Exploring Psychology in Modules – Ebook PDF Version

download

https://ebookmass.com/product/exploring-psychology-in-modules-ebook-pdf-
version/

Visit ebookmass.com today to download the complete set of

ebooks or textbooks
We have selected some products that you may be interested in
Click the link to download now or visit ebookmass.com
for more options!.

Exploring Psychology In Modules 12th Edition David G.

Myers

https://ebookmass.com/product/exploring-psychology-in-modules-12th-
edition-david-g-myers/

EdPsych Modules 3rd Edition – Ebook PDF Version

https://ebookmass.com/product/edpsych-modules-3rd-edition-ebook-pdf-
version/

EdPsych Modules 3rd Edition, (Ebook PDF)

https://ebookmass.com/product/edpsych-modules-3rd-edition-ebook-pdf/

Introduction to 80×86 Assembly Language and Computer

Architecture – Ebook PDF Version

https://ebookmass.com/product/introduction-to-8086-assembly-language-
and-computer-architecture-ebook-pdf-version/
Theories in Social Psychology 1st Edition E-book PDF
Version – Ebook PDF Version

https://ebookmass.com/product/theories-in-social-psychology-1st-
edition-e-book-pdf-version-ebook-pdf-version/

Abnormal Psychology 2nd Edition – Ebook PDF Version

https://ebookmass.com/product/abnormal-psychology-2nd-edition-ebook-
pdf-version/

Social Psychology 1st Edition – Ebook PDF Version

https://ebookmass.com/product/social-psychology-1st-edition-ebook-pdf-
version/

Discovering Psychology Eighth Edition – Ebook PDF Version

https://ebookmass.com/product/discovering-psychology-eighth-edition-
ebook-pdf-version/

Sport Psychology: Concepts and Applications – Ebook PDF

Version

https://ebookmass.com/product/sport-psychology-concepts-and-
applications-ebook-pdf-version/
 Exploring
PSYCHOLOGY
IN MODULES
tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. 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, community, and professional groups worldwide.
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 www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . .xlix

Thinking Critically With

Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . .1
MODULE 1 The History and Scope of Psychology . . . . . . . . . 2
MODULE 2 Research Strategies: How Psychologists
Ask and Answer Questions . . . . . . . . . . . . . . . . . . 14

The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . .35

MODULE 3 Neural and Hormonal Systems . . . . . . . . . . . . . . 36
MODULE 4 Tools of Discovery and Older Brain
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MODULE 5 The Cerebral Cortex and Our Divided
Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
MODULE 6 Genetics, Evolutionary Psychology, and
Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Consciousness and the Two-Track

Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
MODULE 7 Consciousness: Some Basic Concepts . . . . . . . . 80
MODULE 8 Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MODULE 9 Drugs and Consciousness . . . . . . . . . . . . . . . . . . . 104

Developing Through the Life Span . . . .119

MODULE 10 Developmental Issues, Prenatal
Development, and the Newborn. . . . . . . . . . . . 120
MODULE 11 Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . 127
MODULE 12 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

MODULE 13 Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Sex, Gender, and Sexuality . . . . . . . . . . . . . . . .171

MODULE 14 Gender Development . . . . . . . . . . . . . . . . . . . . . . 172
MODULE 15 Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
 BRIEF CONTENTS ix

Sensation and Perception . . . . . . . . . . . . . . . . . . 199 Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441

MODULE 16 Basic Concepts of Sensation and MODULE 35 Social Thinking and Social Influence . . . . . . . 442
Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 MODULE 36 Antisocial Relations . . . . . . . . . . . . . . . . . . . . . . . . 462
MODULE 17 Vision: Sensory and Perceptual MODULE 37 Prosocial Relations . . . . . . . . . . . . . . . . . . . . . . . . . 475
Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
MODULE 18 The Nonvisual Senses . . . . . . . . . . . . . . . . . . . . . . 226
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
MODULE 38 Classic Perspectives on Personality . . . . . . . . 492
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
MODULE 39 Contemporary Perspectives on
MODULE 19 Basic Learning Concepts and Classical Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MODULE 20 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . 256
MODULE 21 Biology, Cognition, and Learning . . . . . . . . . . . 267
Psychological Disorders . . . . . . . . . . . . . . . . . . . . 527
MODULE 40 Basic Concepts of Psychological
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 MODULE 41 Anxiety Disorders, OCD, and PTSD . . . . . . . . 536
MODULE 22 Studying and Encoding Memories . . . . . . . . . . 282 MODULE 42 Major Depressive Disorder and Bipolar
MODULE 23 Storing and Retrieving Memories . . . . . . . . . . 292 Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
MODULE 24 Forgetting, Memory Construction, and MODULE 43 Schizophrenia and Other Disorders . . . . . . . . 556
Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . 301

Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
Thinking, Language, and MODULE 44 Introduction to Therapy and the
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315 Psychological Therapies . . . . . . . . . . . . . . . . . . . . . 570
MODULE 25 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 MODULE 45 The Biomedical Therapies and

MODULE 26 Language and Thought . . . . . . . . . . . . . . . . . . . . . 329 Preventing Psychological Disorders . . . . . . . . . 593

MODULE 27 Intelligence and Its Assessment . . . . . . . . . . . . 340

MODULE 28 Genetic and Environmental Influences Statistical Reasoning in

APPENDIX A
on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . B-1
Motivation and Emotion . . . . . . . . . . . . . . . . . . . . 365 APPENDIX C Subfields of Psychology . . . . . . . . . . . . . C-1
MODULE 29 Basic Motivational Concepts, Affiliation, APPENDIX D Complete Module Reviews . . . . . . . . . . D-1
and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
MODULE 30 Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
Answers to Experience the
APPENDIX E
Testing Effect Questions . . . . . . . . . . . . . . . . . . . . . . . E-1
MODULE 31 Theories and Physiology of Emotion . . . . . . . 386

MODULE 32 Expressing and Experiencing Emotion . . . . . 395 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Stress, Health, and Human Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
MODULE 33 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . .406
MODULE 34 Health and Happiness . . . . . . . . . . . . . . . . . . . . . . 419
x

Contents
Preface xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life xlix

The Biology of Behavior 35

3 Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

4 Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Thinking Critically With Older Brain Structures 50
Psychological Science 1 5 The Cerebral Cortex and Our Divided
Brain 56
1 The History and Scope of Psychology 2 The Cerebral Cortex 56
The Scientific Attitude: Curious, Skeptical, and Humble 2 Our Divided Brain 61
Critical Thinking 3
Psychology’s Roots 4
6 Genetics, Evolutionary Psychology,
and Behavior 66
Contemporary Psychology 7
Behavior Genetics: Predicting Individual Differences 66
2
Research Strategies: How Psychologists Evolutionary Psychology: Understanding Human
Ask and Answer Questions 14 Nature 73
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30
 CONTENTS xi

Developing Through
the Life Span 119
Consciousness and the
Two-Track Mind 79 10 Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
7 Consciousness: Some Basic Concepts 80
Defining Consciousness 80 Prenatal Development and the Newborn 122
Studying Consciousness 80 11 Infancy and Childhood 127
Selective Attention 81 Physical Development 127
Dual Processing: Cognitive Development 130
The Two-Track Mind 84 Social Development 138
8 Sleep and Dreams 87 12 Adolescence 147
Biological Rhythms and Sleep 87 Physical Development 147
Why Do We Sleep? 92 Cognitive Development 149
Sleep Deprivation and Sleep Disorders 94 Social Development 152
Dreams 98 THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
9 Drugs and Consciousness 104
Tolerance and Addiction 104 Emerging Adulthood 156
THINKING CRITICALLY ABOUT
Addiction 105 13 Adulthood 158
Types of Psychoactive Drugs 106 Physical Development 158
Influences on Drug Use 113 Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

17 Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

18 The Nonvisual Senses 226

Sex, Gender, and Sexuality 171 Hearing 226
The Other Senses 230
14 Gender Development 172 THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
How Are We Alike? How Do We Differ? 172
Sensory Interaction 239
The Nature of Gender: Our Biological Sex 175 THINKING CRITICALLY ABOUT ESP—Perception
The Nurture of Gender: Our Culture and Experiences 177 Without Sensation? 241
15 Human Sexuality 181
The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

Learning 245

19 Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

20 Operant Conditioning 256

Skinner’s Experiments 256
Sensation and Perception 199
Skinner’s Legacy 263
Contrasting Classical and Operant Conditioning 265
16 Basic Concepts of Sensation and
Perception 200 21 Biology, Cognition, and Learning 267
Processing Sensation and Perception 200 Biological Constraints on Conditioning 267
Transduction 200 Cognition’s Influence on Conditioning 270
Thresholds 201 Learning by Observation 272
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 THINKING CRITICALLY ABOUT Does Viewing Media

Sensory Adaptation 204 Violence Trigger Violent Behavior? 277

 CONTENTS xiii

26 Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

27 Intelligence and Its Assessment 340

What Is Intelligence? 341
Memory 281
Assessing Intelligence 345
The Dynamics of Intelligence 349
22 Studying and Encoding Memories 282
Studying Memory 282 28 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
23 Storing and Retrieving Memories 292
Environmental Influences 356
Memory Storage 292
Group Differences in Intelligence Test Scores 357
Memory Retrieval 297
The Question of Bias 360
24 Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

Motivation and Emotion 365

29 Basic Motivational Concepts, Affiliation,

and Achievement 366
Motivational Concepts 366
Thinking, Language, The Need to Belong 369
and Intelligence 315 Achievement Motivation 375

30 Hunger 377
25 Thinking 316 The Physiology of Hunger 378
Concepts 316 The Psychology of Hunger 380
Problem Solving: Strategies and Obstacles 317 Obesity and Weight Control 382
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor— 31 Theories and Physiology of Emotion 386
Why We Fear the Wrong Things 320 Emotion: Arousal, Behavior, and Cognition 386
Thinking Creatively 324 Embodied Emotion 391
Do Other Species Share Our Cognitive Skills? 326 THINKING CRITICALLY ABOUT Lie Detection 394
xiv CONTENTS

32 Expressing and Experiencing 36 Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
37 Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

Stress, Health, and Human

Flourishing 405
Personality 491
33 Stress and Illness 406
Stress: Some Basic Concepts 406 38 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416
The Psychodynamic Theories 492
34 Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 39 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

Social Psychology 441

35 Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
Visit https://ebookmass.com today to explore
a vast collection of ebooks across various
genres, available in popular formats like
PDF, EPUB, and MOBI, fully compatible with
all devices. Enjoy a seamless reading
experience and effortlessly download high-
quality materials in just a few simple steps.
Plus, don’t miss out on exciting offers that
let you access a wealth of knowledge at the
best prices!
 CONTENTS xv

Psychological Disorders 527

Therapy 569
40 Basic Concepts of Psychological
Disorders 528 44 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532 Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
41 Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
45 The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
42 Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Statistical Reasoning
APPENDIX A
Bipolar Disorder 547 in Everyday Life A-1
43 Schizophrenia and Other Disorders 556 APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Module Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten editions. With this edition, I continue as lead author while
beginning a gradual, decade-long process of welcoming a successor author, the
award-winning teacher-scholar-writer Nathan DeWall.
Yet across nearly three decades of Exploring Psychology there has also been
a stability of purpose: to merge rigorous science with a broad human perspective
that engages both mind and heart. We aim to offer a state-of-the-art introduction
to psychological science that speaks to students’ needs and interests. We aspire to
help students understand and appreciate the wonders of their everyday lives. And
we seek to convey the inquisitive spirit with which psychologists do psychology.
We are enthusiastic about psychology and its applicability to our lives. Psycho-
logical science has the potential to expand our minds and enlarge our hearts. By
studying and applying its tools, ideas, and insights, we can supplement our intuition
with critical thinking, restrain our judgmentalism with compassion, and replace
our illusions with understanding. By the time students complete this guided tour of
psychology, they will also, we hope, have a deeper understanding of our moods and
memories, about the reach of our unconscious, about how we flourish and struggle,

TABLE 1
Evolutionary Psychology and Behavior Genetics

In addition to the coverage found Intelligence, pp. 360–365 Biological perspective, p. 38 Psychological disorders and:
in Module 6, the evolutionary Language, pp. 335, 341 Brain plasticity, pp. 62–63 ADHD, p. 532
perspective is covered on the
Love, pp. 163–165 Continuity and stages, pp. 120–121 anxiety-related disorders,
following pages:
Math and spatial ability, p. 363 Deprivation of attachment, pp. 541–544
Aging, pp. 161–162
Mating preferences, pp. 175, 193–194 pp. 142–144 biopsychosocial approach,
Anger, pp. 416–417 pp. 529–530
Menopause, p. 158 Depth perception, p. 218
Anxiety-related disorders, bipolar disorder and major
pp. 542–544 Need to belong, p. 370 Development, p. 120
depressive disorder, pp. 549–552
Biological predispositions: Obesity, p. 382 Drives and incentives, p. 367
depressed thinking, p. 552
in learning, pp. 267–269 Overconfidence, pp. 327–328 Drug use, pp. 113–116
obsessive-compulsive disorder,
in operant conditioning, p. 269 Perceptual adaptation, pp. 223–224 Eating disorders, pp. 565–566
pp. 541–544
Brainstem, pp. 52–53 Sensation, p. 201 Epigenetics, pp. 124, 146, 530, 543,
personality disorders, pp. 563–564
550, 560
Classical conditioning, p. 250 Sensory adaptation, pp. 204–205 posttraumatic stress disorder,
Happiness, pp. 435–436
Consciousness, p. 80 Sexual orientation, pp. 189–190 pp. 541–544
Hunger and taste preference, p. 382
Darwin, Charles, pp. 6, 8 Sexuality, pp. 181, 189–190, 192–195 schizophrenia, pp. 557–560
Intelligence:
Depression and light exposure Sleep, pp. 87, 92–93 suicide, p. 553
therapy, p. 588 Down syndrome, pp. 357–358
Smell, p. 237 violent behavior, pp. 563–564
Emotion, effects of facial expres- genetic and environmental
Taste, p. 236 Reward deficiency syndrome, p. 56
sions and, p. 401 influences, pp. 360–365
Romantic love, pp. 163–165
Emotional expression, p. 400 In addition to the coverage Learning, pp. 267–272
found in Module 6, behavior Sexual dysfunctions, pp. 183–184
Evolutionary perspective, defined, Motor development, pp. 128–129
genetics is covered on the Sexual orientation, pp. 189–192
p. 11 following pages: Nature-nurture, p. 8
Sexuality, pp. 189–191
Fear, pp. 326–327 Abuse, intergenerational transmission twins, p. 8
Sleep patterns, pp. 91–92
Feature detection, p. 215 of, p. 276 Obesity and weight control,
pp. 382–385 Smell, p. 238
Fight or flight, p. 409 Adaptability, p. 5
Optimism, p. 423 Stress, personality, and illness,
Gene-environment interaction, Aggression, pp. 468–473
pp. 413–417
p. 514 intergenerational transmission Pain, pp. 231–233
benefits of exercise, pp. 426–427
Hearing, p. 226 of, p. 276 Parenting styles, pp. 144–145
Traits, pp. 357–358, 360–361
Hunger and taste preference, Autism spectrum disorder, pp. 135–137 Perception, pp. 223–224
p. 381 gay-straight trait differences,
Behavior genetics perspective, Personality traits, p. 496
pp. 191, 192
Instincts, p. 366 pp. 8, 11
 PREFACE x vii

about how we perceive our physical and social worlds, and about how our biology
and culture in turn shape us. (See TABLES 1 and 2.)
Believing with Thoreau that “anything living is easily and naturally expressed
in popular language,” we seek to communicate psychology’s scholarship with
crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way
that is warmly personal as well as rigorously scientific. We love to reflect on

TABLE 2
Neuroscience

In addition to the coverage found in Modules 3, 4, and 5, neuroscience can be found on the following pages:
Aggression, pp. 469–470 Brain stimulation therapies, Language, pp. 335–336, 340 phantom limb pain, p. 232
Aging: brain training, pp. 597–599 and deafness, p. 339 virtual reality, p. 234
pp. 161–162 Cognitive neuroscience, pp. 7–8, 11, and thinking in images, Parallel vs. serial processing, p. 216
Animal cognition, pp. 332–334 80–81 pp. 344–345 Perception:
Animal language, pp. 341–342 Cultural neuroscience, p. 523 Light-exposure therapy: brain scans, brain damage and, p. 216
Antisocial personality disorder, Drug use, pp. 114–115 pp. 588–589
color vision, pp. 213–214
p. 564 Dual processing, pp. 84–86 Meditation, pp. 427–429
feature detection, pp. 214–215
Arousal, p. 185 Electroconvulsive therapy, Memory:
transduction, p. 200
Attention-deficit hyperactivity dis- pp. 597–598 emotional memories, pp. 294–295
visual information processing,
order (ADHD) and the brain, p. 532 Emotion and cognition, pp. 387–391 explicit memories, p. 285 pp. 211–213
Autism spectrum disorder, Fear-learning, p. 540 implicit memories, p. 285 Perceptual organization, pp. 211–216
pp. 136–137 Fetal alcohol syndrome and brain physical storage of, pp. 292–295 Personality
Automatic prejudice: amygdala, abnormalities, p. 124
and sleep, p. 93 Big Five and, pp. 508–510
p. 466 Hallucinations, p. 89
and synaptic changes, pp. 295–296 brain imaging and, p. 507
Biofeedback, p. 427 and hallucinogens, pp. 111–112
Mirror neurons, pp. 272–275 Posttraumatic stress disorder
Biopsychosocial approach, and near-death experiences, p. 112
pp. 10–11 Neuroscience perspective, defined, (PTSD) and the limbic system,
and schizophrenia, p. 556 p. 11 p. 540
aggression, pp. 469–470
and sleep, p. 89 Neurotransmitters and: Priming, pp. 201–202
aging, p. 167
Hormones and: anxiety-related disorders, p. 543 Psychosurgery: lobotomy,
Alzheimer’s, p. 296
abuse, p. 144 biomedical therapy: pp. 599–600
dreams, pp. 100–102
appetite, pp. 379–380 depression, pp. 549–550 Schizophrenia and brain abnormali-
drug use, pp. 114–115 ties, pp. 557–558
autism spectrum disorder, ECT, pp. 597–598
emotion, pp. 150–151, treatment of, p. 137 Sensation:
294–296, 393–394 schizophrenia, pp. 558, 594
development, pp. 177–178 body position and movement,
learning, pp. 267–269 child abuse, p. 146
in adolescents, pp. 147–149, pp. 238–239
pain, p. 232 cognitive-behavioral therapy:
178–179 deafness, pp. 228–229
obsessive-compulsive disorder,
personality, pp. 513–514 of sexual characteristics, hearing, pp. 226–230
p. 581
psychological disorders, pp. 147–149, 178–179 sensory adaptation, pp. 204–205
depression, pp. 549–550, 595
pp. 529–530 emotion, pp. 388–389, 392–393
drugs, pp. 106, 108–109, 110, smell, pp. 236–238
sleep, pp. 87–89 gender, pp. 175–176 111, 593–596 taste, p. 236
therapeutic lifestyle change, sex, pp. 175–176, 181–182 exercise, p. 427 touch, pp. 230–231
pp. 600–601
sexual behavior, pp. 181–182 schizophrenia, p. 560 vision, pp. 209–224
Brain development:
stress, pp. 127, 138, 409–410, 414, temperament, pp. 140–141 Sexual orientation, pp. 182–184
adolescence, pp. 148–149 416–417, 420–421, 424
Observational learning and brain Sleep:
experience and, pp. 127–128 weight control, pp. 379–380 imaging, p. 273 cognitive development and,
infancy and childhood, Hunger, pp. 377–380 Optimum arousal: brain mecha- pp. 101–102
p. 129
Insight, p. 323 nisms for rewards, pp. 273–276 memory and, p. 93
sexual differentiation in utero,
Intelligence, pp. 347–350 Orgasm, pp. 182–184 recuperation during, p. 93
p. 175
creativity, pp. 330–332 Pain, p. 234 Smell and emotion, p. 238
twins, p. 360 experienced and imagined pain, Unconscious mind, pp. 499–500
pp. 274–275
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, history, sports, religion, politics, and popular culture. And we love to provoke
thought, to play with words, and to laugh. For his pioneering 1890 Principles of
Psychology, William James sought “humor and pathos.” And so do we.
We are 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 communicating
psychology’s insights is both an exciting honor and a great responsibility.
Creating this book is a team sport. Like so many human achievements, it
reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all
the brains I have, but all I can borrow.” The thousands of instructors and millions
of students across the globe who have taught or studied (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky
professor Nathan DeWall. (For more information and videos that intro-
duce Nathan and our collaboration, see www.MacmillanHigherEd.com/
DeWallVideos.) Nathan is not only one of psychology’s “rising stars” (as the
Association for Psychological Science rightly said in 2011), he also is an award-
winning teacher and someone who shares my passion for writing—and for
communicating psychological science through writing. Although I continue as
lead author, Nathan’s fresh insights and contributions are already enriching
this book, especially for this tenth edition, through his leading the revision of
The Biology of Behavior (Modules 3–6); Developing Through the Life Span
(Modules 10–13); Stress, Health, and Human Flourishing (Modules 33–34); and
Personality (Modules 38–39). But my fingerprints are also on those module revi-
sions, even as his are on the other modules. With support from our wonderful
editors, this is a team project. In addition to our work together on the textbook,
Nathan and I enjoy contributing to the monthly Teaching Current Directions in
Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall).
We also blog at www.TalkPsych.com, where we share exciting new findings,
everyday applications, and observations on all things psychology.

Why a Modular Book?

This 45-module text has been a wish come true for me [DM]. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters
(called modules) that (b) can be selected and assigned in any order.
• Have we not all heard the familiar student complaint: “The chapters are too
long!” A text’s typical 30- to 50-page chapter cannot be read in a single sitting
before the eyes grow weary and the mind wanders. So, why not parse the
material into readable units? Ask your students whether they would prefer a
600-page book to be organized as fifteen 40-page chapters or as forty 15-page
chapters. You may be surprised at their overwhelming support for shorter
chapters. Indeed, students digest material better when they process it in
smaller chunks—as spaced rather than massed practice.
 PREFACE xi x

• I have equally often heard from instructors bemoaning the fact that they
“just can’t get to everything” in the book. Sometimes instructors want to
cover certain sections in a traditional, long chapter but not others. For
example, in the typical Consciousness chapter, someone may want to cover
Sleep and Dreams but not Drugs. In Exploring Psychology, Tenth Edition
in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, but not Module 9, Drugs and Consciousness.

How Is This Different

From Exploring Psychology,
Tenth Edition?
The primary differences between this book and Exploring Psychology, tenth
edition, are organization and module independence.

Organization
The book really IS Exploring Psychology, tenth edition—just in a different format.
So, this modular version contains all the updated research and innovative new
coverage from Exploring Psychology, tenth edition. This version offers the same
content from Exploring Psychology, tenth edition’s 15 chapters parsed instead into
45 modules.

The Modules Are Independent

Each module in this book is self-standing rather than dependent upon the others
for understanding. Cross-references to other parts of the book are accompanied
by brief explanations. In some cases, illustrations or key terms are repeated to
avoid possible confusion. No assumptions are made about what students have
read prior to each module. This independence gives instructors ultimate flexi-
bility in deciding which modules to use, and in what order. Connections among
psychology’s subfields and findings are still made—they are just made in a way
that does not assume knowledge of other parts of the book.

What Else Is New Since

Exploring Psychology, Ninth
Edition in Modules?
This tenth edition is the most carefully reworked and extensively updated of all
the revisions to date. This new edition features improvements to the organization
and presentation, especially to our system of supporting student learning and
remembering. And we offer the exciting new Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific process, showing them how psychological research begins with a question,
and how key decision points can alter the meaning and value of a psychological
study. In a fun, interactive environment, students learn about important aspects
xx PREFACE

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding

Module Group Openers
We were aware that students often skip over a text’s typical two-page module
group opener—under the assumption it serves little purpose in learning the
material to come. So, for this new edition, we worked with a talented artist to
make more pedagogically effective use of this space. This new feature provides
an enticing and helpful way for students to SURVEY the content in each group of
modules, before they QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R).
We’ve provided visual scaffolding at the beginning of each group of modules,
offering students a basic cognitive structure for the content to come. Flip to the
beginning of any group of modules to see a sample.

Hundreds of New Research Citations

Our ongoing scrutiny of dozens of scientific periodicals and science news sources,
enhanced by commissioned reviews and countless e-mails from instructors and
students, enables integrating our field’s most important, thought-provoking, and
student-relevant new discoveries. Part of the pleasure that sustains this work is
learning something new every day! See p. xxxvii for a list of significant Content
Changes to this edition.

Reorganized Modules
In addition to the new research activities, visual scaffolding openers, and updated
coverage, we’ve introduced the following organizational changes:
• Module 1, The History and Scope of Psychology, now has a clearer organiza-
tion and greater emphasis on modern approaches, including Cross-Cultural
and Gender Psychology, and new coverage of Positive Psychology (see also
TABLE 3).
• Module 2, Research Strategies, now offers greater emphasis on designing
psychological studies, and on psychology’s research ethics.
• Hypnosis is now covered in the Pain discussion in Module 18, The Nonvisual
Senses (moved from the ninth edition’s Module 7).
• The Social Psychology modules now precede the Personality modules.

LaunchPad for Exploring Psychology,

Tenth Edition in Modules
Built to solve key challenges in this course, LaunchPad gives students everything
they need to prepare for class and exams, while giving instructors everything
they need to quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the progress
of individual students and the class as a whole. LaunchPad for Exploring Psychol-
ogy, Tenth Edition in Modules includes LearningCurve formative assessment,
and NEW Immersive Learning: How Would You Know? activities, PsychSim
6 tutorials, and Assess Your Strengths projects. (For details, see p. xxviii and
www.MacmillanHigherEd.com/LaunchPad/Exploring10eInModules.)
 PREFACE x xi

For this new edition, you will see that we’ve offered callouts from the TABLE 3
text pages to especially pertinent, helpful resources from LaunchPad. (See Positive Psychology
FIGURE 1 for a sample.)
Coverage of positive psychology topics can
be found in the following modules:

What Continues? Topic

Altruism/compassion
Module
12, 25, 37, 38, 45
Eight Guiding Principles Coping 34
Despite all the exciting changes, this new edition retains its predecessors’ voice, as Courage 37
well as much of the content and organization. It also retains the goals—the guid- Creativity 22, 25, 29, 38
ing principles—that have animated the previous nine editions:
Emotional Intelligence 27, 37
Empathy 11, 21, 32, 35, 44
Facilitating the Learning Experience Flow Appendix B
1. To teach critical thinking By presenting research as intellectual detec- Gratitude 34
tive work, we illustrate an inquiring, analytical mind-set. Whether students
Happiness/Life Satisfaction 13, 29, 34, 44, 45
are studying development, cognition, or social behavior, they will become
involved in, and see the rewards of, critical reasoning. Moreover, they will Humility 1
discover how an empirical approach can help them evaluate competing Humor 34, 35
ideas and claims for highly publicized phenomena—ranging from ESP and
Justice 35
alternative therapies to group differences in intelligence and repressed and
recovered memories. Leadership 35, 39, Appendix B

2. To integrate principles and applications Throughout—by means of Love 13, 15, 29, 37, 39, 44
anecdotes, case histories, and the posing of hypothetical situations—we Morality 12
relate the findings of basic research to their applications and implications. Optimism 34, 38
Where psychology can illuminate pressing human issues—be they racism
Personal control 34
and sexism, health and happiness, or violence and war—we have not hesi-
tated to shine its light. Resilience 11, 33, 45

3. To reinforce learning at every step Everyday examples and rhetorical Self-discipline 12, 29, 39
questions encourage students to process the material actively. Concepts Self-efficacy 39
presented earlier are frequently applied, and reinforced. For instance, in Self-esteem 29, 38, 39
Module 2, students learn that much of our information processing occurs
Spirituality 34, 35
outside of our conscious awareness. Ensuing modules drive home this
concept. Numbered Learning Objective Questions and Retrieve It self-tests Toughness (grit) 27, 29
throughout each module, a Review and Experience the Testing Effect self- Wisdom 1, 25, 34, 35, 39
test at the end of each module, and a marginal glossary help students learn
and retain important concepts and terminology.

Demonstrating the Science of Psychology

4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several modules introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how To review the classic
they may be studied effectively. conformity studies and experience a
simulated experiment, visit LaunchPad’s
5. To be as up-to-date as possible Few things dampen students’ interest as
PsychSim 6: Everybody’s Doing It!
quickly as the sense that they are reading stale news. While retaining psy-
chology’s classic studies and concepts, we also present the discipline’s most
important recent developments. In this edition, 701 references are dated 2013– FIGURE 1
2015. Likewise, new photos and everyday examples are drawn from today’s Sample LaunchPad callout from
world. Module 35.
x xii PREFACE

6. To put facts in the service of concepts Our 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 module, we place emphasis on those concepts we hope students
will carry with them long after they complete the course. Always, we try to
follow Albert Einstein’s purported dictum that “everything should be made as
simple as possible, but not simpler.” Learning Objective Questions, Retrieve
It questions, and Experience the Testing Effect questions in each module help
students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity We often present con-
cepts with a significant issue or theme that links subtopics, forming a thread that
ties ideas together. The Learning modules convey the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence modules
raise the issue of human rationality and irrationality. The Psychological Disorders
modules convey empathy for, and understanding of, troubled lives. Other threads,
such as cognitive neuroscience, dual processing, and cultural and gender diversity,
weave throughout the whole book, and students hear a consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, our common mechanisms of seeing and learning, hungering and feeling,
loving and hating. 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 raising and care for the elderly, and life priorities.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, Tenth Edition in Modules’ learning system harnesses the
testing effect, which documents the benefits of actively retrieving information
through self-testing (FIGURE 2). Thus, each module offers Retrieve It questions
interspersed throughout, with Experience the Testing Effect self-test questions at
the end of each module. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each module,
providing students an opportunity to practice rehearsing what they’ve just
learned. The Review offers self-testing by repeating the Learning Objective Ques-
tions (with answers for checking in the Complete Module Reviews Appendix),
along with a page-referenced list of key terms.

Continually Improving Cultural and

Gender Diversity Coverage
Discussion of the relevance of cultural and gender diversity begins on the first
page and continues throughout the text.
FIGURE 2 This edition presents an even more thoroughly cross-cultural perspective
How to learn and remember For on psychology (TABLE 4)—reflected in research findings, and text and photo
a 5-minute animated guide to more examples. Cross-cultural and gender psychology are now given greater visibility
effective studying, visit www.tinyurl.com/ with enhanced coverage moved to Module 1. There is focused coverage of the
HowToRemember. psychology of women and men in the Sex, Gender, and Sexuality modules, with
 PREFACE x xiii

TABLE 4
Culture and Multicultural Experience

Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147 parenting styles, pp. 144–145 Life span and well-being, cultural norms, pp. 528–529
Adulthood, emerging, pp. 156–157 social development, pp. 153–154 pp. 166–167 dissociative identity disorder,
Aggression, pp. 173, 470–473 Drug use, pp. 116–117 Management styles, p. 562
pp. B-11–B-13 eating disorders, pp. 530, 566
and video games, pp. 277, Emotion:
472–473 Marriage, pp. 163–165, 480 schizophrenia, pp. 530, 559
emotion-detecting ability,
AIDS, pp. 412–413 p. 397 Memory, encoding, p. 290 suicide, p. 553
Anger, pp. 416–417 expressing, pp. 398–401 Menopause, p. 158 susto, p. 530
Animal research ethics, Enemy perceptions, p. 485 Mental illness rate, pp. 534–535 taijin-kyofusho, p. 530
pp. 28–29 Fear, pp. 325–327 Morality, development of, Psychotherapy:
Attraction: matchmaking, pp. 150–152
Flow, p. B–1 culture and values in,
pp. 476–477 Motivating achievement, pp. 590–591
Fundamental attribution error,
Attractiveness, pp. 475–479 pp. 376, B-11
p. 442 EMDR training, p. 588
Attribution: political effects of, Motivation: hierarchy of needs,
Gender: Puberty and adult independence,
pp. 442–443 pp. 374–375
cultural norms, pp. 172, 178 pp. 156–157
Behavioral effects of culture, Need to belong, pp. 375–378
equality, pp. 194–195 Self-esteem, p. 368
pp. 9, 448 Neurotransmitters: curare, p. 44
roles, pp. 177–178 Self-serving bias, pp. 518–520
Body ideal, pp. 539–540 Normality, perceptions of,
social power, p. 173 Sex drive, p. 193
Body image, pp. 539–540 pp. 529–530
Grief, expressing, p. 168 Sexual activity: middle and late
Categorization, p. 322 Obedience, pp. 452–453
adulthood, p. 158
Happiness, pp. 431–432, 434, Obesity, p. 388
Conformity, pp. 450–451 Sexual orientation, p. 187
435–436
Corporal punishment practices, Observational learning: television
Hindsight bias, pp. 15–16 Similarities, pp. 76–77
p. 262 and aggression, pp. 276–277
History of psychology, pp. 4–7 Sleep patterns, p. 92
Cultural neuroscience, p. 523 Organ donation, p. 329
Homosexuality, views on, p. 187 Social clock, p. 163
Cultural norms, pp. 175, 448 Pace of life, p. 20
Human diversity/kinship, Social-cultural perspective,
Culture: Pain: perception of, pp. 233, 372
pp. 9, 76–77, 447–448, 488 pp. 10–11
context effects, p. 207 Parent and peer relationships,
Identity: forming social, p. 153 Social loafing, pp. 456–457
pp. 154–156
definition, p. 454 Social networking, p. 373
Individualism/collectivism, Participative management,
experiencing other, p. 332 pp. 521–523 Spirituality, p. 429
p. B-13
variation over time, p. 448 Intelligence, pp. 347, 363–365 Stress:
Peacemaking:
Culture and the self, and nutrition, pp. 362, 365 adjusting to a new culture,
conciliation, pp. 487–488
pp. 521–523 p. 407
bias, pp. 366–368 contact, p. 486
Culture shock, p. 407 health consequences, pp. 407,
Down syndrome, pp. 357–358 cooperation, pp. 486–487
Deaf culture, pp. 63, 66, 412–413, 415–417
Language, pp. 337–339, 342–344, Personality, pp. 508–510
336–337, 339 racism and, p. 409
448
Development: Power of individuals, p. 460
critical periods, pp. 338–339 social support and, p. 423
adolescence, p. 147 Prejudice, pp. 10, 30, 462, 464,
bilingualism, pp. 343–344 Taste preferences, p. 381
467–468
attachment, p. 141 Teen pregnancy, pp. 173, 448
universal grammar, p. 336 “missing women,” p. 464
child raising, pp. 145–146 Testing bias, pp. 366–368
Leaving the nest, pp. 156–157 Prejudice prototypes, p. 322
cognitive development, p. 135 See also Modules 35, 36, and 37.
Life satisfaction, pp. 433–434 Psychological disorders:
moral development, p. 150
amok, p. 530

thoroughly integrated coverage throughout the text (see TABLE 5, on the next page).
In addition, we are working to offer a world-based psychology for our worldwide
student readership. We continually search the world for research findings and text
and photo examples, conscious that readers may be in Sydney, Seattle, or Singa-
pore. Although we reside in the United States, we travel abroad regularly and main-
tain contact with colleagues in Canada, Britain, South Africa, China, and many
x xiv PREFACE

TABLE 5
The Psychology of Men and Women

Coverage of the psychology of men and women can be found on the following pages:
Absolute thresholds, p. 202 Empathy, p. 398 Intelligence, pp. 331, 363 Sense of smell, p. 238
ADHD, p. 532 Empty nest, p. 165 bias, p. 366 Sex reassignment, p. 177
Adulthood: physical changes, Father care, p. 141 stereotype threat, p. 367 Sex: definition, p. 172
pp. 158–160 Father presence, p. 187 Leadership: transformational, Sexual abuse, p. 189
Aggression, pp. 469, 471 Freud’s views: p. B-12 Sexual attraction, pp. 175, 181,
father absence, p. 471 evaluating, pp. 498–500 Losing weight, p. 385 187–189, 475–481
pornography, pp. 471–472 identification/gender identity, Love, pp. 163–165, 479–481 Sexual dysfunctions, p. 183
rape, pp. 468, 472 p. 494 Marriage, pp. 163–165, 424-425 Sexual fantasies, p. 185
Alcohol: Oedipus/Electra complexes, Maturation, p. 148 Sexual orientation, pp. 187–192
and alcohol use disorder, p. 106 p. 494 Menarche, p. 147 Sexuality:
and sexual aggression, p. 106 penis envy, p. 496 Menopause, p. 158 adolescent, pp. 175–176
use, pp. 106–107 Fundamental attribution error, Midlife crisis, p. 162 evolutionary explanation,
pp. 442–443 pp. 192–195
Altruism, pp. 481–483 Obedience, p. 452
Gender: external stimuli, p. 185
Androgyny, p. 178 Obesity:
and child raising, p. 179 imagined stimuli, p. 185
Antisocial personality disorder, health risks, p. 383
pp. 563–564 definition, p. 172 Sexualization of girls,
weight discrimination, p. 382
Attraction, pp. 475–481 development, pp. 172–179 pp. 186–187
Observational learning:
Attractiveness, pp. 477–479 prejudice, p. 464 Sexually transmitted infections,
sexually violent media, p. 277
“missing women,” p. 464 p. 184
Autism spectrum disorder, p. 137 TV’s influence, p. 276
roles, pp. 177–179 Sleep, p. 88
Biological predispositions in color Ostracism, p. 371
perceptions, p. 268 similarities/differences, Social networking, p. 373
Pain sensitivity, p. 231
Biological sex/gender, pp. 175–179 pp. 172–174 Stereotype threat, p. 367
Paraphilia, pp. 183–184
Bipolar disorder, p. 546–547 Gendered brain, pp. 175–177, 185, Stereotyping, p. 206
191–192 Perceptual set, p. 206
Body image, pp. 565–566 Stress and:
Generalized anxiety disorder, Pornography, p. 185
Color vision, pp. 213–214 AIDS, pp. 412–413
p. 537 Prejudice, pp. 322, 464
Dating, pp. 476–477 depression, p. 415
Generic pronoun “he,” p. 344 Psychological disorders, rates of,
Depression, pp. 535, 546, 548, health, and sexual abuse, p. 425
Grief, p. 167 pp. 534–535
550, 551 heart disease, pp. 414–415
Group polarization, p. 458 PTSD: development of, p. 540
learned helplessness, p. 550 immune system, pp. 410–412
Happiness, p. 435 Rape, pp. 468, 472
Dream content, p. 99 response to, pp. 409–410
Hearing loss, p. 228 Religiosity and life expectancy,
Drug use: pp. 429–430 Suicide, p. 553
Hormones and:
biological influences, REM sleep, arousal in, p. 90 Teratogens: alcohol consumption,
pp. 114–115 aggression, p. 469 p. 124
Romantic love, p. 479
psychological/social-cultural sexual behavior, pp. 181–182 Transgender persons, p. 179
Rumination, pp. 550–551
influences, pp. 116–117 sexual development, pp. 147–148, Women in psychology’s history,
175–177 Savant syndrome, pp. 348–349
Eating disorders, pp. 565–566 pp. 5–6
testosterone-replacement therapy, Schizophrenia, p. 557
Emotion-detecting ability, See also Modules 14 and 15, and
pp. 397–398 pp. 181–182 Self-injury, p. 554 Modules 35, 36, and 37.

other places; and subscribe to European periodicals. Thus, each new edition offers
a broad, world-based perspective, and includes research from around the world.
We are all citizens of a shrinking world, so American students, too, benefit from
information and examples that internationalize their world-consciousness. 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. Our aim is to expose all students to the world
beyond their own culture, and we continue to welcome input and suggestions from
all readers.
Visit https://ebookmass.com today to explore
a vast collection of ebooks across various
genres, available in popular formats like
PDF, EPUB, and MOBI, fully compatible with
all devices. Enjoy a seamless reading
experience and effortlessly download high-
quality materials in just a few simple steps.
Plus, don’t miss out on exciting offers that
let you access a wealth of knowledge at the
best prices!
Exploring the Variety of Random
Documents with Different Content
 Come fill a bumper to the brim,
And drink success to George our king;
Of France and Spain let’s not be fear’d,
Since our Keel Lads have volunteer’d
To meet the proud and daring foe,
And let the haughty Frenchmen know,
That our Keel Lads are brave and free,
And Neptune’s favourites will be.

Zephyr, blow your gentle gales,

And fill our Keel Lads’ shiv’ring sails,
And waft them o’er the raging sea;
For our defenders they will be:
Lo! Duncan of the Texel boasts,
Nelson them in the Nile did toast;
The British flag they’re sure to sway,
And Frenchmen take to Norway.

With spirits heroic and sublime,

Our lads are brought up on the Tyne;
They will our foes with sorrow fill,
When once they sail from Newcastle:
Where bullets fly and cannons roar,
They’ll sweep the seas from shore to shore;
And all the world their wonders tell:
Huzza, Keel Lads of Newcastle!
THE SONS OF THE TYNE:
OR,
British Volunteers.
Tune—Hearts of Oak.
 Come cheer up your hearts, my brave sons of the Tyne,
And boldly come forward to enter the line;
Your country it calls you, defend now her right,
Against that invader, who dares you to fight.
Sons of Tyne all advance,
For to humble proud France;
And teach Bonaparte,
Tho’ ever so hearty,
Not t’ insult British valour upon her own shore.

The proud sons of Spain, too, like fools did attempt,

With a large Armada to make a descent;
But lord Howard convinc’d them, long ere they came near,
That they were not to take the wrong sow by the ear!
Sons of Tyne, &c.

There was bold Sidney Smith, on the Palestine shore,

Made the army invincible lie all in gore;
When caught in his Mouse Trap[17] at Acre de John,
Bonaparte (then Musselman) made a sad moan.
Sons of Tyne, &c.

The brave Abercromby shed his last drop of blood,

At Alexandria, for his country’s good:
And shall Corsican Tyranny ever come near
To Britannia’s shores?—No! we’ll all volunteer.
Sons of Tyne, &c.

He threats to invade us, and plunder us too,

And make us a province! but that will not do.
If he come, we will shew him a handful of men,
Who will take him in Trap, like Sir Sidney again.
Sons of Tyne, &c.

Bonaparte’s bravadoes we’ll treat with disdain,

Like the heroes of Britain, who rule on the main;
Like the heroes of Britain, who rule on the main;
We will boldly stand forward in Britannia’s cause,
To protect her religion, her liberty and laws.
Sons of Tyne, &c.

[17] The seamen call the breach made in the walls at St John
de Acre, while Bonaparte was in Egypt, the Commodore’s Mouse
Trap.
 MARY OF THE TYNE.

What pleasure oft ’tis to reveal

The pain or rapture which we feel;
’Tis bliss while either we impart
Unto a sympathetic heart,
Just like to that sweet heart of thine,
My lovely Mary of the Tyne.

I lose, when near thee, all my care,

When from thee, I am all despair;
My bosom heaves with anxious pain,
Until I meet with thee again,
What are these adverse pangs of mine,
My lovely Mary of the Tyne?

Say, is it from thy beauteous face,

Or is it from thy nat’ral grace,
Or is it thy angelic mind,
Or is it ev’ry one combin’d,
Making one sweet form divine,
My lovely Mary of the Tyne?

Should it be love, thou’dst sure forgive?

That is the food on which I live;
But if thou should’st that bliss deny,
Then must thy faithful lover die;
Or linger out his life supine,
For lovely Mary of the Tyne!
 NEWCASTLE FAIR—October, 1811.
The Pitman a drinking of Jacky. (English Gin. This liquor has
various names in different parts of the country. At a village in the
western part of Northumberland, the editor heard it called Blue
Dick.)
By J.S.
Tune—Drops of Brandy.
Ha’ ye been at Newcastle fair,
And did ye see ouse o’ great Sandy?
Lord bliss us! what wark there was there;
And the folks were drinking of brandy.
Brandy, a shilling a glass!
Aw star’d, and thought it was shamful.
Never mind, says aw, canny lass,
Give us yell, and aw’ll drink ma wameful.
Rum te idily, &c.

Says she, Canny man, the yell’s cawd;

It comes frev a man they ca’ Mackey,
And my faith it’s byeth sour an’ awd;
Ye’d best hev a drop o’ wour jacky.
Your jacky! says I, now what’s that?
I ne’er heard the neame o’ sic liquor.
English gin, canny man, that’s flat.
And then she set up a great nicker.
Rum te idily, &c.

Says I, divent laugh at poor folks,

But gang and bring some o’ yur jacky;
Aw want neane o’ yur jibes or jokes;
I’ th’ mean time aw’ll tak a bit backy.
Aw just tuke a chew o’ pig tail,
She brought in this jacky se funny:
Says she, Sir, that’s better than ale:
And held out her hand for the money.
Rum te idily, &c.

There’s three pence to pay, if you please:

Aw star’d an’ aw gap’d like a ninny:
Od smash thee, aw’ll sit at ma ease,
An’ not stir till aw’ve spent a half guinea.
Aw sat an’ aw drank till quite blind,
Then aw’ gat up to gang to the door
 Then aw gat up to gang to the door,
But deel smash a door cou’d aw find,
An’ fell flat o’ ma fyess on the floor.
Rum te idily, &c.

There aw lay for ever se lang,

And dreamt about rivers and ditches;
When waken’d, was singing this song—
“Smash, jacky, thou’s wet a’ ma breeches.”
An’ faith! but the sang it was true,
For jacky had been se prevailing,
He’d whistled himsel’ quickly through,
An’ the chairs an’ tables were sailing.
Rum te idily, &c.

Then rising, aw went ma ways heame,

Aw knock’d at the door, an’ cry’d, Jenny;
Says she, Canny man, is’te lame,
Or been wadin in Tyne, ma hinny?
I’ troth, she was like for to dee,
An’ just by the way to relieve her,
The water’s been wadin through me,
An’ this jacky’s a gay deceiver.
Rum te idily, &c.

If e’er aw drink jacky again,

May the bitch of a lass, ma adviser,
Loup alive down ma throat, with a stane
As big as a pulveriser.
Rum te idily, &c.
 THE NEWCASTLE BEAUTIES.
These beauties must be now of some age, as they are unknown to
the editor.
Designed to be sung to the Harpsicord or Spinet, &c.
 I.

Tho’ lofty bards sublimer sing,

And boldly tune their lays;
Not less renown attends the string,
Which sounds to beauty’s praise.
Ye muses then lend me your aid,
Whilst I attempt to prove,
That in Newcastle many a maid
Excells the queen of love.

II.

Ye bards, forbear your partial lays,

Ye who so lofty sing,
Nor longer only Venus praise,
But here your numbers bring.
No more shall blinded mortals pray,
Or bow before her shrine;
No more in Cyprus seek the bay,
But find it here on Tyne.

III.

First of yon throng, see Delia[18] shine,

That matchless nonpareil!
All eyes confess her form divine,
Such graces round her dwell.
Dame nature has herself outdone,
In that most beauteous fair,
And lavish’d all those charms on one,
Which thousands only share.

IV.

Next her, behold the lovely Cloe[19],

 , y ,
Ye gods! what killing eyes!
See how her charming ringlets flow,
Where wanton Cupid lies:
The rose, compar’d to her, shall fade,
The lily lose its white:
E’en Sol himself must own the maid,
And shine with beams less bright.

V.

Thee, lovely Cynthia[20], next we sing,

Charm’d with thy beauteous face,
More blooming than the verdent spring,
Adorn’d with ev’ry grace;
Thy comely shape and genteel air,
Our admiration raise,
Thou stands confess’d a perfect fair,
And worthy all our praise.

VI.

Thy mien, sweet Daphne[21], next we view,

And as we view, approve;
Thy blooming charms all hearts subdue,
And kindle them to love:
Those charming breasts, and sparkling eyes,
What mortal can oppose?
Still as we gaze, new beauties rise,
And still the passion grows.

VII.

Gay Sylvia[22] next appears in sight,

Surrounded by her charms,
Her handsome form which shines so bright,
Each youthful bosom warms.
Ye o ths ithd a o ishf l e es
Ye youths withdraw your wishful eyes,
Nor longer on her gaze;
For were your hearts as cold as ice,
Her beams would make them blaze.

VIII.

Sweet Celia[23] next demands our care,

That lovely nut-brown maid!
Behold her charming flowing hair,
In jetty locks display’d:
She fills each bosom with desire,
So graceful is her mein;
Her comely features all admire,
Where thousand loves are seen.

IX.

See Flavia[24], the young, the gay,

For graceful air renown’d,
Her mien more bright than flow’ry May,
With ev’ry beauty crown’d.
Her beauteous sister[25] next appears,
Whom wond’rous charms adorn;
The lovely doe each bosom chears,
With beauties like the morn.

X.

The next we view is Julia’s[26] face,

For comely features lov’d;
Her golden locks still add a grace,
To what all hearts approv’d.
Her friend no less inspires the lay,
The lovely Danæ[27] fair,
To whom all tongues their praises pay,
Cha m’d ith he shape and ai
 Charm’d with her shape and air.

XI.

Thee, Phœbe[28], with Ophelia[29] join’d,

We can’t too much admire,
Your blooming charms, it must be own’d,
All hearts to love inspire.
To handsome Pat[30], and lovely Stell[31],
Our praises too belong;
These, who in various charms excel,
Close up the beauteous throng.

XII.

As now ador’d you pass your bloom,

Your autumn you may live;
Let me, ye beauteous fair, presume,
This one advice to give;
Virtue pursue—or vain ye’re bright,
“In vain your eyes may roll;
’Tis true that charms do strike the sight,
But merit wins the soul.”
[18] Miss P——y T——n.
[19] Miss H——le.
[20] Miss H——y.
[21] Miss B——p.
[22] Miss H——m.
[23] Miss S——s.
[24] Miss F——tt
[25] Miss F——tt.
[26] Miss H——h.
[27] Miss J—— B——ll.
[28] Miss P—— S——t.
[29] Miss L——s.
[30] Miss A——n.
[31] Miss M——y G——n.
 SONG,
On the Address of the Newcastle
House of Lords, on turning out Lord
North, and Mr Fox.
When Royal G——e, on new year’s day,[32]
Had told his bishops, great and small,
What our wise Crows, last March did say,
“He fear’d Britannia’s sudden fall.”

For knaves determin’d on his doom;

Two of the worst were Fox and North,
These he displac’d, and in their room
Had station’d Pitt, and men of worth.

T’ assuage the sovereign’s grief and care,

And loyal feeling to express,
Imperial London’s duteous mayor,
Approach’d the throne with an address.

Counties, and towns, and boroughs too,

Throng’d thick, and their addresses paid,
Their prince to undeceive, and shew
How twice ten years he’d been betray’d.

Newcastle’s mayor, to virtue form’d,

(Charles the upright and the good;)
Whose hands refrain’d, and nobly scorn’d
To stain with transatlantic blood.

A temperate zeal, he did confess,

Became each lover of his king;
Then all join’d him in an address;
And thousands warmly did it sign.

A band more true, (what need of words?)

And of all loyal men the flower;
I mean Ned C——g’s house of lords,
Who prais’d each minister in power.

The fancy seiz’d! each noble peer,

 Pushing the tankard foaming o’er:
(O had lord Umbrage but been here,
But we shall never see him more!)

Now fairly sat the sage divan,

And silence call’d to every box.
“Let’s thank our king, aye every man,
For turning out lord North and Fox.

We must confess it’s scarce seven years,

Since we address’d our royal sire;
And beg’d he’d scorn all whiggish fears,
And we would help to blow the fire.

War’s flame did blaze both far and near,

And Europe’s powers against us join’d:
Our fleets were beat, our armies fled,
We sued for peace, and bought it dear.

It’s true the whigs, these knavish rogues

All cried, our mischiefs North began:
But what care we for barking dogs;
For North was still the greatest man.

Our empire was too wide and great,

And too unwieldy—and what not!
But North, our tailor of the state,
Clip’d it, as Umbrage would a coat.

A truth from which we scorn to swerve.

The more we lose, the more we gain;
And trade and treasures only serve,
To foster pride, and care, and pain.

But ah, how vain is human hope!

Great North with spendthrift Fox has join’d:
(For this he well deserves a rope)
All f i f i b t i d
 All fair professions are but wind.

Come then, my lords, stand forth like men,

The good old cause keep still in view;
And tell the k——g we do condemn
Old knaves, and will support the new.”

The house then rung with loud applause,

Fists, pipes, and smoke, their joy express.
A committee resolved was
To word, and draw up the address.

Th’ expence, agreed by numerous votes,

Attending this address of thanks;
Was all to be paid out in notes,
Of Sir James Duncan’s best of banks.

[32] Alluding to the king’s reply to the b——’s address, usual on

the first day of the year, expressive of a desponding prediction,
truly alarming.
 THE ADDRESS
OF
SIR J. DUNCAN, AND CO.
Of the Scale de Cross Bank, to the Ladies, Gentlemen, and
Merchants, of Newcastle upon Tyne, and its Environs.
Sir James Duncan and Co. their kind compliments send
To the public in general, who so befriend
Their laudable endeavour, your gold to exchange,
Yet reluctantly confess, they think it most strange
Their opening a Bank, shou’d be impudent thought,
By those who are strangers to their kerecter[33], and note,
And flatter themselves, the following reasons will prove
Their right to be Bankers, and objections remove.
The title, they presume, will command the esteem
Of those who at a distance, from hence, may have seen
Their elegant Notes; their clothes—they vow, and declare,
In London were made, as you may see by their air;
The skin on Sir James, is not so fit as his coat,
And fine Bristol beer washes his throat.
No Newcastle furniture their office degrades,
Sir James Duncan employs no such bungling, vile blades,
As the paltry workmen, in this smokey town,
Whose finery often—has made us Bankers frown.
They are not worth an hundred thousand it’s true,
But supposing they were, cou’d the public, and you
Their friends be assured they wou’d not exceed
Their capital twice, when their paper you need,
And wisely prefer it, to hard silver and gold,
Because you don’t weigh it, and it’s much sooner told.
The notes of their brethern they will not refuse,
Let other bankers less wise, do that if they chuse;
The public they’ll serve, their cash take, and bills discount,
Except at Change hours, to any amount;
And when profusion and taxes, and of America the loss,
Old England has ruin’d—firm will stand the Scale Cross.
The critics our doggrels will sneer at, we suppose,
But Strap, who’s a genius, has measur’d them, and knows,
Like a shoe on a last they are fit, and convey
Our intention completely, and it’s needless to say,
Newcastle, Exchange, Tyne, or Commercial Bank,[34]
Newcastle, Exchange, Tyne, or Commercial Bank,
Must yield to us in writing, as well as in rank,
No knight can they boast—and we his majesty thank.

Sir J. Duncan, Hide, Strap, Last, Awl, & Jacob End.

SIR JAMES DUNCAN’s NOTES WERE AS FOLLOWS:—

CRISPIN.

No. 89.

I Promise to pay Mr Benj. Bulk, or Bearer on Demand the Sum of

Two Pence, Value received. Seale de Cross Bank, Newcastle, 24
Jany 1784. For Sir J. Duncan, Hide, Strap, Last, Awl, & Self, Jacob
End.

Two Pence.

Entd Jas Back, No. 89.

N.B. Our Estates liable, and Copper taken.

[33] We have observed, at a Coffee-house, that one of our

brethren pronounces this word thus.
[34] Out of these four banks, only two now remain, (1812) i.e.,
the Newcastle, and the Tyne.
 AN ELEGY,
TO THE MEMORY OF THE RIGHT
HONOURABLE THE
LORD RAVENSWORTH.
Who died, January 30th, 1784, Aged 76.
Liddell, farewell! to all true Britons dear,
We mourn in heart, and shed the friendly tear:
Yet not for thee our eyes in tears we steep,
Our grief is selfish—for ourselves we weep:
No loss by death the worthy can sustain,
We are the losers—and our loss thy gain.
The rich have lost, by thy lamented end,
The best of neighbours; and the poor a friend.
O Ravensworth! thy hospitable door
Receiv’d the wealthy, and reliev’d the poor.
Adorn’d with ev’ry virtue, ev’ry grace
Which nature e’er bestow’d on human race.
Through a long life, example bright thou shone!
By all belov’d:—Now each regrets thou’rt gone!
Thy suff’rings here were weigh’d; nor shall thy death
Be more than ceasing of thy mortal breath;
Thy Master calls, ripe for thy Master’s joy,
Where love and bliss, the upright mind employ.
Speak ye, who knew him best, what man can say,
That Liddell could the distant friend betray!
To friendship true, no scandal from his tongue;
To hurt a friend, or do his foe a wrong.
For truth he try’d, enquir’d, and careful sought,
Yet lov’d the man altho’ he diff’rent thought.
Who’s right! be left to that decisive day,
When truth’s bright beams shall shine without allay.
Ne’er sway’d by notions, nor to schemes confin’d,
His breast was open to the honest mind.
Whatever noble warmth could recommend,
The just, the active, and the constant friend;
Whatever great or good we can adore,
Center’d in him—in him alas! no more.
Thus love, peace, joy, with a distinguish’d grace,
Shone thro’ the features of his friendly face.
How near approaches to a life divine,
The man in whom the peaceful virtues shine?
In public charities he foremost stood,
And likewise private——always doing good.
The poor, in him, a friend was sure to find,
And to their wants, his purse he free resign’d.
Such the kind man! May we like him be wise,
Pursue his virtuous steps, and with him reach the prize.

T.R.
 LINES
ON THE DEATH OF
JOHN, LORD DELAVAL;
Who died, May 17th, 1808.—Aged 80.
By M. Harvey.
Welcome to our website – the perfect destination for book lovers and
knowledge seekers. We believe that every book holds a new world,
offering opportunities for learning, discovery, and personal growth.
That’s why we are dedicated to bringing you a diverse collection of
books, ranging from classic literature and specialized publications to
self-development guides and children's books.

More than just a book-buying platform, we strive to be a bridge

connecting you with timeless cultural and intellectual values. With an
elegant, user-friendly interface and a smart search system, you can
quickly find the books that best suit your interests. Additionally,
our special promotions and home delivery services help you save time
and fully enjoy the joy of reading.

Join us on a journey of knowledge exploration, passion nurturing, and

personal growth every day!

ebookmasss.com