Myers Psychology 9th Edition PDF

This page intentionally left blank Psychology Senior Publisher: Catherine Woods Senior Acquisitions Editor: Kevin Feyen Executive Marketing Manager: Katherine Nurre Development Editors: Christine Brune, Nancy Fleming Media Editor: Peter Twickler Photo Editor: Bianca Moscatelli Photo Researcher: D...

This page intentionally left blank Psychology Senior Publisher: Catherine Woods Senior Acquisitions Editor: Kevin Feyen Executive Marketing Manager: Katherine Nurre Development Editors: Christine Brune, Nancy Fleming Media Editor: Peter Twickler Photo Editor: Bianca Moscatelli Photo Researcher: Donna Ranieri Art Director, Cover Designer: Babs Reingold Interior Designer: Lissi Sigillo Layout Designer: Lee Mahler-McKevitt Illustration Researcher: Lyndall Culbertson Associate Managing Editor: Tracey Kuehn Illustration Coordinator: Bill Page Illustrations: TSI Graphics, Keith Kasnot Production Manager: Sarah Segal Composition: TSI Graphics Printing and Binding: RR Donnelley Cover Painting: The Palm, 1926 (oil on canvas) by Pierre Bonnard (1867-1947) ©Phillips Collection, Washington DC, USA/ Lauros/Giraudon/The Bridgeman Art Library (c) 2009 Artists Rights Society (ARS), New Yrok/ADAGP, Paris ISBN-13: 978-1-4292-1597-8 ISBN-10: 1-4292-1597-6 © 2010 by Worth Publishers All rights reserved. Printed in the United States of America First printing 2008 All royalties from the sale of this book are assigned to the David and Carol Myers Foundation, which exists to receive and distribute funds to other charitable organizations. Worth Publishers 41 Madison Avenue New York, NY 10010 www.worthpublishers.com Psychology NINTH EDITION David G. Myers Hope College Holland, Michigan WORTH PUBLISHERS  To Tom Kling, Bill Davis, Rory Baruth, and Greg Fallath, with gratitude for your supportive friendship across all nine editions. About the Author D avid Myers received his psychology Ph.D. from the University of Iowa. He has spent his career at Hope College, Michigan, where he has taught dozens of introductory psychology sections. Hope College students have invited him to be their commencement speaker and voted him “outstanding professor.” Myers’ scientific articles have, with support from National Science Foundation grants, appeared in more than two dozen scientific periodicals, including Science, American Scientist, Psychological Science, and the American Psychologist. In addition to his scholarly writing and his textbooks for introductory and social psychology, he also digests psychological science for the general public. His writings have appeared in three dozen magazines, from Today’s Education to Scientific American. He also has authored five general audience books, including The Pursuit of Happiness and Intuition: Its Powers and Perils. David Myers has chaired his city’s Human Relations Commission, helped found a thriving assistance center for families in poverty, and spoken to hundreds of college and community groups. Drawing on his experience, he also has written articles and a book (A Quiet World) about hearing loss, and he is advocating a transformation in American assistive listening technology (see hearingloop.org). He bikes to work year-round and plays daily pick-up basketball. David and Carol Myers have raised two sons and a daughter. This page intentionally left blank Brief Contents xv PREFACE 1 PROLOGUE The Story of Psychology 15 CHAPTER 1 Thinking Critically With Psychological Science 47 CHAPTER 2 The Biology of Mind 85 CHAPTER 3 Consciousness and the Two-Track Mind 133 CHAPTER 4 Nature, Nurture, and Human Diversity 173 CHAPTER 5 Developing Through the Life Span 229 CHAPTER 6 Sensation and Perception 291 CHAPTER 7 Learning 327 CHAPTER 8 Memory 369 CHAPTER 9 Thinking and Language 405 CHAPTER 10 Intelligence 443 CHAPTER 11 Motivation and Work 497 CHAPTER 12 Emotions, Stress, and Health 553 CHAPTER 13 Personality 593 CHAPTER 14 Psychological Disorders 637 CHAPTER 15 Therapy 673 CHAPTER 16 Social Psychology A-1 APPENDIX A Careers in Psychology B-1 APPENDIX B Answers to Test Yourself Questions G-1 GLOSSARY R-1 REFERENCES NI-1 NAME INDEX SI-1 SUBJECT INDEX  Preface xv Contents 1 P R O LO G U E The Story of Psychology What Is Psychology? 2 Psychology’s Roots 2 Psychological Science Develops 4 Contemporary Psychology 6 Psychology’s Biggest Question 7 Psychology’s Three Main Levels of Analysis 8 Psychology’s Subfields 10 CLOSE-UP: Tips for Studying Psychology 12 15 CHAPTER 1 Thinking Critically With Psychological Science The Need for Psychological Science 15 Did We Know It All Along? Hindsight Bias 16 Overconfidence 18 The Scientific Attitude 18 Critical Thinking 20 How Do Psychologists Ask and Answer Questions? 21 The Scientific Method 21 Description 22 Correlation 25 Experimentation 30 Statistical Reasoning in Everyday Life 33 Describing Data 34 Making Inferences 37 Frequently Asked Questions About Psychology 38 viii  C O N T E N T S ix Drugs and Consciousness 112 Dependence and Addiction 113 Psychoactive Drugs 114 Influences on Drug Use 123 Near-Death Experiences 126 47 CHAPTER 2 The Biology of Mind Neural Communication 48 Neurons 49 How Neurons Communicate 51 How Neurotransmitters Influence Us 51 133 The Nervous System 55 CHAPTER 4 The Peripheral Nervous System 55 The Central Nervous System 56 Nature, Nurture, and Human Diversity The Endocrine System 58 Behavior Genetics: Predicting Individual Differences 134 The Brain 60 Genes: Our Codes for Life 134 The Tools of Discovery: Having Our Head Examined 61 Twin and Adoption Studies 135 Older Brain Structures 62 Temperament and Heredity 139 The Cerebral Cortex 68 Heritability 140 Our Divided Brain 75 Gene-Environment Interaction 142 Right-Left Differences in the Intact Brain 78 The New Frontier: Molecular Genetics 142 Evolutionary Psychology: Understanding Human Nature 143 Natural Selection and Adaptation 144 Evolutionary Success Helps Explain Similarities 144 An Evolutionary Explanation of Human Sexuality 146 Parents and Peers 149 Parents and Early Experiences 149 Peer Influence 152 Cultural Influences 153 Variation Across Cultures 154 85 Variation Over Time 155 CHAPTER 3 Culture and the Self 155 Consciousness and the Two-Track Mind Culture and Child-Rearing 157 Developmental Similarities Across Groups 158 The Brain and Consciousness 86 Gender Development 159 Cognitive Neuroscience 86 Gender Similarities and Differences 159 Dual Processing 87 The Nature of Gender 162 Sleep and Dreams 91 The Nurture of Gender 164 Biological Rhythms and Sleep 92 Reflections on Nature and Nurture 166 Why Do We Sleep? 97 Sleep Disorders 101 Dreams 103 Hypnosis 108 Facts and Falsehoods 108 Explaining the Hypnotized State 110 x CONTENTS The Eye 237 Visual Information Processing 240 Color Vision 243 Hearing 245 The Stimulus Input: Sound Waves 245 The Ear 246 Hearing Loss and Deaf Culture 250 CLOSE-UP: Living in a Silent World 251 173 Other Important Senses 252 CHAPTER 5 Touch 252 Developing Through the Life Span Pain 255 Prenatal Development and the Newborn 173 Taste 258 Conception 173 Smell 260 Prenatal Development 174 Perceptual Organization 263 The Competent Newborn 175 Form Perception 264 Infancy and Childhood 177 Depth Perception 266 Physical Development 177 Motion Perception 269 Cognitive Development 179 Perceptual Constancy 269 CLOSE-UP: Autism and “Mind-Blindness” 186 Perceptual Interpretation 272 Social Development 188 Sensory Deprivation and Restored Vision 273 Adolescence 196 Perceptual Adaptation 274 Physical Development 197 Perceptual Set 275 Cognitive Development 199 Perception and the Human Factor 279 Social Development 202 Is There Extrasensory Perception? 282 Emerging Adulthood 205 Claims of ESP 282 Adulthood 206 Premonitions or Pretensions? 282 Physical Development 207 Putting ESP to Experimental Test 283 Cognitive Development 212 Social Development 216 Reflections on Two Major Developmental Issues 223 Continuity and Stages 223 Stability and Change 224 291 CHAPTER 7 Learning How Do We Learn? 291 229 Classical Conditioning 294 CHAPTER 6 Pavlov’s Experiments 294 Sensation and Perception Extending Pavlov’s Understanding 299 Pavlov’s Legacy 302 Sensing the World: Some Basic Principles 230 CLOSE-UP: Trauma as Classical Conditioning 304 Thresholds 231 Operant Conditioning 304 Sensory Adaptation 234 Skinner’s Experiments 305 Vision 236 Extending Skinner’s Understanding 311 The Stimulus Input: Light Energy 236 Skinner’s Legacy 313  C O N T E N T S xi CLOSE-UP: Training Our Partners 316 Contrasting Classical and Operant Conditioning 316 Learning by Observation 317 Mirrors in the Brain 318 Bandura’s Experiments 319 Applications of Observational Learning 320 369 CHAPTER 9 Thinking and Language Thinking 369 Concepts 370 Solving Problems 371 Making Decisions and Forming Judgments 373 THINKING CRITICALLY ABOUT: The Fear Factor—Do We Fear the Right Things? 378 327 Language 382 CHAPTER 8 Language Structure 383 Memory Language Development 384 The Phenomenon of Memory 327 The Brain and Language 389 Studying Memory: Information-Processing Thinking and Language 391 Models 328 Language Influences Thinking 391 Thinking in Images 393 Encoding: Getting Information In 330 How We Encode 330 Animal Thinking and Language 395 What We Encode 333 What Do Animals Think? 396 Do Animals Exhibit Language? 398 Storage: Retaining Information 337 The Case of the Apes 398 Sensory Memory 337 CLOSE-UP: Talking Hands 399 Working/Short-Term Memory 338 Long-Term Memory 339 Storing Memories in the Brain 340 Retrieval: Getting Information Out 345 Retrieval Cues 346 Forgetting 349 Encoding Failure 350 Storage Decay 351 Retrieval Failure 352 CLOSE-UP: Retrieving Passwords 354 Memory Construction 356 405 Misinformation and Imagination Effects 356 CHAPTER 10 Source Amnesia 358 Discerning True and False Memories 358 Intelligence Children’s Eyewitness Recall 360 What Is Intelligence? 405 Repressed or Constructed Memories of Abuse? 361 Is Intelligence One General Ability or Several Specific Abilities? 406 Improving Memory 364 Intelligence and Creativity 410 Emotional Intelligence 412 Is Intelligence Neurologically Measurable? 413 Assessing Intelligence 415 The Origins of Intelligence Testing 415 Modern Tests of Mental Abilities 418 xii C O N T E N T S Principles of Test Construction 419 The Dynamics of Intelligence 422 Stability or Change? 422 Extremes of Intelligence 424 Genetic and Environmental Influences on Intelligence 427 Twin and Adoption Studies 427 Heritability 429 Environmental Influences 429 Group Differences in Intelligence Test Scores 431 The Question of Bias 437 497 CHAPTER 12 Emotions, Stress, and Health Theories of Emotion 498 Embodied Emotion 500 Emotions and the Autonomic Nervous System 500 Physiological Similarities Among Specific Emotions 501 Physiological Differences Among Specific Emotions 501 Cognition and Emotion 503 THINKING CRITICALLY ABOUT: Lie Detection 504 Expressed Emotion 507 Detecting Emotion 508 443 Gender, Emotion, and Nonverbal Behavior 509 CHAPTER 11 Culture and Emotional Expression 511 Motivation and Work The Effects of Facial Expressions 513 Motivational Concepts 444 Experienced Emotion 514 Instincts and Evolutionary Psychology 444 Fear 516 Drives and Incentives 445 Anger 518 Optimum Arousal 445 Happiness 519 A Hierarchy of Motives 446 CLOSE-UP: How to Be Happier 525 Hunger 447 Stress and Health 527 The Physiology of Hunger 448 Stress and Illness 527 The Psychology of Hunger 451 Stress and the Heart 532 Obesity and Weight Control 455 Stress and Susceptibility to Disease 534 CLOSE-UP: Waist Management 463 Promoting Health 538 Sexual Motivation 465 Coping With Stress 538 The Physiology of Sex 465 CLOSE-UP: Pets Are Friends, Too 541 The Psychology of Sex 467 Managing Stress 542 Adolescent Sexuality 469 THINKING CRITICALLY ABOUT: Complementary and Alternative Medicine 546 Sexual Orientation 471 CLOSE-UP: The Relaxation Response 547 Sex and Human Values 477 The Need to Belong 478 Motivation at Work 481 CLOSE-UP: I/O Psychology at Work 483 Personnel Psychology 483 CLOSE-UP: Discovering Your Strengths 484 Organizational Psychology: Motivating Achievement 487 CLOSE-UP: Doing Well While Doing Good: “The Great Experiment” 489  C O N T E N T S xiii THINKING CRITICALLY ABOUT: ADHD—Normal High Energy or Genuine Disorder? 595 Understanding Psychological Disorders 596 Classifying Psychological Disorders 597 CLOSE-UP: The “un-DSM”: A Diagnostic Manual of Human Strengths 599 Labeling Psychological Disorders 599 THINKING CRITICALLY ABOUT: Insanity and Responsibility 601 Anxiety Disorders 601 553 Generalized Anxiety Disorder 602 Panic Disorder 602 CHAPTER 13 Phobias 603 Personality Obsessive-Compulsive Disorder 603 The Psychoanalytic Perspective 554 Post-Traumatic Stress Disorder 604 Exploring the Unconscious 554 Understanding Anxiety Disorders 606 The Neo-Freudian and Psychodynamic Theorists 558 Somatoform Disorders 608 Assessing Unconscious Processes 559 Dissociative Disorders 609 Evaluating the Psychoanalytic Perspective 561 Dissociative Identity Disorder 609 The Humanistic Perspective 564 Understanding Dissociative Identity Disorder 610 Abraham Maslow’s Self-Actualizing Person 565 Mood Disorders 611 Carl Rogers’ Person-Centered Perspective 565 Major Depressive Disorder 612 Assessing the Self 566 Bipolar Disorder 612 Evaluating the Humanistic Perspective 566 Understanding Mood Disorders 614 The Trait Perspective 567 CLOSE-UP: Suicide 616 Exploring Traits 568 Schizophrenia 621 Assessing Traits 570 Symptoms of Schizophrenia 622 The Big Five Factors 571 Onset and Development of Schizophrenia 623 THINKING CRITICALLY ABOUT: How to Be a “Successful” Understanding Schizophrenia 624 Astrologer or Palm Reader 572 Evaluating the Trait Perspective 573 Personality Disorders 628 Antisocial Personality Disorder 629 The Social-Cognitive Perspective 576 Understanding Antisocial Personality Disorder 629 Reciprocal Influences 577 Personal Control 578 Rates of Psychological Disorders 631 CLOSE-UP: Toward a More Positive Psychology 581 Assessing Behavior in Situations 583 Evaluating the Social-Cognitive Perspective 584 Exploring the Self 584 The Benefits of Self-Esteem 585 Self-Serving Bias 586 637 CHAPTER 15 Therapy The Psychological Therapies 638 Psychoanalysis 638 593 Humanistic Therapies 641 Behavior Therapies 642 CHAPTER 14 Cognitive Therapies 646 Psychological Disorders Group and Family Therapies 649 Perspectives on Psychological Disorders 594 Evaluating Psychotherapies 650 Defining Psychological Disorders 594 Is Psychotherapy Effective? 651 xiv C O N T E N T S THINKING CRITICALLY ABOUT: “Regressing” From Unusual to Social Relations 691 Usual 652 Prejudice 691 The Relative Effectiveness of Different Therapies 654 CLOSE-UP: Automatic Prejudice 693 Evaluating Alternative Therapies 655 Aggression 698 Commonalities Among Psychotherapies 657 CLOSE-UP: Parallels Between Smoking Effects and Media Violence Culture and Values in Psychotherapy 658 Effects 704 CLOSE-UP: A Consumer’s Guide to Psychotherapists 659 Attraction 705 The Biomedical Therapies 660 CLOSE-UP: Online Matchmaking and Speed Dating 706 Drug Therapies 660 Altruism 712 Brain Stimulation 664 Conflict and Peacemaking 714 Psychosurgery 667 Therapeutic Life-Style Change 667 Preventing Psychological Disorders 668 A-1 APPENDIX A Careers in Psychology Preparing for a Career in Psychology A-1 The Bachelor’s Degree A-1 Postgraduate Degrees A-3 Subfields of Psychology A-5 Preparing Early for Graduate Study in Psychology A-9 For More Information A-10 673 CHAPTER 16 Social Psychology Social Thinking 673 B-1 Attributing Behavior to Persons or to Situations 673 APPENDIX B Attitudes and Actions 675 Answers to Test Yourself Questions CLOSE-UP: Abu Ghraib Prison: An “Atrocity-Producing Situation”? 678 Glossary G-1 Social Influence 679 References R-1 Conformity and Obedience 680 Name Index NI-1 Group Influence 687 The Power of Individuals 690 Subject Index SI-1  W ith each new edition, I’ve found myself traveling a familiar path. Preface When it is first published, I am relieved after many months of intense effort, and I am thrilled—sure that it is my best effort yet. But before long, as new research comes out elaborating on concepts that the current edition teaches, and as thoughtful instructors and students begin writing with suggestions for improvement, and then when commissioned reviews and survey results start coming in, I have second thoughts about the current edition’s seeming perfection. As my chapter-by-chapter storage cubbies begin fattening with new materials, my eagerness for the next edition grows. By the time the new edition is ready to come out, I grimace when reminded of people using the old edition, which once seemed so perfect! This new ninth edition of Psychology is no exception—it is so much improved over the previous work! I am delighted to offer the following changes: some 1300 new research citations representing the most exciting and important new discoveries in our field, organizational changes based on changes in the field (for example, in the heavily revised Consciousness chapter, which now follows the Neuroscience chapter and is titled “Consciousness and the Two-Track Mind” to reflect the dual processing and cognitive neuroscience themes), fine-tuned writing with countless small and large improvements in the way concepts are presented, supported by the input and creative ideas of hundreds of contributing instructors and students, and from my long- time editors, a sharp new art program and new pedagogy that teaches more effectively, continually improving coverage of cultural and gender diversity issues, by popular demand, fewer chapters—the former 18 chapters are now 16 streamlined chapters, and about 50 fewer pages. I find myself fascinated by today’s psychology, with its studies of the neuro- science of our moods and memories, the reach of our adaptive unconscious, and the shaping power of the social and cultural context. Psychological science is increasingly attuned to the relative effects of nature and nurture, to gender and cultural diversity, to our conscious and unconscious information process- ing, and to the biology that underlies our behavior. (See TABLES 1 and 2.) I am grateful for the privilege of assisting with the teaching of this mind- expanding discipline to so many students, in so many countries, through so many different languages. To be entrusted with discerning and communicat- ing psychology’s insights is both an exciting honor and a great responsibility. The thousands of instructors and millions of students across the globe who have studied this book have contributed immensely to its development. Much of this has occurred spontaneously, through correspondence and con- versations. For this edition, we also formally involved over 300 researchers and teaching psychologists, along with many students, in our efforts to gather accurate and up-to-date information about the field of psychology and the content, pedagogy, and supplements needs of instructors and stu- dents in the introductory course. We look forward to continuing feedback as we strive, over future editions, to create an ever better book and supplements package. xv xvi P R E F A C E TABLE 1 EVOLUTIONARY PSYCHOLOGY AND B EHAVIOR G ENETICS In addition to the coverage found in Chapter 4, the evolutionary In addition to the coverage found in Chapter 4, behavior genetics perspective is covered on the following pages: is covered on the following pages: Aging, p. 209 Intelligence, pp. 407–408, 416, Abuse, intergenerational transmis- Motor development, p. 178 Anxiety disorders, pp. 606–607 434–437 sion of, p. 321 Obesity and weight control, p. 460 Attraction, p. 706 Language, pp. 383, 386–387 Aggression, p. 698 Perception, pp. 272–281 Biological predispositions in Love, pp. 217–218 Biomedical therapies, pp. Personality traits, pp. 569–572 learning, pp. 299–302, 313 Math and spatial ability, p. 433 660–668 Psychological disorders: Brainstem, pp. 63–64 Mating preferences, pp. 147–149 Depth perception, p. 266 ADHD, p. 595 Charles Darwin, pp. 7, 416 Menopause, p. 208 Drives and incentives, p. 445 anxiety disorders, p. 607 Consciousness, p. 86 Need to belong, pp. 478–479 Drug dependence, p. 124 biopsychosocial approach, Depression, pp. 656, 667 Obesity, p. 456 Drug use, pp. 123–125 pp. 596–597 Emotion, pp. 378–379, 512, 513, Overconfidence, p. 377 Eating disorders, p. 454 mood disorders, pp. 614, 517 Perceptual adaptation, pp. 274–275 Emotion and cognition, 615–616 Emotion-detecting ability, p. 432 pp. 503–506 personality disorders, pp. Puberty, onset of, pp. 205–206 Evolutionary perspective, defined, Fear, pp. 516–517 610–611, 629–630 Sensation, p. 230 p. 9 Happiness, pp. 524–526 schizophrenia, pp. 624–627 Sensory adaptation, pp. 234–235 Exercise, p. 544 Hunger and taste preference, Romantic love, p. 218 Sexual orientation, p. 475 Fear, pp. 378–379, 516–517 pp. 451–452 Sexuality, p. 465 Sexuality, pp. 147–149, 465 Feature detection, p. 241 Intelligence, pp. 396–397, 413, Sexual orientation, pp. 474–475 Signal detection theory, 424–430 Hearing, p. 245 pp. 231–232 Smell, pp. 260–263 Language, p. 387 Hunger and taste preference, Sleep, pp. 93, 100 Stress, personality, and illness, pp. 451–452 Learning, pp. 299–302, 313 pp. 532, 544 Smell, p. 263 Instincts, pp. 444–445 Memory, pp. 339, 341 Traits, p. 430 Taste, p. 259 TABLE 2 N EUROSCIENCE In addition to the coverage found in Chapter 2, neuroscience can be found on the following pages: Aggression, pp. 698–699 Fetal alcohol syndrome and brain Mirror neurons, p. 323 Parallel vs. serial processing, Animal language, p. 396 abnormalities, p. 175 Neuroscience perspective, p. 242 Antisocial personality disorder, Hallucinations and: defined, p. 9 Perception: pp. 629–630 hallucinogens, pp. 121–122 Neurotransmitters and: brain damage and, pp. 241, Autism, p. 186 near-death experiences, anxiety disorders, pp. 607–608, 242 Biofeedback, pp. 544–545 pp. 127–128 661–662 color vision, pp. 243–245 Brain activity and: sleep, pp. 105–106 biomedical therapy: feature detection, p. 241 aging, pp. 210–211, 214–216, 350 Hormones and: depression, pp. 617–618, transduction, p. 150 abuse, p. 192 662–664 visual information processing, dementia and Alzheimer’s, pp. 211–212, 341 development, pp. 162–163, ECT, pp. 664–666 pp. 240–243 disease, p. 250 197–199 obsessive-compulsive Schizophrenia and brain emotion, pp. 500–501 disorder, pp. 648–649, abnormalities, pp. 624–625, dreams, pp. 103–105 667 627 emotion, pp. 199, 262–263, memory, pp. 341–342 psychosurgery, p. 667 Sensation: 341–342, 501–502, 506–507 sex, pp. 162–163, 197–198, 207, 465, 500 schizophrenia, pp. 624, 661 body position and movement, sleep, pp. 92-96 child abuse, p. 192 p. 254 Brain development: stress, pp. 500, 517, 528–530, 532, 534, 542 depression, pp. 596, 617–618 deafness, pp. 250–252 adolescence, pp. 198–199 weight control, pp. 449–451 drugs, pp. 114–115, 116–120 hearing, pp. 248–250 experience and, pp. 149–150 Hunger, pp. 449-451 exercise, p. 544 sensory adaptation, p. 236 infancy and childhood, p. 177 Insight, pp. 371–372 narcolepsy, p. 102 smell, pp. 260–263 sexual differentiation in utero, Intelligence, pp. 413–415, 428 obsessive-compulsive disorder, taste, pp. 258–260 p. 163 Language, pp. 388–390 pp. 648–649, 667 touch, pp. 252–254 Consciousness, p. 88 statistical learning, pp. 387–388 schizophrenia, pp. 624–625, Sexual orientation, pp. 474–477 Drug dependence, p. 124 627 Sleep: Emotion and cognition, Memory: Pain, pp. 255-258 memory and, pp. 100–101 pp. 503–507 physical storage of, pp. 340–341, 342–345 phantom limb pain, pp. recuperation during, p. 100 Fear-learning, pp. 607–608 256–257 sleep, pp. 100-101, 105  P R E F A C E xvii What Continues, and What’s New? Throughout its nine editions my overall vision for Psychology has not wavered: to merge rigorous science with a broad human perspective in a book that engages both mind and heart. My aim has been to create a state-of-the-art introduction to psy- chology, written with sensitivity to students’ needs and interests. I aspire to help students understand and appreciate the wonder of important phenomena in their lives. I also want to convey the inquisitive spirit with which psychologists do psy- chology. The study of psychology, I believe, enhances our abilities to restrain intu- ition with critical thinking, judgmentalism with compassion, and illusion with understanding. Believing with Thoreau that “Anything living is easily and naturally expressed in popular language,” I seek to communicate psychology’s scholarship with crisp narra- tive and vivid storytelling. Writing as a solo author, I hope to tell psychology’s story in a way that is warmly personal as well as rigorously scientific. I love to reflect on con- nections between psychology and other realms, such as literature, philosophy, his- tory, sports, religion, politics, and popular culture. And I love to provoke thought, to play with words, and to laugh. Eight Guiding Principles Despite all the exciting changes, this new edition does retain its predecessors’ voice, as well as much of the content and organization. It also retains the goals—the guiding principles—that have animated the previous eight editions: 1. To exemplify the process of inquiry I strive to show students not just the outcome of research, but how the research process works. Throughout, the book tries to excite the reader’s curiosity. It invites readers to imagine themselves as participants in classic experiments. Several chapters introduce research stories as mysteries that progressively unravel as one clue after another falls into place. (See, for example, the historical story of research on the brain’s processing of language on pages 386–388.) 2. To teach critical thinking By presenting research as intellectual detective work, I exemplify an inquiring, analytical mindset. Whether students are study- ing development, cognition, or statistics, they will become involved in, and see the rewards of, critical reasoning. Moreover, they will discover how an empiri- cal approach can help them evaluate competing ideas and claims for highly publicized phenomena—ranging from subliminal persuasion, ESP, and alterna- tive therapies to astrology, hypnotic regression, and repressed and recovered memories. 3. To put facts in the service of concepts My intention is not to fill students’ intellectual file drawers with facts, but to reveal psychology’s major concepts—to teach students how to think, and to offer psychological ideas worth thinking about. In each chapter I place emphasis on those concepts I hope students will carry with them long after they complete the course. Always, I try to follow Albert Einstein’s dictum that “Everything should be made as simple as possible, but not simpler.” “Test Yourself” questions at the end of each main section reinforce the take-home message from that section. 4. To be as up-to-date as possible Few things dampen students’ interest as quickly as the sense that they are reading stale news. While retaining psychol- ogy’s classic studies and concepts, I also present the discipline’s most impor- tant recent developments. More than 600 references in this edition are dated 2007 or 2008. xviii P R E F A C E 5. To integrate principles and applications Throughout—by means of anec- dotes, case histories, and the posing of hypothetical situations—I relate the find- ings of basic research to their applications and implications. Where psychology can illuminate pressing human issues—be they racism and sexism, health and happiness, or violence and war—I have not hesitated to shine its light. “Ask Yourself” questions at the end of each main section encourage students to apply the concepts to their own lives to help make the material more meaningful, and memorable. 6. To enhance comprehension by providing continuity Many chapters have a significant issue or theme that links subtopics, forming a thread that ties the chapter together. The Learning chapter conveys the idea that bold thinkers can serve as intellectual pioneers. The Thinking and Language chapter raises the issue of human rationality and irrationality. The Psychological Disorders chapter con- veys empathy for, and understanding of, troubled lives. “The uniformity of a work,” observed Edward Gibbon, “denotes the hand of a single artist.” Because the book has a single author, other threads, such as cognitive neuroscience, dual processing, and cultural and gender diversity, weave throughout the whole book, and students hear a consistent voice. 7. To reinforce learning at every step Everyday examples and rhetorical ques- tions encourage students to process the material actively. Concepts presented earlier are frequently applied, and thereby reinforced, in later chapters. For in- stance, in Chapter 3, students learn that much of our information processing oc- curs outside of our conscious awareness. Ensuing chapters reinforce this concept. Learning Questions, self-tests, a marginal glossary, and end-of-chapter key terms lists help students master important concepts and terminology. 8. To convey respect for human unity and diversity Especially in Chapter 4, Nature, Nurture, and Human Diversity, but also throughout the book, readers will see evidence of our human kinship—our shared biological heritage, our com- mon mechanisms of seeing and learning, hungering and feeling, loving and hat- ing. They will also better understand the dimensions of our diversity—our individual diversity in development and aptitudes, temperament and personality, and disorder and health; and our cultural diversity in attitudes and expressive styles, child-rearing and care for the elderly, and life priorities. Continually Improving Cultural and Gender Diversity Coverage This edition presents an even more thoroughly cross-cultural perspective on psychol- ogy (TABLE 3)—reflected in research findings, and text and photo examples. Cover- age of the psychology of women and men is thoroughly integrated (see TABLE 4). In addition, I am working to offer a world-based psychology for our worldwide student readership. Thus, I continually search the world for research findings and text and photo examples, conscious that readers may be in Melbourne, Sheffield, Vancouver, or Nairobi. North American and European examples come easily, given that I reside in the United States, maintain contact with friends and colleagues in Canada, sub- scribe to several European periodicals, and live periodically in the U.K. This edition, for example, offers 61 explicit Canadian and 151 British examples, and 72 mentions of Australia and New Zealand. We are all citizens of a shrinking world, thanks to in- creased migration and the growing global economy. Thus, American students, too, benefit from information and examples that internationalize their world-conscious- ness. And if psychology seeks to explain human behavior (not just American or Canadian or Australian behavior), the broader the scope of studies presented, the more accurate is our picture of this world’s people. My aim is to expose all students  P R E F A C E xix TABLE 3 C ULTURE AND M ULTICULTURAL EXPERIENCE From the Prologue to Chapter 16, coverage of culture and multicultural experience can be found on the following pages: Aggression, pp. 698, 701, 702 Drugs, psychological effects of, Management styles, p. 492 dissociative personality disorder, Aging population, pp. 208–209 p. 114, 116 Marijuana and alcohol use, p. 610 AIDS, pp. 381, 536–549 Emotion: pp. 304–305 eating disorders, pp. 454, 596 Anger, pp. 518–519 emotion-detecting ability, Marriage, p. 218 schizophrenia, pp. 597, 623 Animal research ethics, pp. 40–42 pp. 508–509 Mating preferences, pp. 147–148 susto, pp. 596–597 Attractiveness, pp. 146–148, experiencing, pp. 515, 518–519 Medical risk, p. 435 taijin-kyofusho, p. 597 705–706, 708 expressing, pp. 510, 511–513 Meditation, p. 547 Psychotherapy: Behavioral effects of culture, Enemy perceptions, p. 716 Memory, encoding, pp. 336, 351 culture and values in, pp. pp. 40–41, 141 Fear, p. 379 Menopause, p. 208 658–659 Body ideal, pp. 454, 456 Flow, p. 482 Mental illness rate, p. 631 EMDR training, p. 656 Categorization, p. 370 Flynn effect, pp. 420–421 Need to belong, pp. 478–479 Puberty and adult independence, Conformity, pp. 680–681, 682, 683 Gender: Obesity, pp. 460–461 pp. 205–206 Corporal punishment practices, roles, pp. 164–166 Observational learning: Self-esteem, p. 526 p. 311 social connectedness, p. 201 television and aggression, Self-serving bias, pp. 587, 588 Cultural norms, pp. 154, 164–165 Grief, expressing, p. 222 pp. 321–323 Sexual attraction, pp. 146–147 Culture and the self, pp. 155–157 Happiness, pp. 525, 526 television viewing, p. 193 Sexual orientation, pp. 471–473 Culture context effects, p. 278 Hindsight bias, pp. 16–17 Pace of life, pp. 25, 154 Social clock, p. 217 Culture shock, pp. 154, 530, 580 History of psychology, pp. 2–6 Parapsychology, p. 282 Social-cultural perspective, pp. 8–11 Deaf culture, pp. 74, 78, 250–252, Homosexuality, views on, p. 23 Parent and peer relationships, Stress: 385, 387–388, 393, 398, 399 Human diversity/kinship, pp. 41, pp. 204–205 adjusting to a new culture, p. 530 Depression, p. 616 153–158 Participative management, poverty and inequality/life- Development: Hunger, p. 452 pp. 492–493 expectancy, pp. 539, 540 adolescence, p. 197 Individualism/collectivism, pp. People with disabilities, p. 521 racism and, p. 531 attachment, pp. 191–194 155–158 Personal space, p. 154 Suicide, p. 616 child-rearing, pp. 157–158 Intelligence, pp. 419–421, 434–437 Personality, p. 578 Taste preferences, p. 452 cognitive development, pp. bias, pp. 437–438 Prejudice, pp. 691–697 Teen sexuality, pp. 469–471 186–187 Language, pp. 153, 383, 384–385, Prejudice prototypes, p. 371 Testing bias, pp. 437–438 developmental similarities, p. 185 391–393 Psychoanalysis, p. 639 Weight control, p. 452 moral development, p. 201 Leaving the nest, pp. 205–206 Psychological disorders: social development, p. 191 Life-expectancy, pp. 208–209 antisocial personality disorder, See also Chapter 16, Social Dieting, p. 457 Life satisfaction, pp. 522–525 p. 630 Psychology, pp. 672–721 TABLE 4 THE PSYCHOLOGY OF M EN AND WOMEN Coverage of the psychology of men and women can be found on the following pages: ADHD, p. 595 Father care, pp. 191, 471 bias, pp. 437-438 Sexual aggression, p. 116 Aggression, p. 699 Freud’s views, pp. 556, 561 Life expectancy, pp. 208–209, 548 Sexual attraction, pp. 146–148 Alcohol and addiction, p. 115 Gender and child-rearing, pp. Marriage, pp. 218–219, 541 Sexual disorders, p. 466 Alcohol use, pp. 114–116 165–166, 453, 471 Maturation, pp. 197–199 Sexual fantasies, p. 467, 469 Attraction, pp. 705–712 Gendered brain, pp. 163, 454, Menarche, p. 198 Sexual orientation, pp. 471–477 Autism, p. 186 465, 468, 476–477 Menopause, pp. 207–208 Sexuality, pp. 146–147, 465–469 Behavioral effects of gender, p. 40 Gender prejudice, p. 692 Midlife crisis, pp. 216–217 Sleep, p. 98 Biological sex/gender, pp. 162–163 Gender roles, pp. 164–165 Obesity, pp. 456–457 Smoking, p. 175 Body image, p. 454 Generic pronoun “he,” pp. 392–393 Pornography, pp. 468, 702–703 Social connectedness, p. 541 Changes in physical development, Grief, p. 221 Prejudice, pp. 371, 692–694 Stereotyping, p. 278 pp. 207-208 Happiness, pp. 520, 526 Psychological disorders, rates of, Stress, pp. 532–537 Dating, p. 706 Heart disease, pp. 532–533 p. 632 in marriage, p. 541 Depression, pp. 533, 612, 619 Help-receiving, p. 713 Rape, pp. 304, 333, 697, 700, response, pp. 529–530 Dieting, pp. 457, 462 HIV, vulnerability to, p. 536 702–703 sexual abuse and, p. 542 Dream content, p. 104 Hormones and: Religiosity, p. 548 Suicide, pp. 616–617 Drugs and addiction, p. 117 aggression, p. 699 REM sleep, arousal in, p. 94 Weight discrimination, pp. 457–458 Eating disorders, pp. 453–455 sexual behavior, pp. 466–467 Romantic love, pp. 710–712 Women and work, p. 219 Emotional expression, pp. 508–509 sexual development, pp. Savant syndrome, p. 407 Women in psychology, p. 4 Emotion-detecting ability, pp. 432, 162–163, 197-199 Schizophrenia, pp. 623–624 508–511 Immune system, p. 534 Sense of smell, p. 262 See also Chapter 16, Social Empty nest, p. 219 Intelligence, pp. 432–434 Sexual abuse, pp. 145, 192, 542 Psychology, pp. 672–721 xx P R E F A C E to the world beyond their own culture, and I continue to welcome input and sugges- tions from all readers. Discussion of the relevance of cultural and gender diversity begins on the first page of the first chapter and continues throughout the text. Chapter 4, Nature, Nurture, and Human Diversity, provides focused coverage, encouraging students to appreciate cultural and gender differences and commonalities, and to consider the interplay of nature and nurture. Emphasis on the Biological-Psychological-Social/Cultural Levels of Analysis Approach in Psychology Psychology, Ninth Edition, explores the biological, psychological, and social-cul- tural influences on our behavior. A significant section in the Prologue introduces the levels-of-analysis approach, setting the stage for future chapters, and levels-of- analysis figures in several chapters help students understand concepts in the biopsychosocial context. Increasing Sensitivity to the Clinical Perspective With helpful guidance from clinical psychologist colleagues, I have become more mindful of the clinical angle on various concepts within psychology, which has sensi- tized and improved the Personality, Psychological Disorders, and Therapy chapters, among others. For example, I cover problem-focused and emotion-focused coping strategies in the Stress and Health chapter, and the Intelligence chapter describes how psychologists use intelligence tests in clinical settings. Strong Critical Thinking Coverage I aim to introduce students to critical thinking throughout the book. New Learning Questions at the beginning of each main section, and “Before You Move On” sec- tions at the end, encourage critical reading to glean an understanding of important concepts. This ninth edition also includes the following opportunities for students to learn or practice their critical thinking skills. Chapter 1, Thinking Critically with Psychological Science, introduces students to psychology’s research methods, emphasizing the fallacies of our everyday intu- ition and common sense and, thus, the need for psychological science. Critical thinking is introduced as a key term in this chapter (p. 20). The Statistical Rea- soning discussion encourages students to “focus on thinking smarter by applying simple statistical principles to everyday reasoning” (pp. 33–38). “Thinking Critically About...” boxes are found throughout the book, modeling for students a critical approach to some key issues in psychology. For example, see the updated box “Thinking Critically About: The Fear Factor—Do We Fear the Right Things?”(page 378). Detective-style stories throughout the narrative get students thinking critically about psychology’s key research questions. “Apply this” and “Think about it” style discussions keep students active in their study of each chapter. Critical examinations of pop psychology spark interest and provide important lessons in thinking critically about everyday topics. See TABLE 5 for a complete list of this text’s coverage of critical thinking topics and Thinking Critically About boxes.  P R E F A C E xxi TABLE 5 C RITICAL THINKING AND R ESEARCH EMPHASIS Critical thinking coverage, and in-depth stories of psychology’s scientific research process, can be found on the following pages: Thinking Critically About... How much credit (or blame) do The scientific method, pp. 21–22 How do we see in color?, boxes: parents deserve?, pp. 151–152 Correlation and causation, pp. 243–245 The Fear Factor—Do We Fear the Sensory restriction, pp. 273–274 pp. 27–28 How do we store memories in Right Things?, pp. 378–379 Is there extrasensory perception?, Illusory correlation, pp. 28–29 our brains?, pp. 340–345 Lie Detection, pp. 504–505 pp. 282–285 Exploring cause and effect, How are memories constructed?, Complementary and Alternative Do animals exhibit language?, pp. 30–31 pp. 356–364 Medicine, p. 546 pp. 398–401 Random assignment, p. 31 Do animals exhibit language?, How to Be a “Successful” Astrologer Is aerobic exercise therapeutic?, pp. 398–401 Independent and dependent or Palm Reader, pp. 572–573 pp. 543–544 variables, pp. 32–33 Why do we feel hunger?, ADHD—Normal High Energy or Spirituality and faith communities, pp. 448–451 Statistical reasoning, pp. 33–38 Genuine Disorder?, p. 595 pp. 547–549 What determines sexual orienta- Describing data, pp. 34–36 Insanity and Responsibility, p. 601 How valid is the Rorschach test?, tion?, pp. 471–477 Making inferences, pp. 37–38 “Regressing” from Unusual to p. 560 The pursuit of happiness: Who is Usual, p. 652 Is repression a myth?, pp. 561–562 happy, and why?, pp. 519–526 Scientific Detective Stories: Is Freud credible?, pp. 561–564 Why—and in whom—does stress Is breast milk better than Critical Examinations of Pop contribute to heart disease?, Post–traumatic stress disorder, formula?, pp. 30–32 Psychology: pp. 532–533 pp. 604–605 Our divided brains, pp. 75–79 Perceiving order in random How and why is social support Is psychotherapy effective?, events, pp. 29–30 Why do we sleep?, pp. 97–101 linked with health?, pp. 540–542 pp. 651–655 Do we use only 10 percent of our Why do we dream?, pp. 105–107 Self-esteem versus self-serving Evaluating alternative therapies, brains?, p. 72 Is hypnosis an extension of bias, pp. 586–589 pp. 655–657 Can hypnosis enhance recall? normal consciousness or an What causes mood disorders?, Do video games teach or release Coerce action? Be therapeutic? altered state?, pp. 110–112 pp. 614–621 violence?, pp. 703–705 Alleviate pain?, pp. 108–110 The twin and adoption studies, Do prenatal viral infections Has the concept of “addiction” pp. 135–139 increase risk of schizophrenia?, Thinking Critically with been stretched too far?, How a child’s mind develops, pp. 625–626 Psychological Science: pp. 113–114 pp. 179–186 Is psychotherapy effective?, The limits of intuition and Near–death experiences, Aging and intelligence, pp. pp. 651–655 common sense, pp. 15–17 pp. 126–128 214–216 Why do people fail to help in The scientific attitude, pp. 18–20 Critiquing the evolutionary Parallel processing, pp. 242–243 emergencies?, pp. 712–713 perspective, pp. 148–149 “Critical thinking” introduced as a key term, p. 20 Stellar Teaching and Learning Resources Our supplements and media have been celebrated for their quality, abundance, and connectivity. The package available for Psychology, Ninth Edition, raises the bar even higher with PsychPortal, which includes an interactive eBook, a suite of interactive components, the powerful Online Study Center, the Student Video Tool Kit for Intro- ductory Psychology, and the Scientific American News Feed. See page xxii for details. APA Learning Goals and Outcomes for Psychology Majors In March 2002, an American Psychological Association (APA) Task Force created a set of Learning Goals and Outcomes for students graduating with psychology majors from four-year schools (www.apa.org/ed/pcue/). Psychology departments in many schools have since used these goals and out- comes to help them establish their own benchmarks. Some instructors are eager to know whether a given text for the introductory course helps students get a good start at achieving these goals. Psychology, Ninth Edition, will work nicely to help you begin to address these goals in your department. See www.worthpublishers.com/myers for a detailed guide to how Psychology, Ninth Edition, corresponds to the APA Learning Goals and Outcomes. xxii P R E F A C E Thoroughly Updated Despite the overarching continuity, there is change on every page. There are updates everywhere and some 1300 new references—comprising nearly 30 percent of the bibliography! Psychology as a field is moving, and this new edition reflects much of that exciting progress. Sixteen Streamlined Chapters My teaching colleagues repeatedly asked for fewer chapters, and a somewhat streamlined length to help the book better fit the course. I re-organized the chapters, combining Sen- sation with Perception, and Stress and Health with Emotion to bring the chapter count down to 16. I also worked judiciously to reduce the length, often by removing repetitive research examples (it is sometimes very hard to choose among all the great options!) and with lean, clean rewriting. The result is a text that is about 50 pages shorter. Consciousness and the Two-Track Mind This heavily revised chapter now contains additional coverage of cognitive neuroscience and dual processing, establishing both more firmly as key ideas in psychology. In order to help students make the connection to Neuroscience (Chapter 2), this chapter now fol- lows as Chapter 3. And it previews the new evidence of the enormity of our automatic, out-of-sight information processing, including our implicit memories and attitudes. A Revised and Thoroughly Considered Pedagogical Program This edition includes the following new study aids. Numbered Questions establish learning objectives for each significant section of text (around 10–15 per chapter) and direct student reading. “Before You Move On” features, found at the end of each major section of text, include Ask Yourself questions, which encourage students to apply new concepts to their own experiences, and Test Yourself questions (with answers in an ap- pendix) that assess student mastery and encourage big picture thinking. Chapter-ending Review sections repeat the Numbered Questions and address them with a narrative summary followed by page-referenced Terms and Concepts to Remember. Exciting New Art Program We worked carefully with talented artists to create all new anatomical and “people” art throughout the text. The result is pedagogically more effective, and visually more appealing. Innovative Multimedia Supplements Package Psychology, Ninth Edition, boasts impressive electronic and print supplements titles. For more information about any of these titles, visit Worth Publishers’ online catalog at worthpublishers.com. PsychPortal Integrating the best online material that Worth has to offer, PsychPortal is an innov- ative learning space that combines a powerful quizzing engine with unparalleled media resources (see FIGURE 1). PsychPortal conveniently offers all the functionality you need to support your online or hybrid course, yet it is flexible, customizable and simple enough to enhance your traditional course. The following interactive learning materials contained within PsychPortal make it truly unique:  P R E F A C E xxiii ➤ FIGURE 1 PsychPortal opening page An interactive eBook allows students to highlight, bookmark, and make their own notes just as they would with a printed textbook. Tom Ludwig’s (Hope College) suite of interactive media—PsychSim 5.0 and the new Concepts in Action—bring key concepts to life. The Online Study Center combines PsychPortal’s powerful assessment engine with Worth’s unparalleled collection of interactive study resources. Based on their quiz results, students receive Personalized Study Plans that direct them to sections in the book and also to simulations, animations, links, and tutorials that will help them succeed in mastering the concepts. Instructors can access reports indicating their students’ strengths and weaknesses (based on class quiz results) and browse suggestions for helpful presentation materials (from Worth’s renowned videos and demonstrations) to focus their teaching efforts accordingly. The Student Video Tool Kit for Introductory Psychology includes more than 50 engaging video modules that instructors can easily assign, assess, and customize for their students (FIGURE 2 on the next page). Videos cover classic experiments, current news footage, and cutting-edge research, all of which are sure to spark discussion and encourage critical thinking. Scientific American News Feed highlights current behavioral research. Additional Student Media Book Companion Site Worth eBook for Psychology, Ninth Edition The Online Study Center 60-Second Psych (Scientific American podcasts) Psych2Go (audio downloads for study and review) PsychSim 5.0 (on CD-ROM) Student Video Tool Kit for Introductory Psychology (Online and on CD-ROM) xxiv P R E F A C E ➤ FIGURE 2 Sample of our Student Video Tool Kit Course Management Enhanced Course Management Solutions Assessment Printed Test Bank, Volumes 1 and 2 Diploma Computerized Test Bank i Clicker Radio Frequency Classroom Response System Presentation ActivePsych: Classroom Activities Project and Video Teaching Modules (including Worth’s Digital Media Archive, Second Edition, and Scientific American Frontiers Video Collection, Third Edition) Instructor’s Resource CD-ROM Worth’s Image and Lecture Gallery at worthpublishers.com/ilg Overhead Transparencies Video and DVD Instructor Video Tool Kit Moving Images: Exploring Psychology Through Film Worth Digital Media Archive Psychology: The Human Experience Teaching Modules The Many Faces of Psychology Video Scientific American Frontiers Video Collection, Second Edition The Mind Video Teaching Modules, Second Edition The Brain Video Teaching Modules, Second Edition  P R E F A C E xxv Print Resources Instructor’s Resources and Lecture Guides Instructor’s Media Guide for Introductory Psychology Study Guide Pursuing Human Strengths: A Positive Psychology Guide Critical Thinking Companion, Second Edition Scientific American Resources Scientific American Mind Scientific American Reader to Accompany Myers Improving the Mind and Brain: A Scientific American Special Issue Scientific American Explores the Hidden Mind: A Collector’s Edition In Appreciation If it is true that “whoever walks with the wise becomes wise” then I am wiser for all the wisdom and advice received from my colleagues. Aided by over a thousand con- sultants and reviewers over the last two decades, this has become a better, more accu- rate book than one author alone (this author, at least) could write. As my editors and I keep reminding ourselves, all of us together are smarter than any one of us. My indebtedness continues to each of the teacher-scholars whose influence I ac- knowledged in the eight previous editions, to the innumerable researchers who have been so willing to share their time and talent to help me accurately report their re- search, and to the 191 instructors who took the time to respond to our early informa- tion-gathering survey. I also appreciated having detailed input from three of Rick Maddigan’s (Memorial University) students—Charles Collier, Alex Penney, and Megan Freake. My gratitude extends to the colleagues who contributed criticism, corrections, and creative ideas related to the content, pedagogy, and format of this new edition and its supplements package. For their expertise and encouragement, and the gifts of their time to the teaching of psychology, I thank the reviewers and consultants listed below. Richard Alexander, James Bodle, Muskegon Community College College of Mount Saint Joseph Carol Anderson, Linda Bradford, Bellevue Community College Community College of Aurora Aaron Ashly, Steve Brasel, Weber State University Moody Bible Institute John Baker, June Breninger, University of Wisconsin, Stephens Point Cascade College Dave Baskind, Tom Brothen, Delta College University of Minnesota Beth Lanes Battinelli, Eric L. Bruns, Union County College Campbellsville University Alan Beauchamp, David Campell, Northern Michigan University Humboldt State University Brooke Bennett, LeeAnn Cardaciotto, Florida State University La Salle University Sylvia Beyer, Jill Carlivati, University of Wisconsin, Parkside George Washington University Patricia Bishop, Kenneth Carter, Cleveland State Community College Oxford College xxvi P R E F A C E Lorelei Carvajal, Herman Huber, Triton College College of Saint Elizabeth Sarah Caverly, Linda Jackson, George Mason University Michigan State University Clara Cheng, Andrew Johnson, American University Park University Jennifer Cina, Deanna Julka, Barnard College University of Portland Virgil Davis, Regina Kakhnovets, Ashland Community and Technical College Alfred University Joyce C. Day, Paul Kasenow, Naugatuck Valley Community College Henderson Community College Dawn Delaney, Teresa King, Madison Area Technical College Bridgewater State College G. William Domhoff, Kristina Klassen, University of California, Santa Cruz North Idaho College Darlene Earley-Hereford, Chris Koch, Southern Union State Community College, Opelika George Fox University Kimberly Fairchild, Daniel Kretchman, Rutgers University, Livingston University of Rhode Island, Providence Pam Fergus, Jean Kubek, Inver Hills Community College New York City College of Technology, CUNY Christopher J. Ferguson, Priya Lalvani, Texas A&M International University William Patterson University Faith Florer, Claudia Lampman, New York University University of Alaska, Anchorage Jocelyn Folk, Deb LeBlanc, Kent State University Bay Mills Community College Patricia Foster, Don Lucas, Austin Community College, Northridge Northwest Vista College Lauren Fowler, Angelina MacKewn, Weber State University University of Tennessee, Martin Daniel J. Fox, Marion Mason, Sam Houston State University Bloomsburg University of Pennsylvania Ron Friedman, Sal Massa, Rochester University Marist College Stan Friedman, Christopher May, Southwest Texas State University Carroll College Sandra Geer, Paul Mazeroff, Northeastern University McDaniel College Sandra Gibbs, Donna McEwen, Muskegon Community College Friends University Bryan Gibson, Brian Meier, Central Michigan University Gettysburg College Carl Granrud, Michelle Merwin, University of Northern Colorado University of Tennessee, Martin Laura Gruntmeir, Dinah Meyer, Redlands Community College Muskingum College R. Mark Hamilton, Antoinette Miller, Chippewa Valley Technical College Clayton State University Lora Harpster, Robin Morgan, Salt Lake Community College Indiana University, Southeast Susan Harris-Mitchell, Jeffrey Nicholas, College of DuPage Bridgewater State College Lesley Hathorn, Dan Patanella, University of Nevada, Las Vegas John Jay College of Criminal Justice, CUNY Paul Hillock, Shirley Pavone, Algonquin College Sacred Heart University  P R E F A C E xxvii Andrew Peck, Jeff Skowronek, Penn State University University of Tampa Tom Peterson, Todd Smith, Grand View College Lake Superior State University Brady Phelps, Bettina Spencer, South Dakota State University Saint Mary's College Michelle Pilati, O’Ann Steere, Rio Hondo College College of DuPage Ron Ponsford, Barry Stennett, North Nazarene University Gainesville State College Diane Quartarolo, Bruce Stevenson, Sierra College North Island College Sharon Rief, Colleen Stevenson, Logan View High School, and Northeast Community Muskingum College College Jaine Strauss, Alan Roberts, Macalester College Indiana University, Bloomington Cynthia Symons, June Rosenberg, Houghton College Lyndon State College Rachelle Tannenbaum, Nicole Rossi, Anne Arundel Community College Augusta State University Sarah Ting, Wade Rowatt, Cerritos College Baylor University Barbara Van Horn, Michelle Ryder, Indian River Community College Ashland University Michael Verro, Patrick Saxe, Champlain College SUNY, New Paltz Craig Vickio, Sherry Schnake, Bowling Green State University Saint Mary-of-the-Woods College Denise Vinograde, Cindy Selby, LaGuardia Community College, CUNY California State University, Chico Joan Warmbold, Dennis Shaffer, Oakton Community College Ohio State University Eric Weiser, Mark Sibicky, Curry College Marietta College Diane Wille, Randy Simonson, Indiana University Southeast College of Southern Idaho Paul Young, David B. Simpson, Houghton College Valparaiso College David D. Simpson, Carroll College At Worth Publishers a host of people played key roles in creating this ninth edition. Although the information gathering is never ending, the formal planning began as the author-publisher team gathered for a two day retreat in June, 2007. This happy and creative gathering included John Brink, Martin Bolt, Thomas Ludwig, Richard Straub, and me from the author team, along with my assistants Kathryn Brownson and Sara Neevel. We were joined by Worth Publishers executives Tom Scotty, Eliza- beth Widdicombe, and Catherine Woods; editors Christine Brune, Kevin Feyen, Nancy Fleming, Tracey Kuehn, Betty Probert, and Peter Twickler; artistic director Babs Reingold; and sales and marketing colleagues Kate Nurre, Tom Kling, Guy Geraghty, Sandy Manly, Amy Shefferd, Rich Rosenlof, and Brendan Baruth. The input and brainstorming during this meeting of minds gave birth, among other things, to the new pedagogy in this edition, and to the thoroughly revised Chapter 3, Conscious- ness and the Two-Track Mind. xxviii P R E F A C E Christine Brune, chief editor for the last seven editions, is a wonder worker. She offers just the right mix of encouragement, gentle admonition, attention to detail, and passion for excellence. An author could not ask for more. Development editor Nancy Fleming is one of those rare editors who is gifted both at “thinking big” about a chapter—and with a kindred spirit to my own—while also applying her sensitive, graceful, line-by-line touches. Senior Psychology Acquisitions Editor Kevin Feyen has become a valued team leader, thanks to his dedication, creativity, and sensitivity. Publisher Catherine Woods helped construct and execute the plan for this text and its supplements. Catherine was also a trusted sounding board as we faced a seemingly unending se- ries of discrete decisions along the way. Peter Twickler coordinated production of the huge supplements package for this edition. Betty Probert efficiently edited and produced the print supplements and, in the process, also helped fine-tune the whole book. Lorraine Klimowich, with help from Greg Bennetts, provided invalu- able support in commissioning and organizing the multitude of reviews, mailing information to professors, and handling numerous other daily tasks related to the book’s development and production. Lee Mahler-McKevitt did a splendid job of lay- ing out each page. Bianca Moscatelli and Donna Ranieri worked together to locate the myriad photos. Associate Managing Editor Tracey Kuehn displayed tireless tenacity, commitment, and impressive organization in leading Worth’s gifted artistic production team and coordinating editorial input throughout the production process. Production Manager Sarah Segal masterfully kept the book to its tight schedule, and Babs Reingold skill- fully directed creation of the beautiful new design and art program. Production Man- ager Stacey Alexander, along with supplements production editor Jenny Chiu, did their usual excellent work of producing the many supplements. To achieve our goal of supporting the teaching of psychology, this teaching pack- age not only must be authored, reviewed, edited, and produced, but also made avail- able to teachers of psychology. For their exceptional success in doing that, our author team is grateful to Worth Publishers’ professional sales and marketing team. We are especially grateful to Executive Marketing Manager Kate Nurre, Marketing Manager Amy Shefferd, and National Psychology and Economics Consultant Tom Kling both for their tireless efforts to inform our teaching colleagues of our efforts to assist their teaching, and for the joy of working with them. At Hope College, the supporting team members for this edition included Kathryn Brownson, who researched countless bits of information and proofed hundreds of pages. Kathryn has become a knowledgeable and sensitive adviser on many matters, and Sara Neevel has become our high-tech manuscript developer, par excellence. Laura Myers updated, with page citations, all the cross-reference tables. Again, I gratefully acknowledge the influence and editing assistance of my writing coach, poet Jack Ridl, whose influence resides in the voice you will be hearing in the pages that follow. He, more than anyone, cultivated my delight in dancing with the language, and taught me to approach writing as a craft that shades into art. After hearing countless dozens of people say that this book’s supplements have taken their teaching to a new level, I reflect on how fortunate I am to be a part of a team in which everyone has produced on-time work marked by the highest profes- sional standards. For their remarkable talents, their long-term dedication, and their friendship, I thank Martin Bolt, John Brink, Thomas Ludwig, and Richard Straub. Finally, my gratitude extends to the many students and instructors who have writ- ten to offer suggestions, or just an encouraging word. It is for them, and those about to begin their study of psychology, that I have done my best to introduce the field I love.  P R E F A C E xxix The day this book went to press was the day I started gathering information and ideas for the tenth edition. Your input will again influence how this book continues to evolve. So, please, do share your thoughts. Hope College Holland, Michigan 49422-9000 USA davidmyers.org This page intentionally left blank Psychology xxxii  PROLOGUE WHAT IS PSYCHOLOGY? The Story of Psychology’s Roots Psychological Science Develops Psychology CONTEMPORARY PSYCHOLOGY Psychology’s Biggest Question H Psychology’s Three Main arvard astronomer Owen Gingerich For people whose exposure to psychology Levels of Analysis (2006) reports that there are more comes from popular books, magazines, TV, Psychology’s Subfields than 100 billion galaxies. Just one and the Internet, psychologists analyze per- of these, our own relative speck of a sonality, offer counseling, and dispense Close-Up: Tips for Studying Psychology galaxy, has some 200 billion stars, child-rearing advice. Do they? Yes, and many of which, like our Sun-star, are circled much more. Consider some of psychology’s by planets. On the scale of outer space, we questions that from time to time you may are less than a single grain of sand on all wonder about: the oceans’ beaches, and our lifetime but a Have you ever found yourself reacting to relative nanosecond. something as one of your biological Yet there is nothing more awe inspiring parents would—perhaps in a way you and absorbing than our own inner space. vowed you never would—and then won- “I have made a ceaseless Our brain, adds Gingerich, “is by far the dered how much of your personality effort not to ridicule, not most complex physical object known to us you inherited? To what extent are person- to bewail, not to scorn in the entire cosmos” (p. 29). Our con- to-person differences in personality predis- human actions, but to sciousness—mind somehow arising from posed by our genes? To what extent by the understand them.” matter—remains a profound mystery. Our home and community environments? Benedict Spinoza, thinking, emotions, and actions (and their Have you ever worried about how to act A Political Treatise, 1677 interplay with others’ thinking, emotions, among people of a different culture, and actions) fascinate us. Outer space stag- race, or gender? In what ways are we gers us with its enormity, but inner space alike as members of the human family? enthralls us. Enter psychological science. How do we differ? A smile is a smile the world around Throughout this book, you will see exam- ples not only of our cultural and gender diversity but also John Lund/Sam Diephuis/Blend Images/Corbis