relevé. Elle pleurait silencieusement, étendue sur le lit, le
bras gauche remonté et la main sur les yeux, inerte, la jupe
retroussée, les jambes découvertes, lamentable, molle, comme une
assassinée. Elle sentait un chagrin immense et que rien jamais ne
pourrait consoler. Des sanglots la parcouraient… M. Pampelin, très
contrarié, allait et venait à travers la chambre ; après son premier
mouvement, qui avait été de ramener la jupe de Sophie sur ses
bottines, il était resté indécis, il était pris de court. Que faire ? De
temps en temps, il s’arrêtait, et la regardait avec inquiétude. Il se
demandait comment endiguer ce déluge… Il avait toujours détesté
les larmes. Au tribunal, quand un condamné se les permettait, il le
faisait vivement enlever par les gardes…
Il prit la main de Sophie, la droite, et il la tapota en murmurant :
« Allons ! allons !… mon enfant… » Sophie ne se calmait pas, rien
sur la terre ne subsistait plus. Elle sentit seulement qu’on tenait sa
main, et voulut la retirer. « Tu as donc tant de chagrin… ma
Sophie ?… » articula pauvrement M. Pampelin. Maintenant, noyée
dans ses larmes, étourdie, sans pensée, elle ne savait plus pourquoi
elle pleurait, et continuait machinalement. Elle avait de la fièvre, les
mains très chaudes, à ce contact M. Pampelin soupira. Puis il se
pencha sur elle, la baisa dans les cheveux, et se mit à la déshabiller.

Mais c’était une vie nouvelle : elle ne travaillait plus ! Et quatre-

vingt-dix francs ! Jamais elle n’avait tenu pareille somme. Elle acheta
des bas et du linge. Un instant, son éloignement pour M. Pampelin
s’atténua, elle éprouva de la gratitude. Elle possédait un poêle, il
faisait bon dans sa chambre. En se levant, elle frottait (ses trois
meubles brillaient comme glace) puis elle préparait son déjeuner, —
et l’après-midi travaillait pour elle : elle se confectionnait des
chemises. Elle jouissait d’un fauteuil Voltaire, où le magistrat
s’asseyait quand il arrivait… Il désirait qu’elle n’interrompît pas son
ouvrage ; vêtue d’une petite robe noire, elle était sous la lampe et
tirait l’aiguille, tête baissée, attentive à son ourlet. Le réveil-matin
faisait un fort tic-tac : elle était seule. Lui ne bougeait pas, épiait,
comme caché, buvait son corsage vivant, son cou, ses doigts agiles,
et tout son air honnête et laborieux. Puis, sans parler, il avançait une
main et la promenait sur elle.
M. Pampelin venait dans le plus grand mystère, et la mère
Rançon seule connaissait son secret.

Sophie voulut sortir, se promener… Mais dans les rues, il lui

semblait que tout le monde la dévisageait… Elle alla sur les quais où
presque personne ne passe. Cependant, le fleuve était gris, les
montagnes sombres, le ciel couvert ; elle sentait peser son cœur,
elle rentrait.
Alors elle s’ennuya. Ce n’était pas là ce qu’elle avait imaginé. Elle
croyait qu’un changement dans sa vie serait la fin de son malheur.
Mais non ! hors l’abattement de la misère, c’était toujours la même
chose : pareil isolement, pareille absence d’affection… Elle eut un
grand malaise. Elle n’eut plus l’idée au travail. Elle restait au lit
jusqu’à midi. Elle avait beau se secouer, s’efforcer d’envisager
froidement son existence, se répéter qu’à présent elle était tirée du
besoin, elle n’arrivait pas à chasser sa tristesse…
Qu’était-elle devenue ? Une chose. Car elle n’avait pas un ami :
elle avait seulement pris un maître. M. Pampelin restait toujours
lointain, étranger, il ne parlait jamais de sa vie, il ne racontait rien. Et
il ne lui demandait rien… Dès qu’il était là, elle ne se sentait plus
vivre, son cœur s’arrêtait, ses idées tombaient, elle ne sentait que
des yeux sur elle qui la violaient, qui lui faisaient mal : qu’une
présence ennemie. Il avait des façons d’être là qui disaient qu’il était
chez lui, et que tout était à lui. Il poussait la table, il dérangeait les
meubles, il laissait son eau sale dans la cuvette. Elle lui disait vous
et il la tutoyait… Sophie était offusquée par chacun de ses gestes. Et
l’amour !… Ah !… Pour elle c’était comme si son père s’était glissé
dans sa chambre la nuit. C’était sale et infâme… Baisers
horribles !… Elle ne se donnait pas, elle se livrait.
Elle souffrait trop. Un jour, elle mit la clef sur la porte et s’en alla.
 IV

Qu’allait-elle faire ?
Reprendre sa vie. Elle se remettrait au travail, le travail lui
paraissait maintenant plein de bonheur. Elle redevenait pauvre.
Misérable, non pas : puisqu’elle rentrait en possession d’elle-même,
de ses sentiments, de tout son être. Elle se sentait délivrée, elle
respirait.
Cependant, à la maison qui l’occupait naguère, on lui répondit
qu’elle était remplacée, on ne pourrait plus l’employer à l’avenir…
Elle se trouva, pour savoir, à la sortie des ouvrières : « Tiens ! v’là
Sophie ! Ah ! Sophie !… s’écrièrent les jeunes filles. Comment !
mademoiselle nous connaît encore ! »
Elles entouraient leur ancienne compagne, elles la regardaient
avec curiosité. Sophie, troublée, tout de suite les avaient senties loin
d’elle.
« Enfin, si ça te plaisait… t’as bien fait… » disait une petite
blonde d’une voix fausse, dans un rire aigrelet.
Et Sophie, soudain, saisissait qu’elle s’était séparée des
honnêtes filles… Elle n’avait pas encore pensé à cela, c’est une idée
qui lui venait maintenant. Alors elle eut une grande envie de
pleurer… Elle aurait voulu parler, expliquer, mais ces sourires… Elle
restait là, muette et toute pâle. On chuchotait : « Dis donc, elle s’en
est fait des mains blanches ! » Elle avait tiré son mouchoir, le cœur
gros ; on reniflait : « Ça sent bon ! »
Ah ! leur dire que cette vie, à elle plus qu’à personne, répugnait,
leur dire tout ce qu’elle avait souffert !… leur dire qu’elle aussi elle
était honnête, et qu’elle voulait travailler… et qu’elle ne pouvait que
travailler !…