Introduction to Psychology 12e PDF

 Introduction to Psychology 12e...

 Introduction to Psychology 12e James W. Kalat North Carolina State University Australia Brazil Canada Mexico Singapore United Kingdom United States Copyright 2022 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.  This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. Important Notice: Media content referenced within the product description or the product text may not be available in the eBook version. Copyright 2022 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.  Introduction to Psychology, Twelfth Edition © 2022, 2017 Cengage Learning, Inc. James W. Kalat WCN: 02-300 SVP, Higher Education & Skills Product: Erin Joyner Unless otherwise noted, all content is © Cengage. VP, Higher Education & Skills Product: Thais Alencar ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be Product Director: Laura Ross reproduced or distributed in any form or by any means, except as permitted by U.S. copyright law, without the prior written permission of the copyright owner. Product Manager: Colin Grover Product Assistant: Jessica Witzak For product information and technology assistance, contact us at Learning Designer: Natasha Allen Cengage Customer & Sales Support, 1-800-354-9706 or support.cengage.com. Content Manager: Tangelique Williams-Grayer Digital Delivery Lead: Allison Marion For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Director, Marketing: Neena Bali Marketing Manager: Tricia Salata Library of Congress Control Number: 2020913920 IP Analyst: Deanna Ettinger IP Project Manager: Kelli Besse Student Edition: ISBN: 978-0-357-37272-2 Production Service: MPS Limited Art Director: Chris Doughman, Bethany Loose-leaf Edition: Bourgeois ISBN: 978-0-357-37279-1 Cover Image Source: iStockPhoto.com/ Cengage ChrisHepburn 200 Pier 4 Boulevard Boston, MA 02210 USA Cengage is a leading provider of customized learning solutions with employees residing in nearly 40 different countries and sales in more than 125 countries around the world. Find your local representative at www.cengage.com. To learn more about Cengage platforms and services, register or access your online learning solution, or purchase materials for your course, visit www.cengage.com. Printed in the United States of America Print Number: 01 Print Year: 2021 Copyright 2022 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.  © James Kalat To my wife, Jo Kalat Copyright 2022 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. about the author JAMES W. K AL AT (rhymes with ballot) is Professor Emeritus at North Carolina State University, where he taught Introduction to Psychology and Bio- logical Psychology for 35 years. Born in 1946, he received an AB degree summa cum laude from Duke University in 1968 and a PhD in psychology in 1971 from the University of Pennsylvania, under the supervision of Paul Rozin. He is also the author of Biological Psychology, 13th edition (Cengage, 2019), and coau- thor with Michelle N. Shiota of Emotion, 3rd edition (Oxford University Press, 2018). In addition to textbooks, he has written journal articles on taste-aversion learning, the teaching of psychology, and other topics. A remarried widower, he has three children, two stepsons, and five grandchildren. When not working on something related to psychology, his hobby is bird-watching. iv Copyright 2022 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.  brief contents 1 What Is Psychology? 1 2 Scientific Methods in Psychology 23 3 Biological Psychology 53 4 Sensation and Perception 95 5 Development 139 6 Learning 177 7 Memory 209 8 Cognition and Language 243 9 Intelligence 281 10 Consciousness 305 11 Motivated Behaviors 335 12 Emotions, Stress, and Health 369 13 Social Behavior 403 14 Personality 445 15 Abnormal Psychology: Disorders and Treatment 477 v Copyright 2022 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. contents 1 What Is Psychology? 1 Module 1.1 Psychologists’ Goals 3 Module 1.2 Psychology Then and Now 15 General Points about Psychology 3 The Early Era 15 iStock.com/bymuratdeniz Major Philosophical Issues in Psychology 4 The Search for the Laws of Learning 17 What Psychologists Do 6 From Freud to Modern Clinical Psychology 19 Should You Major in Psychology? 11 Recent Trends 20 in closing: Types of Psychologists 12 in closing: Psychology through the Years 20 Summary 13 Summary 21 Key Terms 13 Key Terms 21 Review Questions 14 Review Questions 21 2 Scientific Methods in Psychology 23 Yakobchuk Viacheslav/Shutterstock.com Module 2.1 Evaluating Evidence and Module 2.2 Conducting Psychological Thinking Critically 25 Research 33 Psychological Science 25 General Research Principles 33 Gathering Evidence 25 Observational Research Designs 35 Evaluating Scientific Theories 26 Experiments 40 in closing: scientific Thinking what’s the evidence? 42 in Psychology 31 Evaluating the Results 43 Ethical Considerations in Research 46 Summary 31 Key Terms 31 in closing: Psychological Research 47 Answers to Other Questions in the Module 32 Summary 48 Review Questions 32 Key Terms 48 Thought Question 32 Review Questions 49 Appendix to Chapter 2: Statistical Calculations 50 Measures of Variation 50 Correlation Coefficients 52 Key Terms 52 vi Copyright 2022 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.  3 Biological Psychology 53 Module 3.1 Neurons and Behavior 55 Module 3.3 Brain and Behavior 69 Nervous System Cells 55 The Cerebral Cortex 70 The Action Potential 55 The Two Hemispheres and Their Connections 73 Synapses 58 Measuring Brain Activity 75 what’s the evidence? 60 Subcortical Areas 77 Neurotransmitters and Behavior 60 Experience and Brain Plasticity 78 Social Neuroscience 79 iStock.com/Jelena83 in closing: neurons, synapses, The Binding Problem 80 and Behavior 61 in closing: Brain and Behavior 81 Summary 61 Key Terms 62 Summary 81 Review Questions 62 Key Terms 82 Review Questions 82 Module 3.2 Drugs and Their Effects 63 Stimulants 63 Module 3.4 Genetics and Evolutionary Hallucinogens 64 Psychology 84 Depressants 65 Genetic Principles 84 Narcotics 65 How Genes Influence Behavior 88 Marijuana 65 Evolutionary Psychology 89 in closing: Drugs and synapses 68 in closing: genes and Experience 92 Summary 68 Summary 92 Key Terms 68 Key Terms 92 Review Questions 68 Review Questions 92 4 Sensation and Perception 95 Christoph Hetzmannseder/Moment/Getty Images Module 4.1 Vision 97 Key Terms 120 Detecting Light 97 Review Questions 120 Color Vision 102 Module 4.3 Interpreting Sensory in closing: Vision as an Active Process 106 Information 121 Summary 106 Perceiving Minimal Stimuli 121 Key Terms 106 Perceiving and Recognizing Patterns 124 Answers to Other Questions in the Module 106 what’s the evidence? 124 Review Questions 107 Similarities between Vision and Hearing 129 Perceiving Movement and Depth 129 Module 4.2 The Nonvisual Senses 108 Optical Illusions 132 Hearing 108 in closing: Making sense of sensory The Vestibular Sense 111 information 135 The Cutaneous Senses 112 The Chemical Senses 115 Summary 135 Synesthesia 118 Key Terms 135 Answers to Other Questions in the Module 136 in closing: sensory systems 119 Review Questions 136 Summary 119 CONtENtS / vii Copyright 2022 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.  5 Development 139 Module 5.1 Cognitive Development Social Development in Childhood and in Infancy and Childhood 141 Adolescence 161 Adulthood 163 Research Designs for Studying Development 141 Old Age 164 The Fetus and the Newborn 143 Liderina/Shutterstock.com The Psychology of Facing Death 165 Infancy 144 Jean Piaget’s View of Cognitive Development 147 in closing: social and Emotional issues Piaget’s Sensorimotor Stage 148 through the life span 165 what’s the evidence? 148 Summary 165 Piaget’s Preoperational Stage 150 Key Terms 166 what’s the evidence? 151 Review Questions 166 Piaget’s Stages of Concrete Operations and Formal Operations 154 Module 5.3 Diversity: Gender, Culture, and Family 167 in closing: How grown Up Are we? 156 Gender Influences 167 Summary 156 Culture and Ethnicity 170 Key Terms 157 The Family 172 Review Questions 157 in closing: Many ways of life 175 Module 5.2 Social and Emotional Summary 175 Development 159 Key Terms 175 Erikson’s Description of Human Development 159 Review Questions 175 Infancy and Childhood 160 6 Learning 177 Module 6.1 Behaviorism and Classical in closing: operant conditioning Conditioning 179 and Human Behavior 199 Behaviorism 179 Summary 199 Pavlov and Classical Conditioning 180 Key Terms 200 Koji Aoki/Getty Images Explanations of Classical Conditioning 184 Review Questions 200 Drug Tolerance as an Example of Classical Conditioning 186 Module 6.3 Variations of Learning 201 in closing: classical conditioning is More Conditioned Taste Aversions 201 Than Drooling Dogs 188 what’s the evidence? 201 Summary 188 Birdsong Learning 203 Key Terms 188 Social Learning 204 Review Questions 188 in closing: All learning is not the same 207 Summary 207 Module 6.2 Operant Conditioning 190 Key Terms 207 Thorndike and Operant Conditioning 190 Review Questions 207 Reinforcement and Punishment 192 Additional Phenomena of Operant Conditioning 194 B. F. Skinner and the Shaping of Responses 195 Applications of Operant Conditioning 198 viii / CONtENtS Copyright 2022 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.  7 Memory 209 Module 7.1 Types of Memory 211 Storage 228 Ebbinghaus’s Pioneering Studies of Memory 211 Retrieval 228 Methods of Testing Memory 212 in closing: improving Your Memory 231 Application: Suspect Lineups Summary 231 as Recognition Memory 214 Key Terms 231 iStock.com/Rich Legg Children as Eyewitnesses 215 The Information-Processing View of Memory 215 Answers to Other Questions in the Module 231 Working Memory 219 Review Questions 231 in closing: Varieties of Memory 220 Module 7.3 Forgetting 233 Summary 220 Retrieval and Interference 233 Key Terms 220 A Controversy: “Recovered Memories” or “False Answer to Other Question in the Module 220 Memories”? 234 Review Questions 220 what’s the evidence? 235 Amnesia 238 Module 7.2 Encoding, Storage, in closing: Memory loss and Distortion 241 and Retrieval 222 Encoding 222 Summary 241 Organize Your Studying 225 Key Terms 242 Mnemonic Devices 227 Review Questions 242 8 Cognition and Language 243 Module 8.1 Attention and in closing: successful and Unsuccessful Categorization 245 Problem solving 265 Research in Cognitive Psychology 245 Summary 265 Nolte Lourens/Shutterstock.com what’s the evidence? 245 Key Terms 265 Attention 246 Answers to Other Questions in the Module 266 Attention Deficit Disorder 249 Review Questions 266 Categorizing 250 Module 8.3 Language 268 in closing: Thinking about Attention Nonhuman Precursors to Language 268 and concepts 253 Human Specializations for Learning Language 270 Summary 253 Language Development 271 Key Terms 254 Reading 274 Answers to Other Questions in the Module 254 in closing: language and Humanity 278 Review Questions 254 Summary 278 Module 8.2 Solving Problems and Key Terms 278 Making Decisions 255 Review Questions 278 Two Types of Thinking and Problem Solving 256 Additional Cognitive Errors 259 Conspiracy Thinking 261 Expertise 262 CONtENtS / ix Copyright 2022 Cengage Learning. 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Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.  9 Intelligence 281 Module 9.1 Intelligence and Intelligence Module 9.2 Evaluating Intelligence Tests 283 Tests 293 Defining Intelligence 283 Standardizing IQ Tests 293 IQ Tests 286 Evaluating Tests 296 Individual Differences in IQ Scores 288 Measuring Test Bias 299 sturti/E+/Getty Images in closing: Measuring intelligence 291 what’s the evidence? 300 Summary 291 in closing: consequences of Testing 302 Key Terms 292 Summary 302 Answers to Other Question in the Module 292 Key Terms 303 Review Questions 292 Review Questions 303 10 Consciousness 305 Module 10.1 Conscious and Unconscious in closing: The Mysteries of sleep Processes 307 and Dreams 326 Measuring Consciousness 307 Summary 326 iStock.com/Victor_Tongdee Brain Activity, Conscious and Unconscious 308 Key Terms 326 Can We Use Brain Measurements to Infer Review Questions 326 Consciousness? 310 Consciousness and Action 311 Module 10.3 Hypnosis 328 what’s the evidence? 311 Ways of Inducing Hypnosis 328 What Is the Purpose of Consciousness? 313 The Uses and Limitations of Hypnosis 329 what’s the evidence? 330 in closing: Research on consciousness 313 what’s the evidence? 331 Summary 313 Is Hypnosis an Altered State of Consciousness? 332 Key Terms 314 Other States of Consciousness 333 Review Questions 314 in closing: what Hypnosis is and isn’t 334 Module 10.2 Sleep and Dreams 315 Summary 334 Circadian Rhythms 315 Key Terms 334 Why We Sleep 318 Review Questions 334 Stages of Sleep 319 Sleep Problems 321 Dreams 323 x / CONtENtS Copyright 2022 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.  11 Motivated Behaviors 335 module 11.1 Work motivation 337 in closing: The complexities of Hunger 354 Views of Motivation 337 Summary 355 Conflicting Motivations 338 Key Terms 355 Goals and Deadlines 340 Review Questions 355 what’s the evidence? 341 module 11.3 Sexual motivation 356 Chinnapong/Shutterstock.com Job Design and Job Satisfaction 343 What Do People Do and How Often? 356 in closing: Work and Ambition 346 Sexual Development Summary 346 and Identity 360 Key Terms 347 Sexual Orientation 362 Review Questions 347 what’s the evidence? 365 module 11.2 Hunger 348 in closing: The Biology and sociology of sex 366 The Physiology of Hunger and Satiety 348 Social Influences on Eating 350 Summary 366 Eating Too Much or Too Little 351 Key Terms 366 Review Questions 366 12 Emotions, Stress, and Health 369 mlorenzphotography/Moment/Getty Images module 12.1 The Nature of Emotion 371 in closing: Emotions and the Richness Measuring Emotions 371 of life 392 Emotion, Arousal, and Action 372 Summary 392 what’s the evidence? 374 Key Terms 393 Do We Have a Few “Basic” Emotions? 375 Review Questions 393 Usefulness of Emotions 380 Emotional Intelligence 381 module 12.3 Stress, Health, and Coping 394 Stress 394 in closing: Research on Emotions 382 How Stress Affects Health 396 Summary 383 Coping with Stress 397 Key Terms 383 Forgetting a Stressful Experience 400 Answers to Other Questions in the Module 383 in closing: Health is Mental as Well as Review Questions 383 Medical 401 module 12.2 Fear, Anger, Happiness, Summary 401 Sadness, and Other Experiences 385 Key Terms 401 Fear and Anxiety 385 Review Questions 402 Anger and Related Emotions 387 Happiness, Joy, and Positive Psychology 388 Sadness 391 Self-Conscious Emotions 392 contents / xi Copyright 2022 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.  13 Social Behavior 403 Module 13.1 Prosocial and Antisocial Attitude Change and Persuasion 424 Behavior 405 in closing: Persuasion and Manipulation 429 Morality: Logical or Emotional? 405 Summary 429 Altruistic Behavior 406 Hollie Adams/Getty Images Key Terms 429 Accepting or Denying Responsibility toward Others 407 Review Questions 429 Violent and Aggressive Behavior 408 Module 13.4 Interpersonal Attraction 431 in closing: is cooperative Behavior logical? 411 Establishing Relationships 431 Summary 411 Marriage and Long-Term Commitments 434 Key Terms 411 in closing: choosing Your Partners Review Questions 411 carefully 435 Module 13.2 Social Perception Summary 435 and Cognition 413 Key Terms 435 First Impressions 413 Review Questions 435 The Enduring Effect of a Bad Reputation 413 Module 13.5 Interpersonal Influence 436 Stereotypes and Prejudices 414 Conformity 436 Attribution 416 Obedience to Authority 438 in closing: How social Perceptions Affect what’s the evidence? 438 Behavior 420 Group Decision Making 442 Summary 420 in closing: Fix the situation, not Human Key Terms 421 nature 443 Review Questions 421 Summary 443 Module 13.3 Attitudes and Persuasion 422 Key Terms 443 Attitudes and Behavior 422 Review Questions 443 14 Personality WAYHOME studio/Shutterstock.com 445 Module 14.1 Personality Theories 447 The Search for Broad Personality Traits 458 Sigmund Freud and the Psychodynamic The Big Five Model of Personality 460 Approach 447 The Origins of Personality 462 Carl Jung and the Collective Unconscious 452 in closing: The challenges of classifying Alfred Adler and Individual Psychology 453 Personality 465 The Learning Approach 454 Summary 465 Humanistic Psychology 454 Key Terms 465 in closing: in search of Human nature 456 Review Questions 465 Summary 456 Key Terms 457 Module 14.3 Personality Assessment 467 Review Questions 457 Standardized Personality Tests 468 An Objective Personality Test: The Minnesota Module 14.2 Personality Traits 458 Multiphasic Personality Inventory 468 Personality Traits and States 458 The NEO PI-R 469 xii / CONtENtS Copyright 2022 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.  The Myers-Briggs Type Indicator 469 in closing: Possibilities and limits Projective Techniques 470 of Personality Tests 474 Implicit Personality Tests 471 Summary 474 Uses and Misuses of Personality Tests 472 Key Terms 475 Personality Tests in Action: Offender Profiling 472 Review Questions 475 what’s the evidence? 473 15 Abnormal Psychology: Disorders and Treatment 477 module 15.1 An Overview of Abnormal module 15.4 mood Disorders, Behavior 479 Schizophrenia, and Autism 499 iStock.com/SDI Productions Defining Abnormal Behavior 479 Depression 499 DSM and the Categorical Approach to Bipolar Disorder 504 Psychological Disorders 481 Schizophrenia 504 in closing: is Anyone normal? 484 Autistic Spectrum Disorder 508 Summary 484 in closing: Disabling Psychological Disorders 509 Key Terms 484 Summary 509 Review Questions 484 Key Terms 510 Review Questions 510 module 15.2 Anxiety Disorders and Obsessive-Compulsive Disorder 485 module 15.5 Treatment of mental Disorders with Excessive Anxiety 485 Illness 512 Phobia 486 Overview of Psychotherapy 512 what’s the evidence? 488 Types of Psychotherapy 513 Obsessive-Compulsive Disorder 490 How Effective Is Psychotherapy? 516 Comparing Therapies 517 in closing: Emotions and Avoidance 491 The Future of Psychotherapy and Prospects for Summary 491 Prevention 518 Key Terms 492 Social Issues Related to Mental Illness 519 Review Questions 492 in closing: The science and Politics of Mental illness 520 module 15.3 Substance-Use Disorders 493 Dependence and Substance Use Disorder 493 Summary 520 what’s the evidence? 495 Key Terms 521 Review Questions 521 in closing: substances, the individual, and society 497 Summary 498 Key Terms 498 Review Questions 498 Epilogue 523 References 525 name index 589 subject index/glossary 606 contents / xiii Copyright 2022 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. preface to the instructor Some years ago, I was on a plane that had to turn concrete examples. I remember thinking, “Wait around shortly after takeoff because one of its two a minute. I do, too! Don’t we all learn best from engines had failed. When we were told to get into specific, concrete examples?” For this reason, sci- crash position, the first thing I thought was, “I don’t ence classes use laboratories to let students see for want to die yet! I was looking forward to writing the themselves. Few introductory psychology classes next edition of my textbook!” true story. offer laboratories, but we can nevertheless encour- I remember taking my first course in psychol- age students to try procedures that require little or ogy. Frequently, I would describe something I had no equipment. At various points, the text describes just learned to my roommate, friends, or relatives. Try It Yourself exercises, such as negative afterim- I haven’t changed much since then. When I read ages, binocular rivalry, encoding specificity, and the about interesting new research, I want to tell some- Stroop effect. Students who try these activities will one. Psychology is fun. During my 35 years of teach- understand and remember the concepts far better ing at North Carolina State University, I would of- than if they merely read about them. ten wake up in the morning and think, “Wow! I get Cognitive psychology researchers find that we to teach about optical illusions today!” or “Great! learn more if we alternate between reading and test- today’s topic is emotions!” Do professors in other ing than if we spend the same amount of time read- fields enjoy teaching so much? Does someone in the ing. The Concept Checks pose questions that atten- French department wake up thinking how exciting it tive readers should be able to answer. Students who will be to teach about adverbs today? I doubt it. answer correctly can feel encouraged. Those who Ideally, a course or textbook in psychology miss a question should use the feedback to reread should accomplish two goals. The first is to instill a the relevant passages. love of learning so that our graduates will continue Each chapter of this text has two to five modules, to update their education. Even if students perma- each with its own summary, key terms, and review nently remembered everything they learned—and questions. Modules provide flexibility for instructors of course they won’t—their understanding would who wish to take sections in a different order, or who gradually go out of date unless they continue to wish to omit a section. Modular format also breaks learn about new developments. The second goal is up the reading assignments so that students read to teach students the skills of evaluating evidence one or two modules for each class. At the end of the and questioning assertions, so that when they do text, a combined Subject Index and Glossary define read about some new research, they will ask the key terms and provide page references. right questions before drawing a conclusion. That The technology of education changed only a skill can carry over to fields other than psychology. little from the invention of chalk until the late twen- Throughout this text, I have tried to model the tieth century. today, however, wonderful new tech- habit of critical thinking or evaluating the evidence, nologies are available. Mindtap for Introduction particularly in the What’s the Evidence? features to Psychology includes an eBook, special Concept that describe research studies in some detail. I have Checks for each section, Chapter Quizzes, and more! pointed out the limitations of the evidence and the possibilities for alternative interpretations. The goal is to help students ask their own questions, distin- guish between good and weak evidence, and ulti- What’s New in the mately, appreciate the excitement of psychological Twelfth Edition inquiry. The most prominent development in psychology over the last decade has been the increased inter- Approaches, Features, est in replication and careful research design. The eleventh edition already discussed the replication and Student Aids issue, and this edition increases the emphasis. Also, several studies that the previous edition discussed Many years ago, I read an educational psychology had to be eliminated because they appear to be textbook that said children with learning disabili- non-replicable, and a couple others are mentioned, ties and attention problems learn best from specific, but described as uncertain because of inconsistent xiv Copyright 2022 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.  replications. This edition also introduces the meth- personal finance will rate themselves highly on odological problems of HARKing (hypothesizing af- understanding “pre-rated stocks” and “fixed rate ter results are known) and p-hacking (re-analyzing deduction,” which are meaningless terms that an results until one finds a way for p to appear signifi- experimenter threw in to test them. (Chapter 8) cant). Stereotype threat affects old people in a special One notable change in the overall organization way. Old people are not worried about defending is that discussion of behaviorism is now in Chapter 6 their group from the stereotype of poor memory. (learning) instead of Chapter 1 (introduction). (They generally agree that the stereotype is true.) Another is the introduction of a new section about They are simply worried that they themselves conspiracy thinking, in Chapter 8. Chapter 9 has a might fit the stereotype. (Chapter 9) new section about the relationship between brain The famous story about “38 silent witnesses” to size and intelligence. When we compare species, the Kitty Genovese story was apparently planted an issue has been why humans are (in our opinion, by police to distract attention from their dubious anyway) the most intelligent, although other species prosecution of an innocent defendant in another have a larger brain or a larger brain-to-body ratio. case. (Chapter 13) We now have an answer: Humans have the largest Sherif’s famous “Robbers Cave” study failed number of neurons. Chapter 11 raises the difficult, to report several ways in which the “counselors” unanswered question about how to rear children (experimenters) rigged the procedures who think they might be transgender. Chapter 12 to encourage hostility between the two groups. has a new section about ways to facilitate forgetting (Chapter 13) of a traumatic experience. Chapter 13 introduces Ordinarily, romantic couples resemble each “nudges” as a means of persuasion. One more ma- other in physical attractiveness, but an exception jor change: The reference list at the end of the book arises for couples who were friends for years conforms to the new APA style, including web sites before they started dating. (Chapter 13) where available, and (by APA’s insistence) up to 20 Most American college students accept the authors per article. Yeah, all those students who care “belief in a just world” for themselves more than about the names of the 19th and 20th authors of an for people in general. (Chapter 14) article will be so pleased. Nearly half a century ago, parents reported that The content of this text has been brought up to children with autism acted more normally when date in many ways. Here are a few of my favorite new they had a fever. Now, finally, we have an studies: explanation for why this is so. (Chapter 15) It was previously shown that acetaminophen can In addition to the throughly updated text, the reduce hurt feelings. A new study found that it test Bank has been revised. Written by the author also reduces pleasure. Evidently it reduces over- himself, the test bank for Introduction to Psychology all emotional responsiveness. (Chapter 4) consists of more than 3,700 new or reworded items, Yes, water does have a taste, not just a texture on with an emphasis on clarity. Nearly all items are the tongue. Water changes the response pattern worded in the form of a question, and none of them of sourness receptors. (Chapter 4) include an “all of the above” or “none of the above” Adolescents take greater risks in the presence of choice. The test bank also includes a special file of their peers, and fewer risks if their mothers are items that cut across chapters intended for inclusion watching. (Chapter 5) on a comprehensive final exam. See the Instructor An eyewitness’s degree of confidence about an Resources section for more details. identification correlates with accuracy at the time of initial response, although confidence at the time of a trial does not (because of con- MindTap tamination by feedback from police and others). (Chapter 7) MindTap: Empower Your Students When you describe what you remember of some Mindtap is a platform that propels students from event, you strengthen your memory of the as- memorization to mastery. It gives you complete pects that you describe, but you weaken your control of your course, so you can provide engaging memory of aspects you did not mention. This content, challenge every learner, and build student tendency is called retrieval-induced forgetting. confidence. Customize interactive syllabi to empha- (Chapter 7) size priority topics, then add your own material or When people regard themselves as highly notes to the eBook as desired. This outcomes-driven competent on a topic, they tend to exaggerate application gives you the tools needed to empower that competence. For example, many people students and boost both understanding and who call themselves well informed about performance. P R E FA C E t O t H E I N S t R U C t O R / xv Copyright 2022 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.  Access Everything You Need had the patience and artistic judgment to coun- terbalance this very nonartistic author. tricia in One Place salata, Marketing Manager, planned and executed cut down on prep with the preloaded and organized the marketing strategies. Kelli Besse and Lumina Mindtap course materials. teach more efficiently Datamatics skillfully researched and managed the with interactive multimedia, assignments, quizzes, permissions requests. to each of these, my thanks and more. Give your students the power to read, lis- and congratulations. My wife, Jo ellen Kalat, not ten, and study on their phones, so they can learn on only provided support and encouragement but also their terms. listened to my attempts to explain concepts and offered many helpful suggestions and questions. Control Your Course—and Your Many reviewers provided helpful and insight- Content ful comments. each edition builds on contributions from reviewers of previous editions. i would like to Get the flexibility to reorder textbook chapters, thank the following reviewers who contributed their add your own notes, and embed a variety of con- insight to one or more editions: tent including open educational resources (oer). Jennifer ackil, Gustavus adolphus college; personalize course content to your students’ needs. Jeffrey adams, trent university; Judi addelston, They can even read your notes, add their own, and Valencia college; Mark affeltranger, university of highlight key text to aid their learning. pittsburgh; catherine sanderson, amherst college; susan anderson, university of south alabama; Get a Dedicated Team, Bob arkin, ohio state university; Melanie M. 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