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PSYCHOLOGY IN YOUR LIFE
For all teachers who inspire others, especially Brian Dill, Ken Kotovsky, and Steve Tipper

With gratitude, Lilly, Emmy, Garth, Dante, Rebecca, Leonardo, Fiala, and Carmen
MEET THE AUTHORS

SARAH GRISON is Associate Professor of Psychology at Parkland College and advisor for Psi Beta,
the community college national honor society in psychology. Sarah has also served as coordinator for
the college’s Center for Excellence in Teaching and Learning. She brings nearly 25 years of
psychology teaching experience to Psychology in Your Life. In addition to teaching classes in human
sexuality and in child and adolescent development, Sarah regularly teaches introductory psychology in
face-to-face, online, hybrid, and flex formats, using combinations of both synchronous and
asynchronous methods. She also teaches a first-year experience course designed to help first-semester
college students develop the skills to succeed in college. She uses psychological research as the basis
of her own empirical classroom studies to examine students’ skills, learning, performance, and
attitudes. At the Center for Excellence in Teaching and Learning, she has provided courses and
workshops for teachers in evidence-based pedagogy, course design, and assessment, all of which aim
to support teachers in helping their students have an excellent educational experience. She is a
certified Teacher-Scholar and will soon be certified as a Master Online Teacher. She was recognized
on the List of Excellent Teachers each year she taught at the University of Illinois, where she won the
Provost’s Initiative for Teaching Advancement Award and the Association for Psychological Science
Award for Teaching and Public Understanding of Psychological Science. She is a member of the
American Psychological Association (Divisions 3 and 15), the Society for the Teaching of
Psychology, the Association for Psychological Science, the International Mind, Brain, and Education
Society, the American Educational Research Association, the American Association of Community
Colleges, and the Illinois Community College Faculty Association. She is also an APA Community
College Teacher Affiliate (PT@CC). You can learn more about Sarah’s work at
https://works.bepress.com/sarah-grison/. Sarah and her husband are parents to four teenagers (plus
three cats and a dog), so they use psychology in their lives every day.
MICHAEL S. GAZZANIGA is Distinguished Professor and Director of the Sage Center for the Study
of the Mind at the University of California, Santa Barbara. In his career, he has introduced thousands
of students to psychology and cognitive neuroscience. He received a PhD from the California Institute
of Technology, where he worked with Roger Sperry and had primary responsibility for initiating
human split-brain research. He has carried out extensive studies on both subhuman primate and
human behavior and cognition. He is the founding editor of the Journal of Cognitive Neuroscience
and also a founder of the Cognitive Neuroscience Society. For 20 years he directed the Summer
Institute in Cognitive Neuroscience, and he serves as editor in chief of the major reference text The
Cognitive Neurosciences. He was a member of the President’s Council on Bioethics from 2001 to
2009. He is a member of the American Academy of Arts and Sciences, the National Academy of
Medicine, and the National Academy of Sciences. He has written many notable books, including most
recently Psychological Science, 6e; Cognitive Neuroscience, 5e; and The Consciousness Instinct:
Unraveling the Mystery of How the Brain Makes the Mind.
CONTENTS IN BRIEF
Welcome to Psychology in Your Lifeviii
1. Psychology in Your Life2
2. The Role of Biology in Psychology46
3. Consciousness92
4. Development Across the Life Span134
5. Sensation and Perception178
6. Learning220
7. Memory258
8. Thinking and Intelligence302
9. Motivation and Emotion342
10. Sex, Gender, and Sexuality384
11. Health and Well-Being424
12. Social Psychology464
13. Self and Personality502
14. Psychological Disorders544
15. Psychological Treatments592
Appendix A: How Can You Understand Data From Psychological Research?A-1
Appendix B: Answers to In-Chapter QuestionsB-1
WELCOME TO PSYCHOLOGY IN YOUR LIFE

With its innovative approach that interweaves teaching, learning, and succeeding, Psychology in Your Life is a
perfect fit for you whether you are an instructor or a student.

Instructors: We know that you are putting in countless hours to reinvent how you teach and help students learn. In
this fourth edition of Psychology in Your Life we provide many evidence-based tools that allow you to choose the
best way to teach even as your circumstances and needs shift.

Students: You are flocking to the introductory psychology course, yearning to learn about yourself and others. In
this fourth edition, we help you succeed by teaching you how to use psychology in your life and the best ways to
learn, whatever and whenever you are studying.
What Is the Mission of Psychology in Your Life?
In writing this new edition of Psychology in Your Life, we had three main goals.

1. Provide an integrated approach to teaching, learning, and succeeding. Although most textbooks and
teaching resources are created separately, we knew that only an integrated approach would truly support the
success of instructors and students alike.

To create a truly integrated teaching/learning package, we have used best practices to develop all aspects of
the textbook and resources, including the guidelines of the American Psychological Association (APA
Guidelines for the Undergraduate Psychology Major, Version 2.0, 2013) and the new recommendations of
the APA Introductory Psychology Initiative (IPI; see
https://www.apa.org/ed/precollege/undergrad/introductory-psychology-initiative; Gurung & Neufeld, 2022).
Psychological research is the basis for the Learning scaffold for students, Teaching resources for
instructors, and Succeeding tools for assessment (Figure 1).

FIGURE 1

The distinctive, innovative approach of Psychology in Your Life interweaves teaching, learning, and
succeeding.
2. Help students see psychology in the world around them and use it to improve their lives. As instructors,
we know the best way to capture students’ attention is to show them how psychology relates to them. In
addition, asking students to apply psychological principles is a fantastic way to help them learn the material.
After all, most students will not major in psychology, but they can use psychology to make a positive impact
on their lives. Indeed, the new recommendations of the APA IPI recognize the importance of application in
introductory psychology. For these reasons, we developed all aspects of Psychology in Your Life through the
lens of students’ own experiences.

How? First, we have written much of the book from the “you” perspective, providing examples of principles
that students can relate to and creating active learning questions based on their real-life experiences. The
new Using Psychology in Your Life study units help students to use psychology concepts in their personal
lives. For example, students will discover how to sleep better, how to avoid hearing loss when listening to
music through earbuds, and how to succeed if they have a learning disability (Figure 2). Putting
Psychology to Work features connect chapter concepts to potential careers and describe how students can
use psychology to succeed in many jobs, including food services and fine arts, criminal justice, the
hospitality industry, sales and financial services, and counseling and social work (Figure 3).

FIGURE 2

Using Psychology in Your Life study units show students how to use psychology to improve their
personal lives.
 FIGURE 3

Putting Psychology to Work features explain how understanding psychology can help in any career.

3. Cultivate inclusivity that allows students to see themselves in the textbook materials and in the field.
Psychology is changing for the better. More than ever before, psychology is a field for researchers,
instructors, and students who have diverse identities, experiences, challenges, and goals. Moreover, the APA
IPI recognizes the importance of diversity, and its new recommendations emphasize the promotion of
inclusion in introductory psychology. Psychology in Your Life shows how modern psychology is benefiting
from becoming more diverse, and it works hard to ensure that all instructors and students feel represented.

Our overall goal is to encourage students to see that psychology is a field where they can belong (Figure 4).
The textbook and teaching resources strive to cultivate a sense of belonging, and reduce belonging
uncertainty, by ensuring that the examples, figures, names, and photographs reflect a broad range of
identities and experiences in terms of race, ethnicity, sexual orientation, gender, age, culture, economic
status, health, ability, and other characteristics. In addition, a new section in Chapter 1 (study unit 1.6,
“Psychology Is Becoming More Diverse”) defines diversity and explains its many benefits. There we explain
how psychologists of diverse identities have been influential in the field while also acknowledging the
relative lack of diversity in the past. We also describe how psychology today benefits from increased
diversity in psychologists’ identities and research, participants in psychological research, and students in the
classroom and field. Chapter 1 also includes information about the psychological research related to
belonging, which makes people feel that they are respected, valued, and supported by others in their social
settings (also see Chapter 9).
 FIGURE 4

Psychology in Your Life emphasizes diversity, inclusion, and belonging.

This edition also includes expanded coverage of psychological phenomena within and across cultures, for
example culture-specific psychological disorders (see Chapter 14). Finally, in this fourth edition and in
subsequent editions of Psychology in Your Life, we are committed to continually increasing our coverage of
the diverse psychologists who research, teach, and work in clinical settings.
How Does Psychology in Your Life Improve Student
Learning?
Like earlier editions, the fourth edition of Psychology in Your Life provides useful and innovative features to
support student learning.

1. IMPACT learning strategies boost learning. Too often students think they know how to study but struggle
in their courses. To help them improve their study skills, we developed a new IMPACT learning scaffold
that is consistent with the recommendations of the APA IPI, which are based on research in the science of
learning.
An overview of the science of learning research in Chapter 1 summarizes six learning strategies that
truly have IMPACT: Improving, Monitoring, Practicing, Attending, Connecting, and Thinking Deeply
(Figure 5).
 FIGURE 5

A summary of IMPACT learning strategies appears in Chapter 1.

Learning to Learn infographics explain each of the six IMPACT strategies. For example, the
infographic in Chapter 2 explains the four aspects of Monitoring (Figure 6).
 FIGURE 6

Each of the six IMPACT learning strategies is explained in full-page infographics throughout the
book.

Learning Pauses ask students to practice techniques related to each IMPACT strategy. For example,
six Learning Pauses across Chapters 1, 3, 4, 7, 9, and 11 ask students to “pause” and practice the four
aspects of Monitoring (Figure 7).
 FIGURE 7

Learning Pauses ask students to practice the six IMPACT learning strategies.

2. Learning Goals, Learning Tips, and embedded learning activities help students achieve learning
targets.
A Learning Goal at the beginning of each study unit specifies the target that must be reached.
Students check their progress toward the Learning Goal by completing the Learning Goal Check at
the end of the study unit (Figure 8).

FIGURE 8

Learning Goals and Learning Goal Checks specify and test on the learning targets that students
must achieve.

Learning Tips help students understand tricky concepts by guiding them in ways similar to the way
you might guide them during office hours (Figure 9).
 FIGURE 9

Learning Tips provide useful tips for learning and remembering key ideas and concepts.

A Practice Test at the end of each chapter offers another opportunity to check progress toward the
Learning Goals.
Students can check their answers to all learning activities in Appendix B to determine whether they
are reaching the goals.
3. Students improve their critical thinking with three simple evidence-based steps. Now more than ever,
students encounter headlines, social media posts, and TikTok videos that make misleading, inaccurate, or
completely false claims. Developing students’ critical thinking skills is an important recommendation from
the APA IPI, and in this fourth edition we use a variation of a new evidence-based approach called Civic
Online Reasoning (https://cor.stanford.edu/) to help students improve their critical thinking skills. The
following features all focus on critical thinking:
Study unit 1.3, “Psychology Develops Your Critical Thinking Skills,” explains the three questions
to ask about a claim: Is the source of the claim believable? Is there strong evidence for the claim? Do
other believable sources agree about the claim? A Learning Tip helps students decide if they should
reject a claim (red light), be cautious about it (yellow light), or accept it (green light). See Figure 10.
 Figure 10

A Learning Tip in Chapter 1 summarizes the steps in critical thinking.

Evaluating Psychology in the Real World features, located throughout the textbook, ask students to
apply the three critical thinking questions to a recent news article. Students explore claims that are
relevant to their lives, such as You’re Stressed Out . . . Can Meditation Help? and You Are Feeling Bad
About Yourself . . . Can Self-Compassion Help You Feel Better?(Figure 11).
 FIGURE 11

Evaluating Psychology in the Real World features ask students to apply a critical thinking
framework to today’s headlines.

InQuizitive, our adaptive, evidence-based online homework tool, encourages students to practice
with concepts and really learn them. In the fourth edition, we have updated InQuizitive (Figure 12)
based on core learning science principles to ensure that students truly learn when they repeatedly
practice with the concepts. InQuizitive offers questions in many different question formats (video,
drag and drop, images, multiple choice, and more), and it provides immediate feedback each time a
student answers a question, along with graphs that summarize the student’s progress toward mastering
the material.
FIGURE 12

The InQuizitive interactive online homework tool helps students master the concepts.
How Does Psychology in Your Life Enhance Your
Teaching?
The fourth edition of Psychology in Your Life provides many evidence-based resources that support your teaching
in ways that are consistent with the recommendations of the APA IPI. All of these resources that are either created
or vetted by author Sarah Grison are inclusive and based on research in the learning sciences, best pedagogical
practices, and backward design. A comprehensive list of digital tools for instructors and students can be found on
page xxvii.

1. Find effective and flexible teaching resources that fit your needs in Norton Teaching Tools. As an
instructor, have you struggled to find a specific teaching tool you needed at a moment’s notice? Have you
ever had to shift how you taught a class in the middle of a term? Norton Teaching Tools can help.
Search through these teaching tools to choose the ones that are right for you, such as interactive
PowerPoint slides, video demonstrations, discussion starters, and more. You can narrow your search
by Learning Goal, textbook chapter, and/or type of resource.
Use our unique Teaching Pathways tool to answer a series of questions that generates a list of
Psychology in Your Life teaching resources that are most likely to suit your needs, whether teaching in
a certain format, using specific media, incorporating active learning, or encouraging belonging and
inclusion.
Get new ideas to bring active learning to your online or hybrid course. Take It Online! resources help
you keep your students engaged with Web-based activities, videos, demonstrations, and discussions.
Download High-Impact Practices: A Teaching Guide for Psychology (2e) for evidence-based advice
on teaching from expert psychology instructors. Updated with the most recent resources and practical
tips for implementation, this guide will help you move from theory to practice to support all of your
teaching needs, from using backward design to create your course, to creating a more inclusive
classroom, to developing an effective online course.
2. Entice students to engage with challenging concepts through next-generation digital visualization
tools. How many times have your students complained that it is difficult to learn biological aspects of
psychology? Although many students find this material intimidating, all psychological phenomena are
related to changes in our brains and bodies, and so every chapter in the textbook harkens back to information
presented in Chapter 2 (“The Role of Biology in Psychology”). For the fourth edition we have developed
two exciting new teaching resources to help students visualize and engage with biological aspects of
psychology:
Use the 3D Brain digital tool (Figure 13) to show students colorful, anatomically correct brain
structures, including the cortex, lobes, and subcortical structures. Each description box provides the
brain structure name, location, and function; explains a real-world experience that depends on
processing in that brain region; and ends with a comprehension check question. Students can also
zoom in and out, and add or remove structures.
 FIGURE 13

This screen from the 3D Brain interactive digital learning tool shows the hippocampus.

Use the Interactive Neuron Animations to help students understand the challenging concepts of
neuron structure, action potential, and neural communication across the synapse.

The Norton Teaching Tools offer suggestions on how to use the 3D Brain and Interactive Neuron Animations as
demonstration tools or as active learning experiences. In addition, InQuizitive questions have students practice
with the concepts.

3. Engage students in the process of psychological research and discovery with ZAPS 3.0 online,
interactive labs.Most instructors agree that they want their students to understand empiricism and the
scientific method. In ZAPS 3.0, which has been updated for the fourth edition, we go much farther. We used
best pedagogical practices and the recommendations of the APA IPI to redesign ZAPS for introductory
psychology students so they can experience what it is like to participate in psychological research that
investigates the concepts they are reading about in the textbook. More than just interactive labs, ZAPS can
be used as a teaching tool for enhancing understanding of psychological concepts, helping students apply the
material and making the scientific method and data interpretation more accessible.
4. Create tests customized to your needs with Testmaker. The Test Bank for Psychology in Your Life
features over 2,200 questions (135 multiple-choice and 15 short-answer questions per chapter), including
over 180 new multiple-choice questions. Ready-to-use quizzes feature an additional 65 multiple-choice
questions per chapter. Norton Testmaker brings Psychology in Your Life’s assessment materials online and
makes it easy to build customized, outcome-driven assessments. Search and filter Test Bank questions by
chapters, question types, difficulty levels, concept-based learning objectives, Bloom’s Taxonomy levels,
APA undergraduate psychology major learning goals, and new APA IPI Student Learning Outcomes. Easily
export your tests and quizzes to Microsoft Word or Common Cartridge files for your learning management
system.
A Final Note . . .
We want to close this preface with a note of appreciation. We see how instructors must now be prepared to turn on
a dime, change how they teach, and learn new modes of instruction, all while trying to keep themselves, their
students, and their families safe. We also see how our students struggle to get to class, work with new
technologies, and balance these challenges with their responsibilities at home and on the job. We are grateful for
your time, effort, courage, and persistence. We are here, always, to support you.

Stay safe. Have fun. Learn things.

Sarah & Mike

Changes to the Fourth Edition

A key aspect of fulfilling our mission in Psychology in Your Life is continually updating the textbook and
resources so that instructors and students stay up to date with current research and theories. To provide the
most accurate, up-to-date, and relevant content and to draw students into the fascinating field of
psychology, the fourth edition describes exciting and relevant new advances in the field, as follows.

Chapter Major Changes in the Fourth Edition

Introduction of the principles related to the science of learning and the six
IMPACT Learning Strategies (Improving, Monitoring, Practicing, Attending,
Connecting, and Thinking Deeply)
New study unit on diversity in psychology (among psychologists, students, and
Psychology in
1 research participants)
Your Life
New discussion of the five overlapping domains of psychology as
recommended by the APA IPI (Introductory Psychology Initiative)
Examples of new research methods relating to the science of learning and the
importance of repeated practice

Additional information about endorphins

Expanded coverage of brain imaging and how brain regions work together to
The Role of produce psychological activity
2 Biology in New material on the right-brained/left-brained myth
Psychology Explanation of processing in people with split brains moved from Chapter 3 to
Chapter 2 and simplified to help students understand the essential points about
conscious awareness across the two hemispheres of the brain

New chapter opener on concussions in student athletes

New material on the dangers of distracted driving
3 Consciousness Additional coverage of sleep deprivation associated with technology use and the
importance of sleep for college students
New/extended coverage of the opioid epidemic, cannabis use, and vaping
4 Development New coverage of the effects of poverty on children’s development
Across the New coverage of the Adolescent Brain Cognitive Development (ABCD) study
Life Span Updated coverage of identity formation in adolescence
New study unit on emerging adulthood

New chapter opener about singer Billie Eilish and her synesthesia
Sensation and New example of 3D movies in discussion of binocular cues
5
Perception New illustration of color illusion
New discussion of itch

New chapter opener: “The Lurking Menace: Learning to Be Scared by Horror

Movies”
6 Learning New example of sensitization: sneezing and coughing during COVID-19
New material: Learning prosocial behavior
Material on long-term potentiation moved to Chapter 7

Additional coverage of the effects of multitasking on

learning/memory/classroom success
New coverage of the role of hormones in remembering emotional events
7 Memory
Material on long-term potentiation moved from Chapter 6 to this chapter with
additional explanation
Updated discussion of eyewitness memory

New chapter opening story: 3-year-old Muhammad Haryz Nadzim is invited to

join Mensa
Thinking and
8 Additional coverage of schemas leading to stereotypes
Intelligence
New coverage of confirmation bias, illusory correlations, and hindsight bias
New coverage of creativity, divergent thinking, and convergent thinking

Updated discussion of Maslow’s hierarchy

Motivation New information on hunger
9
and Emotion New coverage of belongingness
New coverage of lie detection

Revised to include updated data and research

Sex, Gender,
10 Revision for gender-neutral and non-binary language
and Sexuality
Increased discussion of development of transgender identity

New chapter opener: Stresses created by COVID-19

New coverage of beneficial stress (eustress)
Health and
11 New coverage of mindfulness and living a meaningful life
Well-Being
Removed “Measuring Your Body Mass Index” and adjusted discussion of
obesity

12 Social New chapter opener: U.S. war vet joins Muslim Student Association at Parkland
Psychology College
 Coverage of stereotype threat updated and moved to this chapter
New discussion of perspective taking to reduce prejudice

New coverage of self-compassion

Removed Freudian theory of psychosexual development
Self and
13 New coverage of situational causes of personality change in emerging
Personality
adulthood
New coverage of using smartphone activity to assess personality

New coverage of the role of the gut microbiome in psychopathology

Increased coverage of college students’ mental health
New coverage of cultural syndromes, including taijin kyofusho, an intense fear
Psychological of displeasing others (Japan); maladi moun, the belief that mental health
14
Disorders problems have been sent by one’s enemies (Haiti); and khyâl cap, the belief that
a wind-like substance may rise in the body and cause various types of
psychopathology (Cambodia)
Eating disorders now covered in this chapter

New coverage of technology-based treatments via smartphones, computer

programs, and the internet
Psychological Updates based on new guidelines for use of antipsychotic medications in
15
Treatments schizophrenia
New coverage of naturalistic developmental behavioral interventions (NDBI) as
treatment for autism spectrum disorder
ACKNOWLEDGMENTS
Like teaching and learning, writing a textbook and developing unique and integrated
educational tools for instructors and students are joint efforts. Our work to support instructors
and students in Psychology in Your Life has depended so much on the support that we received
in the years we have been engrossed in this project. First, we wish to thank our families for
their unwavering support. Our spouses have been extremely understanding and generous when
we repeatedly worked through family vacations. And our children and grandchildren have
patiently waited for us to finish working on the days when they wanted to spend time with us.
We are very grateful to all of you.

We are also very grateful to the students in introductory psychology at the University of
Illinois, Urbana-Champaign and at Parkland College, who helped us investigate what helped
them learn and what did not.

It has been our good fortune to have been joined by so many talented individuals during the
process of developing and revising Psychology in Your Life. We are extremely grateful to our
colleagues who lent their teaching and research expertise in psychology to help us set the right
tone in Chapter 1 with new and important material on the science of learning. The following
excellent instructors helped us refine our approach to the new IMPACT learning strategies
scaffold of seven Learning to Learn infographics and thirty-three Learning Pauses, and they
also reviewed new material in our study unit on diversity in the field of psychology, as well as
our integration of the five domains of psychology from the APA IPI (American Psychological
Association Introductory Psychology Initiative):

Sarah Ainsworth, Tallahassee Community College

Apryl A. Alexander, University of Denver

Leslie Berntsen, University of Southern California

John Grundy, Iowa State University

Karla Lassonde, Minnesota State University, Mankato

Jeong Min Lee, Georgia State University

Robin Musselman, Lehigh Carbon Community College

Garth Neufeld, Cascadia College

Shan Ran, Mercer University

Shaun Vecera, University of Iowa

We are also grateful for the efforts of Lisa Diamond, University of Utah, and Tasha Howe,
Humboldt State University, for their many helpful updates and suggestions for Chapter 10,
“Sex, Gender, and Sexuality.” Lisa reviewed all drafts of the chapter, and her expertise on the
latest research was invaluable going into the final version. We also thank Seth Dornisch,
graduate student, who helped incorporate many important findings into our revised version of
the chapter while constantly considering the student point of view. In addition, we thank Ines
Segert, University of Missouri, Columbia, for her initial idea and work to create the first
versions of the Putting Psychology to Work features. We also wish to thank Carrie Veronica
Smith at the University of Mississippi for contributing the ideas and early Being a Critical
Consumer features which later became “Evaluating Psychology in the Real World.”

Fourth Edition Authors and Contributors to Instructor Resources and Digital Tools We also
thank the following extraordinary psychology instructors for sharing with us their knowledge
of psychological concepts and of evidence-based teaching and learning pedagogies. With their
expertise we have been able to create our full suite of teaching resources and active learning
tools.

Eva Chen, Benedictine College

Matthew O’Brien, Palomar College

Laura Scaletta, Niagara County Community College

Gretchen Van de Walle, Rutgers University

Fourth Edition Text and Digital Resource Reviewers The textbook chapters and teaching tools
have been thoroughly reviewed as they moved through the editorial and production process
over four editions. Reviewers included star instructors who checked for issues such as level,
detail, pacing, and readability, all with the goal of supporting student comprehension.
Especially in the fourth edition, we focused on eliciting feedback from many reviewers with
diverse identities and experiences to provide feedback on our updated approaches to fostering
inclusion and increasing belonging in every chapter. Reviewers also included experts who
checked for scientific accuracy and helped us find the right balance of correctness, clarity, and
conciseness. Our reviewers showed extraordinary attention to detail and understanding of the
student experience. Their efforts reflect a deep commitment to excellence in psychology and to
teaching students about the importance and applicability of our field. We are grateful to all of
them.

Sarah Ainsworth, Tallahassee Community College

Apryl A. Alexander, University of Denver

William S. Altman, SUNY Broome Community College

Leslie Berntsen, University of Southern California

Rachel Besing, Brescia University

Malaika M. Brown, Citrus College and Pasadena City College

Allen Butt, University of New Mexico

Lisa Diamond, University of Utah

Lisa DiDonato, Frederick Community College

Gaithri Fernando, California State University Los Angeles

Desiree Franks, Northeast Wisconsin Technical College

John G. Grundy, Iowa State University

Kristina Howansky, St. Mary’s College of Maryland

Rhonda Jamison, University of Maine

Karla A. Lassonde, Minnesota State University, Mankato

Timothy J. Lawson, Mount St. Joseph University

Miriam Liss, University of Mary Washington

Jeong Min Lee, Georgia State University

Sara Lowmaster, University of South Dakota

Robin Musselman, Lehigh Carbon Community College

Garth Neufeld, Cascadia College

Matthew O’Brien, Palomar Community College

Chelsea Pierotti, University of Colorado

Brad Pinter, Penn State Altoona

Shan Ran, Mercer University

Laura Scaletta, SUNY Niagara County Community College

Joseph Simons-Rudolph, North Carolina State University

Rachel Smallman, Texas A&M University

Jonathan Sparks, Vance-Granville Community College

Christopher Stanzione, Georgia Institute of Technology

Gretchen Van de Walle, Rutgers University

Don Zhang, Louisiana State University

Anthony Zoccolillo, Texas A&M – Corpus Christi

Reviewers for the First Three Editions:

Paul Abramson, University of California, Los Angeles

Carol Anderson, Bellevue College

Romina Angeleri, University of New Mexico

Sarah K. Angulo, Texas State University

Nicole Arduini-Van Hoose, Hudson Valley Community College

Michelle Bannoura, Hudson Valley Community College

Nicole Barbari, Chaffey College

Holly Beard, Midlands Technical College

Dan Bellack, Trident Technical College

Richard Bernstein, Broward College

John H. Bickford Jr., University of Massachusetts Amherst

David Biek, Middle Georgia State University

Phaer Bonner, Jefferson State Community College

Carol Borden, Leech Lake Band of Ojibwe

Allison Burton-Chase, Albany College of Pharmacy and Health Sciences

Pamela Case, Richmond Community College

Diana Ciesko, Valencia Community College

Scott Cohn, Western State Colorado University

Kevin Conner, Liberty University

Barbara Corbisier, Blinn College

Andrew Corr, Kirkwood Community College, Iowa City Campus

Jennifer E. Dale, Community College of Aurora

Jubilee Dickson, Chicago State University

Dale Doty, Monroe Community College

Gina Dow, Denison College

Michael Dudley, Southern Illinois University, Edwardsville

Sarah Estow, Guilford College

Laura Flewelling, Johnston Community College

Shannon Gadbois, Brandon University

Andrew C. Gallup, SUNY, College at Oneonta

Rebecca Gazzaniga, University of California, Santa Barbara

Ericka M. Goerling, Portland Community College

Gregg Gold, Humboldt State University

Jeffrey Green, Virginia Commonwealth University

Jerry Green, Tarrant County College District

Christine L. Grela, McHenry County College

Christine Harrington, Middlesex County College

Marissa A. Harrison, Pennsylvania State University, Harrisburg

Laura Hebert, Angelina College

Byron Heidenreich, Illinois State University

Carmon Hicks, Ivy Tech Community College Northeast

Jessica C. Hill, Utah Valley University

Debra A. Hope, University of Nebraska-Lincoln

David A. Houston, University of Memphis

Tasha Howe, Humboldt State University

Karin Hu, City College of San Francisco

Sandra Hunt, College of Staten Island

Malgorzata Ilkowska, Georgia Institute of Technology

Benetha Jackson, Angelina College

Mike James, Ivy Tech Community College Northeast

Rhonda Jamison, University of Maine at Farmington

Mary Johannesen-Schmidt, Oakton Community College

Jennifer Johnson, Bloomsburg University of Pennsylvania

Jeffrey Jourdan, Ivy Tech Community College Northeast

Tyson Keiger, Utica College

Deborah P. Kelley, Tyler Junior College

Patricia Kemerer, Ivy Tech Community College Northeast

Lynnel Kiely, Harold Washington College

Andrew Kim, Citrus College

Yuthika Kim, Oklahoma City Community College

Andrew Knapp, Finger Lakes Community College

Karen Kwan, Salt Lake Community College

Caleb W. Lack, University of Central Oklahoma

Marianne LaFrance, Yale University

Rachel L. Laimon, Charles Stewart Mott Community College

Sadie Leder-Elder, High Point University

Katie W. Lewis, Pensacola State College

Sheryl Leytham, Grand View University

Debbie Ma, California State University, Northridge

Pam Marek, Kennesaw State University

Diane Martichuski, University of Colorado Boulder

Randall Martinez, Cypress College

Kevin Matlock, Humboldt State University

Daniel McConnell, University of Central Florida

Matthias Mehl, University of Arizona

Stefanie Mitchell, San Jacinto College

Beth Morling, University of Delaware

Ronald Mulson, Hudson Valley Community College

Robin Musselman, Lehigh Carbon Community College

Hayley Nelson, Delaware County Community College

Ronn Newby, Des Moines Area Community College

Victoria Noriega, University of Miami

Arthur Olguin, Santa Barbara City College

David Payne, Wallace Community College

Jeffrey J. Pedroza, Santa Ana College

Paul Romanowich, University of Texas at San Antonio

Carin Rubenstein, Pima Community College

Laura L. Scaletta, Niagara County Community College

Patricia Schiml, Wright State University

Kathleen Schmidt, Southern Illinois University Carbondale

Ines L. Segert, University of Missouri

Randi Shedlosky-Shoemaker, York College of Pennsylvania

Aya Shigeto, Nova Southeastern University

Matt Shively, Wright State University

Staci Simmelink-Johnson, Walla Walla Community College

Nancy Simpson, Trident Technical College

Jon Skalski, College of Southern Nevada

Peggy Skinner, South Plains College

Latishia Smith, Ivy Tech Community College

Courtney Stevens, Willamette University

Krishna Stilianos, Oakland Community College, Highland Lakes Campus

James W. Sturges, California State Polytechnic University, Pomona

Laura R. Terry, Grand Canyon University

Margot Underwood, Joliet Junior College

Lisa Wade, Occidental College

Rebecca Walker-Sands, Central Oregon Community College

Christopher Warren, California State University, Long Beach

Marti Weaver, Eastfield College

Matthew Webster, Blinn College

Nambrath Rajkumari Wesley, Brookdale Community College

Glenda Williams, Lone Star College

Keith Williams, Oakland University

Chrysalis L. Wright, University of Central Florida

John William “Jay” Wright, Washington State University

Andrea Zabel, Midland College

Anna Clare Zaborowski, San Jacinto College, Central

The Norton Team To realize a vision, you must take a first step. For Psychology in Your Life,
the first step was a leap of faith, when W. W. Norton & Co. saw the possibilities of what this
project could bring to instructors and students. As the oldest and largest independent
publishing company in the United States, Norton has created some of the best-respected and
iconic books in modern times. As publishing has moved to a more digital format for books and
assessments, W. W. Norton continues to offer the best scholarship and innovative solutions for
instructors and students. These strengths, both past and present, make Norton stand out as a
beacon among publishers. Because the company is wholly owned by its employees, its people
are the heart and soul of this excellence.

Psychology in Your Life exists because of the extraordinary contributions of many people at
Norton. At the top of the list is Sheri Snavely, the editor of Psychology in Your Life. When
Sarah and Sheri first discussed this project, many publishing companies were interested in
taking a new approach to developing evidence-based educational products. While
representatives from many companies wanted to hear about this project, Sheri wanted to learn
about it through experience. She asked to sit in on Sarah’s introductory psychology class. No
one from another company had asked to do that, but Sheri needed to see if Sarah was an
instructor who actually “walked the walk” of supporting student learning in class. That hands-
on approach enabled Sheri to see the value in the vision. Over four editions, Sheri’s
unwavering leadership and guidance have provided a constant star to keep us oriented in the
right direction. In addition, using her extraordinary ability to help us find the right balance of
consistent mission focus while embracing important new priorities, Sheri has helped guide us
as we face never-before-seen challenges in higher education. The fourth edition and the entire
suite of teaching resources and assessment tools would not exist without her deep belief in the
value of Psychology in Your Life for instructors and students. Sheri, we are incredibly grateful
to you and want all instructors and students to know what an amazing ally they have in you at
W. W. Norton. Assistant editor Chloe Weiss kept the project running smoothly and managed
our rigorous editorial review program, allowing us to revise chapters based on high-quality
extensive feedback from professors in the field. She also worked tirelessly to ensure that the
book's content and illustration program is inclusive, reflecting the psychologists and
psychology students in all their variety.

The work of a developmental editor is to help the authors provide appropriate, accurate, and
engaging information about psychology while also supporting students’ abilities to understand
the material. Although we did not know it until the fourth edition, Steven Rigolosi is the
extraordinary developmental editor we have always yearned for. Steve truly listened to us
describe our vision for the fourth edition and then pushed us to improve on our own ideas and
implement them concretely and consistently in every paragraph, study unit, chapter, and image
in the entire textbook. Steve’s ability to keep in mind the implementation of our vision while
also ensuring the accuracy of a myriad of details, from grammar to format to image selection,
has helped us produce the absolute best edition of Psychology in Your Life. Steve, thank you
for your extraordinary work. We hope to work with you for many editions to come to enlist
you in our cause to support students in introductory psychology.

The media for the third edition benefited tremendously from the expertise of media editor
Kaitlin Coats, who skillfully guided the development of new animated Concept Videos,
Teaching Videos, InQuizitive, and High-Impact Practices: A Teaching Guide for Psychology to
completion in the third edition. For the fourth edition, Kaitlin’s vision included increasing
support for instructors with the much needed and extremely timely ideas for Norton Teaching
Tools and Teaching Pathways. She also worked with us to develop the new 3D brain and
neuron animations to help students engage with and better understand challenging concepts.
We are grateful for her innovative and timely ideas, talent, and hard work. Kaitlin and the
excellent associate media editor, Christina Fuery, worked tirelessly with us to design all
aspects of the ebook; Integrated Instructor’s Guide; InQuizitive online formative, adaptive
homework tool; and Test Bank around the core learning goals in the textbook. The media
editorial assistant, Emilia Pesantes, ran the digital review program and ensured that the media
processes went smoothly. In addition, Emilia was primarily responsible for ensuring that all
Learning Goals in the fourth edition are associated with APA IPI Learning Goals and that all
teaching resources and learning activities are correctly tagged with those APA IPI goals.
Emilia also worked to ensure that Norton Teaching Tools become increasingly diverse,
equitable, and inclusive. The end result of these long hours of joint work is something
remarkable: media that is part of an integrated package, connected by the updated Learning
Goals, to all aspects of Psychology in Your Life.

We are also grateful for a top-notch project and production team that kept this project on track
and running smoothly: Christine D’Antonio, Eric Pier-Hocking, and Richard Bretan. We are
grateful to art director Jillian Burr and design director Rubina Yeh for the beautiful, inclusive,
and instructive IMPACT learning strategies scaffold of Learning to Learn infographics and
Learning Pauses, as well as the colorful and accessible new text design. Photo editor Tommy
Persano worked tirelessly with us to find the best photos that show concepts and people from a
wide array of identities.

It has been a great joy to work with Casey Johnson, our energetic and creative marketing
manager with deep knowledge of instructor and student needs. Casey has been a tireless
champion, making sure travelers have strategic tools to help instructors understand our mission
to support them and their students. She also is the source of our excellent swag for marketing
the new IMPACT learning strategies so we can help as many students as possible during the
challenges posed by the COVID-19 pandemic. Norton’s sales managers, representatives, and
specialists are truly invested in supporting instructors and students. Their expertise, insight,
and mission focus make them extraordinary advocates for excellence in education. A big thank
you goes to psychology sales specialist Dorothy Laymon, our boots on the ground for rallying
the troops, making countless presentations, and understanding so intuitively the challenges that
instructors and students face today.

Finally, we want to thank the instructors we have met at conferences and meetings, where we
have exchanged ideas about challenges in teaching and how to address those challenges so that
our students have great learning experiences. By contributing to the ideas behind Psychology
in Your Life, those instructors have become part of the extended Norton family.
Digital Tools for Instructors and
Students
A key aspect of our mission in Psychology in Your Life is to support instructors so that you can
do your best work with students in these challenging times. The author-created Psychology in
Your Life teaching and learning resources give you all the tools you need to increase student
retention, understanding, and engagement.
Norton Teaching Tools

Developed by Sarah Grison to address a broad range of teaching goals and challenges, the
Norton Teaching Tools site for Psychology in Your Life is the most robust and thoughtful
repository of teaching resources available for introduction to psychology courses. It includes the
following resources:

New Teaching Pathways provide guided paths through the Psychology in Your Life
teaching tools based on common needs (such as teaching online, incorporating active
learning, and creating an inclusive learning environment), helping you identify the tools
that best fit your course.
Active Learning + Lecture PowerPoints support active learning during lectures by
providing activities, linked videos, discussion questions, and classroom response
questions that are integrated with lecture outline slides reflecting the structure and content
of the text.
Activities and Demonstrations provide ideas for engaging students in learning actively,
thinking critically, and applying their knowledge. New “Take It Online” features offer
concrete suggestions for implementing these active learning activities in an online course
setting, and new “Suggestions for Scaling” features help you adapt the activities for larger
or smaller course settings.
And much more, including chapter outlines and summaries, chapter learning objectives,
suggested video clips, suggested reading and Web sources, Being a Critical Consumer
features, discussion prompts, instructor-facing Demonstration Videos that show you how
to set up demonstrations in your own class, and teaching videos and suggestions from
Sarah Grison to help you teach tough concepts in your course.
InQuizitive

Created by a cognitive psychologist, InQuizitive adaptive assessment is built on evidence-based

principles of learning. Personalized question sets, formative answer-specific feedback, game-
like elements, and a variety of interactive question types maximize engagement and retention.
ZAPS 3.0

ZAPS 3.0 interactive labs invite students to participate actively in the process of psychological
research and discovery. New in ZAPS Version 3.0: briefer (20-minute) activities, embedded
videos, more formative assessment, enhanced data literacy content, a “How to Use ZAPS”
activity, four new lab activities, and a brand-new suite of instructor support tools.
3D Brain and Neuron Animations

A new interactive 3D brain and new interactive neuron animations allow students to visualize
and interact with difficult concepts in Chapter 2, “The Role of Biology in Psychology.” These
tools give students hands-on ways to explore structure and function, and they support you in
teaching these challenging concepts in class.
Videos

Concept Videos are brief, friendly animated illustrations of the most important concepts in
introductory psychology. Demonstration Videos show a real instructor and students
participating in classroom demonstrations.
Testmaker

New Norton Testmaker makes it easy to build customized, outcome-driven assessments from
more than 3,000 questions in the Psychology in Your Life Test Bank. Search and filter questions
by difficulty level, learning objective, and more. Easily export your tests and quizzes to
Microsoft Word or Common Cartridge files for your learning management system.
Resources for Your LMS

Easily add high-quality, integrated Norton digital resources to your online, hybrid, or lecture
courses. All activities can be accessed within your existing learning management system.