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Brief Contents
From the Authors xix
Content and Features xx
What’s New in the Canadian Edition? xxviii
For Instructors xxix
Acknowledgments xxxv

1:: Introducing Psychological Science 1

2:: Reading and Evaluating Scientific Research 30
3:: Biological Psychology 74
4:: Sensation and Perception 130
5:: Consciousness 180
6:: Learning 225
7:: Memory 269
8:: Thought and Language 313
9:: Intelligence Testing 351
10:: Lifespan Development 391
11:: Motivation and Emotion 443
12:: Personality 491
13:: Social Psychology 537
14:: Health, Stress, and Coping 585
15:: Psychological Disorders 623
16:: Therapies 669
Answer Key ANS-1
Glossary G-1
References R-1
Credits C-1
Name Index NI-1
Subject Index SI-1

vii
This page intentionally left blank
 Contents

From the Authors xix

Content and Features xx 2 READING AND
What’s New in the Canadian Edition? xxviii EVALUATING SCIENTIFIC
For Instructors xxix
Acknowledgments xxxv
RESEARCH 30

Module 2.1 :: Principles

of Scientific Research 31
1 INTRODUCING Five Characteristics of Quality Scientific Research 32
PSYCHOLOGICAL Scientific Measurement: Objectivity, Reliability,
and Validity 32
SCIENCE 1
Generalizability of Results 34
Sources of Bias in Psychological Research 35
Module 1.1 :: The Science
Working the Scientific Literacy Model: Demand
of Psychology 2
Characteristics and Participant Behaviour 36
The Scientific Method 3
Techniques That Reduce Bias 38
Hypotheses: Making Predictions 3
Psych @ The Hospital: The Placebo Effect 38
Theories: Explaining Phenomena 4
Sharing the Results 39
The Biopsychosocial Model 5
Replication 40
Quick Quiz 1.1a 5
Quick Quiz 2.1a 40
Building Scientific Literacy 6
Five Characteristics of Poor Research 40
Working the Scientific Literacy Model:
Quick Quiz 2.1b 42
How We Learn and Remember 7
Module Summary 43
Critical Thinking, Curiosity, and a Dose of Healthy Skepticism 9
Myths in Mind: Abducted by Aliens! 10 Module 2.2 :: Scientific Research Designs 44
Quick Quiz 1.1b 10
Descriptive Research 45
Module Summary 11 Case Studies 45
Working the Scientific Literacy Model:
Module 1.2 :: How Psychology Became a Science 12
Case Studies as a Form of Scientific Research 46
Psychology’s Philosophical and Scientific Origins 13
Naturalistic Observation 47
Influences from the Ancients: Philosophical Insights into Behaviour 13
Surveys and Questionnaires 48
Influences from Physics: Experimenting with the Mind 14
Quick Quiz 2.2a 49
Influences from Evolutionary Theory: The
Correlational Research 49
Adaptive Functions of Behaviour 16
Myths in Mind: Beware of Illusory Correlations 50
Influences from Medicine: Diagnoses and Treatments 16
Quick Quiz 2.2b 51
The Influence of Social Sciences: Measuring
and Comparing Humans 18 Experimental Research 51
Quick Quiz 1.2a 19 The Experimental Method 51
The Beginnings of Contemporary Psychology 19 The Quasi-Experimental Method 52
Structuralism and Functionalism: Converging Operations 53
The Beginnings of Psychology 20 Quick Quiz 2.2c 53
The Rise of Behaviourism 21 Module Summary 54
Humanistic Psychology Emerges 22
The Brain and Behaviour 23 Module 2.3 :: Ethics in Psychological Research 55
The Cognitive Revolution 24 Promoting the Welfare of Research Participants 56
Social and Cultural Influences 25 Weighing the Risks and Benefits of Research 56
Quick Quiz 1.2b 27 Obtaining Informed Consent 57
Module Summary 28 The Right to Anonymity and Confidentiality 58
Work the Scientific Literacy Model 29 The Welfare of Animals in Research 58

ix
 Working the Scientific Literacy Model: The Chemical Messengers: Neurotransmitters and Hormones 97
Animal Models of Disease 59 Types of Neurotransmitters 98
REBS for Animal-Based Research 61 Working the Scientific Literacy Model: Pain and Substance P 100
Quick Quiz 2.3a 61 Drug Effects on Neurotransmission 101
Ethical Collection, Storage, and Reporting of Data 61 Hormones and the Endocrine System 102
Quick Quiz 2.3b 62 Neurons in Context 103
Module Summary 63 Quick Quiz 3.2b 103
Module Summary 104
Module 2.4 :: A Statistical Primer 64
Descriptive Statistics 65 Module 3.3 :: Structure and Organization
Frequency 65 of the Nervous System 105
Central Tendency 65 Divisions of the Nervous System 106
Variability 67 The Central Nervous System 106
Quick Quiz 2.4a 68 The Peripheral Nervous System 106
Hypothesis Testing: Evaluating the Outcome of the Study 69 Quick Quiz 3.3a 108
Working the Scientific Literacy Model: Statistical Significance 70 The Brain and Its Structures 108
Quick Quiz 2.4b 71 The Hindbrain: Sustaining the Body 108
Module Summary 72 The Midbrain: Sensation and Action 109
Work the Scientific Literacy Model 73 The Forebrain: Emotion, Memory, and Thought 110
The Cerebral Cortex 111
The Four Lobes 112
3 BIOLOGICAL Psych @ The Gym 114
PSYCHOLOGY 74 Left Brain, Right Brain: Hemispheric Specialization 115
The Changing Brain: Neuroplasticity 116
Module 3.1 :: Genetic and Evolutionary
Working the Scientific Literacy Model: Neuroplasticity
Perspectives on Behaviour 75
and Recovery from Brain Injury 117
Heredity and Behaviour 76
Quick Quiz 3.3b 118
The Genetic Code 76
Module Summary 119
Behavioural Genomics: The Molecular Approach 78
Myths in Mind: Single Genes and Behaviour 78 Module 3.4 :: Windows to the Brain: Measuring
Behavioural Genetics: Twin and Adoption Studies 79 and Observing Brain Activity 120
Gene Expression and Behaviour 80 Insights from Brain Damage 121
Quick Quiz 3.1a 82 Lesioning and Brain Stimulation 121

Evolutionary Insights into Human Behaviour 82 Quick Quiz 3.4a 122

Evolutionary Psychology 83 Structural and Functional Neuroimaging 122

Intra- and Intersexual Selection 83 Structural Neuroimaging 123

Working the Scientific Literacy Model: Ruby Red Functional Neuroimaging 124
Lipstick and That Sexy Red Dress 85 Working the Scientific Literacy Model:
Evolution, the Brain, and Behaviour 87 Functional MRI and Behaviour 125

Evolution and Cognition 88 Quick Quiz 3.4b 127

Biopsychosocial Perspectives: Hunters and Gatherers: Module Summary 128

Men,Women, and Spatial Memory 89 Work the Scientific Literacy Model 129
Quick Quiz 3.1b 90
Module Summary 91
4 SENSATION AND
Module 3.2 :: How the Nervous System Works: PERCEPTION 130
Cells and Neurotransmitters 92
Neural Communication 93 Module 4.1 :: Sensation and
The Neuron 93 Perception at a Glance 131
Glial Cells 94 Sensing the World Around Us 132
Myths in Mind: We Are Born with All the Brain Stimulus Thresholds 134
Cells We Will Ever Have 95 Signal Detection 135
The Neuron’s Electrical System: Resting and Action Potentials 95 Myths in Mind: Setting the Record Straight on Subliminal Messaging 136
Quick Quiz 3.2a 97 Quick Quiz 4.1a 137

x :: Contents
 Perceiving the World Around Us 137
Gestalt Principles of Perception 137
Working the Scientific Literacy Model:
Backward Messages in Music 139
Attention and Perception 140
Quick Quiz 4.1b 141
Module Summary 142
Module 4.2 :: The Visual System 143
The Human Eye 144
How the Eye Gathers Light 144
The Structure of the Eye 145
Common Visual Disorders 148
Quick Quiz 4.2a 149
Visual Perception and the Brain 149
The Ventral Stream 150
Working the Scientific Literacy Model:
Are Faces Special? 151
The Dorsal Stream 153
Depth Perception 154
Psych @ The Artist’s Studio 156
Quick Quiz 4.2b 157
Module Summary 158
Module 4.3 :: The Auditory System 159
Sound and the Structures of the Ear 160
Sound 160
The Human Ear 160
Quick Quiz 4.3a 162
The Perception of Sound 162
Sound Localization: Finding the Source 162
Theories of Pitch Perception 162
Auditory Perception and the Brain 164
The Perception of Music 164
Working the Scientific Literacy Model:
Music, Emotion, and Advertising 165
Quick Quiz 4.3b 166
Module Summary 167
Module 4.4 :: Touch and the Chemical Senses 168
The Sense of Touch 169
Feeling Pain 170
Working the Scientific Literacy Model:
Empathy and Pain 171
Phantom Limb Pain 172
Quick Quiz 4.4a 173
The Chemical Senses: Taste and Smell 173
The Gustatory System: Taste 173
The Olfactory System: Smell 175
Multimodal Integration 175
Quick Quiz 4.4b 177
Module Summary 178
Work the Scientific Literacy Model 179
5 CONSCIOUSNESS 180
Module 5.1 :: Biological
Rhythms of Consciousness:
Wakefulness and Sleep 181
What Is Sleep? 182
Biological Rhythms 182
The Stages of Sleep 183
Quick Quiz 5.1a 185
Why We Need Sleep 185
Theories of Sleep 185
Sleep Deprivation and Sleep Displacement 186
Quick Quiz 5.1b 189
Theories of Dreaming 189
The Psychoanalytic Approach 189
The Activation–Synthesis Hypothesis 189
Working the Scientific Literacy Model: Dreams,
REM Sleep, and Learning 190
Quick Quiz 5.1c 192
Disorders and Problems with Sleep 192
Insomnia 192
Nightmares and Night Terrors 193
Movement Disturbances 193
Sleep Apnea 194
Narcolepsy 195
Overcoming Sleep Problems 195
Quick Quiz 5.1d 196
Module Summary 197
Module 5.2 :: Altered States of Consciousness: Hypnosis,
Meditation, and Disorders of Consciousness 198
Hypnosis 199
Theories of Hypnosis 199
Applications of Hypnosis 200
Myths in Mind: Recovering Lost Memories through Hypnosis 201
Quick Quiz 5.2a 201
Meditation 201
Types of Meditation 201
Meditation, Cognition, and Emotion 202
Quick Quiz 5.2b 203
Disorders of Consciousness 203
Working the Scientific Literacy Model: Assessing Consciousness
in the Vegetative State 205
Quick Quiz 5.2c 208
Module Summary 208
Module 5.3 :: Drugs and Conscious Experience 209
Physical and Psychological Effects of Drugs 210
Short-Term Effects 210
Long-Term Effects 211
Quick Quiz 5.3a 212
Commonly Abused Illegal Drugs 213
Stimulants 213

Contents :: xi
 Hallucinogens 214 Applications of Operant Conditioning 251
Biopsychosocial Perspectives: Recreational and Shaping 251
Spiritual Uses of Salvia divinorum 215 Psych @ The Special Needs Classroom 251
Marijuana 216 Schedules of Reinforcement 251
Working the Scientific Literacy Model: Marijuana, Working the Scientific Literacy Model:
Memory, and Cognition 217 Reinforcement and Superstition 253
Quick Quiz 5.3b 219 Applying Punishment 255
Legal Drugs and Their Effects on Consciousness 219 Are Classical and Operant Learning Distinct Events? 256
Sedatives 219 Quick Quiz 6.2b 256
Prescription Drug Abuse 219 Module Summary 257
Alcohol 221
Psych @ University Parties 221 Module 6.3 :: Cognitive and Observational
Why Are Some Drugs Legal and Others Illegal? 222 Learning 258

Quick Quiz 5.3c 222 Cognitive Perspectives on Learning 259

Module Summary 223 Latent Learning 259

Work the Scientific Literacy Model 224 S-O-R Theory of Learning 260
Quick Quiz 6.3a 260
Observational Learning 260
6 LEARNING 225 Processes Supporting Observational Learning 261
Myths in Mind:Teaching Is Uniquely Human 262
Module 6.1 :: Classical Conditioning:
Imitation and Observational Learning 263
Learning by Association 226
Working the Scientific Literacy Model: Linking
Pavlov’s Dogs: Classical Conditioning
Media Exposure to Behaviour 263
of Salivation 227
Mirror Neurons 266
Classical Conditioning and the Brain 229
Biopsychosocial Perspectives:Violence,
Quick Quiz 6.1a 230
Video Games, and Culture 266
Processes of Classical Conditioning 230
Quick Quiz 6.3b 267
Acquisition, Extinction, and Spontaneous Recovery 230
Module Summary 267
Stimulus Generalization and Discrimination 231
Work the Scientific Literacy Model 268
Quick Quiz 6.1b 232
Applications of Classical Conditioning 232
Conditioned Emotional Responses 232
7 MEMORY 269
Evolutionary Role for Fear Conditioning 234
Conditioned Taste Aversions 235 Module 7.1 :: Memory Systems 270
Working the Scientific Literacy Model: Conditioning The Atkinson-Shiffrin Model 271
and Negative Political Advertising 236 Sensory Memory 272
Quick Quiz 6.1c 239 Short-Term Memory and the
Learning without Awareness 239 Magical Number 7 273
Drug Use and Tolerance 239 Long-Term Memory 274
Sexual Arousal 240 Working the Scientific Literacy Model: Distinguishing
The Paradox of “Diet” Beverages 240 Short-Term from Long-Term Memory Stores 275

Quick Quiz 6.1d 241 Quick Quiz 7.1a 277

Module Summary 242 The Working Memory Model:

An Active STM System 278
Module 6.2 :: Operant Conditioning: Learning The Phonological Loop 278
through Consequences 243 The Visuospatial Sketchpad 278
Processes of Operant Conditioning 244 The Episodic Buffer 279
Reinforcement and Punishment 244 The Central Executive 279
Positive and Negative Reinforcement and Punishment 246 Quick Quiz 7.1b 280
Primary and Secondary Reinforcers 247 Long-Term Memory Systems: Declarative and
Discrimination and Generalization 249 Nondeclarative Memories 280
Delayed Reinforcement and Extinction 249 Declarative Memory 280
Reward Devaluation 249 Nondeclarative Memory 281
Quick Quiz 6.2a 250 Quick Quiz 7.1c 282

xii :: Contents
 The Cognitive Neuroscience of Memory 282
Memory at the Neural Level 282
Memory, the Brain, and Amnesia 283
Quick Quiz 7.1d 285
Module Summary 286
Module 7.2 :: Encoding and Retrieving Memories 287
Encoding and Retrieval 288
Rehearsal: The Basics of Encoding 288
Levels of Processing 289
Retrieval 290
Working the Scientific Literacy Model:
Context-Dependent Memory 290
State-Dependent Learning 292
Mood-Dependent Learning 293
Quick Quiz 7.2a 293
Emotional Memories 293
Flashbulb Memories 295
Myths in Mind: The Accuracy of Flashbulb Memories
Quick Quiz 7.2b 296
Forgetting and Remembering 296
The Forgetting Curve: How Soon We Forget . . . 296
Mnemonics: Improving Your Memory Skills 297
Quick Quiz 7.2c 299
Module Summary 300
Module 7.3 :: Constructing and Reconstructing Memories 301
How Memories Are Organized and Constructed 302
The Schema: An Active Organization Process 302
Working the Scientific Literacy Model: How
Schemas Influence Memory 302
Biopsychosocial Perspectives:Your Earliest Memories 304
Quick Quiz 7.3a 305
Memory Reconstruction 305
The Perils of Eyewitness Testimony 305
Psych @ Court: Is Eyewitness Testimony Reliable? 307
Imagination and False Memories 307
Creating False Memories in the Laboratory 308
The Danger of False Remembering 309
Quick Quiz 7.3b 310
Module Summary 311
Work the Scientific Literacy Model 312
THOUGHT AND
8 LANGUAGE 313
Module 8.1 :: The Organization
of Knowledge 314
Concepts and Categories 315
Classical Categories: Definitions
and Rules 315
Prototypes: Categorization by Comparison 316
Networks and Hierarchies 316
Working the Scientific Literacy Model: Categories and the Brain 317
Categorization and Experience 319
Quick Quiz 8.1a 320
Culture and Categories 320
Biopsychosocial Perspectives: Culture and Categorical Thinking 320
Myths in Mind: How Many Words for Snow? 322
Quick Quiz 8.1b 322
Module Summary 323
Module 8.2 :: Problem Solving, Judgment,
and Decision Making 324
Defining and Solving Problems 325
Problem-Solving Strategies and Techniques 325
Cognitive Obstacles 326
Quick Quiz 8.2a 326
Judgment and Decision Making 327
Representativeness and Availability 327
Anchoring Effects 329
296 Framing Effects 330
Belief Perseverance and Confirmation Bias 330
Working the Scientific Literacy Model: Maximizing
and Satisficing in Complex Decisions 332
Psych @ Decision Making and Neuromarketing 333
Quick Quiz 8.2b 334
Module Summary 335
Module 8.3 :: Language and Communication 336
What Is Language? 337
Early Studies of Language 337
Properties of Language 338
Phonemes and Morphemes: The Basic Ingredients of Language 339
Syntax: The Language Recipe 340
Pragmatics: The Finishing Touches 340
Quick Quiz 8.3a 341
The Development of Language 341
Infants, Sound Perception, and Language Acquisition 341
Producing Spoken Language 342
Sensitive Periods for Language 342
The Bilingual Brain 344
Quick Quiz 8.3b 344
Genes, Evolution, and Language 344
Working the Scientific Literacy Model: Genes and Language 345
Can Animals Use Language? 346
Quick Quiz 8.3c 348
Module Summary 349
Work the Scientific Literacy Model 350
9 INTELLIGENCE
TESTING 351
Module 9.1 :: Measuring Intelligence 352
Different Approaches to
Intelligence Testing 353
Contents :: xiii
 Intelligence and Perception: Galton’s Anthropometric Approach 353 Module Summary 389
Intelligence and Thinking: The Stanford-Binet Test 354 Work the Scientific Literacy Model 390
The Wechsler Adult Intelligence Scale 355
Raven’s Progressive Matrices 355
10 LIFESPAN
Quick Quiz 9.1a 356
DEVELOPMENT 391
The Chequered Past of Intelligence Testing 357
IQ Testing and the Eugenics Movement 357 Module 10.1 :: Physical Development
The Race and IQ Controversy 358 from Conception through Infancy 392
Problems with the Racial Superiority Interpretation 359 Methods for Measuring
Working the Scientific Literacy Model: Beliefs about Intelligence 360 Developmental Trends 393

Quick Quiz 9.1b 362 Patterns of Development: Stages and Continuity 393

Module Summary 363 The Importance of Sensitive Periods 393

Quick Quiz 10.1a 394
Module 9.2 :: Understanding Intelligence 364
Zygotes to Infants: From One Cell to Billions 394
Intelligence as a Single, General Ability 365
Fertilization and Gestation 394
Spearman’s General Intelligence 365
Fetal Brain Development 395
Does g Tell Us the Whole Story? 366
Nutrition, Teratogens, and Fetal Development 396
Quick Quiz 9.2a 367
Working the Scientific Literacy Model: The Long-Term Effects
Intelligence as Multiple, Specific Abilities 367 of Premature Birth 397
The Hierarchical Model of Intelligence 368 Quick Quiz 10.1b 399
Working the Scientific Literacy Model: Testing for Myths in Mind: Vaccinations and Autism 399
Fluid and Crystallized Intelligence 369
Sensory and Motor Development in Infancy 399
Sternberg’s Triarchic Theory of Intelligence 371
Motor Development in the First Year 400
Gardner’s Theory of Multiple Intelligences 371
Quick Quiz 10.1c 403
Myths in Mind: Learning Styles 372
Module Summary 404
Psych @ The NFL Draft 373
Quick Quiz 9.2b 374 Module 10.2 :: Infancy and Childhood: Cognitive
and Emotional Development 405
The Battle of the Sexes 374
Cognitive Changes: Piaget’s Cognitive Development Theory 406
Do Males and Females Have Unique Cognitive Skills? 375
The Sensorimotor Stage: Living in the Material World 407
Quick Quiz 9.2c 376
The Preoperational Stage: Quantity and Numbers 407
Module Summary 376
The Concrete Operational Stage: Using Logical Thought 408
Module 9.3 :: Biological, Environmental, and
The Formal Operational Stage: Abstract
Behavioural Influences on Intelligence 377
and Hypothetical Thought 408
Biological Influences on Intelligence 378
Working the Scientific Literacy Model: Evaluating Piaget 409
The Genetics of Intelligence: Twin and Adoption Studies 378
Complementary Approaches to Piaget 410
The Heritability of Intelligence 378
Quick Quiz 10.2a 411
Behavioural Genomics 380
Social Development: Attachment, Personality,
Working the Scientific Literacy Model: Brain Size and Intelligence 381 and Reading Others 411
Quick Quiz 9.3a 382 Types of Attachment 411
Environmental Influences on Intelligence 383 Self Awareness 414
Birth Order 383 Prosocial Behaviour 415
Socioeconomic Status 383 Quick Quiz 10.2b 417
Nutrition 384 Parenting 417
Stress 384 Module Summary 419
Education 384
Module 10.3 :: Adolescence 420
The Flynn Effect: Is Everyone Getting Smarter? 385
Physical Changes in Adolescence 421
Myths in Mind: Can the Media Make Babies Smarter? 386
Emotional Challenges in Adolescence 422
Quick Quiz 9.3b 386
Quick Quiz 10.3a 423
Behavioural Influences on Intelligence 387
Working the Scientific Literacy Model: Adolescent
Brain Training Programs 387 Risk and Decision Making 424
Nootropic Drugs 387 Cognitive Development: Moral Reasoning vs. Emotions 425
Meditation 388 Kohlberg’s Moral Development: Learning Right from Wrong 425
Quick Quiz 9.3c 388 Biopsychosocial Perspectives: Emotion and Disgust 427

xiv :: Contents
 Social Development: Identity and Relationships 427 Sex and Technology 462
Who Am I? Identity Formation During Adolescence 428 Working the Scientific Literacy Model:
Peer Groups 428 Does Sex Sell? 463

Romantic Relationships 429 Quick Quiz 11.2c 464

Quick Quiz 10.3b 429 Module Summary 465

Module Summary 430
Module 11.3 :: Social and Achievement Motivation 466
Belongingness and Love Needs 467
Module 10.4 :: Adulthood and Aging 431
Hierarchy of Needs 467
Emerging Adults: Moving from Adolescence to Adulthood 432
Belonging Is a Need, Not a Want 467
Physical Changes in Adulthood 432
Love 468
Quick Quiz 10.4a 433
Working the Scientific Literacy Model: Aging Love and Commitment 469
and Cognitive Change 434 Quick Quiz 11.3a 470
Psych @ The Driver’s Seat 435 Achievement Motivation 470
Psychosocial Development across the Lifespan 435 Self-Determination Theory 471
Social Development: Intimacy and Generativity 437 Extrinsic and Intrinsic Motivation 471
Love and Marriage 437 A Continuum of Motivation 472
Parenting 439 Working the Scientific Literacy Model: Framing,
Values, and Pro-Environmental Messages 473
Career 439
Quick Quiz 11.3b 475
Emotional Changes 439
Module Summary 476
Quick Quiz 10.4b 440
Module Summary 441 Module 11.4 :: Emotion 477
Work the Scientific Literacy Model 442 Physiology of Emotion 478
The Initial Response 478
The Autonomic Response: Fight or Flight? 478
11 MOTIVATION AND
The Emotional Response: Movement 479
EMOTION 443 Emotional Regulation 480
Quick Quiz 11.4a 480
Module 11.1 :: Hunger and Eating 444
Experiencing Emotions 480
Physiological Aspects of Hunger 445
Working the Scientific Literacy Model: The Two-
Quick Quiz 11.1a 447 Factor Theory of Emotion 483
Psychological Aspects of Hunger 447 Quick Quiz 11.4b 485
Attention and Eating 448 Expressing Emotions 485
Eating and the Social Context 448 Emotional Faces and Bodies 485
Quick Quiz 11.1b 449 Culture, Emotion, and Display Rules 487
Disorders of Eating 450 Quick Quiz 11.4c 488
Obesity 450 Module Summary 489
Anorexia and Bulimia 450 Work the Scientific Literacy Model 490
Working the Scientific Literacy Model: The Effect
of Media Depictions of Beauty on Body Image 452
Quick Quiz 11.1c 453
12 PERSONALITY 491
Module Summary 454
Module 12.1 :: Contemporary
Module 11.2 :: Sex 455 Approaches to Personality 492
Human Sexual Behaviour: Psychological Influences 456 The Trait Perspective 493
Psychological Measures of Sexual Motivation 456 The Five Factor Model 494
Myths in Mind: Sex after Sixty? 457 Beyond the Big Five: The Personality of Evil? 496
Quick Quiz 11.2a 458 Working the Scientific Literacy Model: Right-Wing Authoritarianism
Human Sexual Behaviour: Physiological Influences 458 at the Group Level 498
Physiological Measures of Sex 458 Psych @ Test Yourself! 499
Sexual Orientation: Biology and Environment 459 Personality Traits over the Lifespan 499
Quick Quiz 11.2b 461 Personality Traits and States 501
Human Sexual Behaviour: Cultural Influences 461 Quick Quiz 12.1a 502

Contents :: xv
 Behaviourist and Social-Cognitive Perspectives 502 Mimicry 540
Quick Quiz 12.1b 504 Group Dynamics: Social Loafing and Social Facilitation 542
Module Summary 505 Groupthink 544
The Asch Experiments: Conformity 545
Module 12.2 :: Cultural and Biological
Approaches to Personality 506 Working the Scientific Literacy Model: Examining
Why People Conform: Seeing Is Believing 546
Culture and Personality 507
Quick Quiz 13.1a 548
Universals and Differences across Cultures: The Big Five 507
The Bystander Effect: Situational Influences
Personality Structures in Different Cultures 507 on Helping Behaviour 548
Comparing Personality Traits between Nations 508 Social Roles: The Stanford Prison Study 551
Challenges in Cross-Cultural Research 508
Obedience to Authority: The Milgram Experiment 553
Biopsychosocial Perspectives: How Culture Shapes Our
Quick Quiz 13.1b 556
Development: Cultural Differences in the Self 509
Module Summary 557
Quick Quiz 12.2a 510
How Genes Affect Personality 511 Module 13.2 :: Social Cognition 558
Twin Studies 511 Person Perception 560
Working the Scientific Literacy Model: From Molecules to Personality 512 Thin Slices of Behaviour 560
Quick Quiz 12.2b 514 Self-Fulfilling Prophecies and Other Consequences
The Role of Evolution in Personality 514 of First Impressions 561

Animal Behaviour: The Evolutionary Roots of Personality 514 The Self in the Social World 561
Why There Are So Many Different Personalities: Projecting the Self onto Others: False
The Evolutionary Explanation 515 Consensus and Naive Realism 562

Myths in Mind: Men Are from Mars,Women Are from Venus 516 Self-Serving Biases and Attributions 562

Quick Quiz 12.2c 516 Ingroups and Outgroups 563

The Brain and Personality 517 Quick Quiz 13.2a 564

Extraversion and Arousal 517 Stereotypes, Prejudice, and Discrimination 565

Contemporary Research: Images of Personality in the Brain 518 Myths in Mind: Are Only Negative Aspects of
Stereotypes Problematic? 565
Quick Quiz 12.2d 519
Prejudice in a Politically Correct World? 565
Module Summary 520
Working the Scientific Literacy Model: Explicit
Module 12.3 :: Psychodynamic and Humanistic versus Implicit Measures of Prejudice 566
Approaches to Personality 521 Psych @ The Law Enforcement Academy 568
The Psychodynamic Perspective 523 Quick Quiz 13.2b 569
Unconscious Processes and Psychodynamics 523 Improving Intergroup Relations 569
The Structure of Personality 524 Module Summary 570
Defence Mechanisms 525
Module 13.3 :: Attitudes, Behaviour, and
Personality Development: The Psychosexual Stages 526 Effective Communication 571
Exploring the Unconscious with Projective Tests 529 Changing People’s Behaviour 572
Working the Scientific Literacy Model: Perceiving Persuasion: Changing Attitudes through Communication 572
Others as a Projective Test 530
Using the Central Route Effectively 573
Quick Quiz 12.3a 531
Make It Personal 573
Alternatives to the Psychodynamic Approach 532
Working the Scientific Literacy Model: The
Quick Quiz 12.3b 533 Identifiable Victim Effect 574
Humanistic Perspectives 533 Value Appeals 577
Quick Quiz 12.3c 534 Preaching or Flip-Flopping? One-Sided vs. Two-Sided Messages 577
Module Summary 535 Emotions in the Central Route 577
Work the Scientific Literacy Model 536 Using the Peripheral Route Effectively 578
Authority 578

13 SOCIAL Social Validation 579

PSYCHOLOGY 537 Reciprocity 579

Consistency 579

Module 13.1 :: The Power of the Situation: The Attitude-Behaviour Feedback Loop 580
Social Influences on Behaviour 538 Module Summary 583
The Person and the Situation 539 Work the Scientific Literacy Model 584

xvi :: Contents
 14 HEALTH, STRESS, AND Perceived Control 618
Working the Scientific Literacy Model:
COPING 585 Compensatory Control and Health 619
Quick Quiz 14.3b 620
Module 14.1 :: Behaviour and Health 586
Module Summary 621
Smoking 587
Work the Scientific Literacy Model 622
Working the Scientific Literacy Model:
Media Exposure and Smoking 588
Efforts to Prevent Smoking 589
15 PSYCHOLOGICAL
Quick Quiz 14.1a 590
DISORDERS 623
Obesity 590
Defining Healthy Weights and Obesity 591
Module 15.1 :: Defining and Classifying
Genetics and Body Weight 591 Psychological Disorders 624
The Sedentary Lifestyle 592 Defining Abnormal Behaviour 626
Social Factors 593 Psychology’s Puzzle: How to Diagnose Psychological Disorders 627
Psychology and Weight Loss 593 Working the Scientific Literacy Model: Labelling
Biopsychosocial Perspectives: Obesity 593 and Mental Disorders 629
Quick Quiz 14.1b 594 Quick Quiz 15.1a 631
Psychosocial Influences on Health 594 Applications of Psychological Diagnoses 631
Poverty and Discrimination 595 The Mental Disorder Defence (aka the Insanity Defence) 631
Family and Social Environment 595 Biopsychosocial Perspectives: Symptoms,Treatments, and Culture 632
Social Contagion 596 Quick Quiz 15.1b 633
Quick Quiz 14.1c 596 Module Summary 634
Module Summary 597
Module 15.2 :: Personality and Dissociative Disorders 635
Module 14.2 :: Stress and Illness 598 Defining and Classifying Personality Disorders 636
What Causes Stress? 599 Borderline Personality 636

Physiology of Stress 601 Narcissistic Personality 637

The Stress Pathways 602 Histrionic Personality 637

Oxytocin: To Tend and Befriend 603 Working the Scientific Literacy Model:
Antisocial Personality Disorder 637
Quick Quiz 14.2a 603
The Biopsychosocial Approach to Personality Disorders 640
Stress, Immunity, and Illness 604
Comorbidity and Personality Disorders 640
Working the Scientific Literacy Model: Hormones,
Relationships, and Health 604 Quick Quiz 15.2a 641

Stress, Food, and Heart Disease 606 Dissociative Identity Disorder 641
Myths in Mind: Stress and Ulcers 606 Quick Quiz 15.2b 643

AIDS 607 Module Summary 644

Cancer 607 Module 15.3 :: Anxiety, Depressive, and
Quick Quiz 14.2b 607 Obsessive-Compulsive Disorders 645
Stress, Personality, and Illness 608 Anxiety Disorders 646
Quick Quiz 14.2c 609 Varieties of Anxiety Disorders 646
Module Summary 609 Working the Scientific Literacy Model: Specific Phobias 647
The Vicious Cycle of Anxiety Disorders 650
Module 14.3 :: Coping and Well-Being 610
Obsessive–Compulsive Disorder (OCD) 650
Coping 611
Quick Quiz 15.3a 652
Positive Coping Strategies 611
Mood Disorders 652
Optimism and Pessimism 612
Major Depression and Bipolar Disorder 653
Personality and Coping 613
Cognitive and Neurological Aspects of Depression 653
Resilience 613
Sociocultural Influences on Mood Disorders 655
Meditation, Relaxation, and Biofeedback 614
Suicide 655
Psych @ Church 616
Psych @ The Suicide Helpline 656
Exercise 617
Quick Quiz 15.3b 656
Quick Quiz 14.3a 617
Module Summary 657

Contents :: xvii
Module 15.4 :: Schizophrenia 658 Modern Psychodynamic Therapies 683
Symptoms and Types of Schizophrenia 659 Humanistic-Existential Psychotherapy 683
Myths in Mind: Schizophrenia Is Not a Sign Evaluating Insight Therapies 684
of Violence or Genius 661 Quick Quiz 16.2a 685
Quick Quiz 15.4a 662 Behavioural, Cognitive, and Group Therapies 686
Explaining Schizophrenia 662 Systematic Desensitization 686
Genetics 662 Working the Scientific Literacy Model: Virtual Reality Therapies 687
Schizophrenia and the Nervous System 663 Aversive Conditioning 688
Environmental and Cultural Influences on Schizophrenia 664 Cognitive-Behavioural Therapies 688
Working the Scientific Literacy Model: The Mindfulness-Based Cognitive Therapy 689
Neurodevelopmental Hypothesis 665
Group and Family Therapies 691
Quick Quiz 15.4b 666
Evaluating Cognitive-Behavioural Therapies 691
Module Summary 667
Quick Quiz 16.2b 692
Work the Scientific Literacy Model 668
Module Summary 693

Module 16.3 :: Biomedical Therapies 694

16 THERAPIES 669
Drug Treatments 695
Antidepressants and Mood Stabilizers 696
Module 16.1 :: Treating
Psychological Disorders 670 Myths in Mind: Antidepressant Drugs Are Happiness Pills 697
Barriers to Psychological Treatment 671 Working the Scientific Literacy Model: Is St. John’s Wort Effective? 697
Stigma About Mental Illness 672 Antianxiety Drugs 698
Gender Roles 672 Antipsychotic Drugs 698
Logistical Barriers: Expense and Availability 672 Evaluating Drug Therapies 699
Involuntary Treatment 673 Quick Quiz 16.3a 700
Quick Quiz 16.1a 673 Biopsychosocial Perspectives: Exercise and Depression 700
Mental Health Providers and Settings 673 Technological and Surgical Methods 701
Mental Health Providers 674 Focal Lesions 702
Inpatient Treatment and Deinstitutionalization 674 Electroconvulsive Therapy 702
Outpatient Treatment and Prevention 675 Transcranial Magnetic Stimulation 703
Psych @ The University Mental Health Deep Brain Stimulation 703
Counselling Centre 676 When Are Technological and Surgical Methods Used? 703
Quick Quiz 16.1b 676 Quick Quiz 16.3b 704
Evaluating Treatments 676 Module Summary 705
Empirically Supported Treatments 676 Work the Scientific Literacy Model 706
Working the Scientific Literacy Model:
Can Self-Help Treatments Be Effective? 677
Answer Key ANS-1
Quick Quiz 16.1c 679
Glossary G-1
Module Summary 680
References R-1

Module 16.2 :: Psychological Therapies 681 Credits C-1

Insight Therapies 682 Name Index NI-1

Psychoanalysis: Exploring the Unconscious 682 Subject Index SI-1

xviii : : Contents
 From the Authors
A well-rounded university education requires a healthy dose of science. This means not just a memorized
list of scientific terms and famous names, but rather the abilities and disposition that allow students to
encounter, understand, and evaluate scientific as well as nonscientific claims. This is true regardless of an
individual’s personal and career goals. As this text and MyPsychLab program emphasize, the science of psy-
chology reaches across disciplinary boundaries and addresses numerous complex issues affecting individuals
and society.To effectively use what they learn about psychology, students need to carry with them a scientific
perspective. An Introduction to Psychological Science is written from the perspective of scientific literacy—the
ability not only to define scientific terminology, but also to understand how it functions, to critically evaluate
it, and to apply it to personal and societal matters.
Psychological science is in a privileged position to help students hone their scientific literacy. It is both a
rigorous scientific discipline and a field that studies the most complex of all phenomena: the behavioural,
cognitive, and biological basis of behaviour. With this focus on behaviour, one can rightly argue that psychol-
ogy resides at the hub or core of numerous other scientific disciplines; it also shares connections with
neuroscience, education, and public health, to name a few linkages. From this perspective, the knowledge
acquired by studying psychological science should transfer and apply to many other fields.This is great news
when you consider that psychology is one of few science courses that many undergraduates will ever take.
To make scientific literacy the core of our text and MyPsychLab, we developed content and features with the
model shown in the graphic as a guide.The competencies that surround the scientific literacy core represent
different knowledge or skill sets we want to work toward during the course. The multidirectional nature of
the arrows connecting the four supporting themes for scientific literacy demonstrates the interrelatedness
of the competencies, which span both core-level skills, such as knowing general information (e.g., terms, con-
cepts), and more advanced skills, such as knowing how to explain phenomena from a scientific perspective,
critical thinking, and application of material.
We used this model in developing all aspects of this program, the topics included in the book, the execution
of the writing, the learning objectives we established, the quizzes, and other features. We believe a scien-
tific literacy perspective and model will prove useful in addressing two course needs we often hear from
instructors—to provide students with a systematic way to categorize the overwhelming amount of infor-
mation they are confronted with, and to cultivate their curiosity and help them understand the relevance,
practicality, and immense appeal of psychological science.
We thank the many instructors and students who have helped us craft
Knowledge Gathering this model and apply it to our discipline, and we look forward to
your feedback. Please feel free to contact us and share your
What do we
know about this? experiences with the Canadian edition of An Introduction to
Psychological Science.

Application Scientific
Explanation Mark Krause
Scientific krausema@sou.edu
Why is How can
this Literacy science
relevant? explain it?
Dan Corts
danielcorts@augustana.edu
Stephen Smith
s.smith@uwinnipeg.ca
Critical Thinking
Dan Dolderman
Can we critically doldermanuoft@gmail.com
evaluate the evidence?

xix
 Content and Features
Students in the general psychology course are inundated with many disparate
pieces of information at a time when they are still developing the
skills and strategies for organizing and making sense of that
information. How do the scientific literacy model
and supporting features in An Introduction
to Psychological Science address this
issue?
Modules
Chapters are divided into
modules to make it easier
for students to organize
content as well as to self-
test and review their learning at regu-
lar intervals. It also transforms lengthy
chapters into nice “bite-sized” chunks
of information that students can read
in a single sitting (e.g., between classes).
For instructors, the modular content
makes it easy to customize delivery
based on their preferred syllabus.
Learning Objectives
Learning Objectives organized around an
updated Bloom’s taxonomy aim to guide
students to higher-level understanding.
Summaries of the key points related to
these objectives are provided at the end
of each module. Objectives are listed at
four levels of increasing complexity: know,
understand, apply, and analyze.
xx
Knowledge Gathering
What do we
know about this?
Introductory psychology courses
cover a vast amount of content
drawn from diverse specialty areas.
The organization of the material is
central to helping students absorb
this content.
Roberto A Sanchez/iStockphoto
Module
M
3.1
3 Genetic and Evolutionary Perspectives
on Behaviour
Learning
Learr KNOW . . . UNDERSTAND . . .
U APPLY . . . ANALYZE . . .
Objectives
Obje
e The key terminology How twin and adoption
H Your knowledge of genes and Claims that scientists have located
After rreading related to genes, studies
st
t reveal relationships behaviour to hypothesize why a specific gene that controls a
this m
module inheritance, and between genes and behaviour
b a trait might be adaptive single trait or behaviour
you sshould evolutionary psychology
o y
ogy Explanations for cognitive gender
differences that are rooted in genetics
Psychologist
Psycho o Martie Haselton has given new wm meaning
eanin to the phrase dress Of course, evolutionary psychologists are quick to point out that females
for success
succ . She is not talking about professional
s on
sional advancement,
nal add however; are not alone in “signalling” their receptiveness for sexual activity. Males
rather,
ratherr she is referring to success in attracting
a ing a mate. Dr. Haselton is
acting provide numerous—if not more obvious—examples. Evolutionary psy-
an evolutionary
evoo psychologist—she studies how hhuman behaviour has
e how
es chologists might point out that body building, flaunting material assets,
evolved
evolvee to solve problems that relate to survival
u viva aand reproductive suc-
urvival and other public displays of strength and status are common male strat-
cess. As
choose
In
A part of her work, she has discovered
I one project, Dr. Haselton and her colleagues
e ed tthat
ere
choose are related to sexual motivation in some
haa the clothes people
s me subtle
su
u
es iinvited
ways.
nvi e female volunteers to
invite
the laboratory to participate in a study about personality,
p rson l sexuality, and health.
personal
egies for attracting mates. Researchers must ask themselves this ques-
tion: Is this behaviour just a coincidence? Or is this how the evolutionary
forces that allowed our species to survive for hundreds of thousands of
years are influencing our behaviour in the modern world? Evolutionary
psychologists like Dr. Haselton are building evidence to argue that how
The young women were not given any specific directio
directions
irect o about what to wear
and during their visit to the laboratory they agreed
g ed tto
greed
male and female volunteers viewed the photographs
thought the women in the photos had dressed
o be photographed. Later,
o raph to judge whether they
ographs
d to
o lolook
o k attractive. It turns out
we dress and how we send many other signals can be explained by evolu-
tionary principles, a topic we explore in this module.
Focus Questions
that women were rated as having dressed more o e attractively
ore attttracc when they were
in their peak level of fertility of the menstrual
u ccycle
ual yc e (Durante et al., 2008; 1 How is human behaviour influenced by genetic factors?
Haselton et al., 2007). The researchers suggested
s ed
stedd tthat
h t wearing such clothing
2 How has evolution played a role in modern-day human behaviour?
during the fertile phase of the menstrual cyclee wwasas aann attempt to be noticed
by a potential mate (although the women in the h sstudy
he tudy might disagree).
Knowledge
Module Summary
Module
3.1
Now that you have read this module you should
●
KNOW . . .
The key terminology related to genes, inheritance,
and evolutionary psychology:
behavioural genetics (p. 79)
behavioural genomics (p. 78)
chromosomes (p. 76)
genes (p. 76)
genotype (p. 76)
heritability (p. 79)
Roberto A Sanchez/iStockphoto
ANALYZE . . .
What d
dizygotic twins (p. 79)
DNA (deoxyribonucleic acid)
intersexual selection (p. 84)
intrasexual selection (p. 83)
know ab
(p. 76) monozygotic twins (p. 79) ● Claims that scientists have located a specific gene n
ne
epigenetics (p. 81) natural selection (p. 82) that controls a single trait or behaviour. As you o
ou
evolution (p. 82) phenotype (p. 76)
e
ell
learned in this module, most psychological traits, as well
le
as disorders such as Alzheimer’s disease, involve multiple
genes, some of which may not even yet be discovered. d
UNDERSTAND . . .
Module Summaries
(See the Myths in Mind feature on page 78.)
● Explanations for cognitive sex differences that are
● How twin and adoption studies reveal relationships
between genes and behaviour. Both methods measure rooted in genetics. The Biopsychosocial Perspectives
genetic, environmental, and interactive contributions to feature on page 89 summarized research showing that
behaviour. Twin studies typically compare monozygotic males have an advantage when it comes to a specific
mental rotation task. Given that this is a relatively
The major terms, concepts, and appli-
twins (genetically identical) and dizygotic twins (full
siblings sharing the prenatal environment) to estimate consistent sex difference, high testosterone levels are
heritability. Adoption studies compare adopted children to associated with better performance on the task, and the
their adoptive and biological parents. These designs allow male advantage has been found cross-culturally, it seems
plausible that this difference has a genetic basis. In future
researchers to determine heritability, a number between
0 and 1 that estimates the degree to which individual
differences in a trait (in a given population) are due to
genetic factors. A heritability of 1.0 would mean that genes
chapters we will return to issues and discussion of sex-
based differences in cognitive abilities (see Module 9.3). cations of the modules are reviewed in
contribute to 100% of individual differences. Many human
characteristics, including intelligence and personality,
60
Forced
Mutual
Choice Combo the Module Summaries. The summaries
% most distressed by infidelity
have heritability estimates typically ranging between
50 Choice
.40 and .70.
●
APPLY . . .
Your knowledge of genes and behaviour to develop
40 also return to and address the original
30
hypotheses about why a trait may be adaptive. Try
putting yourself in an evolutionary psychologist’s position
and answer the following two questions (check your
20 Learning Objectives from the beginning
answers on page ANS-1):
1. Many evolutionary psychologists claim that men are
more interested in a mate’s physical attractiveness
and youth, whereas women are more interested in
10
0
of the module and include application
Sexual or Emotional Aspects of
questions (with answers in the back of
qualities that contribute to childrearing success, such
emotional without sexual unfaithfulness:
as intelligence and wealth. If this is the case, then who infidelity infidelity or sexual or
do you think would express more jealousy over sexual
infidelity—men or women?
sexual without
emotional
emotional?
the book).
infidelity
2. Researchers (Cramer et al., 2008) asked volunteers to
Format of infidelity
rate how upset they would be by sexual infidelity in
a mate and then they plotted the results in the graph
shown in Figure 3.11. Do their results confirm your
hypothesis?
{fig. 3.11} Men’s and Women’s Reactions to Infidelity
Men find sexual infidelity more distressing than do women,
regardless of how a question is framed.
Application
 Another major set of forebrain structures
comprises the limbic system, an integrated net-
work involved in emotion and memory (Maclean,
1952; see Figure 3.25). One key structure in the
limbic system
y is the amygdalayg , which facilitates
memory fo ormation for emotio
formation tion
tio
i n events, mediates fear
io
emotional
responses, and appears too plapplay
a a role in recognizing
p
preting
and interpreting emotionion
onal sstimuli, including facial
on
emotional
n In addit
ns.
expressions. tion
io , th
addition, thee amygdala connects
u
uctures
with structures in
n tthe
he nervous
nerr system that are

Key Terms
Key Terms are defined within the narra-
tive, helping students place them in con-
text, and are then listed again within the
Module Summaries. A complete glossary Quick Quiz 3.1a
Heredity and Behaviour
is also included at the end of the text. 1 The chemical units that provide instructions on how

KNOW . . .
specific proteins are to be produced are called ________.
A chromosomes C genomic
B genes D autosomes

2
UNDERSTAND . . .

A person who is homozygous for a trait

A always has two dominant copies of a gene.
B always has two recessive copies of a gene.
C has identical copies of the gene.
D has different copies of the gene.
Quick Quizzes
3 If a researcher wanted to identify how someone’s life
APPLY . . .

experiences could affect the expression of different

Quizzes appear at the conclusion of major genes and thus put that person at risk for developing
depression, she would most likely use which of the
following methods?

sections of the module (typically two to A Behavioural genomics

B A comparison of monozygotic and dizygotic twins

four quizzes per module). These quizzes C

in different parts of the world
An adoption study
D Epigenetics

contain multiple-choice questions that

4 Imagine you hear a report about a heritability study
ANALYZE . . .

enable students to assess their compre- that claims trait X is “50% genetic.” Which of the
following is a more accurate way of stating this?
A Fifty percent of individual differences of trait X

hension and better prepare for exams. B

within a population are due to genetic factors.
Only half of a population has the trait.
C
Like the Learning Objectives, the Quick The trait is homozygous.
D More than 50% of similarities of trait X within a
population are due to genetic factors.

Quizzes assess understanding at the Answers can be found on page ANS-1.

four levels of Bloom’s taxonomy and are

marked accordingly.

Before Drug Agonist Drug Antagonist Drug

Agonist
drug

Active Illustration Neurotransmitter

Antagonist
drug

For key figures and illustrations,

lustrations, anima-
lustrations Normal Receptor site Enhanced Receptor site Blocked Receptor site

tions are provided within the eText to cellular

activity
cellular
activity
cellular
activity

{fig. 3.18} Drug Effects at the Synapses Drugs can act as agonists by facilitating the effects of a neurotransmitter, or as

deliver greater clarity and understand- antagonists by blocking these effects. Click on this figure in your eText to see more details.

ing. For example, readers are much more
HORMONES AND THE ENDOCRINE SYSTEM
Neurotransmitters are not the body’s only chemical mes-
senger system. Hormones are chemicals secreted by the glands
Module 11.1). In other words, the brain triggers activity
in the endocrine system which then influences the brain’s
activity via hormones. This cycle continues as our brain

apt to understand the structures of the
of the endocrine system. Generally, neurotransmitters work
almost immediately within the microscopic space of the
synapse, whereas hormones are secreted into the blood-
and body attempt to maintain the appropriate energy levels
for dealing with the environment.
The brain area that is cr itical for this brain-

brain when they can click on a diagram
stream and travel throughout the body. Thus, the effects of
hormones are much slower than those of neurotransmit-
ters. With help from the nervous system, the endocrine
endocrine relationship is the hypothalamus , a brain
structure that regulates basic biological needs and motivational
systems. The hypothalamus releases specialized chemi-

e Gathering
of it and see a fully rotating illustration. system contributes to homeostasis—the balance of energy, cals called releasing factors that stimulate the pituitary
metabolism, body temperature, and other basic functions gland—the master gland of the endocrine system that produces
that keeps the body working properly (see Figure 3.19; see hormones and sends commands about hormone production to

The Pearson eText for the Canadian edi- Hypothalamus

Pineal
the other glands of the endocrine system. These hormones
can be released by glands throughout the body before
finding their way to the brain via the bloodstream.

tion of An Introduction to Psychological Sci-

Pituitary gland gland
How we respond to stress illustrates nicely how the
nervous and endocrine systems influence each other. In
Thyroid psychological terms, stress is loosely defined as an imbal-

ence is designed with alternative delivery ance between perceived demands and the perceived
resources available to meet those demands. Such an imbal-
Adrenal ance might occur if you suddenly realize your midterm
models in mind. Highly visual, clearly laid glands exam is tomorrow at 8:00 a.m.Your resources—time and
energy—may not be enough to meet the demand of suc-

do we
ceeding on the exam. The hypothalamus, however, sets
out, and with integrated video and media, Ovaries
(female)
Pancreas
chemical events in motion that physically prepare the
body for stress. It signals the pituitary gland to release a

it is optimal for online reading and interac-

hormone into the bloodstream that in turn stimulates the
adrenal glands, a pair of endocrine glands located adjacent
to the kidneys that release stress hormones, such as cortisol and
Testes

tion. Students can access their textbook (male) epinephrine. Cortisol and epinephrine help mobilize the
body during stress, thus providing enough energy for you

out this?
to deal with the sudden increase in activity necessary to
{fig. 3.19} The Endocrine System Glands throughout the
anytime, anywhere, and any way they want, body release and exchange hormones. The hypothalamus
interacts with the endocrine system to regulate hormonal
processes.
respond to the stress-inducing situation (see Module 14.2).
Another important chemical is endorphin, a hor-
mone produced by the pituitary gland and the hypothalamus

including listening online or downloading

it to their iPads.
Watch the Video

MyPsychLab Listen to the Chapter Audio

MyPsychLab icons n in the margin call

ns Explore the Concept
f
out important information d
students can
access online—for example, videos, simu- Simulate the Experiment
lations, and hands-on experiments.
Study and Review

Content and Features :: xxi

Scientific Explanation
 This element of scientific literacy encompasses a
Scientific Explanation basic understanding of research methodology and Knowledge Gathering
thinking about problems within a scientific frame-
How can science work. An Introduction to Psychological Science inte-
explain it? grates and reinforces key research methodology What do we
concepts throughout the book. This interweaving
of methodology encourages students to continue know about this?
practising their scientific thinking skills. Learning
science is more than accumulating facts; students
learn to ask questions, construct explanations, test
those explanations, and communicate their ideas
to others.

Application
Scientific
Module Opening Vignettes
Why is this rele
e
evant
t?
Each module opens with a short vignette
emphasizing the personal and societal rel- Roberto A Sanchez/iStockphoto
Literacy
Module
Mod
d
Genetic and Evolutionary Perspectives
evance of certain topics to be covered. 3.1
3.
.
on Behaviour
The vignette concludes with Focus Ques- Learning
Learnii
Objectii
Objectives
KNOW . . .
The key terminology
UNDERSTAND . . .
How twin and adoption
APPLY . . .
Your knowledge of genes and
ANALYZE . . .
Claims that scientists have located

tions preparing the reader to think about After

Afte reading
Aft
his m
this mo
reaa
mod
youu ssh
you sho
o
d
module
should
related to genes,
inheritance, and
evolutionary psychology
studies reveal relationships
between genes and behaviour
behaviour to hypothesize why
a trait might be adaptive
a specific gene that controls a
single trait or behaviour
Explanations for cognitive gender
differences that are rooted in genetics

the content found within the module.
Psychologist Martie Haselton has given new meaning to the phrase dress
for success. She is not talking about professional advancement, however;
Of course, evolutionary psychologists are quick to point out that females
are not alone in “signalling” their receptiveness for sexual activity. Males
rather, she is referring to success in attracting a mate. Dr. Haselton is provide numerous—if not more obvious—examples. Evolutionary psy-
an evolutionary psychologist—she studies how human behaviour has chologists might point out that body building, flaunting material assets,
evolved to solve problems that relate to survival and reproductive suc- and other public displays of strength and status are common male strat-
cess. As part of her work, she has discovered that the clothes people egies for attracting mates. Researchers must ask themselves this ques-
choose are related to sexual motivation in some subtle ways. tion: Is this behaviour just a coincidence? Or is this how the evolutionary
forces that allowed our species to survive for hundreds of thousands of
In one project, Dr. Haselton and her colleagues invited female volunteers to
years are influencing our behaviour in the modern world? Evolutionary
the laboratory to participate in a study about personality, sexuality, and health.
psychologists like Dr. Haselton are building evidence to argue that how
The young women were not given any specific directions about what to wear
we dress and how we send many other signals can be explained by evolu-
and during their visit to the laboratory they agreed to be photographed. Later,
tionary principles, a topic we explore in this module.
male and female volunteers viewed the photographs to judge whether they
thought the women in the photos had dressed to look attractive. It turns out
Focus Questions
that women were rated as having dressed more attractively when they were
in their peak level of fertility of the menstrual cycle (Durante et al., 2008;
Haselton et al., 2007). The researchers suggested that wearing such clothing
1 How is human behaviour influenced by genetic factors? BIOPSYCHOSOCIAL
PERSPECTIVES
2 How has evolution played a role in modern-day human behaviour?
during the fertile phase of the menstrual cycle was an attempt to be noticed
by a potential mate (although the women in the study might disagree).

Hunters and Gatherers: Men, Women,

and Spatial Memory
Evo
Evolutionary
o psychologists claim that the brain consists of a set
of cognitive
c adaptations for solving problems related to survival
andd reproductive fitness. They also hypothesize that male and
female
m brains will differ in some ways because males and females
fem
havee had to solve a different set of problems in order to sur-
hav

Biopsychosocial Perspectives vivee and reproduce. Specifically, due to their size and strength,
males
mal l were traditionally responsible for tracking and killing
animals. These responsibilities would require males to travel
To emphasize the complexity of scien- over long distances without becoming lost. Females, due to the
fact that they cared for children, remained closer to home and
tific explanations, students are reminded
throughout each chapter that behaviour
includes biology, individual thoughts and
Critical Thinking
instead spent time foraging for berries and edible plants. Males’
responsibilities would favour individuals with good spatial skills;
females’ responsibilities would favour memory for the location
of objects (e.g., plants). The question, then, is whether the abili-
ties that were adaptive for males and females over the course of
experiences, and the influence of social our species’ evolution are still present today. Put another way,
and cultural factors. will modern males and females show performance differences
on different tests of spatial abilities that are consistent with their

Can we critically
y historic roles as hunter (males) and gatherer (females)?
One sex difference that has been reported involves solv-
ing the mental rotation task seen in Figure 3.9.
Instructions

evaluate
e the evide
evidence?
c 1. Take a close look at standard object #1 in Figure 3.9. One
of the three objects to the right of it is the same.Which one
matches the standard? Repeat this with standard object #2
and the three comparison shapes to the right of it.
2. Many researchers find that, on average, males and females
differ in their ability to perform this task. Do you think that

xxii :: Content and Features

 Myths in Mind
Many commonly hheld eld beliefs people have MYTHS IN MIND
efore
f
about behaviour before t ki a psychol-
taking psychol
h l We Are Born with All the Brain Cells
ogy course are half-truths or outright We Will Ever Have
falsehoods. This feature sets the record For decades, neuroscience taught us that nerves do not
regenerate; in other words, scientists believed that we are
straight in a concise and informative way.
born with all of the brain cells we will ever have. This con-
The selected examples are likely to have clusion made perfect sense because no one had ever seen
personal relevance to many readers and new neurons form in adults, and severe neurological damage
deal with important scientific issues. is often permanent.

MyPsychLab Simulations
MyPsychLab Simulations allow w students
to participate in experiments online to
reinforce what they are learning in class
and in their book. More than 50 experi-
ments, surveys, and inventories are avail-
able through this online tool (available at
MyPsychLab).
Scientific Explanatio

How can science

explain
In recent it? number of instruc-
years, an increasing
tors have begun to focus on telling students
how psychological science fits within the scien-
tific community. Psychology serves, in essence, as
a hub science. Through this emphasis on scien-
tific literacy in psychology, students begin to see
the practicality and relevance of psychology and
become more literate in the fields that our hub
science supports.

Content and Features :: xxiii


Critical Thinking
Can we critically
evaluate the evidence?
Working
Worr the Scientific Literacy
Model
Mod
Workii the Scientific Literacy Model, intro-
Working
duced d in Chapter 1, and then featured in
each module in the remaining chapters,
fully integrates the model of scientific
literacc Core concepts are highlighted
literacy.
and students
s are walked through the
steps of knowledge gathering, approach-
ing the
thh problem from a scientific stand-
point,, using critical thinking, and revealing
applicc
applications.
WORKING THE SCIENTIFIC
LITERACY MODEL
Pain and Substance P
Pain is not a simple process. Instead, there are a number of
different neural systems and neurotransmitters involved with
our responses to painful stimuli (see Module 4.4). In fact, sero-
tonin, norepinephrine, and dopamine have all been implicated
in some part of the pain response. One neurotransmitter that
hasn’t been discussed yet, however, is known as Substance P,
a neurotransmitter involved in the experience of pain.
What do we know
about Substance P?
Substance P was first discovered
in 1931 when a paste made from
the brain and intestine of a horse
was found to cause muscles to
contract (Von Euler & Gaddum,
1931); that was one heck of a party. It was named Substance P
because the paste became powdery (Gaddum & Schild, 1934).
Twenty years later, Austrian physiologist Fred Lembeck deter-
mined that this substance was associated with the transmis-
sion of pain (Harrison & Geppetti, 2001; Lembeck, 1953).
Lembeck and others noted that Substance P was found in
the dorsal root of the spinal cord, an area that transmits pain
information back to the brain (Otsuka et al., 1972), as well as
in several different brain areas related to the pain response
(Mantyh, 2002). So, when tissue on the skin surface is dam-
aged, sensory nerves carry messages to the spinal cord and
then up to the brain. In turn, these CNS structures release
Substance P, giving rise to the perception of pain.
How can science
explain what
Substance P does?
From an evolutionar y
standpoint, it makes sense
to have pathways specialized for the perception of pain. Pain
is an important messenger telling you to stop doing some-
thing that is harming your body. Compelling evidence for the
role of Substance P comes from an examination of the brain
areas containing Substance P receptors. These receptors
are densely packed in a structure in the middle of the brain
called the periaqueductal grey (Yip & Chahl, 2001). This brain
region receives pain- and temperature-related input from
the spinal cord and sends it to different areas of the cerebral
cortex, the wrinkled outer surface of the brain involved with
many sophisticated processes. It also receives input from the
cortex and transmits it through the spinal cord to the rest of
INTERACTIVE PRINT
xxiv :: Content and Features
Application
A are highly sought after in society and the workforce.
Why
Why is this relevant?
the body. The fact that a neural area known to be associated
with pain perception also contains receptors for Substance P
suggests that this neurotransmitter is likely involved with
pain responses.
However, this is not the only part of the brain containing
Substance P receptors. They are also found in the amygdala
(which responds to fear and arousal) and the hypothalamus
(which is related to fight-or-flight responses and the release
of different hormones). Why would this be the case? One
possibility is that pain is not simply a physical sensation.
A large body of research now suggests that when we feel
pain, it is a combination of both sensation and an emotional
response. Sometimes the tears that fall after we stub our
toe are due not only to being hurt, but to being frustrated
(among many other emotions).
Can we critically evaluate
this research?
Evidence in favour of the role of
Substance P in pain perception
comes from a group of patients
with a rare condition called congeni-
tal insensitivity to pain. These indi-
viduals lack the ability to perceive pain, and even in early
childhood acquire significant damage to the skin, joints,
eyes, and other body regions. Because they lack a pain
response, these individuals do not take action to prevent
physical damage to the body. Research in the U.K. (ironi-
cally conducted by someone named Dr. Misery) found that
some individuals with this disorder lack Substance P recep-
tors in the peripheral nerves (Misery et al., 1999). Studies
such as this provide strong evidence for this neurotrans-
mitter’s role in pain perception.
More contentious is the issue of pain and emotion. There
is a great deal of evidence linking emotion and pain. For
instance, social “pain” resulting from being rejected acti-
vates similar brain areas as physical pain (Eisenberger, 2012;
Eisenberger et al., 2003). There is also evidence that patients
with chronic pain conditions are also more likely to suffer
from depression (Dunne & Dunne, 2012). Interestingly, some
investigators have found that drugs that influence the levels
of Substance P in the brain have antidepressant properties
(Adell, 2004). However, these researchers are quick to note
that such drugs could also potentially influence other neu-
rotransmitter systems. Therefore, more research is needed
to clarify this issue.
Why is this relevant?
Millions of people suffer from
chronic pain. In addition to
compromising the well-being
Download the free
Layar App
Many departments are focusing to an increasing extent
on the development of critical thinking, as these skills
Critical thinking is generally defined as the ability to
apply knowledge, use information in new ways, ana-
lyze situations and concepts, and evaluate decisions.
To develop critical thinking, the module objectives
and quizzes are built around an updated Bloom’s tax-
onomy. Objectives are listed at four levels of increas-
ing complexity: know, understand, apply, and analyze.
The following features also help students organize,
analyze, and synthesize information. Collectively, these
features encourage students to connect different lev-
els of understanding with specific objectives and quiz
questions.
Work the Scientific Literacy Model
At the end of every chapter, students have ann opportunity
e
emselves.
to “Work the Scientific Literacy Model” themselves.
Work the Model feature walks students througho
ough
from the chapter, providing study tips and reminders
r
content
i
ically
key content areas. Students are asked to critically evaluate
what they have learned by accessing a video e clip, either
eo
through MyPsychLab, the Layar app, the QR R code on the
page, or YouTube. They are then provided with th a question
prompting them to apply relevant content to o the scenario
depicted in the video. These questions
can be assigned as either a classroom Work the Scientific Literacyy Model :: Understandingg Brain Functions
discussion or a writing assignment. 1 2
Scan pages featuring Discover
the Layar logo interactive content
ni
Th
The
e
fo
for
a
h
th
on
What do we know about structures of the brain?
See Table 3.2 for a list of the major brain regions, structures, and their
functions. As you review this material, try to come up with strategies to dis-
tinguish these terms. For example, two brain structures commonly confused
with each other are the hypothalamus and the hippocampus. Although the
hypothalamus and the hippocampus are both part of the limbic system, they
have very different functions. The hypothalamus serves as a sort of thermostat,
maintaining the appropriate body temperature, and it can affect drives such as
aggression and sex. The hippocampus is critical for learning and memory, par-
ticularly the formation of new memories. Can you think of a memory device
that might help you keep these two brain structures separate? One suggestion:
For the hippocampus, think of the last part of the word—“campus.” To suc-
cessfully navigate your university’s campus, you need to keep in mind where
certain buildings are located. This area is exactly the type of task that involves a
functioning hippocampus. As you study, try to come up with your own memory
devices to help recall the different brain structures
and their functions.
4 Why is this relevant?
Sebastian Kaulitzki/Shutterstock
Watch the accompanying video excerpt
on brain functions. You can access the video at MyPsychLab
or by clicking the play button in the centre of your eText. If your
instructor assigns this video as a homework activity, you will find
additional content to help you in MyPsychLab. You can also view
the video by using your smart phone and the QR code below, or
you can go to the YouTube link provided.
After you have read this chapter and watched the video, imag-
ine that your best friends invite you over for pizza and a friendly
game of cards. Describe how the following parts of the brain are
involved during your evening of eating pizza, socializing, and playing
cards: Broca’s area, hippocampus, hypothalamus, and occipital lobe.
MyPsychLab Your turn to Work the Scientific Literacy Model: Watch the
accompanying video on YouTube, or on your phone (using the Layar
app or QR code). If your instructor has assigned this as a homework activity, you can find the
video clip and additional content at MyPsychLab. Answer the questions that accompany the
video clip to test your understanding.
Scien
Liter
Critical T
Caan we c
a
ev
valua
a
ate the
How can science help explain brain
structure and function?
As discussed on page 121, in the very early days of brain
research, scientists had to rely almost exclusively on case stud-
ies to gather data. There was no way to image the brain of a
living, breathing patient or research participant. Today, through
neuroimaging technology, researchers are able to take detailed
pictures of the brain and can examine the actual activity of
major structures such as the hypothalamus and the hippocam-
pus while that activity is occurring. Researchers have developed
a variety of methods for studying the brain, each of which
offers some advantage over the others. See pages 121–125
for detailed descriptions of methods for measuring and
observing brain activity: electroencephalogram (EEG), positron
emission tomography (PET) scans, magnetic resonance imaging
(MRI), functional MRI (fMRI), magnetoencepha-
lography (MEG), brain lesioning, and transcranial
magnetic stimulation (TMS).
3
Can we critically evaluate
claims about brain function?
Modern methods have helped us understand a great deal about brain
structures and functions, but many misunderstandings persist. In
Myths in Mind on page 95, we addressed the question of whether
humans are born with all of the nerve cells we will ever have. In the past
15 years or so, advances in brain science have challenged this traditionally
held belief. Researchers have observed neurogenesis in a limited number
of brain regions, particularly in the hippocampus. Some areas within the
hippocampus have the capacity to generate new cells long after birth.
Also, in our discussion of hemispheric specialization on page 115, we
discussed how the degree to which people are “right-brained” or “left-
brained” is often exaggerated in the popular media. Creative artists are
often described as “right-brained,” whereas logical and analytical types
are supposedly “left-brained.” In reality, most cognitive functions are
spread throughout multiple brain regions.
It is easy to get caught up in thinking about these kinds of generalities
as absolutes. Whenever you encounter “scientific claims” in the popu-
lar media, it is important to properly evaluate the information before
embracing it as truth.
youtube.com/workthemodel
SCAN WITH LAYAR
Another random document with
no related content on Scribd:
in order to proclaim, declare, and teach others, and they should
know that everything was not declared nor written in the books, but
on many heads, only by figures and parables. And so wrote St. John,
in the twentieth chapter of his gospel, that Jesus Christ did many
signs and miracles in the presence of his disciples which are not
written in the books. Still, upon this they told me that we were not
bound to observe what the Pope ordered, but only the Council of
Pope Leon, which was all of the Apostles. I answered them, that I
knew nothing else of the Council of Pope Leon, except what I had
already told them; that is, that in it it was established and ordained
that Our Lady should be called Mother of God, and also that they
made the great creed: and that by the Apostles we are obliged to
hold and believe all the things belonging to the Church of Rome; and
they taught us to believe in the Holy Mother Church, which is the
Catholic Faith, which is not more than one Church, that is, the
Roman, in which St. Peter is the head, and his successors in his
chair succeed him in the power which Christ gave him when he said
to him: “I give thee the keys of the Kingdom of Heaven.” And,
although in other times Constantinople was a head, it changed to
Rome because there was the truth. Then came the answer that my
reasoning seemed to him to be good. They came again with another
question, asking why there were not in Ethiopia nor in their country
and lordships as many saints and sainted women as in Italy, and that
in Germany and in Greece there were many saints? I replied, that it
appeared to me that in those parts there had ruled many Emperors
and their lieutenants who were Pagans and cruel men, and that the
Christians who had been converted to the faith of Jesus Christ were
so constant in the faith, that they preferred to die for Christ rather
than worship idols and follow a bad sect; and on that account it
seemed to me that there were many martyrs in those parts, and so
many confessors and virgins, because, seeing the constancy and
fortitude of the martyrs, and hearing the many and great preachings
which, since the ascension of Christ until now, there have always
been in Frankland, they would always follow the true faith, and thus
there were there many saints, men and women. Upon this came an
answer, that what I had said was true, and that he rejoiced to hear it
so clearly put; but that I should send him word if I knew how long it
was since this country of Ethiopia belonged to Christians and had
been converted to the faith of Jesus Christ. I sent to tell him that I did
not know, but it seemed to me that it would not be a long time after
the death of Christ, because this country was converted by the
eunuch of Queen Candace, who was baptised and instructed in the
faith by the Apostle St. Philip; and that the Apostle St. Matthew had
also arrived in these parts, but that I did not know whether this
country had again belonged to Gentiles or to other nations. The
answer came, that only the country of Tigray, which is in Ethiopia,
had been converted by this eunuch, and the rest had been won and
converted by arms, as he did every day; and the first conversion of
Queen Candace was ten years after the death of Christ, and since
that time until now Ethiopia had always been ruled and governed by
Christians, and therefore there had not been martyrs here, neither
had it been necessary, and that many men and women in their
kingdom led holy lives and went to Jerusalem and died saints; and
he wished me to show him next day the lives of St. Jerome, St.
Francis, and St. Dominic, and Quirici, whom they call Quercos, and
the life of Pope Leon.

Cap. lxxxiv.—How the lives of the said Saints were taken to him, and
how he had them translated into his language, and of the
satisfaction they felt at our mass, and how Prester John sent for
us and clothed us.
On the following day, Thursday, the 21st of the said month,
Prester John sent for my Flos Sanctorum, telling me to send it with
the lives of the before-named saints marked. I sent him the book with
the lives of those saints marked, and they soon sent back the book,
and with it came two friars who said that the Prester ordered them to
write the name of each saint in their writing over each figure, and
also the pictures of the Passion of Christ: and as to the pictures of
the Passion, they were to put where and how each subject had
happened, and as to the lives of the saints they put their names.
Having taken away the book, it was again sent back with the friars,
and a message that they were to put from what country each saint
was, and where he suffered, and what life each had led; and this for
all the saints in the Flos Sanctorum. We did what he commanded
with respect to those saints, and found out where they lived, and
were born, and where they died, and other particulars. On the
following Friday, the said friars came with the book to extract the
lives of the before-mentioned saints. We spent several days in
drawing them up, as they were long, and it was a very laborious task
to translate our language into theirs. Besides these lives, we
compared some lives of other saints which they possessed with
those of our Flos Sanctorum; they were those of St. Sebastian, St.
Antony, and St. Baralam;[168] of this St. Baralam they had the life,
but not his feast day, and they inquired of me very earnestly for his
day; I found myself in sore straits, because I did not find it in any
calendar, and I came upon it later in the calendar of an almanack,
and when I told them the day, they at once ordered it to be put down
in their books, and the day to be observed. I did not venture to go
there without taking the calendar book with me, because they used
to ask for the day of some saint, and wanted me to tell it to them at
once off hand.
On Sunday, St. Catharine’s day,[169] Prester John sent some
canons and priests of the principal clergy of his house to hear our
Mass, which we used to sing on Saturdays, Sundays, and feast-
days. They were there from the beginning to the end. The interpreter
told us that these men said that at this office they had heard a Mass
not of men but of angels; and at all that we said, there was present a
Venetian painter, who said that his name was Nicolas Brancaliam, a
resident in this country of more than forty years (and he knew the
language of the country well); he was a very honourable person, and
a great gentleman, although a painter. He was like the herald[170] of
these canons and priests, and told them what was being done in the
Mass, such as the “Kyrios”, the “Gloria”, the “Dominus vobiscum”,
which meant “calamelos”, which means “the Lord be with you”; and
so of the epistle and gospel and all other things. This man was
herald, and they said that he was a friar before he came to this
country. These canons and priests spread the fame of this office of
Mass throughout the district, and said they never expected to see
such another, and they complained of nothing else except that one
priest only said the Mass, and that the communion was not given to
all that were there. I gave the answer which I have before related in
another chapter; it seemed to me that they were satisfied with the
answer, and from this time forward many more came to our Mass.
On this Sunday, the Prester sent a very good horse to the
ambassador, at which some of our company murmured, as though it
grieved them. Also on this Sunday, and at such hours that we were
already asleep, the Prester sent to call us. We went and entered with
the formalities of other occasions, and we arrived before the first
curtains; there they gave us rich garments, and they bade the
ambassador enter beyond the curtains, and there they gave him his
dress: then they bade us all enter (for we were now dressed) before
the presence of the Prester where he was upon the platform, with
the state of the former time. And then many things took place,
among which the first was, that the Franks might go away in peace,
and the ambassador and his company, and that one Frank of those
who were here at first, and who was named Nicolas Muça, should
remain, and that he would write by him; and that he had to write with
letters of gold, and that he could not write immediately, so that the
ambassador should go on slowly at his own pace, and the Frank
would carry the letters to him. The ambassador replied that he would
not go away without an answer, because thus he could not give a
good account of himself, and that he would wait as long as His
Highness ordered, but withal he entreated His Highness to dismiss
him in good time, so that he might meet with the fleet of the captain-
major in Masua. The Prester answered with his own words, that he
was pleased, and asked the ambassador whether he would remain
at Masua as captain. The ambassador said that his wish was to go
and see the King of Portugal his sovereign, but that in this he would
do whatever His Highness commanded, because the King of
Portugal and his captain-major would hold that to be for his service;
and with that he sent us to our tents.
 Cap. lxxxv.—Of the sudden start which Prester John made for
another place, and of the way in which they dealt with the
ambassador respecting his baggage, and of the discord there
was, and of the visit the Prester sent.
On Monday, the 25th of the said month, in the morning, they told
us that Prester John was going away to another place (as in fact he
did go), and it was in this wise. He mounted a horse and set out with
two pages, and no other people; he passed in sight of our tent,
caracoling with his horse. There was a great tumult in our quarter,
and cries of: the Negus is gone, the Negus is gone, and this
throughout all the district: everybody started off after him as hurriedly
as he could. Before his departure orders were given to give us fifty
mules to carry flour and wine, and of these they did not give more
than thirty-five for the said flour and wine, and the fifteen to carry our
baggage, and also they sent us certain slaves. Of these fifteen
mules and slaves, the ambassador took what he wanted, saying that
all was his. We were put in charge of an honourable gentleman
named Ajaze Rafael. Ajaze is a title of lordship, Rafael is his name:
this person was a priest, and another great captain was told to watch
over us. They said that they would send and give us two cows each
day.
On Tuesday we set out on our journey after the court, we may
have gone quite four leagues, and we did not reach the place where
the Prester was. On Wednesday we travelled and reached the court,
and we took up our quarters in a large plain close to a river, which
might be half a league from the King’s tent. When we were settled
there came to us an honourable friar, who is the second of those of
Prester John, and he is the head and captain over the scribes of
Prester John, that is of the scribes of the Church characters. This
man is Nebret of the friars of Aquaxum, and he told the ambassador
that his lord sent him to learn how we had come, and how we were,
and he also told us that they would give us everything that he
ordered to be given us. The ambassador answered that he kissed
His Highness’s hands for this visit, and that we had come very well,
and that they had given him all the things which His Highness had
ordered. Upon this Jorge d’Abreu said that he should not say that,
for that they had not given all the mules, and those that they had
given were one-eyed or blind, and the slaves were old and worth
nothing, and that such as they were everything was for the
ambassador, that he had taken it without giving anything to any one.
The ambassador replied that he should not say so, that all the mules
and slaves and other things were perfect. Jorge d’Abreu answered: If
they gave perfect mules and slaves and other things, you have got
them, and to you they give mules and horses, and to the others they
give nothing, henceforward it must not be so. All this passed before
the friar who had come to pay a visit; and when he went, the
ambassador said to Jorge d’Abreu: For God’s sake do not let us
cause discontent, let us make ready for our journey, for there are
mules in abundance, some have been given us, and others will be
given. After this they got into such discussions that they took to
swords and lances, and I with my crozier in the midst making peace,
for these acts seemed to me evil. There were a good number of
blows and thrusts, but there was only one small wound, which was
given to Jorge d’Abreu; and the said Jorge d’Abreu and Lopo da
Gama went out of the tent, and the rest remained within it.

Cap. lxxxvi.—How the Prester was informed of the quarrels of the

Portuguese, and entreated them to be friends, and what more
passed, and of the wrestling match and the baptism we did here.
The friar who came to pay a visit and who came at the beginning
of these quarrels made mention of them to the Prester, and
afterwards on Friday morning there came a message from Prester
John to say that the mules and slaves that he had ordered to be
given to carry our baggage, he had not ordered them to be given up
to us, but that we should give them in charge to an azmate who had
to conduct us, and that we should now give in charge to him the
mules and slaves, and he would have charge of them, and of
conveying our baggage, and that he well knew that neither the
ambassador, nor those that came with him, were merchants to
undertake to convey baggage or goods, nor to load it or carry it, and
that if they gave over the mules and slaves to the person he sent,
the ambassador and his people would not have any other trouble
than to travel, and that the azmate would take care to have our
baggage carried. Then they gave over the mules and slaves to the
person sent by the Prester. When this was done, the Prester sent for
the ambassador and all of us, and we went at once. The first
message that came from within was to say: why do you quarrel; and
that he entreated us to be friends. The ambassador answered that
this was not the first time, because these two men, that is, Lopo da
Gama and Jorge d’Abreu were much opposed to him and to the
service of the King of Portugal, for which he came, and that he
begged His Highness to order them to keep apart from his tent and
company. Whilst this answer was going, there came another
message to beg that we would be good friends. The ambassador
sent word that he was not going to be his friend, nor should he go in
his company: and many other things passed. During this they told us
to sit in a green field of long grass; and we having sat down in a
great heat, we arose with great cold, because the stay there was
from ten o’clock until night: and in like manner Jorge d’Abreu and
Lopo da Gama were called there. So messages came and went to
them, as to us, and what they were I do not know, because we were
very far from one another. It was already quite dark and very cold as
we were without food, and the ambassador sent word to the Prester
to give us leave, for it was not usual to keep such persons day and
night without necessity, and without food in the cold fields. Then they
gave us leave and we came to our tent, and Jorge d’Abreu and Lopo
da Gama went by order of the Prester to the quarters of the great
Betudete. A message was sent after us to the ambassador asking
him not to take ill the stay in the field, that he had done it in order to
hear both sides, and that his desire was not to annoy him, but to give
him satisfaction and send him away with joy: he also sent to ask if he
had here any good wrestlers; the ambassador, however, excused
himself as it was night. When we were in the tent there came large
presents of bread and wine and meat, and messages repeating that
we should not be angry at the delay they had made.
On Sunday, the 2nd day of December, of the said year 1520, in
the afternoon, our Portuguese painter, named Lazaro d’Andrade,
was standing near the King’s tent, and was invited to wrestle, and he
wrestled; and in the beginning of it they broke one of his legs. After
this breakage, Prester John gave him a dress of rich brocade, and
they brought him to our tent on men’s shoulders. On Monday, the
next day, Prester John sent to ask the ambassador if he had other
wrestlers to send them to wrestle with his, and as it seemed to the
ambassador that there were here others who were invited for this
purpose, who might go and avenge the painter, he sent there two
chosen wrestlers, namely a servant of the ambassador named
Estevan Palharte, and one Ayras Diz, who came with the clerk of the
embassy. When they were at the wrestling, Ayras Diz entered first to
wrestle with the man who broke the painter’s leg, and he broke his
arm, so he at once returned to our tent with his broken arm. Estevan
Palharte did not wrestle, because he found himself alone and was
afraid. This wrestler who broke a leg and an arm is a page of the
Prester, and is named Gabmaria, which means servant of St. Mary,
and he had been a Moor; he is a strong broad shouldered man, and
they say he is a man who is cunning with his hands, in working silk
and gold, and making fringes,[171] tassels, and cloths. This day there
came a message to the Prester from his Betudete who was in the
war, saying that he was sending to him thence much gold and
slaves, and the heads of some great men who had been killed there,
and that he had had a great victory over the enemy. Whilst we were
in this plain and district of the Prester, there were some Franks in
their tents, and the wife of one of them named mestre Pedro
Cordoeiro, a Genoese, happened to be delivered, and when the
child was eight days old, he requested me to baptize it. As it was a
child born in the country and at court, and so few days old, for they
do not baptize male children except after forty days, I was not willing
to baptize it without letting Prester John know of it, because the
many others that I had baptized were our slaves of ten and twelve
years of age. I went to the tent of the Prester and sent to tell him how
they required of me baptism according to our custom, and that His
Highness should give his orders what I was to do. A message came
at once that I was to baptize it and give it all the sacraments as is
done in Frankland and in the Roman Church, and to allow to come to
the baptism and sacraments as many of the people of the country as
wished to be present: and he ordered oil to be given me. I celebrated
this baptism on the 10th of December, there came to it many people
of the most honourable and principal people at Court. At this baptism
we held a cross uplifted, because such is their custom. I officiated as
slowly as I was able. The people who were present were astonished,
according to their gestures and what was said by the Franks and our
interpreters who understood them; and the Court people said that
this office was ordained by God, and they went away as much
comforted as if they had eaten good viands, and they very much
praised our offices both baptism and mass, because we officiated
very deliberately, and they seemed to them more perfect than their
own.

Cap. lxxxvii.—Of the number of men, horse and foot, who go with the
Prester when he travels.
We departed from this place, turning back by the road by which
we had come. The people who continually go on the road with the
Court is a thing scarcely credible: for certainly the distance between
each place of encampment is three or four leagues, and the people
are so many and so close together that they look like a procession of
Corpus Domini in a great city, without diminution in any part of the
road. The people are of this kind; the tenth part of them may be well-
dressed people, and the nine parts common people, both men and
women, young people, and poor, some of them clothed in skins,
others in poor stuffs, and all these common people carry with them
their property, which all consists of pots for making wine, and
porringers for drinking. If they move short distances, these poor
people carry with them their poor dwellings, made and thatched as
they had them; and if they go further they carry the wood of them,
which are some poles. The rich bring very good tents. I do not speak
of the great lords and great gentlemen, because each of these
moves a city or a good town of tents, and loads, and muleteers, a
matter without number or reckoning. I do not know what to say of
those on foot. We Portuguese and the Franks often talked of these
mules, because in the winter that is coming, as is reported, for many
lords go to pass the winter at their lands, the Court cannot move with
less than fifty thousand mules, and from that upwards, the number
may reach a hundred thousand. There are very few horses, and the
led mules are twice or thrice as many as the others, these are not
reckoned in the number of mules. Of the horses many are very
handsome, and as they are not shod, they soon founder, so they do
not travel upon them: neither do I reckon these, therefore I say very
few horses. If the Prester travels far, the villages remain full of
foundered horses, and afterwards they take them away at leisure. I
do not reckon the mules with packs; the male mules serve as well for
the saddle as the female; they serve in one manner only, those that
are saddle mules for the saddle, and the pack mules for packs.
There are also a quantity of ponies[172] for packs, but they founder
like the horses. There are many asses which serve better than the
ponies, and many pack oxen, and in many districts camels which
carry large loads, these in the flat lands.

Cap. lxxxviii.—Of the churches at Court, and how they travel, and
how the altar stones are reverenced, and how Prester John
shows himself to the people each year.
Prester John rarely travels in a straight direction, nor does
anyone know where he is going. This multitude of people travels
along the road until they find a white tent pitched, and there they
settle down each in their own places. Frequently Prester John does
not come to this tent, but sleeps in the monasteries and large
churches which are in the country. In the tent which is thus pitched
they do not neglect to make solemn observances of instrumental
music and chaunts, yet not so perfect as when the lord is there:
moreover, the churches always travel with the Court, and there are
thirteen of them. They travel by the straight road, although Prester
John goes off the road. The altar stone or stones of all the churches
are conveyed with much reverence, and are only carried by mass
priests, and always four priests go with each stone, and four others
outside of these to do them reverence; they carry these stones on a
trestle[173] raised on men’s shoulders, and covered with rich cloths of
brocade and silk. In front of each altar or stone, for all go together,
walk two deacons, with thurible and cross, and another with a bell
ringing it. And every man, or woman, who is going on the road, as
soon as he hears the bell goes off the road, and makes room for the
church; and if he is riding a mule he dismounts and lets the church
go by. Also, whenever the Prester travels with his Court, four lions
always go before him, these too travel by the straight road, and they
go bound with strong chains, that is to say, with two chains, one
behind and one before, and many men conduct them; to these also
people give up the road, but it is from fear. We travelled on our road,
with various halts, till the 20th of December, when we stopped at the
great gullies which have the gates, where we passed in coming,[174]
and there they gave us quarters in large fields, when Prester John’s
tents were pitched. They at once began to make a very high platform
in one of the tents for Prester John to show himself on Christmas-
day, because he generally shows himself three times a year, that is,
once at Christmas, another time at Easter, and another on Holy
Cross day in September. They say that he makes these three
exhibitions of himself because his grandfather, the father of his
father, who was named Alexander, was kept by his courtiers hidden
for three years when dead, and they were masters of his kingdoms
and lordships: for up to that time no one of the people ever saw their
king, and he was not seen except by a very few of his servants and
courtiers; and at the request of the people the father of this David
showed himself these three days, and so does this one. They say
that if he goes to war, he goes uncovered in the sight of all, and even
when travelling, as will be related further on, where we saw him.
 Cap. lxxxix.—How Prester John sent to call me to say mass for him
on Christmas-day, and of confession and communion.

Whilst we were thus a good way off from the tents of Prester
John in our tents, and our church pitched close by, we said mass
every day. On the vigil of Christmas, already midday or more,
Prester John sent to call me, and asked me what festival we made
next day. I told him how we celebrated the birth of Christ, and he
asked me what solemnity we observed. I told him the manner which
we followed with respect to that, and how we said three masses. He
said that they did all as we did, but that they did not say more than
one mass, and of the three masses that we were used to say, he
asked me to say one for him, whichever I wished. I replied that I
would say whichever His Highness commanded. Then he told me to
say the mass of tierce, that he would be very glad to hear it, and also
the office we were accustomed to use. He ordered that our church
tent should at once be brought close to his tent. It was brought and
he ordered two tents to be taken away from his tent, and our church
to be pitched at the principal entrance of his tent, so that there would
not be more than two fathoms between the church and the tent: he
also said that at cock-crow he would send to call us to come to the
church, that so his priests chaunted, and that we were to do
everything as we were accustomed to do in our country, as he
wished to hear us. When our church tent was thus pitched we at
once sung in it vespers and compline, which the Prester heard inside
his tent, and I say that he heard them, because we saw him there, as
it was so close as has been said. Then we went to our tents, and as
soon as the cocks crew, he summoned us, and we went six of us
who understood church matters and could sing well: these were,
Manuel de Mares, a servant of the Marquis of Vilareal, and player on
the organ, Lazaro d’Andrade, painter, a native of Lisbon,[175] Joan
Escolar the clerk of the embassy, mestre Joam, Nicolas Catelam,
and mestre Pedro a Genoese. I took there as many books as I had
got, although they were apart from the feast, but only to make up a
number, because they are much given to asking for books; and I
opened them all upon the altar, and we began our matins as well as
we were able, and certainly it appeared that our Lord assisted us
and gave us grace. At the commencement Prester John sent twenty
candles, as he thought we had few, for we had not got more than
four candles. We prolonged these matins a good deal with prose,
hymns and canticles which we introduced, for we could not do
anything else, as we had nothing prepared and marked out, and we
sought what could be best chaunted or intoned. I continued the
matins in their order whilst the others sung, and in all this office as
long as it lasted, Prester John never moved from the edge of his
tent, which as I have said was close to the church. Two messengers
never ceased coming and going to ask what we were singing,
whenever they heard a change in the sound of psalms, hymns,
responses, prose, or canticles. I feigned what I did not know, and
told them they were books of Jeremiah, which spoke of the birth of
Christ; and so of the psalms of David, and other prophets. He was
pleased and praised the books. When our service, which was rather
long, was finished, there came an old priest who had been and they
say still is the master of Prester John, and asked us if we had
finished, or why we were silent. I told him we had finished. He replied
that he would have rejoiced if the service had reached to next
morning, and it had seemed to him that he had been in paradise with
the angels. I told him that until mass we had no other office, and that
I wanted to hear the confessions of some who wished to receive the
Lord’s body. Then there came another message to ask where
confession was to be made: when it came I was already hearing
confessions upon a drum which they had sent to strike for matins,
and this old priest having come with this message, and finding me
already seated and hearing confessions, lit a blazing torch and
placed it in front of me as if for them to see me from the tent; and he
sat down on the ground close to me with his elbow on my knees, and
the penitent on the other side; and he did not rise from that place
until I had heard two persons in confession, and the morning
became altogether light. At the end of this, this honourable priest
said: would that God were pleased that the Neguz should give me
leave to remain with you for all my life, for you are holy men and do
things completely. This priest went away and soon returned, saying
that Prester John desired me to hear confessions, that he wished to
see our mode, which they had related to him, for hearing
confessions. I sent word that it was getting late for saying mass at
the hour which His Highness had ordered. He sent to tell me to go
on confessing, and to say mass when I chose or was able to do so,
for he would not hear any other mass this day than ours. I returned
again to hear confessions on the drum where he could well see me
sitting dressed in my surplice, and the penitent with his hat on his
head, kneeling, with as much decorum as was possible. When this
confession was finished, I sent to tell him that we would say mass as
it was getting late. He said that whenever we pleased, for he was not
weary with seeing and hearing, and was ready to hear mass. We got
ready for our procession with the cross raised up, and a picture of
our Lady in our hands, and all with lighted tapers and two torches
near the cross. And as we made or began our procession inside the
circuit of our church tent, the Prester sent to say that he saw the
procession well, but that we should make it outside the mandilates of
his tent, that is to say, the curtains which surround his tents, so that
all the people might see it, and he sent fully four hundred tapers of
white wax from his tents for us to carry lighted in our hands,
beginning with the Portuguese and white men, and going on with his
people as far as the tapers went. Thus we did it with as much
decorum as we were able. When the procession was finished, which
was very late on account of the great circuit we made, we began our
aspersions of holy water, and went to sprinkle Prester John with it,
which could be thrown upon him without stirring from the church:
there were with him, as they said, the Queen his wife, the Queen his
mother, who is Queen Helena, and the Cabeata and other courtiers.
Inside our church were all the great men of the Court that there was
room for, and those that could not find room stood outside, because
from the altar as far as the Prester’s tent all was clear down the
middle in order that His Highness might see the office of the mass.
All remained thus until the end, and we gave the communion to
those that had confessed, with great reverence (according to our
custom) they on their knees with their napkins in their hands divided
in two rows, so that they might be seen from the Prester’s tent. On
ending, with the cross uplifted, we returned to sprinkle holy water on
Prester John, because it is the custom of the two churches which are
nearest his tents, that is the churches of our Lady and Holy Cross, to
sprinkle him with holy water every day at the end of mass: and they
cast this water from a distance of more than two games of ball; and
they threw it in this manner. One like a deacon goes with the priest
who says the mass, and carries a pitcher in his hand, and pours
water into the priest’s hand, and the priest only makes a sign with his
hand and the water towards the tent. We sprinkled it with hyssop in
his face. The Franks and interpreters, and chiefly Pero de Covilham,
who now was with us, and all who understood the language of the
country, said that the people very much praised our customs and
offices, and said that we did them with great devotion, and principally
the communion, which was administered with great purity. The
Prester also sent to say that our services seemed to him very good
and very complete.

Cap. xc.—How the Prester gave leave to go to the ambassador and

the others, and ordered me to remain alone with the interpreter,
and of the questions about Church matters, and how we all sang
compline, and how Prester John departed that night.
When all was concluded, that is to say procession, mass, and
communion, the Prester desired the ambassador and all the Franks
to go and dine, and that I should remain alone with one interpreter.
Remaining alone, the old priest came and said that Prester John
said that we observed Church matters very well, but what reason
had we for allowing laymen to come into the church the same as the
clergy, and that also he had heard tell that women entered it? I
answered that the church of God was not closed to any Christian,
and that Christ was always with arms open for every Christian who
approached and came to him, and since he received them in glory in
Paradise, how should we not receive them in church, which is the
road to the church of Paradise. With respect to women, although in
former time they did not enter into the Sanctuary,[176] the deserts of
Our Lady were and are so great, that they had sufficed to make the
feminine gender deserving to enter into the house of God. And as to
ministering at the altar, that men in orders ministered. They came to
say that my reasons seemed good to him, but he wished to know
why, as I was the only priest, and he who carried the thurible was not
a priest, how it was he carried it, because the incense ought to go in
the hand of a priest, and of no other person? I answered that the
person who served as a deacon was a zagonay, what they call of the
gospel, and that his office was to carry the thurible. There came
another message asking if we had that in a book, as our books were
better than theirs, because our books contained all things. I
answered that our books were very perfect, because since the time
of the apostles we had always had learned men and doctors in the
holy mother Church, who never did, nor now do, anything else but
compile and bring together those things which are scattered about in
the Holy Scriptures, both by the prophets, apostles, or evangelists,
and by Jesus Christ our Saviour. They again told me that they had
eighty-one books of the Old and New Testaments, had we any
more? I told them we had the eighty-one books, and more than ten
times eighty-one drawn from those, with many declarations and
perfections. They said they well knew that we had more books than
they had, on this account they desired that I should tell them of
books not seen by or known to them. Thus they kept questioning me,
without the two messengers ever ceasing to go and come, nor I able
to sit down, but only to lean upon a staff until the hour of vespers;
and if these questions and answers had to be written down, two
hands of paper would not suffice, neither could memory retain them
for the haste they made. Some answers went and other questions
came, each in their own fashion, and in much disorder, because they
were not all questions from Prester John, for some were from his
mother, and others from his wife, and also from Queen Helena. I
answered as God helped me, I was in such a state of weakness and
hunger that I could not endure it, and instead of an answer, I sent to
ask His Highness to have pity for an old man, who had neither eat
nor drunk since yesterday at midday, nor had slept, and could not
stand for weakness. He sent to say, that since he rejoiced to
converse with me, why did not I rejoice too. I replied that old age,
hunger, and weakness, did not allow of it. He sent to say that if I
wished to eat he would send it to me, that he had already sent a
great deal to eat to our tent, and if I wished to eat there I might go, or
if I wished to eat here he would order food to be given me. I told him
I wished to eat at our tent, to rest myself: then they gave me leave.
While I was on the road, a page reached me half dead with running;
when I heard him come, I thought it was my sins come to make me
turn back. He told me the Prester sent him to beg me to send back
the hat I had on my head, and to pardon him, and not be angry at
having been so long without eating, and as soon as I had eaten to
come back at once, as he wished to learn more things from me. On
reaching our tent I was seized with a giddiness, that the sight left my
eyes, and I became quite cold. An hour and a half had not passed
before he sent to call me, and as it was already late, those who knew
church matters went with me, and we sung compline, only because
there was no place at our tent, and when compline was finished,
there came a message to strike our church tent, because Prester
John was going away that night, as in effect he did do, in order to
pass the bad passages without anyone knowing of it. While we were
lying sleeping in our tent, a little more or less than midnight, we
heard a great tramping of mules and people passing close to us, and
then we heard say that the Neguz was travelling; and as it seemed
to us that we should be left without people, we made ready quickly;
and when we arrived at the first pass, there was no remedy for it,
and our people made way for us with their lances, and we travelled
thus that day with lances in front and lances behind, and we in the
middle, not allowing anyone to come among us; because otherwise
we should never have got together again. We went and found the
King’s tent pitched in the middle of the ravines in sight between the
meadows, where I before related that the friar ordered the beans to
be pulled out, and there slept all the people who were able to pass,
and we did not sleep much, for before midnight we heard say that
the Negus was travelling, and we went after him at once: and we got
out of the bad passes before morning. We heard say that in this
night there died in these passes, men, women and many mules,
asses, ponies, and pack oxen; we found many dead. This is the pass
which is named Aquia fagi, which means death to asses, by which
we passed in coming. It was certain that a great lady died this night,
and with her a man who led her mule by the halter, and two who
went close to her, and the mule, all of them went over a rock, and
were dashed to pieces before they reached the bottom: it could not
be otherwise, because the cliffs are, as I before said, something
incredible: and whoever sees them, they appear to him more like hell
than anything else. So we made our journey without observing the
octaves of Christmas, which they do not observe in this country. And
I before said that the Court did not finish moving in four or five days;
here they spent more than three weeks in getting through these
gates, and the baggage of the Prester was more than a month
passing every day.

Cap. xci.—How the Prester went to lodge at the church of; St.
George, and ordered it to be shown to the people of the embassy,
and after certain questions ordered me to be shown some rich
umbrellas.
On the 28th of December of 1520, we came to a place on the
road where we saw a church which we had seen in coming, but did
not go to it, which is named St. George. They pitched the tent of the
Prester below the church, and we in our place, which was already
assigned to us; and next day, very early, they sent to call us, and tell
us to go to the said church. When we were there, he ordered it to be
shown to us, and we saw it very well. It is a large church, with all the
walls painted with pictures of subjects and very good stories, well
proportioned, made by a Venetian whom I mentioned before, named
Nicolas Brancaliam, and his name is on these pictures, and the
people here call him Marcoreos. This church has all its outer parts
which are within the covered circuit (which is like a covered cloister)
hung with rich curtains, pieces of brocade from top to bottom, plush,
velvet, and other rich cloths and stuffs. When we arrived within the
gate of the outer circuit which is uncovered, and intended to enter
the covered circuit, they ordered the curtains to be drawn, and the
principal door appeared, which is all plated with plates, which at first
sight looked like gold, and so they told us that it was: yet we saw that
on the contrary it was all leaves gilt and silvered, and the gilding was
very well applied, both to the doors and windows. In seeing these
things, the Cabeata, who is a great lord, went with us to show them;
the Prester was there within his curtains, and he saw us and we him
when we passed before his curtains. From thence he sent to ask
what we thought of that church and its paintings. We said we thought
it beautiful, and that it looked entirely like something belonging to a
great sovereign and king. He being pleased, sent to say that his
grandfather had ordered the building of this church and was buried
there; he also asked whether in our country we had churches lined
with wood like that, or with what wood were they made. Our answer
was that this church was very good as we had already said, but that
our churches were of stone vaults, and in those that were of wood,
the wood was covered with gilding and blue, and the pillars were of
great pieces of marble and other splendid and valuable things. He
replied that he well knew that our things were rich, great, and
perfect, because we had good masters. The covered circuit of this
church is erected upon thirty-six wooden pillars, very high, and as
thick as the masts of galleys: they are cased with wood, and on the
wood are paintings like those on the walls: so that it is a regal
building, and the people of this country think well of it and reckon it
as very great.
This same day, in the afternoon, Prester John sent to call me,
and asked me what I thought of that church, and I gave him my
opinion, adding what all had said with truth: he asked me about more
lives of saints. I answered what I knew; he also asked me about our
church ceremonies, and I gave him answers according to my
knowledge. When these questions were ended, which took place
near his tent, and I was dismissed, they brought down from the
church four large and very splendid umbrellas, at which I wondered
and was astonished, because I had seen many large and splendid
ones in India, but never had seen any of this sort. They went to tell
the Prester how I was astonished at the umbrellas, for which reason
he sent for me back again, and there were before his door the
Franks who from the first had been at his court, and I went back to
where they stood. Upon this the umbrellas came, and they ordered
them to be shewn to me, and told me to look at them well, and to say
what I thought of them. I said in answer that they seemed to belong
to a great king, and that in India there were many large and splendid
umbrellas, but that I had never seen such as these. He then ordered
that they should plant the umbrellas on the ground in the sun, and to
tell me that when he travelled, and wished to rest, either he or the
queen his wife, they set up one of these umbrellas, and they rested
under their shade, or ate if they required. I sent to say that the
umbrellas were such in greatness and splendour that His Highness
could well repose under the shade of any of them. Then there came
another message to ask if the King of Portugal had got any such
umbrellas. I said that the King of Portugal did not use umbrellas with
a pole, but that he used shades[177] of the fashion of that on my
head, trimmed with brocade or velvet, or satin or other silk, with
cords and tassels of gold, of the fashion that pleased him, and that if
he wished to repose when he travelled he had many palaces and
great houses, and shady places and gardens where he rested, with
many infinite adornments which dispensed with umbrellas, and that it
seemed to me that these umbrellas of the Prester were more for
state than from the necessity of shade. There came another
message, that I spoke the truth, and that these umbrellas had
belonged to his grandfather, and had remained in this church, and
that he was ordering them to be sent as a loan to another church to
which we were going. These umbrellas were of so great a
circumference that ten men could very well be under the shade of
each of them. After I had given my answers to the best of my ability,
he sent to ask if I would like to drink wine of grapes or of honey, or
çauna, which is of barley. I sent to ask that they should serve me
with wine of grapes, and that the wine of honey was hot, and the
çauna cold, and not fit for old men; that it should be wine of grapes
or honey, whichever His Highness commanded. He sent a second
time to tell me to declare which I wished for: I sent word I wished for
grape wine. He sent me four jars of wine of honey, telling me to invite
the Franks of old standing who were near the tent, and present at all
these conversations. So he did not choose to send the grape wine
which I asked for. We drank several times, and the rest we sent to
our tents.