BIOPSYCHOLOGY, 6/e
© 2006
John P.J. Pinel
0-205-42651-4
Visit www.ablongman.com/replocator to contact your local Allyn & Bacon/Longman representative.
Annotated Preface
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Page xii
Preface
P
sychology, 9th edition, is another exciting stop on a journey that began in 1979,
when the idea of writing a textbook first became a reality. The amazing changes
in the field of psychology since that time have provided fascinating opportunities
for classroom discussion, debate, personal education, and application. Among the
most important of these changes are the explosion of research in the areas of gender and culture and the changing faces of both students and instructors.
Today, women earn 73% of all bachelor’s degrees in psychology and 70% of all
doctorates in psychology. The addition for the 8th edition of this text of coauthor
Linda Brannon, whose expertise is in the areas of gender and health psychology,
helped position our coverage at the forefront of the discipline and proved to be
the beginning of an engaging and stimulating collaboration that continues in this
edition. Together, we have strengthened our commitment to helping students appreciate the exciting field of psychology, increasing their knowledge, and stimulating their interest and understanding of human behavior and mental processes.
The ever-changing nature and complexity of psychology make this commitment
both challenging and motivating. Psychology is a story that we want to share with
students.
Goals of Psychology, 9th Edition
I
n order to succeed in today’s world, students must become critical consumers of
information, much of which is based in psychological principles. Understanding
human behavior and mental processes is the beginning of connecting with others,
both locally and globally, and with oneself. Psychology is the key to this understanding. Thus, we have identified and integrated into the text four key themes to
help students build a foundation from which to become critical consumers and
thinkers:
●
●
●
●
The complex relationship between nature and nurture
The impact of diversity on psychology
The importance of evolutionary and biological concepts within the field of
psychology
The relevance and application of psychology in students’ everyday lives
Be an Active Learner of Psychology
As psychologists, we continue to find our role as educators as important as our
role as active learners in this ever-evolving field. Therefore, we revise each edition
of this text with one goal in mind—empowering students to engage in the material
presented, to understand the key concepts in psychology, and to apply their learning actively in the real world. In the 9th edition, we have improved and strength-
xii
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Page xiii
ened the tools and features that encourage students to become active learners. We
continue to encourage active learning by increasing the opportunities for students
to preview each chapter’s material by putting all major headings in question form.
To mirror this change, the sections in the chapter-ending Summary and Review
also begin with these questions. Review materials have been modified in this edition, and we’ve moved the margin feature, Be an Active Learner, into the text at the
end of each section, to allow students to stop and test their understanding before
moving on. In addition, we’ve increased the number of Building Tables to help students synthesize concepts and make connections.
Important Features in the 9th Edition
Psychology in the Media: A Critical Look (New!)
Psycholog
Chapter 9
Chapter 10
Chapter 14
Chapter 18
Memento, amnesia
The Da Vinci Code, puzzle solving
The Manchurian Candidate, brainwashing
Runaway Jury, jury selection
y
IN T
HE M
EDIA
: A C
RITI
CAL
LOOK
New to this edition,Psychology in the Media features take a critical look at how psychological principles and practitioners are portrayed in the media, correcting inaccuracies and debunking illogical representations in books, movies, and television
shows. One of these features appears in every chapter and helps educate students
to be better consumers of information and to better understand psychology as a
scientific endeavor. Media portrayals analyzed in these features include:
B
oth the
1962 mov
tell the
story of ie The Manchur
rienced
military
ian Can
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who have te and the 2004
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to Shaw,
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may beco
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is central
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534
CHAPTE
R 14
such obe
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Point . . . Counterpoint
Each Point . . . Counterpoint feature offers two different research-based perspectives on a controversial issues in psychology. Improved in this edition to
balance the for and against perspectives, each Point . . . Counterpoint now also
has a final You Decide section, which asks the reader to think about and take
a position on the issue. Topics addressed by Point . . . Counterpoint features
include:
Chapter 1
Chapter 3
Chapter 11
Chapter 15
Chapter 18
Should Psychologists Be Allowed to Write Prescriptions?
Are Men Sexually Promiscuous by Nature and Women Sexually Selective?
Are There Racial Differences in Intelligence?
Does Dieting Lead to Better Health?
Does Monitoring Drug and Alcohol Use Violate Employees’ Rights?
?
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How
Be an Active Learner
The Be an Active Learner feature at the end of each main section of the text provides an opportunity for students to stop and test their comprehension before
moving on to the next section. This section review encourages students to answer
questions that gauge their basic understanding (Review questions), that challenge
them to think more deeply (Thinking Critically questions), and that apply the concepts of the section to their own lives (Apply Psychology questions). These important review sections help ensure that students will take the time to assess their
knowledge at critical junctures in each chapter.
Preface
xiii
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Page xiv
Introduction to Research Basics
INTRO
DUCT
ION T
O RES
EAR
Does Tee
n Gamb
lin
g Predic
t Adult
CH BA
SIC
S
Proble
he last
ms wit
two deca
des have
period
h Gamb
high-sta of growth in lega been a
ling?
cult, they
kes gam
lized and
States.
bling in
A
the
developm give research
ers help
Minnesot group of research United
ental tren
ful infor
a
ds.
mation
have argu (Winters et al., ers from
about
2002)
■ HYP
lescents ed that gambling
OTHESIS
ranges
adolesce
gambling
The rese
from expe by adotion to
nt risk statu
,
occasion
archers
rime
men
rious adve and preoccup
ntahypothes
s and
t wou
ation with al gambling
, regular
problem ld be associate adolescent gam ized that
the cour rse conseque
nces. They gambling that
se
d with an
gambling
bling invo
has
during
research and outcome
elevated
lveyoung adul (too frequent
s of adol decided to expl seexamined
presence
, high-sta
escent
problems
thood.
trends
of
gambling ore
kes gam
in
at
gam
thre
bling)
e
. Thei
volveme
bling and
■ PAR
nt of at-ri time points and
gambling r
TICIPAN
defined
sk adol
explored
TS The
als who
a youth
escents
received
part
at risk as
stance
with gam the later in1990; at
three asse icipants were
abuse,
bling. They
one who
Time 2
305 indiv
juvenile
psycholo
(T2) in 1992 ssments: at
1997–199
delinquen was involved
idugical prob
Time 1
in sub; and at
cy, scho
sexual
(T1) in
lems
were 16.0 8. The average
or phys
Time 3
ages at
, 17.6,
ical abus or who was bein ol problems, or
(T3) in
51%
the
and
e.
g victimize
three asse
23.8,
were
■ DES
d by
ssments
95% had male and 49% respectively. Of
IGN This
were fema
those stud
method
in Minn a high school
that exam was a longitudi
le; 96%
ied,
degree
esota (at
at diffe
were
nal stud
ines a
(at T3);
T3).
rent
y,
specific
and 86% White;
time. This ages, to disc
group of a research
resided
over chan
■ PRO
individua
the rese method is a
CEDURE
ls
descripti ges that occu
arch
phone
Participa
ve
r
stead mea ers do not
inter
nts resp
manipula research tech over
Interview view at each
are diffic sure existing
nique;
te
of the thre onded to a teleers were
variables variables but
ult to cond
ate
well
e
asse
research
-trained
suremen
. Long
inuct beca
assistan
undergra ssment points.
ts
use takin itudinal stud
The rese
ts.
time. Alth requires keep
duate or
ies
g repeated
archers
ing trac
grad
ough thes
muc
uh they gam
ques
k of part
meae studies
bled, wha tioned participa
games,
are expe icipants over
sports,
nts abou
t they gam
nsive and
and
they gam
t how
diffibled, and the lottery, for bled on (cards,
their lives
example),
about risk
(such as
how ofte
drug use, factors in othe
n
r area
Physica
poor scho
ol perform s of
l Develo
ance,
pment
The wor
ds
in
T
■
Seconda
ry sex
teristics
characThe gene
determin
tically
ed
tures that physical feasexes but differentiate the
involved are not directly
with repr
oduction
.
144
CHAPTE
R5
Adolesce
mean diffe adolescence and
nce
puberty
producti rent things. As
we note are often used
ve system
d earl
intercha
begin to
matures
ngeably
mature
. The age ier,puberty is
,but in fact
physica
the peri
The aver
when pub
lly
od
age age
they
at which as early as age 8,an erty begins vari during which
for a girl,
the reindi
the
es widely;
girls ente first ejaculation viduals reach d some boys at
some girls
9 or
sexual mat
r
for a boy
rity,boys puberty a year
urity—th 10 (Wilson,199
or two befo—is 13,plus or
and girls
2).
e first men
minus a
in height
experie
re boys.)
struatio
year
nce sign
in a sing
ificant grow Just before the or two.(On aver n
By the end le year.
age,
onse
th spurts,
t of sexu
of the first
in body
gaining
al matuor second
proportio
as much
agility. In
ns,
year of the
as 5 inch
addition fat distribution,
es
growth
seconda
,
spur t,ch
bones and
ry sex cha the hormonal
anges have
mus
syst
cles, and
termined
racterist
occurre
phy
ics. Seco em has begun
physica
d
with repr
l features
nd
to trigger sical strength
oductio
and
that diffe ary sex charac
the deve
n.Th
ample,b
te
lopment
eards and ese characteristrentiate the sexe ristics are the
of
gen
are the
external chest hair in men ics help distingus but are not dire etically degenitali
present
ctly invo
a and thei ,breasts in wom ish men from
at
women— lved
en.(Prim
r associat
voice, as birth.) Boys exp
for
ary sex
erience
well as
ed
the
characte exan increase internal stru
increase
risti
ctur
in the size growth of pub
cs
in
es,
body
all of whi
ic,
and pub
ch are
ic hair. Theof the breasts,a underar m, and mass and a dee
widenin
facial hair
pen
(called
first ejac
g
menarch
. Girls exp ing of the
e) are usua ulation for boy of the hips,and
physica
erience
the
l change
an
s associat lly memorable s and the first men growth of und
erar
ed with
events.
The orde strual cycle for m
puberty
are pred
r and sequ
girls
ictable,
Adolesc
but, as note ence of the
ence and
Adultho
d earlier,
od
the
Starting in the 8th edition and continuing in the 9th, we offer a unique series
of research methodology lessons called Introduction to Research Basics. Each
of these features highlights a particular method used in psychological research, while exploring a topic relevant to the chapter. Some of the topics and
types of methodology examined in the Research Basics boxes include:
Chapter 2
Chapter 5
Chapter 14
Chapter 17
Chapter 18
Sleep and Memory—An Experimental Approach (Experiment)
Does Teen Gambling Predict Adult Problems with Gambling?
(Longitudinal study)
Stereotypes and Academic Performance (Factorial design)
Prevention of Alcohol Abuse at College (Experiment)
Sex Discrimination in Job Interiews (Meta-analysis)
In addition to the coverage of individual studies in the Introduction to Research
Basics features, the 9th edition includes a separate chapter that focuses on research methodology: Chapter 2,The Science of Psychology. This provides flexibility for instructors and improves the presentation of this material for students.
Psychology in Action
ON
IN ACTI
& Slos (Malt
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man, 2003 grow more commay
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elementa
degrees
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sition to
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years for to communicate
native lang
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make a
11-year- fourth-grade clas ents
to be able l as native spea
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a
jects and
); with inten ts
the ultim nglish classe leve
and stud miser2003
put into
with
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Psychology in Action features focus on how psychology can be applied to everyday life. We want students to leave their general psychology class with more than
just some memorized facts; we want them to gain a real appreciation for the relationship between the theory they have learned and the lives they are leading—as
well as a set of tools to help improve their lives and the lives of those around
them. Applied topics covered in Psychology in Action features include:
Chapter 1 Using Psychological Knowledge to Become a Better Student
Chapter 2 Thinking Critically about Research Findings
Chapter 8 Learning to Manage Test Anxiety
Chapter 10 Learning English as a Second Language
Chapter 18 Motivating Athletes
Brain and Behavior
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Preface
The Brain and Behavior features reinforce one of the main themes of the text:
the important role of biological and evolutionary concepts within the field of
psychology. These features introduce students to critical research on the brain
and its connection to behavior, in engaging, relevant, and cutting-edge discussions. Among the topics covered in Brain and Behavior features are these:
Chapter 1
Chapter 11
Chapter 13
Chapter 14
Chapter 18
New Ways to Study Brain–Behavior Interactions
Big Brains
The Genetics of Personality Traits
Bias in the Brain
Forensic Psychology—DNA as Expert Witness
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Building Tables
BUILDING
Providing visual building blocks of information that help students identify, connect, and understand core concepts in psychology, the Building Tables have
proven to be an effective and popular review and study tool for students. Updated
and expanded in this edition, the Building Tables offer students a chance to review related aspects of important topics at a glance.
Dream
Psycho
7.2
Theoris
c
Psycho
t(s)
dynami
Dream
Freud
c, Cognitiv
Origins
Unconsc
ious wish
and desi
es
res
Jung
Message
s
unconsci from the
ous
Cognitiv
Biologic
e
Foulkes
al
Hobson
and
colleague
s
Evolutio
nary
theorists
Be an
Active
LEARNE
What’s New in the 9th Edition?
R
■
●
Cognitiv
e
of physiolointegration
gical
activity
produced
sleep stag
by
es
Activati
on of brai
centers
n
and
of informa synthesis
activated tion from
areas
Practice
in
avoidanc threat
e
e, and
Biologi
cal The
orie
Psycho
logical
Explana
tion
Latent
cont
more imp ent is
manifest ortant than
content
Dreams
are mes
sage
from the
unconsci s
including
ous,
tive unco the collecnscious.
Conscio
us
including factors,
worries problems,
, and anxi
drive drea
ety,
m cont
ent.
Dreams
have no
derlying
unmeaning
.
Instinct
ive
inherited fears are
,
ing abou and dreamt
vides prepthem proreal thre aration for
ats.
s of Dre
ami
ng
Physiolo
gical
Explana
tion
None
None
Brain activ
ation
during
sleep stag
critical
es is
for drea
ming.
Brain activ
prompts ation
synthesi
thus caus
s,
ing drea
ming.
The REM
evolved stage
to
cial proc allow speessing
during
sleep.
Review
What are
the conn
ections
How does
between
dream
REM slee
content
What role
p and drea
relate to
does the
ming? pp.
brain activ
of drea
ming? pp. personal mea
241–242
ity duri
ng slee
ning of
242–247
p? p. 242
a dream
■
play in
each of
●
the majo
How migh
r theories
dreamin t brain-imagin
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●
gy be used
If the evol
to test
pleasant utionary theo
the psyc
ry of drea
dreams?
hodynam
ming is
ic view
■
correct,
of
what migh
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●
Keep a
function
notepad
of
at your
awakeni
bedside
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fast.) Whi (Otherwise,
you’
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ch theo
ral nigh
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ts’ drea
ming seem forget them
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by
s to expl
ediately
ain your the time you
on
have
dreams
best? Why break?
●
●
Think Cri
tically
W
e are excited about this revision, as it once again allowed us to tap into
the fast-changing field of psychology to update our topics and research
sources while challenging us to deliver this information to a student population that varies more than ever in educational, life, work, and cultural experiences. The 9th edition is an expansive revision that encompasses both smalland large-scale changes and improvements. Encouraging reviews of both the last
edition and the drafts of this edition helped focus our revision plan to effectively
meet the needs of both instructors and students. Key areas involved in the revision
were as follows:
TABLE
Theory
dynami
Apply Psy
cholog
y
Is It Po
ssi
Using Bio ble to Contr
ol Co
feedbac
k, Hypn nsciousness
by
os
C
248
CHAPTE
R7
an you
lear n to
is, or Me
control
mental
states to
your own
ditation
perienc
con
e suggests achieve cert
?
ain bod sciousness?
that this
is possible ily reactions? Can you manipul
Som
, and as
ate you
Conscio
r
surprisin e people’s pers
usness
g as it mig
ona
ht be, rese l exarch
Research
We reviewed every citation in the 8th edition to assess its effectiveness, relevance,
and accuracy in supporting the discussions in the text. Striving to provide a balanced foundation of classic and contemporary research, we have added over
1,500 references in this edition.
Organization/Coverage
Several exciting changes were made to the organization of the text to effectively
improve the flow of topics and discussion, while expanding coverage. First,
Chapter 2, The Science of Psychology, is new to this edition and provides a comprehensive overview of psychological research methods. This new chapter beautifully complements the Introduction to Research Basics features, which highlight
specific studies in the context of chapter topics. As a result of the addition of this
new chapter, Chapter 1 has been reorganized to focus more on the history of psychology, emerging subfields in psychology, and effective study practices for students as they begin their course in psychology. Chapter 14, Social Psychology, was
completely reorganized and rewritten to achieve a more logical flow of information while incorporating current issues in the field. Chapter 18, Psychology in
Action, was revised to expand the discussions of several key areas of interest and
research: industrial/organizational psychology, human factors psychology,forensic
psychology, and sport psychology. Coverage of two topics previously included in
this chapter—environmental psychology and educational psychology—has been
integrated within other chapters.
Diversity
Our commitment to exploring and celebrating diversity is reflected in every chapter of this edition. Numerous discussions of issues of gender and culture, accompanied by research citations and real-world examples,give a true representation of
the similarities and differences of people around the world.
Applications
Throughout the text, we emphasize the application of core concepts to students’
experiences and knowledge to help them make practical connections between
psychological principles and their own lives. In addition, many of the chapteropening vignettes and Psychology in Action features were modified or replaced to
provide more engaging and contemporary depictions and applications of concepts. Last, we created a new feature, Psychology in the Media: A Critical Look, to
Preface
xv
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help students become more critical consumers of media portrayals of psychologists and psychological concepts .
Active Learning
An effort was made in this edition to strengthen the components of the learning
system—based on the principles of the SQ3R method (Survey, Question, Read,
Recite, and Review). Main section heads were changed to questions to help students test their knowledge both before and after reading each chapter. The Be An
Active Learner feature, previously found in the margins, was moved into the main
text to end each section, giving students the opportunity to pause and assess their
comprehension. In addition, we increased the number of Building Tables and
modified the format of the end-of-chapter Summary and Review to improve students’ study practices.
Chapter -by-Chapter Changes in the 9th Edition
Among the changes to each chapter are the following:
Chapter 1 What Is Psychology?
●
●
●
●
●
Increased emphasis on the image of psychology and how that image differs
from the reality
Revised section on the history of psychology
Added coverage of developing trends in psychology, including positive psychology, industrial/organizational psychology, and evolutionary psychology
Updated information about employment for psychologists
Added material on applying psychological knowledge to improve studying and
learning
Chapter 2 The Science of Psychology
●
Entire chapter is new!
Chapter 3 Neuroscience: The Brain and Behavior
●
●
●
●
●
New organization: nervous system, hormones, genetics, evolutionary view
Expanded coverage of neurotransmitters
Increased emphasis on classic research
New, updated research on brain imaging, and behavioral genomics
Expanded coverage of evolutionary psychology
Chapter 4 Child Development
●
●
●
●
●
Increased emphasis on the role of early childhood attachment
Greater emphasis on temperament and individual variablity in temperament
New coverage on applying knowledge of child development
Added coverage of Harlow’s research and of teratogens and fetal alcohol
syndrome
Greater emphasis on single parenting, shared parenting, and sensitivity to complex family issues
Chapter 5 Adolescence and Adulthood
●
●
●
●
●
xvi
Preface
Greater emphasis on the role of culture in day-to-day behavior and on changing
demographics
New coverage of gender and its role in behavior
New coverage of self-image in adolescence and stage theories
Increased coverage of teen suicide
Expanded treatment of ethnicity and ethnic identity
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Chapter 6 Sensation and Perception
●
●
●
●
●
Greater emphasis on electrophysiology, inattentional blindness, and the application of perceptual knowledge
Additional discussion of bottom-up analysis
New and revised section on subliminal perception
New coverage of cochlear implants
Greater emphasis on the relationship between touch and pain
Chapter 7 Consciousness
●
●
●
●
●
Expanded coverage of metacogntion and the suprachiasmatic nucleus
Updated coverage of sleep–brain connection and of theories of dreaming, including the evolutionary view
New Building Tables for dream theories
Updated information on biofeedback, meditation, and hypnosis
Updated data on drug use, including new information on Ecstasy and gender
and cultural comparisons
Chapter 8 Learning
●
●
●
●
Major reorganization of the section on operant conditioning
Expanded treatment of cognitive learning, with more emphasis on observational learning
New coverage of the power of modeling, key processes in observational learning, and observational learning in daily life
Reorganized section on biological factors in learning
Chapter 9 Memory
●
●
●
Reorganized subsections on retrieval from memory
Updated references on flashbulb memory and 9/11
New section on culture and memory
Chapter 10 Cognitive Psychology
●
●
Greater emphasis on the role of cognition in day-to-day decision making
New section on learning English as a second language
Chapter 11 Intelligence
●
●
●
●
New coverage of cross-cultural variations in intelligence and biological theories of intelligence
New section on the interaction of biological and environmental factors
Integrated (and streamlined) the discussion of the stability of IQ scores
Updated coverage of intellectual disability, including a new table
Chapter 12 Motivation and Emotion
●
●
●
Added coverage of the concepts of flow, the need for affiliation, and social support and intimacy
Updated and expanded the coverage on achievement
Differentiation of achievement motivation from the motivation for mastery
Chapter 13 Personality and Its Assessment
●
●
●
●
Revised first section of the chapter that both defines personality and discusses
its cultural context
Updated sections on the Five-Factor Model and positive psychology
New section on George Kelly and personal constructs
Expanded subsection on gender and self-efficacy to include culture
Preface
xvii
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Page xviii
Chapter 14 Social Psychology
●
●
●
●
●
Major reorganization and revision of entire chapter
Added sections on the social self, maintaining relationships, controlling aggression, joining groups, and stereotypes
Added information on implicit attitudes
New coverage of friendship, romantic relationships, and cross-cultural factors in
relationships
Discussion of the evolutionary view of mate selection and a critique of this theory’s contentions
Chapter 15 Stress and Health Psychology
●
●
●
New Building Table on theories of stress
Expanded coverage of culture and stress
Added discussion of environmental psychology to section on sources of stress
Chapter 16 Psychological Disorders
●
●
●
Reorganized section on causes of depression
Updated and streamlined presentation of material on schizophrenia
New Building Tables on the characteristics of Axis I disorders
Chapter 17 Therapy
●
●
●
New material on choosing a therapist, the therapeutic process, and the ethics of
therapists
Greater emphasis on the role of cognitive behavior therapy
New sections on hospitalization of patients with mental disorders and alternative therapies
Chapter 18 Psychology in Action
●
●
●
●
Expanded coverage of human resource psychology
Added coverage on job interviews, job stress, teamwork, and performance appraisals
Expanded material on leadership
New sections on I/O psychology, forensic psychology, and positive psychology
Special Coverage in Psychology, 9th edition
Psychology in the Media: A Critical Look
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
xviii
Frasier Crane, radio talk therapy
Ghostbusters, parapsychology and research
ethics
Total Recall, creating memories
Boyz N the Hood, parenting
Reality TV, reality or scripting
Daredevil and Scent of a Woman, blindness
Depicting dreams in the movies
Modeling of positive and negative behaviors in the media
Memento, amnesia
Preface
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
The Da Vinci Code, puzzle solving
Forrest Gump, intellectual disability
Schindler’s List, motivation
The Cell, the unconscious and personality
The Manchurian Candidate, brainwashing
The West Wing, stress and stress-related
disorders
A Beautiful Mind, schizophrenia
Ordinary People, psychotherapy
Runaway Jury, jury selection
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Page xix
Point . . . Counterpoint
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Should Psychologists Be Allowed to Write
Prescriptions?
Should Nonhuman Animals Be Used in
Research?
Are Men Sexually Promiscuous by Nature
and Women Sexually Selective?
Should Ritalin Use among Children Be So
Widespread?
Should Adolescents Be Able to Make Lifeor-Death Decisions about Their Own
Health?
Does Subliminal Persuasion Work?
Is Hypnosis an Altered State of
Consciousness?
Are There Gender Differences Related to
Forming Cognitive Maps?
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Are Recovered Memories Real?
Can Computers Think?
Are There Racial Differences in
Intelligence?
What Is the Underlying Basis of Sexual
Orientation?
Is Freud Still Relevant to Psychology?
Is High Self-Esteem Always Desirable?
Does Dieting Lead to Better Health?
Is Multiple Personality Disorder a Real
Mental Disorder?
Can Alcoholics Become Controlled
Drinkers?
Does Monitoring Drug and Alcohol Use
Violate Employees’ Rights?
Introduction to Research Basics
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 9
Chapter 10
Sleep and Memory—An Experimental
Approach (Experiment)
Correlation Is Not Causation (Correlational
study)
Observing an Infant’s Gaze (Cross-sectional
study)
Does Teen Gambling Predict Adult
Problems with Gambling? (Longitudinal
study)
Have You Ever Smelled a Color?
(Experiment)
The Importance of REM Sleep for Learning
and Memory (Descriptive study)
Mood and Memory (Factorial design)
Acquiring a First Language (Naturalistic
observation)
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Seeing What You Expect to See
(Experiment)
Sex Surveys (Survey and sampling)
Are Personality Traits Stable? (Longitudinal
study)
Stereotypes and Academic Performance
(Factorial design)
Racism and Reactivity (Experiment)
Cross-Cultural Factors in Diagnosis and
Treatment (Case study)
Prevention of Alcohol Abuse at College
(Experiment)
Sex Discrimination in Job Interiews (Metaanalysis)
Psychology in Action
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Using Psychological Knowledge to Become
a Better Student
Thinking Critically about Research
Findings
Genetic Counseling
Gender Stereotypes
The Legacy of Divorce
Cochlear Implants—A Spirited Debate
Getting a Good Night’s Sleep
Learning to Manage Test Anxiety
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Improving the Justice System
Learning English as a Second Language
How to Increase Intelligence
Anger Management
Seeing Violence, Doing Violence
Resistance Is Not Futile
Coping with Campus Life
Preventing Suicide
Choosing a Therapist
Motivating Athletes
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Brain and Behavior
Chapter 1
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
New Ways to Study Brain–Behavior
Interactions
Critical Periods in Brain Development
The Prevalence of Eating Disorders
Geography and Dyslexia
Drug Addiction
Conditioning and Drug Use
The Aging Brain and Alzheimer’s Disease
Is the Ability to Acquire Knowledge Built
into the Brain?
Chapter 11
Chapter 12
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Big Brains
Experiencing and Recognizing Fear
The Genetics of Personality Traits
Bias in the Brain
Sick of Final Exams, or Do Final Exams
Make You Sick?
“It’s All in Your Head”
A Best-Selling Medication—Prozac
Forensic Psychology—DNA as Expert
Witness
Supplements for Instructors
Instructor’s Manual This teaching resource features helpful at-a-glance grids,
handouts, lecture enhancements, detailed chapter outlines, activities for the classroom, and other valuable tools for new and experienced instructors. In addition,
the Instructor’s Manual suggests relevant reading, video, and Internet sources.
Test Bank Thoroughly revised by Christopher Dula of Eastern Tennessee State
University, the test bank contains over 2,000 questions, including multiple choice,
true/false, short answer, and essay (each with an answer justification). All questions are labeled with a page reference, a difficulty ranking, and a type designation. The test bank is also available in TestGen computerized version, for use in
creating tests in the classroom.
PowerPoint Presentation Erin Hardin, of Texas Tech University, has created an incredibly flexible PowerPoint package to be used by both new and experienced instructors. A robust version with detailed lecture outlines, art, and demonstrations
is available to instructors who may be new to teaching the course and those who
prefer a multimedia lecture format. A more scaled-back version is also available
for those instructors who want the opportunity to modify their lectures to fit their
classroom needs. Both versions contain key points from the textbook, a link to the
companion Website for accessing corresponding activities, and the electronic
Instructor’s Manual files.
The Allyn & Bacon Introduction to Psychology Transparency Set This set of approximately 200 full-color transparencies is available upon adoption of the text
from your local Allyn & Bacon sales representative.
Allyn & Bacon Digital Media Archive for Psychology, 4.0 This comprehensive CDROM includes charts, graphs, maps, tables, and figures, with audio and video clips
and links to relevant Websites.
Insights into Psychology, Volumes I-IV A new set of video resources has been prepared to accompany Allyn & Bacon’s introductory psychology texts; each video
presents 15–16 topics,each of which is supported by 2–3 video clips. Critical thinking questions accompany each clip. In addition, the video guide provides critical
thinking questions and Internet resources for more information.
Blockbuster Guide for Introduction to Psychology NEW! The Blockbuster Guide is
a unique print resource for instructors who enjoy enhancing their classroom presentations with films. With heavy coverage of general, abnormal, social, and developmental psychology, this guide suggests a wide range of films for use in the
classroom and provides activities, questions for reflection, and other pedagogical
tools to make the use of films more effective.
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MyPsychLab This interactive and instructive multimedia resource can be used to
supplement a traditional lecture course or to administer a course entirely online.
It is an all-inclusive tool, a text-specific book plus multimedia tutorials, audio,
video, simulations, animations, and controlled assessments to completely engage
students and reinforce learning. Fully customizable and easy to use, MyPsychLab
meets the individual teaching and learning needs of every instructor and every
student.Visit the site at www.mypsychlab.com.
CourseCompass Powered by Blackboard, this course management system uses
a powerful suite of tools that allows instructors to create an online presence for
any course.
Supplements for Students
Grade Aid Study Guide Written by Jim Haugh of Rowan University,this comprehensive resource is filled with guided activities and in-depth exercises to promote student learning. Each chapter includes “Before You Read,” presenting a brief chapter
summary and learning objectives; “As You Read,” offering a collection of demonstrations, activities, and exercises; “After You Read,” containing three short practice
quizzes and one comprehensive chapter exam; “When You Have Finished,”presenting Web links for further information and a crossword puzzle using key terms from
the text. An appendix includes answers to all practice tests and crossword puzzles.
Companion Website Connecting the textbook to the Internet, this unique tool includes learning objectives,annotated Web links,flashcard glossary terms,and online
practice tests organized by chapter. Visit this site at www.ablongman.com/lefton9e.
MyPsychLab This interactive and instructive multimedia resource can be used to
supplement a traditional lecture course or to administer a course entirely online.
It is an all-inclusive tool, a text-specific e-book plus multimedia tutorials, audio,
video, simulations, animations, and controlled assessments to completely engage
students and reinforce learning. Fully customizable and easy to use, MyPsychLab
meets the individual teaching and learning needs of every instructor and every
student.Visit the site at www.mypsychlab.com.
Mind Matters II CD-ROM A unique tool that combines major concepts with interactivity, this CD-ROM offers a wide range of learning opportunities, including activities with immediate feedback, video clips of historic experiments and current
research, animations, simulations, and an interactive glossary of key terms. To see
sample modules, visit www.ablongman.com/mindmatters.
Acknowledgments
W
e thank the following people who prepared both general and chapter specific reviews to assist us in gauging trends in the field and to provide us with
their own valuable input to our draft manuscript of the ninth edition:
Aneeq Ahmad, Henderson State University
Wade Arnold, University of Florida, Gainesville
David Baskind, Delta College
Aaron U. Bolin, Arkansas State University
David Brackin,Young Harris College
Michael C. Clayton, Jacksonville State University
David H. Dodd, University of Utah
Herb S. French, Portland Community College
Glenn Geher, State University of New York, New Paltz
Jamie Goldenberg, University of California, Davis
Rodney J.Grisham, Indian River Community College
Herman Huber, College of St. Elizabeth
Charles M. Huffman, Cumberland College
Heide Island, University of Montana
Brian Johnson, University of Tennessee at Martin
Amy Mitchell, Catawba Valley Community College
Alan Oda, Azusa Pacific University
Frank Provenzano, Greenville Technical College
N. Clayton Silver, University of Nevada, Las Vegas
Barbara B. Simon, Midlands Technical College
Robert B. Stennett, Gainesville College, Oconee
Linda Tennison, College of Saint Benedict, St. John’s
University
David Tom, Columbus State Community College
Colin William, Ivy Tech State College
Karen Yanowitz, Arkansas State University
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We also thank the following people who reviewed the previous editions of the text:
Joseph Bilotta,Western Kentucky University
Victor Broderick, Ferris State University
Brad Caskey, University of Wisconsin–River Falls
Stephen Chew, Samford University
David Coddington, Midwestern State University
Patrick R. Conley, University of Illinois–Chicago
Randolph R. Cornelius,Vassar College
Orlando Correa, Hartford Community College
Tamara J. Ferguson, Utah State University
Lee Fernandez, Modesto Junior College
Scott Geller,Virginia Polytechnic Institute and State
University
Judy Gentry, Columbus State Community College
Harvey Ginsburg, University of Southwest Texas State
Alicia Grandey, Pennsylvania State University
Ronald Jacques, Brigham Young University–Idaho
James Johnson, Illinois State University–Normal
Edward Harmon Jones, University of Wisconsin–Madison
Tracy L. Kahan, Santa Clara University
Kevin Keating, Broward Community College
Melvyn B. King, SUNY–Cortland
Stephen Klein, Mississippi State University
Emmett Lampkin, Kirkwood Community College
Gary Levy, University of Wyoming
Michele Lewis, Northern Virginia Community College
Jerry Marshall, Green River Community College
Fred Medway, University of South Carolina
Jeffrey Mio, California State Polytechnic University–Pomona
Mark Mitchell, Clarion University
Margie Nauta, Illinois State University
Merryl Patterson, Austin Community College
Shannon Rich,Texas Woman’s University
Deborah Richardson, University of Georgia
Larry Rosenblum, University of California–Riverside
Alan Searleman, St. Lawrence University
Michael Selby, California Polytechnic State University
N. Clayton Silver, University of Nevada–Las Vegas
Pamela Stewart, Northern Virginia Community
College–Annandale
W. Scott Terry, University of North Carolina–Charlotte
Michelle Tomarelli,Texas A&M University
German Torres, SUNY–Buffalo
Kim Ujcich, Middle Tennessee State University
Lisa Whitten, SUNY–Old Westbury
Michael Zickar, Bowling Green State University
We owe a huge debt of thanks to the people at Allyn & Bacon for their support,
guidance, and assistance. Karen Bowers and later Susan Hartman provided editorial guidance, and Sharon Geary was a vigilant development editor. The production department reinvigorated this edition, relying on the professional skills of
Paula Carroll. Jane Hoover, of Lifland et al., Bookmakers, smoothed and facilitated
the often hectic process of production, at a time when we appreciated a calm and
methodical force.
Students always deserve thanks because they teach us, and we acknowledge
that situation and thank them for doing so. We also owe thanks to our colleagues
in our respective psychology departments, who offered expert advice and cheerleading, each at the appropriate times. Several colleagues were especially helpful
to me (L.B.): Jess Feist, Diana Odom Gunn, Patrick Moreno, Cam Melville, Dena
Matzenbacher, Jan Disney, and Larry Dilks.
Our spouses deserve special recognition. Linda Lefton and Barry Humphus
have encouraged and supported us in this daunting task, and they deserve even
more than the love and thanks that we offer. They are our friends, lovers, and
spouses—they are our best friends.What more can we say?
Lester A. Lefton
Linda Brannon
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About the Authors:
Two Careers in Psychology
I
love teaching psychology. I hope my students here at
Tulane University like the way I do it. My teaching technique and style started to develop over three decades ago.
My career in psychology began with a survey of sexual attitudes that I conducted in high school. I passed out questionnaires to the juniors and seniors, who were to respond
anonymously. Then I spent days poring over and summarizing the data—which I, of course, found fascinating.
While in college, I worked as a
counselor in a treatment center for
emotionally disturbed children. Later,
as a laboratory assistant, I collected
and analyzed data for a psychologist
doing research in vision. In contrast to
my counseling experience, hunting for
answers to scientific questions and
gathering data were activities that held
my interest. My graduate studies at the
University of Rochester included research in perception. After earning my
PhD, I became a faculty member at the
University of South Carolina, where my
research in cognitive psychology involved studying perceptual phenomena such as eye movements. Now, at Tulane
University, I teach, do research, and write psychology textbooks.My goal is to share my excitement about psychology in
the classroom, in my textbooks, and in professional journals.
I am married to a wonderful woman and have two
daughters. I have applied in my family life much of what I
have learned in my profession. My family hasn’t been angry
about it, although from time to time my “psychologizing”
about issues can be annoying, I’m sure. I’m an avid exerciser
and computer programmer and an occasional photographer.
My life has generally revolved around my work and my family—not necessarily in that order.You’ll probably gather that
from many of the stories and examples I relate in this text.
I invite you to share in my excitement and enthusiasm
for psychology. Stay focused, read closely, and think critically.
As you read, think about how the text relates to your own experiences—drawing personal connections to what you read
will make it more meaningful. And please feel free to write
me: Lefton@tulane.edu. Good luck!
M
y career in psychology began when I kept taking psychology courses as an undergraduate at the University
of Texas at Austin, where I received my undergraduate degree
and then stayed to earn my PhD in human experimental psychology. Although I was fascinated by data collection and
analysis, I got to teach a course in introductory psychology
and discovered that I loved teaching. After receiving my doctoral degree, I went to McNeese State University in Lake
Charles, Louisiana.This school emphasizes teaching, and I have taught a variety of courses, specializing in
experimental psychology and biopsychology, as well as continuing to teach
introductory psychology. In 1998, I was
selected to be Distinguished Professor
of the year at McNeese State University.
In the early 1980s, I began writing
textbooks. My first book was Health
Psychology: An
Introduction
to
Behavior and Health, coauthored with
Jess Feist, one of my colleagues at
McNeese. My next book was Gender:
Psychological Perspectives, which grew out of my interest in
and research on gender issues.The course I teach on the psychology of gender is one of my favorites. I became coauthor
of Psychology in its 8th edition, and now I get to tell the story
of psychology to many more students.
I teach, do research on gender, and write textbooks. I am
married to a terrific guy, Barry Humphus, who has encouraged and helped me do things I did not think I could do,such
as write three textbooks. I love movies (and movie trivia) and
find wine both delicious and fascinating. I am an occasional
hiker and reluctant jogger.
My students never stop teaching me, and I am grateful to
them. Both Lester and I invite you to share our excitement
and enthusiasm for psychology. If you want to tell me anything, contact me at lbrannon@goexpress.net.
Linda Brannon
Lester A. Lefton
1