Psychological Science (5th Edition) PDF

 Psychological 5TH EDITION Science 5TH EDITION Psychological Science MICHAEL GAZZANIGA University of California, Santa Barbara TODD HEATHERTON Dartmouth College DIANE HALPERN...

 Psychological 5TH EDITION Science 5TH EDITION Psychological Science MICHAEL GAZZANIGA University of California, Santa Barbara TODD HEATHERTON Dartmouth College DIANE HALPERN Claremont McKenna College W. W. N O R T O N N E W YO R K L O N D O N W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By midcentury, the two major pillars of Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s, the Norton family transferred control of the company to its employees, and today—with a staff of four hundred and a comparable number of trade, college, and professional titles published each year—W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees. Copyright © 2016, 2013, 2010, 2006, 2003 by W. W. Norton & Company Inc. All rights reserved Printed in the United States of America Since this page cannot legibly accomodate all the copyright notices, the Permissions Acknowledgments constitute an extension of the copyright page. Editor: Sheri L. Snavely Developmental and Project Editor: Kurt Wildermuth Editorial Assistant: Scott Sugarman Manuscript Editor: Jackie Estrada Media Editor: Patrick Shriner Associate Media Editor: Stefani Wallace Media Project Editor: Penelope Lin Assistant Media Editor: George Phipps Marketing Manager: Lauren Winkler Production Manager: Sean Mintus Design Director: Rubina Yeh Designer: Faceout Studio Photo Editor: Stephanie Romeo Photo Researcher: Elyse Rieder Permissions Manager: Megan Jackson Permissions Clearer: Elizabeth Trammel Composition: codeMantra Illustrations: codeMantra, Dragonfly Media Manufacturing: Transcontinental Managing Editor, College: Marian Johnson Managing Editor, College Digital Media: Kim Yi Library of Congress Cataloging-in-Publication Data Gazzaniga, Michael S. Psychological science / Michael S. Gazzaniga, University of California, Santa Barbara, Todd F. Heatherton, Dartmouth College, Diane F. Halpern, Claremont McKenna College. — Fifth edition. pages cm Includes bibliographical references and index. ISBN 978-0-393-25089-3 (hardcover) 1. Psychology.I. Heatherton, Todd F. II. Halpern, Diane F. III. Title. BF121.G3932016 150—dc23 2014022366 ISBN 978-0-393-93749-7 (paperback) ISBN 978-0-393-25090-9 (loose-leaf three-hole punch) W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, N.Y. 10110 www.wwnorton.com W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London WIT 3QT 1234567890 We dedicate this book to Lilly, Emmy, and Garth Tretheway Sarah Heatherton and James Heatherton Sheldon, Evan, Karen, Amanda, and Jason Halpern and Jaye and Belle Halpern-Duncan.  Contents in Brief Chapter1 The Science of Psychology...................................... 3 Chapter2 Research Methodology.......................................... 33 Chapter3 Biology and Behavior............................................. 75 Chapter4 Consciousness........................................................ 131 Chapter5 Sensation and Perception...................................... 173 Chapter6 Learning................................................................. 221 Chapter7 Memory................................................................. 265 Chapter8 Thinking, Language, and Intelligence................. 309 Chapter9 Human Development............................................. 357 Chapter10 Emotions and Motivation..................................... 403 Chapter11 Health and Well-Being........................................... 451 Chapter12 Social Psychology................................................. 495 Chapter13 Personality............................................................ 547 Chapter14 Psychological Disorders....................................... 599 Chapter15 Treatment of Psychological Disorders................ 653 Glossary.............................................................. G-1 References............................................................ R-1 Answer Key for Practice Tests............................................ A-1 Permissions Acknowledgments........................................... P-1 Name Index............................................................ N-1 Subject Index.......................................................... S-1 vii  Meet the Authors MICHAEL S. GAZZANIGA is Distinguished Professor and Director of the Sage Center for the Study of the Mind at the University of California, Santa Barbara. He founded and presides over the Cognitive Neuroscience Institute and is founding editor-in-chief of the Journal of Cognitive Neuroscience. He is past president of the American Psychological Soci- ety and a member of the American Academy of Arts and Sciences, the Institute of Medicine, and the National Academy of Sciences. He has held positions at the University of Califor- nia, Santa Barbara; New York University; the State University of New York, Stony Brook; Cornell University Medical College; and the University of California, Davis. In his career, he has introduced thousands of students to psychology and cognitive neuroscience. He has written many notable books, including, most recently, Who’s in Charge?: Free Will and the Science of the Brain. TODD F. HEATHERTON is the Lincoln Filene Professor in Human Relations in the Department of Psychological and Brain Sciences at Dartmouth College. His recent research takes a social brain sciences approach, which combines theories and methods of evolutionary psychology, social cognition, and cognitive neuroscience to examine the neural underpinnings of social behavior. He is associate editor of the Journal of Cognitive Neuroscience and serves on many editorial boards and grant review panels. He was elected president of the Society of Personality and Social Psychology in 2011 and has served on the executive committees of the Association of Researchers in Personality and the Inter- national Society of Self and Identity. He received the Award for Distinguished Service on Behalf of Social-Personality Psychology in 2005, was named to Thompson Reuters’ ISI HighlyCited for Social Sciences in 2010, and received the Carol and Ed Diener Award for Outstanding Mid-Career Contributions to Personality Psychology in 2011. He received the Petra Shattuck Award for Teaching Excellence from the Harvard Extension School in 1994, the McLane Fellowship from Dartmouth College in 1997, and the Friedman Family Fellow- ship from Dartmouth College in 2001. He is a fellow of many scientific societies, includ- ing the American Association for the Advancement of Science. He teaches introductory psychology every year. DIANE F. HALPERN is Dean of Social Sciences at the Minerva Schools at Keck Graduate Institute. She is a past president of the American Psychological Association and the Soci- ety for Teaching of Psychology. She has won many awards for her teaching and research, including the 2013 James McKeen Cattell Award from the Association for Psychological Science and the 2013 Arthur W. Staats Award from the American Psychological Founda- tion. Diane has published hundreds of articles and over 20 books, including Thought and Knowledge: An Introduction to Critical Thinking (5th Ed., 20 14), Sex Differences in Cognitive Abilities (4th ed.), and Women at the Top: Powerful Leaders Tell Us How to Combine Work and Family (coauthored with Fanny Cheung). Diane’s most recent projects are the develop- ment of Operation ARA, a computerized game that teaches critical thinking and scientific reasoning (with Keith Millis at Northern Illinois University and Art Graesser at University of Memphis), and the Halpern Critical Thinking Assessment (HCTA), which enables test takers to demonstrate their ability to think about everyday topics using both constructed response and recognition formats. She teaches introductory psychology every year. viii  Preface Why Teach with Psychological Science? OUR BOOK COMBINES THE TRADITIONS OF PSYCHOLOGY WITH A CON- TEMPORARY PERSPECTIVE Since the first edition of Psychological Science, our primary goal has been to provide students with a readable book that captures the excitement of contemporary research yet respects the rich tradition of scientific research accumulated by the field. Instead of an encyclopedic and homogenized compendium that dutifully covers worn themes and tired topics, we wanted a fresh approach that emphasizes what psychologists have learned about mind, brain, and behavior. In planning this fifth edition, we conducted focus sessions of adopters, advisors, and potential users. Countless colleagues provided excellent advice about what was most important to them in introductory psychology courses and what they believed was of greatest value to students. Most instructors wanted a textbook that focused on material that students really needed to know at the introductory level—one not burdened with unnecessary details. Instructors especially wanted a book that reflects the current state of the field and showcases vibrant research. In subsequently revising the book, we kept students foremost in mind. Students should be focusing on the concepts, not struggling to read the text. We worked hard to hit the right level of detail while keeping the material relevant and interesting. We maintained the integrity of content while making the explanations even clearer. We cut unnecessary terms, examples, and digressions, shortening some chapters by as much as 10 percent. We reworked complex sentences and reorganized material to maximize student understanding. We revised even the shortest sentences to increase their friendliness. In addition, we further enhanced the already strong relationship between the art and the narrative to help students form lasting associations. Thanks to the teamwork of advisors, authors, and editors, the fifth edition of Psychological Science is our most relevant, engaging, and accessible version yet. OUR BOOK CROSSES LEVELS OF ANALYSIS AND BRINGS STUDENTS THE LATEST SCIENCE Although Mike Gazzaniga came to the book with a strong background in cognitive neuroscience and Todd Heatherton in social and person- ality psychology, our early goal was to feature cutting-edge research that crossed levels of analysis, from cultural and social contexts to genes and neurons. To really understand basic cognitive and perceptual processes, students need to appreciate that social contexts shape what people think about and how they perceive the world around them. Moreover, important differences in personality mean that people have unique interactions with those social environments. Research that crosses levels of analysis has provided new insights into many psychological constructs. For instance, many psychological disorders previously viewed as distinct—such as schizophrenia, bipolar disorder, and autism spectrum disorder—share common underlying genetic ix  mutations. These disorders may share other similarities that have not previously been considered. Such findings have implications for treatment and help explain why atypi- cal antipsychotics are now the most widely prescribed medication for bipolar disorder. Our focus on contemporary research extends well beyond brain science to include new thinking in other subfields, such as social, personality, and development. Our goal in each edition has been to highlight how recent research is providing new insights into the brain, behavior, and psychological disorders. Students need to learn about these new approaches to keep up with the rapid advances across psychology. An introductory course needs to show students the questions contemporary psycholo- gists are addressing and help them understand the choice of methods used to answer those questions. Since our fourth edition, psychologists have engaged in a tremendous amount of exciting research. For example, researchers across many subfields of psychology have emphasized epigenetic processes in understanding how environmental conditions can have long-term repercussions by affecting gene expression. Neuroscientists have developed new methods for studying the working brain, such as the use of optoge- netic methods to activate neurons, thereby allowing researchers to test causal models of brain function. On other fronts, personality psychologists have identified the life circumstances that reliably produce changes in personality, and social psychologists have made advances in understanding the subtle vagaries of modern racism along with successful strategies to counteract it. There have also been dramatic advances in identifying the causes of psychopathologies and continued refinements in psycho- logical treatments to help those who have them. Recent studies have also provided information that is especially pertinent for students, such as how multitasking can lead to all sorts of problems, from the classroom to the highway. We have been ener- gized to learn about advances such as these across all areas of psychological science and are delighted to share them with our colleagues and students. About 10 percent of our total citations are from articles published in 2013 or 2014. STUDENTS WILL LEARN THE IMPORTANCE OF PSYCHOLOGICAL REA- SONING Since our first edition, educators have increasingly emphasized the value of critical thinking and the need for introductory textbooks to foster it. Diane Halpern has been at the forefront of this movement and brings to our book her decades of research on best practices for teaching critical thinking skills. We continue to empha- size critical thinking at both conceptual and practical levels, with extensive discus- sions in the first two chapters that provide examples of the importance of critical thinking for understanding psychological phenomena and psychological research. Indeed, Chapter 2, “Research Methodology,” is organized around the importance of critical thinking and reasoning regarding the scientific method. Students often have difficulties with critical thinking. Why are critical thinking and reasoning so difficult? Psychological science is uniquely positioned to help answer this question because psychologists have studied the situations and contexts that tend to befuddle otherwise intelligent people and lead them to erroneous beliefs and conclusions. In this edition, we introduce a new theme in Chapter 1 that focuses on psychological reasoning—that is, using psychological research to examine how people typically think, to understand when and why they are likely to draw incorrect conclu- sions. Psychologists have identified several fundamental errors and biases that perme- ate human thinking, such as confirmation biases, illusory correlations, framing effects, post-hoc explanations, self-serving biases, the misunderstanding of base rates and statistical relationships, and problems associated with heuristic processing. In each chapter, a new feature, “What to Believe? Using Psychological Reasoning,” highlights one clear example of how typical human thinking can lead people astray. For example, Chapter 14 tackles the difficult topic of the claimed link between vaccines and autism. x P R E FA C E We walk students through the thought processes that lead people to perceive relation- ships that do not actually exist and then through the confirmation biases that sustain these false perceptions. This feature also discusses practical consequences of faulty psychological reasoning—for example, the global increase in infectious diseases, such as measles, due to the decline in vaccination rates. Teaching students how to understand psychological reasoning contributes an important weapon to their critical thinking and reasoning arsenal. This understand- ing builds on standard critical thinking skills, such as being skeptical, but it also provides practical rules for seeing when people are likely to believe things that simply are not true. THE CONTENT REFLECTS OUR GLOBAL, MULTICULTURAL SOCIETY Each revision of Psychological Science reflects a concerted effort to represent the world in its diversity. The evidence indicates that this effort has succeeded. A research team led by Sheila Kennison at Oklahoma State University examined 31 major psychology textbooks for their coverage of diversity. The team presented its findings at several meetings, including the 56th Meeting of the Southwestern Psychological Association (Tran, Curtis, Bradley, & Kennison, April 2010). We were pleased to see that Psycho- logical Science had the greatest representation of diversity among all books. Our book had more than twice the average of the other 30 books. Indeed, most of the books that ours is often compared with (mid-range, science-focused) had less than one-third of our book’s coverage of diversity. In the fifth edition, we have sought to increase cover- age of many groups relatively neglected in psychological texts, including Latinos (Hispanic Americans), those who are transgendered, and those who face socioeco- nomic challenges, such as living in poverty. Psychological Science also emphasizes the global nature of our field. It is unfor- tunate that many psychology textbooks focus almost completely on research from North America, because a tremendous amount of exciting psychological research takes place around the world. Students should learn about the best psychological science, and our goal has been to present the best psychological research, no matter where it originates. In the fifth edition, each chapter includes new important findings from many countries. For example, we discuss the fascinating work of researchers in Belgium and England who have been able to communicate with people in comas. We consider work from Israel demonstrating epigenetic processes whereby stress is passed along to future generations. We describe Dutch research showing reductions in brain volume over time for those with schizophrenia. We discuss theories of dehu- manization developed by researchers in Australia. The fifth edition includes research from 26 countries outside of North America describing more than 200 global studies conducted during the past decade. Becoming aware of research from outside North America will not only help students learn more about psychology, it will also bring them new perspectives, encouraging a sense of themselves as global citizens. NOTABLE CHANGES IN THE FIFTH EDITION We are grateful to the many instructors who have used our book in previous editions. Your suggestions for improving material, your compliments for the sections you especially like, and your support for the overall vision of our book has guided our revisions for this edition. As a result, we have adjusted the order of the chapters, the internal organization of some chapters, and which material is presented in which chapters. For instance, we followed the advice of many users who asked that the split-brain material be moved from the consciousness chapter to the chapter discussing brain mechanisms. In addi- tion, many of the chapters have brand-new opening vignettes designed to appeal to students. These changes are sure to please new adopters as well. Here are the major changes in this edition: P R E FA C E xi  Chapter 1, “The Science of Psychology,” has increased emphasis on critical thinking and a new section on psychological reasoning. We introduce our new feature, “What to Believe? Using Psychological Reasoning.” Chapter 2, “Research Methodology,” has been extensively reorganized and provides a clearer roadmap for how psychologists conduct research. To emphasize the relevance of research methods, the use and misuse of cell phones, especially while driving, is the research example throughout. Chapter 3, “Biology and Behavior,” now contains information on split-brain patients as well as new material on epigenetics and optogenetic methods. Chapter 4, “Consciousness,” has been moved earlier in the book because of the natu- ral bridge from brain processes discussed in the previous chapter. Coverage of atten- tion is now presented in this chapter because we believe it is best framed in terms of conscious awareness. The dangers of multitasking are highlighted. The section on drugs has been completely reorganized and includes more-extensive coverage of drugs that are more relevant to students (e.g., ecstasy). Chapter 5, “Sensation and Perception,” has been reorganized so that sensation and perception are considered together for each major sense, beginning with vision. Chapter 6, “Learning,” has an increased emphasis on prediction (and predic- tion error) as the basis of learning. This contemporary approach has reinvigorated research on how animals learn. The biological basis of learning has been integrated rather than presented as a stand-alone section at the end of the chapter. Chapter 7, “Memory,” has been modestly reorganized, with coverage of the biologi- cal basis of memory moved earlier in the chapter. This section also covers fascinating recent research on the epigenetics of memory. Chapter 8, “Thinking, Language, and Intelligence,” now incorporates an expanded discussion of language. The section on thinking has been streamlined to focus on concepts that are most important to students. Chapter 9, “Human Development,” has been reorganized so that it better integrates biological development within the life span perspective. Each stage of development is now presented in a more unitary fashion. There is an expanded discussion of the influence of gender and culture on identity formation. Chapter 10, “Emotion and Motivation,” describes new research on the physiological basis of emotion. The emotions section has been reorganized for clarity. Chapter 11, “Health and Well-Being,” is completely reorganized, beginning with a section on what affects health. It also has an increased emphasis on health dispari- ties. The stress section contains new research on epigenetics of stress. Chapter 12, “Social Psychology,” is completely reorganized and now begins with group processes and social identity theory. New material includes an expanded discussion of the biological basis of aggression, select findings from social neuroscience, and an expanded discussion of modern prejudice and ways to counteract intergroup hostility. Chapter 13, “Personality,” is also completely reorganized and begins by considering where personality comes from. There is also new coverage of how life events and situ- ations can alter personality traits. Chapter 14, “Psychological Disorders,” has been updated to reflect DSM-5. New ways of conceptualizing psychopathology are considered, such as the idea that a general factor is constant across most psychopathology. We discuss groundbreaking research xii P R E FA C E that suggests schizophrenia, bipolar disorder, and autism spectrum disorder share underlying causes. Chapter 15, “Treatment of Psychological Disorders,” has been updated to describe the most effective treatments for the various disorders, such as the use of atypical anti- psychotic medications for bipolar disorder. OUR BOOK MEETS THE APA GUIDELINES In 2013, the American Psychologi- cal Association updated their guidelines for the undergraduate major in psychology. As the course that introduces students to psychology, introductory psychology should provide a solid foundation for helping departments satisfy those guidelines. The APA task force includes the content goal of establishing a firm knowledge base in the field, along with four skill-based goals that are valuable for psychology majors. Our text- book provides a strong foundation for satisfying the guidelines. On pp. xxi-xxvii, we have collated the book’s content with the guidelines. Here is a summary of how our book achieves the major goals of the APA guidelines: 1. Knowledge Base in Psychology Our book reflects a balance between the classic studies, concepts, and principles that define the field and the latest science that builds upon the rich history of the field. For instance, although there are few strict behaviorists today, students still need to understand the processes of classical and operant conditioning. They need to know about studies conducted in the 1950s and 1960s showing that people derogate group members who do not conform and the situations under which people are obedient to authorities. We are proud of the research heritage across all subfields of psychol- ogy and believe students need to have this foundational knowledge. Yet students today will need to understand the approaches used by contemporary psychologi- cal researchers (e.g., optogenetic and gene knock-out methods, implicit measures of social attitudes, brain imaging methods that decode mental activity) in order to keep up with the field. We want students to understand that psychology is a vibrant science, with new discoveries about the mind, brain, and behavior building on known principles and establishing the future foundations of psychological science. 2. Scientific Inquiry and Critical Thinking Our book devotes considerable coverage to critical thinking and research methods. Our new feature, “What to Believe? Using Psychological Reasoning,” encourages students to use psychological concepts to recognize flaws in peoples’ explana- tions and to describe common fallacies in thinking that lead people to erroneous conclusions. These skills will be especially valuable for assessing popular media reports of psychological findings. Several of our features are designed to make students better consumers of psychological research. For example, students learn to question media reports on there being “left brain” and “right brain” learners as well as media reports on the benefits of playing Mozart to young infants. 3. Ethical and Social Responsibility in a Diverse World An independent analysis found our book to have the most diverse coverage of any textbook in psychology, and the fifth edition has further increased the presenta- tion of diversity. Moreover, online support materials for our book include a series of “On Ethics” essays. Mike Gazzaniga’s book The Ethical Brain raised many ques- tions that society needs to consider as we gain knowledge of how the mind works. To accompany Psychological Science, Mike has written essays that invite students to consider ethical dilemmas stemming from advances in psychological research. P R E FA C E xiii  4. Communication Chapter 2 of our textbook describes the various steps psychologists take to communicate their findings with other scientists and with the general public. Several of our “What to Believe? Using Psychological Reasoning” features discuss how, because the popular press can distort scientific findings, students need to spot misunderstandings in communication. Our “Scientific Thinking” illustrations, designed to be similar to academic poster presentations, carefully and consistently lead students through the steps of some of the most interest- ing experiments and studies in psychological science. In the chapter on sensa- tion and perception, “How We” figures help students understand the complex processes involved in the five senses. 5. Professional Development We hope that our textbook inspires students to major in psychology or even to consider joining us by becoming psychologists. Our book covers many aspects of the profession, including where psychologists work; the contributions they make to understanding the mind, brain, and behavior; and how they identify and treat psychological disorders. Our book is also valuable for students who may take only one psychology course and will need to apply what they learn to whatever career they choose, whether it be teaching, medicine, business, social services, or politics. Returning from the fourth edition, the “Using Psychology in Your Life” features help students apply what they learn to their personal lives. One per chapter, these applications address the question of what students might immediately do with the information they learn. Topics include how an understanding of psychology can help in one’s career, the relationship between sleep and study habits, and the bene- fits of participating in psychological research. OUR BOOK WILL PREPARE STUDENTS FOR THE MCAT Psychology has become a popular major for premed students. Beginning in the 1980s, medical schools recognized that contemporary physicians need a holistic understanding of their patients, including their lifestyles, ways of thinking, and cultural values. As students will learn in our “Health and Well-Being” chapter, the vast majority of modern health problems are related to peoples’ behavioral choices. Psychological factors influence how people think about and react to the world, and sociocultural influences influence behavior and behavioral change. In short, cognition and self-perception profoundly affect health. In 2015, reflecting this new understanding, the Medical College Admissions Test (MCAT) began including a section that examines psychological, social, and biologi- cal foundations of behavior, along with a new section on critical analysis and reason- ing skills. As a result of revisions that focus attention on psychology, psychological content now comprises nearly 25 percent of the MCAT score. Available online is a comprehensive chart that links the specific MCAT material to be covered with the relevant page numbers in Psychological Science. The 2015 MCAT exam- ines 10 foundational concept and content categories. Three of these categories, Concepts 6−8, are directly relevant to psychology. The material in these three sections is thoroughly covered in our textbook, including some of the latest science reflected in the MCAT: 1. Concept 6 This section considers foundational information about the ways in which percep- tion and cognition influence health and illness. It covers how people detect and perceive sensory information (Chapter 5); how they attend, think, and remember and use language to communicate (Chapters 4, 6, 7, and 8); and how they process xiv P R E FA C E  and experience emotions and stress (Chapters 10 and 11). Specific topics in this section that are featured in our book include consciousness, cortical processing of sensory information, long-term potentiation, neural plasticity, prefrontal control and involvement in emotion, physiological signatures of emotion, and the effect of stress and emotion on memory. 2. Concept 7 This section focuses on how behaviors are produced. It covers individual influences on behavior, including biological factors such as genes and the nervous system (Chapter 3), personality (Chapter 13), psychological disorders (Chapters 14 and 15), motivation (Chapter 10) and attitudes (Chapter 12). It also includes social processes that influence behavior, such as cultural influ- ences (Chapters 1 and 12) and socialization, group processes, and the influence of others (Chapter 12). Learning (Chapter 6) and theories of attitudinal and behav- ioral change (Chapter 12) are covered. In addition, much of our health psychology discussion (Chapter 11) is highly relevant for this section. 3. Concept 8 This section focuses on how we think about ourselves and how that thinking influ- ences health. It includes a study of self and identity formation (Chapters 9 and 13) and attitudes that affect social interactions (Chapter 12); attribution theory, preju- dice and bias, and stereotypes and group relations (Chapter 12); processes related to stereotype threat (Chapter 8); and how people help and hurt one another and the nature of their social relationships (Chapter 12). While Concepts 9 and 10 cover material primarily from sociology, students will encounter relevant material in Psychological Science. For instance, our textbook covers the effects of growing up in poverty on health, cognitive function, and language. Also discussed are health disparities due to race and socioeconomic status, in addi- tion to social inequalities due to race and gender and sexual orientation. Finally, students using our textbook will be at a significant advantage for complet- ing the section of the MCAT on critical analysis and reasoning skills. Through our emphasis on critical thinking skills and psychological reasoning, students will learn to evaluate arguments, appreciate ethical considerations, and recognize faulty psychological reasoning. STUDENTS WILL CARE ABOUT WHAT THEY LEARN IN OUR BOOK A major goal of the fifth edition is encouraging students to care about our field. As engaged readers, students will learn more deeply, understand themselves and others more fully, and become better critical thinkers and decision makers. We have worked hard to provide resources that will enhance learning because they are based on the science of learning and the best practices for pedagogy. For example, the “What to Believe? Using Psychological Reasoning” features will provide students with important tools for applying psychological research to better understand themselves and others. The “Using Psychology in Your Life” features will keep students engaged and thinking about the material in terms of their personal lives. By making clear how psychological concepts can have real-time usefulness, these applications provide additional moti- vation for students to engage with the material. This is an exciting time to work in psychological science, and we hope that our excitement is contagious. This book is written for the many undergraduate and grad- uate students we have the pleasure to interact with each day, with our respect for their intelligence and our admiration for their inquisitiveness. P R E FA C E xv  Acknowledgments We begin, as always, by acknowledging the unwavering support we have received from our families. Writing a textbook is a time-consuming endeavor, and our family members have been generous in allowing us the time to focus on writing. We are also extremely grateful to the many colleagues who gave us responses and advice. Some individuals deserve special recognition. Foremost is our good friend Margaret Lynch, an award-winning instructor who teaches hundreds of students each year at San Francisco State University. Since the first edition of this textbook, Margaret has been a valuable partner in shaping the content. Reading every sentence of the fifth edition and offering comments and suggestions throughout, she reminded us never to take students for granted or underestimate them (and also admonished us never to use contractions). Ines Segert, an award-winning instructor at the University of Missouri, provided invaluable advice regarding our revision plan and also brought her extensive knowledge and keen eye to each chapter and to our new psychological reasoning theme. Ines was particularly helpful in pointing us to recent findings that required us to update our coverage. Rebecca Gazzaniga, M.D., reviewed all the chapters and pushed us to speak directly to students in our writing. As a physician, she provided especially useful advice for reorganizing the “Health and Well-Being” chapter, as well as reviewing all of our new MCAT questions. Dennis Miller provided expert feedback and vision, plus a focus group with his students at the University of Missouri, regarding online assessment for the fourth and fifth editions. Barbara Oswald at Miami University helped us rethink the research methods chapter. Her review of the fourth edition chapter was thorough, detailed, and full of excellent advice. She subsequently provided a blueprint that guided us through the revision of that chapter, while contributing a step-by-step overview of the research cycle and a stronger critical thinking perspective, and she contributed the new MCAT questions for each chapter. As in the fourth edition, we relied on the excellent Tasha Howe to revise the development chapter, making it more contemporary and making sure we had diverse coverage. Matthias Mehl and Brent Roberts provided excel- lent advice for updating the personality chapter, and Christopher Chabris helped us understand how to chunk chessboards meaningfully. Josh Buckholtz provided expert advice on the MAOA gene relationship to violence and impulsivity. Debra Mashek has been an invaluable member of the team for three editions. For the fourth edition, Debra wrote the “Using Psychology in Your Life” features. Because they were so well received, we included new or updated versions in the fifth edition. Thanks in large part to Debra’s engaging, insightful voice, students love applying the findings of psychological science to their own lives. THE NORTON TEAM Producing a textbook requires a small army of people who are crucial at each step of the way. In the modern publishing world, where most books are produced by large multinational corporations that are focused primarily on the bottom line, W. W. Norton stands out as a beacon to academics and authors, both for remaining committed to the best-quality publications and for providing outstanding team members to help ensure that quality. Norton’s employees own the company, and therefore every individual who worked on our book has a vested interest in its success; that personal connection shows in the great enthusiasm each person brought to his or her work. Our eternal thanks are due to Sheri Snavely, who took over as editor during the third edition and played a central role in shaping each subsequent edition. Sheri is an amazingly talented and insightful editor who brought not only many years of expertise in science editing, but also a profound dedication to spreading the message about our book. Sheri understands our vision and has been enthusiastic about all the xvi P R E FA C E right things at all the right times. There is not a better editor in psychology, and we are grateful for the attention she has given our book even as she has built one of the best overall lists in psychology today. Roby Harrington, director of Norton’s college division, was a genius for hiring her, and we also express our gratitude to Roby for his support of the book. Our innovative media and ancillaries team, led by media editor Patrick Shriner, was instrumental in producing a first-rate support package that will assist students and instructors in having a rich experience with the textbook. As every instruc- tor knows, a well-conceived test bank is crucial to a successful course. Inadequate test banks with uneven or ambiguous items can frustrate students and instructors alike. Associate media editor Stefani Wallace and editorial assistant Scott Sugarman worked tirelessly to create the best test bank available for introductory psychology (see p. xxviii for more details). Stefani also pulled together the coursepack material so you can easily assign our material within your own course management system. Assistant media editor George Phipps skillfully managed the Integrated Instruc- tors’ Guide and a multitude of lecture presentation tools. Patrick Shriner made sure the whole package works seamlessly with your lectures and that our new edition is available with a new Ebook and W. W. Norton’s InQuizitive online adaptive assess- ment. Somehow, in his spare time, Patrick also managed to revise all the ZAPS online psychology labs for introductory psychology, and for that we are deeply grateful. There will always be a special place in our hearts for Kurt Wildermuth. If there were an election for best developmental and project editor, we would stuff the ballot boxes by voting early and often. In previous editions, we noted that Kurt is a wordsmith of the highest order. For the fifth edition, he continued to make sure the writing was crisp and accessible. But Kurt did a lot more for this edition, from overseeing the schedule to helping select the very best art. Words fail to fully capture our admiration for his contributions to this revision and for his loyalty to our textbook. Many others also provided crucial support. Scott Sugarman was an extraordi- nary editorial assistant, helping us keep organized as all the details came together. Scott had used the textbook as a student at Tufts, so he was able to offer many useful insights about the book from a student’s perspective. Photo editor Stephanie Romeo and photo researcher Elyse Rieder did a wonderful job of researching and editing all the photos in our book and finding the captivating faces that begin each chapter. Production manager Sean Mintus made sure all the trains ran on time so we could have this book and its ancillaries ready for instructors to consider for their courses. Design director Rubina Yeh worked with Faceout to create our beautiful new design. We are grateful for our marketing manager, Lauren Winkler, who has created a cutting-edge and informative marketing campaign. She truly understands what instructors and students need to be successful and is doing a marvelous job of making sure our message reaches travelers and professors. A big thank you to the psycho- logical science specialists—Peter Ruscitti, Heidi Shadix, and Rebecca Andragna— for their tireless work on our behalf. Our media specialists—David Prestidge, Matt Walker, Jason Dewey, Maureen Connelly, and Donna Garnier, and their leader Kilean Kennedy—have become critical players in our effort to win over instructors and navi- gate the latest media needs. The science and media specialists have probably racked up enough frequent flier points traveling across North America for our book that they could fly to the moon and back. Indeed, the entire sales force at W.W. Norton, led by Michael Wright and his excellent team of managers, has supported our book and continues to get the word out and develop key relationships in psychology depart- ments. The Norton travelers are distinguished by their knowledge of psychology and their sincere interest in what instructors are trying to accomplish in their courses. Finally, we acknowledge the president of Norton, Drake McFeely, for inspiring a workforce that cares so deeply about publishing and for having continuing faith in us. P R E FA C E xvii PSYCHOLOGICAL SCIENCE REVIEWERS AND CONSULTANTS Stephanie Afful, Fontbonne University Heidi L. Dempsey, Jacksonville State University George Alder, Simon Fraser University Joseph Dien, Johns Hopkins University Rahan Ali, Pennsylvania State University Michael Domjan, University of Texas at Austin Gordon A. Allen, Miami University of Ohio Wendy Domjan, University of Texas at Austin Mary J. Allen, California State University, Bakersfield Jack Dovidio, Colgate University Ron Apland, Vancouver Island University Dana S. 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Yamashita, California State University, Monterey Bay Lee Thompson, Case Western Reserve University Dahlia Zaidel, University of California, Los Angeles xx P R E FA C E Correlation with APA Learning Guidelines 2.0 Fig. 3.24 The Forebrain and the Subcortical Regions 95 Visual Information 188-90 GOAL Knowledge Base Fig. 3.25 The Cerebral Cortex 96 Depth Perception Is Important for Locating Objects 191-93 1 in Psychology The Cerebral Cortex Underlies Complex Mental Activity 96-100 Size Perception Depends on Distance 193-94 Fig. 3.26 The Corpus Callosum 96 Motion Perception Has Internal and External Cues 194-95 Chapter 1The Science of Psychology Fig. 3.27 The Primary Somatosensory and Motor Object Constancies Help When Perspective Changes 196-97 HEADING/DESCRIPTION PAGE Homunculus 97 Audition Results from Changes in Air Pressure 198-99 Definition of Psychology and Psychological Science 4-5 Fig. 3.31 Split Brain 101 Pitch Is Encoded by Frequency and Location 199-201 The Nature/Nurture Debate Has a Long History 12 The Peripheral Nervous System Includes the Fig. 5.39 How We Are Able to Hear 200-201 The Mind/Body Problem Also Has Ancient Roots 12-13 Somatic and Autonomic Systems 104-06 Fig. 5.40 Auditory Localization 201 Experimental Psychology Began with Introspection 13-14 Fig. 3.35 The Sympathetic and Parasympathetic Fig. 5.41 Place Coding 201 Introspection and Other Methods Led to Structuralism 14 Divisions of the Autonomic Nervous System 105 Cochlear Implants Assist the Hearing Impaired 202-03 Functionalism Addressed the Purpose of Behavior 14-15 The Endocrine System Communicates Through There Are Five Basic Taste Sensations 204-06 Gestalt Psychology Emphasized Patterns and Context Hormones 106-07 Fig. 5.43 How We Are Able to Taste 204-05 in Learning 16 Fig. 3.36 The Hypothalamus and the Major Smell Detects Odorants 208-09 Freud Emphasized Unconscious Conflicts 17 Endocrine Glands 106 How We Are Able to Smell 208-09 Behaviorism Studied Environmental Forces 17-18 Fig. 3.39 Males’ Brains Versus Females’ Brains 111 Pheromones Are Processed Like Olfactory Stimuli 210 Cognitive Approaches Emphasized Mental Activity 18 The Brain Rewires Itself Throughout Life 111-13 The Skin Contains Sensory Receptors For Touch 211 The Brain Can Recover from Injury 112-13 There Are Two Types of Pain 211-15 Social Psychology Studies How Situations Shape Behavior 19 Heredity Involves Passing Along Genes Through Fig. 5.46 How We Are Able to Experience Touch: The Science Informs Psychological Treatments 19-20 Reproduction 116-18 Haptic Sense 212-13 Biology Is Increasingly Emphasized in Explaining Fig. 3.46 Genotypes and Phenotypes 118 Fig. 5.47 How We Experience Touch: The Sense of Pain 213 Psychological Phenomena 21-22 Genotypic Variation Is Created by Sexual Reproduction 118-20 Fig. 5.48 Gate Control Theory 214 Evolutionary Thinking Is Increasingly Influential 22-23 Genes Affect Behavior 120-22 Culture Provides Adaptive Solutions 23-24 Psychological Science Now Crosses Levels of Analysis 24-27 Social and Environmental Contexts Influence Chapter 6Learning Genetic Expression 122-23 HEADING/DESCRIPTION PAGE Chapter 2Research Methodology Genetic Expression Can Be Modified 123, 125 Learning Results from Experience 222-23 HEADING/DESCRIPTION PAGE Fig. 6.4 Types of Learning 223 What to Believe? Using Psychological Reasoning: Chapter 4Consciousness Fig. 6.5 Types of Nonassociative Learning 224 Misunderstanding Statistics: Should You Bet on a Hot Hand? 69 HEADING/DESCRIPTION PAGE Habituation and Sensitization Are Simple Models Consciousness Is a Subjective Experience 133 Chapter 3Biology and Behavior of Learning 224-25 Conscious Awareness Involves Attention 133-37 HEADING/DESCRIPTION PAGE Fig. 6.9 Two Types of Associative Learning 226 Unconscious Processing Influences Behavior 137-38 The Nervous System Has Two Basic Divisions 76-77 Fig. 6.10 Pavlov’s Apparatus and Classical Conditioning 227 Brain Activity Gives Rise to Consciousness 138-41 Neurons Are Specialized for Communication 77-80 Fig. 6.12 Acquisition, Extinction, and Spontaneous Sleep Is an Altered State of Consciousness 145-48 Fig. 3.3 The Basic Divisions of the Nervous System 77 Recovery 229 Fig. 4.14 Brain Activity During Sleep 146 Fig. 3.4 The Three Types of Neurons 78 Fig. 6.13 Stimulus Generalization 230 Fig. 4.15 Stages of Sleep 147 Fig. 3.5 Neuron Structure 79 Fig. 6.14 Stimulus Discrimination 231 Sleep Is an Adaptive Behavior 148-51 The Resting Membrane Potential Is Negatively Charged 79-80 Learning Involves Expectancies and Prediction 232-35 People Dream While Sleeping 152-54 Fig. 3.6 Resting Membrane Potential 80 Fig. 6.17 Rescorla-Wagner Model 234 Fig. 4.19 Brain Regions and REM Dreams 153 Action Potentials Cause Neural Communication 80-82 Fig. 6.18 Prediction Error and Dopamine Activity 235 Hypnosis Is Induced Through Suggestion 155-57 Fig. 3.7 Action Potential 81 Overview of Operant Conditioning 239-41 Meditation Produces Relaxation 157-58 Neurotransmitters Bind to Receptors Across the Fig. 6.22 Law of Effect 241 Table 4.1 Psychoactive Drugs 161 Synapse 82-84 Reinforcement Increases Behavior 241-42, 244 Addiction Has Physical and Psychological Aspects 167-69 Fig. 3.8 How Neurotransmitters Work 83 Fig. 6.23 Operant Chamber 242 Neurotransmitters Influence Mental Activity and Chapter 5Sensation and Perception Operant Conditioning Is Influenced by Schedules Behavior 84-88 HEADING/DESCRIPTION PAGE of Reinforcement 245-46 Fig. 3.9 How Drugs Work 85 Synesthesia 173-74 Fig. 6.27 Fixed Interval Schedule 245 Table 3.1 Common Neurotransmitters and Their Major Fig. 5.2 From Sensation to Perception 175 Fig. 6.28 Variable Interval Schedule 245 Functions 86 Sensory Information Is Translated into Meaningful Fig. 6.29 Fixed Ratio Schedule 246 Fig. 3.13 The Brain and the Spinal Cord 89 Signals 175-76 Fig. 6.30 Variable Ratio Schedule 246 History of Early Brain Research 89-90 Table 5.1 The Stimuli, Receptors, and Pathways for Punishment Decreases Behavior 246-50 Fig. 3.15 Broca’s Area 90 Each Sense 176 Fig. 6.31 Negative and Positive Reinforcement, Fig. 3.16 Polygraph 91 Detection Requires a Certain Amount of the Stimulus 176-79 Negative and Positive Punishment 247 Fig. 3.17 Electroencephalograph 91 Fig. 5.4 Qualitative Versus Quantitative Sensory Biology and Cognition Influence Operant Conditioning 250-51 Fig. 3.18 Positron Emission Tomography 91 Information 177 Dopamine Activity Underlies Reinforcement 252-53 Fig. 3.19 Magnetic Resonance Imaging 92 Fig. 5.5 Absolute Threshold 177 Learning Can Occur Through Observation and Fig. 3.20 Functional Magnetic Resonance Imaging 92 Fig. 5.8 Payoff Matrices for Signal Detection Theory 178 Imitation 254-57 The Brain Stem Houses the Basic Programs of Survival 92-93 The Brain Constructs Stable Representations 179 Fig. 6.38 Two Types of Observational Learning 257 Fig. 3.21 Transcranial Magnetic Stimulation 93 Fig. 5.10 Primary Sensory Areas 179 The Cerebellum Is Essential for Movement 93 Sensory Receptors in the Eye Transmit Visual Chapter 7Memory Fig. 3.22 The Brain Stem 93 Information to the Brain 182-85 HEADING/DESCRIPTION PAGE Fig. 3.23 The Cerebellum 94 Fig. 5.11 How We Are Able to See 184-85 Memory Is the Nervous System’s Capacity to Subcortical Structures Control Emotions and Fig. 5.13 The Experience of Color 186 Retain and Retrieve Skills and Knowledge 266-67 Appetitive Behaviors 94-95 Perceiving Objects Requires Organization of Fig. 7.3 Information Processing 267 A PA L E A R N I N G G U I D E L I N E S 2.0 xxi Fig. 7.4 Brain Regions Associated with Memory 268 Conservation of Quantity 376 Fig. 12.5 Zajonc’s Model of Social Facilitation 499 Fig. 7.5 Long-Term Potentiation (LTP) 269 Children Learn from Interacting with Others 380-81 People Conform to Others 502-03, 505 Sensory Memory Is Brief 272-73 Moral Development Begins in Childhood 381-83 People Are Often Compliant 505-06 Fig. 7.9 Three Memory Systems 272 Puberty Causes Physical Changes 384-85 People Are Obedient to Authority 506-07 Working Memory Is Active 273-75 A Sense of Identity Forms 385-90 Many Factors Can Influence Aggression 510-13 Long-Term Memory Is Relatively Permanent 275-78 Table 9.1 Erikson’s Eight Stages of Human Many Factors Can Influence Helping Behavior 513-14 Fig. 7.12 The Serial Position Effect 276 Development 386 Some Situations Lead to Bystander Apathy 514-16 Long-Term Storage Is Based on Meaning 279 Cognition Changes with Age 397-99 Cooperation Can Reduce Outgroup Bias 516-18 Fig. 7.14 Encoding 279 People Form Attitudes Through Experience and Schemas Provide an Organizational Framework 280-81 Chapter 10Emotions and Motivation Socialization 519-20 Fig. 7.16 A Network of Associations 281 HEADING/DESCRIPTION PAGE Attitudes Can Be Explicit or Implicit 521 Retrieval Cues Provide Access to Long-Term Emotions Vary in Valence and Arousal 405 Discrepancies Lead to Dissonance 521-23 Storage 282-84 Emotions Have a Physiological Component 405-08 Attitudes Can Be Changed Through Persuasion 523 Fig. 7.18 Different Types of Long-Term Memory 285 Fig. 10.4 The Insula and the Amygdala 406 Physical Appearance Affects First Impressions 525-26 Explicit Memory Involves Conscious Effort 286 Fig. 10.5 The Emotional Brain 407 People Make Attributions About Others 527-28 Implicit Memory Occurs Without Deliberate Effort 286-87 Fig. 10.8 James-Lange Theory of Emotion 411 Fundamental Attribution Error 527-28 Prospective Memory Is Remembering to Do Fig. 10.10 Cannon-Bard Theory of Emotion 412 Stereotypes Are Based on Automatic Categorization 528-30 Something 287-88 Fig. 10.11 Schachter-Singer Two-Factor Theory 412 Stereotypes Can Lead to Prejudice 530-32 Transience Is Caused by Interference 290 Emotions Serve Cognitive Functions 417-18 Modern Prejudice 531-32 Fig. 7.22 Proactive Interference Versus Facial Expressions Communicate Emotion 418-20 Situational and Personal Factors Influence Retroactive Interference 291 Emotions Strengthen Interpersonal Relations 421-22 Interpersonal Attraction and Friendships 535-38 Blocking Is Temporary 291 Drives Motivate the Satisfaction of Needs 424-26 Love Is an Important Component of Romantic Absentmindedness Results from Shallow Encoding 291-92 Fig. 10.19 Need Hierarchy 424 Relationships 538 Amnesia Is a Deficit in Long-Term Memory 292 Fig. 10.20 Needs, Drives, and Behaviors According to Fig. 7.24 Retrograde Amnesia Versus Anterograde Drive Reduction 425 Chapter 13Personality Amnesia 292 Fig. 10.21 A Negative-Feedback Model of Homeostasis 425 HEADING/DESCRIPTION PAGE Persistence Is Unwanted Remembering 293 People Are Motivated by Incentives 426-28 Personality Is Rooted in Genetics 550-52 People Reconstruct Events to Be Consistent 295 People Set Goals to Achieve 428-30 Temperaments Are Evident in Infancy 552-53 Flashbulb Memories Can Be Wrong 295-96 Fig. 10.25 Delaying Gratification 430 There Are Long-Term Implications of Temperaments 553-54 People Make Source Misattributions 296-97 People Have a Need to Belong 430-32 Personality Is Adaptive 554-55 Suggestibility Biases Memory 297-98 Eating Is Influenced by Time and Taste 435-36 Psychodynamic Theories Emphasize Unconscious People Have False Memories 298, 300 Fig. 10.31 The Impact of Culture on Eating Behavior 437 and Dynamic Processes 557-60 Biology Influences Sexual Behavior 438-40 Personality Reflects Learning and Cognition 560-61 Chapter 8Thinking, Language, and Humanistic Approaches Emphasize Integrated Fig. 10.32 Hypothalamus and Hormones Influence Intelligence Sexual Behavior 439 Personal Experience 562 HEADING/DESCRIPTION PAGE Fig. 10.33 Diagram of the Sexual Response Cycle 440 Trait Approaches Describe Behavioral Dispositions 562-66 Overview of Cognition and Thinking 310 Cultural Scripts and Cultural Rules Shape Sexual Fig. 13.11 The Big Five Personality Factors 563 Thinking Involves Two Types of Mental Representations 310-11 Interactions 441-43 Fig. 13.12 Eysenck’s Biological Trait Theory of Concepts Are Symbolic Representations 311-12 People Differ in Sexual Orientations 443-45 Personality 564 Schemas Organize Useful Information About Fig. 13.14 Behavioral Approach System and Environments 313-15 Chapter 11Health and Well-Being Behavioral Inhibition System 566 Decision Making Often Involves Heuristics 316-21 HEADING/DESCRIPTION PAGE Behavior Is Influenced by the Interaction of Problem Solving Achieves Goals 321-27 Social Context, Biology, and Behavior Combine to Personality and Situations 568-69 Fig. 8.28 The Units of Language 330 Affect Health 453-57 Personality Traits Are Relatively Stable over Time 569-70 Fig. 8.31 Left Hemisphere Regions Involved in Speech 331 Fig. 11.2 The Biopsychosocial Model 453 Development and Life Events Alter Personality Language Develops in an Orderly Way 332-33 Obesity and Maladaptive Eating Habits Have Many Traits 571-73 There Is an Inborn Capacity for Language 334-36 Health Consequences 457-65 Culture Influences Personality 573-75 Measuring Intelligence 338-41 Table 11.1 DSM-5 Diagnostic Criteria for Eating Researchers Use Multiple Methods to Assess General Intelligence Involves Multiple Components 341-43 Disorders 464 Personality 577-80 Fig. 8.42 General Intelligence as a Factor 341 Smoking Is a Leading Cause of Death 465-67 Observers Show Accuracy in Trait Judgments 580-81 Intelligence Is Related to Cognitive Performance 343-46 Exercise Has Numerous Benefits 467-68 Fig. 13.29 Self-Schema 585 Genes and Environment Influence Intelligence 346-48 Overview of Stress 469-70 Perceived Social Regard Influences Self-Esteem 586-88 Fig. 8.46 Genes and Intelligence 346 Stress Has Physiological Components 470-72 People Use Mental Strategies to Maintain a Group Differences in Intelligence Have Multiple Fig. 11.18 Hypothalamic-Pituitary-Adrenal (HPA) Axis 472 Positive Sense of Self 588-91 Determinants 349-51 Fig. 11.21 The General Adaptation Syndrome 474 There Are Cultural Differences in the Self 591-92 Stress Disrupts the Immune System 476-77 Fig. 13.36 Cultural Differences in Self-Construals 593 Chapter 9Human Development Stress Increases the Risk of Heart Disease 477-80 HEADING/DESCRIPTION PAGE Coping Reduces the Negative Health Effects of Stress 480-82 Chapter 14Psychological Disorders Development Starts in the Womb 359-61 Positive Psychology Emphasizes Well-Being 483-84 HEADING/DESCRIPTION PAGE Fig. 9.3 Environment and Synaptic Connections 360 Social Support Is Associated with Good Health 485-87 Psychopathology Is Different from Everyday Biology and Environment Influence Motor Study of Marriage and Well-Being Across Cultures 485-86 Problems 602-03 Development 361-63 Psychological Disorders Are Classified into Fig. 9.6 Learning to Walk 362 Chapter 12Social Psychology Categories 603-05 Infants Are Prepared to Learn 364-65 HEADING/DESCRIPTION PAGE Table 14.1 DSM-5 Disorders 603 Infants Develop Attachments 366, 368-72 Fig. 12.2 Social Brain Hypothesis 496 Fig. 14.4 Dimensional Nature of Psychopathology 604 Fig. 9.16 Piaget’s Stages of Cognitive Development 375 People Favor Their Own Groups 497-99 Fig. 14.5 Comorbidity 604 Fig. 9.17 The Preoperational Stage and the Law of Groups Influence Individual Behavior 499-502 Psychological Disorders Must Be Assessed 605-06 xxii A PA L E A R N I N G G U I D E L I N E S 2.0 Psychological Disorders Have Many Causes 606-09 Dialectical Behavior Therapy Is Most Successful for Descriptive Statistics Provide a Summary of the Data 65-67 Fig. 14.8 Diathesis-Stress Model 606 Borderline Personality Disorder 690-91 Fig. 2.32 Descriptive Statistics 66 Fig. 14.12 Internalizing and Externalizing Model of Antisocial Personality Disorder Is Extremely Fig. 2.33 Scatterplots 67 Psychological Disorders 609 Difficult to Treat 691-92 Fig. 2.34 Correlation Coefficient 67 Table 14.2 Cultural Syndromes 610 Children with ADHD Can Benefit from Various Correlations Describe the Relationships Anxiety Disorders Make People Apprehensive and Approaches 694-96 Between Variables 67-68 Tense 612-15 Children with Autism Spectrum Disorder Benefit Inferential Statistics Permit Generalizations 68 Fig. 14.15 Anxiety Disorders 614 from Structured Behavioral Treatment 696-99 What to Believe? Using Psychological Reasoning: Unwanted Thoughts Create Anxiety in The Use of Medication to Treat Adolescent Misunderstanding Statistics: Should You Bet on a Obsessive-Compulsive Disorders 615-17 Depressive Disorders Is Controversial 699-702 Hot Hand? 69 Fig. 14.17 OCD Cycle 617 Chapter 3Biology and Behavior Posttraumatic Stress Disorder Results from GOAL Scientific Inquiry and HEADING/DESCRIPTION PAGE Trauma Depressive Disorders Consist of Sad, Empty, or 617-18 2 Critical Thinking What to Believe? Using Psychological Reasoning Irritable Mood 618-19 Failing to Notice Source Credibility: Are There Chapter 1The Science of Psychology “Left Brain” and “Right Brain” Types of People? 102 Depressive Disorders Have Biological, HEADING/DESCRIPTION PAGE Scientific Thinking: Caspi’s Study of the Influence of Situational, and Cognitive Components 619-21 Psychological Science Teaches Critical Thinking 5-6 Environment and Genes 124 Bipolar Disorders Involve Depression and Mania 621-24 Dissociative Disorders Are Disruptions in Psychological Science Examines How People Chapter 4Consciousness Memory, Awareness, and Identity 625-28 Typically Think 6-9 Fig. 1.6 A Humorous Example 8 HEADING/DESCRIPTION PAGE Schizophrenia Involves a Split Between Thought What to Believe? Failing to See Our Own Scientific Thinking: Change Blindness Studies by and Emotion 628-34 Inadequacies: Why Are People Unaware of Simons and Levin 136 Table 14.4 DSM-5 Diagnostic Criteria for Their Weaknesses? 10-11 Scientific Thinking: The Relationship Between Schizophrenia 629 Consciousness and Neural Responses in the Brain 139 Fig. 14.27 Effects of Biology and Environment on Chapter 2Research Methodology What to Believe? Using Psychological Reasoning: Schizophrenia 634 After-the-Fact Explanations: How Do We Interpret HEADING/DESCRIPTION PAGE Personality Disorders Are Maladaptive Ways of Our Behavior? 142-43 Texting and Driving Studies 33-34 Relating to the World 636-37 Freud’s Interpretation of Dreams 152-53 Science Has Four Primary Goals 34-35 Table 14.6 Personality Disorders and Associated Hypnosis Is Induced Through Suggestion 155-57 Critical Thinking Means Questioning and Characteristics 636 Meditation Produces Relaxation 157-58 Evaluating Information 35-37 Borderline Personality Disorder Is Associated with Scientific Thinking: Cell Phone Versus Intoxication 36 Poor Self-Control 637-39 Chapter 5Sensation and Perception The Scientific Method Aids Critical Thinking 37-41 Table 14.7 DSM-5 Diagnostic Criteria of Borderline HEADING/DESCRIPTION PAGE Fig. 2.4 The Scientific Method 38 Personality Disorder 638 Fig. 5.5 Absolute Threshold 177 Fig. 2.5 The Scientific Method in Action 39 Antisocial Personality Disorder Is Associated with What to Believe? Using Psychological Reasoning: Unexpected Findings Can Be Valuable 41-42 a Lack of Empathy 639-41 Misunderstanding Statistics: Does ESP Exist? 180 Variables