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 Brief Contents

Preface xvii
Author Bios xxv

CHAPTER 1 Understanding Cross-Cultural Psychology 1

CHAPTER 2 Critical Thinking in Cross-Cultural Psychology 30

CHAPTER 3 Methodology of Cross-Cultural Research 75

CHAPTER 4 Cognition: Sensation, Perception, and States of

Consciousness 104

CHAPTER 5 Intelligence 135

CHAPTER 6 Emotion 168

CHAPTER 7 Motivation and Behavior 195

CHAPTER 8 Human Development and Socialization 222

CHAPTER 9 Psychological Disorders 252

CHAPTER 10 Social Perception, Social Cognition, and Social

Interaction 287

CHAPTER 11 Personality and the Self 320

CHAPTER 12 Applied Cross-Cultural Psychology: Some Highlights 346

References 370
Author Index 411
Subject Index 419
This page intentionally left blank
 Detailed Contents

Preface xvii
Author Bios xxv

CHAPTER 1 Understanding Cross-Cultural Psychology 1

What Is Cross-Cultural Psychology? 2
Basic Definitions 4
Culture 4
Society, Race, and Ethnicity 4
Knowledge in Cross-Cultural Psychology 8
Cultural Traditionalism 10
Empirical Examination of Culture 11
Collectivism and Individualism: Further Research 13
Cultural Syndromes 15
The Natural Science Approach 16
The Social Sciences Approach 18
The Humanities Approach 19
The Ecocultural Approach 20
The Cultural Mixtures Approach 21
The Integrative Approach: A Summary 22
Indigenous Psychology 24
Ethnocentrism 24
Multiculturalism 25
A Brief History of the Field 25

CHAPTER 2 Critical Thinking in Cross-Cultural Psychology 30

The Evaluative Bias of Language: To Describe Is to Prescribe 31
Antidotes 34
Differentiating Dichotomous Variables and Continuous Variables:
Black and White, or Shades of Gray? 35
Antidotes 37
The Similarity–Uniqueness Paradox: All Phenomena Are Both Similar
and Different 37
Antidotes 40
The Barnum Effect: One-Size-Fits-All Descriptions 41
Antidotes 42
x   Detailed Contents

The Assimilation Bias: Viewing the World through Schema-Colored

Glasses 43
Antidotes 45
The Representativeness Bias: Fits and Misfits of Categorization 45
Antidotes 48
The Availability Bias: The Persuasive Power of Vivid Events 48
Antidotes 51
The Fundamental Attribution Error: Underestimating the Impact of
External Influences 51
Antidotes 54
The Self-Fulfilling Prophecy: When Expectations Create Reality 54
Antidotes 56
Correlation Does Not Prove Causation: Confusing “What” with
“Why” 56
Antidotes 60
Bidirectional Causation and Multiple Causation: Causal Loops and
Compound Pathways 60
Bidirectional Causation 60
Multiple Causation 61
Antidotes 63
The Naturalistic Fallacy: Blurring the Line Between “Is” and
“Should” 63
Antidotes 67
The Belief Perseverance Effect: “Don’t Confuse Me with the
Facts!” 67
Antidotes 70
Conclusions: “To Metathink or Not to Metathink?” 70

CHAPTER 3 Methodology of Cross-Cultural Research 75

Goals of Cross-Cultural Research 76
Quantitative Research in Cross-Cultural Psychology 76
Quantitative Approach: Measurement Scales 77
Quantitative Approach: Looking for Links and Differences 78
Qualitative Approach in Cross-Cultural Psychology 79
Major Steps for Preparation of a Cross-Cultural Study 80
Sample Selection 81
Observation in Cross-Cultural Psychology 83
Survey Methods 84
Experimental Studies 86
Content Analysis 87
Focus Group Methodology 89
Meta-Analysis: Research of Research 89
 Detailed Contents   xi

A Hidden Obstacle of Cross-Cultural Studies: Test Translation 90

Comparing Two Phenomena: Some Important Principles 92
On Similarities and Differences: Some Critical Thinking
Applications 93
Cultural Dichotomies 94
There Are Fewer Differences Than One Might Think 94
There Are More Differences Than One Might Expect 95
Avoiding Bias of Generalizations 95
Know More about the Cultures You Examine 97

CHAPTER 4 Cognition: Sensation, Perception, and States of

Consciousness 104
Sensation and Perception: Basic Principles 105
How Culture Influences What We Perceive 106
How People Perceive Pictures 108
Perception of Depth 110
Are People Commonly Misled by Visual Illusions? 110
Some Cultural Patterns of Drawing 112
Perception of Color 112
Other Senses 115
Hearing 115
Taste 115
Smell 116
Touch and Pain 116
Perception of Time 118
Perception of the Beautiful 120
Perception of Music 121
Consciousness and Culture 122
Sleep and the Cultural Significance of Dreams 124
Beyond Altered States of Consciousness 128

CHAPTER 5 Intelligence 135

Defining Intelligence 135
Ethnic Differences in IQ Scores 139
Gender Differences in IQ Scores 140
Explaining Group Differences in Test Scores: Intelligence and
Intelligent Behavior 141
Do Biological Factors Contribute to Intelligence? 142
Incompatibility of Tests: Cultural Biases 143
A Word about “Cultural Literacy” 144
xii   Detailed Contents

Environment and Intelligence 145

Socioeconomic Factors 146
The Family Factor 148
“Natural Selection” and IQ Scores 149
Cultural Values of Cognition 150
General Cognition: What Is “Underneath” Intelligence? 154
Classification 154
Sorting 154
Memory 155
Formal and Mathematical Reasoning 156
Creativity 156
Cognitive Skills, School Grades, and Educational Systems 157
Culture, Tests, and Motivation 159
IQ, Culture, and Social Justice 160
And in the End, Moral Values 162

CHAPTER 6 Emotion 168

When We Laugh We Are Happy: Similarities of Emotional
Experience 170
You Cannot Explain Pain If You Have Never Been Hurt: Differences in
Emotional Experience 172
Emotions: Different or Universal? 175
Physiological Arousal 176
The Meaning of Preceding Events 177
Emotion as an Evaluation 179
We Are Expected to Feel in a Particular Way 181
How People Assess Emotional Experience 182
Expression of Emotion 183
Emotion and Inclination to Act 186
Emotion and Judgment 187
When Emotions Signal a Challenge: Cross-Cultural Research on Stress
and Anxiety 188
When Emotion Hurts: Cross-Cultural Studies of Anger 189
Building Positive Emotions: Cross-Cultural Studies of Happiness 190

CHAPTER 7 Motivation and Behavior 195

A Glance into Evolution 196
Social Science: See the Society First 197
Drive and Arousal: Two Universal Mechanisms of Motivation 197
The Power of the Unconscious: Psychoanalysis 198
Humanistic Theories 199
 Detailed Contents   xiii

Learning and Motivation 202

A Carrot and a Beef Tongue: Hunger and Food
Preference 203
When Hunger Causes Distress: Eating Disorders 203
Victory and Harmony: Achievement Motivation 204
Aggressive Motivation and Violence 208
Culture and Sexuality 213
Sex and Sexuality: Some Cross-Cultural Similarities 217

CHAPTER 8 Human Development and Socialization 222

Development and Socialization 223
Quality of Life and the Child’s Development 223
Norms, Customs, and Child Care 224
Parental Values and Expectations 226
Erikson’s Stages of Psychosocial Development 228
Piaget’s Stages of Cognitive Development 230
Stages of Moral Development According to Kohlberg 231
Developmental Stages 233
Life before Birth: Prenatal Period 234
First Steps: Infancy 236
Discovering the World: Childhood 239
Major Rehearsal: Adolescence 241
Adulthood 243
Late Adulthood 246

CHAPTER 9 Psychological Disorders 252

American Background: DSM-5 253
Two Views on Culture and Psychopathology 253
Central and Peripheral Symptoms: An Outcome of the Debate
between Universalists and Relativists 256
Cultural Syndromes 257
Anxiety Disorders 261
Depressive Disorders 262
Schizophrenia 266
Culture and Suicide 267
Personality Disorders 269
Is Substance Abuse Culturally Bound? 275
Psychodiagnostic Biases 277
Psychotherapy 278
Culture Match? 281
xiv   Detailed Contents

CHAPTER 10 Social Perception, Social Cognition, and Social

Interaction 287
Attitudes and Values 288
Western and Non-Western Values 290
Striving for Consistency: The Cognitive Balance Theory 292
Avoiding Inconsistency: Cognitive Dissonance 293
Psychological Dogmatism 293
Social Attribution 294
Attribution of Success and Failure 295
Duty and Fairness in Individualist and Collectivist Cultures 296
Stereotypes and the Power of Generalizations 297
Universal Interaction 301
Direct Contacts and Body Language 304
Conformity 306
Is Conformity Universal across Cultures? 307
Following Orders 310
Social Influence 312
Feeling Good about Some Views 313
Is Social Loafing Universal? 314

CHAPTER 11 Personality and the Self 320

What Is Personality? 320
Locus of Control 321
The Autotelic Personality 324
On National Character 326
The Self 329
The Self and Sex-Related Categories 331
The Sexes and the Intersex 331
Traditional Cultural Views of the Sexes 332
Evolving Views of the Sexes 334
Gender as a Social Construct 334
Gender Roles 335
Traditional Views of Gender 336
Evolving Views of Gender 336
Sexual Orientation: Evolving Perceptions 338
Religious Identity 339
Seeing One’s Own Body 340
 Detailed Contents   xv

CHAPTER 12 Applied Cross-Cultural Psychology: Some Highlights 346

Health 347
Spirituality, Science, and Health 350
Holistic Treatment 354
Business Decisions 354
Working with Immigrants and Refugees 357
Human Rights 361
Education 362
Culture, Behavior, and the Law 363
Working and Serving Abroad 365
Religion: A Campus Context 366
Conclusion 368

References 370
Author Index 411
Subject Index 419
This page intentionally left blank
 Preface

We cordially invite you to explore cross-cultural psychology of the twenty-first cen-

tury. Just over 15 years ago, when we were preparing the first edition of this book, it
was our modest hope that a number of students in North America would find it useful.
We certainly did not anticipate that the text would soon find a receptive audience not
only in the United States and Canada but also in the Netherlands, Russia, Indonesia,
China, Turkey, Germany, and many other countries around the globe. A special edi-
tion of the book was published in India. Then, our book was translated in China and
in Indonesia. Currently, we have the fortune of receiving numerous, frequent e-mails
from readers across five continents. The rapidly growing interest in cross-cultural psy-
chology is understandable. This field is new and exciting, fascinating in its content,
important in its applications, and challenging in its goals and aspirations. Yet it is
sometimes scarcely able to keep pace with the rapidly changing conditions of modern
times.
Look at the world around us. Previously invincible barriers—both literal and
metaphoric—that have separated people for hundreds, even thousands of years are
increasingly cracking, crumbling, and finally collapsing before our eyes. Within a rel-
atively brief period of history, the telephone, radio, television, motion pictures, and,
more recently, computers, e-mail, cell phones, the Internet, and social networks are
drastically altering our perceptions of time, space, culture, and one another. One key
click and, in an instant, you are virtually on the opposite side of the planet or even on
a different planet.
We travel and migrate from one place to another on a scale previously unknown—
even unimaginable—in human history. The United States alone naturalizes almost
800,000 new citizens every year. More than 1 million foreign students are currently
studying at different American universities and colleges. According to the Student
and Exchange Visitor Information System, the top ten countries sending these inter-
national students to America are China, India, South Korea, Saudi Arabia, Canada,
Japan, Taiwan, Vietnam, Mexico, and Brazil. More countries are moving toward eco-
nomic and political unification. Hong Kong has been reunited with China since 1997.
From Northern Ireland to the Basque province in Spain, from Bosnia to El Salva-
dor, dozens of deadly ethnic, social, and religious conflicts have come to an end with
former enemies negotiating with one another. Millions of people learn about human
rights, recognize them, and practice mutual tolerance. People understand that they
share many common customs, ideas, and hopes. The world is indeed becoming a
smaller place.
Or is it? Are such optimistic beliefs devoid of factual foundation, resting more
on wishful thinking and hope than on empirical evidence? Are we guilty of commit-
ting a cognitive error, confusing what is with what ought to be? A pessimist could
contend that the basic differences between cultural groups are, and always will be,
irreconcilable. What appears to be “global civilization,” “cultural enlightenment,” or
“social evolution” is largely illusory. Beneath this perilously thin veneer lurks raw
xviii  Preface

human nature: selfish, greedy, and violent. To be sure, some progress has occurred.
But many countries remain split and feuding along ethnic and religious lines. Interna-
tional terrorism poses an increasingly treacherous problem. Minority groups around
the world continue to be ostracized, threatened, and assaulted. Millions of people
belonging to these various ethnic and religious groups continue to be the target of sys-
tematic violence. Local politicians and military rulers in many countries reject pleas
addressing human rights in their countries and label these appeals cultural “expan-
sionism” of the liberal West. Rather than blending together, diverse groups perpetuate
tensions. Consider Syria, Libya, Sierra Leone, Timor, Sudan, Iraq, Kashmir, Afghani-
stan, Cyprus—is there any valid reason to believe that the list won’t continue to grow?
Can psychologists and other educated professionals make a difference in this global
but disunited world?
Even if the world is becoming smaller, what does this mean? To some indi-
viduals, “smaller” implies a sense of community, connectedness, and camaraderie.
Meanwhile to others, it is tantamount to being cramped, crowded, and confined.
To some, the phrase “we the people” calls for us to merge together. To others, we
are getting more disunited and intolerant of one another than ever. Who is right?
Who is wrong? Can we find a middle ground between these two views? Can we
use the psychological knowledge gained in one country to understand the people
in others?
In searching for answers to questions such as these, we discovered an enor-
mous body of theories, research, books, journal articles, and websites. Upon closer
examination, however, what emerged was not particularly encouraging or even
useful: lots of unsupported theories, lots of contradictory findings, lots of defen-
siveness and emotionally charged posturing, and lots of thinking that was a great
deal less than clear. How does one even begin to sort through all of it? Is there a
way to separate the proverbial wheat from the chaff? By what means can we make
informed decisions?
These are some of the questions that we, the authors, have been struggling with
for some time and, in a nutshell, largely what prompted us to write this book. The
story leading to our collaboration is worth noting in several respects. Although we
both are of a similar age and share a number of common characteristics (from career
choice to tastes in music), we grew up in very different worlds. The first author (Eric)
was born and raised in the city of Leningrad in the former Soviet Union, where he
obtained his first academic degrees before moving to California and then Virginia. He
is a professor, author, and coauthor of 15 books. The second author (David) is from
Southern California, where he received his formal education and training and where
he currently works as a psychology professor, licensed psychotherapist, author, and
researcher.
Thus, each of us brings a distinctly unique set of experiences and perceptions to
this project. We were struck by both the similarities and differences in our respective
backgrounds, and we sought to utilize these complementary contributions to their
maximum effect. In discussing our past, we discovered that as we were entering col-
lege, neither of us knew very much about cross-cultural psychology. By the time we
started graduate school (Eric at Leningrad State University and David at UCLA), our
interest had begun to grow. But the real fascination with cross-cultural psychology
emerged much later, specifically when each of us spent an extended period of time
teaching in the other’s home country. The appeal has never waned and continues to
this day.
 Preface  xix

Goals of This Book

We have endeavored to distill and synthesize the knowledge gained from our own
respective educational, research, training, and life experiences into a manageable set
of four primary goals:

1. To introduce the field of cross-cultural psychology to college students.

2. To review contemporary theories and research in cross-cultural psychology.
3. To provide the reader—both instructors and students—with a useful set of crit-
ical thinking tools with which to examine, analyze, and evaluate the field of
cross-cultural psychology in particular and education in general.
4. To assist current and future practitioners from a wide variety of fields and
services.

Intended Audiences
This book was designed with the following readers in mind:

• As a primary or supplementary text for courses on cross-cultural psychology,

multicultural psychology, cultural psychology, and cultural diversity
undergraduate for college students from a diverse array of majors (including
but not limited to psychology, sociology, anthropology, education, philosophy,
journalism, political science, etc.).
• As a supplementary text for cross-cultural psychology and multicultural
psychology classes for graduate students in areas such as counseling,
psychology, social work, education, law, journalism, nursing, business, and
public administration.
• Clinical psychologists, counselors, and social workers.
• Educators and other practitioners who work in contemporary multicultural
environments.

Contents
The book consists of 12 chapters. Chapter 1 reviews the key theories and approaches
in the field of cross-cultural psychology. Chapter 2 introduces principles of crit-
ical thinking and applies these tools directly to topics in cross-cultural psychology
by identifying common errors and providing useful antidotes. Chapter 3 presents
and explains research methods in cross-cultural psychology. Chapter 4 focuses on
cross-cultural aspects of sensation, perception, and states of consciousness. Chapter 5
is devoted to the interface of cross-cultural psychology and intelligence. Chapters 6
and 7 comprise cross-cultural analyses of emotion and motivation, respectively. Issues
related to human development and socialization are examined in Chapter 8. Chapter 9
focuses on the diagnosis, treatment, and explanation of psychological disorders from
cross-cultural perspectives. Chapter 10 highlights key issues of social perception and
interaction. Chapter 11 addresses cross-cultural accounts of personality, social cog-
nition, and the self. Finally, Chapter 12 identifies several applied problems of cross-
cultural psychology.
xx  Preface

What Makes This Book Different?

Emphasis on Critical Thinking
We firmly believe that critical thinking is the most vital and indispensable compo-
nent of higher education and learning. Despite widespread consensus on this asser-
tion throughout the educational community, however, it has been our experience that
specific tools for critical thinking are rarely, if ever, provided to students during the
course of their schooling. In other words, people may be convinced of the value of
critical thinking, but they are left not knowing quite what to do about it. This book
seeks to remedy that dilemma.
We view critical thinking as a series of skills that can be successfully taught and
learned. As such, we provide the reader with specific strategies, methods, and tech-
niques (along with lots of practice) to achieve this goal. For purposes of this book,
each critical thinking principle (metathought) is illustrated primarily from the theory
and application of contemporary cross-cultural psychology. Keep in mind, however,
that these principles transcend the confines of any particular topic and can be utilized
not only in a diverse array of fields but also across cultures.
In one sense, we use critical thinking to teach cross-cultural psychology; in
another sense, we use cross-cultural psychology to teach critical thinking. This bidi-
rectional relationship underscores the interdependence between the content and the
process of thinking and learning.

Pedagogical Features to Enhance Learning

We have included a wide variety of pedagogical devices throughout the text.

• Exercises and Activities: More than 30 exercises are strategically placed

throughout the book. These can be utilized in any number of ways, including
classroom discussions, demonstrations, debates, individual or group take-home
assignments, term papers, and oral presentations. Boxes titled “Critical Thinking”
were designed explicitly to provide practice in developing critical thinking skills
as they relate to cross-cultural psychology. Every box contains a description
of an issue, case, or psychological study. Students are asked, for example, to
provide a critical evaluation of research methods, to identify multiple causes of
psychological phenomena, and to minimize stereotypical judgments.
• Figures, Tables, and Graphs appear throughout the book to distill, consolidate,
clarify, and expand on the information in the text. These are particularly useful
for those inclined toward “visual learning.”
• Chapter Summaries are available at the end of every chapter. Students report
that these are an especially helpful pedagogical tool for helping them study for
exams.
• “A Case in Point” Boxes: In some instances, vivid examples or stories are
best able to speak for themselves. A special feature in each chapter reviews
and illustrates a number of controversial issues in cross-cultural psychology,
displays cases and research findings, and introduces various opinions about
human behavior in different cultural contexts. These boxes offer practical
 Preface  xxi

illustrations of academic studies or theories in cross-cultural psychology. They

are especially helpful for generating class discussions.
• “Cross-Cultural Sensitivity” Boxes: These sections—featured in every
chapter—present some controversial remarks, statements, and actions that are
typically drawn from recent events. These cases underscore the importance of
empathy and critical thinking in interpersonal communications.
• Vignettes: Each chapter begins with a vignette, a description of a real-life case,
situation, or problem related to the chapter’s subject matter. The vignettes offer a
down-to-earth view of the main themes of the chapter and bring cross-cultural
theory closer to the student’s personal experiences.
• Quotations: Scores of quotations appear throughout the text. These are
intended to serve a number of functions, including the following: to provide
divergent points of view, to pique the reader’s interest and curiosity, to utilize
humor as a means of facilitating learning, and to induce critical thinking.
A sampling of sources includes Omar Khayyám, Confucius, Mohandas Gandhi,
Lao-tse, Albert Einstein, P. T. Barnum, Vladimir Nabokov, R. D. Laing, Jackie
Mason, Miguel de Cervantes, the Bible, and common folk proverbs from a
variety of cultures around the globe.
• Facebook: Follow this book on Facebook (search “cross-cultural psychology
textbook”), to discuss interesting, relevant, and current topics related to cross-
cultural psychology and to explore related career choices.

Focus on Applied Contemporary Problems

We have dedicated ourselves to making this text as useful, practical, and relevant as
possible. As a result, we made it a point to address a variety of applied contemporary
themes and to present cross-cultural analyses for a series of complex problems that
society faces today or is likely to face in both the near and distant future. Throughout,
we attempted to strike a balance between not making the book too theoretical (and
therefore not particularly useful in the real world) or too concrete (which would not
cultivate independent thinking).

Updates and Changes in the Sixth Edition

This edition of the book is updated with references to over 200 recent studies. In
particular, there is new research and theories on traditional and nontraditional cul-
tures, sex, gender, race, personality, religious beliefs, the self, sexual orientation, eth-
nic identity, ethnic stereotypes, immigration, intelligence, violence, stigma of mental
illness, DSM-5, physical abuse, mood disorders, cultural syndromes, schizophrenia,
cultural customs, evolutionary psychology, treatment of psychological disorders, and
acculturation.
The book includes new research data obtained on samples from South Korea,
the Netherlands, the United States, Belgium, Russia, several Arab countries, India,
China, Germany, Canada, Japan, the United Kingdom, Botswana, Brazil, Zimbabwe,
Finland, Iceland, Turkey, Austria, and Mexico. This research includes new data con-
cerning various immigrant groups, as well as Muslims, Christians, Asian Americans,
Native Americans, Arab Americans, Hispanic Americans, and African Americans.
xxii  Preface

Chapters 1, 2, 7, 9, and 10 underwent the most significant rewriting and

improvement. Based on numerous comments from professors and students,
Chapter 1 now better identifies major theoretical approaches to cross-cultural psy-
chology. Chapter 2 has a much stronger emphasis on contemporary global events.
Chapter 7 contains a significantly expanded discussion of sexual orientation.
Chapter 9 was significantly updated to reflect the publication of the DSM-5. There is
an entirely new chapter (Chapter 11) on “Personality and the Self.” In this chapter, based
on reviewers’ suggestions, we provide an overview of contemporary views of personal-
ity, with particular emphasis on gender identity. In addition to these changes, several
new subtopics related to gender, sexual orientation, personality theories, identity, self-
perception, social and ethnic stereotypes, therapy, and applied problems have been
added throughout the book.
Throughout this new edition, we continue to strive to make our own values clear
and not to present our opinions as if they were “facts” or “truths.” We encourage debate
and even disagreement. But we also believe that despite all the ethnic, cultural, reli-
gious, racial, and national differences, people can (and in fact should) learn to become
more understanding, respectful, and tolerant of one another. Without appearing
unduly optimistic, we do have faith in the enormous potential power of knowledge,
reason, and compassion to help realize these goals.
It is obvious that cross-cultural psychology alone cannot solve the profound
problems facing the human race. However, this knowledge, coupled with goodwill
and informed action, can certainly foster a positive psychological climate that might
eventually generate mutually agreeable, useful solutions. We hope that our enthusiasm
about cross-cultural psychology and critical thinking is contagious and will serve to
enhance your own academic, professional, and personal growth.

Website
The website www.routledge.com/9781138668386 contains tools for classroom prepa-
ration and management for instructors and study materials for students. The instruc-
tor’s section includes a robust test bank that contains multiple choice, true and false,
short answer, and essay questions and answers for every chapter as well as a complete
set of tables and figures from the text. The student’s section includes chapter out-
lines, flashcards of key terms, and links to further resources and the authors’ Face-
book page, which features updates, commentaries, and discussions of topics related
to cross-cultural psychology.

Acknowledgments
No project of this magnitude could have been realized without the invaluable contri-
butions, assistance, and support of scores of individuals. We have benefited from the
insightful feedback and advice of colleagues and reviewers, from the diligent efforts of
research assistants, and from the patience and understanding of family members and
friends. In particular, we wish to acknowledge Lyndsay Brooks, Tamara Levy Eromo,
Elizabeth Laugeson, Maykami L. McClure, Briana Levy, Jacob Levy, Mary J. Tebbe,
Jonathan “JP” Perpich, Steve Nevil, Zorro Levy, Emma Levy, Dmitry Shiraev, Dennis
Shiraev, Nichole Shiraev, Alex Shiraev, Oh Em Tee, Thomas Szasz, Fuji Collis, Don
 Preface  xxiii

Kilburg Evangeline Wheeler, Alex Main, Susan Siaw, Gerald Boyd, Vladislav Zubok,
Elena Vitenberg, Anthony Galitsky, Diana Smith, Mary Jo Carnot, Beverly A. Farrow,
Bruno Bornet, Urszula Jakubowska, Yola Ghammashi, Buraq Amin, Alexandra Tyson,
Alicia Hooper, Janett Chavez, Jason Smith, Sondra Saterfield, Joseph Morris, Judith
Farell, Rita Chung, Michele Lewis, Fred Bemak, Sergei Samoilenko, Martijn Icks,
and Jane McHan. A special notice of thanks and appreciation goes to Sandy Sayah-
Pedram, whose extraordinary talents and remarkably wide range of contributions
were invaluable in the revision of this book.
We would also like to thank the reviewers who provided input on the revision
plan for the sixth edition: Steven L. Berman (University of North Florida), Graciela
Espinoza-Hernandez (University of North Carolina Wilmington), Lauren Mizock
(Fielding Graduate University), Mia Palmer (Mesa Community College), Douglas
Paton (University of Tasmania, Australia), and David B. Richards (Bridgewater State
University). We would also like to thank the reviewers of previous editions, includ-
ing Denis Sukhodolsky, Yale University; Sergei Tsytsarev, Hofstra University; Cheryl
Koopman, Stanford University; James Sidanius, Harvard University; William W.
Lambert, Cornell University; Elaine P. Adams, Houston Community College; Karen
L. Butler, Johnson C. Smith University; L. Kevin Chapman, University of Louisville;
Kevin Chun, University of San Francisco; Fuji Collins, Central Washington Univer-
sity; McLin Dawn, Jackson State University; Chandler Gilbert Community College;
G. William Hill, Kennesaw State University; Thomas Hodgson, SUNY-Empire State
College; Corrine Lim-Kessler, Monmouth College; Na’im Madyun, University of Min-
nesota Twin Cities; Alex Main, Murdoch University; Pamela Mulder, Marshall Univer-
sity; Jill Norvilitis, SUNY College at Buffalo; Belinda Ramos, B. James Starr, Howard
University; Yvonne Wells, Suffolk University; Evangeline Wheeler, Towson State Uni-
versity; and Leonard Wilhelm, Lakeland College for their insightful comments.
A special word of appreciation is due to the administrations, faculty, staff, and
students at our respective academic institutions, where we have consistently been pro-
vided with an abundance of encouragement, assistance, and validation. Thank you,
Debra Riegert, Senior Editor at Taylor & Francis for believing in us and in this project
from the start. We also would like to take this opportunity to acknowledge the tremen-
dous support we received at virtually every stage of this project’s development from
our production team at Taylor & Francis, including Rachel Severinovsky and others,
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 Author Bios

Dr. Eric B. Shiraev is a professor, researcher, and author. He took his academic degrees
at St. Petersburg University in Russia and completed a postdoctoral program in the
United States at UCLA. He served at various positions at St. Petersburg University,
NVCC, Oregon State University, George Washington University, and George Mason
University. His research interests are diverse. He is an author, coauthor, and coeditor
of 12 books and numerous publications in the fields of global studies, history of sci-
ence, cross-cultural studies, and political psychology. In his publications, he develops
a distinct multidisciplinary approach to analyzing human behavior. Besides teach-
ing and scholarly work, Eric Shiraev writes opinion essays for the media around the
world. He resides near Washington, D.C. Visit his site: www.ericshiraev.com

Dr. David A. Levy has extensive experience as a teacher, therapist, writer, and
researcher. He is professor of psychology at Pepperdine University’s Graduate School
of Education and Psychology, where he has been teaching graduate courses since
1986. He received his BA degree in theater arts from UCLA, an MA degree in psy-
chology from Pepperdine University, a second MA degree in psychology from UCLA,
and his PhD in psychology from UCLA, where he specialized in social psychology,
with minors in psychological assessment and personality psychology. He served as
visiting professor of psychology in the Soviet Union, where he delivered lectures and
workshops in psychology and psychotherapy at Leningrad (now St. Petersburg) State
University, the Leningrad Academy of Science, and the Bekhterev Psychoneurological
Institute. He was honored as a Harriet and Charles Luckman Distinguished Teaching
Fellow at Pepperdine and was a recipient of the Shepard Ivory Franz Distinguished
Teaching Award and Charles F. Scott Fellowship at UCLA. Dr. Levy holds professional
licenses both in psychology and in marriage and family therapy. He has worked in a
wide range of private practice and inpatient psychiatric settings, he has supervised
clinical interns, and he has utilized his expertise in psychological testing (particularly
the MMPI) in forensic cases.
His numerous theoretical and empirical research studies have been published
in scientific journals and presented at professional conferences. His book, Tools of
Critical Thinking: Metathoughts for Psychology, garnered widespread acclaim in both
academic and clinical settings for its innovative approaches to improving think-
ing skills. Levy coauthored (with Eric Shiraev) Cross-Cultural Psychology: Critical
Thinking and Contemporary Applications, which became an internationally best-
selling textbook. Levy is the author of Family Therapy: History, Theory, and Practice,
which was the first textbook on the topic available to Russian readers. His Levy
Optimism-Pessimism Scale (LOPS) has been utilized internationally in a variety of
research contexts, and he is a member of the Board of Editors for the Journal of
Humanistic Psychology.
Levy is also the author of numerous satirical articles, including “The Emper-
or’s Postmodern Clothes: A Brief Guide to Deconstructing Academically Fash-
ionable Phrases for the Uninitiated,” “How to Be a Good Psychotherapy Patient,”
Another random document with
no related content on Scribd:
Overman's knee blurred up again, but this time Horner pivoted and
caught it on his thigh. He lashed out with his free hand, striking
Overman with all his might across the face, open-handed. Overman
staggered back, stunned. Horner followed through with a short left
hook, and the fight was over.

"I just phoned the police," auburn-hair said, coming out. "I—wha—"
"Stand still," said Horner. "Better yet, let's go inside." He turned to his
wife. "Listen, Jane. The cops. I'll have to run. There's no way of
proving—well, you know. But I want you to come with me. I love you."
"I couldn't go with you. Like this. Twice your age. I—"
"I don't want you to. You like this girl's looks? She's very pretty—"
"Now wait a minute!" shrieked auburn-hair.
"You wait. I don't know how many suckers you trapped in convict's
bodies. You deserve whatever you get—like, for example, losing
twenty years."
Jane said, "But—but what is wrong with growing older the way we're
growing older?"
"Nothing," Horner told her quietly, "if we'd allowed ourselves to live.
But we didn't. We just existed, always promising to do the things
tomorrow—the things we always wanted to do—which somehow we
never got around to. If you live, there's nothing wrong with growing
old. But we haven't lived. And now, now Jane darling, we have a
second chance. Jane—will you?"
She looked at him. There were tears in her eyes. "Yes," she said
finally. "Oh, yes, Hugh!"
Horner gave Jane the Luger. "Take her inside," he said. "I'd better get
Overman."
The girl said, "You'll never get away with it," as Horner lifted the
unconscious Overman to his shoulder and entered the house. "I've
already called the police. They're on their way."
"Then we have nothing to lose," Horner said. "If you don't work fast,
I'll kill you. You understand?"
She looked at his face, studying him. She began to tremble. "But I
don't want to be old!" she wailed.
"And I didn't want to be a convict—and neither did all those other
men, whatever prisons they're in now. Get a move on."

There was a room. Two tables and machinery. Jane got on one of the
tables, auburn-hair on the other. Auburn-hair was crying softly,
bitterly. It was, Horner knew, just retribution. Probably, it was the only
retribution ever meted out to her.
"We'll have to run for it, maybe the rest of our lives," Horner told Jane.
"You want to?"
"With you? Yes, yes!"
Crying, auburn-hair told him what to do. Distantly, sirens were wailing.
Horner activated the switches....
He looked at auburn-hair. "Jane?" he said. "Are you Jane?"
She smiled at him radiantly. She was beautiful. "Yes," she said. "Yes,
darling."
"At Jones Beach—" he began.
"You got the bra of my bathing suit but wouldn't give it back to me,"
she said, and flushed.
"O.K., now let's hurry. Outside. The cops are almost here."
"Wait a minute," Jane said. "I have a vague memory. She—she
wouldn't tell you...."
Jane's body—auburn-hair-in-Jane—was crying bitterly. It sounded as
if she would go on crying forever. Overman was still unconscious.
"It's like fingerprints or retinal prints," the new Jane said.
"What is? Hurry up!"
"An electroencephalogram. An E.E.G. Each person's is different.
There aren't any mistakes, ever."
"I once had one—in the Army!" Horner cried. "I can prove all of this,
as fantastic as it sounds. And there's this machinery."
"We won't have to be fugitives, Hugh!"
"Yes, but," he smiled, "I wanted to see the world. I didn't mind."
"We'll see the world," Jane said, and kissed him. "After you clear
yourself."
"And after a few new law books to cover this are written," twenty-five-
year-old Hugh Horner said to his beautiful, twenty-year-old wife. They
would have a long session with the police, he knew. At first, the police
wouldn't believe them. But ultimately, they would have to. He
remembered reading about a case in another state, in Wisconsin.
Identical twins, never had their fingerprints taken, no identifying
marks. One a criminal, the other not. And an E.E.G. proving their
identity and accepted in court.
So, eventually, the police would believe them.
And give them a second chance to live their youth the way it should
have been lived in the first place.
THE END
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