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Introduction to
Psychology 15e
Gateways to Mind and Behavior
Dennis Coon
John Mitterer
Brock University
Tanya Martini
Brock University
Australia ● Brazil ● Canada ● Mexico ● Singapore ● Spain ● United Kingdom ● United States
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and Behavior, Fifteenth Edition
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Dennis Coon, John Mitterer, Tanya Martini
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Printed in the United States of America

Print Number: 01 Print Year: 2017
Dedication
To David, Callum, and Ronan
About the Authors
Courtesy of John Mitterer
Courtesy of Tanya Martini

Courtesy of Dennis Coon
Dennis Coon Dennis Coon is a John Mitterer John Mitterer was Tanya Martini Tanya Martini obtained
publishing phenomenon and one of the awarded his PhD in cognitive psychology her PhD in developmental psychology
best-selling authors in the field of from McMaster University. He has taught from the University of Toronto. In
psychology. His innovative instructional psychology at Brock University to more addition to introductory psychology, she
methods and student-focused style make than 30,000 introductory psychology also teaches research methods, human
his works perennial favorites among students. He is an award-winning teacher learning, and courses aimed at facilitating
instructors and students alike. To date, whose several teaching awards include a students’ understanding of career-related
more than two million students have National 3M Teaching Fellowship, the skills. In 2015 she received the Brock
learned psychology with a Coon text as Canadian Psychological Association University Distinguished Teaching Award,
their guide. Coon graduated with a B.A. in Award for Distinguished Contributions to where she currently holds a Chancellor’s
psychology from the University of Education and Training in Psychology, Chair for Teaching Excellence. Dr. Martini’s
California, Riverside, and earned his PhD and the Brock University Don Ursino research examines how undergraduates
in social psychology from the University Award for Excellence in the Teaching of think about the skills that are being
of Arizona. He is also coauthor, with John Large Classes. He has created textbooks fostered during university experiences,
Mitterer and Tanya Martini, of Psychology: and support materials for both students both inside and outside the classroom.
Modules for Active Learning, 14th Edition. and instructors, and published and She’s also interested in how we can
lectured on undergraduate instruction improve students’ understanding of
throughout Canada and the United States. career-related skills so that they are in a
better position to leverage them when they
apply for jobs or post-graduate programs.
|iv|
Brief Contents
Preface xvi 10 Motivation and Emotion 312

A Psychologist’s Skill Set: Positivity and Optimism—
Introduction: A Psychologist’s Skill Set—
A Lucky Man 342
Reflective Studying 2
11 Sex, Gender, and Sexuality 346
1 Psychology, Critical Thinking, and Science 14 A Psychologist’s Skill Set: Civic Engagement—Raising
A Psychologist’s Skill Set: Information Literacy—How Do Awareness 373
You Know? 46
12 Personality 378
2 Brain and Behavior 52 A Psychologist’s Skills Set: Leadership—Just Follow Me 408
A Psychologist’s Skill Set: Self-regulation—Control Yourself! 79
13 Health, Stress, and Coping 414
3 Human Development 84 A Psychologist’s Skill Set: Stress Management—Send Silence
A Psychologist’s Skill Set: Ethical Behavior—Valuing Packing 439
Values 114
14 Psychological Disorders 446
4 Sensation and Perception 118 A Psychologist’s Skill Set: Perseverance—True Grit 476
A Psychologist’s Skill Set: Effective Communication—Making
15 Therapies 480
Your Point 154
A Psychologists Skill Set: Managing Mental Health—Learning
5 States of Consciousness 160 to Say “Shhhh” 506
A Psychologist’s Skill Set: Metacognition—What Do You
16 Social Thinking and Social Influence 512
Think of . . . You? 190
A Psychologist’s Skill Set: Teamwork—Imagine Me
6 Conditioning and Learning 194 and You 533
A Psychologist’s Skill Set: Behavioral Self-Management—
17 Prosocial and Antisocial Behavior 538
A Rewarding Project 222
A Psychologist’s Skill Set: Diversity and Inclusion—Think
7 Memory 228 Pink! 559
A Psychologist’s Skill Set: Giving Memorable Presentations—
18 Applied Psychology 564
Win the War 256
A Psychologist’s Skill Set: Career Preparation—Hi Ho,
8 Cognition, Language, and Creativity 260 Hi Ho 588
A Psychologist’s Skill Set: Creativity and Innovation—
Appendix—Statistical Literacy 594
Getting a Leg Up 281
9 Intelligence 286 References 605

A Psychologist’s Skill Set: Emotional Intelligence—The Right Author Index 668
Way? 307 Subject Index / Glossary 684
|v|
Contents
Preface xvi I.3 Reflective Note Taking—LISAN Up! 9
Using and Reviewing Your Notes 10
Introduction: A Psychologist’s Skill Set—Reflective Studying 2
I.4 Reflective Study Strategies—Making a Habit of Success 10
I.1 What’s in It for You?—More Than You Might Think 4
Strategies for Studying 10
A Psychologist’s Skill Set 4
Strategies for Taking Tests 10
How This Book Will Help You with Skill Development 5
Procrastination: Don’t Be Late! 12
Reflective Learning: The Most Important Ingredient 5
The Whole Human: Psychology and You 12
I.2 Reflective Reading—How to Tame a Textbook 6
How to Use Introduction to Psychology: Gateways to Mind
and Behavior 7
Going Digital 8
1 Psychology, Critical Thinking, and Science 14
The Triple Seven Quest 15 1.7 The Core Features of Contemporary Psychology—Critical Science? 31
1.1 Commonsense Psychology—Isn’t It All Common Sense? 16 Psychology’s Goals 31
Commonsense Psychology 16 Critical Thinking in Contemporary Psychology 32
1.2 Introspection and the First Scientific Psychologists—Inward Ho! 17 Critical Thinking Principles 32
Structuralism 18 Scientific Research in Contemporary Psychology 33
Gestalt Psychology 18 The Six Steps of the Scientific Method 33
Functionalism 19 Research Ethics 35
The Shortcomings of Introspection 19 1.8 The Experiment—Where Cause Meets Effect 36
1.3 Beyond Introspection—Behaviorism, Psychoanalysis, Humanism, Variables and Groups 37
and Biopsychology 21 Quasi-Experiments 38
Behaviorism 21 Evaluating Results 38
Psychoanalytic Psychology 22 1.9 Double-Blind—On Placebos and Self-Fulfilling Prophecies 39
Humanistic Psychology 23 Research Participant Bias 39
1.4 The Rise of Cognitive Psychology—Recovering the Mind 24 Researcher Bias 40
1.5 The Biopsychosocial Model—One Model to Rule Them All 25 1.10 Descriptive Research Methods—Get Out the Critter Cam 41
The Biological Perspective 26 Naturalistic Observation 41
The Psychological Perspective 26 Correlational Research 42
The Social Perspective 27 Case Studies 43
1.6 Psychologists—Guaranteed Not to Shrink 29 Survey Method 44
Helping People 29 1.11 A Psychologist’s Skill Set: Information Literacy—How Do You
Other Mental Health Professionals 31 Know? 46
Summary 48
|vi|
2 Brain and Behavior 52
Punch-Drunk 53 2.5 The Cerebral Hemispheres—Wrinkle, Wrinkle, Little Star 66

2.1 The Nervous System—Wired for Action 54 The Cerebral Hemispheres 66
The Peripheral Nervous System 54 The Split-Brain 68
2.2 Neurons, Synapses, and Neural Networks—Building a 2.6 The Lobes of the Cerebral Cortex—Which Part Does What? 70
Biocomputer 55
2.7 The Subcortex—At the Core of the (Brain) Matter 73
Parts of a Neuron 55
The Hindbrain 74
Neural Function 56
The Cerebellum 75
Synaptic Transmission 58
Locked-In Syndrome 75
Neurotransmitters 58
The Forebrain 75
Neural Networks 59
The Whole Human 76
2.3 Neuroplasticity and Neurogenesis—The Dynamic Nervous
2.8 The Endocrine System—My Hormones Made Me Do It 77
System 61
Glands of the Endocrine System 77
Neurogenesis 61
2.9 A Psychologist’s Skill Set: Self-regulation—Control Yourself! 79
2.4 Brain Research—How to Look Under Your Skull 62
The Frontal Lobes—The Executive Living in Your Brain 79
Mapping Brain Structure—Pieces of the Puzzle 62
From Marshmallows to Retirement Funds 80
Exploring Brain Function 63
3 Human Development 84
Preview: It’s a Boy! 85 Stage 6: Young Adulthood 100

3.1 Stages of Development—It Takes Two to Tango 86 Stage 7: Middle Adulthood 100
The Prenatal Stage 86 Stage 8: Late Adulthood 101
Infancy and Childhood 88 Focus on Parenting 101
Adolescence and Adulthood 91 3.5 Moral Development—Growing a Conscience 104
3.2 Physical Development—Were You a Little Trapeze Artist Too? 93 Moral Emotions 104
Physical Development in Infancy and Childhood 93 Moral Thinking 104
Physical Development in Adolescence and Adulthood 95 3.6 Language Development—Say What? 106
3.3 Emotional Development—Smile, Stranger! 95 Language and the Terrible Twos 106
Day Care 98 The Roots of Language 106
3.4 Psychosocial Development—Rocky Road or Garden Path? 98 3.7 Cognitive Development—Escaping Egocentrism 108
Stage 1: First Year of Life 99 Piaget’s Theory of Cognitive Development 108
Stage 2: 1–3 Years 99 Piaget Today 111
Stage 3: 3–5 Years 99 Vygotsky’s Sociocultural Theory 112
Stage 4: 6–12 Years 100 3.8 A Psychologist’s Skill Set: Ethical Behavior—Valuing Values 114
Stage 5: Adolescence 100 Ethical Behavior—Truth or Consequences 114
Contents | v i i |
4 Sensation and Perception 118
Snake! 119 4.7 Perceptual Processes—The Second Step 138

4.1 Sensory Processes—The First Step 120 Bottom-Up and Top-Down Processing 140
Psychophysics 120 Gestalt Organizing Principles 141
4.2 Selective Attention—Tuning In and Tuning Out 122 Perceptual Constancies 142
4.3 Vision—The Most Important Sense? 124 4.8 Depth Perception—What If the World Were Flat? 144
Structure of the Eye 124 Binocular Depth Cues 144
Rods and Cones 125 Monocular Depth Cues 145
Color Vision 127 4.9 Perceptual Learning—Believing is Seeing 148
Seeing in the Dark 128 Motives, Emotions, and Perception 148
4.4 Hearing—Good Vibrations 129 Perceptual Expectancies 149
How We Hear Sounds 130 Perceptual Learning: Do They See What We See? 149
4.5 Smell and Taste—The Nose Knows When the Tongue 4.10 Becoming a Better Eyewitness to Life—Pay Attention! 152
Can’t Tell 133 The Whole Human: Perceptual Accuracy 152
The Sense of Smell 133 The Value of Paying Attention 153
Taste and Flavors 134 How to Become a Better “Eyewitness” to Life 153
4.6 The Somesthetic Senses—Flying by the Seat of 4.11 A Psychologist’s Skill Set: Effective Communication—
Your Pants 134 Making Your Point 154
The Skin Senses 135 Receiving Information: Reading and Listening 155
Pain 135 Providing Information: Writing and Speaking 155
The Vestibular System 137 What’s the Best Communication Style? 156
5 States of Consciousness 160
Blown Away 161 5.7 Sleep Troubles—Some Things That Go Wrong in the Night 174
5.1 States of Consciousness—The Many Faces of Awareness 162 Insomnia Disorder 174
Disorders of Consciousness 162 Disorders of Arousal—Sleepwalking, Sleeptalking,
Altered States of Consciousness 162 and Sleepsex 175
5.2 ypnosis—Look into My Eyes 163
H Nightmare Disorder and Sleep Terrors 176
Theories of Hypnosis 164 Sleep Apneas 176
The Reality of Hypnosis 164 Narcolepsy 177
5.3 Meditation, Sensory Deprivation, and Mindfulness—Chilling, 5.8 Drug-Altered Consciousness—The High and Low of It 177
the Healthy Way 165 Patterns of Psychoactive Drug Use 178
Meditation 166 Psychoactive Drugs and the Brain 179
The Whole Human: Mindfulness and Well-Being 167 Drug Dependence 179
5.4 Sleep Patterns and Stages—The Nightly Roller Coaster 168 5.9 Stimulants—Up, Up, and Away 180
Sleep Patterns 168 Amphetamines 180
Sleep Stages 168 Cocaine 182
5.5 Functions of Sleep—Catching a Few ZZZs 171 MDMA 182
The Need for Sleep 171 Caffeine 183
Sleep and Memory 172 Nicotine 183
5.6 Dreams—A Royal Road? 172 5.10 Depressants—Down and Out 184
Dream Theories 172 Opioids 184
Dream Worlds 173 Barbiturates 185
GHB 185
| v i i i | Contents
Tranquilizers 185 5.12 A Psychologist’s Skill Set: Metacognition—What Do You Think
Alcohol 186 of . . .You? 190
Do You Know What You Don’t Know? 190
5.11 Hallucinogens—Tripping the Light Fantastic 187
Thinking About Thinking 191
LSD and PCP 187
Cannabis 188
6 Conditioning and Learning 194
Now That’s Discrimination! 195 6.7

Partial Reinforcement—Las Vegas, a Human Skinner Box? 211
6.1 Learning—One Way or Another 196 Schedules of Partial Reinforcement 211
Types of Associative Learning 196 6.8
Effective Punishment—Putting the Brakes on Behavior 213
6.2
Classical Conditioning—The Nobel Drool 197 Variables Affecting Punishment 213
Pavlov’s Experiment 197 The Downside of Punishment 214
Principles of Classical Conditioning 198 Using Punishment Wisely 214
6.3
Classical Conditioning in Humans—An Emotional Topic 200 6.9
Cognitive Learning—Beyond Conditioning 216
Conditioned Emotional Responses 201 Latent Learning 216
Vicarious, or Secondhand, Conditioning 202 Cognitive Maps 216
6.4
Operant Conditioning—Shape Up! 202 Feedback 217
Positive Reinforcement 203 Learning Aids 218
Acquiring an Operant Response 203 Discovery Learning 218
Shaping 205 6.10 Observational Learning—Do as I Do, Not as I Say 219
Operant Extinction 206 Modeling 219
Negative Reinforcement 206 Modeling and the Media 220
Punishment 206 6.11 A Psychologist’s Skill Set: Behavioral Self-Management—
6.5
Stimulus Control—Red Light, Green Light 207 A Rewarding Project 222
Behavioral Self-Management 222
6.6
Reinforcers—What’s Your Pleasure? 208
Primary Reinforcement 209
Secondary Reinforcement 209
7 Memory 228
My Memory Rules My Life 229 7.4

Measuring Memory—The Answer Is on the Tip of My Tongue 239
7.1 Stages of Memory—The Short and Long of It 230 Recalling Information 240
Sensory Memory 230 Recognizing Information 240
Short-Term Memory 230 Relearning Information 241
Long-Term Memory 230 Explicit and Implicit Memories 241
The Relationship Between STM and LTM 230 7.5
Forgetting—Do You Have a Mind Like a Steel Trap? Or a Sieve? 242
7.2 Short-Term (Working) Memory—Do You Know the Magic Encoding Failure 243
Number? 231 Storage Failure 244
Storage and Rehearsal in Short-Term (Working) Memory 231 Retrieval Failure 244
The Capacity of Short-Term (Working) Memory 232 7.6
Memory and the Brain—Some “Shocking” Findings 248
Chunking 232 Consolidation 248
7.3 L ong-Term Memory—A Blast from the Past 233 Long-Term Memory and the Brain 249
Encoding and Culture 233 7.7 Exceptional Memory—Wizards of Recall 251
Storage in LTM 233
7.8
Improving Memory—Some Keys to (Memory) Success 251
False Memories 234
Encoding Strategies 251
Organizing Memories 235
Retrieval Strategies 253
Types of Long-Term Memory 238
Contents | i x |
7.9
Mnemonics—Tricks of the (Memory) Trade 254 7.10
A Psychologist’s Skill Set: Giving Memorable Presentations—Win
Create Acrostics 254 the War 256
Create Mental Images 254 Start Talking 256
Create Stories or Chains 255
8 Cognition, Language, and Creativity 260
Hyperloop 261 Heuristics 271

8.1 What Is Thinking?—Brains over Brawn 262 Insightful Solutions 272
Some Basic Units of Thought 262 Common Barriers to Problem Solving 274
8.2 Mental Imagery—Does a Frog Have Lips? 263 Experts and Novices 274
Creating and Using Mental Images 263 8.6 Creative Thinking—Down Roads Less Traveled 275
8.3 Concepts—I’m Positive It’s a Whatchamacallit 265 Tests of Creativity 276
Forming Concepts 265 Stages of Creative Thought 277
Types of Concepts 265 The Whole Human: The Creative Personality 278
8.4 Language—Say What? 266 8.7 Intuitive Thought—Mental Shortcut? Or Dangerous Detour? 278
Linguistic Relativity: What’s North of My Fork? 266 Errors in Intuitive Thought 279
Semantics 267 8.8 A Psychologist’s Skill Set: Creativity and Innovation—
The Structure of Language 268 Getting a Leg Up 281
Gestural Languages 268 The DNA of Innovation 282
Animal Language 269 Psychology and Creativity 284
8.5 Problem Solving—Go Figure 270
Algorithmic Solutions 271
Solutions by Understanding 271
9 Intelligence 286
Homo Sapiens 287 9.5 Intellectual Disability—A Difference That Makes a Difference 296
9.1 Human Intelligence—IQ and You 288 Causes of Intellectual Disability 297
Defining Intelligence 288 9.6 Heredity and Environment—Super Rats, Family Trees, and Video
Reliability and Validity 289 Games 299
9.2 Testing Intelligence—The Bell Curve 290 Hereditary Influences 299
The Stanford-Binet Factors 290 Environmental Influences 300
The Wechsler Tests 291 IQ and Race 302
Group Tests 292 9.7 Beyond Psychometric Intelligence—Intelligent Alternatives
Intelligence Quotients 292 to “g” 303
The Intelligent Nervous System 303
9.3 Variations in Intelligence—Who’s the Smartest? 294
Intelligent Information Processing 305
IQ and Age 294
Artificial Intelligence 305
IQ and Sex 294
Multiple Intelligences 306
IQ and Achievement 294
The Whole Human: Wisdom 306
9.4 The Intellectually Gifted—Smart, Smarter, Smartest 294
Gifted Children 295 9.8 A Psychologist’s Skill Set: Emotional Intelligence—The Right
Way? 307
Reading Emotions 307
| x | Contents
10 Motivation and Emotion 312
No Need to Tell Adele 313 Social Motives 329

10.1 otivation—Forces That Push and Pull 314
M The Need for Achievement 329
A Model of Motivation 314
10.7
Inside an Emotion—Caught in That Feeling? 331
10.2
Motives in Perspective—A View from the Pyramid 316 Basic Emotions 331
Self-Determination Theory and Intrinsic Motivation 317
10.8
Emotion and Physiological Arousal—Fleeing, Fighting, Lying 332
Turning Play into Work 317
Fight or Flight 332
10.3
Hunger—Pardon Me, My Hypothalamus Is Growling 318 Lie Detectors 333
Internal Factors in Hunger 318 Emotion and the Brain 334
External Factors in Hunger and Obesity 320
10.9
Emotion and Behavioral Changes—Making Faces and Talking
Dieting 322 Bodies 335
Eating Disorders 323 Facial Expressions 336
Culture, Ethnicity, and Dieting 324
10.10
Emotion and Cognition—Several Ways to Fear a Bear 337
10.4
Biological Motives Revisited—Thirst, Pain, and Sex 325 The James-Lange Theory 338
Thirst 325 The Cannon-Bard Theory 338
Pain 325 Cognitive Theories of Emotion 338
The Sex Drive 325 The Facial Feedback Hypothesis 339
10.5
Stimulus Motives—Monkey Business 326 A Contemporary Model of Emotion 341
Arousal Theory 327 10.11
A Psychologist’s Skill Set: Positivity and Optimism—A Lucky
Peak Performance 327 Man 342
Coping with Test Anxiety 328 Facing Adversity 343
10.6 L earned Motives—The Pursuit of Excellence 329
Opponent-Process Theory 329
11 Sex, Gender, and Sexuality 346
Welcome to the Rainbow 347 11.8

Satisfying Relationships—Keeping It Hot 363
11.1 S exual Development—Circle One: XX or XY? 348 Bridges to Sexual Satisfaction 364
Dimensions of Sex 348 Intimacy and Communication 364
11.2
Sexual Orientation—Who Do You Love? 349 11.9
The Crime of Rape—No Means No 365
The Stability of Sexual Orientation 349 Forcible Rape 365
Sexual Orientation Today 350 Acquaintance Rape 365
11.3
Gender Identity—It Begins Early 351 Gender Role Stereotypes and Rape Myths 366
Gender Roles 352 11.10
Sexual Dysfunctions—When Intimacy Fails 366
Acquiring Gender Identity 353 Desire Disorders 366
11.4
Androgyny—A Bit of Both 354 Arousal Disorders 367
Psychological Androgyny 354 Orgasm Disorders 368
11.5
When Sex and Gender Do Not Match—The Binary Busters 355 Sexual Pain Disorders 369
Summary 369
11.6
The Human Sex Drive and Sexual Response—Gotta Have It 357
Human Sexual Response 358 11.11
Atypical Sexual Behavior—Fifty Shades of Unusual 369
Exhibitionism 371
11.7
Contemporary Sexual Attitudes and Behavior—Anything
Goes? 361
Contemporary Sexual Behavior 361
Sex Among the Young 362
Contents | x i |
11.12
STDs and Safer Sex—Choice, Risk, and Responsibility 371 11.13
A Psychologist’s Skill Set: Civic Engagement—Raising Awareness 373
HIV/AIDS 371 Being Civic-Minded 374
Behavioral Risk Factors for STDs 372 The Benefits of Civic Engagement 374
Safer Sex 373 Skilled Civic Engagement 374
Generation Me or We? 375
12 Personality 378
Same Old Winston 379 Personality Development 395

12.1 The Psychology of Personality—Do You Have Personality? 380 The Neo-Freudians 397
Traits 380
12.5
Humanistic Theory—Peak Experiences and Personal Growth 399
Types 380
Maslow and Self-Actualization 399
Self-Concept 381
The Whole Human: Thriving 400
Self-Esteem 382
Carl Rogers’s Self Theory 400
The Whole Human: Personality Theories 382
Humanistic View of Development 402
12.2
Personality Assessment—Psychological Yardsticks 383
12.6
Learning Theories of Personality—Habit I Seen You Before? 403
Interviews 383
How Situations Affect Behavior 404
Direct Observation and Rating Scales 384
Personality = Habitual Behavior 404
Personality Questionnaires 385
Social Learning Theory 405
Projective Tests of Personality 386
Behaviorist View of Development 405
12.3
The Trait Approach—Describe Yourself in 18,000 Words or Less 389
12.7
Traits and Situations—The Great Debate 406
Predicting Behavior 389
Do We Inherit Personality? 406
Classifying Traits 390
Personality and Environment 407
The Big Five 391
12.8
A Psychologist’s Skills Set: Leadership—Just Follow Me 408
12.4
Psychoanalytic Theory—Id Came to Me in a Dream 393 Becoming a Good Leader—Learning to lead 409
The Structure of Personality 393
The Dynamics of Personality 394
13 Health, Stress, and Coping 414
Regina’s Term from Heck 415 13.4

Coping Styles—Making the Best of It 430
13.1
Health Psychology—Here’s to Your Good Health 416 Coping With Traumatic Stress 430
Lifestyle Diseases—Reducing Behavioral Risk Factors 416 13.5
Psychological Defense—Mental Gymnastics? 431
Subjective Well-Being—Increasing Health Promoting
13.6 L earned Helplessness and Depression—Is There Hope? 433
Behaviors 418
Learned Helplessness 434
Stress 420
Depression 434
13.2
Stress—Threat or Thrill? 421
The College Blues 435
Appraising Stressors 422
13.7
Stress and Health—Unmasking a Hidden Killer 436
Poverty and Health 423
Psychosomatic Disorders 436
13.3
Stressors—The Good, the Bad, and the Ugly 424
Personality and Health 438
Life Events and Stress 424
The Whole Human: Hardiness, Optimism, and Happiness 438
The Hazards of Hassles 425
13.8
A Psychologist’s Skill Set: Stress Management—Send Silence
Acculturative Stress—Stranger in a Strange Land 425
Packing 439
Frustration 426
De-Stress! 440
Conflict 428
Managing Bodily Effects 440
Managing Conflicts 429
Modifying Ineffective Behavior 441
Counteracting Upsetting Thoughts 441
| x i i | Contents
14 Psychological Disorders 446
Break In or Break Down? 447 14.7

Mood Disorders—Peaks and Valleys 462
14.1
Normality—What’s Normal? 448 Depressive Disorders 463
Mental Disorders Are Maladaptive 449 Bipolar and Related Disorders 463
Abnormal Behavior and the Law 449 Causes of Mood Disorders 464
14.2
Classifying Mental Disorders—Problems by the Book 450 14.8
Suicide—Too Permanent A Solution? 465
Comorbidity 452
14.9
Anxiety Disorders—High Anxiety 466
Mental Illness in Other Cultures 452 Anxiety Disorders 467
The Fluidity of Psychiatric Categories 452 Causes of Anxiety Disorders 468
The Impact of Psychiatric Labels 452
14.10
Anxiety-Related Disorders—Also Anxious? 469
14.3
Diagnosing Mental Illness—Attaching a Label to the Person 453 Obsessive-Compulsive and Related Disorders 469
Types of Symptoms 454 Trauma- and Stressor-Related Disorders 471
14.4
Causes of Mental Illness—What Went Wrong? 454 Dissociative Disorders 472
Biological Factors 454 Somatic Symptom and Related Disorders 472
Psychosocial Factors 455
14.11
Personality Disorders—Blueprints for Maladjustment 473
14.5
Psychotic Disorders—The Dark Side of the Moon 456 Maladaptive Personality Patterns 473
Delusional Disorders 457 Antisocial Personality Disorder 474
14.6
Schizophrenia—Shattered Reality 458 14.12 Psychologist’s Skill Set: Perseverance—True Grit 476
A
Symptoms of Schizophrenia 458 Measuring Grit 476
Causes of Schizophrenia 460
The Stress-Vulnerability Model 461
15 Therapies 480
Paddle Like a Duck 481 Existential Therapy 494

15.1
Origins of Therapy—Bored Out of Your Skull 482 Gestalt Therapy 495
15.2 Psychoanalysis—The Talking Cure 483 15.7
Cognitive and Cognitive Behavioral Therapies—Think and Act
Psychoanalysis 483 Positive! 495
Psychotherapy Since Freud 484 Cognitive Therapy for Depression 496
15.3
Dimensions of Therapy—The Many Paths to Health 484 Cognitive Behavior Therapy 496
Insight versus Action Therapy 484 Rational-Emotive Behavior Therapy 496
Directive versus Nondirective Therapy 485 15.8
Medical Therapies—When Talk Won’t Do 499
Open-Ended versus Time-Limited Therapy 485 Drug Therapies 499
Individual versus Group Therapy 485 Brain Stimulation Therapy 500
Face-to-Face versus Distance Therapy 486 Psychosurgery 501
15.4 T herapies Based on Classical Conditioning—Healing by Learning 488 Hospitalization 502
Aversion Therapy 488 Community Mental Health Programs 503
Exposure Therapy 489 15.9
Therapies—An Overview 504
15.5
Operant Therapies—All the World Is a Skinner Box? 491 Effectiveness of Psychotherapy 504
Nonreinforcement and Operant Extinction 492 Core Features of Therapy 504
Reinforcement and Token Economies 492 15.10
A Psychologists Skill Set: Managing Mental Health—Learning to Say
“Shhhh” 506
15.6
Humanistic Therapies—The Third Force 494
Talking About Problems: Basic Counseling Skills 506
Client-Centered Therapy 494
Getting Counseling 507
Contents | x i i i |
16 Social Thinking and Social Influence 512
Call Them The Way You See Them 513 16.5

Social Influence—Follow the Leader 524
16.1
Humans in a Social Context—Mind Your Manners 514 16.6 Mere Presence—Just Because You Are There 524
Social Roles 514 Personal Space 524
Group Structure, Cohesion, and Norms 515 Spatial Norms 525
16.2
Social Cognition—Behind Our Masks 516 Social Facilitation and Loafing 525
Social Comparison 516
16.7
Conformity—Don’t Stand Out 526
Attribution Theory 517
16.8
Compliance—A Foot in the Door 528
Differences in Attributions about Ourselves and Others 518
16.9
Obedience—Would You Electrocute a Stranger? 529
16.3
Attitudes—Belief + Emotion + Action 519
16.10
Coercion—Brainwashing and Cults 531
Attitude Measurement 519
Brainwashing 531
Forming Attitudes 520
Cults 531
Attitudes and Behavior 520
16.11
Assertiveness—Stand up for Your Rights 532
16.4
Attitude Change—When the Seekers Went Public 521
Persuasion 521 16.12
A Psychologist’s Skill Set: Teamwork—Imagine Me and You 533
Cognitive Dissonance Theory 522 Becoming a Team Player 534
17 Prosocial and Antisocial Behavior 538
Love and Hate 539 Social Learning and Aggression 550

17.1
Prosocial Behavior—The “Snuggle” for Survival 540 Preventing Aggression 550
A Shocking Experience 540
17.6
Prejudice—Attitudes That Injure 551
17.2
Interpersonal Attraction—Social Magnetism 540 Forms of Prejudice 552
Finding Potential Friends 540 Becoming Prejudiced 553
Getting to Know One Another: Self-Disclosure 541 The Prejudiced Personality 553
Social Exchange Theory 542
17.7
Intergroup Conflict—The Roots of Prejudice 554
17.3
Loving—Dating and Mating 542 Experiments in Prejudice 555
Interpersonal Attraction, Love and Attachment 543 Combatting Prejudice 556
Evolution and Mate Selection 544
17.8
A Psychologist’s Skill Set: Diversity and Inclusion—Think Pink! 559
17.4
Helping Strangers—The Ultimate Kindness 545 Tolerance and Acceptance 559
Bystander Intervention 546 Being Open to Openness 559
Who Will Help Whom? 547
17.5
Antisocial Behavior—The World’s Most Dangerous Animal 548
Biology and Aggression 549
Frustration and Aggression 549
| x i v | Contents
18 Applied Psychology 564
Environmental Melancholia 565 18.4

Psychology and Law—Judging Juries 581
18.1
Industrial/Organizational Psychology—Psychology at Work 566 Jury Behavior 582
Theory X Leadership 566 Jury Selection 583
Theory Y Leadership 566
18.5
Educational Psychology—An Instructive Topic 583
Transformational Leadership 568 Elements of a Teaching Strategy 584
Leadership Strategies 568 Accommodating the Instructional Needs of Different
Job Satisfaction 568 Learners 584
Organizational Culture 570 18.6
Sports Psychology—Psyched! 585
Personnel Psychology 570 Motor Skills 586
Job Analysis 570 The Whole Human: Peak Performance 587
Selection Procedures 570
18.7
A Psychologist’s Skill Set: Career Preparation—Hi Ho, Hi Ho 588
Performance Appraisal 572
Investigate Potential Career Paths Now 588
18.2
Environmental Psychology—Boots Too Big? 573 Find Out About Necessary Skills 589
Environmental Influences on Behavior 574 Assess Your Current Skill Set and Your Characteristics 589
Environmental Problem Solving 576 Work to Develop Necessary Skills 590
Space Habitats 577 Document Key Learning Experiences 590
18.3
Human Influences on the Natural Environment—Sustaining Examine Your Digital Footprint 590
Spaceship Earth 578
The Whole Human: Psychology and You 592
Conservation 578
Social Dilemmas 580
Conclusion 581
Appendix—Statistical Literacy 594
A Stretch for Samantha and Grandma 595 A.2 Correlation—Rating Relationships 600
A.1 Descriptive Statistics—Psychology by the Numbers 596 Relationships 600
Graphical Statistics 596 The Correlation Coefficient 601
Measures of Central Tendency 596
A.3 Inferential Statistics—Significant Numbers 602
Measures of Variability 597 Samples and Populations 602
Standard Scores 598 Significant Differences 603
The Normal Curve 599
References 605
Author Index 668
Subject Index / Glossary 684
Contents | x v |
Preface
To You, the Student—An In Reflective Studying, you’ll also read about a variety of study
skills, including the reflective SQ4R method, which you can use to
Invitation to Learn Psychology get the most out of your psychology course, and your other
courses as well.
Greetings from your authors! We look forward to being your
guides as you explore the exciting field of psychology and our
ever-evolving understanding of human behavior. In a very real
sense we wrote this book about you, for you, and to you. We sin- To You, the Instructor—An
cerely hope you will find, as we do, that what you learn is at once
familiar, exotic, surprising, and challenging. Invitation to Teach Psychology
Thank you for choosing Introduction to Psychology: Gateways to
Mind and Behavior for your students and for your course. Marcel
Reading Introduction to Psychology: Proust wrote, “The real voyage of discovery consists not in seeing
Gateways to Mind and Behavior new landscapes but in having new eyes.” It is in this spirit that we
have written this book to promote not just an interest in human
In Gateways to Mind and Behavior, we have done all we could behavior but an appreciation for the perspective of the psycholo-
imagine to make it enjoyable for you to read this book. We trust gist as well.
that you will find your first journey through psychology to be As we point out to your students in A Psychologist’s Skill Set—
quite interesting and useful to you in your everyday life. Each Reflective Studying, which precedes Chapter 1, there is a big differ-
chapter takes you into a different realm of psychology, such as ence between experiencing and reflecting on experience (Nor-
personality, abnormal behavior, memory, consciousness, or man, 1994). For John Dewey (1910), reflective thinking is the
human development. Each realm is complex and fascinating in its “active, persistent and careful consideration of any belief or sup-
own right, with many pathways, landmarks, and interesting posed form of knowledge in the light of the grounds that support
detours to discover. Like any journey of discovery, your explora- it, and the further conclusion to which it tends.”
tion of psychology will help you better understand yourself, oth- The psychologist’s perspective, of course, involves reflecting on
ers, and the world around you. It’s definitely a trip worth taking. human behavior in a variety of ways. When it comes to studying
psychology, reflective cognition requires actively thinking about
what you have just read, which results in deeper understanding
Studying Introduction to Psychology: and memory. Please consider taking a looking at A Psychologist’s
Skill Set—Reflective Studying because it explains to your students
Gateways to Mind and Behavior in some detail how to become a more reflective student and out-
Psychology is about each of us. It asks us to adopt a reflective lines how they can get the most out of this book and your course.
attitude as we inquire, “How can we step outside ourselves to look By the way, we encourage you to assign your students to read it as
objectively at how we live, think, feel, and act?” Psychologists well, if at all possible.
believe that the answer comes through careful thought, observa- Throughout this book, we have tried to select only the “best”
tion, and inquiry. As simple as that may seem, thoughtful reflec- material from the many topics that could be presented. Neverthe-
tion takes practice to develop. It is the guiding light for all that less, Gateways to Mind and Behavior covers not only the heart of
follows. psychology, but also many topics at the cutting edge of current
Gateways to Mind and Behavior, then, is your gateway, or pass- knowledge, including a focus on the practical applications of psy-
port, to an adventure in active learning, not just passive reading. chology, the growing importance of neuroscience, and the rich-
To help you get off to a good start, we strongly encourage you to ness of human diversity. New information, anecdotes, perspec-
read our short “manual,” A Psychologist’s Skill Set—Reflective tives, and narratives appear throughout the fifteenth edition. The
Studying, which precedes Chapter 1. In it, we describe what you result is a concise book that is readable, manageable, informative,
can learn by taking this course, including the skills you’ll develop and motivating. At the same time, we have structured this book to
that can be helpful in both your personal and professional life. help students consolidate the skills to learn efficiently and to
|xvi|
become better critical thinkers. Without such skills, students can- Practical Applications
not easily go, as Jerome Bruner (1973) put it, “beyond the infor- To make psychology even more inviting to students, we have
mation given.” emphasized the many ways that psychology relates to practical
problems in daily life. For example, a major feature of this book is
the Psychologist’s Skill Set sections found at the end of each chapter.
The Teaching Challenge These high-interest discussions bridge the gap between theory and
practical applications by exploring how psychology has contributed
Wouldn’t it be nice if all of our students came to our courses
to our understanding of the skills that are valuable at work and in
highly motivated to explore psychology and well prepared to
our relationships. We believe that it is fair for students to ask, “Does
cope with the learning challenges we create for them? As the
this mean anything to me? Can I use it? Why should I learn it if I
authors of this textbook, we have together accumulated over
can’t?” The Psychologist’s Skill Set sections allow them to see the
70 years of classroom experience, teaching tens of thousands of
benefits of adopting new ideas, and they breathe life into psycholo-
college and university students. Although we have found most
gy’s concepts. The skills in question also happen to help you and
students to be generally well intentioned, our modern world cer-
your students meet the American Psychological Association’s
tainly does immerse them in their work, careers, families,
(2013) Guidelines for the Undergraduate Major (see Table P.1).
intimate relationships, popular culture, and life in general. As we
compete for ever-more-limited student attention, we must do
more than just lecture in psychology. We also must motivate our 2: Integrated Support for Active Learning
students to read and learn as well as educate them about how to Studying (rather than reading) a textbook requires the active cog-
learn effectively (Matthew & Sternberg, 2009; Paternoster & nitive engagement that psychologist Donald Norman (1994) calls
Pogarsky, 2009). reflective. In his book, Thinking, Fast and Slow, Daniel Kahneman
We have explicitly designed and written the fifteenth edition of describes it as System 2 thinking (Kahneman, 2011). Being reflec-
Gateways to Mind and Behavior to foster deeper student engage- tive when you read a textbook involves asking yourself if you
ment with the field of psychology, better memory for what has understand what you are reading, how it might relate to things you
been read and studied, and a deeper understanding of how to already know, what new questions your reading might trigger, and
become more reflective learners and thinkers. To help you and so on. The resulting elaboration of the just-read new information
your students reach these goals, we have organized our design is, perhaps, the best way to foster understanding and form lasting
philosophy around three core principles: memories (Gadzella, 1995; Goldstein, 2015; Sternberg, 2017).
Gateways to Mind and Behavior was the first college text with
1: Readability and Narrative Emphasis an SQ4R, active-learning format. Over the years, Dennis Coon’s
Many introductory psychology students are reluctant readers. pioneering books have made learning psychology a rewarding
Selecting a textbook is half the battle in teaching a successful experience for more than 2 million students. With their feedback,
course. A good textbook does much of the work of imparting and generous help from many professors, we have continued to
information to your students. This frees class time for your dis- refine the unique features of Gateways to Mind and Behavior.
cussion, extra topics, or media presentations. It also leaves stu- It is in this spirit that we have again improved the design of this
dents asking for more. When a book overwhelms students or edition of Gateways to Mind and Behavior to encourage students
cools their interest, teaching and learning suffer. If students won’t to become more reflective, active learners. To achieve this import-
read the textbook, they can’t very well be reflective about what ant pedagogical goal, the traditional use of SQ4R has again been
they have read. tweaked to be more reflective. By using reflective SQ4R, an
That’s why we’ve worked hard to make this a clear, readable, active-learning format, studying psychology becomes an even
and engaging text. Gateways to Mind and Behavior is designed to more rewarding experience. As students explore concepts, they
give students a clear grasp of major concepts, without burying are encouraged to think critically about ideas and relate them to
them in details. At the same time, it offers a broad overview that their own experiences. Notice how the steps of the reflective
reflects psychology’s rich heritage of ideas. We think that students SQ4R method—survey, question, read, recite, reflect, and review—
will find this book informative and intellectually stimulating. are incorporated into the chapter design:
Because we want students to read this book with genuine inter-
est and enthusiasm, not merely as an obligation, we have made a Survey
special effort to weave narrative threads through the book. Every- Features at the beginning of each chapter help students build cog-
one loves a good story, and the story of psychology is compelling. nitive maps of upcoming topics, thus serving as advance organiz-
Throughout Gateways to Mind and Behavior, we have used ers (Ausubel, 1978; Gurlitt et al., 2012). A photograph and short
intriguing anecdotes and examples to propel reading and sustain preview arouses interest, gives an overview of the chapter, and
interest. focuses attention on the task at hand. A Gateway Theme and a list
Preface | x v i i |
▲ TABLE P.1 APA Skills Guidelines 2.0 Addressed by Reading
Introduction to Psychology: Gateways to Mind and Behavior, 15e
Chapter Addresses Material from APA

Chapter Topic of Chapter Skills in Action Topic Guidelines 2.0:
Introduction How to Study Reflective Studying 4.1, 5.2, 5.3, 5.5
1 Psychology, Critical Thinking, and Information Literacy 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1
Science
2 Brain and Behavior Self-Regulation 1.1, 1.2, 5.2
3 Human Development Ethical Behavior 1.1, 1.2, 2.5, 3.2, 5.1
4 Sensation and Perception Effective Communication 1.1, 1.2, 4.1, 4.2, 4.3, 5.4
5 States of Consciousness Metacognition 1.1, 1.2, 5.2, 5.3
6 Conditioning and Learning Behavioral Self-Management 1.1, 1.2, 5.2
7 Memory Giving Memorable Presentations 1.1, 1.2, 4.2, 5.3
8 Cognition, Language, and Creativity Creativity and Innovation 1.1, 1.2, 1.3, 2.3, 2.5
9 Intelligence Emotional Intelligence 1.1, 1.2, 3.2, 3.3, 4.3, 5.1, 5.4
10 Emotion and Motivation Positivity and Optimism 1.1, 1.2, 1.3, 2.5, 4.3, 5.4
11 Sex, Gender, and Sexuality Civic Engagement 1.3, 3.2, 3.3, 4.3, 5.2, 5.3, 5.4
12 Personality Leadership 1.1, 1.2, 2.1, 3.3, 5.1, 5.2, 5.4
13 Health, Stress, and Coping Stress Management 1.1, 1.2, 1.3, 3.3, 5.1
14 Psychological Disorders Perseverance 5.2, 5.3, 5.5
15 Therapies Managing Mental Health 1.1, 1.2, 1.3, 3.3
16 Social Thinking and Social Influence Teamwork 1.1, 1.2, 3.2, 3.3, 4.3, 5.1, 5.4
17 Prosocial and Antisocial Behavior Diversity and Inclusion 1.1, 1.2, 1.3, 2.5, 3.2, 3.3, 4.3, 5.1, 5.4
18 Applied Psychology Career Preparation 1.1, 1.2, 1.3, 2.3, 5.1, 5.5
Appendix Statistics Statistical Literacy 1.1, 2.1, 2.2, 2.4, 4.1
of detailed Gateway Questions also are given to guide active read- they read, thus promoting active learning while serving as advance
ing. These questions are now numbered, making it easier for stu- organizers. They also clarify difficult points in a lively give-and-
dents and instructors to relate the Gateway Questions to a matched take between questions and responses.
set of learning objectives that appear throughout the materials Further, each major chapter section begins with one of the
that accompany this textbook. chapter Gateway Questions. As students read a section, they can
The answers to Gateway Questions are what we think of as try to discover the answers to these questions. They can then
Gateway Concepts. In other words, they open intellectual path- compare their answers with the ones listed in the Gateways chap-
ways and summarize psychology’s “big ideas.” Ultimately, the ter summary.
Gateway Concepts provide a good summary of what students have
learned. With these chapter-opening features, we invite students Read
to read with a purpose and actively process information. We’ve made every effort to make this a clear, readable text. To
further aid comprehension, we’ve used a full array of traditional
Question learning aids. These include boldface terms, bulleted and num-
How can questioning be built into a textbook? Italicized Dialogue bered summaries, robust illustrations, summary tables, a name
Questions, such as the previous sentence, are the sorts of questions index, and an integrated subject index and glossary. As an addi-
that students might find themselves thinking as they begin read- tional aid, figure and table references in the text are set apart by
ing a section of text. As such, they model a dialogue in which the different colored text and small geometric shapes. These “place-
questions and the reactions of students are anticipated—that is, holders” make it easier for students to return to the section that
Dialogue Questions prompt students to look for important ideas as they were reading after they have paused to view a table or figure.
| x v i i i | Preface
We have made the glossary function in this edition as power- their own thoughts. Many of these answers are based on
ful as possible. The Main Glossary, at the end of the book, is research and are informative in their own right. Many of the
integrated with the Subject Index, making it easy to link import- Dialogue Questions that introduce topics in the text also act as
ant definitions to where they are discussed in the text. As in models of critical thinking.
earlier editions, all glossary items are bold and defined in-text Further, Chapter 1 explicitly discusses critical thinking
when the term is first encountered. This aids reading compre- skills and offers a rational appraisal of pseudopsychologies. In
hension because students get clear definitions when and where addition, the discussion of research methods in Chapter 1 is
they need them—in the general text itself. In addition, the paral- actually a short course on how to think clearly about behavior.
lel Running Glossary defines key terms in the margins of the rel- Chapter 1 closes with a Psychologist’s Skill Set section that
evant pages, making it easy for students to find, study, and review offers suggestions about how to critically evaluate claims in
important terms. the popular media. Subsequent chapters include many topics
related to critical thinking.
Recite Taken together, these features will help students think
Throughout each chapter, strategically placed built-in study more reflectively about your course and the field of psychol-
guides called Knowledge Builders give students a chance to test ogy, while they also gain thinking skills of lasting value.
their recall and further develop their understanding of preced-
ing topics. Each Knowledge Builder includes a Recite section, a Review
short, noncomprehensive quiz, to help students actively process As we noted previously, all important terms appear in a Running
information and assess their progress. Recite questions, which Glossary throughout the book, which aids review. In addition, the
are not as difficult as in-class tests, are meant to offer a sample Main Glossary is integrated with the Subject Index. When review-
of what students could be asked about various topics. Students ing, students can easily link definitions of concepts with the
who miss any items are encouraged to backtrack and clarify appropriate section of the book where those concepts are intro-
their understanding before reading more. In other words, com- duced and discussed.
pleting Recite questions serves as a form of recitation to enhance As also noted, the Psychologist’s Skill Set sections ending each
learning. chapter show students how psychological concepts relate to their
daily lives. The information found here helps reinforce learning by
Reflect inviting self-reference while illustrating psychology’s practicality.
Simple recitation is usually not enough to foster deeper under- To help students further consolidate their learning, the Gate-
standing, so in each chapter, we invite students to engage in two ways Summary at the end of each chapter restates all of the major
distinct types of reflection, self-reflection and critical thinking: ideas presented earlier in the chapter. Summaries are organized
around the same Gateway Questions found at the beginning of,
●● Self-Reflection New information can be made more mean- and throughout, the chapter. In this way we bring the reflective
ingful through self-reflection (or self-reference)—relating SQ4R process full-circle and reinforce each chapter’s learning
new information to what is already known (Klein & objectives from beginning to end.
Kihlstrom, 1986). We provide many opportunities for self-
reflection throughout Gateways to Mind and Behavior. The
text is written with many contemporary references, exam- 3: Integrative Themes: The Whole Person
ples, and stories to make it easier for students to relate what No one linear chapter organization can fully capture the intercon-
they are reading to their own life experience. Similarly, to nectedness of our field. This edition of Gateways to Mind and
help students further elaborate their new understanding, Behavior now offers streamlined Bridges, clearly marked in-text
each Knowledge Builder includes a series of Self-Reflect links to other material relevant to the reading at hand. For exam-
questions that encourage students to connect new concepts ple, a student reading about the Freudian theory of dreams will
with personal experiences and prior knowledge. Finally, as encounter a Bridge to a relevant discussion of psychoanalysis in a
we mentioned previously, the Psychologist’s Skill Set sections later chapter.
invite students to relate psychology to the development of In addition, to convey some of this richness, we have woven a
many skills helpful in their daily lives. number of broad themes throughout the chapters of this book.
●● Critical Thinking Being reflective about psychology involves Starting in Chapter 1, we explore the idea that human behavior is
more than self-reflectively asking “What does this have to do better understood when examined from three complementary
with me and what I already know?” It also involves reflecting perspectives, the biological perspective, the psychological per-
more deeply about the field. Our book also invites students to spective, and the sociocultural perspective. We express the idea
think critically about psychology. that insights from one perspective can often be combined with
The active, questioning nature of the reflective SQ4R insights from another throughout the book, in periodic, short
method is, in itself, an inducement to critical thinking. In integrative sections entitled The Whole Person. Furthermore, we
addition, every Knowledge Builder includes Think Critically explore this natural complexity throughout chapters in a variety
questions. These stimulating questions challenge students to of more detailed themes. Our hope is that students who read this
think critically and analytically about psychology. Each is fol- book will gain an appreciation for the potential we all have for
lowed by a brief answer with which students can compare optimal functioning. Also, of course, we hope that they will leave
Preface | x i x |
Gateways to Mind and Behavior with emotional and intellectual
tools they can use to enhance their lives. You may choose to
Introduction to Psychology:
explicitly present these perspectives to your students. Alterna-
tively, you might leave these for your students to explore and
Gateways to Mind and
unconsciously absorb. Behavior—What’s New in the
The Biological Perspective: The Growing Importance 15th Edition?
of Neuroscience
Our students, partly because of the popular media, are increas- Thanks to psychology’s ongoing vitality and suggestions from
ingly aware that the brain and the nervous system play a role in thoughtful professors, we have again been able to improve this
shaping human behavior. While the chapter on Brain and Behav- book in many ways.
ior deals with the usual topics—such as methods of studying the Most importantly, we have a new author joining the writing
brain, neural functioning, synaptic transmission, the structure of team. Dr. Tanya Martini has contributed our new Psychologist’s Skill
the nervous system and brain, and the endocrine system—we Set sections, which introduce students to the idea that learning psy-
deliberately include a biological perspective as a part of our dis- chology is about more than learning content. They also help you
cussions in most of the other chapters comprising this book. address the American Psychological Association’s (2013) Guidelines
for the Undergraduate Major (see Table P.1 earlier in this preface).
The Psychological Perspective: The Centrality The other major change throughout this edition has been the
of Self-Knowledge absorption of several special features into the main text. While
We have threaded the psychological perspective throughout this boxes from previous editions, such as the Brainwaves boxes, dan-
book in many ways. It is, of course, central to psychology. In this gle high-interest content in front of students, they do so at a cost
edition of Gateways to Mind and Behavior, we continue to place to the overall organization of the text that surrounds them. By
special thematic emphasis on the self. In doing so, we respond to absorbing this material, we are better able to contextualize it,
Timothy Wilson’s (2009) criticism that introductory psychology improving the overall readability of the book.
courses do not spend enough time exploring the issue of On the pedagogy side, we have again enhanced our focus on
self-knowledge, despite the fact that students are terribly interactive processing, reflection, and critical thinking. The learning
ested in learning more about themselves. system embedded in this book, reflective SQ4R, cues students
All of the new Psychologist’s Skills Set sections encourage the more than ever to the role of thoughtfulness while reading and
development of self-knowledge, including such topics as self-regu- studying. From a revised explanation of the power of elaborative
lation (■ Chapter 2.9), metacognition (■ Chapter 5.12), and emo- encoding in the chapter on memory and an expanded discussion of
tional intelligence (■ Chapter 9.8). Our focus on active, reflective the distinction between experiential and reflective cognition in the
learning is also designed to improve students’ self-awareness, as chapter on cognition, to repeated invitations (in context through-
you may have already noted. Throughout the book, we follow the out the book) to process more deeply, we have done everything
development of the self from the beginnings of self-recognition in possible to invite your students to become even more mindful.
infancy to the development of wisdom in old age. On the content side, the 15th edition of Introduction to Psychol-
ogy: Gateways to Mind and Behavior has been extensively updated
The Sociocultural Perspective: Human Diversity,
and features some of the most recent and interesting information in
Culture, and Gender
psychology, plus fully updated statistics and extensively expanded
Of course, no introductory psychology textbook would be com- and updated references. The following text gives some highlights of
plete without a discussion of human diversity and the multicul- the new topics and features that appear in this edition.
tural, multifaceted nature of contemporary society. In Gateways to
Mind and Behavior, students will find numerous discussions of
A Psychologist’s Skill Set—Reflective Studying
human diversity, including differences in race, ethnicity, culture,
gender, abilities, sexual orientation, and age. Too often, such differ- ●● This Introduction now begins with a section on the valuable
ences needlessly divide people into opposing groups. Our aim skill set the attentive student can strengthen while studying
throughout this book is to discourage stereotyping, prejudice, dis- psychology, a theme continued throughout the book.
crimination, and intolerance. We’ve tried to make the book gender ●● The remainder of the Introduction has been reorganized while
neutral and sensitive to diversity issues. All pronouns and exam- continuing to outline a proven set of reflective study skills.
ples involving females and males are equally divided by gender.
In artwork, photographs, and examples, we have also set out to
portray the rich diversity of humanity. In addition, a new Psychol- Chapter 1: Introduction to Psychology
ogist’s Skill Set section (■ see Chapter 17.8) tackles the importance and Research Methods
of diversity and provides suggestions about how students can ●● The need for scientific methods in psychology is more fully
work toward building effective relationships with a wide variety of articulated by rewriting and repositioning material on the
people. In short, many topics and examples in this book encour- shortcomings of common sense.
age students to appreciate social, physical, and cultural differences ●● The history of psychology presented in this chapter is now
and to accept them as a natural part of being human. reorganized around a more robust critique of introspection.
| x x | Preface
●● The links between the goals of psychology, different types of ●● Psychophysics and Gestalt principles are more clearly linked
research (including the issue of self-report or introspection), to the history of psychology.
and different types of data are more clearly outlined. ●● Material on perceptual learning has been reorganized to clar-
●● The growing importance of physiological measures in con- ify the distinction between perceptual sets and perceptual
temporary psychology is now more clearly explained. learning.
●● Quasi-experimental designs are now clearly differentiated ●● Material on the perception of pain has been streamlined and
from experimental designs. reorganized
●● A new Psychologist’s Skill Set section discusses effective com-
munication.
Chapter 2: Brain and Behavior
●● The chapter-opening sections on the microstructure and over- Chapter 5: States of Consciousness
all organization of the nervous system have been fine-tuned for ●● The section on consciousness and culture has been rewritten.
greater clarity; the Mike & Molly example has been, accord- ●● Definitions of hypnosis and hypnotizability have been updated.
ingly, extended. ●● Material on sleep has been streamlined and reorganized.
●● The account of Delagdo’s work with neural implants and bulls ●● Material on the meaning of dreams has been collected
is now better contextualized.
together, streamlined and integrated into a more concise sec-
●● Glial cells are given greater prominence.
tion of the chapter.
●● The material on neuroplasticity and neurogenesis has been ●● Hypnopompic hallucinations are now more explicitly dis-
rewritten and reorganized.
cussed in the context of sleep paralysis.
●● The hemispheres and lobes of cortex are now discussed in ●● Material on mind-altering drugs has been refined in several
separate major sections of the chapter.
ways: Some material has been revised, usage statistics have
●● Material on handedness can now be found in a reworked
been updated, coverage of opioids, including fentanyl, has
section on the cerebral hemispheres, integrating coverage of
been clarified, and cannabis (as opposed to marijuana) is now
dominance and laterality.
the preferred reference term.
●● Material on the subcortex now clarifies the distinction ●● A new Psychologist’s Skill Set section discusses metacognition.
between the hindbrain and the brain stem.
●● A new Psychologist’s Skill Set section explores self-regulation.
●● Prefrontal cortex is now more clearly linked to executive func- Chapter 6: Conditioning and Learning
tions, metacognition and self-control. ●● Elaborates on discrimination learning, beginning with a
chapter-opening vignette on police “sniffer” dogs.
The distinction between reinforcement and feedback has been
Chapter 3: Human Development
●●
refined to better reflect the distinction between experiential

●● The opening section of this chapter has been lengthened and and reflective cognition (System 1 versus System 2).
now presents a chronological overview of human development, ●● A new Psychologist’s Skill Set section draws together previously
focusing on the roles played by heredity and environment. disparate material into a streamlined discussion about behav-
Subsequent sections take a topical approach to physical, emo- ioral self-management.
tional, psychosocial, moral, language, and cognitive development.
●● Material on infant and early child development has been reor- Chapter 7: Memory
ganized and streamlined.
●● The discussion of emotional development in infants has been
●● The chapter now more clearly illustrates the idea that STM is
rewritten and more explicitly linked to the concept of basic a “working” memory.
emotion developed in Chapter 10, Motivation and Emotion.
●● Expanded coverage of working memory now incorporates men-
●● American Indian parenting styles are now discussed in the tal imagery material previously covered in a different section.
section on parenting styles.
●● The multimedia principle, the idea that mixing visual and
●● Material on adolescence and adulthood has been reorganized auditory information reduces interference, is now discussed.
and streamlined.
●● The section on exceptional memory has been reworked,
●● A new Psychologist’s Skill Set section now extends the earlier including drawing a distinction between two types of excep-
discussion of moral development to a consideration of ethical tional memory.
behavior in adulthood.
●● Material on mnemonics has been reworked
●● A new Psychologist’s Skill Set section discusses giving memora-
ble presentations.
Chapter 4: Sensation and Perception
●● The opening section on basic sensory processes has been re- Chapter 8: Cognition, Language, and Creativity
organized and rewritten to simplify discussion of general sen- ●● The section on mental imagery has been reorganized and also
sory processes, including truncated coverage of extrasensory is now more clearly linked back to the concept of working
perception. memory, first presented in the chapter on memory.
Preface | x x i |
●● The distinction between denotative and connotative meaning ●● We now note that some dark triad personalities are women.
is now presented in the section on language, where the role of ●● Coverage of Freud has clarified. For example, latency is now
context in determining meaning has been clarified. treated as another psychosexual stage.
●● The term “mechanical” has been replaced by the term “algo- ●● A new Psychologist’s Skill Set section discusses leadership.
rithmic.” With this in mind, the material on algorithmic prob-
lem solving has been clarified. Chapter 13: Health, Stress, and Coping
●● Material on creativity has been reorganized for greater clarity,
including an updated Psychologist’s Skill Set section on creativ-
●● The introductory section of this chapter has been reworked
ity and innovation. for greater clarity.
●● Material on intuition has been reorganized and now more
●● The role of social dimensions of health, such as the growing
clearly discussed in the context of the distinction between impact of social media, are now better highlighted.
experiential and reflective cognition.
●● The second section of this chapter has also been rewritten and
●● Choice overload is now referred to as such. reorganized to better describe the concept of a stressor.
●● The section on psychosomatic disorders has been refined for
greater clarity. In particular, and in light of recent discon-
Chapter 9: Intelligence
firming research, the idea of the Type A personality has been
●● While not identified by name, the Cattell–Horn–Carroll the- refined and the idea of a Type D personality has been added.
ory is now used to clarify the definition and structure of ●● A reworked Psychologist’s Skill Set section tackles stress
intelligence. management.
●● Material on race and IQ has been rewritten and now appears
in the section on heredity and environment. Chapter 14: Psychological Disorders
●● The section on reaction time includes a new figure.
●● Material on intelligence and the brain now refers to executive
●● The chapter-opening section on defining and classifying
functions and better explains the interconnectivity of prefron- mental disorders has been simplified and reorganized.
tal area and the rest of the brain.
●● A new section has been added on the diagnosis of mental
●● The section on AI has been rewritten to feature ideas about illness.
machine learning.
●● The causes of mental illness are now discussed in a more gen-
●● A refined Psychologist’s Skill Set section tackles emotional eral way.
intelligence, previously covered in another chapter.
●● The section on the psychoses has been simplified.
●● The coverage of suicide has been condensed and can now be
found after the section on mood disorders.
Chapter 10: Motivation and Emotion ●● The discussion of the anxiety disorders and their causes is
●● Maslow’s hierarchy of needs and the distinction between in- more clearly distinguished from the discussion of anxiety-
trinsic and extrinsic motivation is now discussed early on in related disorders.
the chapter. ●● A creative new theory of obsessive-compulsive disorder is
●● Self-determination theory is introduced and used to frame now covered.
discussion of the distinction between intrinsic and extrinsic ●● A new Psychologist’s Skill Set section on the value of persever-
motivation. ance includes some material previously covered in another
●● Plutchik’s account of emotion has been supplanted by Carroll chapter.
Izard’s differential emotions theory, including the concept of
an emotion schema. Chapter 15: Therapies
●● A new Psychologist’s Skill Set section explores positivity and
optimism.
●● The material on behavior therapy in general and systematic
desensitization in particular has been clarified.
Thought stopping as a CBT technique is now more broadly
Chapter 11: Gender and Sexuality
●●
discussed.
●● This chapter has been extensively reorganized. ●● The discussion of pharmacotherapy has expanded.
●● Traditional male and female gender role stereotypes are more ●● A reworked Psychologist’s Skill Set section discusses managing
clearly delineated. mental health.
●● A new major section notes apparent contradictions in sexual
behavior and attitudes of today’s youth. Chapter 16: Social Thinking and Social
●● A new Psychologist’s Skill Set section explores civic Influence
engagement.
●● The discussion of the Stanford prison experiment is now
Chapter 12: Personality more reflective.
●● Coverage of solitude has been compressed.
●● In light of recent disconfirming research, the Type A person- ●● The discussion of attribution theory has been rewritten and
ality is no longer used as an example of a personality type. reorganized.
| x x i i | Preface
●● The section on mere presence has been refined. MindTap
●● The discussion of the infamous Milgram experiment is now MindTap® Psychology for Coon/Mitterer/Martini’s Introduction to
more reflective. Psychology: Gateways to Mind and Behavior, 15th Edition helps
●● Coverage of coercion and cults has been rewritten. you learn on your terms. Begin studying early with Mastery
●● Material on assertiveness has been rewritten to be more concise. Training, interact with the eBook, and reinforce your learning
●● A new Psychologist’s Skill Set section highlights the importance with assignments that revisit the topics you’ve learned about and
of teamwork. help you prepare for the test.
By incorporating the SQ4R method in a uniquely reflective
Chapter 17: Prosocial and Antisocial Behavior format, MindTap you will improve your reading and study skills
while you are learning psychology.
●● The Kitty Genovese case is more critically discussed in the
context of the bystander effect. Instant Access in Your Pocket
●● The section on media violence has been condensed. Take advantage of the MindTap Mobile App to learn on your
●● The section on prejudice has been clarified. terms. Read or listen to textbooks and study with the aid of
●● A new Psychologist’s Skill Set section diversity incorporates instructor notifications, flashcards, and practice quizzes.
some previous material into a discussion of the value of diver-
sity and inclusion. Gear Up for Ultimate Success
MindTap helps you create your own potential. Track your scores
Chapter 18: Applied Psychology and stay motivated toward your goals. Whether you have more
work to do or are ahead of the curve, you’ll know where you need
●● A new opening vignette highlights the notion of environmen- to focus your efforts. And the MindTap Green Dot will charge
tal melancholia. your confidence along the way.
●● A new section on performance appraisal has been added, fea-
turing the concept of 360° feedback. Mindtap Helps You Own Your Progress
●● The material on environmental psychology has been reorga- Make your textbook yours. No one knows what works for you
nized and rewritten. For example, the value of social norms better than you. Highlight key text, add notes, and create custom
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improve conservation are discussed. noted can be gathered into a guide you can organize.
●● Recent criticisms of the concept of learning styles are now
incorporated into the section on educational psychology.
●● A new Psychologist’s Skill Set section alerts students to the Instructor Resources
importance of career preparation.
Teaching an introductory psychology course is a tremendous
amount of work, and the supplements listed here should help make
Appendix: Statistical Literacy it possible for you to concentrate on the more creative and rewarding
●● A new opening vignette, woven throughout the appendix, fol- facets of teaching. All of these supplements are available online for
lows a student grappling with statistics. download. Go to login.cengage.com to create an account and log in.
●● Statistical literacy is now treated as one of a Psychologist’s
Skill Set. MindTap
MindTap® Psychology for Coon/Mitterer/Martini’s Introduction
to Psychology: Gateways to Mind and Behavior, 15th Edition is
A Complete Course—Teaching the digital learning solution that powers students from memoriza-
tion to mastery. It gives you complete control of your course—to
and Learning Supplements provide engaging content, to challenge every single student, and
to build his or her confidence. Empower students to accelerate
A rich array of supplements accompanies Introduction to Psychol- their progress with MindTap. MindTap: Powered by You.
ogy: Gateways to Mind and Behavior, including several that make MindTap gives you complete ownership of your content and
use of the latest technologies. These supplements are designed to learning experience. Customize the interactive syllabi, emphasize the
make teaching and learning more effective. Many are available most important topics, and add your own material or notes in the
free to professors or students. Others can be packaged with this eBook. Assign Mastery Training to encourage students to begin
textbook at a discount. Contact your local sales representative for studying early, and reinforce all that they have learned from the
more information on any of the listed resources. eBook with virtual labs, auto-graded writing assignments, and more.
The Instructor Companion Site

Student Support Materials The Instructor Companion Site for this title includes an Instruc-
Introductory students must learn a multitude of abstract concepts, tor’s Resource Manual, which provides a wealth of teaching tips
which can make a first course in psychology difficult. The materi- and classroom resources; Cengage Learning Testing Powered by
als listed here will greatly improve students’ chances for success. Cognero featuring questions correlated to learning objectives,
Preface |xxiii|
Bloom’s taxonomy level, and difficulty; and PowerPoint slides pro- We wish to thank Dr. Carol Baldwin, Psychology Department
viding concept coverage with dynamic animations, photographs, Head at the Salish Kootenai College, for suggesting a way to modify
and video. a section of one of our memory modules to become more respect-
ful of our Native American readers.
We also wish to thank Dr. Robin Akawi, of Sierra Community
Summary College, for her always thoughtful questions, which have led to a
number of improvements in this edition, most notably in the dis-
We sincerely hope that both teachers and students will consider
cussion of the hindbrain/brain stem distinction.
this book and its supporting materials a refreshing change from
Dr. Christopher Ferguson, of the Psychology Department at
the ordinary. Creating it has been quite an adventure. In the pages
Stetson University, prompted revisions in our treatment of the
that follow, we believe students will find an attractive blend of the
Zimbardo prison study, the Kitty Genovese murder, and espe-
theoretical and the practical, plus many of the most exciting ideas
cially the topic of violence and the media. Thank you, Chris.
in psychology. Most of all, we hope that students using this book
We offer a special thank-you to the students at the Nebraska
will discover that reading a college textbook can be entertaining
Indian Community College taking Introduction to Psychology in
and enjoyable.
2015, for triggering a deep conversation about the portrayal of
American Indians in introductory psychology textbooks. In fur-
ther discussions with NICC faculty Darla Korol, MSW, Human
Acknowledgments Services Division Head, and Wynema Morris, Native American
Studies Division Head, several sections of this new edition, and in
Psychology is a cooperative effort requiring the talents and ener- particular, a new section on American Indian parenting, reflect
gies of a large community of scholars, teachers, researchers, and their profound insights and wisdom.
students. Like most endeavors in psychology, this book reflects The following professors offered invaluable comments on pre-
the efforts of many people. We deeply appreciate the contribu- vious editions of Introduction to Psychology: Gateways to Mind
tions of the following professors, whose sage advice helped and Behavior:
improve the 15th edition of Introduction to Psychology: Gateways
to Mind and Behavior:
Faren R. Akins Larry W. Barron Anne Bright Broome County Community

University of Arizona Grand Canyon University Jackson State Community College
College
Avis Donna Alexander Linda M. Bastone Charles Croll
John Tyler Community Purchase College, SUNY Soheila T. Brouk Broome Community
College Gateway Technical College College
Brian R. Bate
Clark E. Alexander Cuyahoga Community Derek Cadman Daniel B. Cruse
Arapahoe Community College College El Camino Community University of Miami
College
Tricia Alexander Hugh E. Bateman Keith E. Davis
Long Beach City College Jones Junior College James F. Calhoun University of South
University of Georgia Carolina–Columbia
Dennis Anderson Evelyn Blanch-Payne
Butler Community College Oakwood College Dennis Cogan Diane DeArmond
Texas Tech University University of Missouri,
Lynn Anderson Cheryl Bluestone
Kansas City
Wayne State University Queensborough Community Lorry Cology
College–CUNY Owens College Patrick T. DeBoll
Nancy L. Ashton
St. John’s University
R. Stockton College of New Galen V. Bodenhausen William N. Colson
Jersey Michigan State University Norfolk State College Dawn Delaney
University of Wisconsin–
Scott A. Bailey Aaron U. Bolin Chris Cozby
Whitewater
Texas Lutheran University Arkansas State University California State University,
Fullerton Jack Demick
Frank Barbehenn Tom Bond
Suffolk University
Bucks County Community Thomas Nelson Community Corinne Crandell
College College Broome County Community Lorraine P. Dieudonne
College Foothill College
Michael Bardo John Boswell
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| x x i v | Preface
University of Minnesota– University of Southwestern Nassau Community College Lindette I. Lent
Duluth Louisiana Arizona Western College
Barbara Honhart
Wendy Domjan David Gersh Lansing Community College Elizabeth Levin
University of Texas at Austin Houston Community College Laurentian University
John C. Johanson
Roger A. Drake David A. Gershaw Winona State University Julie Lewis
Western State College of Arizona Western College Georgian College
James A. Johnson
Colorado
Andrew R. Getzfeld Sam Houston State Elise B. Lindenmuth
John Dworetzky New Jersey City University University York College of Pennsylvania
Glendale Community
Carolyn A. Gingrich Myles E. Johnson Linda Lockwood
College
South Dakota State University Normandale Community Metropolitan State College of
Bill Dwyer College Denver
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Thomas Eckle Brevard Community College West Connecticut State
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Michigan Technological Richard Kandus
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Iowa State University University of Louisiana–
Peter Gram Bruno M. Kappes
Lafayette
Raymond Elish Pensacola Junior College University of Alaska–
Cuyahoga Community Anchorage Salvador Macias, III
David A. Gries
College University of South Carolina,
State University of New York, Charles Karis
Sumter
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University of Cincinnati– Abe Marrero
R.J. Grisham John P. Keating
Raymond Walters College Rogers State University
Indian River Community University of Washington
Paul W. Fenton College Al Mayer
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University of Wisconsin, Stout Portland Community
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Joliet Junior College Michael Jason McCoy
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Richard R. Klene El Camino College
Saint Clair County Community
Janice Hartgrove-Freile University of Cincinnati
College Yancy B. McDougal
North Harris College
Ronald J. Kopcho University of South Carolina,
William F. Ford
Raquel Henry Mercer Community College Spartanburg
Bucks County Community
Kingwood College
College Mary Kulish Mark McGee
Callina Henson Thomas Nelson Community Texas A&M University
Marie Fox
Oakland Community College– College
Metropolitan State College of Angela McGlynn
Auburn Hills
Denver Billie Laney Mercer County Community
Anne Hester Central Texas College College
Chris Fraser
Pennsylvania State University–
Gippsland Institute of Phil Lau Mark McKinley
Hazleton Campus
Advanced Education DeAnza College Lorain County Community
Gregory P. Hickman College
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The Pennsylvania State
Southwest Texas State Delgado Community College Chelley Merrill
University–Fayette
University Tidewater Community
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Tulsa Junior College
El Paso Community College Beth Moore
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Irby J. Gaudet Marshall University
Preface | x x v |
Madisonville Community John Pennachio Harold I. Siegel Pat Tuntland
College Adirondack Community Rutgers University Pima College
College
Feleccia R. Moore-Davis Richard Siegel Paul E. Turner
Houston Community College Peter Phipps University of Massachusetts, David Lipscomb University
System Sullivan County Community Lowell
A.D. VanDeventer
College
Edward J. Morris Nancy Simpson Thomas Nelson Community
Owensboro Community Steven J. Pollock Trident Technical College College
College Moorpark College
Madhu Singh Mark Vernoy
Edward Mosley Jack Powell Tougaloo College Palomar College
Pasiac County Community University of Hartford
Glenda Smith Charles Verschoor
College
Ravi Prasad North Harris Community Miami-Dade Community
James Murray Texas Tech University College College–Kendall
San Jacinto University Campus
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Gary Nallan Andrews University Texas A&M University Frank Vitro
University of North Carolina– Texas Women’s University
Douglas Pruitt Francine Smolucha
Ashville
West Kentucky Community Moraine Valley Community John Vojtisek
Andrew Neher College College Castleton State College
Cabrillo College
Robin Raygor Michael C. Sosulski Francis Volking
Don Nelson Anoka-Ramsey Community College of DuPage Saint Leo University
Indiana State University College
Lynn M. Sprott David W. Ward
Steve Nida Richard Rees Jefferson Community College Arkansas Tech University
Franklin University Glendale Community College
Donald M. Stanley Paul J. Wellman
Peggy Norwood Paul A. Rhoads North Harris County College Texas A&M University
Tidewater Community College Williams College
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James P. B. O’Brien Harvey Richman California State University of Kentucky
Tidewater Community Columbus State University University–Fullerton
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Marcia Rossi Catherine Grady Strathern Montgomery College
Frances O’Keefe Tuskegee University University of Cincinnati
Thomas Wilke
Tidewater Community
Jeffrey Rudski Harvey Taub University of Wisconsin,
College
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James J. Ryan Carl D. Williams
Central Arizona College
University of Wisconsin, Christopher Taylor University of Miami
Laura Overstreet La Crosse University of Arizona
Don Windham
Tarrant County College
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Moorpark College College
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Lisa K. Paler Nancy Sauerman New Mexico State University North Iowa Area Community
College of New Rochelle Kirkwood Community College College
Richard Townsend
Debra Parish Michael Schuller Miami-Dade Community Michael Zeller
Tomball College Fresno City College College–Kendall Campus Mankato State University
Cora F. Patterson Pamela E. Scott-Johnson Bruce Trotter Margaret C. Zimmerman
University of Southwestern Spelman College Santa Barbara City College Virginia Wesleyan College
Louisiana
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Leon Peek Southwest Missouri State Northeast Iowa Community East Tennessee State College
North Texas State University University College
| x x v i | Preface
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“Yes-s,” said he, with a sort of hiss of content like a long-drawn
sigh of relief. “Yes-s-s—I haf put my mechanik quickly through the
Murder-motif without binding you again, after I had put it back to
sleep.”
“What do you mean?” I said, languidly. How could I ever hope to
win Althea away from this man’s wiles?
“When man’s consciousness awakes from the sleep of the world,
its first motive is Murder,” said he; “you remember the Hebrew myth
of Cain?” and he laughed silently. “Its next is Suicide; its third,
Despair. This time I have put my mechanik quickly through the
Murder movement, so your wish to kill me was just now but
momentary.”
There was an evil gleam in his eye as he said this.
“I leafe a dagger on the table, because if I left a pistol the subject
would fire it, and that makes noise. Then at the motion of Suicide
you tried to kill yourself: the suicide is one grade higher than the
murderer. And now, you are in Despair.”
He bent the lever further down and touched a small glass rod.
“And now, I will gife to you—I alone—all the emotions of which
humanity is capable.”
How much time followed, I know not; nor whether it was not all a
dream, only that a dream can hardly be more vivid—as this was—
than my life itself. First, a nightmare came of evil passions; after
murder and suicide and despair came revenge, envy, hatred, greed
of money, greed of power, lust. I say “came,” for each one came on
me with all the force the worst of men can feel. Had I been free, in
some other place, I should inexorably have committed the crimes
these evil passions breed, and there was always some pretext of a
cause. Now it was revenge on Materialismus himself for his winning
of Althea Hardy; now it was envy of his powers, or greed of his
possessions; and then my roving eye fell on that strange picture of
his I mentioned before; the face of the woman now seemed to be
Althea’s. In a glance all the poetry, all the sympathy of my mind or
soul that I thought bound me to her had vanished, and in their place I
only knew desire. The doctor’s leer seemed to read my thoughts; he
let the lever stay long at this speed, and then he put it back again to
that strange rhythm of Sleep.
“So—I must rest you a little between times,” he said. “Is my fine
poet convinced?”
But I was silent, and he turned another wheel.
“All these are only evil passions,” said I, “there may well be
something physical in them.”
“Poh—I can gife you just so well the others,” he sneered. “I tell
you why I do not gife you all at once——”
“You can produce lust,” I answered, “but not love.”
“Poh—it takes but a little greater speed. What you call love is but
the multiple of lust and cosmic love, that is, gravitation.”
I stared at the man.
“It is quite as I say. About two hundred thousand vibrations make
in man’s cerebrum what you call lust; about four billion per second,
that is gravitation, make what the philosophers call will, the poets,
cosmic love; this comes just after light, white light, which is the sum
of all the lights. And their multiple again, of love and light, makes
many sextillions, and that is love of God, what the priests name
religion.”... I think I grew faint, for he said, “You must hafe some
refreshments, or you cannot bear it.”
He broke some raw eggs in a glass, in some sherry, and placed it
by my side, and I saw him bend the lever much farther.
“Perhaps,” I spoke out, then, “you can create the emotion, or the
mental existence—whatever you call it—of God himself.” I spoke
with scorn, for my mind was clearer than ever.
“I can—almost,” he muttered. “Just now I have turned the rhythm
to the thought millions, which lie above what you call evil passions,
between them and what you call the good ones. It is all a mere
question of degree. In the eye of science all are the same; morally,
one is alike so good as the other. Only motion—that is life; and
slower, slower, that is nearer death; and life is good, and death is
evil.”
“But I can have these thoughts without your machinery,” said I.
“Yes,” said he, “and I can cause them with it; that proves they are
mechanical. Now, the rhythm is on the intellectual-process
movement; hence you argue.”
Millions of thoughts, fancies, inspirations, flashed through my
brain as he left me to busy himself with other levers. How long this
time lasted I again knew not; but it seemed that I passed through all
the experience of human life. Then suddenly my thinking ceased,
and I became conscious only of a bad odor by my side. This was
followed in a moment by an intense scarlet light.
“Just so,” he said, as if he had noted my expression; “it is the
eggs in your glass, they altered when we passed through the
chemical rays; they will now be rotten.” And he took the glass and
threw it out the window. “It was altered as we passed through the
spectrum by no other process than the brain thinks.”
He had darkened the room, but the light changed from red
through orange, yellow, green, blue, violet; then, after a moment’s
darkness, it began again, more glorious than before. White, white it
was now, most glorious; it flooded the old warehouse, and the
shadows rolled from the dark places in my soul. And close on the
light followed Hope again; hope of life, of myself, of the world, of
Althea.
“Hope—it is the first of the motions you call virtuous,” came his
sibilant voice, but I heeded him not. For even as he spoke my soul
was lifted unto Faith, and I knew that this man lied.
“I can do but one thing more,” said he, “and that is—Love.”
“I thought,” said I, “you could make communion with the Deity.”
“And so I could,” he cried, angrily, “so I could; but I must first give
my glass rod an infinite rotation; the number of vibrations in a second
must be a number which is a multiple of all other numbers, however
great; for that even my great fly-wheel must have an infinite speed.
Ah, your ‘loft with power’ does not give me that.... But it would be
only an idea if I could do that too, nothing but a rhythmic motion in
your brain.”...
Then my faith rose well above this idle chatter. But I kept silence;
for again my soul had passed out of the ken of this German doctor.
Althea I saw; Althea in the dark room before me; Althea, and I had
communion with her soul. Then I knew indeed that I did love her.
The ecstasy of that moment knew no time; it may have been a
minute or an hour, as we mortals measure it; it was but an eternity of
bliss to me.... Then followed again faith and hope, and then I awoke
and saw the room all radiant with the calm of that white light—the
light that Dante saw so near to God.
But it changed again to violet, like the glacier’s cave, blue like the
heavens, yellow like the day; then faded through the scarlet into
night.
Again I was in a sea of thoughts and phantasies; the inspiration
of a Shakespeare, the fancy of a Mozart or a Titian, the study of a
Newton, all in turn were mine. And then my evil dreams began.
Through lust to greed of power, then to avarice, hatred, envy, and
revenge, my soul was driven like a leaf before the autumn wind.
Then I rose and flew at his throat once more. “Thou liest!” I cried.
“Heed not the rabble’s cry—God lies NOT in a rotting egg!”
I remember no more.
When I regained consciousness it was a winter twilight, and the

room was cold. I was alone in the doctor’s study and the machinery
in the house was stilled.... I went to the eastern window and saw that
the twilight was not the twilight of the dawn. I I must have slept all
day.... As I turned back I saw a folded paper on the table, and read,
in the doctor’s hand:
“In six hours you have passed through all the thoughts, all the
wills, and all the passions known to devils, men, or angels. You must
now sleep deeply or you die. I have put the lever on the rhythm of
the world, which is Sleep.
“In twelve hours I shall stop it, and you will wake.
“Then you had better go home and seek your finite sleep, or I
have known men lose their mind.”
I staggered out into the street, and sought my room. My head

was still dizzy, my brain felt tired, and my soul was sere. I felt like an
old man; and yet my heart was still half-drunk with sleep, and
enamoured with it, entranced with that profound slumber of the world
to which all consciousness comes as a sorrow.
The night was intensely cold; the stars were like blue fires; a
heavy ox-sledge went by me, creaking in the snow. It was a fine
night for the river. I suddenly remembered that it must be the night
for the skating party, and my engagement with Althea. And with her
there came a memory of that love that I had felt for her, sublimated,
as it had been, beyond all earthly love.
I hurried back to my room; and as I lit the lamp I saw a note
addressed to me, in her handwriting, lying on my study table. I
opened it; all it contained was in two phrases:
“Good-by; forgive me.
“Althea.”
I knew not what to think; but my heart worked quicker than my
brain. It led me to Althea’s house; the old lady with whom she lived
told me that she had already started for the skating party. Already? I
did not dare to ask with whom. It was a breach of custom that
augured darkly, her not waiting for me, her escort.
On my way to the river I took the street by the house of
Materialismus. They were not there. The old warehouse was dark in
all its windows. I went in; the crazy wooden building was trembling
with the Power; but all was dark and silent but the slow beating of
the Power on the Murder pulse.
I snatched up the Spanish dagger where it still lay on the table,
and rushed out of that devil’s workshop and along the silent street to
the river. Far up the stream I could already make out a rosy glow, the
fires and lanterns of the skating party. I had no skates, but ran out
upon the river in a straight line, just skirting the brink of the falls
where the full flood maned itself and arched downward, steady, to its
dissolution in the mist. I came to the place of pleasure, marked out
by gay lines of paper lanterns; the people spoke to me, and some
laughed, as I threaded my way through them; but I heeded not; they
swerving and darting about me, like so many butterflies, I keeping to
my line. By the time I had traversed the illuminated enclosure I had
seen all who were in it. Althea was not among them.
I reached the farthest lantern, and looked out. The white river
stretched broad away under the black sky, faintly mirroring large,
solemn stars. It took a moment for my eyes, dazzled by the tawdry
light, to get used to the quiet starlight; but then I fancied that I saw
two figures, skating side by side, far up the river. They were well over
to the eastern shore, skating up stream; a mile or more above them
the road to A—— crossed the river, in a long covered bridge.
I knew that they were making for that road, where the doctor
doubtless had a sleigh in waiting. By crossing diagonally, I could,
perhaps, cut them off.
“Lend me your skates,” I said to a friend who had come up and
stood looking at me curiously. Before he well understood, I had torn
them off his feet and fitted them to my own; and I remember that to
save time I cut his ankle-strap off with the Spanish knife. A moment
more and I was speeding up the silent river, with no light but the
stars, and no guide but the two figures that were slowly creeping up
in the shadow of the shore. I laughed aloud; I knew this German
beau was no match for me in speed or strength. I did not throw the
knife away, for I meant more silent and more certain punishment
than a naked blow could give. The Murder motive still was in my
brain.
I do not know when they first knew that I was coming. But I soon
saw them hurrying, as if from fear; at least her strokes were feeble,
and he seemed to be urging, or dragging her on. By the side of the
river, hitched to the last post of the bridge, I could see a single horse
and sleigh.
But I shouted with delight, for I was already almost even with
them, and could easily dash across to the shore while they were
landing. I kept to my straight line; I was now below the last pier of the
bridge; and then I heard a laugh from him, answering my shout.
Between me and the bank was a long open channel of rippling dark
water, leading up and down, many miles, from beneath the last
section of the bridge.
They had reached the shore, and he was dragging her, half
reluctant, up the bank. In a minute, and he would have reached his
horse.
I put the knife between my teeth and plunged in. In a few strokes
of swimming I was across; but the ice was shelving on the other
side, and brittle; and the strong stream had a tendency to drag me
under. I got my elbows on the edge of ice, and it broke. Again I got
my arms upon the shelving ice; it broke again. I heard a wild cry from
Althea—I cursed him—and I knew no more.
When I next knew life, it was spring; and I saw the lilac buds
leafing by my window in the garden. I had been saved by the others
—some of them had followed me up the river—unconscious, they
told me, the dagger still clinched in my hand.
Althea I have never seen again. First I heard that she had
married him; but then, after some years, came a rumor that she had
not married him. Her father lost his fortune in a vain search for her,
and died. After many years, she returned, alone. She lives, her
beauty faded, in the old place.
AN ALABAMA COURTSHIP
ITS SIMPLICITIES AND ITS COMPLEXITIES
1.
Imust first tell you how I came to be ever a commercial traveller. My
father was a Higginbotham—one of the Higginbothams of Salem—
but my mother, Marie Lawrence, was a far-off cousin of the wife of
old Thomas Lawrence, the great tobacconist of New York. Horatio
Higginbotham was both an author and an artist, but he neither wrote
nor painted down to the popular taste; and as he was also a
gentleman, and had lived like one, he left very little money. Not that
he took it with him when he died, but he had spent it on the way. It
costs considerable to get through this world, if you travel first-class
and pay as you go. And, at least, my father left no debts.
He left my dear mother, however, and his assets were
represented by me, an expensive Junior at Newbridge. And as none
of the family counting-rooms and cotton-mills seemed to open the
door for me—so degenerate a scion of a money-making race as to
have already an artist behind him—I was glad to enter the wide
portal of Cousin Lawrence’s tobacco manufactory.
Here, as in most successful trades, you were, all but the very
heir-presumptive, put through a regular mill. First, a year or two in
the factory, just to get used to the sneezing; and then you took to the
road; and after a few years of this had thoroughly taught you the
retail trade, you were promoted to be a gentleman and hob-nob with
the planters in Cuba, and ride over their landed estates.
I got through the factory well enough; but the road, as you may
fancy, was a trial in prospect. When my time came (being then, as
you will see, something of a snob) I was careful to choose the
wildest circuit, most remote from Boston and from Boston ways. The
extreme West—Denver, Kansas City, Omaha—was out of the
question; even the South—New Orleans, Charleston, Florida
particularly—was unsafe. Indiana was barbarous enough, but went
with Ohio and Michigan; and I finally chose what was called the
Tennessee Circuit, which included all the country west of the
Alleghanies, from the Ohio River to the Gulf States. Louisville
belonged to my Cincinnati colleague, but the rest of Kentucky and
Tennessee, from the Cumberland and Great Smoky Mountains to the
hills of Alabama and the plains of Memphis, were mine.
And by no means uninteresting I found it. I travelled, you must
know, in snuff; and the Southern mountains, with the headwaters of
the Western rivers, Cumberland, Alabama, Tennessee, are the
country of the snuff-taker in America.
The civilization, the picturesqueness of our country lies always
between the mountains and the seaboard. Trace the Appalachian
summits from their first uprearing at Tracadiegash or Gaspé, to that
last laurel-hill near Tupelo in Mississippi—on the left of you lies
history, character, local identity; on the right that great common
place, that vast central prairie, lying stolidly spread out between the
Rockies and the Blue Ridge, producing food. Heaven keep us above
that central plain, one would say, and from the men and moods and
motives that it breeds—but that out of it, in the very unidentified
middle of it, the Lord upreared a Lincoln.
However, my beat lay so well to the south of it, lurked so far up in
the mountain alleyways and southern river-cañons, that I found
much to study and more to see. The railway did little more than take
me to the field of labor; the saddle or the wagon or the country stage
must do the rest. My first trip was to the east of my dominions; my
headquarters were at Knoxville, and from there I rode through some
thousand miles of mountain and of cove; and different enough and
remote enough it was from all that I had known before, and from all
that might know me or look askance upon a travelling-merchant
selling snuff by sample. But this was but a breather, as it were; and
on my second journey I was ordered to replace my predecessor,
Jerry Sullivan, at his headquarters in Chattanooga, and take entire
charge of that country. Already I had contracted a prejudice for the
slow and unconventional modes of travelling; and after I had seen
Jerry Sullivan, a genial Irishman, and had formal delivery of his
office, and he had gone back with evident delight to his beloved New
York, and I had sat there alone a day or two, I thought that I would
open out the business westward. And looking at the map, it occurred
to me that the Tennessee River was the natural avenue to my
domains in that direction. Luckily, I made the acquaintance of a
young land-prospector, with romantic instincts like my own; and the
second evening after this idea came to me he and I were seated in a
wooden dug-out canoe, my parcels of samples and his instruments
in the waist of the boat, drifting swiftly down the brown stream at
sunset, under the lofty shadow of the Lookout Mountain.
The stream was shallow, and its waters so opaque that six inches
looked like six fathoms, and it happened not rarely that we ran upon
a sand-bar in full mid-stream; but a hard shove at the pole would
send us off, usually sideways, careening in the swirl. When we were
not aground our time was rapid—some six or seven miles an hour,
with the current, and the pole, and paddle. The mountains came
close around us, and the shores contracted; and pretty soon the
railway took a plunge into a tunnel and disappeared. No house nor
light was in sight when the moon came out. For some twenty miles
or more we swung down the swift stream silently, in a country that
seemed quite unsettled. And as the night made it still harder to make
out the deeper places, it is not surprising that after one long, gradual
grate upon a mid-channel sand-bank, we settled in a bed that all our
efforts were insufficient to dislodge us from. And Arthur Coe, my
companion, by way of making the best night of it possible, and the
moon and the mild May weather falling in, drew out a banjo from his
traps in the bow and made melodies not unpleasant to a man who
lay silent in the stern, looking at the stars and smoking his pipe.
A fine range of trees lined the opposite shore and, beyond, the
forest rolled up in mountain-shoulders to the sky; but not a sign of
human life was visible. So that we both started when, at the end of
some negro melody, the refrain was taken up by a lusty chorus, and
rang far out over the murmuring Tennessee. And in a few moments a
large gum canoe filled with joyous darkies came to us from the
farther shore; and finding our trouble, nothing would do but they
must pull us ashore and we spend the night with “Massa.” Which we
did, and a kind and queer old pair of gentry we found them, him and
his wife, living alone with a dozen of old freed slaves, some dozen
miles from anywhere. The old, wide, one-story plantation house
stood in a clearing facing the river (which used to be much more of a
river, with many steamers and cotton-craft, “befo’ de wo’”); and we
had quite a concert before we went to bed, with all the cigars and
other accompaniment that we needed. There were no young people
in the house, only old massa and missus and the old slaves; and we
heard some story of death in battle from the latter, as we all sang a
hymn together before we went to bed, and took one final glass of
whiskey; and even the negroes were allowed a taste of something,
for wetting their whistles they had blown so well.
Thus it was, almost every night; and the long days were spent in
drifting down the river; and even Coe was in no hurry to get to the
place where he was to survey his railway or prospect his town; and
either the people were so lonely, or their good will was so great, that
they gave orders for snuff in a way that was surprising. Only one
thing struck us—the absence of young people; not only of young
men, but of girls. Coe said he thought the people were too old to
have any children; but what had become of the children they should
have had twenty years ago? “War-time,” said Coe, as if that
explained it.
So we got down into Georgia, and then into Northern Alabama;
and the river wound so that we were two weeks on the way. Coe was
to prospect near a town called Florence, or Tuscumbia; places that
then we never had heard of.
That day, at dawn, we ran on Muscle Shoals. Fresh from a night
under the wild-grape vines, blossoming fragrantly, with a sweetness
troubling to the spirit, acrid, whereunder we had slept like one
drugged with wine—we had got into our canoe at sunrise or before,
and pushed out into the stream. It lay broad and still and shimmering
—so broad that we ought to have noticed its two or three miles of
surface could scarce cover but three or four inches of depth. But our
eyelids were heavy with the wild grape—as if its breath had been
some soul phantasm of what was to be its fruit—and so we paddled
dreamily to the midstream and ran aground.
“I say!” said Coe. But there was nothing to be said, and there we
hung, two miles from either shore, and the sun rose full up stream,
and gilded us.
In all that inland lake was but a hand’s-depth of water, flowing
swift and softly over sand and shells. We took to our poles; hard
choosing it would be which way lay deepest; and, one at either end,
“Now then!” from Coe; and we moved, or didn’t move, or for the most
part spun around upon the grinding shells, and Coe fell out of the
boat and splashed shallowly upon his back upon the sand.
So all that day we labored; and the sun grew hot, so that Coe at
noon sought wading for the shore to some shelter in the wild grapes;
but that, half a stone’s-throw from the white clay bank ran swiftly
some two fathoms deep of river Tennessee. So he came back and
swore, and I laughed; and we set at it again. Meantime the slow,
deep-laden scows, each with an appetizing tent for shade, spun
downward close under that vine-shaded bank and jeered at us.
Late in the afternoon, raw-handed from the poles and raw in
visage from a straight-down sun, we got away. Still breathless,
burning, we too swung down the smooth stream, narrower, though
still a half-mile wide; here it ran in curves by bold cliff-points
castellated into white, vine-garlanded turrets of the strangely worn
and carven limestone. No Rhine could be so beautiful; for here all
was unprofaned, silent, houseless, lined by neither road nor rail.
The sun was nearly setting, and Coe’s soul turned to beauty, and
again he began to marvel at the want of womankind. No country was
visible behind the river-banks; and he stood up and studied carefully
the shore through his field-glass.
“I think this is the spot,” he said.
“Tuscumbia?” said I. But Coe was rapt in study of the river-bank.
“Do you see her?” said I, louder.
Suddenly Coe turned to me in some excitement. “Paddle hard—I
think it’s the place.” And seizing his bow paddle he drove it into the
stream so deep that had I not steadied the craft she had rolled over.
Englishmen can never get used to inanimate objects; deft is not their
word.
So we rounded, always approaching the shore, a bold
promontory; in four successive terraces three hundred feet of ranged
limestone towers rose loftily, adorned with moss, and vines, and
myrtle-ivy, their bases veiled in a grand row of gum-trees lining the
shore. No Rheinstein ever was finer, and as we turned one point, a
beautiful rich-foliaged ravine came down to meet us, widening at the
river to a little park of green and wild flowers, walled on both sides by
the castled cliffs; in the centre the most unsullied spring I have ever
seen. And all about, no sign of man; no house, or smoke, or road, or
track, or trail.
“This is it,” said Coe again, as the canoe grated softly on the
dazzling sand, and he prepared to leap ashore.
“What,” said I, “Tuscumbia?” For there is a legend of this place;
and of Tuscumbia, the great chieftain, and the Indian maiden, and
their trysting by the silent spring.
“No,” said he; “Sheffield. That gorge is the only easy grade to the
river for many miles. Through it we shall put our railroad, and this flat
will do for terminal facilities—eh!” and he leaped clumsily; for the
loud report of a shot-gun broke the air and the charge whisked
almost about our ears, and flashed a hundred yards behind us in the
Tennessee.
With one accord we ran up the ravine. There was no path, and
the heavy vines and briers twined about our legs, and the tree-trunks
of the Middle Ages still lay greenly, but when we sought to clamber
over them, collapsed and let us to their punky middles.
Suddenly, as we rounded a bend between two gloomy ravages of
rock, there stood before us a young girl, in the green light—her hair
as black as I had ever seen, with such a face of white and rose! I
stared at her helplessly; Coe, I think, cowered behind me. She
looked at us inquiringly a moment; and then, as we neither spoke,
turned up the side of the ravine, with her fowling-piece, and vanished
by some way unknown to us. I would have followed her, I think, but
Coe held me back by the coat-tails.
“Don’t,” said he. “She’s quite welcome to a shot, I am sure.”
2.
Nevertheless, after this one moment of chivalrous impulse, Coe
set up his levelling-machine and began taking the gradients of the
ravine up which this girl had gone. I have never known an
Englishman upon whose heart you could make any impression until
his stomach was provided for. Meantime I wandered on, admiring the
red hibiscus blossom and liana vine that veiled the gorge in tropical
luxuriance up to the myrtles of the limestone. Finally I emerged upon
the plateau above the river, and found myself in a glorious, green,
flowing prairie, many miles broad and apparently as long as the
brown Tennessee that lay hid behind me. In the midst of it one iron-
furnace was already in blast.
The inn (the International Hotel) at Tuscumbia was very noisy. I
was struck by this when I went to my room to dress for supper; I had
only been able to get one room for myself and Coe; there were two
beds in it, but only one wash-stand. Through the walls, which were
very thin, I could hear at least four distinct feminine voices on the
one side, and several upon the other. There were also some across
the hall that seemed to be engaged in the same conversation; and
that the speakers were young ladies I had fleeting but satisfactory
evidence when I opened my door to set out my water-jug for a
further supply.
“Look here, young man,” said the landlord to me, when I again
endeavored to get another room for Coe. “How many rooms do you
reckon this yer house’ll hold, with fifty-seven guests all wantin’ em?”
“Fifty-seven!” said I. The International Hotel was a small two-story
wooden house with a portico. “How many can the hotel
accommodate?”
“Thirty in winter,” said the landlord. “In summer sixty to seventy.”
I stared at the man until he explained.
“You see, in the winter, they’s most from the North. I hev
accommodated seventy-four,” added he, meditatively; “but they wuz
all Southerners, an’ that wuz befo’ the wo’. They took a good bar’l of
whiskey a day, they did—an’ consid’able Bo’bon,” and he ended with
a sigh.
“Your present visitors seem chiefly young ladies,” I hazarded.
“Hevn’t you heard?” and mine host looked at me as if to reassure
himself as to my social position. “They is society folks from Knoxville
—down here givin’ a play—‘The Pirates of Penzance,’” and he
handed me a newspaper wherein he pointed to a double-leaded
announcement setting forth that the well-known Amateur
Shakespeare Comedy Club of Knoxville, consisting of ladies and
gentlemen of the upper social circles of that city, would appear in this
well-known opera, the article closing with a tribute to the personal
charms of Miss Birdie McClung, the principal member of the
company.
“They hev come down in a Pullman cyar, all to themselves, quite
special,” said the innkeeper.
“Are any of them married, Colonel Kipperson?” said I, timidly.
The colonel looked at me with scorn; and just then a peal of
rippling laughter, melodious as the waves of the Tennessee upon
Muscle Shoals, rang through the thin partition, accompanied by the
crash of some falling missile, I think, a hair-brush.
“Does that look as if they wuz married?” said he, and turned upon
his heel, as one who gave me up at last. “Supper’s at six,” he added,
relenting, at the door.
Coe turned up at supper, but we saw nothing of the fair
actresses; and the evening we passed socially with the leading
spirits of the hotel: Judge Hankinson, Colonel Wilkinson, General
McBride, Tim Healy, the railroad contractor, and two or three black
bottles. Colonel Wilkinson and General McBride had been trying a
case before Judge Hankinson, and both were disposed to criticise
the latter’s rulings, but amiably, as became gentlemen over a
whiskey-bottle in the evening. At midnight, just as the judge was
ordering a fourth bottle, the door opened, and in walked a very
beautiful young woman with black hair and eyes. “Good-evening,
Miss Juliet,” said the others, as we rose and bowed.
Miss Juliet walked up to the judge, who with difficulty got up, and
followed her out of the room. “Good-night, jedge,” and in the pause
that followed, General McBride remarked pathetically that “the jedge
wasn’t what he used to wuz.”
“No,” said the colonel, with a sigh, “I’ve seen the time when he
wouldn’t leave a third bottle of his own.”
“What relation is Miss Juliet to Judge Wilkinson?” asked Coe.
The general and the colonel started; and Tim Healy looked
apprehensively at the door.
“Young man,” said the general, “I wouldn’t ask that question, if I
wuz you.”
“The jedge ken still shoot,” added the colonel.
All was forgiven when I had explained that Mr. Coe was an
Englishman; and we went to bed. About two in the morning the
adjoining rooms became suddenly populous with soft voices. Coe
started to his elbow in his cot and called to me. “It’s only the Amateur
Shakespeare Comedy Club of Knoxville, returning from the play,”
said I; and I dropped asleep and dreamed confusedly of Tuscumbia,
the Indian chieftain, feminine voices, and the rippling waters of the
Tennessee.
In the morning I got into the train for Chattanooga, leaving Coe
behind. On the platform I noticed two graceful girls, dressed in white
muslin, wide straw hats with white satin ribbon and sashes, white
lace mitts, and thick white veils; not so thick that I could not see that
they were brunettes, with hair as black as only grows under
Southern nights. The train was composed of two cars—the ordinary
Southern local—differing from a Jersey accommodation only in that it
had still more peanut shells and an added touch of emigrant-train
and circus. At one end sat a tall gentleman in a stovepipe hat, who
had removed his boots, and was taking his ease in blue woollen
stockings. At the other was a poor, pretty woman, with large, sad
eyes, petting her emaciated husband, who was dying of
consumption. Just as the train started, he had a terrible fit of
coughing; now he leans his head upon her shoulder, and she rests
her cheek upon his forehead. Behind me, but across the aisle, are
the two young ladies in white muslin.
So we jangle on through the hot Southern June morning; and
pretty soon one of the girls in white comes over and takes the seat
behind me. She has thrown off her veil, and I assure you a more
beautiful face I never saw; it’s all very well to talk of a neck like a lily
and cheeks like a rose, and eyes
“Whose depths unravel the coiled night

And see the stars at noon——”
but when you really see them you fall down and worship the
aggregation whose inventoried details, in any novel, would excite
weariness. Meantime, her sister had stretched herself out upon the
other seat, pointing one dainty russet leather foot beneath the
muslin, and disposed her handkerchief across her eyes.
How to speak to this fair beauty so close behind me I know not; I
can almost feel her eyes in the back of my head; so near that I dare
not look round; I fear she may be another daughter of Judge
Wilkinson’s. And the train jangles on, and we are winding through
green dense forests, up to the mountains. I wait half an hour for
propriety, and then look around; I catch her deep eyes full, “bows
on,” as it were, her lips parted as if almost to speak, and I—shrink
back in confusion. I hear her give a little sound, whether a sigh or a
murmur I am not sure; but pretty soon I hear her struggling with her
window. This is my chance; and I rise and with the politest bow I
know and “permit me,” I seek to help her; but the sash is old and
grimed and the angle inconvenient. Finally I have to go around into
her seat; and leaning over her I get a purchase and the window goes
up with a bang and a cloud of dust that sets us both sneezing. “It is
very hot,” I say, standing with my hand upon her seat, irresolute.
“Do you know, I thought you were never going to speak?” she
says.
I sit down on the seat beside her.
“I hate being unsociable in a railway journey; but, of course, I
couldn’t speak first. And now there’s so little time left,” she adds,
regretfully.
“Where are you going—not to Chattanooga?”
“Only to Scott’s Plains. What’s your name?”
“Horatio Higginbotham,” I have to reply, fearing she will laugh,
though the name is well known in Salem. She does not laugh at all,
but smiles divinely.
“My name is Jeanie Bruce. And that’s my sister May. Come over,
and I’ll introduce you.”
We walk across the car and Miss Jeanie says to Miss May (who,
it appears, is not asleep), “May, I want to introduce to you my friend,
Mr. Higginbotham. Mr. Higginbotham, Miss May Bruce.”
I bow to the more languid beauty, who does not rise, but smiles a
twin sister of Miss Jeanie’s smile, showing her little white teeth and
tapping her little foot in a way to make a man distracted which to look
at.
“I thought you didn’t seem to be getting on very well,” says the
recumbent May, “but now, I suppose, I can go to sleep,” and she
pulls the lace handkerchief back over her eyes, and Jeanie leads me
(it is the word) back to our seat on the other side of the car. “We are
twin sisters; and some people can’t tell one from the other. Could
you?” And she takes off her hat, pushes the soft black mass back
from her brow, and looks at me, frankly, sweetly.
“I shouldn’t want to,” I say. I think I am getting on; but she looks at
me as if puzzled, half displeased.
“May is engaged,” she answers, “and I am not. I have been,
though.”
“Dear me,” I answer, heedlessly; “how old——”
“Seventeen. But I never had a gen’leman ask me such a question
before.”

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Preface xvi 10 Motivation and Emotion 312

9 Intelligence 286 References 605

1 Psychology, Critical Thinking, and Science 14

Punch-Drunk 53 2.5 The Cerebral Hemispheres—Wrinkle, Wrinkle, Little Star 66

Preview: It’s a Boy! 85 Stage 6: Young Adulthood 100

Snake! 119 4.7 Perceptual Processes—The Second Step 138

5 States of Consciousness 160

6 Conditioning and Learning 194

Now That’s Discrimination! 195 6.7 

My Memory Rules My Life 229 7.4 

8 Cognition, Language, and Creativity 260

Hyperloop 261 Heuristics 271

No Need to Tell Adele 313 Social Motives 329

11 Sex, Gender, and Sexuality 346

Welcome to the Rainbow 347 11.8 

Same Old Winston 379 Personality Development 395

13 Health, Stress, and Coping 414

Regina’s Term from Heck 415 13.4 

Break In or Break Down? 447 14.7 

Paddle Like a Duck 481 Existential Therapy 494

Call Them The Way You See Them 513 16.5 

17 Prosocial and Antisocial Behavior 538

Love and Hate 539 Social Learning and Aggression 550

Environmental Melancholia 565 18.4 

Appendix—Statistical Literacy 594

Chapter Addresses Material from APA

Introduction How to Study Reflective Studying 4.1, 5.2, 5.3, 5.5

2 Brain and Behavior Self-Regulation 1.1, 1.2, 5.2

3 Human Development Ethical Behavior 1.1, 1.2, 2.5, 3.2, 5.1

5 States of Consciousness Metacognition 1.1, 1.2, 5.2, 5.3

6 Conditioning and Learning Behavioral Self-Management 1.1, 1.2, 5.2

7 Memory Giving Memorable Presentations 1.1, 1.2, 4.2, 5.3

12 Personality Leadership 1.1, 1.2, 2.1, 3.3, 5.1, 5.2, 5.4

14 Psychological Disorders Perseverance 5.2, 5.3, 5.5

15 Therapies Managing Mental Health 1.1, 1.2, 1.3, 3.3

Appendix Statistics Statistical Literacy 1.1, 2.1, 2.2, 2.4, 4.1

refined to better reflect the distinction between experiential

The Instructor Companion Site

Faren R. Akins Larry W. Barron Anne Bright Broome County Community

When I regained consciousness it was a winter twilight, and the

I staggered out into the street, and sought my room. My head

“Whose depths unravel the coiled night

Punch-Drunk 53 2.5 The Cerebral Hemispheres—Wrinkle, Wrinkle, Little Star 66

Snake! 119 4.7 Perceptual Processes—The Second Step 138

Now That’s Discrimination! 195 6.7

My Memory Rules My Life 229 7.4

Welcome to the Rainbow 347 11.8

Regina’s Term from Heck 415 13.4

Break In or Break Down? 447 14.7

Call Them The Way You See Them 513 16.5

Environmental Melancholia 565 18.4