- •Preface
- •Approach and Pedagogy
- •Chapter 1
- •Introducing Psychology
- •1.1 Psychology as a Science
- •The Problem of Intuition
- •Research Focus: Unconscious Preferences for the Letters of Our Own Name
- •Why Psychologists Rely on Empirical Methods
- •Levels of Explanation in Psychology
- •The Challenges of Studying Psychology
- •1.2 The Evolution of Psychology: History, Approaches, and Questions
- •Early Psychologists
- •Structuralism: Introspection and the Awareness of Subjective Experience
- •Functionalism and Evolutionary Psychology
- •Psychodynamic Psychology
- •Behaviorism and the Question of Free Will
- •Research Focus: Do We Have Free Will?
- •The Cognitive Approach and Cognitive Neuroscience
- •The War of the Ghosts
- •Social-Cultural Psychology
- •The Many Disciplines of Psychology
- •Psychology in Everyday Life: How to Effectively Learn and Remember
- •1.3 Chapter Summary
- •Chapter 2
- •Psychological Science
- •Psychological Journals
- •2.1 Psychologists Use the Scientific Method to Guide Their Research
- •The Scientific Method
- •Laws and Theories as Organizing Principles
- •The Research Hypothesis
- •Conducting Ethical Research
- •Characteristics of an Ethical Research Project Using Human Participants
- •Ensuring That Research Is Ethical
- •Research With Animals
- •APA Guidelines on Humane Care and Use of Animals in Research
- •Descriptive Research: Assessing the Current State of Affairs
- •Correlational Research: Seeking Relationships Among Variables
- •Experimental Research: Understanding the Causes of Behavior
- •Research Focus: Video Games and Aggression
- •2.3 You Can Be an Informed Consumer of Psychological Research
- •Threats to the Validity of Research
- •Psychology in Everyday Life: Critically Evaluating the Validity of Websites
- •2.4 Chapter Summary
- •Chapter 3
- •Brains, Bodies, and Behavior
- •Did a Neurological Disorder Cause a Musician to Compose Boléro and an Artist to Paint It 66 Years Later?
- •3.1 The Neuron Is the Building Block of the Nervous System
- •Neurons Communicate Using Electricity and Chemicals
- •Video Clip: The Electrochemical Action of the Neuron
- •Neurotransmitters: The Body’s Chemical Messengers
- •3.2 Our Brains Control Our Thoughts, Feelings, and Behavior
- •The Old Brain: Wired for Survival
- •The Cerebral Cortex Creates Consciousness and Thinking
- •Functions of the Cortex
- •The Brain Is Flexible: Neuroplasticity
- •Research Focus: Identifying the Unique Functions of the Left and Right Hemispheres Using Split-Brain Patients
- •Psychology in Everyday Life: Why Are Some People Left-Handed?
- •3.3 Psychologists Study the Brain Using Many Different Methods
- •Lesions Provide a Picture of What Is Missing
- •Recording Electrical Activity in the Brain
- •Peeking Inside the Brain: Neuroimaging
- •Research Focus: Cyberostracism
- •3.4 Putting It All Together: The Nervous System and the Endocrine System
- •Electrical Control of Behavior: The Nervous System
- •The Body’s Chemicals Help Control Behavior: The Endocrine System
- •3.5 Chapter Summary
- •Chapter 4
- •Sensing and Perceiving
- •Misperception by Those Trained to Accurately Perceive a Threat
- •4.1 We Experience Our World Through Sensation
- •Sensory Thresholds: What Can We Experience?
- •Link
- •Measuring Sensation
- •Research Focus: Influence without Awareness
- •4.2 Seeing
- •The Sensing Eye and the Perceiving Visual Cortex
- •Perceiving Color
- •Perceiving Form
- •Perceiving Depth
- •Perceiving Motion
- •Beta Effect and Phi Phenomenon
- •4.3 Hearing
- •Hearing Loss
- •4.4 Tasting, Smelling, and Touching
- •Tasting
- •Smelling
- •Touching
- •Experiencing Pain
- •4.5 Accuracy and Inaccuracy in Perception
- •How the Perceptual System Interprets the Environment
- •Video Clip: The McGurk Effect
- •Video Clip: Selective Attention
- •Illusions
- •The Important Role of Expectations in Perception
- •Psychology in Everyday Life: How Understanding Sensation and Perception Can Save Lives
- •4.6 Chapter Summary
- •Chapter 5
- •States of Consciousness
- •An Unconscious Killing
- •5.1 Sleeping and Dreaming Revitalize Us for Action
- •Research Focus: Circadian Rhythms Influence the Use of Stereotypes in Social Judgments
- •Sleep Stages: Moving Through the Night
- •Sleep Disorders: Problems in Sleeping
- •The Heavy Costs of Not Sleeping
- •Dreams and Dreaming
- •5.2 Altering Consciousness With Psychoactive Drugs
- •Speeding Up the Brain With Stimulants: Caffeine, Nicotine, Cocaine, and Amphetamines
- •Slowing Down the Brain With Depressants: Alcohol, Barbiturates and Benzodiazepines, and Toxic Inhalants
- •Opioids: Opium, Morphine, Heroin, and Codeine
- •Hallucinogens: Cannabis, Mescaline, and LSD
- •Why We Use Psychoactive Drugs
- •Research Focus: Risk Tolerance Predicts Cigarette Use
- •5.3 Altering Consciousness Without Drugs
- •Changing Behavior Through Suggestion: The Power of Hypnosis
- •Reducing Sensation to Alter Consciousness: Sensory Deprivation
- •Meditation
- •Video Clip: Try Meditation
- •Psychology in Everyday Life: The Need to Escape Everyday Consciousness
- •5.4 Chapter Summary
- •Chapter 6
- •Growing and Developing
- •The Repository for Germinal Choice
- •6.1 Conception and Prenatal Development
- •The Zygote
- •The Embryo
- •The Fetus
- •How the Environment Can Affect the Vulnerable Fetus
- •6.2 Infancy and Childhood: Exploring and Learning
- •The Newborn Arrives With Many Behaviors Intact
- •Research Focus: Using the Habituation Technique to Study What Infants Know
- •Cognitive Development During Childhood
- •Video Clip: Object Permanence
- •Social Development During Childhood
- •Knowing the Self: The Development of the Self-Concept
- •Video Clip: The Harlows’ Monkeys
- •Video Clip: The Strange Situation
- •Research Focus: Using a Longitudinal Research Design to Assess the Stability of Attachment
- •6.3 Adolescence: Developing Independence and Identity
- •Physical Changes in Adolescence
- •Cognitive Development in Adolescence
- •Social Development in Adolescence
- •Developing Moral Reasoning: Kohlberg’s Theory
- •Video Clip: People Being Interviewed About Kohlberg’s Stages
- •6.4 Early and Middle Adulthood: Building Effective Lives
- •Psychology in Everyday Life: What Makes a Good Parent?
- •Physical and Cognitive Changes in Early and Middle Adulthood
- •Menopause
- •Social Changes in Early and Middle Adulthood
- •6.5 Late Adulthood: Aging, Retiring, and Bereavement
- •Cognitive Changes During Aging
- •Dementia and Alzheimer’s Disease
- •Social Changes During Aging: Retiring Effectively
- •Death, Dying, and Bereavement
- •6.6 Chapter Summary
- •Chapter 7
- •Learning
- •My Story of Posttraumatic Stress Disorder
- •7.1 Learning by Association: Classical Conditioning
- •Pavlov Demonstrates Conditioning in Dogs
- •The Persistence and Extinction of Conditioning
- •The Role of Nature in Classical Conditioning
- •How Reinforcement and Punishment Influence Behavior: The Research of Thorndike and Skinner
- •Video Clip: Thorndike’s Puzzle Box
- •Creating Complex Behaviors Through Operant Conditioning
- •7.3 Learning by Insight and Observation
- •Observational Learning: Learning by Watching
- •Video Clip: Bandura Discussing Clips From His Modeling Studies
- •Research Focus: The Effects of Violent Video Games on Aggression
- •7.4 Using the Principles of Learning to Understand Everyday Behavior
- •Using Classical Conditioning in Advertising
- •Video Clip: Television Ads
- •Psychology in Everyday Life: Operant Conditioning in the Classroom
- •Reinforcement in Social Dilemmas
- •7.5 Chapter Summary
- •Chapter 8
- •Remembering and Judging
- •She Was Certain, but She Was Wrong
- •Differences between Brains and Computers
- •Video Clip: Kim Peek
- •8.1 Memories as Types and Stages
- •Explicit Memory
- •Implicit Memory
- •Research Focus: Priming Outside Awareness Influences Behavior
- •Stages of Memory: Sensory, Short-Term, and Long-Term Memory
- •Sensory Memory
- •Short-Term Memory
- •8.2 How We Remember: Cues to Improving Memory
- •Encoding and Storage: How Our Perceptions Become Memories
- •Research Focus: Elaboration and Memory
- •Using the Contributions of Hermann Ebbinghaus to Improve Your Memory
- •Retrieval
- •Retrieval Demonstration
- •States and Capital Cities
- •The Structure of LTM: Categories, Prototypes, and Schemas
- •The Biology of Memory
- •8.3 Accuracy and Inaccuracy in Memory and Cognition
- •Source Monitoring: Did It Really Happen?
- •Schematic Processing: Distortions Based on Expectations
- •Misinformation Effects: How Information That Comes Later Can Distort Memory
- •Overconfidence
- •Heuristic Processing: Availability and Representativeness
- •Salience and Cognitive Accessibility
- •Counterfactual Thinking
- •Psychology in Everyday Life: Cognitive Biases in the Real World
- •8.4 Chapter Summary
- •Chapter 9
- •Intelligence and Language
- •How We Talk (or Do Not Talk) about Intelligence
- •9.1 Defining and Measuring Intelligence
- •General (g) Versus Specific (s) Intelligences
- •Measuring Intelligence: Standardization and the Intelligence Quotient
- •The Biology of Intelligence
- •Is Intelligence Nature or Nurture?
- •Psychology in Everyday Life: Emotional Intelligence
- •9.2 The Social, Cultural, and Political Aspects of Intelligence
- •Extremes of Intelligence: Retardation and Giftedness
- •Extremely Low Intelligence
- •Extremely High Intelligence
- •Sex Differences in Intelligence
- •Racial Differences in Intelligence
- •Research Focus: Stereotype Threat
- •9.3 Communicating With Others: The Development and Use of Language
- •The Components of Language
- •Examples in Which Syntax Is Correct but the Interpretation Can Be Ambiguous
- •The Biology and Development of Language
- •Research Focus: When Can We Best Learn Language? Testing the Critical Period Hypothesis
- •Learning Language
- •How Children Learn Language: Theories of Language Acquisition
- •Bilingualism and Cognitive Development
- •Can Animals Learn Language?
- •Video Clip: Language Recognition in Bonobos
- •Language and Perception
- •9.4 Chapter Summary
- •Chapter 10
- •Emotions and Motivations
- •Captain Sullenberger Conquers His Emotions
- •10.1 The Experience of Emotion
- •Video Clip: The Basic Emotions
- •The Cannon-Bard and James-Lange Theories of Emotion
- •Research Focus: Misattributing Arousal
- •Communicating Emotion
- •10.2 Stress: The Unseen Killer
- •The Negative Effects of Stress
- •Stressors in Our Everyday Lives
- •Responses to Stress
- •Managing Stress
- •Emotion Regulation
- •Research Focus: Emotion Regulation Takes Effort
- •10.3 Positive Emotions: The Power of Happiness
- •Finding Happiness Through Our Connections With Others
- •What Makes Us Happy?
- •10.4 Two Fundamental Human Motivations: Eating and Mating
- •Eating: Healthy Choices Make Healthy Lives
- •Obesity
- •Sex: The Most Important Human Behavior
- •The Experience of Sex
- •The Many Varieties of Sexual Behavior
- •Psychology in Everyday Life: Regulating Emotions to Improve Our Health
- •10.5 Chapter Summary
- •Chapter 11
- •Personality
- •Identical Twins Reunited after 35 Years
- •11.1 Personality and Behavior: Approaches and Measurement
- •Personality as Traits
- •Example of a Trait Measure
- •Situational Influences on Personality
- •The MMPI and Projective Tests
- •Psychology in Everyday Life: Leaders and Leadership
- •11.2 The Origins of Personality
- •Psychodynamic Theories of Personality: The Role of the Unconscious
- •Id, Ego, and Superego
- •Research Focus: How the Fear of Death Causes Aggressive Behavior
- •Strengths and Limitations of Freudian and Neo-Freudian Approaches
- •Focusing on the Self: Humanism and Self-Actualization
- •Research Focus: Self-Discrepancies, Anxiety, and Depression
- •Studying Personality Using Behavioral Genetics
- •Studying Personality Using Molecular Genetics
- •Reviewing the Literature: Is Our Genetics Our Destiny?
- •11.4 Chapter Summary
- •Chapter 12
- •Defining Psychological Disorders
- •When Minor Body Imperfections Lead to Suicide
- •12.1 Psychological Disorder: What Makes a Behavior “Abnormal”?
- •Defining Disorder
- •Psychology in Everyday Life: Combating the Stigma of Abnormal Behavior
- •Diagnosing Disorder: The DSM
- •Diagnosis or Overdiagnosis? ADHD, Autistic Disorder, and Asperger’s Disorder
- •Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Autistic Disorder and Asperger’s Disorder
- •12.2 Anxiety and Dissociative Disorders: Fearing the World Around Us
- •Generalized Anxiety Disorder
- •Panic Disorder
- •Phobias
- •Obsessive-Compulsive Disorders
- •Posttraumatic Stress Disorder (PTSD)
- •Dissociative Disorders: Losing the Self to Avoid Anxiety
- •Dissociative Amnesia and Fugue
- •Dissociative Identity Disorder
- •Explaining Anxiety and Dissociation Disorders
- •12.3 Mood Disorders: Emotions as Illness
- •Behaviors Associated with Depression
- •Dysthymia and Major Depressive Disorder
- •Bipolar Disorder
- •Explaining Mood Disorders
- •Research Focus: Using Molecular Genetics to Unravel the Causes of Depression
- •12.4 Schizophrenia: The Edge of Reality and Consciousness
- •Symptoms of Schizophrenia
- •Explaining Schizophrenia
- •12.5 Personality Disorders
- •Borderline Personality Disorder
- •Research Focus: Affective and Cognitive Deficits in BPD
- •Antisocial Personality Disorder (APD)
- •12.6 Somatoform, Factitious, and Sexual Disorders
- •Somatoform and Factitious Disorders
- •Sexual Disorders
- •Disorders of Sexual Function
- •Paraphilias
- •12.7 Chapter Summary
- •Chapter 13
- •Treating Psychological Disorders
- •Therapy on Four Legs
- •13.1 Reducing Disorder by Confronting It: Psychotherapy
- •DSM-IV-TR Criteria for Diagnosing Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Psychology in Everyday Life: Seeking Treatment for Psychological Difficulties
- •Psychodynamic Therapy
- •Important Characteristics and Experiences in Psychoanalysis
- •Humanistic Therapies
- •Behavioral Aspects of CBT
- •Cognitive Aspects of CBT
- •Combination (Eclectic) Approaches to Therapy
- •13.2 Reducing Disorder Biologically: Drug and Brain Therapy
- •Drug Therapies
- •Using Stimulants to Treat ADHD
- •Antidepressant Medications
- •Antianxiety Medications
- •Antipsychotic Medications
- •Direct Brain Intervention Therapies
- •13.3 Reducing Disorder by Changing the Social Situation
- •Group, Couples, and Family Therapy
- •Self-Help Groups
- •Community Mental Health: Service and Prevention
- •Some Risk Factors for Psychological Disorders
- •Research Focus: The Implicit Association Test as a Behavioral Marker for Suicide
- •13.4 Evaluating Treatment and Prevention: What Works?
- •Effectiveness of Psychological Therapy
- •Research Focus: Meta-Analyzing Clinical Outcomes
- •Effectiveness of Biomedical Therapies
- •Effectiveness of Social-Community Approaches
- •13.5 Chapter Summary
- •Chapter 14
- •Psychology in Our Social Lives
- •Binge Drinking and the Death of a Homecoming Queen
- •14.1 Social Cognition: Making Sense of Ourselvesand Others
- •Perceiving Others
- •Forming Judgments on the Basis of Appearance: Stereotyping, Prejudice, and Discrimination
- •Implicit Association Test
- •Research Focus: Forming Judgments of People in Seconds
- •Close Relationships
- •Causal Attribution: Forming Judgments by Observing Behavior
- •Attitudes and Behavior
- •14.2 Interacting With Others: Helping, Hurting, and Conforming
- •Helping Others: Altruism Helps Create Harmonious Relationships
- •Why Are We Altruistic?
- •How the Presence of Others Can Reduce Helping
- •Video Clip: The Case of Kitty Genovese
- •Human Aggression: An Adaptive yet Potentially Damaging Behavior
- •The Ability to Aggress Is Part of Human Nature
- •Negative Experiences Increase Aggression
- •Viewing Violent Media Increases Aggression
- •Video Clip
- •Research Focus: The Culture of Honor
- •Conformity and Obedience: How Social Influence Creates Social Norms
- •Video Clip
- •Do We Always Conform?
- •14.3 Working With Others: The Costs and Benefits of Social Groups
- •Working in Front of Others: Social Facilitation and Social Inhibition
- •Working Together in Groups
- •Psychology in Everyday Life: Do Juries Make Good Decisions?
- •Using Groups Effectively
- •14.4 Chapter Summary
General (g) Versus Specific (s) Intelligences
In the early 1900s, the French psychologist Alfred Binet (1857–1914) and his colleague Henri Simon (1872–1961) began working in Paris to develop a measure that would differentiate students who were expected to be better learners from students who were expected to be slower learners. The goal was to help teachers better educate these two groups of students. Binet and Simon developed what most psychologists today regard as the first intelligence test, which consisted of a wide variety of questions that included the ability to name objects, define words, draw pictures, complete sentences, compare items, and construct sentences.
Binet and Simon (Binet, Simon, & Town, 1915; Siegler, 1992) [2] believed that the questions they asked their students, even though they were on the surface dissimilar, all assessed the basic abilities to understand, reason, and make judgments. And it turned out that the correlations among these different types of measures were in fact all positive; students who got one item correct were more likely to also get other items correct, even though the questions themselves were very different.
On the basis of these results, the psychologist Charles Spearman (1863–1945) hypothesized that there must be a single underlying construct that all of these items measure. He called the construct that the different abilities and skills measured on intelligence tests have in
common thegeneral intelligence factor (g). Virtually all psychologists now believe that there is a generalized intelligence factor, g, that relates to abstract thinking and that includes the abilities to acquire knowledge, to reason abstractly, to adapt to novel situations, and to benefit from instruction and experience (Gottfredson, 1997; Sternberg, 2003).[3] People with higher general intelligence learn faster.
Soon after Binet and Simon introduced their test, the American psychologist Lewis Terman (1877–1956) developed an American version of Binet’s test that became known as the StanfordBinet Intelligence Test. The Stanford-Binet is a measure of general intelligence made up of a wide variety of tasks including vocabulary, memory for pictures, naming of familiar objects, repeating sentences, and following commands.
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Although there is general agreement among psychologists that g exists, there is also evidence for specific intelligence (s), a measure of specific skills in narrow domains. One empirical result in support of the idea of s comes from intelligence tests themselves. Although the different types of questions do correlate with each other, some items correlate more highly with each other than do other items; they form clusters or clumps of intelligences.
One distinction is between fluid intelligence, which refers to the capacity to learn new ways of solving problems and performing activities, and crystallized intelligence, which refers to the accumulated knowledge of the world we have acquired throughout our lives (Salthouse, 2004). [4] These intelligences must be different because crystallized intelligence increases with age—older adults are as good as or better than young people in solving crossword puzzles— whereas fluid intelligence tends to decrease with age (Horn, Donaldson, & Engstrom, 1981; Salthouse, 2004). [5]
Other researchers have proposed even more types of intelligences. L. L. Thurstone
(1938) [6] proposed that there were seven clusters of primary mental abilities, made up of word fluency, verbal comprehension, spatial ability, perceptual speed, numerical ability, inductive reasoning, and memory. But even these dimensions tend to be at least somewhat correlated, showing again the importance of g.
One advocate of the idea of multiple intelligences is the psychologist Robert Sternberg. Sternberg has proposed a triarchic (three-part) theory of intelligence that proposes that people may display more or less analytical intelligence, creative intelligence, and practical intelligence. Sternberg (1985, 2003) [7] argued that traditional intelligence tests assess analytical intelligence, the ability to answer problems with a single right answer, but that they do not well assess creativity (the ability to adapt to new situations and create new ideas) or practicality (e.g., the ability to write good memos or to effectively delegate responsibility).
As Sternberg proposed, research has found that creativity is not highly correlated with analytical intelligence (Furnham & Bachtiar, 2008), [8] and exceptionally creative scientists, artists, mathematicians, and engineers do not score higher on intelligence than do their less creative peers (Simonton, 2000).[9] Furthermore, the brain areas that are associated with convergent
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thinking, thinking that is directed toward finding the correct answer to a given problem, are different from those associated with divergent thinking, the ability to generate many different ideas for or solutions to a single problem (Tarasova, Volf, & Razoumnikova, 2010). [10] On the other hand, being creative often takes some of the basic abilities measured by g, including the abilities to learn from experience, to remember information, and to think abstractly (Bink & Marsh, 2000). [11]
Studies of creative people suggest at least five components that are likely to be important for creativity:
Expertise. Creative people have carefully studied and know a lot about the topic that they are working in. Creativity comes with a lot of hard work (Ericsson, 1998; Weisberg, 2006).[12]
Imaginative thinking. Creative people often view a problem in a visual way, allowing them to see it from a new and different point of view.
Risk taking. Creative people are willing to take on new but potentially risky approaches.
Intrinsic interest. Creative people tend to work on projects because they love doing them, not because they are paid for them. In fact, research has found that people who are paid to be creative are often less creative than those who are not (Hennessey & Amabile, 2010). [13]
Working in a creative environment. Creativity is in part a social phenomenon. Simonton (1992) [14] found that the most creative people were supported, aided, and challenged by other people working on similar projects.
The last aspect of the triarchic model, practical intelligence, refers primarily to intelligence that cannot be gained from books or formal learning. Practical intelligence represents a type of “street smarts” or “common sense” that is learned from life experiences. Although a number of tests have been devised to measure practical intelligence (Sternberg, Wagner, & Okagaki, 1993; Wagner & Sternberg, 1985), [15] research has not found much evidence that practical intelligence is distinct from g or that it is predictive of success at any particular tasks (Gottfredson,
2003). [16] Practical intelligence may include, at least in part, certain abilities that help people
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perform well at specific jobs, and these abilities may not always be highly correlated with general intelligence (Sternberg, Wagner, & Okagaki, 1993). [17] On the other hand, these abilities or skills are very specific to particular occupations and thus do not seem to represent the broader idea of intelligence.
Another champion of the idea of multiple intelligences is the psychologist Howard Gardner (1983, 1999). [18] Gardner argued that it would be evolutionarily functional for different people to have different talents and skills, and proposed that there are eight intelligences that can be differentiated from each other (Table 9.1 "Howard Gardner’s Eight Specific Intelligences"). Gardner noted that some evidence for multiple intelligences comes from the abilities ofautistic savants, people who score low on intelligence tests overall but who nevertheless may have exceptional skills in a given domain, such as math, music, art, or in being able to recite statistics in a given sport (Treffert & Wallace, 2004). [19]
Table 9.1 Howard Gardner’s Eight Specific Intelligences
Intelligence |
Description |
|
|
Linguistic |
The ability to speak and write well |
|
|
Logico-mathematical |
The ability to use logic and mathematical skills to solve problems |
|
|
Spatial |
The ability to think and reason about objects in three dimensions |
|
|
Musical |
The ability to perform and enjoy music |
|
|
Kinesthetic (body) |
The ability to move the body in sports, dance, or other physical activities |
|
|
Interpersonal |
The ability to understand and interact effectively with others |
|
|
Intrapersonal |
The ability to have insight into the self |
|
|
Naturalistic |
The ability to recognize, identify, and understand animals, plants, and other living things |
|
|
Source: Adapted from Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York, NY: Basic Books.
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