Introduction to Psychology 15th Edition PDF

Nolen-Hoeksema Fredrickson Loftus Wagenaar ATKINSON & HILGARD’S INTRODUCTION TO PSYCHOLOGY INTRODUCTION TO PSYCHO...

Nolen-Hoeksema Fredrickson Loftus Wagenaar ATKINSON & HILGARD’S INTRODUCTION TO PSYCHOLOGY INTRODUCTION TO PSYCHOLOGY ATKINSON & HILGARD’S This 15th edition of Atkinson & Hilgard’s Introduction to Psychology retains all the qualities which have established it as one of the leading psychology textbooks of the last 50 years: an accessible ATKINSON & HILGARD’S INTRODUCTION student-centered approach, a keen awareness of the latest research developments, and a thorough understanding of the classic landmark studies which have shaped psychology as an academic discipline. TO PSYCHOLOGY Covering all major areas of psychology, this text examines the theories, research and ideas that underpin the subject, providing students with an engaging and rigorous introduction to psychology. By consistently relating psychological concepts to everyday life, and drawing from an internationally diverse range of research, this edition continues to be the relevant, dynamic introductory text for students around the globe. 15TH EDITION Features include: > New European authors have joined the existing writing team creating a truly transatlantic textbook for undergraduate psychology students in North America, Europe and beyond > Carefully revised and thoroughly updated content, with over 350 new references added to this edition > Seeing Both Sides essays in every chapter featuring leading research names exploring hot topics from different perspectives > Cutting Edge Research panels highlighting research at the forefront of each chapter topic > A full range of supporting resources for lecturers and students at www.atkinsonhilgard.com About the authors: 15TH EDITION Susan Nolen-Hoeksema is Professor of Psychology at Yale University. Loftus Wagenaar Fredrickson Nolen-Hoeksema Barbara L. Fredrickson is Kenan Distinguished Professor of Psychology at the University of North Carolina at Chapel Hill. Geoff Loftus is Professor of Psychology at the University of Washington (Seattle). Willem A. Wagenaar is Professor of Experimental Psychology at Leiden University and Utrecht University, The Netherlands. www.atkinsonhilgard.com For your lifelong learning solutions, visit www.cengage.co.uk Purchase your next print book, e-book or e-chapter at www.ichapters.co.uk atkinson_276x219.indd 1 12/3/09 19:17:33 *gautam* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 15:4, page: 1 ATKINSON & HILGARD’S INTRODUCTION TO PSYCHOLOGY *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:46, page: 2 *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:46, page: 3 Nolen-Hoeksema Fredrickson Loftus Wagenaar ATKINSON & HILGARD’S INTRODUCTION TO PSYCHOLOGY 15TH EDITION Australia Brazil Japan Korea Mexico Singapore Spain United Kingdom United States *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:46, page: 4 Atkinson & Hilgard’s Introduction to © 2009, Cengage Learning EMEA Psychology, 15th Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be Susan Nolen-Hoeksema, Barbara reproduced, transmitted, stored or used in any form or by any means graphic, electronic, L. Fredrickson, Geoff R. Loftus or mechanical, including but not limited to photocopying, recording, scanning, digitizing, and Willem A. Wagenaar taping, Web distribution, information networks, or information storage and retrieval systems, HE Publisher: Pat Bond except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, Development Editor: James Clark or applicable copyright law of another jurisdiction, without the prior written permission of the publisher. Content Project Editor: Leonora Dawson-Bowling While the publisher has taken all reasonable care in the preparation of this book, the publisher makes no representation, express or implied, with regard to the accuracy of the Manufacturing Manager: Helen Mason information contained in this book and cannot accept any legal responsibility or liability for Senior Production Controller: Maeve Healy any errors or omissions from the book or the consequences thereof. Marketing Manager: Jason Bennett Products and services that are referred to in this book may be either trademarks and/or Typesetter: Macmillan Publishing Solutions registered trademarks of their respective owners. The publishers and author/s make no claim to these trademarks. Cover design: Adam Renvoize Text design: Design Deluxe, Bath, UK For product information and technology assistance, contact [email protected]. For permission to use material from this text or product, and for permission queries, email [email protected]. The Author has asserted the right under the Copyright, Designs and Patents Act 1988 to be identified as Author of this Work. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN: 978-1-84480-728-4 Cengage Learning EMEA Cheriton House, North Way, Andover, Hampshire. SP105BE. United Kingdom Cengage Learning products are represented in Canada by Nelson Education Ltd. For your lifelong learning solutions, visit www.cengage.co.uk Purchase your next print book, e-book or e-chapter at www.ichapters.co.uk Printed by Canale, Italy 1 2 3 4 5 6 7 8 9 10 – 11 10 09 *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:46, page: 5 BRIEF CONTENTS 1 The Nature of Psychology 2 2 Biological Foundations of Psychology 32 3 Psychological Development 68 4 Sensory Processes 108 5 Perception 150 6 Consciousness 200 7 Learning and Conditioning 236 8 Memory 270 9 Language and Thought 318 10 Motivation 358 11 Emotion 394 12 Intelligence 432 13 Personality 460 14 Stress, Health, and Coping 502 15 Psychological Disorders 536 16 Treatment of Mental Health Problems 578 17 Social Influence 608 18 Social Cognition 648 Appendix: Statistical Methods and Measurement 682 Glossary 694 References 714 Name Index 770 Subject Index 772 v For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *gajendra* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 2:45, page: 6 CONTENTS Cutting edge research features xiv Literature reviews 24 Seeing both sides essays xv Ethics of psychological research 25 Preface xvii Interim Summary 28 Walkthrough tour xx Critical Thinking Questions 28 About the website xxii About the Authors xxiii 2 Biological Foundations 1 The Nature of Psychology 2 of Psychology 32 The Scope of Psychology 5 The Study of the Biological Bases of Psychology 34 Interim Summary 7 Critical Thinking Questions 7 Interim Summary 35 Critical Thinking Questions 36 The Historical Origins of Psychology 7 Neurons, the Building Blocks of the Nervous Nature–nurture debate 7 The beginnings of scientific psychology 8 System 36 Structuralism and functionalism 8 Action potentials 37 Behaviorism 9 Synaptic transmission and neural Gestalt psychology 9 coding 39 Psychoanalysis 10 Interim Summary 41 Later developments in twentieth-century Critical Thinking Questions 41 psychology 11 Neurotransmitters 41 Interim Summary 11 Interim Summary 42 Critical Thinking Questions 11 Critical Thinking Questions 43 Contemporary Psychological Perspectives 12 The Organization of the Brain 43 The biological perspective 12 The hindbrain 43 The behavioral perspective 13 The midbrain 45 The cognitive perspective 13 The forebrain 45 The psychoanalytic perspective 14 Mapping the brain 48 The subjectivist perspective 15 Asymmetries in the brain 48 Relationships between psychological The Autonomic Nervous System 53 and biological perspectives 15 Interim Summary 55 Major subfields of psychology 16 Critical Thinking Questions 55 Interim Summary 17 The Endocrine System 55 Critical Thinking Questions 17 Interim Summary 56 How Psychological Research is Done 18 Critical Thinking Questions 56 Generating hypotheses 18 Evolution, Genes, and Behavior 56 Experiments 20 Correlation 21 Evolution of behavior 57 Observation 23 Chromosomes and genes 57 vi For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *gajendra* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 2:45, page: 7 Genetic studies of behavior 59 Vision 119 Interim Summary 61 Light and vision 119 Critical Thinking Questions 61 The visual system 119 Seeing light 121 Seeing patterns 122 Seeing color 124 Sensation and perception: a preview 129 Interim Summary 130 Critical Thinking Questions 130 3 Psychological Development 68 Audition 130 Sound waves 131 Heredity and Environment 70 The auditory system 132 Stages of development 71 Hearing sound intensity 132 Interim Summary 73 Hearing pitch 133 Critical Thinking Questions 73 Interim Summary 137 Capacities of the Newborn 73 Critical Thinking Questions 137 Vision 74 Other Senses 137 Hearing 75 Olfaction 137 Taste and smell 75 Gustation 139 Learning and memory 76 Pressure and temperature 140 Interim Summary 77 Pain 141 Critical Thinking Questions 77 Interim Summary 143 Cognitive Development in Childhood 77 Critical Thinking Questions 143 Piaget’s stage theory 77 A critique of Piaget’s theory 80 Alternatives to Piaget’s theory 82 Theory of mind 84 The development of moral judgment 86 Interim Summary 88 Critical Thinking Questions 88 5 Perception 150 Personality and Social Development 88 Temperament 88 What Is the Use of Perception? 152 Early social behavior 90 Processing and using incoming Attachment 91 sensory information 153 Self-concept 94 Five functions of perception 153 Interim Summary 98 Interim Summary 154 Critical Thinking Questions 98 Attention 154 Adolescent Development 98 Selective attention 154 Interim Summary 104 Auditory attention 155 Critical Thinking Questions 104 Attention, perception, and memory 156 Costs and benefits of selectively attending to stimuli 156 Interim Summary 157 Critical Thinking Questions 157 Localization 157 Separation of objects 157 Perceiving distance 161 4 Sensory Processes 108 Perceiving motion 162 Characteristics of Sensory Modalities 110 Interim Summary 165 Critical Thinking Questions 165 Threshold sensitivity 110 Suprathreshold sensation 113 Recognition 165 Signal detection theory 114 Global-to-local processing 166 Sensory coding 116 The binding problem: pre-attentive and attentive Interim Summary 118 processes 166 Critical Thinking Questions 119 Determining what an object is 168 CONTENTS vii For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:47, page: 8 Later stages of recognition: network models 169 Interim Summary 212 Recognizing natural objects and top-down Critical Thinking Questions 212 processing 171 Meditation 213 Special processing of socially relevant stimuli: face Interim Summary 214 recognition 174 Critical Thinking Questions 214 Failure of recognition 175 Interim Summary 176 Hypnosis 214 Critical Thinking Questions 176 Induction of hypnosis 215 Abstraction 176 Hypnotic suggestions 215 The hidden observer 216 Exact to abstract 176 Interim Summary 218 The advantages of abstraction: required storage and Critical Thinking Questions 218 processing speed 177 Interim Summary 178 Psychoactive Drugs 218 Critical Thinking Questions 178 Depressants 219 Perceptual Constancies 179 Illicit drugs 221 Opiates 223 The nature of constancies 179 Stimulants 224 Color and brightness constancy 180 Interim Summary 226 Shape constancy 181 Critical Thinking Questions 226 Size constancy 181 Illusions 182 PSI Phenomena 226 Constancies in all sensory modalities 184 Experimental evidence 227 Interim Summary 185 The debate over the evidence 228 Critical Thinking Questions 185 Interim Summary 232 Divisions of Labor in the Brain 185 Critical Thinking Questions 232 The neural basis of attention 185 The visual cortex 186 Recognition versus localization systems 187 Interim Summary 188 Critical Thinking Questions 189 Perceptual Development 189 Discrimination by infants 189 7 Learning and Conditioning 236 Controlled stimulation 191 Perspectives on Learning 238 Interim Summary 193 Critical Thinking Questions 193 Interim Summary 239 Critical Thinking Questions 239 Classical Conditioning 239 Pavlov’s experiments 239 Cognitive factors 244 Biological constraints 244 Interim Summary 246 Critical Thinking Questions 246 6 Consciousness 200 Instrumental Conditioning 246 Aspects of Consciousness 202 Skinner’s experiments 247 Cognitive factors 253 Consciousness 202 Biological constraints 254 Preconscious memories 203 Interim Summary 255 The unconscious 204 Critical Thinking Questions 255 Automaticity and dissociation 204 Interim Summary 205 Learning and Cognition 255 Critical Thinking Questions 205 Observational learning 255 Sleep and Dreams 205 Prior beliefs 257 Interim Summary 257 Stages of sleep 205 Critical Thinking Questions 258 Sleep theory 207 Sleep disorders 208 Learning and The Brain 258 Dreams 210 Habituation and sensitization 259 Theories of dreaming 211 Classical conditioning 259 viii CONTENTS For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:47, page: 9 Cellular basis of learning 261 Implicit Memory 293 Interim Summary 261 Memory in amnesia 293 Critical Thinking Questions 261 A variety of memory systems 296 Learning and Motivation 263 Implicit memory in normal individuals 297 Arousal 263 Interim Summary 298 From incentives to goals 263 Critical Thinking Questions 298 Intrinsic motivation and learning 263 Constructive Memory 298 Interim Summary 266 Piaget’s childhood memory 299 Critical Thinking Questions 266 Constructive processes at the time of memory encoding 299 Post-event memory reconstruction 300 Constructive memory and the legal system 303 Memory errors and normal memory 306 Interim Summary 307 Critical Thinking Questions 307 Improving Memory 307 8 Memory 270 Chunking and memory span 307 Three Important Distinctions 272 Imagery and encoding 308 Three stages of memory 272 Elaboration and encoding 309 Three memory stores 273 Context and retrieval 309 Different memories for different Organization 309 kinds of information 274 Practicing retrieval 311 Interim Summary 274 Interim Summary 311 Critical Thinking Questions 274 Critical Thinking Questions 311 Sensory Memory 274 Sperling’s experiments: the partial-report experiment 274 Visible persistence: the temporal integration experiment 275 Partial report, visible persistence, and a theory that integrates them 276 9 Language and Thought 318 Interim Summary 277 Critical Thinking Questions 277 Language and Communication 320 Working Memory 277 Levels of language 320 Language units and processes 320 Encoding 277 Effects of context on comprehension Current conceptions of working memory 279 and production 323 Storage 281 The neural basis of language 324 Retrieval 281 Interim Summary 325 Working memory and thought 282 Critical Thinking Questions 326 Transfer from working memory to long-term memory 283 The Development of Language 326 Division of brain labor between working What is acquired? 326 memory and long-term memory 284 Learning processes 327 Interim Summary 285 Innate factors 328 Critical Thinking Questions 285 Interim Summary 332 Long-Term Memory 285 Critical Thinking Questions 332 Encoding 286 Concepts and Categorization: The Building Blocks Retrieval 287 of Thought 332 Forgetting: loss of information from storage 289 Functions of concepts 332 Interactions between encoding and retrieval 290 Prototypes 333 Emotional factors in forgetting 290 Hierarchies of concepts 335 Interim Summary 293 Different categorization processes 335 Critical Thinking Questions 293 Acquiring concepts 336 CONTENTS ix For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:47, page: 10 The neural basis of concepts and categorization 337 Interim Summary 338 Critical Thinking Questions 339 Reasoning 339 Deductive reasoning 339 Inductive reasoning 340 11 Emotion 394 The neural basis of reasoning 343 Components of Emotion 396 Interim Summary 343 Interim Summary 398 Critical Thinking Questions 343 Critical Thinking Questions 398 Imaginal Thought 344 Cognitive Appraisal and Emotion 398 Imaginal operations 345 Discovery of appraisals 398 The neural basis of imagery 346 Themes and dimensions of appraisals 400 Interim Summary 347 Conscious and unconscious appraisals 401 Critical Thinking Questions 347 Appraisals in the brain 402 Thought in action: Problem Solving 347 Interim Summary 402 Problem-solving strategies 348 Critical Thinking Questions 402 Representing the problem 349 Subjective Experiences and Emotion 403 Experts versus novices 350 Feelings modify attention and learning 403 Automaticity 351 Feelings modify evaluations and judgments 403 Interim Summary 354 Critical Thinking Questions 354 Thought and Action Tendencies and Emotion 405 Interim Summary 405 Critical Thinking Questions 405 Positive Emotions Broaden Our Thinking and Actions 406 Positive Emotions Build Our Personal Resources 407 10 Motivation 358 Bodily Changes and Emotion 408 Drives and Homeostasis 361 Intensity of emotions 409 Body temperature and homeostasis 361 Differentiation of emotions 410 Thirst as a homeostatic process 362 Interim Summary 412 Interim Summary 363 Critical Thinking Questions 412 Critical Thinking Questions 363 Facial Expression and Emotion 412 Incentive Motivation and Reward 363 Communication of emotion Drug addiction and reward 365 through facial expressions 412 Interim Summary 366 The facial feedback hypothesis 414 Critical Thinking Questions 366 Interim Summary 414 Critical Thinking Questions 414 Hunger, Eating, and Eating Disorders 367 Responses to Emotion: Emotion Regulation 415 Interactions between homeostasis and incentives 367 Interim Summary 416 Physiological hunger cues 368 Critical Thinking Questions 416 Integration of hunger signals 369 Emotions, Gender, and Culture 417 Obesity 371 Gender differences 417 Anorexia and bulimia 375 Cultural differences 418 Interim Summary 378 Interim Summary 420 Critical Thinking Questions 378 Critical Thinking Questions 420 Gender and Sexuality 378 Aggression 420 Early sexual development 378 Aggression as a drive 420 Hormones versus environment 379 Aggression as a learned response 422 Adult sexuality 381 Aggressive expression and catharsis 423 Sexual orientation 384 Interim Summary 429 Interim Summary 387 Critical Thinking Questions 429 Critical Thinking Questions 387 x CONTENTS For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:47, page: 11 Problems with projective tests 474 A psychoanalytic portrait of human nature 475 An evaluation of the psychoanalytic approach 475 Interim Summary 477 Critical Thinking Questions 477 12 Intelligence 432 The Behaviorist Approach 477 Assessment of Intellectual Abilities 434 Social learning and conditioning 477 Reliability 434 A behaviorist portrait of human behavior 478 Validity 435 An evaluation of the behaviorist approach 479 Early intelligence tests 435 Interim Summary 479 The Stanford-Binet Intelligence Scale 436 Critical Thinking Questions 479 The Wechsler Intelligence Scales 436 The Cognitive Approach 479 The factorial approach 438 Social learning theory 479 Interim Summary 439 Kelly’s personal construct theory 481 Critical Thinking Questions 439 Self-schemas 482 Contemporary Theories of Intelligence 440 A cognitive portrait of human nature 483 Gardner’s theory of multiple intelligences 440 An evaluation of the cognitive approach 483 Anderson’s theory of intelligence Interim Summary 484 and cognitive development 441 Critical Thinking Questions 484 Sternberg’s triarchic theory 442 The Humanistic Approach 484 Ceci’s bioecological theory 443 Carl Rogers 484 Comparing theories of intelligence 443 Abraham Maslow 486 Interim Summary 446 A humanistic portrait of human nature 487 Critical Thinking Questions 446 An evaluation of the humanistic approach 488 Genetics and Intelligence 446 Interim Summary 489 Heritability 447 Critical Thinking Questions 489 Interim Summary 449 The Evolutionary Approach 489 Critical Thinking Questions 449 An evolutionary portrait of human nature 490 Emotional Intelligence 449 An evaluation of the evolutionary approach 490 Interim Summary 451 Interim Summary 492 Critical Thinking Questions 451 Critical Thinking Questions 492 General Learning Disability 451 The Genetics of Personality 492 Causes of general learning disability 451 Interactions between personality and environment 492 Treatments for general learning disability 453 Interim Summary 495 Interim Summary 456 Critical Thinking Questions 495 Critical Thinking Questions 456 14 Stress, Health, and Coping 502 13 Personality 460 Characteristics of Stressful Events 504 Traumatic events 504 Assessment of Personality 462 Controllability 505 Personality inventories 463 Predictability 505 Interim Summary 466 Major changes in life circumstances 506 Critical Thinking Questions 466 Internal conflicts 507 The Psychoanalytic Approach 467 Interim Summary 508 Critical Thinking Questions 508 Personality structure 467 Personality dynamics 468 Psychological Reactions to Stress 508 Personality development 471 Anxiety 508 Modifications of Freud’s theories 472 Anger and aggression 511 Projective tests 473 Apathy and depression 512 CONTENTS xi For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:48, page: 12 Cognitive impairment 512 Mood Disorders 551 Interim Summary 512 Depression 551 Critical Thinking Questions 513 Bipolar disorder 552 Physiological Reactions to Stress 513 Understanding mood disorders 553 The fight-or-flight response 513 Interim Summary 556 The physiology of PTSD 514 Critical Thinking Questions 556 How stress affects health 515 Schizophrenia 558 Interim Summary 520 Characteristics of schizophrenia 558 Critical Thinking Questions 520 Motor symptoms and withdrawal from reality 560 Psychological Factors and Stress Responses 520 Culture and the progression of schizophrenia 561 Psychoanalytic theory 521 Understanding schizophrenia 561 Behavioral theory 521 Interim Summary 565 Cognitive theory 521 Critical Thinking Questions 565 The type A pattern 523 Personality Disorders 565 Interim Summary 525 Antisocial personality disorder 565 Critical Thinking Questions 525 Understanding antisocial personality disorder 566 Coping Skills 525 Borderline personality disorder 567 Problem-focused coping 525 Understanding borderline personality disorder 568 Emotion-focused coping 525 Interim Summary 569 Interim Summary 529 Critical Thinking Questions 569 Critical Thinking Questions 529 Pervasive Developmental Disorders 569 Managing Stress 529 Diagnosis of autism 569 Behavioral techniques 529 Asperger’s syndrome and other pervasive Exercise 530 developmental disorders 571 Cognitive techniques 530 Understanding pervasive developmental disorders 574 Modifying type A behavior 531 Interim Summary 575 Interim Summary 531 Critical Thinking Questions 575 Critical Thinking Questions 531 16 Treatment of Mental Health 15 Psychological Disorders 536 Problems 578 Defining Abnormality 538 Historical Background 580 Deviation from cultural norms 538 Early asylums 581 Deviation from statistical norms 538 Modern treatment facilities 581 Maladaptive behavior 538 Professionals who provide psychotherapy 583 Personal distress 538 Interim Summary 584 What is normality? 539 Critical Thinking Questions 584 Classifying mental health problems 539 Perspectives on mental health problems 541 Techniques of Psychotherapy 584 Interim Summary 542 Behavior therapies 584 Critical Thinking Questions 542 Systematic desensitization and in vivo exposure 585 Anxiety Disorders 543 Cognitive-behavior therapies 587 Psychodynamic therapies 590 Panic disorders 543 Humanistic therapies 591 Understanding panic disorder and agoraphobia 544 Sociocultural approaches to therapy 592 Phobias 547 Special issues in treating children 594 Understanding phobias 547 The effectiveness of psychotherapy 594 Obsessive-compulsive disorder 548 Common factors in psychotherapies 596 Understanding obsessive-compulsive disorder 549 Interim Summary 598 Interim Summary 551 Critical Thinking Questions 598 Critical Thinking Questions 551 xii CONTENTS For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:48, page: 13 Biological Therapies 598 Psychotherapeutic drugs 598 Electroconvulsive therapy 601 Combining biological and psychological therapies 601 Interim Summary 602 Critical Thinking Questions 602 18 Social Cognition 648 Enhancing Mental Health 602 Impression Formation 650 Interim Summary 603 Stereotypes 650 Critical Thinking Questions 603 Individuation 656 Attributions 658 Interim Summary 660 Critical Thinking Questions 662 Attitudes 662 Persuasive communication 663 Attitudes and behavior 665 Interim Summary 667 17 Social Influence 608 Critical Thinking Questions 667 The Presence of Others 610 Interpersonal Attraction 668 Social facilitation and social inhibition 610 Liking and attraction 668 Deindividuation 612 Loving and mating 671 Bystander effects 614 Interim Summary 675 Interim Summary 617 Critical Thinking Questions 675 Critical Thinking Questions 617 Recap: A Tale of Two Modes of Social Cognition 675 Compliance and Obedience 618 Critical Thinking Questions 675 Conformity to a majority 618 Minority influence 620 Appendix: Statistical Methods and Measurement 682 Obedience to authority 622 Interim Summary 629 Glossary 694 Critical Thinking Questions 630 References 714 Name Index 770 Internalization 630 Subject Index 772 Self-justification 630 Reference groups and identification 634 Interim Summary 636 Critical Thinking Questions 636 Group Interactions 636 Institutional norms 636 Group decision making 638 Interim Summary 641 Critical Thinking Questions 641 Recap: Social Psychological Views of the Seemingly Inexplicable 644 Critical Thinking Questions 644 CONTENTS xiii For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *gajendra* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 2:47, page: 14 CUTTING EDGE RESEARCH FEATURES Chapter 1 Twenty-First-Century Psychology 18–19 Chapter 10 Wanting versus Liking 364 Chapter 2 The Adolescent Brain 53 Chapter 11 Benefits of Positive Emotion 406 Chapter 3 Adolescents and the Internet 99 Chapter 12 Cross-Cultural Conceptions of Intelligence and Testing 445–446 Chapter 4 Where in the Brain Are Illusions? 135–136 Chapter 13 Finding the Self in the Brain 491–492 Chapter 5 Distraction via Virtual Reality Chapter 14 Using New Media to Improve People’s Diminishes Severe Pain 158–159 Health 528 Chapter 6 Pictures of Consciousness? 214 Chapter 15 Understanding Suicide 557–558 Chapter 7 Map Learning in London’s Taxi Drivers: Chapter 16 Innovative Neurostimulation Structural and Functional Treatments 597 Consequences 258 Chapter 17 Pluralistic Ignorance and Binge Drinking Chapter 8 Brain States during Experiencing and at Universities 621 Remembering 297 Chapter 18 Culture and Cognition 661 Chapter 9 Unconscious Thought for Complex Decisions 344 xiv For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *gajendra* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 3:53, page: 15 SEEING BOTH SIDES ESSAYS 1 Are We Naturally Selfish? 26–27 Perceptual development is an activity-dependent We are naturally selfish by George C. Williams, process: by Mark Johnson, University of London State University of New York, Stony Brook We are not naturally selfish by Frans B. M. de Waal, 6 Are Psi Phenomena Real? 230–231 Emory University I believe the evidence is strong enough to say yes. by Daryl J. Bem, Cornell University 2 Are Mirror Neurons Involved in the Experience of The case for psi fails the scientific test by Empathy? 62–63 Ray Hyman, Oregon University Mirror neurons are involved in the experience of empathy by Laila Craighero, Institute of Human 7 What Are the Bases of Social Learning? 264–266 Physiology, University of Ferrara Social learning cannot be explained through ‘simple’ Affective mirroring: emotional contagion or associative learning by Juan-Carlos Gómez, empathy by Frédérique de Vignemont, Institut University of St. Andrews Jean-Nicod, Paris Learning, not instinct, determines behavior: social or otherwise by Phil Reed, Swansea University 3 How Instrumental Are Parents in the Development of Their Children? 102–103 8 Are Repressed Memories Valid? 312–313 Parents have no lasting influence on the personality Recovered memories or false memories? by Kathy or intelligence of their children by Judith Rich Pezdek, Clairmont College Harris, award winning psychologist and author Repressed memories: a dangerous belief? by (The Nurture Assumption, No Two Alike) Elizabeth F. Loftus, University of California, Parents are instrumental in the development of their Irvine children by Jerome Kagan, Harvard University 9 Do People who Speak Different Languages Think 4 Should Opioids Be Used for Treating Chronic Differently? 352–353 Pain? 144–146 The role of language in mind by Stephen C. Opioids are an appropriate treatment Levinson and Asifa Majid, Max-Planck-Institute for chronic pain by Robert N. Jamison, Harvard for Psycholinguistics, Nijmegen. Medical School How is language related to thought? by Anna Why opioids should be less frequently used for Papafragou, University of Delaware treating people with chronic pain by Dennis C. Turk, University of Washington School of 10 Is Sexual Orientation Innate Medicine or Socially Determined? 388–390 Male sexual orientation is innate. female sexual 5 Is Perceptual Development an Innate or Socially orientation is not well understood by J. Michael Acquired Process? 194–195 Bailey, Northwestern University Perceptual development is an intrinsic process by Sexual identity could be socially determined by Elizabeth S. Spelke, Massachusetts Institute of Daryl J. Bem, Cornell University Technology xv For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *gajendra* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/24/9, 2:53, page: 16 11 What Is the Underlying Structure of 15 Is Attention Deficit/Hyperactivity Disorder (ADHD) Emotions? 426–427 Overdiagnosed? 572–573 Dimensional approaches to emotion by Lisa ADHD is overdiagnosed by Caryn L. Carlson, The Feldmann Barret, Boston College University of Texas at Austin An argument for discrete emotions by Robert W. ADHD is neither overdiagnosed nor overtreated by Levenson, University of California–Berkeley William Pelham, SUNY Buffalo 12 How Important Is Emotional Intelligence? 454–455 16 Is Alcoholics Anonymous (AA) an Effective In support of Emotional Intelligence by Marc A. Intervention for Alcohol Misuse? 604–605 Brackett & Peter Salovey, Yale University AA helps problem drinkers by Keith Humphreys, A critique of EI by Chockalingam Viswesvaran, Stanford University and Veterans Affairs Palo Florida International University Alto Health Care System AA is not the only way by G. Alan Marlatt, 13 Is Freud’s Influence on Psychology Still University of Washington Alive? 496–497 Freud’s influence on psychology is alive and vibrant 17 Are the Effects of Affirmative Action Positive or by Joel Weinberger, Adelphi University Negative? 642–643 Freud is a dead weight on psychology by John F. Negative aspects of affirmative action by Madeline Kihlstrom, University of California, E. Heilman, New York University Berkeley The benefits of affirmative action by Faye J. Crosby, University of California, Santa Cruz 14 Is Unrealistic Optimism Good for Your Health? 532–533 18 Should We Trust Automatic Thinking? 676–677 Unrealistic optimism can be bad for your health by Yes we should trust automatic thinking by Ap Neil D. Weinstein, Rutgers University Dijksterhuis, Radboud University Nijmegen Unrealistic optimism can be good for your health by No we should not trust automatic thinking by Keith Shelley E. Taylor, University of California, Payne, The University of North Carolina at Los Angeles Chapel Hill xvi SEEING BOTH SIDES ESSAYS For more Cengage Learning textbooks, visit www.cengagebrain.co.uk *vijay* D:/Thomson_Learning_Projects/Atkinson_31033/z_production/z_3B2_3D_files/Atkinson_1844807282_FM.3d, 3/23/9, 12:49, page: 17 PREFACE INTRODUCTION new work in psychology, including developments in cog-