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Contents
1 The Science of Mind

The Discipline of Psychology
What Is Psychology? 5
Why Is Psychology a Hub Science? 5
What Are Psychology’s Roots? 6

SUMMARY 1.1 10
Argosy Publishing, Inc.

How Did the Science of Psychology Begin? 10
Wilhelm Wundt and Structuralism 10
Connecting to Research The First Official Psychology
Experiment 11
Gestalt Psychology 12 What Does It Mean to Be a Psychologist? 29
William James and Functionalism 12 Interpersonal Relationships: How Can We Use
Experiencing Psychology Testing Reaction Time 12 Relationships to Illustrate Psychological
Clinical Roots: Freud and the Humanistic Psychologists 14 Perspectives? 30
Sigmund Freud 14 SUMMARY 1.3 31
Humanistic Psychology 15 Key Terms: The Language of Psychological Science 33
The Behaviorists and the Cognitive Revolution 16
SUMMARY 1.2 22
What Are Psychological Perspectives? 23

Six Perspectives of Psychology 23
A New Connectivity: Integrating Psychology’s Six
Perspectives 25
Thinking Scientifically Can the Use of a Single
Perspective Be Misleading? 26
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
2 The Measure of Mind
Methods of Psychology
What Is Science? 36
The Scientific Mindset 36
The Importance of Critical Thinking 38
The Scientific Enterprise 39
Scientific Theories 39
Generating Good Hypotheses 39

Evaluating Hypotheses 39
Thinking Scientifically Using the Five Steps of Critical
Thinking to Evaluate Survey Data 40
SUMMARY 2.1 42
How Do Psychologists Conduct Research? 42 How Do We Draw Conclusions From Data? 57

Descriptive Methods 42 The Importance of Valid and Reliable Measures 57
The Case Study 42 Descriptive Statistics 58
Naturalistic Observation 43 Central Tendency 58
The Survey 44 Variance 60
Correlational Methods 45 The Normal Curve 60
Experimental Methods 48 Descriptive Statistics With Two Variables 61
Inferential Statistics 61
Experiencing Psychology Taking a Video Game and
Aggression Survey 50 Connecting to Research Do You Believe in ESP? 62
Meta-analyses 52
The Importance of Multiple Perspectives 53 How Can We Conduct Ethical Research? 64
Psychology as a Hub Science Testing the Effects of Human Participants 65
Food Additives on Children’s Hyperactivity 53 Animal Subjects 66
How Do We Study the Effects of Time? 54 Interpersonal Relationships: The Methodological

Perspective Can We Differentiate “Like” From
SUMMARY 2.2 56 “Love?” 67
SUMMARY 2.3 68
Key Terms: The Language of Psychological Science 69
vi CONTENTS
3 The Evolving Mind
Nature and Nurture Intertwined
Why Do We Say Nature and Nurture Are
Intertwined? 73
What Are the Building Blocks of Behavior? 73
Genetic Variation 74
Relatedness 75

Sex Chromosomes 75
Connecting to Research Genes, Bullying, and Emotional
Problems 76
Epigenetics 77
Experiencing Psychology Reading a DNA How Does Evolution Influence Behavior? 94
Fingerprint 78 The Evolutionary Psychology Perspective 94
Origins of Social Behavior 94
What Is the Field of Behavioral Genetics? 81 Humans as a Social Species 95
Psychology as a Hub Science The Need to Understand Sexual Selection 96
Risk Taking 85 Parental Investment 96
SUMMARY 3.1 86 Traits Possibly Influenced by Sexual Selection 97
Culture 98
How Does Evolution Occur? 87 Thinking Scientifically Do Women Prefer Different Male
Mechanisms of Evolution 87 Characteristics at Different Times in Their Menstrual
Adaptation 89 Cycles? 100
Evolution of the Human Brain 90 Interpersonal Relationships: The Evolutionary
The Contemporary Human Brain 92 Perspective Can We Use Odor to Select a Mate,
SUMMARY 3.2 93 Even Online? 102
SUMMARY 3.3 103
CONTENTS vii
4 The Biological Mind
The Physical Basis of Behavior
What Is Biological Psychology? 106
Early Attempts to Understand Biological Psychology 107
Contemporary Approaches in Biological Psychology 107
Thinking Scientifically When Does Reductionism Work?
When Does It Fail? 108

How Is the Nervous System Organized? 109
What Are the Structures and Functions of the

Central Nervous System? 110
The Spinal Cord, Brainstem, and Cerebellum 111
The Peripheral Nervous System (PNS) and the
Connecting to Research The Discovery of Mirror Endocrine System 129
Neurons 114
The Somatic Nervous System 129
Subcortical Structures 116 The Autonomic Nervous System 130
The Thalamus 116 The Endocrine System 130
The Basal Ganglia 116
The Hypothalamus 116 SUMMARY 4.2 133
The Hippocampus 116
The Cingulate Cortex 117 How Do Neurons Communicate? 134
The Amygdala 117 Neurons and Glia 134
The Nucleus Accumbens 118 Neural Signaling 136
The Cerebral Cortex 118 Electrical Signaling 137
Localization of Functions in the Cerebral Cortex 119 Chemical Signaling 140
The Frontal Lobe 120 Types of Neurotransmitters 142
The Occipital Lobe 122
The Temporal Lobe 122 Interpersonal Relationships: The Biological
The Parietal Lobe 122 Perspective Is There a Difference Between Love and
Psychology as a Hub Science Law, Responsibility, and Lust? 144
the Brain 123 SUMMARY 4.3 145
Right Brain and Left Brain 124 Key Terms: The Language of Psychological Science 145
Right–Left Brain Myths 125
The Function of Lateralization 125
Experiencing Psychology Handedness 126
SUMMARY 4.1 128
viii CONTENTS
5 The Perceiving Mind
Sensation and Perception
How Does Sensation Lead to Perception? 148
Sensory Information Travels to the Brain 149
The Brain Constructs Perceptions From Sensory
Information 150
Measuring Perception 152
Signal Detection 153

SUMMARY 5.1 154
How Do We See? 155
The Visual Stimulus 155
The Biology of Vision 155
Rods and Cones 156 How Do We Feel Body Position, Touch,
Visual Pathways 157 Temperature, and Pain? 180
Visual Perception and Cognition 159 Somatosensory Stimuli 180
Color Vision 159 The Biology of the Somatosenses 180
Psychology as a Hub Science Color and Accessible Body Position 180
Web Design 161 Touch 181
Recognizing Objects 162 Pain 182
Sociocultural Influences on the Somatosenses 183
Connecting to Research Can We Identify a Jennifer
Aniston Cell? 162 How Do We Process Smells and Tastes? 184
Gestalt Psychology 163 Chemical Stimuli 184
Recognizing Depth 164
The Biology of the Chemical Senses 184
Developmental and Individual Differences in Vision 168
Olfaction 184
Thinking Scientifically The Roger Shepard Parallelogram Taste 184
Illusion: “Turning the Tables” 170 Experiencing Psychology Are You a Supertaster? 186
Sociocultural Influences on Visual Perception 171 Perception and Cognition in the Chemical Senses 188
SUMMARY 5.2 172 Developmental and Individual Differences in the Chemical
Senses 188
How Do We Hear? 173
Sociocultural Influences on the Chemical Senses 188
The Auditory Stimulus 173
Interpersonal Relationships: Sensation and
The Biology of Audition 174
Perception Perspectives Can Relationships Buffer the
Auditory Pathways 175 Experience of Pain? 189
Auditory Perception and Cognition 176
Pitch Perception 176 SUMMARY 5.3 190
Perceiving Loudness 176 Key Terms: The Language of Psychological Science 191
Localization of Sound 176
Auditory Groupings 177
Developmental and Individual Differences in Audition 178
Sociocultural Influences on Auditory Perception 179
CONTENTS ix
6 The Aware Mind
Elements of Consciousness
What Does It Mean to Be Conscious? 194
The Evolution of Consciousness 195
Consciousness as Variations in Alertness 195
Consciousness as an Awareness of Ongoing
Sensations 195
Consciousness as Self-Awareness 195

Psychology as a Hub Science Can Machines Become
Conscious? 196
Searching for Consciousness in the Brain 197
SUMMARY 6.1 199
What Happens to Consciousness During How Do People Intentionally Alter Their

Waking and Sleep? 199 States of Consciousness? 217
Circadian Rhythms 199 General Features of Psychoactive Drugs 217
Modern Living and Circadian Rhythms 200 Tolerance and Withdrawal 217
Individual Variations in Circadian Rhythms 201 Addiction 217
Waking 202 Commonly Used Psychoactive Drugs 219
Sleep 203 Marijuana 219
Stages of Sleep 203 LSD 219
Caffeine 219
Experiencing Psychology The Epworth Sleepiness
Nicotine 219
Scale 204 Cocaine and Amphetamines 221
The Benefits of Sleep 205 Methylphenidate (Ritalin) 222
The Special Benefits of REM Sleep 207 MDMA (Ecstasy) 222
Connecting to Research Loneliness Affects Sleep 208 Alcohol 222
Opioids 223
Dreams 209
Nondrug Methods for Altering Consciousness 223
Sleep Disorders 210 Meditation 224
Nightmares and Sleep Terrors 210 Other Methods for Altering Consciousness 226
Insomnia 210
Narcolepsy and Cataplexy 210 Interpersonal Relationships: The Consciousness
Breathing-related Sleep Disorders 211 Perspective How Does Imitation Influence Liking? 226
Sudden Infant Death Syndrome (SIDS) 211 SUMMARY 6.3 228
Restless Legs Syndrome (RLS) 212 Key Terms: The Language of Psychological Science 229
SUMMARY 6.2 212
How Is Consciousness Affected by Brain
Damage? 213
Specific Areas of Brain Damage and Consciousness 213
Coma, Vegetative State, Brain Death, and Near-Death 213
Coma 213
Vegetative State (VS) 213
Brain Death 214
Near-Death Experiences 214
Thinking Scientifically Can Patients in Vegetative States
(VS) Communicate? 214
Seizures 216
x CONTENTS
7 The Feeling Mind
Motivation and Emotion
How Are Motivation and Emotion
Related? 232
What Does It Mean to Be Motivated? 233
Hunger and Eating 235
The Sensation of Hunger 235

The Sensation of Satiety 237
Obesity 238
Anorexia Nervosa, Bulimia Nervosa, and Binge-Eating
Disorder 241
Thinking Scientifically The Impact of Pro-Ana
Websites 242 Psychology as a Hub Science Lie Detection and the
Sexual Motivation 243 Law 265
Hormones and Sexual Motivation 244 Theories of Emotion 266
Sexual Orientation 247 The James–Lange Theory of Emotion 266
Cognitive and Social Motives 248 The Cannon–Bard Theory of Emotion 267
The Motivation to Affiliate 249 Connecting to Research Botox and the Ability to Read
Achievement Motivation 250
the Emotions of Others 268
Motivational Priorities 251
The Schachter–Singer Two-Factor Theory 269
Approach and Avoidance 251
Contemporary Approaches 270
Experiencing Psychology Excellence Motivation 251
Interpersonal Relationships: The Emotional
Motivational Theories 252 Perspective What Is the Impact of Positive and
SUMMARY 7.1 254 Negative Interactions on Relationships? 272
Why Are We Emotional? 255 SUMMARY 7.2 273
The Biology of Emotion 257 Key Terms: The Language of Psychological Science 273
The Amygdala and the Insula 257
The Cingulate Cortex and the Basal Ganglia 259
The Cerebral Cortex and Emotion 260
Expressing Emotion 260
Interpreting Emotion 264
CONTENTS xi
8 The Adaptive Mind
Learning
How Do Animals Use Reflexes, Instincts,
and Learning to Respond to Their
Environments? 276
What Are the Three Main Types of
Learning? 279

SUMMARY 8.1 280
What Is Classical Conditioning? 281

Classical Conditioning Terminology 281
Classical Conditioning Phenomena 282
The Method of Successive Approximations (Shaping) 301
Acquisition 282
Extinction and Spontaneous Recovery 283 Cognitive, Biological, and Social Influences on Operant
Inhibition 283 Conditioning 302
Generalization and Discrimination 284 Cognitive Influences on Operant Conditioning 302
Higher Order Conditioning 285 Biological Influences on Operant Conditioning 303
Latent Inhibition 285 Social Influences on Operant Conditioning 304
Cognitive and Biological Influences on Classical Applying Operant Conditioning 305
Conditioning 286 Token Economies 305
The Element of Surprise 286 Behavior Therapies 306
Taste Aversion 286 Experiencing Psychology How Do I Break a Bad
Applying Classical Conditioning 288 Habit? 306
Overcoming Fear 288 SUMMARY 8.3 307
Addiction 289
Attitudes and Prejudice 290 What Is Observational Learning? 308
Creativity and Schizophrenia 290
Albert Bandura and Aggression 309
Psychology as a Hub Science Classical Conditioning Imitation 310
Informs Wildlife Conservation 291
SUMMARY 8.2 292 Connecting to Research Why Do Children
Overimitate? 310
What Is Operant Conditioning? 293 Mirror Neurons 311
Types of Consequences 293 Cultural Transmission of Learning 312
Positive Reinforcement 294
Interpersonal Relationships: The Learning
Thinking Scientifically Why Do People Deliberately Perspective Can We Influence the Way Others Behave
Injure Themselves? 294 Toward Us? 313
Negative Reinforcement 296
Punishment 297 SUMMARY 8.4 314
Schedules of Reinforcement 298
Fixed Ratio Schedules 298
Variable Ratio Schedules 298
Fixed Interval Schedules 299
Variable Interval Schedules 299
Partial Reinforcement Effect in Extinction 300
Comparing Schedules 301
xii CONTENTS
9 The Knowing Mind
Memory
What Are the Advantages of Memory? 318
Memory and the Continuum of Information
Processing 318
Memory Provides an Adaptive Advantage 319
How Are Memories Processed? 320

Sensory Memory 320
Short-Term Memory 321
Working Memory 324
Long-Term Memory 325
Moving Information Into Long-Term Memory 325
Differences Between Working and Long-Term Why Do We Forget? 345
Memory 327 Decay 345
SUMMARY 9.1 328 Interference 346
Motivated Forgetting 347
What Are the Different Types of Long-Term
Memory? 328 What Is the Biology of Memory? 348
Declarative Memories 329 Memory at the Level of the Synapse 348
Nondeclarative Memories 330 Biochemistry and Memory 349
Procedural Memories 331
Priming 331 How Can We Improve Memory? 350
Long-Term Memories and the Brain 332 Distribute Practice Over Time 350
Declarative Memories and the Hippocampus 332
Declarative Memories and the Cerebral Cortex 332 Connecting to Research Does Caffeine Help You to
Procedural Memories and the Basal Ganglia 334 Remember? 350
SUMMARY 9.2 334 Take Tests 351
Sleep 352
How Is Long-Term Memory Organized? 335
Recite 352
Connectionist Theories 335
Use Mnemonics 353
Inferences: Using Schemas 336
Interpersonal Relationships: The Memory
Experiencing Psychology Schemas and False Perspective What Is Transactive Memory? 354
Memories 336
SUMMARY 9.3 355
How Do We Retrieve Memories? 337 Key Terms: The Language of Psychological Science 355
Retrieval From Short-Term Memory 337
Retrieval From Long-Term Memory 337
The Role of Cues 338
Tip of the Tongue 338
Reconstruction During Retrieval 339
Retrieval of Emotional Events 341
Thinking Scientifically Should We Erase Traumatic
Memories? 342
Psychology as a Hub Science How Reliable Are
Eyewitnesses? 344
CONTENTS xiii
10
What Do We Think About?
The Thinking Mind
Thinking, Language, and Intelligence
358
Thought as Images 358
Thought as Concepts 359
Prototypes and Exemplars 361
Concepts as Theories 362
Concepts and Schemas 362

Concepts and the Brain 363
How Do We Solve Problems? 364

Understand the Problem 365
Make a Plan 365
Generating Solutions 366 Psychology as a Hub Science How Beliefs About
Decide on a Solution 369 Intelligence Impact Education 388
Carry Out the Plan 371 Biological Influences on Intelligence 389
Look Back 371 Brain Structure, Brain Activity, and Intelligence 389
The Biological Psychology of Decision Making 372 Genetics and Intelligence 390
Experiencing Psychology Are You a Maximizer or a Connecting to Research What Is Collective
Satisficer? 372 Intelligence? 390
SUMMARY 10.1 375 Extremes of Intelligence 392
Intellectual Disability 392
How Does Language Influence Behavior? 375 Giftedness and Genius 394
The Origins of Human Language 376 Thinking Scientifically Can Children’s IQ Scores Be
The Basic Building Blocks of Language 377 Increased With Special Baby Videos? 394
The Biological Psychology of Language 377 Interpersonal Relationships: The Cognitive
Lessons From Language Disorders 377 Perspective How Does Being a Maximizer or a
Are Nonhuman Animals Capable of Real Language? 378 Satisficer Affect Relationships? 396
How Do We Learn Language? 380 Key Terms: The Language of Psychological Science 396
Variations in Language Processing 381 SUMMARY 10.3 397
Dyslexia 381
Multilingualism 382
American Sign Language 383
SUMMARY 10.2 384
What Is Intelligence? 384
Assessing Intelligence 384
General and Specific Abilities 385
Emotional and Social Intelligence 387
xiv CONTENTS
11
What Does It Mean to Develop?
The Developing Mind
Life Span Development
400
Developmental Themes 400
Nature and Nurture Intertwined 400
Continuity or Discontinuity 402
Universal or Ecological Development 402
How Do We Change Prenatally? 403

Genetic Risks to Development 405
Environmental Risks to Development 406
What Can Newborns Do? 408

The Newborn’s Reflexes 408 Cognitive and Moral Development in Adolescence 430
The Newborn’s Activity 409 Adolescent Cognition 431
The Newborn’s Senses 409 Moral Reasoning 431
Social and Emotional Development in Adolescence 432
SUMMARY 11.1 411
Identity Formation in Adolescence 432
What Physical Changes Occur in Infancy and The Benefits of Ethnic Identity 433
Family and Peer Influences 433
Childhood? 411
Nervous System Development 412 What Is It Like to Be a Young Adult? 435
Motor Development 412 Physical Status 435
Cognition in Young Adulthood: Postformal Thought 435
How Does Cognition Change During Infancy Relationships in Young Adulthood 436
and Childhood? 415
Thinking Scientifically Are Millennials or Gen Yers More
Jean Piaget’s Theory of Cognitive Development 415
Narcissistic Than Previous Generations? 436
The Sensorimotor Stage 416
The Preoperational Stage 417
The Concrete Operational Stage 417
What Happens During Midlife? 438
The Formal Operational Stage 417 Experiencing Psychology What Type of Parent Might
Criticisms of Jean Piaget’s Theory 418 You Be? 438
Alternative Approaches to Cognitive Development 418 Physical and Cognitive Aspects of Midlife 440
Lev Vygotsky 418 Social Changes in Midlife 440
Information Processing 419
Naïve Theories 419 What Is Late Adulthood Like? 441
Theory of Mind 419
Physical Changes in Late Adulthood 441
How Do Social and Emotional Behaviors Cognition in Late Adulthood 442
Change During Infancy and Childhood? 421 Psychology as a Hub Science Entertainment and the
Temperament 421 Aging Brain 442
Attachment 422 Social and Emotional Aspects of Late Adulthood 443
Connecting to Research The Evolution of Attachment Interpersonal Relationships: The Developmental
Behavior 422 Perspective How Do Age and Personality Interact to
Predict Marital Satisfaction? 444
Parenting Styles 425
SUMMARY 11.3 445
SUMMARY 11.2 428
What Does It Mean to Be an Adolescent? 428
Physical Changes in Adolescence 429
Sex and the Adolescent 429
The Adolescent Brain 429
CONTENTS xv
12
What Is Personality?
The Individual Mind
Personality and the Self
449
Historical Approaches to Personality 450

How Do Psychodynamic Theories View Personality? 450
The Id, Ego, and Superego 450
Freudian Defense Mechanisms 451

Psychosexual Stages of Development 451
Contemporary Assessments of Sigmund Freud’s
Approach 451
The Neo-Freudians 452
Classic Behavioral Approaches to Personality 453
How Do Humanistic Psychologists Approach
Personality? 454
What Does It Mean to Have a Self? 471
Defining the Self 471
How Do Trait Theories Explain Self-Concept 471
Personality? 455 Self-Awareness 472
Early Trait Theories 456 Sources of Self-Knowledge 473
The Big Five Theory 456 Self-Esteem 473
Sources of Self-Esteem 474
Experiencing Psychology A Short Version of the Big Gender, Race, and Culture and Self-Esteem 475
Five Inventory 458 Using Self-Enhancement to Protect Self-Esteem 475
The Advantages of Self-Esteem 476
How Do Situations Affect Personality? 460
Psychology as a Hub Science Self-Esteem, Academic
Social—Cognitive Learning Theories of Personality 460 Performance, and Juvenile Delinquency 478
Locus of Control 460 Self-Regulation 479
Reciprocal Determinism and Self-Efficacy 460
If–Then Relationships 461 The Brain and the Self 480
The Social Self 481
What Are the Biological Bases of The Interpersonal Self 481
Personality? 461 Connecting to Research Effects of Culture on the Self
Temperament and Personality 461 Can Be Modified 482
Genetics and Personality 462 Cultural Influences on the Self 483
Personality, Brain Structure, and Brain Function 463 Interpersonal Relationships: The Personality
The Evolution of Personality 464 Perspective How Does Personality Affect
Attraction? 484
How Can We Assess Personality? 465
SUMMARY 12.2 486
Personality Inventories 466 Key Terms: The Language of Psychological Science 487
Projective Tests 467
Thinking Scientifically Evaluating the Validity and
Reliability of Personality Tests 468
The Ethics of Personality Testing 469
SUMMARY 12.1 470
xvi CONTENTS
13
Why Are Humans So Social?
The Connected Mind
Social Psychology
490
How Accurate Are First Impressions? 491
Why Did That Just Happen? 493

The Correspondence Bias and the Fundamental Attribution

Error 493
Experiencing Psychology What Is Your Attributional
Style? 494
Defensive Attributions 495
Connecting to Research Farming, Collectivism, and
Individualism 496
How Well Do We Get Along With Others? 520
Attraction and Liking 520
Cultural Influences on Attribution 498
Building Relationships 522
How Are Our Attitudes Influenced by Maintaining Relationships 522
Others? 499 Ending Relationships 522
Attitude Formation 499 SUMMARY 13.3 523
Cognitive Dissonance 500
Why Do We Cooperate in Some Situations and
Why Does Persuasion Happen? 501 Compete in Others? 524
The Elaboration Likelihood Model 501 Competition and Cooperation in Animals 524
Routes to Persuasion 502 Individual Differences in Cooperation and
Competition 525
Psychology as a Hub Science Social Media and
The Influence of Culture on Competition and
Persuasion 503
Cooperation 525
SUMMARY 13.1 505 Choosing Between Cooperation and Competition 525
Why Are We Prejudiced? 505 Altruism and Helping 526
Sources of Prejudice and Stereotyping 505
Why Are We Aggressive? 528
Outcomes of Prejudice 507
The Biological Psychology of Aggression 528
Thinking Scientifically Does Working in Groups Affect Learning and Aggression 530
Stereotype Threat? 508
Preventing Aggression 530
Reducing Prejudice 510
Interpersonal Relationships: The Social
Why Do We Go Along With the Group? 511 Perspective What Do We Know About Marriages That
Conformity 511 Begin Online? 532
Compliance 512 SUMMARY 13.4 533
Obedience 514 Key Terms: The Language of Psychological Science 533
The Power of One 516
How Do Groups Work Together? 516

Social Facilitation 516
Social Loafing 517
Deindividuation 517
Group Polarization 517
Groupthink 518
SUMMARY 13.2 519
CONTENTS xvii
14 The Troubled Mind
Psychological Disorders
What Does It Mean to Have a Psychological
Disorder? 536
How Are Psychological Disorders
Diagnosed? 539
What Do the Psychological Perspectives Tell

Us About Disorders? 540
Which Disorders Emerge in Childhood? 541
Autism Spectrum Disorder 541
Causes of Autism Spectrum Disorder 542
Attention Deficit Hyperactivity Disorder 544 Generalized Anxiety Disorder 564
Causes of Attention Deficit Hyperactivity Disorder 545 Biological Explanations for Generalized Anxiety
SUMMARY 14.1 547 Disorder 564
Cognitive Explanations for Generalized Anxiety
What Is Schizophrenia? 547 Disorder 564
Symptoms of Schizophrenia 547 Social Explanations for Generalized Anxiety Disorder 565
Integrating the Perspectives 565
Causes of Schizophrenia 548
Biological Factors in Schizophrenia 548 Obsessive-Compulsive and Related
Experiencing Psychology The Remote Associates Disorders 565
Test 548 Obsessive-Compulsive Disorder (OCD) 565
Environmental Factors in Schizophrenia 550 Biological Explanations for Obsessive-Compulsive
Disorder 566
What Is Bipolar Disorder? 552 Learning Explanations for Obsessive-Compulsive
What Is Major Depressive Disorder? 553 Disorder 566
Prevalence of Major Depressive Disorder 553 Social Explanations for Obsessive-Compulsive Disorder 566
Causes of Major Depressive Disorder 554 Body Dysmorphic Disorder 567
Learning Explanations for Depression 554
Cognitive Explanations for Depression 555
What Is Posttraumatic Stress Disorder? 567
Social Explanations for Depression 555 Biological Explanations for Posttraumatic Stress
Disorder 568
Connecting to Research Recognition of Facial
Expression by People With Depression 556 Learning Explanations for Posttraumatic Stress
Disorder 569
Biological Explanations for Depression 557
Social and Cultural Explanations for Posttraumatic Stress
Thinking Scientifically What Should We Do When We Disorder 569
Think Somebody Might Commit Suicide? 558
Stress and Depression 560 What Are Dissociative Disorders? 569
What Are Somatic Symptom and Related
SUMMARY 14.2 560
Disorders? 570
What Is an Anxiety Disorder? 561 What Are Personality Disorders? 570
Specific Phobias 561 Antisocial Personality Disorder 571
Social Anxiety Disorder 562 Causes of Antisocial Personality Disorder 571
Panic Disorder 563 Psychology as a Hub Science The “Dark Side” of
Biological Explanations for Panic Disorder 563 Leadership 572
Cognitive Explanations for Panic Disorder 563 Borderline Personality Disorder 573
Social Explanations for Panic Disorder 563
Causes of Borderline Personality Disorder 573
Agoraphobia 564 Interpersonal Relationships: The Clinical
Perspective How Does PTSD Affect Families? 575
SUMMARY 14.3 576
xviii CONTENTS Key Terms: The Language of Psychological Science 577
15 Healing the Troubled Mind
Therapy
How Do Psychologists Provide Therapy? 580
Approaches to Treatment 580
Biological Approaches 581
Psychological Approaches 582
Evidence-Based Practice 583
Clinical Assessment 583

The Therapists 584
Delivering Psychotherapy 586
Variations in Length of Treatment 586
Alternatives to Individual Therapy 587
Innovative Delivery Systems 588
Contemporary Challenges in Treatment 588 Connecting to Research Mindfulness and the
SUMMARY 15.1 589 Prevention of Relapse in Major Depressive
Disorder 609
Historical Approaches to Psychotherapy 590 Treating Anxiety Disorders 610
Psychoanalysis 590 Treating Obsessive-Compulsive Disorder 611
Humanistic Therapies 591
Experiencing Psychology Progressive Relaxation 611
Contemporary Approaches to Treating Body Dysmorphic Disorder 612
Psychotherapy 593 Treating Posttraumatic Stress Disorder 612
Behavioral Therapies 593 Psychology as a Hub Science Using Virtual Reality to
Cognitive Therapies 594 Treat Anxiety Disorders and Posttraumatic Stress
Biopsychosocial Approaches 595 Disorder 612
Treating Dissociative Identity Disorder 613
What Are Biological Therapies? 596 Treating Somatic Symptom Disorders 613
Medication 596 Treating Antisocial Personality Disorder 614
Electroconvulsive Therapy 596 Treating Borderline Personality Disorder 614
Psychosurgery 596 Integration of Specific Treatments 614
Brain Stimulation 597 Interpersonal Relationships: The Treatment
Neurofeedback 599 Perspective Can Couples Therapy Help in Cases of
SUMMARY 15.2 599 Infidelity? 615
How Are Specific Disorders Treated? 600 SUMMARY 15.3 617
Treating Neurodevelopmental Disorders 600
Treating Autism Spectrum Disorder 600
Thinking Scientifically Can Mobile Technologies
Improve the Behavior of Individuals with Autism
Spectrum Disorder? 600
Treating Attention Deficit Hyperactivity Disorder 602
Treating Schizophrenia 603
Treating Bipolar Disorder 605
Treating Major Depressive Disorder 607
CONTENTS xix
16 The Healthy Mind
Stress and Coping, Health Psychology, and Positive
Psychology
What Is Stress? 620
The Stress Response 620
Sources of Stress 622
What Are the Biological Correlates of

Stress? 624
Stress and the Amygdala 625
Stress, the Sympathetic Adrenal–Medullary System, and
the Hypothalamic–Pituitary–Adrenal Axis 626
Gender Differences in the Stress Response 627 What Is Positive Psychology? 651
Socioeconomic Status and Stress 628 Positive Emotions 652
The Epigenetics of Stress 628 What Is Happiness? 653
Happiness and Marriage 653
How Does Stress Affect Our Health? 629 Thinking Scientifically Does Parenting Increase
Stress and the Immune System 629 Happiness? 654
Stress and Heart Disease 630 Happiness and Wealth 655
Can We Increase Happiness? 656
Connecting to Research Social Challenges Early in Life Positive Traits 657
Affect the Developing Immune System 630
Experiencing Psychology The Trait Hope Scale 658
Stress, Mood, Sleep, and Obesity 631
Positive Institutions 660
An Integrated View of Stress and Health 632
Positive Psychology and the Future 661
Psychology as a Hub Science Belongingness, Stress,
Interpersonal Relationships: The Health Psychology
Achievement, and Health 634
Perspective How Do Investment and Experiences of
Gratitude Affect Relationships? 661
How Can We Cope Effectively With Stress? 635
Managing Stress 635 SUMMARY 16.3 662
Three Types of Coping 637
Resilience: Individual Differences in Response to
Stress 638
SUMMARY 16.1 639
What Is the Relationship Between Psychology

and Health? 639
Behavior and Health 641
Tobacco Use 641
Nutrition 644
Alcohol 645
Exercise 647 References R-1
Culture and Health 648
Name Index N-1
An Integrated Understanding of Health Behaviors 649
SUMMARY 16.2 651 Subject Index/Glossary S-1
xx CONTENTS
Preface Psychiatry
Gerontology
Law
Sociology
SOCIAL
SCIENCES
Political
Science
Geography
Communications
International
History
Relations
Economics
Computer
Science
Management MATHEMATICS
PSYCHOLOGY Education
Library and
Information Sciences Robotics Applied
Nursing Statistics Mathematics
Psychology Electrical
Ophthalmology Engineering
Public Health
Astronomy and
Biomedical Astrophysics Construction
Engineering Neuroscience Nuclear
Neurology Anthropology Mechanical
Sports Radiology
Engineering
Sciences
Emergency
Medicine Toxocology
Meteorology Geoscience
PHYSICS
Cardiology Paleontology Condensed
W
Otorhinolaryngology
ith Discovering Psychology: The Science of Mind, we sought General Matter Material
Gastroenterology Genetics Marine Fuels
SurgeryMedicine Zoology Sciences
Biology Geoscience Physical
Pharmacology Obstetrics/
to produce a textbook that reflects psychological science Gynocology Fish Chemistry

Pediatrics Ecology Environmental Polymers
EARTH Respiratory Soil
in the 21st century and psychology’s rightful place as a hub SCIENCES

Urology Hematology Endocrinology
Agriculture Analytical
Chemistry
Chemical
Engineering
MEDICINE Rheumatology
science—a discipline whose work provides foundational ma-
Plant Physical
Biochemistry Chemistry
CHEMISTRY Urology
Oncology
Dairy
Sciences
terial for many other scientific fields. Psychological science is also in-
Nutrition
Immunology Entomology Biochemistry
General/
Dermatology Organic
herently interdisciplinary. In a scientific community increasingly domi- Pathology

Virology
Microbiology
Plant
Biotechnology
nated by interdisciplinary teams, we would like students to see psychology Dentistry Veterinary
Medicine
Food Sciences Pharmacology
not as an isolated area of study but as one that integrates a range of knowl- Parasitology
edge into a true science of mind. These goals and our implementation of them
resonated with both instructors and students using our first edition, and we have
carried this mission forward into our second edition.
The science of psychology developed in the 20th century as a collection of loosely orga-
nized, independent subspecialties. Now in our second decade of the 21st century, the discipline is
moving rapidly toward maturity as an integrative, multidisciplinary science. Not only are psycholo-
gists forming rich collaborations with scholars in other fields, from medicine to business to educa-
tion to law, but we are returning to original conceptions of psychology put forward by thinkers such
as William James, who sought a complete understanding of the human mind and was not content
to view psychology from narrow, isolated perspectives. We share a mutual excitement about this
evolution of psychological science and a mutual impatience with the slow pace at which existing
introductory psychology textbooks—most of which were first written in the 20th century—have
adjusted to this sea change.
For many years, the introductory psychology course has served primarily as a jumping-off point
for advanced courses in the field, and the textbooks prepared to support the course have reflected
this goal. Each chapter in these conventional textbooks provided a capsule of stand-alone informa-
tion designed to acquaint the student with the terminology and hypotheses of a single psychological
perspective. Human behavior is influenced by factors across multiple perspectives, however. We see
our introductory textbook as providing a unique opportunity to discuss all of psychology in one
place and at one time. This approach allows us to reflect on the intersections among various perspec-
tives as they inform the whole of our understanding of the human mind. Given that most students
in our introductory classes will only take this one course in the field, we have
a responsibility to provide a comprehensive structure that will support their We see the introductory course as providing a
lifelong learning and understanding of human behavior. unique opportunity to discuss all of psychology
Our goal is to engage our students in the fascinating, integrated discipline in one place and at one time.
of psychological science as it exists in the 21st century, and we view the second
edition of Discovering Psychology: The Science of Mind as another plank in the bridge toward this
goal. The structure of the bridge is a traditional chapter organization. The piers on which the bridge
rests are the foundational theories of the discipline developed in the late 19th, 20th, and early 21st
centuries. The steel beams of which the bridge is composed consist of the theories and research
painstakingly developed throughout the 20th and 21st centuries, and the rivets, trusses, and tie rods
that hold the bridge together are integrative themes that have been reinvented in the past decade or
so. Finally, the smooth roadbed that transports students across the bridge is a clear, inviting, warm,
and lively writing style and visual narrative.
As active instructors in the introductory psychology classroom, we recognize the balance busy
faculty members must find between their preparation for class and their many other duties. Our
intent is to make the transition to a 21st-century textbook as seamless and effortless as possible for
faculty and students alike. Our discussions of complex and emerging issues, such as epigenetics,
xxi
include sufficient information and explanation to provide a sense of mastery. Clear writing,
frequent examples, visual narratives, and engaging pedagogy energize students and provide
the support needed for success. After completing the course, students will be able to appreciate
the distinction between how laypeople and how psychologists think about human behavior.
As citizens of the 21st century, community leaders, and influencers, college graduates will
need a firm foundation in the understanding of human behavior and critical thinking to con-
front successfully the myriad issues of privacy, genetic manipulation, free will, human dignity,
health, and well-being that will face them in the future. This second edition of Discovering
Psychology: The Science of Mind is designed to provide that foundation.
Our Integrative and

Functionalist Approach
Early writings about psychology were integrated and inclusive. Diverse elements of behavior
were combined into the whole. William James (1890) cautions us about the risks of missing
the big picture by breaking the phenomenon of mind into little pieces. Mental life for James
was not an entity that can be “chopped up in bits” (p. 239). Despite the long-lived popularity
of his dominant psychology textbook, James did not prevail. Psychology soon split into camps
of scholars who viewed behavior and mental life through their own single, narrow perspec-
tives, rarely speaking with those who held different views and producing curricula and text-
books that emphasized the parts rather than the whole. There are good reasons for specializa-
tion in science, but introductory psychology provides an opportunity to put these pieces back
together. Doing so shows students how much our notions have changed regarding how the
mind and behavior work and how much this understanding can improve their lives.
As psychological science became increasingly siloed in the 20th century, its origins in the
late 19th century as a unified whole were forgotten. In 20th-century introductory psychology
textbooks, the writings and experiments of Wilhelm Wundt, Edward Titchener, and James are
described as the discipline’s prehensile tail, long ago lost and interesting only from a historical
perspective. The organization of the study of mind into separate, disconnected chapters not
only transformed the topics of psychology into islands without bridges but actually built bar-
riers to students’ understanding of the connectedness among them. A memory cannot be fully
understood from one isolated point of view; only when the social, cognitive, biological and
evolutionary, developmental, clinical, and individual differences perspectives are combined
can it be thoroughly grasped. James (1890, Vol. 1) warns us that when mental phenomena are
“superficially considered, their variety and complexity is such as to leave a chaotic impression
on the observer” (p. 1). This confusion, unfortunately, is the legacy for many of our students
exposed only to outdated textbooks in psychology.
Breaking from the approach of other textbooks, we reflect throughout our text on the
integrative influences of the founders in our functionalist approach to the material. We seek
not only to describe behavior but also to answer questions about why a particular behavior
occurs. Behavior through this lens is neither random nor unexplainable and shifts into focus
when we consider its goals and functions. For example, people do not just experience feelings
of loneliness; instead, loneliness acts as a warning signal to remind us of the importance of
social connectedness.
Our book is subtitled The Science of Mind, and unlike other con-
temporary texts with their occasional references to mind, the word
Integration in this textbook extends in two directions, appears in each of the chapter titles, highlighting the scientific study
of the nature and behavior of the theoretical construct of the mind.
both within psychology and between psychology and
Throughout the book, we emphasize the relationship between rigor-
other disciplines. We hope to highlight for students the ous scientific methods and observations, as well as the implications
many connections within the discipline of psychology, of these observations for competing theories about the structure and
as well as its connections with other disciplines. operations of the human mind.
xxii PREFACE
Implementing the Goals of Integration
Many introductory psychology textbooks are marketed as “integrated,” but saying you are
integrated and actually implementing integration are two different things. We have spent a
great amount of time and effort discussing ways to provide a truly integrated presentation of
the science of mind.
Integration in this textbook extends in two directions, both within psychology and be-
tween psychology and other disciplines. We hope to highlight for students the many connec-
tions within the discipline of psychology, as well as its connections with other disciplines.
Many introductory psychology textbooks share our goal of providing integration, but we
would like to make our methods of achieving this goal explicit.
1. Within the body of each chapter, we make frequent connections to material in other
chapters, forming bridges that connect subtopics. In the electronic version of the text-
book, these connections will be hyperlinked for the convenience of the reader. For ex-
ample, in a discussion of the causes of anxiety disorders in our chapter on psychological
disorders (Chapter 14), we say:
A reasonable place to start looking for correlates of anxiety in brain structure and
function is the fear circuit involving the amygdala, which we discussed in Chapters
4 and 7. The amygdala is particularly rich in receptors for GABA, a neurotransmit-
ter that inhibits brain activity. As discussed in Chapter 6, drugs such as alcohol and
the benzodiazepine tranquilizers (e.g., Valium) have their main anxiety-reducing
effects at these GABA receptors.
2. We use frequent examples from other parts of the discipline to illustrate principles
within a chapter. For example, when we discuss latent inhibition in our chapter on
learning (Chapter 8), we illustrate that principle by linking to clinical research about la-
tent inhibition, creativity, and schizophrenia and to social psychology research on preju-
dice.
3. We specifically identify and explore six integrative perspectives that weave the standard
topics more closely together: social psychology, cognition, biology and evolution, de-
velopment, individual differences and personality, and clinical psychology. In keep-
ing with the standard organization of introductory psychology textbooks, the funda-
mentals of these perspectives are covered in distinct chapters, but the threads of each
perspective are woven into all chapters. These perspectives are explained in greater de-
tail in the following section.
4. Each chapter includes six features, which are described in more detail in a later section:
Chapter Opener, Psychology as a Hub Science, Experiencing Psychology, Thinking
Scientifically, Connecting to Research, and Perspectives on Interpersonal Relation-
ships. These features are designed to promote active learning and to increase student in-
terest. Three of these in particular (Chapter Opener, Perspectives on Interpersonal Rela-
tionships and Psychology as a Hub Science) also contribute to our integrative approach.
In the chapter openers, we show how multiple psychological perspectives address a phe-
nomenon by zooming in to see the biological approach and then zooming out again to
gain insight from the developmental, cognitive, individual difference, social, and clinical
perspectives. Each Perspectives on Interpersonal Relationships feature shows how a par-
ticular perspective views questions about successful relationships, so by the end of the
textbook, the student can see how integrating 16 approaches to a single issue enriches
our understanding of a psychological phenomenon. The Psychology as a Hub Science
features address the larger integration picture of where psychology stands in the context
of the scientific community.
Integrative Features in Detail

Extensive literature supports the idea that an engaged and cognitively active student is more
likely to master content. Although students are accustomed to textbooks, their approaches to
learning have been affected by technologies that transfer information at an ever-increasing
pace, with a strong emphasis on rapidly presented visual images. Consequently, it becomes all
PREFACE xxiii
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hold of a couple of bombs, makes for the worst noise, and carries on
as a soldier should.
After the show the O.C. nothing in particular tells the Colonel all his
theories on counter-attack, and goes sick in the morning for the
remaining period of his tour; the other twain stand easy, and the
Deputy Assistant Adjutant makes an application for transfer to the
Battalion. Incidentally he is recommended for the military cross.
When the four previously mentioned return to England they all of
them apply for better soft jobs, on the strength of recent experiences
at the front. The one man who threw up his soft job to become junior
subaltern in a fighting regiment is killed in the next “show” before his
recommendation for a decoration has been finally approved.
Fiat justitia, ruat cœlum.
“GROUSE”
We aren’t happy; our clothes don’t fit, and we ain’t got no friends!
Rations are not up yet—confound the Transport Officer—it’s raining
like the dickens, as dark as pitch, and we’ve only got one bit of
candle. Some one has pinched a jar of rum, that idiot batman of
mine can’t find a brazier, and young John has lost his raincoat. In
fact it’s a rotten war.
We had lobster for lunch; it has never let us forget we had it! The
Johnny we “took over” from said there were 7698 million bombs in
the Battalion grenade store, and there are only 6051. The Adjutant
has just sent a “please explain,” which shows what you get for
believing a fellow.
The little round fat chap has left his gumboots (thigh) “Somewhere in
France,” and fell into the trench tramway trying to wear an odd six on
the right foot, and an odd nine on the left. George has busted the D
string of the mandoline, and A. P. has lost the only pack of cards we
had to play poker with.
It’s a simply rotten war!
John has a working-party out of sixty “other ranks” and says they are
spread in two’s and three’s over a divisional frontage. He has made
two trips to locate them, and meditates a third. His language is
positively hair-raising. If he falls into any more shell-holes no one will
let him in the dug-out.
Those confounded brigade machine gunners are firing every other
second just in front of the dug-out. Heaven knows what they are
firing at, or where, but how a man could be expected to sleep
through the noise only a siege artillery man could tell you.
George went out on a “reconnaissance” recently. George is great on
doing reconnaissances and drawing maps. This time the
reconnaissance did him, and the only map he’s yet produced is mud
tracings on his person. Incidentally he says that all the
communication trenches are impassable, and that no one but a cat
could go over the top and keep on his feet for more than thirty
seconds. (N.B.—George fell into the main support line and had to be
pulled out by some of John’s working-party.) George says that if the
Germans come over it’s all up. Cheerful sort of beggar, George.
My new smoke-helmet—the one you wear round your neck all the
time, even in your dreams—is lost again. This is the third time in the
course of six hours. The gas N.C.O. has calculated that with the
wind at its present velocity we should be gassed in one and three-
quarter seconds, not counting the recurring decimal.
John has just told a story about a bayonet. It would be funny at any
other time. Now, it simply sticks!
The cook has just come in to say our rations have been left behind
by mistake. Troubles never come singly. May heaven protect the
man who is responsible if we get him! John has told another story,
about an Engineer. It can’t be true, for he says this chap was out in
No Man’s Land digging a trench. No one ever knew a Canadian
Engineer do anything but tell the infantry how to work. It’s a rotten
story, anyhow.
Just look at this dug-out; a bottle of rum on the table—empty. The
odd steel helmet, some dirty old newspapers, and a cup or two
(empty!), and a pile of strafes from the Adjutant six inches thick. My
bed has a hole in it as big as a “Johnson ’ole,” and there are rats.
Also the place is inhabited by what the men call “crumbs.” Poetic
version of a painful fact.
John says this is the d—est outfit he has ever been in. John is right.
My gumboots were worn by the Lance-Corporal in No. 2 platoon,
and they are wet, beastly wet. Also my batman has forgotten to put
any extra socks in my kit-bag. Also he’s lost my German rifle—the
third I’ve bought for twenty francs and lost.
This is a deuce of a war!
The mail has just arrived. George got five, the little round fat fellow
nine, A. P. two, and John and me shake hands with a duck’s-egg.
Still the second mentioned has his troubles. One of his many
inamoratas has written to him in French. He knows French just about
as well as he knows how to sing! Nuff said!
John has “parti’d” to his triple-starred working-party. The men have
not got any letters either. You should hear them! The most expert
“curser” of the Billingsgate fishmarket would turn heliotrope with
envy. George is feeling badly too. He lent his flash-light to dish out
rations with. That is to say, to illuminate what the best writers of
nondescript fiction call the “Cimmerian gloom!”
A. P. has had letters from his wife. Lucky dog! She takes up four
pages telling him how she adores him.
This is a beastly rotten war.
Fritz is a rotter too. My dug-out is two hundred yards north by nor’-
east. Every time I have to make the trip he never fails to keep the
Cimmerian gloom strictly “Cim.” And the bath-mats are broken in two
places, and I’ve found both of them every time.
Another strafe from the Adjutant. May jackals defile his grave, but
he’ll never have one in France, anyhow. “Please render an account
to Orderly Room of the number of men in your unit who are qualified
plumbers.”
We haven’t any.
If we had we should have mended the hole in the roof, which leaks
on John’s bed. It has only just begun to leak. It will be fun to hear
what John says when he comes back. Only he may be speechless.
The little round fat fellow is still reading letters, and A. P. is hunting in
his nether garments. “Kinder scratterin’ aroun’!” So far the bag
numbers five killed and two badly winged, but still on the run.
Somebody has turned out the guard. Yells of fire. After due
inspection proves to be the C.O.’s tunic. It was a new one! May his
batman preserve himself in one piece.
More yells of “Guard turn out!” Support my tottering footsteps! Our—
that is to say my dug-out is on fire.... Confusion.... Calm.... I have no
dug-out, no anything.... This is, pardonnez-moi, a Hell of a war!
PANSIES
There are some pansies on my table, arranged in a broken glass
one of the men has picked up among the rubble and débris of this
shattered town. Dark mauve and yellow pansies, pretty, innocent
looking little things. “Pansies—that’s for thoughts.”
Transport is rattling up and down the street—guns, limbers, G.S.
wagons, water-carts, God knows what, and there are men marching
along, mud-caked, weary, straggling, clinging fast to some German
souvenir as they come one way; jaunty, swinging, clean, with bands
a-blowing as they go the other. It is a dull grey day. There is
“something doing” up the line. I can hear the artillery, that ceaseless
artillery, pounding and hammering, and watch the scout aeroplanes,
dim grey hawks in the distance, from the windows of the room above
—the broken-down room with the plasterless ceiling, and the clothes
scattered all over the floor.
“Pansies—that’s for thoughts.”
The regiment is up yonder—the finest regiment God ever made.
They are wallowing in the wet, sticky mud of the trenches they have
dug themselves into, what is left of them. They are watching and
waiting, always watching and waiting for the enemy to attack.
And they are being bombarded steadily, pitilessly, without cessation.
Some will be leaning against the parapet, sleeping the sleep of
exhaustion, some will be watching, some smoking, if they have got
any smokes left. I know them. Until the spirit leaves their bodies they
will grin and fight, fight and grin, but always “Carry On.”
Last night they went up to relieve the —th, after they had just come
out of the line, and were themselves due to be relieved. Overdue, in
fact, but the General knew that he could rely on them, knew that
they would never give way, while there was a man left to fire a rifle.
So he used them—as they have always been used, and as they
always will be—to hold the line in adversity, to take the line when no
one else could take it.
We have been almost wiped out five times, but the old spirit still
lives, the Spirit of our mighty dead. There are always enough “old
men” left, even though they number but a score, with whom to
leaven the lump of raw, green rookies that come to us, and to turn
them into soldiers worthy of the Regiment.
Dark mauve pansies.
I knew all the old soldiers of the Brigade, I have fought with them,
shaken hands with them afterwards—those who survived—mourned
with them our pals who were gone—buried many a one of them.
This time I am out of it. Alone with the pansies ... and my thoughts.
Thomson was killed last night; Greaves, Nicholson, Townley,
between then and now. Nearly all the rest are wounded. Those who
come back will talk of this fight, they will speak of hours and events
of which I shall know nothing. For the first time I shall be on the outer
fringe, mute ... with only ears to hear, and no heart to speak.
Perhaps they will come out to-morrow night. Or, early, very early the
following morning. They will be tired—so tired they are past feeling it
—unshaven, unwashed, and covered with mud from their steel
helmets down to the soles of their boots. But they will be fairly
cheerful. They will try to sing on the long, long march back here, as I
have heard them so many times before. When they reach the edge
of the town they will try to square their weary shoulders, and to keep
step—and they will do it, too, heaven only knows how, but they will
do it. Their leader will feel very proud of them, which is only right and
proper. He will call them “boys,” encourage the weak, inwardly
admire and bless the strong. And he will be proud of the mud and
dirt, proud of his six days’ growth of beard. Satisfied; because he has
just done one more little bit, and the Good Lord has pulled him
through it.
When they get to their billets they will cheer; discordantly, but cheer
none the less. They will crowd into the place, and drop their kits and
themselves on top of them, to sleep the sleep of the just—the well-
earned sleep of utter fatigue.
In the morning they will feel better, and they will glance at you with
an almost affectionate look in their eyes, for they know—as the men
always know—whether you have proved yourself, whether you have
made good—or failed.
“Pansies ... that’s for thoughts....”
And I am out of it—out of it ALL ... preparing “To re-organise what is
left of the regiment.”
For God’s sake, Holman, take away those flowers!
GOING BACK
A large crowd packed the wide platform, hemmed in on one side by
a barrier, on the other by a line of soldiers two paces apart. The
boat-train was leaving in five minutes. That a feeling of tension
permeated the crowd was evident, from the forced smiles and
laughter, and the painful endeavours of the departing ones to look
preternaturally cheerful. In each little group there were sudden
silences.
Almost at the last moment a tall, lean officer pressed through the
crowd, made for a smoking-carriage, and got in. He surveyed the
scene with a rather compassionate interest, while occasionally a
wistful look passed over his face as he watched for a moment an
officer talking with a very pretty girl, almost a child, who now and
then mopped her eyes defiantly with a diminutive handkerchief.
“All aboard.”
The pretty girl lifted up her face, and the lonely one averted his eyes,
pulled a newspaper hastily from his overcoat pocket, and proceeded
to read it upside down!
As the train pulled out of the station a cheer went up and
handkerchiefs fluttered. The sole other occupant of the carriage, a
young—very young—subaltern who had just said good-bye to his
mother, muttered to himself and blinked hard out of the window. The
Lonely One shrugged himself more deeply into his seat, and
abstractedly reversed the newspaper. A paragraph caught his eye:
“Artillery activity developed yesterday in the sector south of Leuville
St. Vaast. An enemy attempt to raid our trenches at this point was
foiled.” He smiled a trifle, and putting down the paper fell to thinking.
Unable to contain himself any longer, the boy in the corner spoke.
“Rotten job, this going back show,” he said. The other assented
gravely, and they fell to talking, spasmodically, of the Front. Pure,
undiluted shop, but very comforting.
Finally the train arrived at the port of embarkation. A crowd of
officers of all ranks surged along the platform, glanced at the
telegram board, and passed on towards the boat. The Lonely One
stopped, however, for his name in white chalk stared at him. He got
the telegram eventually and opened it. It contained only two words
and no signature: “Good luck.” Flushing a trifle he walked down to
the waiting mail-boat, and getting his disembarkation card passed up
the gangway.
An air of impenetrable gloom hung over the dirty decks. Here and
there a few men chatted together, but for the most part the
passengers kept to themselves. The lonely man found the young
lieutenant waiting for him, and together they mounted to the upper
deck, and secured two chairs aft, hanging their life-belts on to them.
A little later the boat cast off, and they watched the land fade from
sight as many others were watching with them. “Ave atque Vale.”
“I wonder ...” said the youngster, and then bit his lips.
“Come below and have some grub,” the other said cheerily. They
ate, paid for it through the nose, and felt better. Half an hour later
they were in Boulogne.
As they waited outside the M.L.O.’s office for their turn, the younger
asked:
“I say, what Army are you?”
“First.”
“So’m I,” joyfully, “p’raps we’ll go up together.”
“I hope so, but we shall have to stop here the night, I expect.”
Even as he said so a notice was hung outside the little wooden
office: “Officers of the First Army returning from leave will report to
the R.T.O., Gare Centrale, at 10.00 a.m. to-morrow, Saturday, 17th
instant.”
“That settles it,” said the elder man, “come along, and we’ll go to the
Officers’ Club and bag a couple of beds.”
“Nineteen hours,” wailed the other, “in this beastly place! What on
earth shall we find to do?”
“Don’t worry about that—there is usually some one to whom one can
write.” It was both a hint and a question.
“Yes—ra—ther!”
They had tea, and afterwards the boy wrote a long letter, in which he
said a great deal more to the mother who received it than was
actually written on the paper. The Lonely One sat for some time in
front of the fire, and finally scribbled a card. It was addressed to
some place in the wilds of Scotland, and it bore the one word
“Thanks.”
After dinner they sat and smoked awhile. The Lonely One knew
much of the life-history of the other by now. It had burst from the boy,
and the Lonely One had listened sympathetically and with little
comment, and had liked to hear it. It is good to hear a boy talk about
his mother.
“What shall we do now?”
“We might go to the cinema show; it used to be fairly good.”
“Right-oh! I say”—a little diffidently—“last time I was on leave, the
first time too, I came back with some fellows who were pretty—well
—pretty hot stuff. They wanted me to go to a—to a place up in the
town, and I didn’t go. I think they thought I was an awful blighter,
don’t-you-know, but——”
“What that kind of chap thinks doesn’t matter in the least, old man,”
interposed the other. “You were at Cambridge, weren’t you?”
“Yes.”
“Well, you may have heard the old tag? Besides, I don’t think—some
one—somebody ...” he hesitated and stopped. The youngster
flushed.
“Yes, I know,” he said softly.
They boarded the train together, and shared the discomforts of the
long tedious journey. Every hour, or less, the train stopped, for many
minutes, and then with a creak and a groan wandered on again like
an ancient snail. Rain beat on the window-panes, and the
compartment was as drafty as a sieve.
It was not until the small hours that they reached their destination, a
cold, bleak, storm-swept platform.
“This is where we say good-bye,” the youngster began regretfully,
“thanks awf’ly for——”
“Rot,” broke in the other brusquely, taking the proffered hand in his
big brown one. “Best of luck, old man, and don’t forget to drop me a
card.”
“A nice boy, a very nice boy,” he mused, as he climbed into the
military bus, and was rattled off, back to the mud and slush and
dreariness of it all.
“Have a good time?” asked the Transport Officer the next morning,
as the Lonely One struggled into his fighting kit, preparatory to
rejoining the battalion in the trenches.
“Yes, thanks. By the way, any mail for me?”
“One letter. Here you are.”
He took it, looked an instant at the handwriting, and thrust it inside
his tunic. The postmark was the same as that of the wire he had
received at the port of embarkation.
THREE RED ROSES
In the distance rose the spires of Ypres, and the water-tower,
useless now for the purpose for which it was built, but still erect on
its foundations. The silvery mist of early April hung very lightly over
the flat surrounding land, hiding one corner of Vlamertinghe from
sight, where the spire of the church still raised its head, as yet
unvanquished. A red sun was rising in the East, and beyond Ypres a
battle still raged, though nothing to the battle of a few short days
before. Hidden batteries spoke now and then, and the roads were a
cloud of dust, as men, transport, guns, and many ambulances
passed along them. Overhead aeroplanes droned, and now and
again shells whistled almost lazily overhead, to fall with a thunderous
“crrumph” in Brielen and Vlamertinghe.
By the canal there was a dressing-station. The little white flag with its
red cross hung listless in the still air. Motor ambulances drove up at
speed and departed with their burdens. Inside the dressing-station
men worked ceaselessly, as they had been working for days.
Sometimes shells fell near by. No one heeded them.
Beyond the dressing-station, down the road, the banks of which
were filled with little niches hollowed out with entrenching tools,
hurried a figure. He was but one of many, but there was that about
him which commanded the attention of all who saw him. His spurs
and boots were dirty, his uniform covered with stains and dust, his
face unshaven. He walked like a man in a dream, yet as of set
purpose. Pale and haggard, he strode along, mechanically
acknowledging salutes.
Arrived at the dressing-station, without pausing he entered, and went
up to one of the doctors who was bandaging the remnants of an arm.
“Have they come yet?” he asked.
The other looked at him gravely with a certain respect and pity, and
with the eye also of a medical man.
“Not yet, Colonel,” he answered. “You had better sit down and rest,
you are all in.”
The Colonel passed a weary hand over his forehead.
“No,” he said. “No, Campbell; I shall go back and look for the party.
They may have lost their way, and—they were three of my best
officers, three of my boys.... I—I——”
“Here, sir! Take this.”
It was more of a command than a request. The Colonel drained what
was given him, and went out without a word.
Back he trudged, along the shell-pitted road, even now swept by
occasional salvos of shrapnel. He took no notice of anything, but
continued feverishly on his way, his eyes ever searching the
distance. At last he gave vent to an exclamation. Down the road was
coming a stretcher party. They had but one stretcher, and on it lay
three blanketed bundles.
The Colonel met them, and with bowed head accompanied them
back to the dressing-station.
“You found them—all?” It was his only question.
“Yes, sir, all that was left.”
The stretcher was taken to a little empty dug-out, and with his own
hands the C.O. laid the Union Jack over it.
“When will the—the graves be ready?” he asked the doctor.
“By five o’clock, sir.”
“I will be back at 4.30.”
“You must take some rest, Colonel, or you’ll break down.”
“Thank you, Campbell, I can look after myself!”
“Very good, sir.”
As he went away Captain Campbell looked after him rather
anxiously.
“Never would have thought he could be so upset,” he mused. “He’ll
be in hospital, if——”
Straight back to Brielen the Colonel walked, and there he met his
orderly with the horses. He mounted without a word, and rode on,
through Vlamertinghe, until he reached Popheringe. There he
dismounted.
“I shall be some time,” he said to the orderly.
He went through the square, up the noisy street leading to the
Vehrenstraat, and along it, until he reached a little shop, in which
were still a few flowers. He entered, and a frightened-looking woman
came to serve him.
“I want three red roses,” he said.
It took the saleswoman several minutes to understand, but finally
she showed him what she had. The roses were not in their first
bloom, but they were large and red. The Colonel had them done up,
and left carrying them carefully. The rest of his time he spent in
repairing as well as might be the ravages of battle on his clothes and
person. At 4.20 he was again at the dressing-station.
A quiet-voiced padre awaited him there, a tall, ascetic-looking man,
with the eyes of a seer.
They carried the bundles on the stretcher to the graves, three among
many, just behind the dressing-station.
“Almighty God, as it has pleased Thee to take the souls of these, our
dear brothers ...” the sonorous voice read on, while the C.O. stood,
bare-headed, at the head of the graves, holding in his hand the three
red roses. The short burial service came to an end.
The Colonel walked to the foot of each grave in turn, and gently
threw on each poor shattered remnant a red rose. Straightening
himself, he stood long at the salute, and then, with a stern, set face,
he strode away, to where the Padre awaited him, not caring that his
eyes were wet. The Padre said nothing, but took his hand and
gripped it.
“Padre,” said the Colonel, “those three were more to me than any
other of my officers; I thought of them as my children.”
ADJUTANTS
If Fate cherishes an especial grievance against you, you will be
made an Adjutant.
One of those bright beautiful mornings, when all the world is young
and, generally speaking, festive, the sword of Damocles will descend
upon you, and you will be called to the Presence, and told you are to
be Adjutant. You will, perhaps, be rather inclined to think yourself a
deuce of a fellow on that account. You will acquire a pair of spurs,
and expect to be treated with respect. You will, in fact, feel that you
are a person of some importance, quite the latest model in good little
soldiers. You may—and this is the most cruel irony of all—be
complimented on your appointment by your brother officers.
Vanity of vanities, all is vanity, saith the preacher!
As soon as you become the “voice of the C.O.,” you lose every friend
you ever possessed. You are just about as popular as the proverbial
skunk at a garden-party. It takes only two days to find this out.
The evening of the second day you decide to have a drink, Orderly
Room or no Orderly Room. You make this rash decision, and you tell
the Orderly-Room Sergeant—only heaven knows when he sleeps—
that you are going out.
“I will be back in half an hour,” you say.
Then you go forth to seek for George—George, your pal, your
intimate, your bosom friend. You find George in your old Coy. head-
quarters, and a pang of self-pity sweeps over you as you cross the
threshold and see the other fellows there: George, Henry, John, and
the rest.
“Come and have a——” you begin cheerily. Suddenly, in the frosty
silence you hear a cool, passionless voice remark,
“Good evening, sir!”
It is George, the man you loved and trusted, whom you looked on as
a friend and brother.
“George, come and have a——” again the words stick in your throat.
George answers, in tones from which all amity, peace, and goodwill
towards men have vanished:
“Thanks very much, sir”—oh baleful little word—“but I’ve just started
a game of poker.”
Dimly light dawns in your reeling brain; you realise the full extent of
your disabilities, and you know that all is over. You are the Adjutant—
the voice of the C.O.!
Sadly, with the last glimmer of Adjutant pride and pomp cast from out
your soul, you return to Orderly Room, drinkless, friendless, and
alone.
“The Staff Captain has been ringing you up, sir. He wants to know if
the summary of evidence ...” and so on. In frenzied desperation you
seize the telephone. Incidentally you call the Staff Captain away from
his dinner. What he says, no self-respecting man—not even an
Adjutant—could reveal without laying bare the most lacerated
portions of his innermost feelings.
You go to bed, a sadder and a wiser man, wondering if you could go
back to the Company, even as the most junior sub., were you to
make an impassioned appeal to the C.O.
About 1 a.m. some one comes in and awakens you.
“Message from Brigade, sir.”
With an uncontrite heart you read it: “Forward to this office
immediately a complete nominal roll of all men of your unit who have
served continuously for nine months without leave.” That takes two
hours, and necessitates the awakening of all unit commanders, as
the last Adjutant kept no record. In psychic waves you feel curses
raining on you through the stilly night. Having made an application—
in writing—to the C.O., to be returned to duty, you go to bed.
At 3.30 a.m. you are awakened again. “Movement order from
Brigade, sir!”
This time you say nothing. All power of speech is lost. The entire
regiment curses you, while by the light of a guttering candle you
write a movement order, “operation order number”—what the deuce
is the number anyhow. The Colonel is—shall we say—indisposed as
to temper, and the companies get half an hour to fall in, ready to
march off. One Company loses the way, and does not arrive at the
starting-point.
“Did you specify the starting-point quite clearly, Mr. Jones?”
“Yes, sir.”
“Where did you say it was?”
“One hundred yards south of the ‘n’ in candin, sir.”
“There are two ‘n’s’ in candin, Mr. Jones; two ‘n’s’! How can you
expect a company commander to know which ‘n’? Gross
carelessness. Gross carelessness. Go and find the Company,
please.”
“Yessir.”
You find the Company only just out of billets, after scouring the
miserable country around the wrong ‘n’ for fifteen minutes, and
falling off your horse into one of those infernal ditches.
The battalion moves off half an hour later, and the C.O. has lots to
say about it. He also remarks that his late Adjutant was “a good
horseman”—a bitter reflection!
There is absolutely no hope for an Adjutant. If he is a good man at
the “job” everybody hates him. If he is feeble the C.O. hates him.
The Brigade staff hate him on principle. If he kow-tows to them they
trample on him with both feet, if he does not they set snares for him,
and keep him up all night. He is expected to know everything: K. R.
and O. backwards and forwards, divisional drill, and the training of a
section. Routine for the cure of housemaid’s knee in mules, and the
whole compendium of Military Law. He is never off duty, and even his
soul is not his own. He is, in fact, The Adjutant.
Sometimes people try to be nice to him. They mean well. They will
come into the Orderly Room and say: “Oh, Mr. Jones, can you tell
me where the 119th Reserve Battery of the 83rd Reserve Stokes
Gun Coy. is situated?” Of course, Adjutants know everything.
And when you admit ignorance they look at you with pained surprise,
and go to Brigade.
“I asked the Adjutant of the —th Battalion, but he did not seem to
know.”
Adjutants die young.
HOME
There is one subject no man mentions at the Front unless it be very
casually, en passant. Even then it brings with it a sudden silence.
There is so much, so very much in that little word “Home.”
If a man were to get up at a sing-song and sing “Home, Sweet
Home,” his life would be imperilled. His audience would rise and
annihilate him, because they could not give vent to their feelings in
any other way. There are some things that strike directly at the heart,
and this is one of them.
You see the new officer, the men of the new draft, abstracted, with a
rather wistful look on their faces, as they gaze into the brazier, or sit
silently in billets when their work is done. You have felt like that, and
you know what is the matter. The symptoms are not to be
encouraged in the individual nor the mass. They lead to strong drink
and dissipation, for no man can preserve his inward calm for long, if
he dwells much on his dearest recollections of Home. There is but
one remedy: work, and lots of it, action, movement, anything to
distract.
Many a man has committed some small “crime” that brought him to
Orderly Room because he allowed his mind to wander ... Home—
and realised too fully the percentage of his chances of ever seeing
that home again. The Front is not a garden of Allah, or a bed of
roses, or even a tenth-rate music-hall as some people would have us
believe. It has to be made bearable by the spirit of those who endure
it.
There is enough that is grim and awe-inspiring—aye! and heart-
rending, without seeking it. That is why we do not like certain kinds
of music at the Front, why the one-time student of “intense” music
develops an uncontrollable predilection for wild and woolly rag-time
strains, and never winces at their execution however faulty. That is

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1 The Science of Mind

What Are Psychology’s Roots? 6

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