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 Exploring
PSYCHOLOGY
IN MODULES
tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. He also has authored five general audience books, including The Pursuit of
Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to hundreds
of college, community, and professional groups worldwide.
Drawing on his experience, he also has written articles and a book (A Quiet
World) about hearing loss, and he is advocating a transformation in American
assistive listening technology (see www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . .xlix

Thinking Critically With

Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . .1
MODULE 1 The History and Scope of Psychology . . . . . . . . . 2
MODULE 2 Research Strategies: How Psychologists
Ask and Answer Questions . . . . . . . . . . . . . . . . . . 14

The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . .35

MODULE 3 Neural and Hormonal Systems . . . . . . . . . . . . . . 36
MODULE 4 Tools of Discovery and Older Brain
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MODULE 5 The Cerebral Cortex and Our Divided
Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
MODULE 6 Genetics, Evolutionary Psychology, and
Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Consciousness and the Two-Track

Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
MODULE 7 Consciousness: Some Basic Concepts . . . . . . . . 80
MODULE 8 Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MODULE 9 Drugs and Consciousness . . . . . . . . . . . . . . . . . . . 104

Developing Through the Life Span . . . .119

MODULE 10 Developmental Issues, Prenatal
Development, and the Newborn. . . . . . . . . . . . 120
MODULE 11 Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . 127
MODULE 12 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

MODULE 13 Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Sex, Gender, and Sexuality . . . . . . . . . . . . . . . .171

MODULE 14 Gender Development . . . . . . . . . . . . . . . . . . . . . . 172
MODULE 15 Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Sensation and Perception . . . . . . . . . . . . . . . . . . 199
MODULE 16 Basic Concepts of Sensation and
Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
MODULE 17 Vision: Sensory and Perceptual
Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
MODULE 18 The Nonvisual Senses . . . . . . . . . . . . . . . . . . . . . . 226
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
MODULE 19 Basic Learning Concepts and Classical
Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MODULE 20 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . 256
MODULE 21 Biology, Cognition, and Learning . . . . . . . . . . . 267
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
MODULE 22 Studying and Encoding Memories . . . . . . . . . . 282
MODULE 23 Storing and Retrieving Memories . . . . . . . . . . 292
MODULE 24 Forgetting, Memory Construction, and
Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . 301
Thinking, Language, and
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
MODULE 25 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
MODULE 26 Language and Thought . . . . . . . . . . . . . . . . . . . . . 329
MODULE 27 Intelligence and Its Assessment . . . . . . . . . . . . 340
MODULE 28 Genetic and Environmental Influences
on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Motivation and Emotion . . . . . . . . . . . . . . . . . . . . 365
MODULE 29 Basic Motivational Concepts, Affiliation,
and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
MODULE 30 Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
MODULE 31 Theories and Physiology of Emotion . . . . . . . 386
MODULE 32 Expressing and Experiencing Emotion . . . . . 395
Stress, Health, and Human
Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
MODULE 33 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . .406
MODULE 34 Health and Happiness . . . . . . . . . . . . . . . . . . . . . . 419
BRIEF CONTENTS ix
Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
MODULE 35 Social Thinking and Social Influence . . . . . . . 442
MODULE 36 Antisocial Relations . . . . . . . . . . . . . . . . . . . . . . . . 462
MODULE 37 Prosocial Relations . . . . . . . . . . . . . . . . . . . . . . . . . 475
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
MODULE 38 Classic Perspectives on Personality . . . . . . . . 492
MODULE 39 Contemporary Perspectives on
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Psychological Disorders . . . . . . . . . . . . . . . . . . . . 527
MODULE 40 Basic Concepts of Psychological
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
MODULE 41 Anxiety Disorders, OCD, and PTSD . . . . . . . . 536
MODULE 42 Major Depressive Disorder and Bipolar
Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
MODULE 43 Schizophrenia and Other Disorders . . . . . . . . 556
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
MODULE 44 Introduction to Therapy and the
Psychological Therapies . . . . . . . . . . . . . . . . . . . . . 570
MODULE 45 The Biomedical Therapies and
Preventing Psychological Disorders . . . . . . . . . 593
Statistical Reasoning in
APPENDIX A
Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . B-1
APPENDIX C Subfields of Psychology . . . . . . . . . . . . . C-1
APPENDIX D Complete Module Reviews . . . . . . . . . . D-1
Answers to Experience the
APPENDIX E
Testing Effect Questions . . . . . . . . . . . . . . . . . . . . . . . E-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
x

Contents
Preface xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life xlix

The Biology of Behavior 35

3 Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

4 Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Thinking Critically With Older Brain Structures 50
Psychological Science 1 5 The Cerebral Cortex and Our Divided
Brain 56
1 The History and Scope of Psychology 2 The Cerebral Cortex 56
The Scientific Attitude: Curious, Skeptical, and Humble 2 Our Divided Brain 61
Critical Thinking 3
Psychology’s Roots 4
6 Genetics, Evolutionary Psychology,
and Behavior 66
Contemporary Psychology 7
Behavior Genetics: Predicting Individual Differences 66
2
Research Strategies: How Psychologists Evolutionary Psychology: Understanding Human
Ask and Answer Questions 14 Nature 73
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30

Consciousness and the
Two-Track Mind 79
7 Consciousness: Some Basic Concepts 80
Defining Consciousness 80
Studying Consciousness 80
Selective Attention 81
Dual Processing:
The Two-Track Mind 84
8 Sleep and Dreams 87
Biological Rhythms and Sleep 87
Why Do We Sleep? 92
Sleep Deprivation and Sleep Disorders 94
Dreams 98
9 Drugs and Consciousness 104
Tolerance and Addiction 104
THINKING CRITICALLY ABOUT
Addiction 105
Types of Psychoactive Drugs 106
Influences on Drug Use 113
CONTENTS xi
Developing Through
the Life Span 119
10 Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
Prenatal Development and the Newborn 122
11 Infancy and Childhood 127
Physical Development 127
Cognitive Development 130
Social Development 138
12 Adolescence 147
Physical Development 147
Cognitive Development 149
Social Development 152
THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
Emerging Adulthood 156
13 Adulthood 158
Physical Development 158
Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

17 Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

18 The Nonvisual Senses 226

Sex, Gender, and Sexuality 171 Hearing 226
The Other Senses 230
14 Gender Development 172 THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
How Are We Alike? How Do We Differ? 172
Sensory Interaction 239
The Nature of Gender: Our Biological Sex 175 THINKING CRITICALLY ABOUT ESP—Perception
The Nurture of Gender: Our Culture and Experiences 177 Without Sensation? 241
15 Human Sexuality 181
The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

Learning 245

19 Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

20 Operant Conditioning 256

Skinner’s Experiments 256
Sensation and Perception 199
Skinner’s Legacy 263
Contrasting Classical and Operant Conditioning 265
16 Basic Concepts of Sensation and
Perception 200 21 Biology, Cognition, and Learning 267
Processing Sensation and Perception 200 Biological Constraints on Conditioning 267
Transduction 200 Cognition’s Influence on Conditioning 270
Thresholds 201 Learning by Observation 272
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 THINKING CRITICALLY ABOUT Does Viewing Media

Sensory Adaptation 204 Violence Trigger Violent Behavior? 277

 CONTENTS xiii

26 Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

27 Intelligence and Its Assessment 340

What Is Intelligence? 341
Memory 281
Assessing Intelligence 345
The Dynamics of Intelligence 349
22 Studying and Encoding Memories 282
Studying Memory 282 28 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
23 Storing and Retrieving Memories 292
Environmental Influences 356
Memory Storage 292
Group Differences in Intelligence Test Scores 357
Memory Retrieval 297
The Question of Bias 360
24 Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

Motivation and Emotion 365

29 Basic Motivational Concepts, Affiliation,

and Achievement 366
Motivational Concepts 366
Thinking, Language, The Need to Belong 369
and Intelligence 315 Achievement Motivation 375

25 Thinking 316
Concepts 316
Problem Solving: Strategies and Obstacles 317
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor—
Why We Fear the Wrong Things 320
Thinking Creatively 324
Do Other Species Share Our Cognitive Skills? 326
30 Hunger 377
The Physiology of Hunger 378
The Psychology of Hunger 380
Obesity and Weight Control 382
31 Theories and Physiology of Emotion 386
Emotion: Arousal, Behavior, and Cognition 386
Embodied Emotion 391
THINKING CRITICALLY ABOUT Lie Detection 394
xiv CONTENTS

32 Expressing and Experiencing 36 Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
37 Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

Stress, Health, and Human

Flourishing 405
Personality 491
33 Stress and Illness 406
Stress: Some Basic Concepts 406 38 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416
The Psychodynamic Theories 492
34 Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 39 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

Social Psychology 441

35 Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
 CONTENTS xv

Psychological Disorders 527

Therapy 569
40 Basic Concepts of Psychological
Disorders 528 44 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532 Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
41 Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
45 The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
42 Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Statistical Reasoning
APPENDIX A
Bipolar Disorder 547 in Everyday Life A-1
43 Schizophrenia and Other Disorders 556 APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Module Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten editions. With this edition, I continue as lead author while
beginning a gradual, decade-long process of welcoming a successor author, the
award-winning teacher-scholar-writer Nathan DeWall.
Yet across nearly three decades of Exploring Psychology there has also been
a stability of purpose: to merge rigorous science with a broad human perspective
that engages both mind and heart. We aim to offer a state-of-the-art introduction
to psychological science that speaks to students’ needs and interests. We aspire to
help students understand and appreciate the wonders of their everyday lives. And
we seek to convey the inquisitive spirit with which psychologists do psychology.
We are enthusiastic about psychology and its applicability to our lives. Psycho-
logical science has the potential to expand our minds and enlarge our hearts. By
studying and applying its tools, ideas, and insights, we can supplement our intuition
with critical thinking, restrain our judgmentalism with compassion, and replace
our illusions with understanding. By the time students complete this guided tour of
psychology, they will also, we hope, have a deeper understanding of our moods and
memories, about the reach of our unconscious, about how we flourish and struggle,

TABLE 1
Evolutionary Psychology and Behavior Genetics

In addition to the coverage found
in Module 6, the evolutionary
perspective is covered on the
following pages:
Aging, pp. 161–162
Anger, pp. 416–417
Anxiety-related disorders,
pp. 542–544
Biological predispositions:
in learning, pp. 267–269
in operant conditioning, p. 269
Brainstem, pp. 52–53
Classical conditioning, p. 250
Consciousness, p. 80
Darwin, Charles, pp. 6, 8
Depression and light exposure
therapy, p. 588
Emotion, effects of facial expres-
sions and, p. 401
Emotional expression, p. 400
Evolutionary perspective, defined,
p. 11
Fear, pp. 326–327
Feature detection, p. 215
Fight or flight, p. 409
Gene-environment interaction,
p. 514
Hearing, p. 226
Hunger and taste preference,
p. 381
Instincts, p. 366
Intelligence, pp. 360–365
Language, pp. 335, 341
Love, pp. 163–165
Math and spatial ability, p. 363
Mating preferences, pp. 175, 193–194
Menopause, p. 158
Need to belong, p. 370
Obesity, p. 382
Overconfidence, pp. 327–328
Perceptual adaptation, pp. 223–224
Sensation, p. 201
Sensory adaptation, pp. 204–205
Sexual orientation, pp. 189–190
Sexuality, pp. 181, 189–190, 192–195
Sleep, pp. 87, 92–93
Smell, p. 237
Taste, p. 236
In addition to the coverage
found in Module 6, behavior
genetics is covered on the
following pages:
Abuse, intergenerational transmission
of, p. 276
Adaptability, p. 5
Aggression, pp. 468–473
intergenerational transmission
of, p. 276
Autism spectrum disorder, pp. 135–137
Behavior genetics perspective,
pp. 8, 11
Biological perspective, p. 38 Psychological disorders and:
Brain plasticity, pp. 62–63 ADHD, p. 532
Continuity and stages, pp. 120–121 anxiety-related disorders,
Deprivation of attachment, pp. 541–544
pp. 142–144 biopsychosocial approach,
pp. 529–530
Depth perception, p. 218
bipolar disorder and major
Development, p. 120
depressive disorder, pp. 549–552
Drives and incentives, p. 367
depressed thinking, p. 552
Drug use, pp. 113–116
obsessive-compulsive disorder,
Eating disorders, pp. 565–566
pp. 541–544
Epigenetics, pp. 124, 146, 530, 543,
personality disorders, pp. 563–564
550, 560
posttraumatic stress disorder,
Happiness, pp. 435–436
pp. 541–544
Hunger and taste preference, p. 382
schizophrenia, pp. 557–560
Intelligence:
suicide, p. 553
Down syndrome, pp. 357–358
violent behavior, pp. 563–564
genetic and environmental
Reward deficiency syndrome, p. 56
influences, pp. 360–365
Romantic love, pp. 163–165
Learning, pp. 267–272
Sexual dysfunctions, pp. 183–184
Motor development, pp. 128–129
Sexual orientation, pp. 189–192
Nature-nurture, p. 8
Sexuality, pp. 189–191
twins, p. 8
Sleep patterns, pp. 91–92
Obesity and weight control,
pp. 382–385 Smell, p. 238
Optimism, p. 423 Stress, personality, and illness,
pp. 413–417
Pain, pp. 231–233
benefits of exercise, pp. 426–427
Parenting styles, pp. 144–145
Traits, pp. 357–358, 360–361
Perception, pp. 223–224
gay-straight trait differences,
Personality traits, p. 496
pp. 191, 192

about how we perceive our physical and social worlds, and about how our biology
and culture in turn shape us. (See TABLES 1 and 2.)
Believing with Thoreau that “anything living is easily and naturally expressed
in popular language,” we seek to communicate psychology’s scholarship with
crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. We love to reflect on
TABLE 2
Neuroscience
In addition to the coverage found in Modules 3, 4, and 5, neuroscience can be found on the following pages:
Aggression, pp. 469–470
Aging: brain training,
pp. 161–162
Animal cognition, pp. 332–334
Animal language, pp. 341–342
Antisocial personality disorder,
p. 564
Arousal, p. 185
Attention-deficit hyperactivity dis-
order (ADHD) and the brain, p. 532
Autism spectrum disorder,
pp. 136–137
Automatic prejudice: amygdala,
p. 466
Biofeedback, p. 427
Biopsychosocial approach,
pp. 10–11
aggression, pp. 469–470
aging, p. 167
Alzheimer’s, p. 296
dreams, pp. 100–102
drug use, pp. 114–115
emotion, pp. 150–151,
294–296, 393–394
learning, pp. 267–269
pain, p. 232
personality, pp. 513–514
psychological disorders,
pp. 529–530
sleep, pp. 87–89
therapeutic lifestyle change,
pp. 600–601
Brain development:
adolescence, pp. 148–149
experience and, pp. 127–128
infancy and childhood,
p. 129
sexual differentiation in utero,
p. 175
Brain stimulation therapies,
pp. 597–599
Cognitive neuroscience, pp. 7–8, 11,
80–81
Cultural neuroscience, p. 523
Drug use, pp. 114–115
Dual processing, pp. 84–86
Electroconvulsive therapy,
pp. 597–598
Emotion and cognition, pp. 387–391
Fear-learning, p. 540
Fetal alcohol syndrome and brain
abnormalities, p. 124
Hallucinations, p. 89
and hallucinogens, pp. 111–112
and near-death experiences, p. 112
and schizophrenia, p. 556
and sleep, p. 89
Hormones and:
abuse, p. 144
appetite, pp. 379–380
autism spectrum disorder,
treatment of, p. 137
development, pp. 177–178
in adolescents, pp. 147–149,
178–179
of sexual characteristics,
pp. 147–149, 178–179
emotion, pp. 388–389, 392–393
gender, pp. 175–176
sex, pp. 175–176, 181–182
sexual behavior, pp. 181–182
stress, pp. 127, 138, 409–410, 414,
416–417, 420–421, 424
weight control, pp. 379–380
Hunger, pp. 377–380
Insight, p. 323
Intelligence, pp. 347–350
creativity, pp. 330–332
twins, p. 360
Language, pp. 335–336, 340
and deafness, p. 339
and thinking in images,
pp. 344–345
Light-exposure therapy: brain scans,
pp. 588–589
Meditation, pp. 427–429
Memory:
emotional memories, pp. 294–295
explicit memories, p. 285
implicit memories, p. 285
physical storage of, pp. 292–295
and sleep, p. 93
and synaptic changes, pp. 295–296
Mirror neurons, pp. 272–275
Neuroscience perspective, defined,
p. 11
Neurotransmitters and:
anxiety-related disorders, p. 543
biomedical therapy:
depression, pp. 549–550
ECT, pp. 597–598
schizophrenia, pp. 558, 594
child abuse, p. 146
cognitive-behavioral therapy:
obsessive-compulsive disorder,
p. 581
depression, pp. 549–550, 595
drugs, pp. 106, 108–109, 110,
111, 593–596
exercise, p. 427
schizophrenia, p. 560
temperament, pp. 140–141
Observational learning and brain
imaging, p. 273
Optimum arousal: brain mecha-
nisms for rewards, pp. 273–276
Orgasm, pp. 182–184
Pain, p. 234
experienced and imagined pain,
pp. 274–275
PREFACE x vii
phantom limb pain, p. 232
virtual reality, p. 234
Parallel vs. serial processing, p. 216
Perception:
brain damage and, p. 216
color vision, pp. 213–214
feature detection, pp. 214–215
transduction, p. 200
visual information processing,
pp. 211–213
Perceptual organization, pp. 211–216
Personality
Big Five and, pp. 508–510
brain imaging and, p. 507
Posttraumatic stress disorder
(PTSD) and the limbic system,
p. 540
Priming, pp. 201–202
Psychosurgery: lobotomy,
pp. 599–600
Schizophrenia and brain abnormali-
ties, pp. 557–558
Sensation:
body position and movement,
pp. 238–239
deafness, pp. 228–229
hearing, pp. 226–230
sensory adaptation, pp. 204–205
smell, pp. 236–238
taste, p. 236
touch, pp. 230–231
vision, pp. 209–224
Sexual orientation, pp. 182–184
Sleep:
cognitive development and,
pp. 101–102
memory and, p. 93
recuperation during, p. 93
Smell and emotion, p. 238
Unconscious mind, pp. 499–500
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, history, sports, religion, politics, and popular culture. And we love to provoke
thought, to play with words, and to laugh. For his pioneering 1890 Principles of
Psychology, William James sought “humor and pathos.” And so do we.
We are grateful for the privilege of assisting with the teaching of this mind-
expanding discipline to so many students, in so many countries, through so
many different languages. To be entrusted with discerning and communicating
psychology’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it
reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all
the brains I have, but all I can borrow.” The thousands of instructors and millions
of students across the globe who have taught or studied (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky
professor Nathan DeWall. (For more information and videos that intro-
duce Nathan and our collaboration, see www.MacmillanHigherEd.com/
DeWallVideos.) Nathan is not only one of psychology’s “rising stars” (as the
Association for Psychological Science rightly said in 2011), he also is an award-
winning teacher and someone who shares my passion for writing—and for
communicating psychological science through writing. Although I continue as
lead author, Nathan’s fresh insights and contributions are already enriching
this book, especially for this tenth edition, through his leading the revision of
The Biology of Behavior (Modules 3–6); Developing Through the Life Span
(Modules 10–13); Stress, Health, and Human Flourishing (Modules 33–34); and
Personality (Modules 38–39). But my fingerprints are also on those module revi-
sions, even as his are on the other modules. With support from our wonderful
editors, this is a team project. In addition to our work together on the textbook,
Nathan and I enjoy contributing to the monthly Teaching Current Directions in
Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall).
We also blog at www.TalkPsych.com, where we share exciting new findings,
everyday applications, and observations on all things psychology.

Why a Modular Book?

This 45-module text has been a wish come true for me [DM]. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters
(called modules) that (b) can be selected and assigned in any order.
• Have we not all heard the familiar student complaint: “The chapters are too
long!” A text’s typical 30- to 50-page chapter cannot be read in a single sitting
before the eyes grow weary and the mind wanders. So, why not parse the
material into readable units? Ask your students whether they would prefer a
600-page book to be organized as fifteen 40-page chapters or as forty 15-page
chapters. You may be surprised at their overwhelming support for shorter
chapters. Indeed, students digest material better when they process it in
smaller chunks—as spaced rather than massed practice.
 PREFACE xi x

• I have equally often heard from instructors bemoaning the fact that they
“just can’t get to everything” in the book. Sometimes instructors want to
cover certain sections in a traditional, long chapter but not others. For
example, in the typical Consciousness chapter, someone may want to cover
Sleep and Dreams but not Drugs. In Exploring Psychology, Tenth Edition
in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, but not Module 9, Drugs and Consciousness.

How Is This Different

From Exploring Psychology,
Tenth Edition?
The primary differences between this book and Exploring Psychology, tenth
edition, are organization and module independence.

Organization
The book really IS Exploring Psychology, tenth edition—just in a different format.
So, this modular version contains all the updated research and innovative new
coverage from Exploring Psychology, tenth edition. This version offers the same
content from Exploring Psychology, tenth edition’s 15 chapters parsed instead into
45 modules.

The Modules Are Independent

Each module in this book is self-standing rather than dependent upon the others
for understanding. Cross-references to other parts of the book are accompanied
by brief explanations. In some cases, illustrations or key terms are repeated to
avoid possible confusion. No assumptions are made about what students have
read prior to each module. This independence gives instructors ultimate flexi-
bility in deciding which modules to use, and in what order. Connections among
psychology’s subfields and findings are still made—they are just made in a way
that does not assume knowledge of other parts of the book.

What Else Is New Since

Exploring Psychology, Ninth
Edition in Modules?
This tenth edition is the most carefully reworked and extensively updated of all
the revisions to date. This new edition features improvements to the organization
and presentation, especially to our system of supporting student learning and
remembering. And we offer the exciting new Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific process, showing them how psychological research begins with a question,
and how key decision points can alter the meaning and value of a psychological
study. In a fun, interactive environment, students learn about important aspects
xx PREFACE

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding

Module Group Openers
We were aware that students often skip over a text’s typical two-page module
group opener—under the assumption it serves little purpose in learning the
material to come. So, for this new edition, we worked with a talented artist to
make more pedagogically effective use of this space. This new feature provides
an enticing and helpful way for students to SURVEY the content in each group of
modules, before they QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R).
We’ve provided visual scaffolding at the beginning of each group of modules,
offering students a basic cognitive structure for the content to come. Flip to the
beginning of any group of modules to see a sample.

Hundreds of New Research Citations

Our ongoing scrutiny of dozens of scientific periodicals and science news sources,
enhanced by commissioned reviews and countless e-mails from instructors and
students, enables integrating our field’s most important, thought-provoking, and
student-relevant new discoveries. Part of the pleasure that sustains this work is
learning something new every day! See p. xxxvii for a list of significant Content
Changes to this edition.

Reorganized Modules
In addition to the new research activities, visual scaffolding openers, and updated
coverage, we’ve introduced the following organizational changes:
• Module 1, The History and Scope of Psychology, now has a clearer organiza-
tion and greater emphasis on modern approaches, including Cross-Cultural
and Gender Psychology, and new coverage of Positive Psychology (see also
TABLE 3).
• Module 2, Research Strategies, now offers greater emphasis on designing
psychological studies, and on psychology’s research ethics.
• Hypnosis is now covered in the Pain discussion in Module 18, The Nonvisual
Senses (moved from the ninth edition’s Module 7).
• The Social Psychology modules now precede the Personality modules.

LaunchPad for Exploring Psychology,

Tenth Edition in Modules
Built to solve key challenges in this course, LaunchPad gives students everything
they need to prepare for class and exams, while giving instructors everything
they need to quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the progress
of individual students and the class as a whole. LaunchPad for Exploring Psychol-
ogy, Tenth Edition in Modules includes LearningCurve formative assessment,
and NEW Immersive Learning: How Would You Know? activities, PsychSim
6 tutorials, and Assess Your Strengths projects. (For details, see p. xxviii and
www.MacmillanHigherEd.com/LaunchPad/Exploring10eInModules.)
 PREFACE x xi

For this new edition, you will see that we’ve offered callouts from the TABLE 3
text pages to especially pertinent, helpful resources from LaunchPad. (See Positive Psychology
FIGURE 1 for a sample.)
Coverage of positive psychology topics can
be found in the following modules:

What Continues? Topic

Altruism/compassion
Module
12, 25, 37, 38, 45
Eight Guiding Principles Coping 34
Despite all the exciting changes, this new edition retains its predecessors’ voice, as Courage 37
well as much of the content and organization. It also retains the goals—the guid- Creativity 22, 25, 29, 38
ing principles—that have animated the previous nine editions:
Emotional Intelligence 27, 37
Empathy 11, 21, 32, 35, 44
Facilitating the Learning Experience Flow Appendix B
1. To teach critical thinking By presenting research as intellectual detec- Gratitude 34
tive work, we illustrate an inquiring, analytical mind-set. Whether students
Happiness/Life Satisfaction 13, 29, 34, 44, 45
are studying development, cognition, or social behavior, they will become
involved in, and see the rewards of, critical reasoning. Moreover, they will Humility 1
discover how an empirical approach can help them evaluate competing Humor 34, 35
ideas and claims for highly publicized phenomena—ranging from ESP and
Justice 35
alternative therapies to group differences in intelligence and repressed and
recovered memories. Leadership 35, 39, Appendix B

2. To integrate principles and applications Throughout—by means of Love 13, 15, 29, 37, 39, 44
anecdotes, case histories, and the posing of hypothetical situations—we Morality 12
relate the findings of basic research to their applications and implications. Optimism 34, 38
Where psychology can illuminate pressing human issues—be they racism
Personal control 34
and sexism, health and happiness, or violence and war—we have not hesi-
tated to shine its light. Resilience 11, 33, 45

3. To reinforce learning at every step Everyday examples and rhetorical Self-discipline 12, 29, 39
questions encourage students to process the material actively. Concepts Self-efficacy 39
presented earlier are frequently applied, and reinforced. For instance, in Self-esteem 29, 38, 39
Module 2, students learn that much of our information processing occurs
Spirituality 34, 35
outside of our conscious awareness. Ensuing modules drive home this
concept. Numbered Learning Objective Questions and Retrieve It self-tests Toughness (grit) 27, 29
throughout each module, a Review and Experience the Testing Effect self- Wisdom 1, 25, 34, 35, 39
test at the end of each module, and a marginal glossary help students learn
and retain important concepts and terminology.

Demonstrating the Science of Psychology

4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several modules introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how To review the classic
they may be studied effectively. conformity studies and experience a
simulated experiment, visit LaunchPad’s
5. To be as up-to-date as possible Few things dampen students’ interest as
PsychSim 6: Everybody’s Doing It!
quickly as the sense that they are reading stale news. While retaining psy-
chology’s classic studies and concepts, we also present the discipline’s most
important recent developments. In this edition, 701 references are dated 2013– FIGURE 1
2015. Likewise, new photos and everyday examples are drawn from today’s Sample LaunchPad callout from
world. Module 35.
x xii PREFACE

6. To put facts in the service of concepts Our intention is not to fill students’
intellectual file drawers with facts, but to reveal psychology’s major concepts—
to teach students how to think, and to offer psychological ideas worth thinking
about. In each module, we place emphasis on those concepts we hope students
will carry with them long after they complete the course. Always, we try to
follow Albert Einstein’s purported dictum that “everything should be made as
simple as possible, but not simpler.” Learning Objective Questions, Retrieve
It questions, and Experience the Testing Effect questions in each module help
students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity We often present con-
cepts with a significant issue or theme that links subtopics, forming a thread that
ties ideas together. The Learning modules convey the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence modules
raise the issue of human rationality and irrationality. The Psychological Disorders
modules convey empathy for, and understanding of, troubled lives. Other threads,
such as cognitive neuroscience, dual processing, and cultural and gender diversity,
weave throughout the whole book, and students hear a consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, our common mechanisms of seeing and learning, hungering and feeling,
loving and hating. They will also better understand the dimensions of our
diversity—our individual diversity in development and aptitudes, temperament
and personality, and disorder and health; and our cultural diversity in attitudes
and expressive styles, child raising and care for the elderly, and life priorities.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, Tenth Edition in Modules’ learning system harnesses the
testing effect, which documents the benefits of actively retrieving information
through self-testing (FIGURE 2). Thus, each module offers Retrieve It questions
interspersed throughout, with Experience the Testing Effect self-test questions at
the end of each module. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each module,
providing students an opportunity to practice rehearsing what they’ve just
learned. The Review offers self-testing by repeating the Learning Objective Ques-
tions (with answers for checking in the Complete Module Reviews Appendix),
along with a page-referenced list of key terms.

Continually Improving Cultural and

FIGURE 2
How to learn and remember For
a 5-minute animated guide to more
effective studying, visit www.tinyurl.com/
HowToRemember.
Gender Diversity Coverage
Discussion of the relevance of cultural and gender diversity begins on the first
page and continues throughout the text.
This edition presents an even more thoroughly cross-cultural perspective
on psychology (TABLE 4)—reflected in research findings, and text and photo
examples. Cross-cultural and gender psychology are now given greater visibility
with enhanced coverage moved to Module 1. There is focused coverage of the
psychology of women and men in the Sex, Gender, and Sexuality modules, with

TABLE 4
Culture and Multicultural Experience
Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147
Adulthood, emerging, pp. 156–157
Aggression, pp. 173, 470–473
and video games, pp. 277,
472–473
AIDS, pp. 412–413
Anger, pp. 416–417
Animal research ethics,
pp. 28–29
Attraction: matchmaking,
pp. 476–477
Attractiveness, pp. 475–479
Attribution: political effects of,
pp. 442–443
Behavioral effects of culture,
pp. 9, 448
Body ideal, pp. 539–540
Body image, pp. 539–540
Categorization, p. 322
Conformity, pp. 450–451
Corporal punishment practices,
p. 262
Cultural neuroscience, p. 523
Cultural norms, pp. 175, 448
Culture:
context effects, p. 207
definition, p. 454
experiencing other, p. 332
variation over time, p. 448
Culture and the self,
pp. 521–523
Culture shock, p. 407
Deaf culture, pp. 63, 66,
336–337, 339
Development:
adolescence, p. 147
attachment, p. 141
child raising, pp. 145–146
cognitive development, p. 135
moral development, p. 150
thoroughly integrated coverage throughout the text (see TABLE 5, on the next page).
In addition, we are working to offer a world-based psychology for our worldwide
student readership. We continually search the world for research findings and text
and photo examples, conscious that readers may be in Sydney, Seattle, or Singa-
pore. Although we reside in the United States, we travel abroad regularly and main-
tain contact with colleagues in Canada, Britain, South Africa, China, and many
parenting styles, pp. 144–145
social development, pp. 153–154
Drug use, pp. 116–117
Emotion:
emotion-detecting ability,
p. 397
expressing, pp. 398–401
Enemy perceptions, p. 485
Fear, pp. 325–327
Flow, p. B–1
Fundamental attribution error,
p. 442
Gender:
cultural norms, pp. 172, 178
equality, pp. 194–195
roles, pp. 177–178
social power, p. 173
Grief, expressing, p. 168
Happiness, pp. 431–432, 434,
435–436
Hindsight bias, pp. 15–16
History of psychology, pp. 4–7
Homosexuality, views on, p. 187
Human diversity/kinship,
pp. 9, 76–77, 447–448, 488
Identity: forming social, p. 153
Individualism/collectivism,
pp. 521–523
Intelligence, pp. 347, 363–365
and nutrition, pp. 362, 365
bias, pp. 366–368
Down syndrome, pp. 357–358
Language, pp. 337–339, 342–344,
448
critical periods, pp. 338–339
bilingualism, pp. 343–344
universal grammar, p. 336
Leaving the nest, pp. 156–157
Life satisfaction, pp. 433–434
PREFACE x xiii
Life span and well-being, cultural norms, pp. 528–529
pp. 166–167 dissociative identity disorder,
Management styles, p. 562
pp. B-11–B-13 eating disorders, pp. 530, 566
Marriage, pp. 163–165, 480 schizophrenia, pp. 530, 559
Memory, encoding, p. 290 suicide, p. 553
Menopause, p. 158 susto, p. 530
Mental illness rate, pp. 534–535 taijin-kyofusho, p. 530
Morality, development of, Psychotherapy:
pp. 150–152
culture and values in,
Motivating achievement, pp. 590–591
pp. 376, B-11
EMDR training, p. 588
Motivation: hierarchy of needs,
Puberty and adult independence,
pp. 374–375
pp. 156–157
Need to belong, pp. 375–378
Self-esteem, p. 368
Neurotransmitters: curare, p. 44
Self-serving bias, pp. 518–520
Normality, perceptions of,
Sex drive, p. 193
pp. 529–530
Sexual activity: middle and late
Obedience, pp. 452–453
adulthood, p. 158
Obesity, p. 388
Sexual orientation, p. 187
Observational learning: television
Similarities, pp. 76–77
and aggression, pp. 276–277
Sleep patterns, p. 92
Organ donation, p. 329
Social clock, p. 163
Pace of life, p. 20
Social-cultural perspective,
Pain: perception of, pp. 233, 372
pp. 10–11
Parent and peer relationships,
Social loafing, pp. 456–457
pp. 154–156
Social networking, p. 373
Participative management,
Spirituality, p. 429
p. B-13
Stress:
Peacemaking:
adjusting to a new culture,
conciliation, pp. 487–488
p. 407
contact, p. 486
health consequences, pp. 407,
cooperation, pp. 486–487
412–413, 415–417
Personality, pp. 508–510
racism and, p. 409
Power of individuals, p. 460
social support and, p. 423
Prejudice, pp. 10, 30, 462, 464,
Taste preferences, p. 381
467–468
Teen pregnancy, pp. 173, 448
“missing women,” p. 464
Testing bias, pp. 366–368
Prejudice prototypes, p. 322
See also Modules 35, 36, and 37.
Psychological disorders:
amok, p. 530
x xiv PREFACE

TABLE 5
The Psychology of Men and Women

Coverage of the psychology of men and women can be found on the following pages:
Absolute thresholds, p. 202
ADHD, p. 532
Adulthood: physical changes,
pp. 158–160
Aggression, pp. 469, 471
father absence, p. 471
pornography, pp. 471–472
rape, pp. 468, 472
Alcohol:
and alcohol use disorder, p. 106
and sexual aggression, p. 106
use, pp. 106–107
Altruism, pp. 481–483
Androgyny, p. 178
Antisocial personality disorder,
pp. 563–564
Attraction, pp. 475–481
Attractiveness, pp. 477–479
Autism spectrum disorder, p. 137
Biological predispositions in color
perceptions, p. 268
Biological sex/gender, pp. 175–179
Bipolar disorder, p. 546–547
Body image, pp. 565–566
Color vision, pp. 213–214
Dating, pp. 476–477
Depression, pp. 535, 546, 548,
550, 551
learned helplessness, p. 550
Dream content, p. 99
Drug use:
biological influences,
pp. 114–115
psychological/social-cultural
influences, pp. 116–117
Eating disorders, pp. 565–566
Emotion-detecting ability,
pp. 397–398
Empathy, p. 398
Empty nest, p. 165
Father care, p. 141
Father presence, p. 187
Freud’s views:
evaluating, pp. 498–500
identification/gender identity,
p. 494
Oedipus/Electra complexes,
p. 494
penis envy, p. 496
Fundamental attribution error,
pp. 442–443
Gender:
and child raising, p. 179
definition, p. 172
development, pp. 172–179
prejudice, p. 464
“missing women,” p. 464
roles, pp. 177–179
similarities/differences,
pp. 172–174
Gendered brain, pp. 175–177, 185,
191–192
Generalized anxiety disorder,
p. 537
Generic pronoun “he,” p. 344
Grief, p. 167
Group polarization, p. 458
Happiness, p. 435
Hearing loss, p. 228
Hormones and:
aggression, p. 469
sexual behavior, pp. 181–182
sexual development, pp. 147–148,
175–177
testosterone-replacement therapy,
pp. 181–182
Intelligence, pp. 331, 363
bias, p. 366
stereotype threat, p. 367
Leadership: transformational,
p. B-12
Losing weight, p. 385
Love, pp. 163–165, 479–481
Marriage, pp. 163–165, 424-425
Maturation, p. 148
Menarche, p. 147
Menopause, p. 158
Midlife crisis, p. 162
Obedience, p. 452
Obesity:
health risks, p. 383
weight discrimination, p. 382
Observational learning:
sexually violent media, p. 277
TV’s influence, p. 276
Ostracism, p. 371
Pain sensitivity, p. 231
Paraphilia, pp. 183–184
Perceptual set, p. 206
Pornography, p. 185
Prejudice, pp. 322, 464
Psychological disorders, rates of,
pp. 534–535
PTSD: development of, p. 540
Rape, pp. 468, 472
Religiosity and life expectancy,
pp. 429–430
REM sleep, arousal in, p. 90
Romantic love, p. 479
Rumination, pp. 550–551
Savant syndrome, pp. 348–349
Schizophrenia, p. 557
Self-injury, p. 554
Sense of smell, p. 238
Sex reassignment, p. 177
Sex: definition, p. 172
Sexual abuse, p. 189
Sexual attraction, pp. 175, 181,
187–189, 475–481
Sexual dysfunctions, p. 183
Sexual fantasies, p. 185
Sexual orientation, pp. 187–192
Sexuality:
adolescent, pp. 175–176
evolutionary explanation,
pp. 192–195
external stimuli, p. 185
imagined stimuli, p. 185
Sexualization of girls,
pp. 186–187
Sexually transmitted infections,
p. 184
Sleep, p. 88
Social networking, p. 373
Stereotype threat, p. 367
Stereotyping, p. 206
Stress and:
AIDS, pp. 412–413
depression, p. 415
health, and sexual abuse, p. 425
heart disease, pp. 414–415
immune system, pp. 410–412
response to, pp. 409–410
Suicide, p. 553
Teratogens: alcohol consumption,
p. 124
Transgender persons, p. 179
Women in psychology’s history,
pp. 5–6
See also Modules 14 and 15, and
Modules 35, 36, and 37.

other places; and subscribe to European periodicals. Thus, each new edition offers
a broad, world-based perspective, and includes research from around the world.
We are all citizens of a shrinking world, so American students, too, benefit from
information and examples that internationalize their world-consciousness. And if
psychology seeks to explain human behavior (not just American or Canadian or
Australian behavior), the broader the scope of studies presented, the more accurate
is our picture of this world’s people. Our aim is to expose all students to the world
beyond their own culture, and we continue to welcome input and suggestions from
all readers.
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Having been unable to keep Ki Yi in sight, they had headed for the
Southern end of the swamps, while their two cowboys had struck out
for the middle. Consequently, it was only because the latter were
keeping a lookout for their pals that they discovered them several
miles away, about the middle of the forenoon.
“Man, dear, but I’m glad to see you!” exclaimed Bowser, as Deadshot
and Ki Yi joined them. “Every man jack of us has a different idea how
we ought to go about trailing the raider, and none of us know enough
about the business to track a buffalo. But, now you’re here, we’ll turn
the leadership over to you.”
This suggestion met with the approval of Hawks, much to the delight
of his men.
“That being the case, I reckon we’d best hit the trail where the cattle
was driven in,” declared Deadshot. “Ki Yi and I’ve been watching
since daybreak and nary a sight of the crittur have we seen, nor we
didn’t run across any trail on our way here, and unless you-all did,
it’s a cinch the man we’re after didn’t enter the swamp to the South
or at the middle.”
“We didn’t see as much as a coyote track,” returned the owner of the
Star and Moon, “so the cattle trail it is.”
And without more ado, the avengers headed their ponies Northward
and entered the Sangammon bottom lands at the precise spot where
Bowser’s steers had, some twenty-four hours previous.
Aware of the treacherous mudholes, Deadshot and Ki Yi followed the
cattle trail as best they could. But the task was no simple one, for the
reason that the softness of the footing left no hoof marks and the
grass had had time to recover from its brushing aside or down,
except in instances where it had been trampled into the mire.
So much noise did the ponies make, plunging and splashing as they
struggled to get out of the mud that the two leaders soon realized
that their coming would be heard by any one in hiding in sufficient
time to make a getaway or establish an ambuscade, and accordingly
they called a halt to discuss what was best to do.
But, before they could begin the council of war, one of their number
came near death!
In his desire to ride alongside Deadshot, Bowser reined his pony out
of the trail. But scarce a yard had he advanced than the animal
stepped into one of the dread mudholes and began to sink with
incredible rapidity.
“Help! Help! I’m being sucked under!” shouted the terror-stricken
man.
Understanding full well the danger that threatened the owner of the
Double Cross ranch, Deadshot and Ki Yi ordered the others to halt
and hold their ponies where they were while they themselves
dismounted and rushed to the rescue.
“We’ll take him one on each side,” exclaimed Ki Yi, as they drew
near the wildly-struggling horse.
To the man sinking to such a horrible death and to the others
watching, it seemed as though the two cowboys never would reach
him.
Yet they were making haste with all speed possible.
Already Bowser’s stirrups had been gripped in the relentless maw of
the mudhole, and they realized that it would require all of their
strength to draw him from the powerful and mysterious suction.
Consequently, it was of the utmost importance that they choose
footing that would not give way with them, thereby precipitating them
into the mudhole—and sending all three to their death.
But the footing for the rescuers grew worse instead of better.
“We can’t make it, this way!” cried Deadshot.
“Man, dear, you’re sure not going to desert me?” pleaded the fast-
disappearing ranchman.
“Not for a minute!” returned his cowboy. “Hey, Hawks, and the rest of
you! throw your lariats over Sam’s shoulders.”
With a will, the men obeyed and for the next few seconds the air
resounded with the whistling of the rawhides as they sped to their
goal.
“Great work!” exclaimed Ki Yi. “Now, Sam, place them under your
arms.”
His fingers almost useless, so did the ranchman’s hands tremble
with fear, the work was slow.
Seeing that if they were not to be balked in their rescue, quick action
must be taken, Deadshot cried:
“Back to your pony, Ki Yi! Sling me your rope! Sam can never get the
nooses under his arms by himself. I’ve got to help him!”
“But your weight added to his will be too much for the pony! It’s
almost out of sight now!” protested Hawks.
“It’s up to you fellows to keep us from going down!” returned the
cowboy. “Keep your wits about you and act quick—when I give the
word!”
Never stopping to question his orders, Ki Yi had leaped back to his
broncho, seized his lasso and cast it deftly over Deadshot’s
shoulders.
Grasping the rawhide as it settled, the cowpuncher slipped it under
his arms and then, summoning all his strength, jumped for the back
of Bowser’s pony.
In breathless silence, the others watched.
Squarely he landed behind the ranchman’s back.
But to the horror of the spectators, the shock sent the pony and
Bowser down a foot.
“Turn your horses and ride for all your worth!” yelled Deadshot.
And, as the men obeyed, he completed the work of slipping the
lariats beneath the ranchman’s arms.
Frantically the cowpunchers spurred their bronchos.
The lassos taughtened, then for a nerve-wracking moment there was
a silence as the men watched to see whether they would be able to
draw the two men from the awful death.
Slowly at first, then rapidly, Bowser’s body was dragged from the
sucking mudhole, Deadshot clinging to his back.
But, as the men were hauled to safety, there came a terror-stricken
shriek from the pony in the mudhole, followed by the gloating swish
of the brackish water as it settled over the spot where the animal had
disappeared!
 CHAPTER XI.
SLIPPERY NIG IDENTIFIES THE MIDNIGHT
RAIDER.
As though fearful the same fate from which they had so barely
rescued the owner of the Double Cross might Overtake them, the
horsemen never paused until they were on solid ground.
With careful hands, they loosed the lariats, the cruelly-torn flesh of
the ranchman revealing as nothing else could the terrific force of the
sucking mudhole, then bound up his wounds in salve and linen
which Deadshot took from his saddlebags.
“Reckon we’ll have to find some other way of routing out the
Midnight Raider than trying to follow him through the swamp,”
exclaimed Bowser, with a feeble attempt at a smile, after a drink of
brandy had revived him.
“No doubt about that!” asserted Hawks. “Even if we could run across
him, which we probably couldn’t, he would be able to dispose of us
very effectually by luring us into one of those hellholes.”
“Then how do you propose to trail him to his lair?” demanded
Deadshot.
“That’s up to you and Ki Yi, as leaders, to figure out,” returned the
owner of the Star and Moon.
“The only way I can see is to start early in the morning and follow the
trail on foot,” suggested Dude.
“And run the additional danger of getting bitten by copperhead and
such like deadly snakes,” exclaimed another of his companions, to
whom the name of Grouch had been given. “Not for mine, thank
you.”
“Isn’t there some one who knows these bottom lands?” asked
Hawks. “I should think some of those old Piutes, over by the
catacombs, ought to know them. They say the Injuns used them, in
olden times, as a prison for their captives.”
“Man dear, but you’ve hit the nail on the head!” ejaculated Deadshot,
in delight. “There’s an ornery crittur, part greaser, part Injun and part
coon, whom I ran across last summer, they call him ‘Slippery Nig,’
who knows every mudhole and hummock of grass in the swamps.”
“Then he’s the bucko we want,” returned Ki Yi. “The quickest way to
get at the Midnight Raider is to track him to his lair and surprise him.
He probably knows there isn’t a living white man who could scout
through those bottoms for twenty-four hours, so he wouldn’t take any
pains to keep a lookout, once he reached his cover.”
“But, suppose we can’t find Slippery Nig, or he won’t come, what
then?” inquired Hawks. “Do you think it would do any good to lay for
the fellow to pot him when he starts out on another raid?”
“Not unless you had three or four regiments of Uncle Sam’s
soldiers,” returned Deadshot. “The Sangammon bottoms cover about
ten square miles—and the farther in you go the ornerier they get—so
you can figure it out for yourself how many men it would take to
throw a cordon round it.”
“Then, as far as I can see, the Nig is our only hope,” declared Dude.
“Providing you can get him,” added Ki Yi. “How about it, Deadshot,
will he come, do you think?”
“He will if he’s in this part of the country.”
“Don’t be too sure,” interposed Grouch. “I’ve heard of Slippery Nig
before. They say if there’s one thing he hates more than another,
that same’s a white man.”
“That being so, what’s the use of wasting time trying to find him?”
demanded Bowser.
“Oh, don’t worry about his not coming, if he’s alive—and I haven’t
heard of his death,” rejoined Deadshot. “Slippery Nig is under a
trifling obligation to me—I saved his life last summer when a couple
of Injuns had him cornered—so there’s no danger of his refusing. If
he does, I’ll send him where the bucks were going to.”
Realizing that the cowboy would, in consequence, be able to obtain
the assistance of the guide, could he be located, Hawks asked,
eagerly:
“How long will it take to find him? Where does he hang out?”
“Over by the catacombs. I reckon if I take Ki Yi with me, we can have
him back here before sundown.”
“Then get a move on. We’ll wait right where we are,” exclaimed the
owner of the Double Cross. “What with stealing my cattle and then
causing me to get into that death hole, it seems as though I couldn’t
wait much longer to get a shot at that raider.”
No urging, however, did the two cowboys need to make them start
on their quest for the old guide, and quickly taking the freshest
ponies in the lot, they were soon galloping over the plains.
If ill luck had attended the beginning of the pursuit of the Midnight
Raider, it evidently repented of such actions, for, before the cowboys
had traversed more than half the distance to the catacombs, they
came upon the object of their ride, squatting beside a fire, frying
some bacon on an old piece of tin.
At the sound of hoofbeats, the old guide had risen cautiously from
his place and scanned the horsemen, though so craftily had he done
the trick that neither of the cowpunchers were aware of it. Deciding,
however, that they would not prove hostile, he had resumed his
cooking and was still engaged at it when the horsemen rode up to
him, after discovering the faint wraith of smoke caused by his fire.
“Man, dear, but the sight of you does my eyes good!” exclaimed
Deadshot, slipping from his saddle and extending his hand, which
the old man accepted rather suspiciously.
“What brings you over this way?” he asked, without expressing either
pleasure or surprise at beholding the man to who he owed his life.
“Looking for you.”
“Huh?” And the tone in which he spoke showed that the information
was not welcome. “Nig no done nothing. Besides, you told me you
was a cowman.”
“So I am,” laughed the member of the Double Cross outfit. “What
have you been up to now, you old rascal, that you’re afraid the
officers are looking for you?”
But the old guide ignored the question, repeating his own as to the
purpose of Deadshot’s search for him.
Briefly the cowboy told him about the lone spectre’s raids and the
vain pursuit.
At the tale, Slippery Nig’s eyes sparkled and there came into them a
look of vengeance which mystified the cowpunchers.
But only for a minute.
Even before either of them had the chance to ask the cause, the old
man spoke.
“You know him raider?” he queried.
“No, do you?” chorused both the cowboys, exchanging significant
glances.
“Sure. Only one heap fool alike that.”
“Who is it, then?”
“You remember Injun bucks last summer?” he asked, looking at the
man who had rescued him from them.
“You bet I do!” returned Deadshot.
“Fool raider, him one—Scalping Louie.”
“Not really?” cried the cowmen, in amazement, for the name was
that of a renegade redskin whose chief delight was to scalp helpless
women and children, and for whom there was a reward offered by
the Indian agent on the reservation from which he had escaped only
a month or so before.
“That him, Scalping Louie,” repeated Nig. “Me just heard day, two
day ago, he broke way from reserve again. That why me here.”
These words were uttered with such grim significance that the
cowboys realized without the necessity of asking or being told that
the old scout was on the trail of the Midnight Raider.
“Then you’ll help us run him down?” inquired Ki Yi, with a wink at his
companion.
“Uhuh! Me go.”
“Good boy! Don’t bother to cook that bacon. Get up behind me and
we’ll go back to the rest of the bunch and then you can eat all you
want to,” exclaimed Deadshot, scarcely able to restrain his delight
that the task he had feared might even necessitate a resort to force
had been accomplished without the making of any promise or offer
of reward.
“All right, me go. No need ride with you, got own pinto.”
This statement that the old scout had a pony with him amazed his
hearers, and in surprise they looked about to see where the animal
could be.
For a moment, Nig enjoyed the mystification of the cowpunchers,
then finally got to his feet.
“Cowmen no know all Injun trick,” he chuckled. “Long ago, Injun had
be heap smart. Deadshot could fool paleface. Me show.”
Eagerly the two men followed Nig, wondering whether or not he was
playing a joke on them, or leading them into a trap.
But their suspicions of the old scout were quickly allayed.
Scarce a rod had they gone from the fire than the old scout stopped,
bent over, swept aside the grass with his hand and beckoned to his
companions.
There, stretched flat on its side where it had been deftly, covered
with mesquite, lay a flea-bitten pony.
“Man, dear, but that’s some trick!” ejaculated Deadshot, in
undisguised admiration of the cleverness with which the animal had
been hidden.
“That’s what!” acquiesced Ki Yi. “How do you do it, Nig?”
“Train um pinto.”
“So I suppose. Sounds easy enough, but how in the world do you
manage to make the crittur lie so still he won’t even make the grass
move unnaturally?”
“Train um pinto. Injun pony no fool.”
“So it seems. But, just the same, I don’t see how you can rig up the
grass, even after you’ve taught the pony to lie still,” declared
Deadshot.
“Me show—after get Louie.”
Thus recalled to the business in hand, the two cowboys watched Nig
as he turned to go back to the campfire, uttering a sharp command
in some half-breed lingo which brought the pony to its feet as he did
so.
“Say, if you and I knew as much as that old codger, we could get the
finest job in Uncle Sam’s Mounted Scouts,” exclaimed Ki Yi,
enthusiastically. “I’ll bet he has forgotten more than any other scout
on the plains to-day ever knew.”
“No chance for an argument there,” returned the other cowboy. “I
wouldn’t be in Scalping Louie’s shoes for all the money in the United
States treasury.”
Put in an excellent humor by the praise of the cowpunchers, for he
realized the praise of these men of the plains was the appreciation of
men who knew, Slippery Nig quickly, and with an agility amazing in
one of his years, vaulted onto the back of his pinto and headed
toward the South.
 CHAPTER XII.
THE PLAINSMEN ARE OUTWITTED.
As the queer trio loped along to the camp where the rest of the
avengers were eagerly awaiting the return of the two cowboys and
hoping against hope that they would be successful, not only in
locating the old Indian scout, but in persuading him to lend his skill
and assistance in running the Midnight Raider to his lair, Slippery Nig
regaled his companions with tales of his past exploits. And many
were the pointers he gave his eager listeners as to trailing and
woodcraft.
But when they drew near their destination, the old scout grew
reticent and by the time they reached their fellows, he was as stolid
of feature and as taciturn as the proverbial Indian chieftain.
“What luck?” called Bowser, as the tramp of the ponies reached the
ears of the waiting men.
“We’ve got him,” returned Ki Yi.
In delight, all the cowboys, Hawks and even the suffering owner of
the Double Cross ranch got to their feet and hastened to greet and
get a glimpse of the man upon whose skill they were depending to
send the spectral raider to his much-deserved doom.
“Hello, old chap!” exclaimed Bowser, extending his hand cordially to
the old scout. “I’m sure glad Deadshot found you. We’re in a mighty
bad way, as I suppose he’s told you.”
But Slippery Nig made no more move to shake the hand or return
the greeting than if the owner of the Double Cross were not in
existence.
“Surly old duffer, ain’t he?” grinned Dude.
Yet even this comment upon his manner failed to draw a sign from
the aged scout that he was aware of the presence of the cowboys
and the ranchmen.
Nonplused by the refusal of their advances, the men gazed at one
another in perplexity, deeming that it was necessary for the success
of the pursuit that they should win Nig’s good graces. Even a word
from Deadshot failed to elicit any response, and they were at their
wits’ ends to know what to do to restore his good humor, when
Grouch chanced to solve the mystery of his taciturnity.
“Perhaps he’s deaf,” the Star and Moon cowpuncher whispered to
Dude.
This aspersion upon his faculties unloosed the floodgates.
“Me no deaf,” snorted the aged scout. “Neither is Scalping Louie. No
wonder paleface no get near um. Make noise like squaws. Louie
maybe hear um and cum see um. See Nig and vamoose. Paleface
heap fool. Louie think Nig in swamp, break for anywhere. Nig have
heap trouble trailing him. Paleface either shut um mouth, or Nig no
help.”
“What’s it all about?” asked Hawks, turning to the cowboys who had
fetched the old scout for an explanation of the torrent of wrath.
“Who’s this Louie, anyhow? What’s he got to do with us? Doesn’t the
old duffer know it’s the Midnight Raider we’re after?”
“Easy, easy,” grinned Deadshot. “One question at a time.”
“All right. I’ll keep quiet,” returned the owner of the Star and Moon,
“only for pity’s sake get busy, and explain what we’ve done to bring
down the wrath of this old curmudgeon upon our heads.”
“In the first place, your Midnight Raider is no other than Scalping
Louie, the renegade chief from the Piute reservation, whose
specialty is descending upon lone ranch houses and settlements and
scalping all the women, children and old men he can lay his hands
on. He’s broken from the reservation goodness only knows how
many times—it seems he was one of the parties from whom I saved
Nig last summer—and he’s broken out again within a few weeks.”
If the cowboy desired to produce a sensation by this statement, he
succeeded beyond his fondest dreams.
In blank amazement, the men stared at one another and then from
Deadshot to old Nig.
“Skull and crossbones, as Sandy says!” exclaimed Bowser. “No
wonder we have been outwitted by the fiend. Why, he’s the most
dangerous Indian in the country. Only the other day, when I was at
the Centre, I signed a petition asking that the devil be sent to the
United States prison at Leavenworth—where he couldn’t break out
any more.”
“And so did I,” interposed Hawks.
“Then it’s dollars to a coyote flea that’s why you two were singled out
as the first objects of his wrath,” declared Ki Yi. “He probably heard
in some way that you’d put your names to the petition, and then later
that you’d both gone out on the range to round up and drive in your
steers for market. His intentions were, more’n likely, to add Sarah’s
and Amy’s scalps to his collections, but finding you had both
returned, he vented his wrath upon Sam by driving off his cattle and
leaving a trail big enough for a baby to find leading into the
Sangammon bottom lands, so’s he could get you into one of those
mudholes. And when he found Hen was back, he decided to vary
operations by burning the home outfit.”
Though this speech was the longest consecutive one the cowboy
had ever made in his life and was somewhat involved, the others
followed it closely, their thorough concurrence in the views signified
by frequent noddings of their heads.
But the final touch of approval came from Slippery Nig.
“Some paleface plenty wise,” he declared, his weather-beaten and
battle-scarred face breaking into a smile of praise.
“Keep on talking, you two, you’ll soon have him really pleasant,”
chuckled Bowser.
And, in obedience, Deadshot took up the task of interpreting Nig’s
remarks where he had left off when Ki Yi began his explanation of
the raids.
“Nig, knowing Louie’s cunning, did not like the way you-all greeted
us when we came up. He’s out on a little scouting party for Louie
himself—on account of that performance in which I played the part of
the hero, I suppose.
“That’s probably one of the principal reasons why he agreed to join
forces with us. And, because he’s out on this little trip, he doesn’t
want us to make so much noise that Louie will come snooping round
to find what’s doing and get wise to the fact that Nig is with us. For, if
there is anybody slicker in trailing and such things than Louie, it’s Nig
—and Louie knows it.
“Consequently, if Louie should see Nig with us, he would know he
was on the war path and light out—which would spoil what seems
like a lovely little chance for Nig to save Uncle Sam a lot of expense
by putting him where he can’t take any more scalps.”
Another grin of approval from the aged scout greeted this elucidation
of his caustic comment.
“Then, as I understand it, what Nig wants is for us to keep quiet?”
inquired Bowser.
“Heap quiet,” chuckled the scout.
“All right, we will—especially as it seems to be sound sense,”
returned the owner of the Double Cross. “Now, suppose you ask him
what he intends to do, Deadshot.”
Without delay, the cowboy put the question, while his companions
awaited eagerly for Nig’s response.
And, after several minutes, their curiosity was gratified.
“First, must see trail, learn where goes.”
“But we can’t follow it, we’ve tried it once and pretty nearly lost
Bowser in the attempt,” exclaimed Hawks.
“Me no say follow um,” returned the scout, in disgust. “Me say want
to see where um goes.”
“What good will that do?” queried Ki Yi.
“Me know where Louie pitch teppee, burn him out.”
“By thunder, that’s the idea!” ejaculated the owner of the Double
Cross, unable to restrain his delight at the suggestion. “Want any
help from any of us?”
“Uhuh! Me take Deadshot and Ki Yi. Palefaces stay here till we come
back.”
“Don’t worry about our going away,” smiled Hawks, “and we’ll keep
all-fired quiet, too.”
“Good. We no be back till burn Louie out. Palefaces stay on edge of
swamp. When see um fire, watch out. This only trail to Louie’s
teppee. Palefaces stay here and when Louie come, shoot um. We
stay on other side so shoot Louie if run that way.”
“But how about the North and South? Won’t you need some guards
for them?” queried Bowser.
“Naw. No trail to South or North. Mudhole too bad, ’cept near
catacombs.”
“Then hurry up and be going,” exclaimed Hawks. “This scheme looks
like a rip-snorter to me. You won’t be gone five minutes before I’ll
have the others in positions from which they can sweep the trail.”
“Huh! Palefaces watch out no shoot too soon. Louie hear shot, he
dodge.”
“Oh, I reckon palefaces aren’t such fools they can’t tell a man front a
shadow,” retorted Bowser.
“Mebbe. But animals, um come from swamp ’fore Louie. Animal
smell um fire before mans.”
“Then we’ll be on the lookout. Now hurry—and good luck.”
“And don’t forget that the success of this whole scheme lies in you-
all keeping dead quiet,” cautioned Deadshot as he and Ki Yi followed
Slippery Nig into the trail.
But, despite this warning, the bunch of avengers, sitting tense and
alert for the appearance of the Midnight Raider, again fell prey to
him!
With a cleverness that was uncanny, the old scout led the way
through the swamps, seeming to travel all the time over firm ground,
with such skill did he avoid the mudholes.
And, as the cowboys were marveling at his ability, he suddenly
halted his pinto and raised his hand for them to stop, putting a finger
to his lips to enjoin silence and then, when they had drawn rein,
pointing with his other hand toward the tops of the trees some thirty
yards ahead.
Quickly following the direction, the cowpunchers beheld a faint
wreath of smoke floating lazily off into the air.
And, as they realized that their quarry was in his teppee, their hearts
beat like trip-hammers.
But not long were they allowed to enjoy the sight.
Again the old scout raised his hand, this time beckoning to them to
ride close to him.
“Must be careful now,” he whispered. “Must get on other side of
teppee so set fire. Wind from South. We go North. Louie no smell.”
Wondering how their aged guide could detect the direction of the
wind when they were not even aware there was any stirring, at least,
not sufficient to carry their odor to the shrewd old fiend, the cowboys
followed his lead. But, though as before, Nig picked out only firm
ground for them to ride on, he made frequent halts while he listened
and sniffed, once or twice even dismounting and reconnoitring on
foot.
After what seemed to them several hours, so slowly did they
advance, Nig gave the word to halt.
“Isn’t there any more danger of his hearing us?” queried Ki Yi,
surprised to hear the aged scout speak.
“No make difference now,” he replied.
“Why not?” exclaimed both cowboys, together.
“Because we on South side of teppee.”
“But I thought that was the side you wanted especially to avoid?”
remarked Deadshot.
“While we getting here, uhuh. Now no difference. Palefaces at head
of trail. If Louie smell us now, he no think any there and they shoot
um.”
During this conversation, the aged scout had been preparing some
grass which he braided with amazing rapidity into a long strand and
then cut into three pieces, two of which he gave to his companions.
“What are these for?” they asked, in chorus.
“Torches.”
“But I never saw any like these,” exclaimed Ki Yi, examining his braid
sceptically.
“No go out easy, no burn too quick.”
And without other explanation, Nig lighted his, and, dismounting,
began to kindle a row of fires in such a direction that the increasing
wind would sweep them down upon the retreat of the Midnight
Raider.
At first, it was necessary to rekindle the fires in several places,
especially where the cowpunchers had applied their torches. But, at
last, being shown how to avoid the wet undergrass and light only the
dry tops and the upper part of the underbrush, they soon had a
leaping wall of flame raging through the swamp.
As the wind steadily grew stronger, Nig’s face was wreathed in
smiles.
“Palefaces watch out, we get Louie, sure,” he chuckled. “Came near
not, though,” he added. “When we coming round by teppee he come
nigh smelling us.”
“How was that? We weren’t anywhere near his teppee, were we?”
asked Deadshot, surprised at the thought.
“Uhuh. Mebbe ten feet, mebbe rod.”
At this reply, the cowpunchers stared at one another in amazement.
“If we were so near, why didn’t you sneak up and put a bullet into
him?” queried Ki Yi.
“Louie snooping. Me no know where, but me fool um.” And again he
chuckled at the realization his cunning had outwitted his mortal
enemy.
But their rejoicing was premature. In their calculations, they had
forgotten the cattle.
As it happened, the steers were grazing not far from where they had
kindled the fires, and quickly the creatures sensed the danger,
lowing and groaning.
“That will give the alarm to Louie, won’t it?” anxiously inquired
Deadshot.
“Uhuh. But steers never get through swamp.”
Yet, though Slippery Nig was right in this contention, the animals
came near causing the death of the trio.
With that perversity which makes steers so impossible to rely on,
and because many animals are prone to rush into fire instead of
away from it, the cattle charged directly at the wall of flame.
Instantly realizing this action, and knowing the danger with which it
threatened them, Nig leaped upon his pony and, calling to the others
to mount behind him and abandon their own horses, he guided the
wiry little pinto to a place of safety just at the edge of the fire. But,
even with such a distance between them and the spot where they
had been standing, they were only able to save themselves by
shooting three steers that thundered down upon them.
Growing impatient as time went by without any action, the rest of the
avengers were suddenly roused to attention by the discovery of the
glow from the flames.
“Where’ll we put the ponies?” asked Dude. “We ought to have them
far enough away so they won’t be frightened by the fire.”
“Take ’em out a couple of hundred yards on the plains,” directed the
owner of the Double Cross. “They’ll be safe there, and we can reach
them in time to dash to the South before the flames get us.”
Quickly this order was obeyed, and the men spread out to cover as
much ground as possible, that their quarry might not escape them.
Eagerly they awaited a sight of Scalping Louie, guns held against
their shoulders.
But, though denizens of the swamps, of all sorts and descriptions,
swarmed forth, never the sight of a human being did they catch.
Already the heat of the flames was becoming intense.
“Do you think he’s got by us?” shouted Bowser to Hawks.
“I don’t see how X——”
But his words were never finished.
For, even as he was speaking, there rang out above the roar of the
fire, a piercing “O-u-e-e!”
Instantly the avengers whirled toward the plains.
Waving his hand in derision, the lone horseman was racing
Southward, driving the ponies of his pursuers ahead of him.
 CHAPTER XIII.
A THRILLING RESCUE.
Cursing and howling in fury, to think that they had again been
outwitted by the Midnight Raider, the cowboys pumped shell after
shell at the fleeing horseman.
As before, he seemed to ride unscathed through the leaden hail—
and their inability to hit the horseman only added to their anger.
Dude and Grouch had raced out onto the plains in the futile attempt
to overtake the fugitive on foot. But at last they even gave up
shooting at him.
“What’ll old Slippery Nig say to us now, I wonder?” exclaimed the
owner of the Star and Moon, as they stood gazing after their fast-
disappearing foe.
“He won’t have the chance to say anything if we don’t hike out of
here mighty quick,” returned Bowser.
“Come on, men, run to the South for your lives!”
This command recalled the fire to the avengers for the first time
since they were made aware that the Midnight Raider had tricked
them.
Gazing toward it, they realized they were in greater danger than they
had ever been from Scalping Louie.
By leaps and bounds, it seemed to be sweeping down upon them, its
billows of smoke already causing them to cough and choke.
“Turn your heads to the open plains and run low!” shouted Hawks.
“Two hundred yards will bring us beyond the edge of the wall of
flame. The wind is already driving it more to the North!”