Ebook Essentials of Psychology Concepts and Applications PDF Full Chapter PDF

Essentials of Psychology: Concepts
and Applications - eBook PDF

Visit to download the full and correct content document:
https://ebooksecure.com/download/essentials-of-psychology-concepts-and-applicatio
ns-ebook-pdf/
Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-203
FIFTH EDITION
Essentials of
Psychology Concepts
and Applications
Jeffrey S. Nevid
St. John’s University
Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States
Essentials of Psychology: Concepts and © 2018, 2015 Cengage Learning
Applications, Fifth Edition
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
Jeffrey S. Nevid may be reproduced or distributed in any form or by any means, except as
Product Director: Marta Lee-Perriard permitted by U.S. copyright law, without the prior written permission of the
copyright owner.
Product Manager: Timothy Matray
Content Developer: Liz Fraser Unless otherwise noted, all art is © Cengage Learning.
Product Assistant: Katie Chen

For product information and technology assistance, contact us at
Marketing Manager: Andrew Ginsberg Cengage Learning Customer & Sales Support, 1-800-354-9706
Content Project Manager: Ruth Sakata Corley For permission to use material from this text or product,
Art Director: Vernon Boes submit all requests online at www.cengage.com/permissions
Further permissions questions can be e-mailed to
Manufacturing Planner: Karen Hunt [email protected]
Production and Composition: MPS Limited
Text and Cover Designer: Lisa Delgado Library of Congress Control Number: 2016936347
Cover Image: Biwa Studio/Stone/Getty Images Student Edition:
Design Element: Catherine MacBride/Moment/ ISBN: 978-1-305-96415-0
Getty Images
Loose-leaf Edition:
ISBN: 978-1-305-96417-4
Cengage Learning
20 Channel Center Street
Boston, MA 02210
USA
Cengage Learning is a leading provider of customized learning solutions with

employees residing in nearly 40 diﬀerent countries and sales in more than
125 countries around the world. Find your local representative at
www.cengage.com
Cengage Learning products are represented in Canada by Nelson Education, Ltd.
To learn more about Cengage Learning Solutions, visit www.cengage.com

Purchase any of our products at your local college store or at our preferred
online store www.cengagebrain.com
Printed in Canada
Print Number: 01 Print Year: 2016
This text is dedicated to the thousands of psychology
instructors who share their excitement and enthusiasm for the
field of psychology with their students and seek to help them
better understand the many contributions of psychology to our
daily lives and to our understanding of ourselves and others.
I consider myself fortunate to have the opportunity to be one
of them.
About the Author
Dr. Jeffrey Nevid is professor of psychology at St. John’s University in
New York, where he teaches introductory psychology and other
undergraduate and graduate courses. He received his doctorate from the
State University of New York at Albany and completed a postdoctoral
fellowship in evaluation research at Northwestern University. Dr. Nevid
has accrued more than 200 research publications and presentations at
professional conferences and has authored or coauthored more than a
dozen textbooks in psychology and related fields. In addition to this text
in introductory psychology, his other texts include Abnormal Psychology
in a Changing World, published by Pearson Education; Human Sexuality
in a World of Diversity, also published by Pearson Education; Psychology
and the Challenges of Life: Adjustment and Growth, published by John
Wiley & Sons; and HLTH, published by Wadsworth/Cengage Learning.
Dr. Nevid’s research encompasses many areas of psychology, including
health psychology, clinical and community psychology, social psychology,
gender and human sexuality, adolescent development, and teaching of
psychology. His publications have appeared in such journals as Health
Psychology, Journal of Consulting and Clinical Psychology, Journal of
Community Psychology, Journal of Youth and Adolescence, Clinical
Psychology and Psychotherapy, Journal of Nervous and Mental Disease,
Behavior Therapy, Psychology & Marketing, Professional Psychology,
Teaching of Psychology, International Journal for the Scholarship of
Teaching and Learning, Sex Roles, and Journal of Social Psychology,
among others.
Dr. Nevid also served as an editorial consultant for the journals Health
Psychology and Psychology & Marketing and as an associate editor of the
Journal of Consulting and Clinical Psychology. He is actively involved in
conducting research on pedagogical advances to help students succeed in
their courses. His most recent research on effective learning and
instruction has focused on journaling as a writing-to-learn assignment, the
IDEA model of course assessment, accuracy of student confidence
judgments on exams, and retrieval practice as a study tool.
iv
Brief Contents
About the Author iv
Contents vii
Features xiv
Preface xvii
A Message to Students xxx
1 The Science of Psychology 3

2 Biological Foundations of Behavior 41
3 Sensation and Perception 87
4 Consciousness 133
5 Learning 175
6 Memory 211
7 Thinking, Language, and Intelligence 243
8 Motivation and Emotion 279
9 Human Development 323
10 Psychology and Health 377
11 Personality 411
12 Social Psychology 449
13 Psychological Disorders 487
14 Methods of Therapy 527
Appendix A Sample Answers to Thinking Critically About Psychology Questions A-1

Appendix B Answers to Recall It Questions A-4
Appendix C Statistics in Psychology A-6
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1
Contents
About the Author iv
Features xiv
Preface xvii
A Message to Students xxx
Chapter 1
The Science of Psychology 3
MOdULe 1.1 Foundations of Modern Psychology 4 MOdULe 1.3 Research Methods in Psychology 21
Origins of Psychology 4 The Scientific Method: How We Know What We Know 21
Contemporary Perspectives in Psychology 8 Research Methods: How We Learn What We Know 23
Module 1.1 Review 13 The Experimental Method 27
Anatomy of a Research Study: Clean Smell,
MOdULe 1.2 Psychologists: Who They Are and What They
Clean Hands? 28
Do 14
Ethical Principles in Psychological Research 31
Specialty Areas of Psychology 14
Module 1.3 Review 33
Professional Psychology: Becoming More Diverse 19
Chapter 2
Biological Foundations
of Behavior 41
MOdULe 2.1 Neurons: The Body’s Wiring 42 The Midbrain 55
The Structure of the Neuron 42 The Forebrain 55
How Neurons Communicate 44 The Cerebral Cortex: The Brain’s Thinking, Calculating,
Neurotransmitters: The Nervous System’s Chemical Organizing, and Creative Center 56
Messengers 45 Module 2.3 Review 60
MOdULe 2.4 Methods of Studying the Brain 61
MOdULe 2.2 The Nervous System: Your Body’s Information Recording and Imaging Techniques 61
Superhighway 49 Experimental Methods 64
The Central Nervous System: Your Body’s Master Control Module 2.4 Review 66
Unit 51
MOdULe 2.5 The Divided Brain: Specialization
The Peripheral Nervous System: Your Body’s Link to the
of Function 67
Outside World 52
The Brain at Work: Lateralization and Integration 67
Handedness: Why Are People Not More Even-Handed? 69
MOdULe 2.3 The Brain: Your Crowning Glory 54 Split-Brain Research: Can the Hemispheres
The Hindbrain 55 Go It Alone? 69
vii
viii Contents
Brain Damage and Psychological Functioning 70 MOdULe 2.7 Genes and Behavior: A Case of Nature
Module 2.5 Review 73 and Nurture 78
Genetic Influences on Behavior 78
MOdULe 2.6 The Endocrine System: The Body’s Other
Kinship Studies: Untangling the Roles of Heredity
Communication System 74
and Environment 79
Endocrine Glands: The Body’s Pumping Stations 74
Hormones and Behavior 76
Chapter 3
Sensation and Perception 87
MOdULe 3.1 Sensing Our World: Basic Concepts Olfaction: What Your Nose Knows 105
of Sensation 88 Taste: The Flavorful Sense 108
Absolute and Difference Thresholds: Is Something There? Is The Skin Senses: Your Largest Sensory Organ 109
Something Else There? 88 The Kinesthetic and Vestibular Senses:
Signal Detection: More Than a Matter of Energy 90 Of Grace and Balance 112
Sensory Adaptation: Turning the Volume Down 90 Module 3.4 Review 114
MOdULe 3.5 Perceiving Our World:
MOdULe 3.2 Vision: Seeing the Light 91 Principles of Perception 115
Light: The Energy of Vision 92 Attention: Did You Notice That? 116
The Eye: The Visionary Sensory Organ 92 Perceptual Set: Seeing What You Expect to See 117
Feature Detectors: Getting Down to Basics 95 Modes of Visual Processing: Bottom-Up Versus
Color Vision: Sensing a Colorful World 95 Top-Down 117
Module 3.2 Review 98 Gestalt Principles of Perceptual Organization 118
Gestalt Laws of Grouping 119
MOdULe 3.3 Hearing: The Music of Sound 99
Perceptual Constancies 120
Sound: Sensing Waves of Vibration 99
Cues to Depth Perception 120
The Ear: A Sound Machine 100
Motion Perception 122
Perception of Pitch: Perceiving the Highs and Lows 100
Visual Illusions: Do Your Eyes Deceive You? 123
Hearing Loss: Are You Protecting Your Hearing? 102
Controversies in Perception: Subliminal Perception and
Extrasensory Perception 125
MOdULe 3.4 Our Other Senses: Chemical, Skin, and Body Module 3.5 Review 128
Senses 105
Chapter 4
Consciousness 133
MOdULe 4.1 States of Consciousness 134 The Stages of Sleep 140

Focused Awareness 134 Why Do We Sleep? 142
Drifting Consciousness 135 Dreams and Dreaming 143
Divided Consciousness 135 Sleep Deprivation: Getting By on Less 145
Module 4.1 Review 138 Sleep–Wake Disorders: When Normal Sleep
Eludes Us 147
MOdULe 4.2 Sleeping and Dreaming 139
Sleep and Wakefulness: A Circadian Rhythm 139
Contents ix
MOdULe 4.3 Altering Consciousness Through Meditation Drug Dependence: When the Drug Takes Control 156
and Hypnosis 151 Depressants 157
Meditation: Achieving a Peaceful State by Focusing Your Stimulants 162
Attention 152 Hallucinogens 165
Hypnosis: “You Are Now Getting Sleepier” 152 Understanding Drug Abuse 168
Module 4.3 Review 154 Drug Treatment 170
MOdULe 4.4 Altering Consciousness Through Drugs 155
Drug Abuse: When Drug Use Causes Harm 156
Chapter 5
Learning 175
MOdULe 5.1 Classical Conditioning: Learning Through Escape Learning and Avoidance Learning 194
Association 176 Punishment 194
Principles of Classical Conditioning 176 Why It Matters: Applications
A Cognitive Perspective on Classical Conditioning 180 of Operant Conditioning 197
Why It Matters: Examples of Classical Conditioning Module 5.2 Review 200
in Daily Life 181
MOdULe 5.3 Cognitive Learning 202
Conditioning the Immune System 184
Insight Learning 202
Latent Learning 203
MOdULe 5.2 Operant Conditioning: Learning Through Observational Learning 204
Consequences 186 Module 5.3 Review 206
Thorndike and the Law of Effect 187
B. F. Skinner and Operant Conditioning 187
Principles of Operant Conditioning 189
Chapter 6
Memory 211
MOdULe 6.1 Remembering 212 Measuring Memory: How It Is Measured May Determine
Human Memory as an Information Processing System 212 How Much Is Recalled 229
Memory Stages 213 Amnesia: Of Memories Lost or Never Gained 230
The Reliability of Long-Term Memory: Can We Trust Our Module 6.2 Review 231
Memories? 219
MOdULe 6.3 The Biology of Memory 232
Brain Structures in Memory: Where Do
MOdULe 6.2 Forgetting 224 Memories Reside? 232
Decay Theory: Fading Impressions 224 Strengthening Connections Between Neurons:
Interference Theory: When Learning More Leads The Key to Forming Memories 233
to Remembering Less 225 Genetic Bases of Memory 234
Retrieval Theory: Forgetting as a Breakdown Module 6.3 Review 238
in Retrieval 227
Motivated Forgetting: Memories Hidden
From Awareness 229
x Contents
Chapter 7
Thinking, Language,
and Intelligence 243
MODULE 7.1 Thinking 244 MODULE 7.3 Intelligence 261
Mental Images: In Your Mind’s Eye 244 What Is Intelligence? 261
Concepts: What Makes a Bird a Bird? 245 How Is Intelligence Measured? 262
Problem Solving: Applying Mental Strategies to Solving What Are the Characteristics of a Good
Problems 247 Test of Intelligence? 263
Creativity: Are You Tapping Your Creative Potential? 250 Gender Differences in Cognitive Abilities 265
Module 7.1 Review 255 Extremes of Intelligence: Intellectual Disability and
Giftedness 266
MODULE 7.2 Language 256
Theories of Intelligence 267
Components of Language 256
Intelligence and the Nature–Nurture Question 270
Language Development 257
Culture and Language: Does the Language We Use
Determine How We Think? 258
Is Language Unique to Humans? 259
Chapter 8
Motivation and Emotion 279
MODULE 8.1 Motivation: The “Whys” of Behavior 280 Sexual Orientation 298
Biological Sources of Motivation 280 Sexual Dysfunctions 300
Psychological Sources of Motivation 282 Module 8.3 Review 302
The Hierarchy of Needs: Ordering Needs from the Lowest
MODULE 8.4 Emotions 303
to the Highest Level of Human Experience 284
What Are Emotions? 303
Emotional Expression: Read Any Good Faces Lately? 304
MODULE 8.2 Hunger and Eating 287 Happiness: What Makes You Happy? 307
What Makes Us Hungry? 288 How Your Brain Does Emotions 309
Obesity: A National Epidemic 289 Theories of Emotion: Which Comes First—Feelings or
Eating Disorders 291 Bodily Responses? 310
Module 8.2 Review 295 Emotional Intelligence: How Well Do You Manage Your
Emotions? 314
MODULE 8.3 Sexual Motivation 296
The Polygraph: Does It Work? 315
The Sexual Response Cycle: How Your Body Gets Turned
On 297
Contents xi
Chapter 9
Human Development 323
MOdULe 9.1 Prenatal Development: A Case of Nature MOdULe 9.4 Adolescence 350
and Nurture 324 Physical Development 350
Stages of Prenatal Development 325 Cognitive Development 352
Threats to Prenatal Development 326 Psychosocial Development 356
Module 9.1 Review 328 Module 9.4 Review 359
MOdULe 9.2 Infant Development 329 MOdULe 9.5 Early and Middle Adulthood 360
Reflexes 329 Physical and Cognitive Development 360
Sensory, Perceptual, and Learning Abilities in Infancy 330 Psychosocial Development 362
Motor Development 331 Module 9.5 Review 363
Module 9.2 Review 333 MOdULe 9.6 Late Adulthood 364
MOdULe 9.3 Years of Discovery: Emotional, Social, and Physical and Cognitive Development 365
Cognitive Development in Childhood 334 Psychosocial Development 366
Temperament: The “How” of Behavior 334 The Last Chapter: On Death and Dying 368
Attachment: Binding Ties 336 Module 9.6 Review 369
Child-Rearing Influences 337
Erikson’s Stages of Psychosocial Development 341
Cognitive Development 342
Chapter 10
Psychology and Health 377
MOdULe 10.1 Stress: What It Is and What It Does to the MOdULe 10.2 Psychological Factors in Physical Illness 397
Body 378 Coronary Heart Disease 397
Sources of Stress 379 Cancer 400
The Body’s Response to Stress 386 Sexual Behavior and STDs: Are You Putting Yourself at
Stress and the Immune System 389 Risk? 402
Psychological Moderators of Stress 390 Module 10.2 Review 405
Chapter 11
Personality 411
MOdULe 11.1 The Psychodynamic Perspective 412 Other Psychodynamic Approaches 417
Sigmund Freud: Psychoanalytic Theory 412 Evaluating the Psychodynamic Perspective 418
Levels of Consciousness: The Conscious, the Preconscious, Module 11.1 Review 420
and the Unconscious 412
xii Contents
MOdULe 11.2 The Trait Perspective 421 Evaluating the Social-Cognitive Perspective 431
Gordon Allport: A Hierarchy of Traits 421 Module 11.3 Review 432
Raymond Cattell: Mapping the Personality 421
MOdULe 11.4 The Humanistic Perspective 433
Hans Eysenck: A Simpler Trait Model 422
Carl Rogers: The Importance of Self 433
The Five-Factor Model of Personality: The “Big Five” 423
Abraham Maslow: Scaling the Heights of
The Genetic Basis of Traits: Moving Beyond the
Self-Actualization 435
Nature–Nurture Debate 426
Culture and Self-Identity 435
Evaluating the Trait Perspective 427
Evaluating the Humanistic Perspective 436
MOdULe 11.3 The Social-Cognitive Perspective 429
MOdULe 11.5 Personality Tests 439
Julian Rotter: The Locus of Control 429
Self-Report Personality Inventories 440
Albert Bandura: Reciprocal Determinism and the Role
Projective Tests 442
of Expectancies 430
Walter Mischel: Situation Versus Person Variables 431
Chapter 12
Social Psychology 449
MOdULe 12.1 Perceiving Others 450 Human Aggression: Behavior That Harms 469
Impression Formation: Why First Impressions Count So Module 12.2 Review 472
Much 450
MOdULe 12.3 Group Influences on Individual
Attributions: Why the Pizza Guy Is Late 452
Behavior 473
Attitudes: How Do You Feel About . . . ? 453
Our Social Selves: “Who Are We?” 474
Persuasion: The Fine Art of Changing People’s Minds 455
Conformity: Bending the “I” to Fit the “We” 475
Obedience to Authority: When Does It Go Too Far? 478
MOdULe 12.2 Relating to Others 459 Social Facilitation and Social Loafing: When Are You Likely
Attraction: Getting to Like (or Love) You 459 to Perform at Your Best? 480
Love: The Deepest Emotion 462 Module 12.3 Review 482
Helping Behavior: Lending a Hand to Others in Need 463
Prejudice: Attitudes That Harm 465
Chapter 13
Psychological Disorders 487
MOdULe 13.1 What Is Abnormal Behavior? 488 MOdULe 13.3 Dissociative and Somatic Symptom and
Charting the Boundaries Between Normal and Abnormal Related Disorders 500
Behavior 488 Dissociative Disorders 500
Models of Abnormal Behavior 490 Causes of Dissociative Disorders 501
What Are Psychological Disorders? 493 Somatic Symptom and Related Disorders 502
Module 13.1 Review 494 Causes of Somatic Symptom and Related
Disorders 503
MOdULe 13.2 Anxiety-Related Disorders 495
Types of Disorders 496
Causes of Anxiety-Related Disorders 497 MOdULe 13.4 Mood Disorders 505
Module 13.2 Review 499 Types of Mood Disorders 505
Contents xiii
Causes of Mood Disorders 507 MOdULe 13.6 Personality Disorders 519

Suicide 510 Antisocial Personality Disorder 519
Module 13.4 Review 514 Borderline Personality Disorder 520
MOdULe 13.5 Schizophrenia 515
Symptoms of Schizophrenia 515
Causes of Schizophrenia 516
Chapter 14
Methods of Therapy 527
MOdULe 14.1 Types of Psychotherapy 528 MOdULe 14.2 Biomedical Therapies 549
Psychodynamic Therapy 528 Drug Therapy 549
Humanistic Therapy 531 Electroconvulsive Therapy 552
Behavior Therapy 533 Psychosurgery 552
Cognitive Therapy 536 The Movement Toward Community-Based Care 553
Eclectic Therapy 540 Module 14.2 Review 556
Group, Family, and Couple Therapy 540
Is Psychotherapy Effective? 541
Multicultural Issues in Treatment 543
Appendix A Sample Answers to Thinking Critically About Psychology Questions A-1

Appendix B Answers to Recall It Questions A-4
Appendix C Statistics in Psychology A-6
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1
Features
ConCept Charts
1.1 Contemporary Perspectives in Psychology: How They 8.3 Sexual Response and Behavior 302
Differ 12 8.4 Major Concepts of Emotion 315
1.2 Specialty Areas of Psychology 16 9.1 Critical Periods in Prenatal Development 327
1.3 How Psychologists Do Research 31 9.2 Milestones in Infant Development 332
2.1 Parts of the Neuron 43 9.3 Differences in Temperaments and Attachment
2.2 Organization of the Nervous System 50 Styles 338
2.3 Major Structures of the Human Brain 57 9.4 Theories of Cognitive Development 348
2.4 Methods of Studying the Brain 62 9.5 Kohlberg’s Levels and Stages of Moral
2.5 Lateralization of Brain Functions 68 Development 355
2.6 The Endocrine System 75 9.6 Overview of Adult Development 368
2.7 Types of Kinship Studies 80 10.1 Sources of Stress 386
3.1 Basic Concepts in Sensation 90 10.2 Psychological Risk Factors in Physical Disorders 405
3.2 Vision 98 11.1 Major Concepts in Psychodynamic Theory 419
3.3 Hearing 104 11.2 Trait Models of Personality 426
3.4 Chemical, Skin, and Body Senses 114 11.3 Behavioral and Social-Cognitive Perspectives on
3.5 Overview of Perception 127 Personality 432
4.1 States of Consciousness 137 11.4 The Humanistic Perspective: Key Points 436
4.2 Wakefulness and Sleep 142 11.5 Overview of Theoretical Perspectives on
4.3 Altering Consciousness Through Meditation Personality 443
and Hypnosis 154 12.1 Perceiving Others 457
4.4 Major Types of Psychoactive Drugs 167 12.2 Relating to Others 472
5.1 Key Concepts in Classical Conditioning 180 12.3 Group Influences on Identity and Behavior 482
5.2 Key Concepts in Operant Conditioning 195 13.1 Contemporary Models of Abnormal Behavior 494
5.3 Types of Cognitive Learning 206 13.2 Anxiety-Related Disorders 499
6.1 Stages and Processes of Memory 217 13.3 Dissociative and Somatic Symptom and Related
6.2 Forgetting: Key Concepts 231 Disorders 504
6.3 Biology of Memory: Key Concepts 235 13.4 Mood Disorders 511
7.1 Cognitive Processes in Thinking 252 13.5 Schizophrenia 518
7.2 Milestones in Language Acquisition 257 13.6 Overview of Two Major Types of Personality
7.3 Theories of Intelligence 271 Disorders 520
8.1 Sources of Motivation 286 14.1 Major Types of Psychotherapy: How They Differ 545
8.2 Hunger, Obesity, and Eating Disorders: Key 14.2 Major Types and Uses of Psychotropic Drugs 554
Concepts 295
try this out

Learning by Volunteering 28 Dream a Little Dream for Me 145
Learning Through Volunteering 73 The Fine Art of Observing Others 205
Reading Sideways 95 Breaking Through the “Magic 7” Barrier 215
The Smell of Taste 106 What’s in the Photograph? 220
Your Neighborhood Gestalt 118 What Does a Dime Look Like? 228
Savoring Your Food 135 The Coin Toss 250
Putting Multitasking to the Test 137 Are You a Sensation Seeker? 283
xiv
Reading Emotions in Facial Expressions 305 What Should I Become? 440
Tracking Your Emotions 314 Examining Prejudice 468
Learning Through Observation 345 Sign on the Dotted Line 474
How Stressful Is Your Life? 381 What Do You Say Now? 478
Are You Type A? 384 Are You Depressed? 507
Are You an Optimist or a Pessimist? 392 Replacing Distorted Thoughts with Rational
Steps to Quitting Smoking 399 Alternatives 539
Sizing Up Your Personality 422 “Hello, Can I Help You?” 554
applying psyChology in daily life

1.3 Becoming a Critical Thinker 34 8.4 Managing Anger 316
2.4 Looking Under the Hood: Scanning the Human 9.6 Living Longer, Healthier Lives 370
Brain 64 10.1 Taking the Distress Out of Stress 393
3.4 Psychology and Pain Management 110 11.4 Building Self-Esteem 437
4.2 Getting Your Z’s 149 12.3 Compliance: Doing What Others Want You to
5.2 Putting Reinforcement into Practice 199 Do 476
6.3 Powering Up Your Memory 235 13.4 Suicide Prevention 513
7.1 Becoming a Creative Problem Solver 252 14.1 Getting Help 546
xv
Preface
Welcome to the Fifth Edition of Essentials of Psychology: learning outcomes for undergraduate majors in psychology.
Concepts and Applications. I set out to accomplish three ma- Learning objectives in this text are mapped onto APA learn-
jor purposes in writing this text: ing goals (see table later in the Preface) to ensure that begin-
ning students in psychology are exposed to core concepts in
1. To make the study of psychology accessible and engaging the field and foundational areas of competence in the psychol-
to beginning students in psychology ogy major.
2. To provide students with a solid grounding in the knowl- The IDEA model is also integrated with the test-item file
edge base in psychology so that instructors can select items measuring these particular
3. To help students succeed in the course outcomes—to identify, define or describe, evaluate or explain,
and apply knowledge of psychology.
To help students accomplish these objectives, the text
The IDEA Model of Course Assessment: adopts a learning-centric approach to help students encode
and retain key concepts in psychology. The keystones of this
Mapping Acquired Skills to APA Learn- approach include the following concept-based pedagogical
ing Goals tools:
This text offers a unique pedagogical framework, called the ■ Concept Signaling Key concepts, not just key terms,
IDEA model of course assessment, which is grounded in the are identified and highlighted in the margins to help stu-
widely used taxonomy of educational objectives developed by dents encode and retain core concepts.
renowned educational researcher Benjamin Bloom. Each chap-
ter begins with a listing of learning objectives expressed in the ■ Concept Charts These built-in study charts are “see-at-
form of action verbs tied to measurable learning outcomes. The a-glance” capsulized summaries of key concepts to help
action verbs represent four key acquired skills paralleling those reinforce new knowledge.
in Bloom’s taxonomy. The action verbs identify, define, and ■ Concept Links This feature highlights connections
describe represent basic cognitive skills in Bloom’s taxonomy between key concepts across chapters. Concept links are
(knowledge and comprehension, or remembering and under- integrated with the key concepts in the margins, so that
standing in the revised taxonomy). The action verb apply rep- students can see how core concepts are applied across
resents an intermediate level of skills development needed to different areas of psychology.
apply knowledge to real-life situations and examples, and the ■ Concept Maps for Psychology This online visual learn-
action verbs explain and evaluate represent the highest or most ing tool helps students visualize connections between
complex level of skills acquisition in Bloom’s taxonomy—skills key concepts in the text. Concept maps are available
needed to analyze, synthesize, and evaluate information (or ana- through Cengage Learning’s MindTap. Concept maps
lyzing, evaluating, and creating in the revised taxonomy). are schematic diagrams comprising key concepts that
These action verbs conveniently spell out the simple acro- are represented in boxed shapes called nodes, which are
nym IDEA: connected by links that typically take the form of verbs
or conjunctions. Unlike other study charts, concept maps
Identify . . . key figures in the history of psychology, parts of can be read either across or down the page to express
nervous system, and so on. a coherent knowledge structure. To encourage active
Define or Describe . . . key concepts and features of major learning, concept maps are presented in an incomplete
psychological theories. (fill-in-the-blanks) form to engage students in the process
of completing these knowledge structures. The answers
Evaluate or Explain . . . underlying processes and mechanisms
are also available online.
of behavior and mental processes.
Apply . . . psychological concepts to real-world examples.
The IDEA model is integrated with the APA Guidelines What’s New?
for the Undergraduate Psychology Major, Version 2.0, which The Fifth Edition of Essentials of Psychology includes many
identifies five major learning goals and corresponding student new features and updates, including the following:
xvii
xviii pr e faC e
New! psychology in our digital World. Students today are dig- ■ Analysis of self-disclosure by adolescents and adults on
ital natives who have never known a time without cell phones social media pages (Chapter 12)
or the Internet. When many of us started teaching, a tablet was ■ How the reciprocity principle comes into play in rating de-
something you took when you had a headache, a cell phone re- sirability of people based on Facebook profiles (Chapter 12)
sembled a brick that only top corporate executives or military
■ Smartphone apps and Internet-based therapy modules as
personnel carried, a text was something that instructors assigned
aids in helping people with psychological problems, such
in class, and a web was something that only spiders spun.
as the PTSD Coach (Chapter 14)
My how the world has changed in just the past generation!
When I was writing the first edition of this text, “the facebook”
was a social experiment in a Harvard dorm. Now, Facebook New! integrated Ted Talks. I’m very appreciative of
has more than 1.5 billion users worldwide. Psychologists to- Cengage Learning’s efforts to incorporate other learning
day are actively exploring how personal technology is trans- resources within the MindTap platform and especially
forming our lives. This text brings this research to the attention pleased that this edition features a number of TED talks on
of students who are experiencing these changes first-hand. In psychological content. Each talk is directly accessible from
this text, students will learn what psychologists are discover- MindTap.
ing about the psychological impact of cell phones, the Internet,
and social media. Previous editions of the text included early
New! Thorough Updating. Each edition of this text is thor-
research in this area, but this new edition greatly expands the
oughly updated from start to finish. The field of psychology
focus. Here is a sampling of psychological research on the ef-
stands still for no author! New research developments are re-
fects of personal technology discussed in this edition:
ported daily in professional journals and circulated widely in
■ Laboratory evidence of effects that occur when students the popular media. As you thumb through the pages of this
are physically separated from their cell phones (Chapter 1) edition, you will find many hundreds of new findings from
research appearing in the scientific literature in the past three
■ Semantic analysis of the tone of Facebook postings as
years. Here is a sampling of new findings in the field from
clues to how rainy days affect moods (Chapter 1)
each chapter:
■ Data collection in the smartphone era—yes, there’s an
app for that (Chapter 1) ■ 2015 APA report on ethnic minority percentages among
■ How the brain responds to viewing Facebook pages working psychologists today (Chapter 1)
(Chapter 4) ■ New evidence of neurogenesis in the adult brain (Chapter 2)
■ Evidence from the Harvard iPhone app study showing ■ New research evidence that people can actually sniff
that people tend to report unhappier moods when their happiness in others (Chapter 3)
minds are wandering than when they were focused on ■ New recommended sleep guidelines from National Sleep
activities (Chapter 4) Foundation (Chapter 4)
■ Risks posed by cell phone use during driving and the ■ 2015 UCLA study showing that only one of 85 under-
problem of inattention blindness (Chapter 4) graduates was able to correctly draw a logo they had
■ Effects of Facebook use on student grades (Chapter 6) seen countless times before—the Apple logo
■ Evidence linking greater social media use to higher risk of ■ New evidence supporting the Flynn effect on IQ scores
eating disorders in young women (Chapter 8) (Chapter 6)
■ Evidence linking greater social media use to more nega- ■ 2015 update on prevalence of obesity and being over-
tive moods after signing off and to lower levels of happi- weight in the United States (Chapter 8)
ness and life satisfaction overall (Chapter 8) ■ 2015 recommendations from American Academy
■ Investigation of whether online connections strengthen or of Pediatrics about use of alcohol during pregnancy
weaken real-life relationships (Chapter 9) (Chapter 9)
■ Evidence of how Big Five traits relate to use of social ■ New research showing that socially isolated people and
networking sites (Chapter 11) those living alone stand a higher risk of early death than
■ Analysis of digital footprints (“likes” on Facebook) as a more socially engaged people (Chapter 10)
clue to an individual’s personality traits (Chapter 11) ■ New evidence on changes in conscientiousness occurring
■ Relationships between trait neuroticism and tendencies to in young adulthood (Chapter 11)
present a fake or idealized image of oneself on Facebook ■ New evidence that impression formation begins in a
profiles (Chapter 11) fraction of a second when someone catches a glimpse of
■ Displaying photographs and personal interests on social someone, literally in the blink of an eye (Chapter 12)
networking sites as a form of signaling racial identity ■ New evidence that the amygdala may be overreactive in
among African American students (Chapter 11) people with anxiety-related disorders (Chapter 13)
pr e faC e xix
■ Recent developments on the use of software programs, reading. These chapter-opening questions whet the student’s
Internet-based resources, and smartphone apps in treat- appetite for material presented in the chapter. Some questions
ing psychological problems (Chapter 14) debunk common myths and misconceptions, whereas others
highlight interesting historical features or bring recent re-
search developments into sharper focus. Accompanying page
Targeting Effective Learning (EL): numbers are provided for easy cross-referencing to the chap-
The Four E’s of Effective Learning ter sections in which the information is discussed. A small
The learning system adopted in this text is based on the Four sample follows:
E’s of Effective Learning: (1) engaging interest; (2) encoding
important information; (3) elaborating meaning; and (4) eval-
uating progress. This pedagogical framework is grounded in
basic research on learning and memory and is supplemented Engaging
by pedagogical research, including research I have conducted Interest
Did You Know That?…
with my students.1 The pedagogical framework was then Try This Out
tested in classrooms throughout the country. Personal Vignettes
The four key elements of effective learning, the “Four E’s,”

are as follows:
■ Engaging Interest
Evaluating The Four Encoding
■ Encoding Important Information “E’s”
Progress Information
■ Elaborating Meaning Module Reviews of Effective Concept Signaling
Online Quizzes Learning Running Glossary
■ Evaluating Progress
Engaging Interest Elaborating

Meaning
Learning begins with focused attention. A textbook can be an Concept Charts
Concept Links
effective learning tool only if it engages and retains student in- Concept Maps (supplement)
terest. Students are not likely to encode or retain information Application Modules
Visual Overviews
without focused attention. Try This Out
Thinking Critically About
Essentials of Psychology: Concepts and Applications is de- Psychology
signed to generate interest as well as involve students directly
in the material they read. Personal vignettes are used to draw
readers into the material and to illustrate how concepts dis- Did You Know That . . .
cussed in the chapter relate to their personal experiences. In
addition, “Did You Know That . . .” chapter-opening features ■ A major school of psychology was inspired by the view
are designed to grab student attention and encourage further from a train? (Chapter 1)
■ It is impossible to tickle yourself? (Chapter 2)
■ You may be hooked on a drug you have with breakfast
Nevid, J. S., & Carmony, T. M. (2002). Traditional versus modular format in pre-
1
every morning? (Chapter 4)
senting textual material in introductory psychology. Teaching of Psychology, 29,
237–238. ■ If you want to remember something you observed, first
Nevid, J. S., & Lampmann, J. L. (2003). Effects on content acquisition of signaling key close your eyes? (Chapter 6)
concepts in text material. Teaching of Psychology, 30, 227–229.
■ Albert Einstein used mental imagery in developing his
Nevid, J. S., & Forlenza, N. (2005). Graphing psychology: An analysis of the most
commonly used graphs in introductory psychology textbooks. Teaching of Psychol- theory of relativity? (Chapter 7)
ogy, 32, 253–256. ■ People in different cultures smile differently? (Chapter 8)
Nevid, J. S. (2006, February). In pursuit of the “perfect lecture.” American Psychologi-
cal Society Observer, 19(2), 35–36, 42. ■ Your personality traits help predict how well you are
Nevid, J. S., & Mahon, K. (2009). Mastery quizzing as a signaling device to cue atten- likely to do in college? (Chapter 11)
tion to lecture material. Teaching of Psychology, 36, 1–4. ■ We literally begin forming an impression of other people
Nevid, J. S., Pastva, A., & McClelland, N. (2012). Writing-to-learn assignments in intro- in a fraction of a second of catching a glimpse of them?
ductory psychology: Is there a learning benefit? Teaching of Psychology, 39, 272–275.
(Chapter 12)
Nevid, J. S., & McClelland, N. (2013). Using action verbs as learning outcomes:
Applying Bloom’s taxonomy in measuring instructional objectives in introductory ■ People labeled as psychopaths are not psychotic?
psychology. Journal of Education and Training Studies, 1(2), 19–24. (Chapter 13)
Nevid, J. S., Cheney, B., & Thompson, C. (2015). “But I thought I knew that!” Student
confidence judgments on course examinations in introductory psychology. Teaching ■ Antidepressant drugs are used to treat many types of psy-
of Psychology, 42, 330–334. chological disorders, not just depression? (Chapter 14)
xx pr e faC e
The Brain Loves a puzzle. The use of thought-provoking technique of signaling or cueing can help people encode im-
puzzles in the text stimulates student interest and encourages portant information. Textbook authors have long used certain
them to read further. Each chapter poses a puzzle relating to forms of signaling, such as headings and highlighted key terms.
the content of the chapter and provides clues students can use This text also includes two other types of signaling devices, the
to find the solution. Here are some examples from the text: running glossary and concept signaling.
■ How could something so unpleasant as pain be a good Running Glossary. Key terms are highlighted in the text and
thing? (Chapter 3) defined in the margins. Students do not need to interrupt their
■ How might being “able to hold your liquor” be a genetic reading to thumb through a glossary at the end of the text
risk factor for developing problems with alcohol? (Chap- whenever they encounter an unfamiliar term. (A full glossary
ter 4) is presented at the end of the text as well.)
■ A young physicist was working on the problem of con-
necting the world’s computers. After some false starts, he Concept Signaling. Concept signaling is a unique peda-
invented a model of a computer network based on how gogical feature designed to help students encode and retain
the brain performs memory tasks. What was this inven- key concepts by extracting and highlighting them in the mar-
tion that changed the world and how was it based on the gins of the text. Cued concepts are signposts to help students
workings of the human brain? (Chapter 6) gauge that they are getting the key points as they make their
way through the chapter. Although some students can eas-
■ We use many concepts in everyday speech without really
ily extract key concepts from text material, others struggle
knowing what they mean. Here’s a puzzlement you can
with the process of encoding key points. They may come away
chew on: What makes a fruit a fruit? None of us has any
knowing a few isolated facts, but may miss many of the major
problem using the concept of fruit, but few of us have a
concepts that form the basic building blocks of knowledge in
clear idea what the concept means. (Chapter 7)
the field. Or they may feel “lost” in the middle of a chapter
■ On a trip to the aquarium with his father, 5-year-old and become frustrated.
Kamau sees a whale for the first time and says, “Wow, To evaluate the learning benefits of concept signaling, we
what a big fish!” His father points out that the whale is conducted a controlled study in which students read two dif-
not a fish, but Kamau seems puzzled and continues to call ferent text passages—one with key concepts highlighted in the
it a fish. Why would Kamau persist in calling a whale a margins and one without cued concepts. Our results showed
fish? (Chapter 9) that signaling key concepts by extracting them and highlighting
■ If you were to collapse on the street and needed imme- them in the margins significantly improved quiz performance
diate help, why would you be less likely to receive help overall as well as on a subset of items that directly measured
if the street was crowded than if there were but a few knowledge of key concepts (Nevid & Lampmann, 2003).
people nearby? (Chapter 12) Not surprisingly, we found that signaling key concepts
■ Genetics plays an important role in schizophrenia, but had no effects on learning surrounding material that was not
why is it the case that scientists have been unable to find signaled. This finding only reinforces what instructors have
the gene that causes schizophrenia and probably never known for years—that students should not use pedagogical
will? (Chapter 13) aids (whether they be summaries, interim quizzes, or cued
concepts) as substitutes for reading the text in its entirety. Im-
portantly, though, our results suggest that students may be
Try This Out Hands-On exercises. These active learning ex-
better able to learn key concepts when they are signaled or
ercises encourage students to apply psychological concepts to
highlighted in the text.
their own experiences. Whether the topic involves trying to
We also polled students in our study on which format they
read a magazine sideways, breaking through the “Magic 7”
preferred—the one with signaled concepts or the one without.
barrier, reading emotions in facial expressions or putting mul-
More than three of five students preferred concept signaling
titasking to the test, students work through problems, gener-
and found it easier to understand and more clearly presented
ate solutions, and test out beliefs. Some Try This Out activities
than the standard (nonsignaled) format. (This was interesting
offer suggestions for service learning through participation in
in light of the fact that the content in the text passages was
research and volunteer experiences, whereas others involve
exactly the same in both formats.)
self-scoring questionnaires that allow students to evaluate
their own behavior and attitudes about specific issues (for
example, “Are You an Optimist or a Pessimist?”). Elaborating Meaning
Though information must first be encoded to be learned,
Encoding Important Information new learning needs to be strengthened to ensure long-term
Learning and retaining key concepts in text material requires retention. Retention of newly acquired information can
that information first be encoded in memory. The pedagogical be strengthened through rote memorization, such as by
pr e faC e xxi
rehearsal of particular words or phrases. But the types of The Think About It features encourage critical thinking by
deeper processing needed to build more enduring memo- posing thought-provoking questions to stimulate students to
ries generally require elaborative rehearsal in which the per- think more deeply about concepts presented in the text.
son reflects on the meaning of the material and relates it to
real-life applications and life experiences. This text provides Visual Overviews. In addition, Visual Overview sections of-
several pedagogical features designed to facilitate elaborative fer students a visual learning tool to help them review and
rehearsal: strengthen their knowledge of new concepts and see relation-
ships among concepts in summary form.
Learning Objectives. These important study aids are listed
both at the beginning of the chapter and within the modules The Modular Approach
themselves. Sample answers to learning objectives are presented
The text is organized in a modular format that breaks down
in the Recite It sections of Module Reviews using a fill-in-the-
each chapter into smaller instructional units called modules.
blanks format to foster active learning that encourages retrieval
Each module is a cohesive study unit organized around a set
of key concepts. Research evidence consistently demonstrates
of key concepts in a particular area of study. The modular ap-
the learning benefits of practicing retrieval skills. As noted ear-
proach helps busy students better organize their study efforts
lier, learning objectives incorporate active learning verbs that
by allowing them to focus on one module at a time rather
follow the author’s IDEA model of course assessment.
than trying to tackle a whole chapter at once.
Concept Charts. These study charts summarize key concepts In our research, we found the majority of students preferred
in tabular form. Concept Charts reinforce knowledge of ma- the modular format over the traditional format (57.3 percent
jor concepts and help students make relational connections versus 38.5 percent, with 4.2 percent expressing no prefer-
between concepts. ence) (Nevid & Carmony, 2002). In addition, students who
Concepts are repeated in several forms to reinforce new preferred the modular format performed significantly better
learning—in the narrative itself, in Concept Charts, in mar- when material was presented in this format than in the tradi-
ginal inserts of cued concepts, and in schematic diagrams. The tional format. It stands to reason that when students prefer a
use of different contexts for presenting information strength- particular format, they will become more engaged in reading
ens new learning. texts based on that format—an outcome that may translate
into improved performance in classroom situations.
Try This Out. These exercises not only engage student inter-
est, but also encourage students to apply concepts they learn Targeting Critical Thinking Skills
in the text to their own experiences. The text encourages students to challenge their preconceived
assumptions about human behavior and to think critically
Applying psychology in daily Life. Applications of psycholog-
about information they hear or read about in the media in the
ical knowledge in daily life are integrated directly in the modules
light of scientific evidence. The Thinking Critically About Psy-
themselves in the Applying Psychology in Daily Life features.
chology sections at the end of each chapter provide students
Examples include the following: “Psychology and Pain Man-
with opportunities to sharpen their critical thinking skills.
agement” (Chapter 3), “Putting Reinforcement into Practice”
Students can practice these skills by answering questions that
(Chapter 5), “Becoming a Creative Problem Solver” (Chapter 7),
require them to analyze problems and evaluate claims in re-
and “Taking the Distress Out of Stress” (Chapter 10).
lation to information presented in the chapters. Students may
then compare their answers to sample responses presented in
Evaluating Progress Appendix A of the text. The Think About It sections in each
The text contains a number of study aids to help students Module Review pose thought-provoking questions that fur-
evaluate their progress: ther reinforce critical thinking skills.
Module Review Sections. At the end of each module is a Built-In Study Method: SQ3R+
Module Review consisting of three sections, a Recite It sec- The SQ3R (Survey, Question, Read, Recite, Review) study
tion, a Recall It section, and a Think About It section. method is a widely used technique for enhancing learning
Reciting new knowledge is a key feature of the SQ3R study and encouraging students to adopt a more active role in the
method and an important, perhaps the most important, study learning process. The SQ3R method is directly built into the
tool. Recite It sections provide an opportunity for students to text. The text not only incorporates the traditional elements
recite their knowledge of the learning objectives and then to of SQ3R but also adds another element, the Think About It
compare their responses to sample answers given in the text. feature, which fosters critical thinking skills.
The Recall It sections allow students to test their knowl-
edge by taking a short quiz on several key concepts. The an- ■ Survey and Question Students can survey each chapter
swers are given in Appendix B at the end of the text. by reviewing the numbered listing of modules at the
xxii pr e faC e
start of the chapter and by reading the introductory

section in which material to be covered in the chapter is
Ancillaries
described. In addition, they can use the learning objec- Even the most comprehensive text is incomplete without ancillar-
tives as advance organizers to guide their reading and ies. The ones accompanying Essentials of Psychology: Concepts
question themselves to ensure they have achieved these and Applications help make it a complete teaching package.
objectives.
Teacher Ancillaries
■ Read The writing style has been carefully developed
for reading level, content, and style. Students are often instructor’s Resource Manual. The Instructor’s Resource
addressed directly to engage them in the material and Manual (IRM) contains a variety of resources to aid instruc-
encourage them to examine how the information relates tors in preparing and presenting text material in a manner
to their life experiences. that meets their personal preferences and course needs. The
IRM begins with a comprehensive preface, which covers
■ Recite and Review Each module ends with a Module preparation, pitfalls, planning, execution, resources, and best
Review section that helps students review their knowl- practices for both new and seasoned instructors. Each chapter
edge of key concepts. Students should be encouraged provides a preview and a goals and activity planner to help or-
to recite their knowledge of the learning objectives ganize classes. In addition, each chapter of the IRM contains
in the Recite It section of the Module Review before a detailed outline, lecture suggestions, topics for discussion,
turning to the sample answers in the text for feedback. classroom and individual activities with handouts, and ideas
Students can then test their knowledge by completing for writing assignments.
a short quiz presented in the Recall It sections. These
quizzes consist of fill-in, multiple-choice, matching, and Test Bank. The test bank contains more than 2,400 items
short-answer questions. Concept Charts provide further specifically developed for Essentials of Psychology: Concepts
opportunities for students to review the knowledge they and Applications. Multiple-choice questions as well as essay
have acquired. questions with answers are written at both the chapter and
the module level to provide flexibility for instructors. These
■ Think About It The text goes beyond review and rec-
questions are labeled by type (factual, conceptual, applied),
itation by posing thought-provoking questions in the
learning objective, module reference number, and page refer-
Module Reviews that encourage reflection, critical
ence for easier use in creating exams.
thought, and self-exploration. These questions foster
critical thinking (for example, “Do you believe that
conventional intelligence tests are culturally biased? Why Acknowledgments
or why not?”), and encourage students to reflect on how First, I am indebted to the thousands of psychologists and
the text material relates to their personal experiences (for other scientists whose work has informed the writing of
example, “Are you a self-actualizer? Upon what evidence this text. Thanks to their efforts, the field of psychology has
do you base your judgment? What steps could you take had an enormous impact in broadening our understand-
to become a self-actualizer?”). Instructors may wish to ing of ourselves and enhancing the quality of our lives.
assign these questions as writing assignments. On a more personal level, I owe a debt of gratitude to the
many colleagues and publishing professionals who helped
Integrating Coverage of Diversity shape this manuscript into its present form. Let me begin
by thanking the professional colleagues who reviewed the
in Psychology manuscript and helped me refine it through several stages
One primary objective of this text is to raise students’ aware- of development:
ness of the importance of issues relating to diversity. Discussion
Fred Nesbit, Sauk Valley Community College
of cultural and gender issues is therefore integrated within the
main body of the text rather than relegated to boxed features. Anne Duran, California State University, Bakersfield
A proliferation of boxes tends to break the flow of the text Fred Leavitt, California State University, East Bay
and to introduce unnecessary clutter that many students find Chitra Ranganathan, Framingham State College
distracting; it might even inadvertently convey the impression Robert Stennett, Gainesville State College
that material relating to diversity is less important than other John Lovell, California State University, East Bay
material because it is boxed off. For a reference guide to the
Shane Gomes, California State University, Los Angeles
integrated coverage of gender and sociocultural issues in the
text, see the complete listings available in the Instructor’s Man- Chrisanne Christensen, Southern Arkansas University
ual that accompanies Essentials of Psychology: Concepts and Second, I would like to thank the countless instructors and
Applications. students who participated in our extensive market research
pr e faC e xxiii
conducted in the early stages of the text’s development— which they have welcomed me and worked so closely with
including the instructors and students at Valencia Community me to update and strengthen the text to make it an ever more
College and the University of Central Florida, who provided us effective learning platform designed to engage students in the
with great insight into their introductory psychology courses; study of psychology and help them succeed in the course. In
the instructors who participated in the teleconference sessions particular I would like to thank my editor, Timothy Matray,
and raised many important issues that impacted the day-to-day for his continuing guidance and support and developmen-
challenges of this course; and the 700-plus respondents who tal editor Tom Finn who helped strengthen and guide this
participated in our national survey on introductory psychol- text to make it an even more effective teaching and learning
ogy and this text. The overwhelming response we received from platform.
these professionals proved to be a rich resource throughout the
development of the text. Jeff Nevid
The people at Cengage are consummate publishing pro- New York, NY
fessionals and I am very thankful for the supportive way in [email protected]
The Idea Model of Course Assessment: Mapping Acquired Skills to APA Learning
Goals for the Undergraduate Psychology Major, Version 2.0
GOAL 1 Knowledge Base in Psychology
Related Content in Text and IDEA Model of Course Assessment:

APA Learning Goals Ancillaries Skills Acquired— to Identify . . . Define or Describe . . . Evaluate or Explain . . . and Apply
1.1 Describe key concepts, principles, and Module 1.1 Define psychology and explain why psychology is a science.
overarching themes in psychology Identify the major contemporary perspectives in psychology, and describe each perspective.
The interaction of heredity Evaluate the role of genetics in behavior.
and environment: Describe methods psychologists use to study the roles of genes and environment in behavior
Module 2.7
Free will versus determinism: Describe the social-cognitive theories of Rotter, Bandura, and Mischel.
Modules 11.3 and 11.4 Describe the humanistic theories of Carl Rogers and Abraham Maslow.
Interaction of mind and body: Define stress in psychological terms.
Modules 10.1 and 10.2 Identify and describe the major sources of stress.
Define the general adaptation syndrome, and identify its three stages.
Evaluate the effects of stress on the body’s immune system.
Identify and describe psychological factors that buffer the effects of stress.
Apply stress management techniques to daily life.
Identify psychological factors linked to coronary heart disease.
Identify psychological factors linked to cancer.
Apply knowledge of the transmission of sexually transmitted disease to steps we can take to
protect ourselves from these diseases.
1.2 Develop a working knowledge of Module 5.1 Define learning in psychological terms.
psychology’s content domains Define classical conditioning and describe the contributions of Ivan Pavlov.
Explain the process by which conditioned responses become weaker or disappear.
Learning, Memory, and Cognition Explain how conditioned responses can be strengthened.
Define stimulus generalization and discrimination, and describe their roles in classical
conditioning.
Explain classical conditioning from a cognitive perspective.
Apply classical conditioning to examples discussed in the text.
Module 5.2 Define operant conditioning, identify the major figures in its development, and describe
their contributions.
Describe different types of reinforcement and schedules of reinforcement.
Explain the effects of different types of reinforcement on response rates.
Define punishment, and identify the concerns that psychologists raise about the use of
punishment in disciplining children.
Explain the difference between escape learning and avoidance learning.
Apply operant conditioning to examples discussed in the text.
Module 5.3 Define cognitive learning, and describe several types of cognitive learning.
Module 6.1 Identify and describe the basic processes and stages of memory.
Identify and describe the different types of long-term memory.
Explain the roles of the semantic network model and levels-of-processing theory in memory.
Apply constructionist theory to explain memory distortions.
Identify and discuss factors influencing the reliability of eyewitness testimony.
Explain why the concept of recovered memory is controversial.
Module 6.2 Describe the major theories and factors in forgetting.
Explain why recognition tests of memory generally produce better results than recall tests.
Describe the causes of amnesia and the two major types of amnesia.
Module 7.1 Define thinking.
Identify several ways in which we represent information in our minds.
Explain the difference between logical and natural concepts.
Identify and describe mental strategies we can use to solve problems more effectively.
Identify and describe mental roadblocks that impede problem solving and decision making.
Describe the basic processes of creative thought and explain the difference between divergent
and convergent thinking.
Apply skills of problem solving to become a creative problem solver.
xxiv Continued on following page
GOAL 1 Knowledge Base of Psychology, continued
Related Content in Text IDEA Model of Course Assessment:

APA Learning Goals and Ancillaries Skills Acquired— to Identify . . . Define or Describe . . . Evaluate or Explain . . . and Apply
Module 7.2 Identify the basic components of language and the milestones in language development and
describe the roles of nature and nurture in language development.
Evaluate whether language is unique to humans and evaluate the linguistic relativity
hypothesis in light of evidence.
Module 7.3 Define intelligence, identify different tests of intelligence, and evaluate the characteristics of
a good test of intelligence.
Evaluate gender differences in cognitive abilities.
Describe the characteristics of the two extremes of intelligence and the misuses of intelligence
tests.
Describe the major theories of intelligence and evaluate the roles of heredity and
environment in intelligence.
Individual Differences Module 11.1 Define the concept of personality.
Identify and describe the three levels of consciousness and three structures of personality in
Freud’s psychoanalytic theory.
Identify and describe the stages in Freud’s theory of psychosexual development.
Describe the personality theories of Jung, Adler, and Horney.
Module 11.2 Describe the trait theories of Allport, Cattell, Eysenck, and the Big Five model.
Evaluate the genetic basis of personality traits.
Module 11.3 Describe the social-cognitive theories of Rotter, Bandura, and Mischel.
Module 11.4 Describe the self-theory of humanistic theorist Carl Rogers.
Explain the difference between the concepts of self in collectivistic and individualistic cultures.
Apply suggestions for enhancing self-esteem.
Module 11.5 Identify the two major types of personality tests, and evaluate self-report and projective
personality tests.
Social bases of behavior Module 12.1 Identify the major influences on first impressions, and explain why first impressions often
become lasting impressions.
Identify and describe cognitive biases that influence causal attributions.
Identify three components of attitudes, and describe the sources of attitudes and the
pathways involved in changing attitudes through persuasive appeals.
Describe cognitive dissonance theory, and explain how cognitive dissonance can be reduced.
Module 12.2 Identify factors that influence attraction.
Identify the components of love identified in the triangular model of love.
Describe the decision-making model of helping, and identify factors that influence helping
behavior.
Define prejudice, explain how it develops, and apply your knowledge to ways of reducing it.
Identify factors that contribute to human aggression.
Module 12.3 Define social identity and evaluate cultural factors involved in social identity.
Describe the basic finding of Asch’s classic study on conformity, and identify factors that
influence conformity.
Explain the psychological bases of manipulative sales tactics.
Describe the findings of Milgram’s classic study, and evaluate why his methods were
controversial.
Evaluate the effects of the presence of others on performance.
Define groupthink, and explain how it can lead to wrong decisions.
Biological bases of behavior Module 2.1 Define what a neuron is, identify the parts of the neuron, and explain how neurons
communicate with each other.
Explain how an action potential is generated.
Identify key neurotransmitters and describe their functions.
Explain the difference between agonists and antagonists.
Module 2.2 Describe how the nervous system is organized.
Describe the functions of the central nervous system and the divisions of the peripheral
nervous system.
Explain the differences in the functions of the sympathetic and parasympathetic divisions of
the autonomic nervous system.
Continued on following page xxv

Module 2.3 Describe how the brain is organized and the roles that particular brain structures play in behavior.
Module 2.4 Describe methods scientists use to study the workings of the brain.
Module 2.5 Explain how the two halves of the brain differ in their functions.
Module 2.6 Describe how the endocrine system is organized and the roles that hormones play in behavior.
Module 2.7 Evaluate the role of genetics in behavior.
Describe methods psychologists use to study the roles of genes and environment in behavior.
Module 6.3 Identify the key brain structures involved in memory and explain the roles of neuronal
networks and long-term potentiation.
Explain the role that genetics plays in memory.
Developmental processes Module 9.1 Identify and describe the stages of prenatal development and major threats to prenatal
development.
Module 9.2 Identify reflexes present at birth.
Describe the infant’s sensory, perceptual, and learning abilities.
Describe the development of the infant’s motor skills in the first year of life.
Module 9.3 Identify and describe three major types of temperament and three types of infant attachment
styles.
Identify and describe the major parenting styles.
Identify and describe Erikson’s stages of psychosocial development in childhood.
Describe Piaget’s stages of cognitive development .
Describe Vygotsky’s psychosocial theory of cognitive development.
Module 9.4 Describe the physiological, cognitive, and psychosocial changes that occur during adolescence,
and Erikson’s beliefs about psychosocial development in adolescence.
Describe Kohlberg’s stages of moral reasoning, and evaluate his theory in light of Gilligan’s
criticism.
Module 9.5 Describe the physical and cognitive changes that occur during adulthood and Erikson’s stages
of psychosocial development in early and middle adulthood.
Module 9.6 Describe the physical and cognitive changes we can expect later in life and Erikson’s views on
psychosocial development in late adulthood.
Evaluate the qualities associated with successful aging.
Identify the stages of dying proposed by Kübler-Ross.
Apply suggestions for living a longer and healthier life.
Historical and contemporary perspectives Module 1.1 Define psychology and explain why psychology is a science.
Identify early schools of psychology and the important contributors to these schools, and
describe the major concepts associated with each school.
Identify the major contemporary perspectives in psychology, and describe each perspective.
Sociocultural bases of behavior Module 11.4 Explain the difference between the concepts of self in collectivistic and individualistic cultures.
Define prejudice, explain how it develops, and apply your knowledge to ways of reducing it.
Module 12.2 Identify factors that contribute to human aggression.
Module 12.3 Define social identity and evaluate cultural factors involved in social identity.
Sociocultural factors are integrated throughout the text, including research on ethnic
differences in alcohol and drug use (Ch. 4), cultural display rules for emotional expression
and cultural differences in smiling (Ch. 8); sociocultural differences in parenting styles (Ch. 9);
Vygotsky’s sociocultural theory (Ch. 9); acculturative stress of immigrant groups (Ch. 10), ethnic
differences in cardiovascular disease (Ch. 10), ethnic identity and self-esteem (Ch. 11), cultural
factors and self-identity in collectivistic versus individualistic cultures (Chs. 11 and 12); ethnic
factors in self-disclosure (Ch. 12); sociocultural factors in conformity and aggressive behavior
(Ch. 12); effects of stereotyping on stereotyped groups (Ch. 12); ethnic factors in access to
mental health services (Ch. 13) and suicidal behaviors (Ch. 13); and multicultural factors in
psychotherapy (Ch. 14), among others.
xxvi Continued on following page

1.3 Describe applications of psychology Applying Psychology in Daily Becoming a Critical Thinker (Ch. 1)
Life features Looking Under the Hood: Scanning the Human Brain (Ch. 2)
Psychology and Pain Management (Ch. 3)
Getting Your Z’s (Ch. 4)
Putting Reinforcement into Practice (Ch. 5)
Powering Up Your Memory (Ch. 6)
Becoming a Creative Problem Solver (Ch. 7)
Managing Anger (Ch. 8)
Living Longer, Healthier Lives (Ch. 9)
Taking the Distress Out of Stress (Ch. 10)
Building Self-Esteem (Ch. 11)
Compliance: Doing What Others Want You to Do (Ch. 12)
Suicide Prevention (Ch. 13)
Getting Help (Ch. 14)
GOAL 2 Scientific Thinking and Critical Thinking
2.1 Use scientific reasoning to interpret Module 1.3:

psychological phenomena Identify the steps in the scientific method.
The anatomy of a research
2.2 Demonstrate psychology information study: Breaks down the parts Identify and describe research methods that psychologists use and evaluate their
literacy of a research study paper in strengths and weaknesses.
psychology using an example
2.3 Engage in innovative and integrative of a contemporary research
thinking and problem solving Describe the ethical standards that govern research in psychology.
publication from a primary
2.4 Interpret, design, and conduct basic source Apply critical thinking skills to evaluate claims made by others as well as online information.
psychological research Citing references in APA style
Identify and describe mental strategies we can use to solve problems more effectively.
Becoming A Critical Thinker
Modules 7.1 and 7.3 Identify and describe mental roadblocks that impede problem solving and decision making.
The Brain Loves a Puzzle Describe the basic processes of creative thought and explain the difference between
features throughout the text divergent and convergent thinking.
(one per chapter) encourage
students to use critical thinking Apply skills of problem solving to become a creative problem solver.
Thinking Critically about
Psychology features in each
chapter challenge students to
apply critical thinking skills to
evaluate claims
Think About It features in each
Module Review further reinforce
critical thinking skills
Statistics Appendix applies
methods of scientific inquiry to
test hypotheses based on theory
2.5 Incorporate sociocultural factors in See examples of research on
scientific inquiry sociocultural factors listed above
under APA Learning Goal 1.2
Continued on following page xxvii
GOAL 3 Ethical and Social Responsiblity in a Diverse World
3.1 Apply ethical standards to evaluate Module 1.3 Describe the ethical standards that govern research in psychology.
psychological science and practice
3.2 Build and enhance interpersonal Module 8.4 Define emotional intelligence, and evaluate its importance.
relationships
3.3 Adopt values that build community at Module 2.5: Learning Through Explain the difference between the concepts of self in collectivistic and individualistic
local, national, and global levels Volunteering cultures.
Module 11.3 Describe the decision-making model of helping, and identify factors that influence helping
behavior.
Module 12.2 Define prejudice, explain how it develops, and apply your knowledge to ways of reducing it.
Module 12.3: Our Social Selves:
Who are We?
See examples of research on
sociocultural factors listed above
under APA Learning Goal 1.2
4.1 Demonstrate effective writing for different The anatomy of a research study (Module 1.3): Breaks down the parts of a research article in psychology using an example of
purposes a contemporary research publication from a primary source
GOAL 4 Communication
APA Learning Goal Related Content in Text and Ancillaries
Think About It: This Module Review feature provides critical thinking questions that can be assigned as writing assignments
Individualized feedback from automatic scoring software for submitted student writing assignments helps students build more
effective writing skills (Cengage Write Experience, optional)
4.2 Exhibit effective presentation skills for Statistics Appendix provides examples of tables and graphs used for presenting data
different purposes Interactive Concept Maps (online, one per chapter): An active learning exercise that provides examples of relational connections
between concepts presented in a visual format
Use of various types of diagrams as learning tools throughout the text—matrices (tabular presentation of concepts),
network diagrams (flow charts and schematic diagrams), and hierarchical diagrams (ordered relationships among concepts)
4.3 Interact effectively with others Module 5.2: Putting Reinforcement into Practice
Module 8.4: Managing Anger
Module 8.4 Factors Involved in Emotional Intelligence
Module 8.4: Cultural Display Rules for Expressing Emotions
Module 12.2: Cultural Differences in Self-Disclosure
Module 12.3: The Nature of Prejudice and Ways of Reducing It
Module 12.3: Resisting Persuasive Sales Pitches
Instructor’s Manual: Suggestions for group discussion
xxviii Continued on following page
GOAL 5 Professional Development
5.1 Apply psychological content and skills to Module 1.1: Subfields in Psychology
career goals Module 8.1: Achievement Motivation vs. Avoidance motivation
Module 11.2: Sizing Up Your Personality (relationship to occupational choice)
5.2 Exhibit self-efficacy and self-regulation Module 7.1: Becoming a Creative Problem Solver
Module 8.4: Emotional Intelligence
Module 8.4: Managing Anger
Module 11.4: Building Self-Esteem
5.3 Refine project-management skills Statistics Appendix for building computational literacy
5.4 Enhance teamwork capacity Module 12.3: Psychological Impediments to Group Task Performance (social loafing and groupthink)
Module 12.3: Building Intergroup Cooperation in Social Groups
5.5 Develop meaningful professional direction Weblinks to APA websites provide resources for pursuing career interests in psychology and related fields (Instructor’s Resource
for life after graduation Manual).
Building Effective Study Skills: Study Tips for Getting the Most from This Course (and Your Other Courses) (Message to Students,
in Preface)
Psychological perspectives on development of role identity: See Module 9.4 for discussion of Erikson’s concept of the
identify crisis, and Marcia’s taxonomy of identity statuses in the accompanying Thinking Critically About Psychology feature
Module 11.5: What Should I Become? (Try This Out)
xxix
A Message to Students
Study Tips for Getting the Most from encouraged you to demonstrate your understanding of new
vocabulary words by using them in a sentence. When you
This Course (and Your Other Courses) learned formulas and other math skills in class, your teachers
I often hear students say that they spend many hours reading may have asked you to demonstrate this knowledge by using
their textbooks and attending classes, but their grades don’t it to solve math problems in your textbooks or workbooks.
reflect the work that they do. I agree. Success is not a function Apply this principle to learning psychology. For every concept
of the time you put into your courses, but how well you use you read about in this text or learn in class, connect it to a
that time. Developing more effective study skills can help you real-life example or life experience. Your textbook authors
become a more effective learner and get the most from this and instructors provide many examples of concepts they
course as well as your other courses. Let’s begin by discussing use, but you can take this a step further by connecting these
four key steps toward becoming an effective learner, which I concepts to your own life experiences.
call the four E’s: (1) engaging interest; (2) encoding informa- 4. Evaluating Progress Keep track of your progress in the
tion; (3) elaborating meaning; and (4) evaluating progress. course. Most texts, including this one, have quizzes you
can use to test yourself on the material you have just
read. This text also offers online quizzes. Taking quizzes
The Four E’s of Effective Learning helps you gauge how you are doing and which areas you
1. Engaging Interest Paying close attention is the first step need to review further to improve your performance.
toward becoming an effective learner. The brain does not Other built-in study tools that help you evaluate your
passively soak up information like a sponge. When your progress include review sections and summaries. In
attention is divided, it is difficult to process new informa- this text, you’ll find the Recite It section in the Module
tion at a level needed to understand the complex material Review at the end of each module that provides brief
required in college-level courses and to retain this newly answers to the learning objectives for the module. Recite
acquired knowledge. If you find your mind wandering your knowledge of the learning objectives before glancing
during class or while studying, bring your attention back at the sample answers in the text. Recitation is an im-
to the lecture or study material. Becoming an active note portant study skill that demonstrates you have acquired
taker during class and when reading your text can help new knowledge. Recite your answers in your own words
you remain alert and focused and avoid spacing out. by jotting them down in a notebook or computer file as
Keep a notepad handy while reading the text and jot you read through the module or when you come to the
down key points as you read through the material. Module Review. Use the answers provided in the text as
2. Encoding Information Encoding is the process of bring- feedback to determine if you have achieved the learning
ing information into memory. To encode important objectives or need further review of the related material
information from your classes or assigned readings, make in the text. Then test your knowledge by taking the brief
it a practice to stop and ask yourself, “What’s the main quiz in the Recall It section of the Module Review.
point or idea? What am I hearing or reading? What am
I expected to know?” Jot down the major concepts or
ideas and review them later. Use the built-in study tools Tips for Succeeding in Class
in your textbook, such as highlighted key terms or con- Read the Syllabus. Think of the syllabus as a road map or
cepts, along with the Module Review sections, to identify a pathway you need to follow to succeed in the course. Take
main points and themes you need to learn. note of the course assignments, grading system, and other
3. Elaborating Meaning New learning is a fragile thing. Re- course requirements or expectations. Use your course syllabus
hearsing or repeating the information to yourself in the form as a guide to planning your semester, making entries in your
of rote memorization may help reinforce newly acquired calendar for examination dates and required papers and other
knowledge, but a more effective way of reinforcing new course assignments.
learning and building more enduring memories is to work
with these new concepts and ideas by elaborating their mean- prepare for Class by Completing the Assigned Reading.
ing, such as by linking them to real-life examples and using Instructors have good reasons for wanting you to read the as-
them to solve problems. Your teachers and parents may have signed chapter or readings before coming to class. They know
xxx
a M e ssag e to stu d e nts xxxi
that students are better prepared for lectures when they have ganizing the content of the lecture. Think of PowerPoint slides
some familiarity with the topics discussed in class. When stu- as a table of contents for the lecture. The bullet points in the
dents have a working knowledge of the material before they slides are merely starting points for the lecture. Your instruc-
come to class, instructors have more freedom to use class time tor will likely expound upon each point. If you spend class
to explore topics in greater depth and breadth, rather than time just copying bullet points, you may miss important infor-
simply to review basic concepts. However, lectures may not mation about each point that is discussed in class. Become an
make much sense to students who lack basic knowledge about active note taker, not a copy machine. Listen attentively and
the material because they haven’t kept up with their readings. write down the main concepts and ideas and any examples the
instructor may give.
Attend Class. One of the most important steps to succeeding
in college is attending classes regularly. Missing classes can Rephrase and Review Your notes. An effective way of re-
quickly lead to falling behind. If you need to miss a class, inforcing new learning is typing your class notes into a com-
notify your instructor beforehand and ask for any assign- puter file. But rather than typing them word for word, try
ments you may miss. Then ask a classmate for the notes for rephrasing them in your own words. Reworking your notes in
the missed class, but only approach someone you believe is a this way encourages deeper processing of the material, which
good note taker. is a key factor in strengthening memory of newly learned in-
formation. The more you think about the material, the more
Be punctual. There may be nothing more distracting to your likely you’ll be to remember it when exam time comes around.
instructor and classmates than students who come late to
class. Though your instructor may not say anything directly, Building Effective Study Skills
coming late to class conveys a poor impression of yourself. It
Where to Study. Select a quiet study space that is as neat,
also makes it difficult to keep up with lecture material because
clean, and free of distractions as possible.
it puts you in the position of playing catch-up. You wouldn’t
think of arriving at a movie theater in the middle of a movie,
When to Study
so why should you expect to be able to follow the lecture
■ Prevent procrastination. Schedule regular study times and
when you arrive after it starts? If you occasionally arrive late
keep to your schedule.
due to traffic or an unexpected demand, drop your instructor
a note of apology explaining the circumstances. All of us, in- ■ Plan to study at times of the day you are most likely to be
cluding your instructors, occasionally face similar situations. alert and best able to concentrate. Don’t leave it until the
However, if you have trouble regularly arriving on time, talk very end of the day when you are feeling tired or sleepy.
to your instructor or adviser about arranging a schedule that Avoid studying directly after a big meal. Give your body
works better for you, or consider taking online courses that time to digest your food. Likewise, avoid studying at a time
don’t require regular class attendance. of day when you’re likely to be distracted by hunger pangs.
■ Avoid cramming for exams. Cramming causes mental
Ask Questions. Don’t hesitate to ask questions in class. Fail- fatigue that can interfere with learning and retention.
ing to ask your instructor to clarify a particular point you Establish a weekly study schedule to ensure you are well
don’t understand can lead you to feel lost or confused dur- prepared for exams. Plan to review or brush up on the
ing class. Also, make sure to ask your instructor about the required material the day or two before the exam.
material that will be covered on an exam, as well as the for-
mat used for the exam, such as essay, short-answer, or multi-
How to Study
ple-choice questions.
■ Plan study periods of about 45 or 50 minutes. Very few
people can maintain concentration for longer than

Become an Active note Taker. Don’t try to write down
45 minutes or so. Take a 5- or 10-minute break between
everything the instructor says or every word that pops up
study periods. Give your mind and body a break by get-
on a PowerPoint slide or an overhead. Very few people can
ting up, stretching your legs, and moving around.
write that fast. Besides, trying to copy everything verbatim
can quickly lead you to fall behind. Focusing your attention ■ Establish clear study goals for each study period. Goals
on writing down everything also distracts you from thinking can include topics you want to cover, pages in the text-
more deeply about material discussed in class. A better idea is book you want to read or review, questions you need to
to listen attentively and write down key points as clearly and answer, problems you need to solve, and so on.
concisely as you can, as well as the examples the instructor ■ Sit properly to maintain concentration. Sit upright and
uses to illustrate these points. No one has perfect recall, so avoid reclining or lying down to prevent nodding off or
don’t expect to remember every important point or concept losing focus. If your mind begins to wander, bring your
discussed during a lecture. Write concepts down to review thoughts back to your work. Or break the tendency to
later. Some instructors use PowerPoint slides as a guide to or- daydream by getting yourself out of your chair, gently
xxxii a M e ssag e to stu d e nts
stretch your muscles, take a quick walk around the room, the margins of the text to help ensure you learn the main
and then return to studying. points and ideas as you make your way through the text. Im-
portantly, make sure to read all the surrounding material in
How Much to Study. A convenient rule of thumb to use is the text, not just the material highlighted in the concept boxes
to study two hours a week for each hour of class time. Like in the margins. Your exams will likely test your knowledge of
most rules of thumb, you may need to adjust it according to all the assigned material in the text.
the amount of work you need to complete.
Keep notes as You Read. Taking notes in your own words
Read for Understanding. Slow down the pace of your read- strengthens deeper, more durable learning. Avoid underlining
ing so that you can pay close attention to the material you are or highlighting whole sections of text. Let your brain—not
trying to learn. your fingers—do the work. Highlight only the important
sections of text you want to review further.
■ Stop for a moment after every paragraph and pose
questions to yourself about what you have just read. Jot Use the Running Glossary to Learn Key Terms. Key terms
down your answers to the questions you pose to yourself are highlighted (boldfaced) in the text and defined in the mar-
to reinforce this new learning. gins for easy reference. To ensure you understand the meaning
■ After reading a section of text, take a brief break and of these terms in context, see how they are used in the adja-
then review any concepts you don’t fully understand to cent paragraphs of the text.
make sure you get the main points before moving to the
next section or chapter. Yes, active reading takes more Review Your progress. Each module begins with a set of
time and effort than just skimming, but it will make the learning objectives. Jot down these objectives in a notebook
time you spend reading more productive and meaningful. or computer file and try to answer them as you read along
or when you come to the end of module. As noted earlier,
you can check your answers against the sample answers in the
Reach Out for Help. When you struggle to understand some- Recite It sections of the Module Review. Then test yourself by
thing, don’t give up out of frustration. Ask your instructor for help. taking the brief quizzes you’ll find in the Recall It sections of
the Module Reviews. If you find you are struggling with the
Form Study Groups. Reach out to other students to form quiz questions, review the corresponding sections of the text
study groups. Studying as part of a group may induce you to to strengthen your knowledge and then test yourself again.
hit the books more seriously.
Using This Textbook as a Study Tool Get the Study Edge with the
You are about to embark on a journey through the field of SQ3R+ Study Method
psychology. As with any journey, it is helpful to have mark- This text includes a built-in study system called the SQ3R+
ers or road signs to navigate your course. This text provides study method, a system designed to help students develop
a number of convenient markers to help you know where more effective study habits that expands upon the SQ3R
you’ve been and where you’re headed. Take a moment to fa- method developed by psychologist Francis P. Robinson. SQ3R
miliarize yourself with the terrain you’ll encounter in your is an acronym that stands for five key study features: survey,
journey. It centers on the unique organizational framework of question, read, recite, and review. This text adds an additional
the text—the concept-based modular format. feature, the Think About It sections of the Module Reviews,
which are the “+” in the SQ3R+ study method. Here’s how the
Use Modules to Organize Your Study Time. This text is SQ3R+ study method works:
organized in instructional units called modules to help you
structure your study time more efficiently. The modules in 1. Survey Preview each chapter before reading it.
each chapter break down the chapter into these smaller in- 2. Question Pose questions to yourself as you read the
structional units. Rather than try to digest an entire chapter text to ensure you are mastering the learning objectives.
at once, you can chew on one module at a time. Each module The learning objectives for each module test your abil-
is organized around a set of key concepts. As you make your ity to identify, define or describe, apply, and evaluate
way through a module, you will be learning a set of basic or explain your knowledge of psychology. To become a
concepts and how they relate to the theoretical and research more active learner, use the learning objectives as a set
foundations of the field of psychology. of learning goals you want to achieve as you make your
way through the chapter. Generate additional questions
Use Concept Signaling as at Tool to Learning Key Concepts. about the material you can pose to yourself to further
Key concepts in each module are highlighted or signaled in assess your knowledge of the material.
a M e ssag e to stu d e nts xxxiii
3. Read Read the module to master the learning objectives 6. Think About It The Think About It feature in the
as well as to grasp key concepts and related information. Module Review poses thought-provoking questions that
To strengthen your understanding of text material, you encourage you to apply critical thinking skills and to
may find it helpful to read each module a second or third reflect on how the material relates to your own experi-
time before an exam. ences. Thinking more deeply about these concepts and
4. Recite When you reach the end of the module, gauge relating them to your life experiences helps strengthen
how well you understand the material by using the Mod- new learning.
ule Review section to evaluate your progress. Remem- I hope this guide to college success will help you succeed
ber to recite your knowledge of the learning objectives not only in this course but in your other courses as well. I
before looking at the sample answers in the text. Hearing also hope you enjoy your journey through psychology. I began
yourself speak the answers enhances retention of newly my own journey through psychology in my freshman year in
learned information. college and have continued along this path with a sense of
5. Review Establish a study schedule for reviewing text wonder and joy ever since.
material on a regular basis. Test yourself each time you Please email your comments, questions, or suggestions to
review or reread the material to boost long-term reten- me at [email protected].
tion. Use the brief quiz in the Recall It section of the
Module Review to test your knowledge. Jeff Nevid
New York, NY
LeArnIng
ng Objec tIves
t ves
After studying this chapter, you will be able to . . .
1 Define psychology and explain why psychol-
ogy is a science.
2 Identify early schools of psychology and the

important contributors to these schools, and
describe the major concepts associated with
each school.
3 Identify the major contemporary perspec-

tives in psychology and describe each
perspective.
4 Identify specialty areas or subfields of psy-

chology and emerging specialty areas.
5 Describe ethnic and gender characteristics

of psychologists today and the changes that
have occurred over time.
6 Identify the steps in the scientific method.

7 Identify research methods that psychologists
use.
8 Describe the ethical standards that govern

research in psychology.
9 Apply critical thinking skills to evaluate

claims made by others as well as online
sources.
Yuriy Rudyy/Shutterstock.com
PrevII ew
Prev
Module 1.1 Foundations of Modern Psychology
Module 1.2 Psychologists: Who They Are and What They Do
Module 1.3 Research Methods in Psychology
The Science
of Psychology 1
You. Me. Us.
T
his may be your first course in psychology, but it is probably not Did you know that...
your first encounter with many of the topics psychologists study. ■ One of the founders of modern
Your earliest exposure to the subject matter of psychology probably psychology was such a poor student
began many years ago. Perhaps your first encounter with psychology came he was actually left back a grade in
as you first wondered about why people do what they do or how their per- school? (p. 5)
sonalities differ. Perhaps you wondered why your third-grade classmate just ■ A movement that once dominated
couldn’t seem to sit still and often disrupted the class. Or perhaps you were psychology believed that psychologists
curious about how people relate to each other and how they influence each should turn away from the study of the
other’s behavior. Or maybe you wondered mostly about yourself, about mind? (p. 6)
who you are and why you do the things you do. Perhaps one of the reasons
■ A major school of psychology was
you are taking this course is to learn more about yourself.
inspired by the view from a train? (p. 7)
Psychologists study behavior in all its forms. One way of thinking
about psychology is to understand that it involves the study of you (the be- ■ The school of psychology originated by
Sigmund Freud holds that we are gener-
havior of other people), me (one’s own behavior), and us (how our behav-
ally unaware of our true motives? (p. 8)
ior is affected by groups and social influences). Psychologists are interested
in studying behavior in nonhuman species as well. Studies of behavior of ■ People tend to post gloomier Facebook
other animals can shed light on basic principles of behavior and may help postings when it’s raining outside than
inform our understanding of our own behavior as well. on sunny days? (p. 17)
You may find answers to many of the questions you have about your- ■ The popularity of women’s names
self and others in this introductory course in psychology. But you will influences how other people judge
probably not find all the answers you are seeking. There is still so much we their physical attractiveness? (p. 27)
do not understand, so much that remains to be explored. This text, like the ■ Pain patients reported a reduction
field of psychology itself, is really about the process of exploration—the in pain after they received a placebo
quest for knowledge about behavior and mental processes. (“sugar pill”), even though they were
As with any scientific discipline, psychology requires that opinions, told it was a placebo? (p. 28)
assumptions, beliefs, and theories about the subject matter it studies be
tested and scrutinized in the light of the available evidence. Psychologists
seek answers to the questions they and others pose about human nature
by using scientific methods of inquiry. Like other scientists, psychologists
are professional skeptics. They have confidence only in theories that can
be tied to observable evidence. As in all branches of science, investigators
in the field of psychology gather evidence to test their theories, beliefs, and
assumptions.
Before we go further with our exploration of psychology, let us de-
fine what we mean by the term psychology. Though many definitions of
psychology have been proposed, the one most widely used today defines
psychology as the science of behavior and mental processes. But what do
these terms mean—behavior and mental processes?
Broadly speaking, anything an organism does is a form of behavior.
Sitting in a chair is a form of behavior. Reading, studying, and watching
TV are forms of behavior. Making yourself a sandwich and talking on the
phone are forms of behavior. Smiling, dancing, and raising your arm are
4 Chapter 1 t h e s c i e n c e o f p s yc h o lo g y
also behaviors. Even thinking and dreaming are forms of behavior. Increasingly,
people are interacting online, especially on social networking sites like Facebook.
Online interactions are a form of social behavior and an area of increasing interest
among psychologists and other social scientists.
Young people today are “digital natives” who have never known a time be-
fore the personal computer, the Web, or cell phones. They are an Internet surfing,
iPoding, texting, Googling, Facebooking, and IMing generation (Nevid, 2011).
Psychological attachment to cell phones is so strong that students in a recent
laboratory study reported higher levels of anxiety and performed more poorly on
a puzzle-solving task when they were physically separated from their cell phones
than when their phones were in their possession (Clayton, Leshner, & Almond,
2015). Through the course of our study of psychology, we will examine what psy-
chologists have learned about the psychological effects of electronic technology and
social networking.
Mental processes are private experiences that constitute our inner lives. These
private experiences include thoughts, feelings, dreams and daydreams, sensations,
perceptions, and beliefs that others cannot directly observe or experience. Among
the challenges psychologists face is finding ways of making such inner experiences
available to scientific study.
Before we begin exploring how psychologists study behavior and mental pro-
cesses, let us take the story of psychology back to its origins to see how it devel-
oped as a scientific discipline and where it stands today.
M ODULe 1.1 Foundations of Modern

Psychology
1 Define psychology and explain why psychology is a science.
2 Identify early schools of psychology and the important contributors to these schools,
and describe the major concepts associated with each school.
3 Identify the major contemporary perspectives in psychology and describe each
perspective.
ConCept 1.1 This first module in the text sets the stage for our study of psychology. It describes
Psychology is the scientific discipline that the development of psychology as a scientific discipline. How did psychology
studies behavior and mental processes. develop? What were the important influences that shaped its development as a
scientific discipline? Here we address those questions by recounting a brief history
ConCept 1.2 of psychology. Let us begin by noting that although psychology is still a young
Although psychology is a relatively young science, its origins can be traced back to ancient times.
science, interest in understanding the
nature of mind and behavior can be traced
back to ancient times.
Origins of Psychology
The story of psychology has no clear beginning. We cannot mark its birth on any
calendar. We can speculate that the story very likely began when early humans de-
veloped the capacity to reflect on human nature. Perhaps they were curious, as many
of us are today, about what makes people tick. But what they may have thought or
said about the nature of human beings remains unknown, as no record exists of their
musings.
M O D U L e 1.1 5
The word psychology is derived from two Greek roots: psyche, meaning “mind,”
and logos, meaning “study” or “knowledge.” So it is not surprising that serious in-
quiries into psychology can be traced back to ancient Greece, when philosophers
began to record their thoughts about the nature of mind and behavior. Psychology
remained largely an interest of philosophers, theologians, and writers for several
thousand years. It did not begin to emerge as a scientific discipline until the late
nineteenth century.
The founding of psychology as an experimental science is generally credited to a
German scientist, Wilhelm Wundt (1832–1920) (Lamiell, 2013). Wundt (pronounced
David Young-Wolff/PhotoEdit
Voont) is deserving of the credit because in 1879 in the city of Leipzig, Germany, he
established the world’s first scientific laboratory dedicated to the study of psychol-
ogy. With the founding of Wundt’s laboratory, psychology made the transition from
philosophy to science (Benjamin, 2000).
Wundt was in some respects an unlikely candidate to found a new science. As a
boy, he was a poor student and was even required to repeat a grade. The problem Psychologists study what we do and
for young Wundt was that he tended to daydream in class. He would often be found what we think, feel, dream, sense, and
sitting with an open book in his hand, staring off into space rather than reading his perceive. They use scientific methods to
assigned text (a practice this author hopes you don’t emulate too closely when you guide their investigations of behavior
open your psychology text). But he persevered, eventually graduating from medi- and mental processes.
cal school and, from there, launched a successful research career as a physiologist.
Later, he would apply his scientific training to his true passion, the understanding of
conscious experience. In establishing the first psychology laboratory, the man who
had once been left back in school because he was so absorbed in his own thoughts
became the first scientist of the mind.
Like any scientific discipline, the field of psychology is an unfolding story of ex-
ploration and discovery. In this text, you will encounter many of the explorers and
discoverers who have shaped the continuing story of psychology. The bridge from
ancient thought to the present starts with Wundt; there, we encounter his disciple
Edward Titchener and structuralism, the school of thought with which both men
were associated. (See ■ Figure 1.1 for a timeline of the early days of psychology.)
Nicku/Shutterstock.com
wilhelm wundt, edward titchener, and structuralism
Wilhelm Wundt was interested in studying mental experiences. He used a method
called introspection, which is an attempt to directly study consciousness by having Wilhelm Wundt.
people report on what they are consciously experiencing (Leahey, 2014). For exam-
ple, he would present subjects with an object, such as a piece of fruit, and ask them
to describe their impressions or perceptions of the object in terms of its shape, color,
ConCept 1.3
or texture and how the object felt when touched. Or subjects might be asked to sniff
Structuralism, the early school of
a scent and describe the sensations or feelings the scent evoked in them. In this way, psychology associated with Wundt and
Wundt and his students sought to break down mental experiences into their com- Titchener, used introspection as a method
ponent parts, including sensations, perceptions, and feelings, and then discover the of revealing the fundamental structures
rules that determine how these elements come together to produce the full range of of mental experience in the form of
conscious experiences. sensations, perceptions, and feelings.
Edward Titchener (1867–1927), an Englishman who was a disciple of Wundt,
brought Wundt’s teachings and methods of introspection to the United States and
other English-speaking countries. The school of psychology identified with Wundt
and Titchener became known as structuralism, an approach that attempted to define psychology The science of behavior and
mental processes.
the structure of the mind by breaking down mental experiences into their compo-
nent parts. introspection Inward focusing on mental
The first American to work in Wundt’s experimental laboratory was the psy- experiences, such as sensations or feelings.
chologist G. Stanley Hall (1844–1924) (Johnson, 2000). In 1892, Hall founded the structuralism The school of psychology
American Psychological Association (APA), now the largest organization of psychol- that attempts to understand the structure
ogists in the United States, and he served as its first president. Nine years earlier, in of the mind by breaking it down into its
1883, he had established the first psychology laboratory in the United States, which component parts.
1860 Gustav Fechner publishes Elements of Psychophysics was housed at Johns Hopkins University (Benjamin,
2000). Although Hall played a pivotal role in the early
1875 William James gives first psychology lecture at Harvard days of psychology in the United States, Harvard psychol-
1878 G. Stanley Hall receives first Ph.D. in psychology in the U.S. ogist William James is generally recognized as the father
of American psychology.
1879 Wilhelm Wundt establishes first psychology laboratory
1883 First American psychology laboratory established at Johns
Hopkins University by G. Stanley Hall william james and Functionalism
1887 G. Stanley Hall initiates the American JOURNAL of Psychology William James (1842–1910) was trained as a medical doc-
tor but made important contributions to both psychology
1889 James Mark Baldwin establishes first Canadian psychology and philosophy. Although he too used introspection, he
laboratory at University of Toronto
shifted the focus to the functions of behavior.
1890 James writes first psychology text, Principles of Psychology James founded functionalism, the school of psychol-
1892 American Psychological Association (APA) formed; G. Stanley ogy that focused on how behavior helps individuals
Hall first president adapt to demands placed upon them in the environ-
ment. Whereas structuralists were concerned with under-
1894 Margaret Floy Washburn is first woman to receive a Ph.D. in
psychology standing the structure of the human mind, functionalists
were concerned with the functions of mental processes
1895 Sigmund Freud publishes first work on psychology (Willingham, 2007). Unlike the structuralists, James did
1896 Lightner Witmer establishes the first psychology clinic in the U.S. not believe that conscious experience can be parceled into
discrete elements. To James, consciousness is not like a
1900 Freud publishes The Interpretation of Dreams
jigsaw puzzle that can be pieced together from its com-
1905 Two Frenchmen, Alfred Binet and Théodore Simon, announce ponent parts.
development of the first intelligence test, which they describe Functionalists examined the roles or functions of
as “a measuring scale of intelligence”
mental processes—why we do what we do. For example,
Mary Whiton Calkins becomes first woman president of APA
James believed we develop habits, such as the character-
1908 Ivan Pavlov’s work on conditioning first appears in an istic ways in which we use a fork or a spoon, because
American scientific journal they enable us to perform more effectively in meeting the
1910 Max Wertheimer and colleagues begin research on Gestalt many demands we face in daily life.
psychology
1913 Watson publishes the behaviorist manifesto, Psychology as
the Behaviorist Views It
john watson and behaviorism
In the early 1900s, a new force in psychology gathered
1920 Francis Sumner is first African American to receive a Ph.D. in
psychology in the U.S. momentum called behaviorism. Its credo was that psy-
Henry Alston is first African American to publish his research chology should limit itself to the study of overt behavior
findings in a major psychology journal in the U.S. that observers could record and measure. The founder
of behaviorism was the American psychologist John
FIgUre 1.1 timeline of the early Broadus Watson (1878–1958). Watson reasoned that be-
Days of Psychology cause you can never observe another person’s mental processes, psychology would
never advance as a science unless it eliminated mentalistic concepts like mind, con-
sciousness, thinking, and feeling. He rejected introspection as a method of scientific
inquiry and proposed that psychology should become a science of behavior, not of
ConCept 1.4 mental processes (Tweney & Budzynski, 2000). In this respect, he shared with the
William James, the founder of functional- ancient Greek philosopher Aristotle the belief that science should rely on observable
ism, believed that psychology should focus events. The problem with introspectionism is that there is no way to directly observe
on how our behavior and mental processes a person’s mental experiences or know how one person’s feelings or sensations com-
help us adapt to the demands we face in pare to another’s.
the world. Watson believed that the environment molds the behavior of humans and other
animals. He even boasted that if he were given control over the lives of infants, he
ConCept 1.5 could determine the kinds of adults they would become:
Behaviorism was based on the belief that
psychology would advance as a science Give me a dozen healthy infants, well-formed, and my own specified world to bring them
only if it turned away from the study of up in and I’ll guarantee to take any one at random and train him to become any type of
mental processes and limited itself to the specialist I might suggest—doctor, lawyer, merchant-chief and, yes, even beggar-man and
study of observable behaviors that could thief, regardless of his talents, penchants, tendencies, abilities, vocations, and the race of
be recorded and measured. his ancestors. (Watson, 1924, p. 82)
M O D U L e 1.1 7
No one, of course, took up Wat-

son’s challenge, so we never will know
how “a dozen healthy infants” would
have fared under his direction. Psy-
chologists today, however, believe that
human development is much more
complex than Watson thought. Few
JP Laffont/Sygma/Corbis
would believe that Watson could have
succeeded in meeting the challenge he
posed.
Nonetheless, by the 1920s, behav-
iorism had become the main school of
By reinforcing specific responses, we can teach a raccoon to shoot a basketball and a fish
psychology in the United States, and it to peck at a particular shape. Still, the three-point shot might be beyond the raccoon’s
remained the dominant force in Amer- range.
ican psychology for several genera-
Source: Courtesy of Ulrike Siebeck, reproduced with permission of the Journal of Experimental Biology. U. E. Siebeck, L. Litherland
tions. Its popularity owed a great deal and G. M. Wallis, JEB 212, 2113–2119 (2009). http://jeb.biologists.org/cgi/content/full/212/13/2113
to the work of the Harvard University
psychologist B. F. Skinner (1904–1990). Skinner studied how behavior is shaped by
rewards and punishments, the environmental consequences that follow specific re-
sponses. Skinner showed he could train animals to perform simple behaviors by re-
warding particular responses. A rat could learn to press a bar and a pigeon to peck
a button if they were rewarded for these responses by receiving pellets of food. Skin-
ner also showed how more complex behaviors could be learned and maintained by
manipulation of rewards, which he called reinforcers. In some of his more colorful
demonstrations of the use of reinforcement, he trained a pigeon to play a tune on a
toy piano, and a pair of pigeons to play a type of ping-pong in which the birds rolled a
ball back and forth between them. These methods can even be used to teach a raccoon
to shoot a basketball and to train fish to tap a particular target shape (Carroll, 2009).
Although Skinner studied mainly pigeons and rats, he believed that the same
principles of learning he observed in laboratory animals could be applied to humans
as well. He argued that human behavior is as much a product of environmental con-
sequences as the behavior of other animals. Everything we do, from saying “excuse
me” when we sneeze, to attending class, to reading a book, represents responses
learned through reinforcement, even though we cannot expect to recall the many
reinforcement occasions involved in acquiring and maintaining these behaviors.
Max wertheimer and gestalt Psychology

In 1910, at about the time John Watson was appealing to psychologists to abandon
the study of the mind, a young German psychologist, Max Wertheimer (1880–1943),
was traveling by train through central Germany on vacation (Hunt, 1993). What he
saw looking through the window of the train would lead him to found a new move-
ment in psychology, which he called Gestalt psychology, the school of psychology that
studies ways in which the brain organizes and structures our perceptions of the world.
What had captured Wertheimer’s attention was the illusion that objects in the functionalism The school of psychology
distance—telegraph poles, houses, and hilltops—appeared to be moving along with that focuses on the adaptive functions of
the train, even though they were obviously standing still. Wertheimer was intrigued behavior.
to find out why the phenomenon occurred. He believed the illusion was not a behaviorism The school of psychology
trick of the eye but reflected higher-level processes in the brain that created a false that holds that psychology should limit
perception of movement. He promptly canceled his vacation and headed back to itself to the study of overt, observable
his laboratory to begin studying this phenomenon. The experiments he conducted behavior.
with two assistants, Wolfgang Köhler (1887–1967) and Kurt Koffka (1886–1941), gestalt psychology The school of
led to major discoveries about the nature of perception—the processes by which psychology that holds that the brain
we organize sense impressions and form meaningful representations of the world structures our perceptions of the world in
around us. terms of meaningful patterns or wholes.
The Gestalt psychologists rejected the structuralist belief that mental experience
could be understood by breaking it down into its component parts. The German
word gestalt can be roughly translated as “unitary form” or “pattern.” Gestalt psy-
chologists believe the brain organizes our perceptions of the world by grouping ele-
ments together into unified or organized wholes, rather than as individual bits and
pieces of sense experience (Sayim, Westheimer, & Herzog, 2010). The well-known
Gestalt maxim that the “whole is greater than the sum of the parts” expresses this
FIgUre 1.2 what Is this? core belief. You perceive the dots in ■ Figure 1.2 not as a formless array of individ-
ual dots but as a representation of an arrow. When you see a large number of black
objects flying overhead, you instantly recognize them as a flock of birds flying in
ConCept 1.6 formation. In other words, your brain interprets what your eyes see as organized
Gestalt psychology was based on the patterns or wholes.
principle that the human brain organizes
our perceptions of the world, so that we
perceive organized patterns or wholes,
sigmund Freud and Psychoanalysis
not individual bits and pieces of sense Around the time that behaviorism and Gestalt psychology were establishing a foot-
experiences added together. hold in organized psychology, a very different model of psychology was emerging. It
was based on the writings of an Austrian physician named Sigmund Freud (1856–
CONCEPT LINK 1939). Freud’s psychology focused not only on the mind, but also on a region of
Although the influences of Gestalt the mind that lay beyond the reach of ordinary consciousness—a region he called
psychology extend to many areas of the unconscious. Freud conceived of the unconscious as the repository of primitive
psychology, it is best known for its sexual and aggressive drives or instincts and of the wishes, impulses, and urges that
contributions to the study of perception. arise from those drives or instincts (Kihlstrom, 2015). He believed that the motives
See Module 3.5. underlying our behavior involve sexual and aggressive impulses that lie in the murky
depths of the unconscious, hidden away from our ordinary awareness of ourselves.
In other words, we may do or say things without understanding the true motives that
ConCept 1.7
prompted these behaviors.
According to Freud, much of our behavior
is determined by unconscious forces
Freud also believed that early childhood experiences play a determining role in
and motives that lie beyond the reach of shaping our personalities and behavior, including abnormal behaviors like excessive
ordinary awareness. fears or phobias. He held that abnormal behavior patterns are rooted in unconscious
conflicts originating in childhood. These conflicts involve a dynamic struggle within
CONCEPT LINK the unconscious mind between unacceptable sexual or aggressive impulses striving
Freud’s model of therapy, called for expression and opposing mental forces seeking to keep this threatening material
psychoanalysis, is based on the belief out of conscious awareness. Thus, Freud’s view of psychology, and that of his follow-
that therapeutic change comes from ers, is often called the psychodynamic perspective.
uncovering and working through Unlike Wundt, James, and Watson, Freud was a therapist, and his main aim was
unconscious conflicts within the to help people overcome psychological problems. He developed a form of psycho-
personality. See Module 14.1. therapy or “talk therapy” that he called psychoanalysis (discussed in Chapter 14).
Psychoanalysis is a type of mental detective work. It incorporates methods, such as
analysis of dreams and of “slips of the tongue,” that Freud believed could be used
ConCept 1.8 to gain insight into the nature of the underlying motives and conflicts of which his
Although some early schools of psychology
patients were unaware. Freud maintained that once these unconscious conflicts were
have essentially disappeared, contemporary
perspectives in the field, including the brought into the light of conscious awareness, they could be successfully resolved, or
behavioral, psychodynamic, humanistic, “worked through,” during the course of therapy.
physiological, cognitive, and sociocultural
perspectives, continue to evolve and to
shape our understandings of behavior.
contemporary Perspectives in Psychology
What do we find when we look over the landscape of psychology today? For one
gestalt A German word meaning “unitary thing, we find a discipline that owes a great debt to its founders but is constantly re-
form” or “pattern.” inventing itself to meet new challenges. Not all schools of thought have survived the
unconscious In Freudian theory, the part test of time. Structuralism, for one, has essentially disappeared from the landscape;
of the mind that lies outside the range others maintain small groups of devoted followers who remain true to the original
of ordinary awareness and that contains precepts. But by and large, the early schools of psychology—functionalism, behav-
primitive drives and instincts. iorism, Gestalt psychology, and psychoanalysis—have continued to evolve or have
M O D U L e 1.1 9
been consolidated within broader perspectives. Today, the landscape of psychology ConCept 1.9
can be divided into six major perspectives: the behavioral, psychodynamic, human- Many psychologists today subscribe to a
istic, physiological, cognitive, and sociocultural. broad learning-based perspective, called
social-cognitive theory, that emphasizes
the environmental and cognitive
the behavioral Perspective influences on behavior.
The linchpin of the behavioral perspective is behaviorism, the belief that environmen-
tal influences determine behavior and that psychology should restrict itself to the CONCEPT LINK
study of observable behavior. However, many psychologists believe that traditional Social-cognitive theorists believe
behaviorism is too simplistic or limited to explain complex human behavior. Though that personality comprises not only
traditional behaviorism continues to influence modern psychology, it is no longer the learned behavior but also ways in which
individuals think about themselves and
dominant force it was during its heyday in the early to mid-1900s.
the world around them. See Module 11.3.
Many psychologists today adopt a broader, learning-based perspective called
social-cognitive theory (formerly called social-learning theory). This perspective orig-
inated in the 1960s with a group of learning theorists who broke away from tradi- ConCept 1.10
tional behaviorism (see Chapter 11). They believed that behavior is shaped not only The psychodynamic perspective focuses
by environmental factors, such as rewards and punishments, but also by cognitive on the role of unconscious motivation
factors, such as the value placed on different objects or goals (for example, getting (inner wishes and impulses of which we are
good grades) and expectancies about the outcomes of behavior (“If I do X, then Y will unaware) and the importance of childhood
follow.”). Social-cognitive theorists challenged their fellow psychologists to find ways experiences in shaping personality.
to study these mental processes rather than casting them aside as unscientific, as tradi-
tional behaviorists would. Traditional behaviorists may not deny that thinking occurs,
but they do believe that mental processes lie outside the range of scientific study.
The behavioral perspective led to the development of a major school of therapy,
behavior therapy. Behavior therapy involves the systematic application of learning
principles that are grounded in the behaviorist tradition of Watson and Skinner.
Whereas psychoanalysts are concerned with the workings of the unconscious mind,
behavior therapists help people acquire more adaptive behaviors to overcome psy-
chological problems such as fears and social inhibitions. Today, many behavior ther-
psychodynamic perspective The view
apists subscribe to a broader therapeutic approach, called cognitive-behavioral ther- that behavior is influenced by the struggle
apy, which incorporates techniques for changing maladaptive thoughts as well as between unconscious sexual or aggressive
overt behaviors (see Chapter 14). impulses and opposing forces that try
to keep this threatening material out of
consciousness.
the Psychodynamic Perspective
psychoanalysis Freud’s method of
The psychodynamic perspective remains a vibrant force in psychology. Like other
psychotherapy; it focuses on uncovering
contemporary perspectives in psychology, it continues to evolve. As we’ll see in
and working through unconscious
Chapter 11, “neo-Freudians” (psychodynamic theorists who have followed in the conflicts he believed were at the root of
Freudian tradition) tend to place less emphasis on basic drives like sex and aggres- psychological problems.
sion than Freud did and more emphasis on processes of self-awareness, self-direction,
behavioral perspective An approach
and conscious choice.
to the study of psychology that focuses
The influence of psychodynamic theory extends well beyond the field of psy-
on the role of learning and importance of
chology. Its focus on our inner lives—our fantasies, wishes, dreams, and hidden environmental influences in explaining
motives—has had a profound impact on popular literature, art, and culture. Beliefs behavior.
that psychological problems may be rooted in childhood and that people may not
social-cognitive theory A contemporary
be consciously aware of their deeper motives and wishes continue to be widely en-
learning-based model that emphasizes
dorsed, even by people not formally schooled in Freudian psychology.
the roles of cognitive and environmental
factors in determining behavior.
the Humanistic Perspective: A “third Force” in Psychology behavior therapy A form of therapy that
In the 1950s, another force began to achieve prominence in psychology. Known as involves the systematic application of the
humanistic psychology, it was a response to the two dominant perspectives at the principles of learning.
time, behaviorism and Freudian psychology. For that reason, humanistic psychology humanistic psychology The school of
was called the “third force” in psychology. Humanistic psychologists, including the psychology that believes that free will and
Americans Abraham Maslow (1908–1970) and Carl Rogers (1902–1987), rejected conscious choice are essential aspects of
the deterministic views of behaviorism and psychodynamic psychology—beliefs that the human experience.
ConCept 1.11 human behavior is determined by the environment (in the case of behaviorism) or by
Humanistic psychology emphasizes the interplay of unconscious forces and motives lying outside the person’s awareness
personal freedom and responsibility for (in the case of Freudian psychology). Humanistic psychologists believe that free will
our actions and the value of self-awareness and conscious choice are essential aspects of the human experience.
and acceptance of our true selves. Psychologists who adopt a humanistic perspective believe that psychology should
focus on conscious experiences, even if those experiences are subjective and cannot
ConCept 1.12 be directly observed and scientifically measured. Humanistic psychologists view each
The physiological perspective examines of us as individuals who possess distinctive clusters of traits and abilities and unique
relationships between biological processes
frames of reference or perspectives on life. They emphasize the value of self-awareness
and behavior.
and of becoming an authentic person by being true to oneself (Grogan, 2013). They
ConCept 1.13 also stress the creative potentials of individuals and their ability to make choices that
Evolutionary psychology subscribes to the imbue their lives with meaning and purpose.
view that our behavior reflects inherited
predispositions or tendencies that the Physiological Perspective
increased the likelihood of survival of our
early ancestors. The physiological perspective examines relationships between biological processes and
behavior. It is identified not with any one contributor but, rather, with many psychologists
and neuroscientists who focus on the biological bases of behavior and mental processes.
Sitting atop your shoulders is a wondrous mass of tissue—your brain—that gov-
erns virtually everything you do. The brain is the center of the nervous system, an
incredibly complex living computer that allows you to sense the world around you,
to think and feel, to move through space, to regulate heartbeat and other bodily
functions, and to coordinate what you see and hear with what you do. Your nervous
system also allows you to visualize the world and imagine worlds that never were.
As we’ll find throughout this text, physiological psychology has illuminated our un-
derstanding of the biological bases of behavior and mental processes, including the
roles of heredity, hormones, and the nervous system.
Ivica Drusany/Shutterstock.com
Evolutionary psychology is a movement within modern psychology that applies prin-

ciples derived from Charles Darwin’s theory of evolution to a wide range of behavior
(Bolhuis & Wynne, 2009; Buss, 2008; Confer et al., 2010; Gallup & Frederick, 2010).
Darwin (1809–1882) believed that all life forms, including humans, evolved from ear-
lier life forms by adapting over time to the demands of their natural environments.
Evolutionary psychologists believe that behavioral tendencies or predispositions,
Evolutionary psychologists believe that such as aggressive tendencies, might be rooted in our genes, having been passed
behavioral tendencies that had survival along from generation to generation from ancestral times all the way down the ge-
value to ancestral humans, such as aggres- netic highway to us. Aggressive traits may have helped early humans survive as hunt-
siveness, may have been passed down the ers of wild game, even if they are no longer adaptive in modern society. Evolutionary
genetic highway to modern humans. Even psychologists examine behaviors in different species that may have been influenced
our penchant for aggressive sports might by evolutionary processes, including aggression, mating practices, and even altruism
reflect these genetic underpinnings. (that is, self-sacrifice of the individual for the group). But they also recognize that
environmental factors, especially cultural learning and family influences, play impor-
tant roles in determining whether behavioral tendencies or predispositions lead to
humanistic perspective An approach to actual behavior (for example, whether or not a person acts aggressively).
the study of psychology that applies the
principles of humanistic psychology. the cognitive Perspective
physiological perspective An approach Psychologists working from a cognitive perspective study mental processes, including
to the study of psychology that focuses thinking, learning, memory, use of language, and problem solving. These processes
on the relationships between biological enable people to gain knowledge about themselves and the world around them. The
processes and behavior. word cognitive comes from the Latin word cognitio, meaning “knowledge.”
evolutionary psychology A branch of Cognitive psychologists make no apology for studying mental experience; they
psychology that focuses on the role of believe the methods they use to study thinking or cognition are well grounded in the
evolutionary processes in shaping behavior. scientific tradition. After all, no one has ever observed subatomic particles such as
cognitive perspective An approach to the protons and neutrons, but that hasn’t prevented physicists from conducting scientific
study of psychology that focuses on the studies that attempt to investigate their properties. Chapter 7 examines the intrigu-
processes by which we acquire knowledge. ing research findings reported by cognitive psychologists.
M O D U L e 1.1 11
the sociocultural Perspective

Psychologists who adopt a sociocultural perspective examine how behavior and at-
titudes are shaped by social and cultural influences to which people are exposed.
They focus on the influence of such factors as age, ethnicity, gender, sexual orien-
tation, lifestyle, income level, disability status, and exposure to discrimination and
prejudice.
The study of sociocultural factors in shaping behavior is especially relevant today
because of the increasing diversity of American society. Ethnic minority groups now
represent about one-third of the U.S. population, but are expected to grow to nearly
half the population by the year 2050. The two fastest growing population groups
CSL, CartoonStock Ltd

in the United States are Hispanics (Latinos) and people with a multiracial identity,
which include such high-profile individuals as President Barack Obama, singer Nicki
Minaj, and baseball great Derek Jeter (“Hispanics to Total,” 2014; Saulny, 2011).
The sociocultural perspective poses a number of questions to which we shall re-
turn later in the text: Does susceptibility to visual illusions vary across cultures? Are
there gender differences in basic abilities in math or verbal skills? How does culture
influence concepts of the self? Are there ethnic differences in drug use patterns, and if ConCept 1.14
The cognitive perspective focuses on
so, how might we account for them? Are there racial differences in intelligence, and
understanding the mental processes by
if so, what do we make of them? What role does acculturation play in the psycho- which people gain knowledge about
logical adjustment of immigrant groups? themselves and the world around them.
Psychologists recognize that research samples need to be broadly representative of
the populations to which they wish to generalize their findings. Much of the early re- ConCept 1.15
search in psychology focused on White, middle-class samples, composed largely of male The sociocultural perspective places behavior
college students. We should not assume that findings based on narrowly defined groups within a broad social context by examining
of individuals necessarily generalize to other groups who have different life experiences. the influences of ethnicity, gender, lifestyle,
socioeconomic status, and culture.
summary of contemporary Perspectives

It’s important to realize that no one perspective is necessarily right and the others
wrong. Each major perspective in contemporary psychology focuses on different
aspects of behavior or psychological functioning. Each has something unique to
offer to our understanding of human behavior, and none offers a complete view.
Given the complexity of human behavior and experience, it is not surprising that
psychology has spawned multiple pathways for approaching its subject matter.
It is also not surprising that many psychologists today identify with an eclectic
approach to understanding human behavior—one that draws on theories and
principles representing different perspectives. We should recognize, too, that con-
© vadim kozlovsky/Shutterstock.com
temporary psychology is not divided as neatly into different schools of thought
as it seemed to be in its early days. There is considerable room for overlap among
the different perspectives.
In addition to the six major perspectives that dot the landscape of contemporary
psychology, a growing movement within psychology, called positive psychology, is
directed toward the study of positive aspects of human experience, such as love,
happiness, altruism, and hope (Donaldson, Csikszentmihalyi, & Nakamura, 2011;
Hojjat & Cramer, 2013; McNulty & Fincham, 2012). Psychologists have devoted
a great deal of attention to understanding human weaknesses and deficits, includ-
ing emotional problems, effects of traumatic stress, and problem behaviors such as
violence and drug addiction. Founded by psychologist Martin Seligman, positive sociocultural perspective An approach
psychology balances the scale by focusing on our virtues and strengths, not our to the study of psychology that
flaws (Seligman et al., 2005). Throughout the text, we discuss aspects of positive emphasizes the role of social and cultural
psychology, including love, helping behavior, optimism, successful aging, happiness, influences on behavior.
self-esteem, self-actualization, and creativity. positive psychology A contemporary
In Concept Chart 1.1, the first of many such charts in the text, you’ll find ex- movement within psychology that
amples of the kinds of general questions that psychologists from each of the major emphasizes the study of human virtues and
contemporary perspectives might ask, as well as the kinds of questions they might assets, rather than weaknesses and deficits.
pose to learn more about specific topics. These topics are introduced here to help you
distinguish among the various perspectives in contemporary psychology. They will
be discussed further in later chapters.
Concept Chart 1.1 contemporary Perspectives in Psychology: How they Differ

Questions About specific topics
Perspective general Questions Aggression Depression Obesity
How do early learning How is aggressive How is depression related How might unhealthy
experiences shape our behavior learned? How is to changes in reinforcement eating habits lead to
behavioral
behavior as adults? it rewarded or reinforced? patterns? What social skills obesity? How might we
Does exposure to are needed to establish and change those habits?
violence in the media or maintain social relationships
among one’s peers play that could serve as sources
a role? of reinforcement?
How do unresolved How is aggression related How might depression be Might obesity relate
Psychodynamic
conflicts from childhood to unconscious impulses? related to unresolved loss? to childhood conflicts
affect adult behavior? How Against whom are these Might it represent anger revolving around unresolved
can people be helped to impulses really directed? turned inward? needs for love and support?
cope with these conflicts? Might food have become a
substitute for love?
How do people pursue Might violence be related Might depression be related What sets the stage for
goals that give their lives to frustration arising to a lack of self-esteem or a obesity? Does food have a
Humanistic
a sense of meaning and when people are blocked threat to one’s self-image? special meaning for obese
purpose? from pursuing their Might it stem from a sense people? How can we help
goals? How might we turn of purposelessness or lack them find other sources of
this around to prevent of meaning in life? satisfaction?
violence?
How do biological structures What brain mechanisms How are changes in brain Is obesity inherited? What
and processes make control aggressive chemistry related to genes may be involved?
Physiological
behavior possible? What behavior? Might brain depression? What genetic How would knowledge of
roles do nature (heredity) and abnormalities explain links might there be? a genetic basis lead to new
nurture (environment) play violent behavior in some approaches to treatment
in such areas as intelligence, people? or prevention?
language development, and
aggression?
How do people solve What thoughts trigger What types of thinking How does obesity affect
problems, make decisions, aggressive responses? patterns are related to a person’s self-concept?
cognitive
and develop language? What beliefs do depression? How might they What thoughts lead to
aggressive people hold be changed to help people eating binges? How might
that might increase their overcome depression or they be changed?
potential for violence? prevent it from occurring?
How do concepts of self What social conditions Is depression linked to social Are some groups at
differ across cultures? give rise to drug use and stresses, such as poverty greater risk of obesity
How do social and cultural aggressive behavior? or unemployment? Why is than others? Do cultural
sociocultural
influences shape behavior? Does our society condone depression more common differences in dietary
or even reward certain among certain groups of patterns and customs play
forms of violence, such as people, especially women? a role?
sexual aggression against Does it have to do with their
women or spousal abuse? expected social roles?
Another random document with
no related content on Scribd:
Nicht selten wurde Percy auch durch einen Besuch von P.
Middleton beehrt.
„Nun, wie geht’s dem Schnellläufer?“ Mit dieser Frage trat er
eben wieder ein.
„O, vortrefflich! Pater. Alle Welt ist so gut und liebevoll gegen
mich. Sehen Sie nur, was für einen feinen Lehnstuhl mir der Bruder
heute gebracht hat! Ich merke, daß es fast stündlich besser wird.
Gestern konnte ich schon etwas gehen, und ich glaube, nach acht
Tagen sind meine Beine wieder gerade so gut, oder eigentlich
gerade so schlecht, wie früher.“
„Aber es wird Dir wohl oft langweilig, nicht wahr?“
„O nein, Pater! Tom kommt ja immer, um mir Stunden zu geben.
Wir haben schon viel miteinander durchgenommen, und ich weiß
alles gut. Die Pronomina, die Komparation und auch die Zahlwörter
kann ich. Tom sagte, die Pronomina seien so schwer zu verstehen.
Aber ich fand sie leicht, weil ich früher sehr viel englische Grammatik
studiert habe. Nur die Konjugation ist noch ein gutes Stück Arbeit. —
Wenn ich vom Studieren müde bin, lese ich ‚Dion und die Sibyllen‘,
das mich ganz an ‚Ben Hur‘ erinnert. Diese beiden Bücher gefallen
mir sehr.“
„Die Liebe zu guten Büchern, Percy, ist eine ungemein wertvolle
Gabe. Der Mensch ist meistens nicht besser als die Bücher, die er
liest, oder die Leute mit denen er umgeht.“
„Dasselbe habe ich schon oft von meiner Mutter gehört. Sie
sagte auch oft, von Natur seien alle Kinder gut und hätten eine
Neigung zum Edlen und Rechten. Wenn sie aber unter bösen
Leuten und Kindern lebten, oder wenn sie nachher schlechte Bücher
läsen, fingen sie an, alles von der falschen Seite anzusehen, von der
‚linken Seite‘ pflegte sie zu sagen.“
„Hätten doch alle Mütter im ganzen Lande solche Ansichten,
Percy!“
„O Pater, auf Weihnachten wird meine Mutter kommen; dann will
ich Sie ihr vorstellen. Es wird ihr große Freude machen, Sie kennen
zu lernen.“
„Meinst Du?“
„O sicher. Ich wollte meine Schwestern kämen alle mit. Dann
könnten Sie die auch sehen. Die sind alle so gut und lieb, aber doch
nicht liebevoller, als Sie, Pater, gegen mich gewesen sind.“
„Gute Nacht, Percy! Weil ich an Komplimente nicht gewöhnt bin,
so ziehe ich es vor, mich jetzt aus dem Staube zu machen. Wenn Du
aber für mich beten willst, so ist mir das sehr angenehm.“
„O, das thue ich schon längst, Pater. Ich bete jeden Tag für Sie,
und alle meine Schwestern müssen mir dabei helfen; die können viel
besser beten als ich.“
„Sehr gut, Percy! Gute Nacht!“
Voll Verwunderung über die herzliche, ungekünstelte Einfalt
dieser Worte zog sich P. Middleton zurück.
20. Kapitel.
Noch im Krankenzimmer.
ercys Befinden hatte solche Fortschritte gemacht, daß man
ihn im Grunde als wiederhergestellt betrachten konnte. Nur
der Vorsicht halber wurde er noch ein paar Tage
zurückbehalten.
Auch diese Zeit verstrich, und Tom Playfair trat ein, um seine
letzte Privatstunde zu geben. Er fand Percy beschäftigt mit dem
Lesen eines Briefes.
„Ah, Tom, Du kommst gerade recht. Ich habe einen schönen
Gruß an Dich auszurichten.“
„Du? an mich einen Gruß? Von wem denn?“
„Von meiner Schwester Maria. Hör’ nur, was sie schreibt: ‚Sage
Deinem herrlichen Freunde Tom Playfair, daß wir alle voll
Dankbarkeit gegen ihn sind, weil er unserm Bruder so viel Güte und
Liebe erwiesen hat. Wenn Gebete und Segenswünsche ihm nützen
können, so soll es daran nicht fehlen.‘ — Und hier ist noch etwas für
Dich, Tom.“
Er überreichte Tom ein feines, kostbares Bildchen, eine
Darstellung der Mutter Gottes.
„Das ist ein Geschenk von Minchen.“
„Minchen?“
„Ja, das ist die jüngste, erst sechs Jahre alt. Sie bittet Maria, mir
zu schreiben, daß niemand Tom Playfair lieber hat als sie, höchstens
etwa Maria; und selbst diese Ausnahme ist ihr noch zweifelhaft.
Wenn sie nächstens wieder zu wenig Zucker erhält, will sie
weglaufen und es Tom Playfair erzählen. Sie hat immer so drollige
Einfälle, Tom! Zuweilen hält sie förmliche Reden. Für sechs Jahre ist
sie merkwürdig gescheit.“
„Wenn schon das kleine Ding Reden hält,“ dachte Tom, „wie
gescheit müssen dann erst die übrigen sein! Sollte je eine sich hier
blicken lassen, dann mache ich mich schleunigst davon.“
„Ich habe noch einen andern schönen Brief,“ fuhr Percy fort.
„Von welcher Schwester?“
„Von keiner Schwester; von Prescott. Er entschuldigt sich, daß er
mir nicht eher schrieb. Allein er habe bis jetzt seine Hand nicht
gebrauchen können. Doch seien seine Füße gerettet und auch sonst
habe der Arzt keine Besorgnis mehr.“
„Eine sehr angenehme Nachricht, Percy. Aber der arme Kerl muß
jetzt sehen, wie er sein ganzes Leben lang mit zwei Fingern weniger
auskommt. Was schreibt er sonst?“
„Er bittet mich um Verzeihung und wünscht sehr, daß ich für ihn
bete.“
„Das kommt ihm von Herzen. Mir hat er nämlich auch
geschrieben. Ich erhielt den Brief gestern beim Abendessen. Er
richtet an mich dieselbe Bitte, und durch mich an Quip, aber in einer
solchen Weise, daß ich beim Lesen rot wurde und den Brief nachher
gleich zerriß.“
„So?“
„Jawohl. Es stand noch darin, er nehme jetzt Privatunterricht, um
auf Ostern wieder eine Schule besuchen zu können. Die gründliche
Lektion, die er erhalten, hat ihn doch zur Vernunft gebracht.“
„‚So hart war Gott, um gütig sein zu können,‘“ warf Percy ein.
„Woher mag er nur diese Sprüche haben?“ dachte Tom, und fuhr
dann laut fort:
„Percy, Du hast etwas an Dir, das mich oft wunder nimmt.“
„Wirklich? Das ist mir neu. In der letzten Zeit habe ich Dich nie
mehr erstaunt gesehen, ich mochte thun und sagen, was ich wollte.
Ich dachte, Du hättest Dich ganz an mich gewöhnt.“
„In manchen Punkten ist dem auch so. Aber eines kann ich mir
noch nicht erklären. Wenn sonst neue Zöglinge in diese Anstalt
kommen, so überfällt sie fast immer in den ersten Tagen Heimweh,
das oft ganz schrecklich ist und ihnen alle Heiterkeit nimmt. Bei Dir
dagegen habe ich so etwas fast gar nicht bemerkt.“
„Das ist auch wirklich merkwürdig, Tom. Als ich von meinen
Verwandten Abschied nahm, hatte ich vor dem Heimweh große
Furcht; aber es ist nicht gekommen. Einige Umstände machen das
jedoch begreiflich. Zunächst wurde ich gleich mit sehr braven,
teilnahmsvollen Zöglingen bekannt, die mich so brüderlich
behandelten, daß ich mich oft vor mir selber schämte; so etwas hatte
ich nicht verdient. Dann kamen die vielen Spiele, dann das Fischen
und Schwimmen —“
„Und Klettern,“ warf Tom ein.
Percy lachte.
„Das war alles für mich eine ganz neue Welt. Es war so schön
und gefiel mir so, daß ich fürs Heimweh keine rechte Zeit hatte.“
„Jawohl,“ fuhr Tom fort. „Das konnte ausreichen, solange Du
gesund und wohl warest. Aber hier in der Infirmerie hörte die
angenehme Abwechselung auf. Ich dachte, Du bekämest sicher
Heimweh, aber ich habe Dich niemals betrübt gesehen.“
„O, ich habe ja immer studiert und gelesen. Während man
lateinische Grammatik treibt, kann man doch kein Heimweh haben!“
Tom erwiderte nichts, aber er schien zu fühlen, daß Percys stete
Heiterkeit hiermit nicht genügend erklärt sei. Percy bemerkte das
und sprach nach kurzer Überlegung:
„Nun ja, Tom, Dir will ich es ganz erzählen. Ich habe einen
Freund, der mich nie verläßt, und mit dem ich spreche, so oft mich
Traurigkeit anwandelt. Sieh’, hier ist sein Bild!“
Er zog eine kleine, reich verzierte Kapsel hervor und enthüllte vor
Toms Augen ein anmutiges Herz-Jesu-Bildchen.
Toms Antlitz drückte die unverkennbarste Freude aus.
„Das ist ein herrlicher Gedanke!“ rief er.
„Nicht wahr? Ich habe mehr als einmal erfahren, wie ein paar
Worte mit dem Herzen Jesu mir wieder Freude und Mut einflößten.“
„Ich selbst mache es übrigens ähnlich,“ entgegnete Tom und zog
ein ziemlich abgenutztes Skapulier des göttlichen Herzens aus der
Tasche. „Es ist nicht viel daran zu sehen. Aber wenn ich ärgerlich
oder brummig werden will, oder wenn beim Studieren die Ermüdung
kommt, so greife ich in die Tasche und erfasse es. Das bringt mich
regelmäßig wieder in Ordnung. — Was nun unsere Stunden angeht,“
fuhr Tom fort, „so haben wir jetzt das meiste durch, das Du wissen
mußt, und werden heute gut fertig. Den Rest kannst Du
Schlauberger ganz gut neben der Klasse nachstudieren.“
„Du scherzest, Tom. Aber ich bin wirklich ganz zufrieden, daß ich
diese Zeit fürs Latein frei bekommen habe. Seit ich etwas mehr
davon weiß, bekomme ich Lust daran. In den andern Fächern habe
ich doch nichts verloren.“
„Morgen kommst Du also wieder heraus. Wir spielen jetzt
Fußball; das ist das rechte Spiel für den Winter.“
„Ah, das ist wohl das Spiel, bei dem man einen so großen, dicken
Ball braucht, der dann so hoch durch die Luft fliegt, nicht wahr?“
„Freilich. Die Regeln lernst Du bald.“
„Das muß lustig sein!“
Acht Tage später langte für Tom ein kleines Packetchen an. Es
enthielt in einer zierlichen Kapsel ein Herz-Jesu-Bildchen, genau so,
wie dasjenige Percys. Ein beiliegender Zettel enthielt die Worte:
Gruß von Maria Wynn.
21. Kapitel.
Fußball.
m folgenden Morgen ging also Percy, und zwar mit
kurzgestutztem Haar, zum erstenmale wieder in den Hof. Ein
wahrer Sturm der Freude erhob sich. Alles scharte sich um
ihn und drängte sich in seine Nähe, um ihm die Hand zu schütteln.
Die Ehre, die ihm in solcher Fülle zu teil wurde, und zugleich die
Furcht, er möchte ohne sein langes Haar doch vielleicht sonderbar
aussehen, machten ihn so verlegen und verwirrt, daß er gar nicht
wußte, was anfangen. Johann Donnel bemerkte dieses peinliche
Gefühl, zwängte sich mit Anwendung seiner überlegenen Körperkraft
zu Percy durch, hob ihn auf und trug ihn hinaus mitten auf den
Spielplatz.
„Hurra, Jungens! anfangen!“ rief er. „Percy gehört zu meiner
Partei.“
Zugleich begann er als Anführer seinen Leuten die Posten
anzuweisen.
Auf den beiden Schmalseiten des Spielplatzes standen die zwei
Ziele, jedes in Gestalt eines geraden griechischen Π und etwa zwei
Meter hoch.
Jede Partei hat nun zunächst ein solches Ziel zu verteidigen, das
heißt zu verhüten, daß der Ball durch dasselbe fliegt. Zugleich aber
muß sie womöglich den Ball durch das Ziel der Gegner treiben.
Wenn der Ball nach einem Schlage den Boden wieder berührt
hat, darf er nur noch mit dem Fuße geschlagen werden. Bevor er
den Boden berührt hat, ist es erlaubt, ihn zu schnappen, mit der
Faust zu schlagen oder auch mit ihm davonzulaufen, ihn zu
‚schleppen‘. Wollte man ihn jedoch in diesem Falle mit dem Fuße
schlagen, so müßte er erst auf den Boden gelegt werden.
Dieser kurze Inbegriff der Spielregeln, wie sie in Maurach gültig
waren, wurde Percy von Tom auseinandergesetzt, während dieser
ihn auf seinen Posten, in der Mitte zwischen beiden Zielen, geleitete.
„Jetzt merk’ Dir das!“ schloß er. „Im Anfange triffst Du den Ball
überhaupt nie, Du magst es versuchen, so oft Du willst. Das schadet
unserer Partei aber nicht, weil Du so weit vom Ziele weg bist. Auch
näher beim feindlichen Ziele würde es nicht schaden; allein da
könnte es Deinen Schienbeinen im Gedränge schlimm ergehen.“
„Aber stände ich nicht besser recht nahe bei unserm Ziele?“
„Keineswegs. Wenn Du dort nur ein einziges Mal
vorbeischlügest, könntest Du uns das ganze Spiel verderben. — So,
jetzt weißt Du alles. Nur immer gut aufgepaßt! — Komm’ jetzt
zurück, bis angeschlagen ist! Donnel hat den ersten Schlag.“
Die Parteien nahmen ihre Anfangsstellung ein: zwanzig Schritte
vor ihrem Ziele in einer geraden Linie, die quer über den Spielplatz
ging. Donnel stand etwas vor seiner Partei, und vor ihm auf dem
Boden lag der Ball.
„Fertig?“ rief er.
„Fertig!“ war die Antwort Keenans, der die Gegenpartei
kommandierte.
Donnel trat zurück, nahm einen Anlauf, und der Ball flog wirbelnd
hoch in die Luft.
Das Bild von Leben und Bewegung, das jetzt folgte, spottet jeder
Beschreibung. Percy war vor Staunen ganz außer sich. Einen
Augenblick zuvor sah er sich noch inmitten einer Knabenreihe, die
fast lautlos und regungslos einer zweiten gleich ruhigen Reihe
gegenüberstand; nur die Augen aller regten sich erwartungsvoll oder
waren auf Donnel und den Ball gerichtet.
Sobald aber der Ball emporstieg, brach ein lauter Ruf der
Begeisterung aus mehr als hundert lustigen Kehlen, und mehr als
hundert Knaben rannten in einem für Percy unentwirrbaren
Durcheinander über den ganzen Platz hin.
„Vorwärts, Percy!“ rief Tom, der sich dem verwunderten Neuling
näherte. „Nicht in die Sterne gucken! Auf Deinen Posten!“
Damit ergriff er ihn beim Ärmel und zog ihn ohne Umstände in die
Mitte des Platzes.
Alles dieses geschah, während der hochgeschleuderte Ball noch
in der Luft war. Er flog gerade auf das feindliche Ziel los, aber
Kennedy, einer der feindlichen Zielwächter, eine große, dünne
Stange, erwischte ihn noch zur rechten Zeit.
„Schleppen! Schleppen!“ riefen seine Kampfgenossen.
„Hinwerfen! Hinwerfen!“ schreien unsere Leute — der Einfachheit
halber wollen wir Percys Partei „die unsrige“ nennen — und laufen
mit geflügelter Eile auf ihn zu.
Kennedy war offenbar kein geübter Spieler, denn er zauderte;
wer aber beim Fußball zaudert, der ist verloren. Langsam entschloß
er sich zum ‚Schleppen‘. Allein schon nach wenigen Schritten war
Donnel bei ihm und schlug ihm mit geschickter Hand den Ball
zwischen den Armen weg, daß er hoch empor flog.
Jetzt galt es, den Ball durch Keenans Ziel zu treiben. Als
derselbe wieder den Boden berührte, waren die Unsrigen schon in
großer Zahl zur Stelle, und, angefeuert von ihrem Hauptmann und
seinen Offizieren, machten sie die größten Anstrengungen, den Ball
durch die Masse ihrer Gegner hindurchzubringen.
Aber auch Keenans Leute setzten alle Kraft und Behendigkeit
ein, den Ball von ihrem bedrohten Ziele abzuhalten.
Währenddessen stand Percy an seinem Platz und wunderte sich
baß, wohin wohl der Ball gekommen sein möge. Man sah nichts als
ein dichtes Gewühl von Knaben, schiebend, springend, rufend, mit
den Füßen schlagend, alles mit großem Eifer, aber nicht aufgeregt,
erst recht nicht zornig. Der Ball dagegen war verschwunden.
Tom, dessen Posten sich nicht weit von demjenigen Percys
befand, war inzwischen nicht in Anspruch genommen und benützte
die Muße, um Purzelbäume zu schlagen. Da näherte sich Percy mit
der Frage:
„Wo ist der Ball geblieben, Tom?“
„Das möchte eben ein jeder gern wissen.“
„Aber meiner Treu, Tom!“ fuhr Percy fort und schüttelte die
Locken zurück, die er nicht mehr hatte. „Ist es möglich, daß eine
solche Menge Knaben sich so zusammenpressen kann? Wie viele
sind es wohl?“
„Alle, mit Ausnahme von Dir, mir und unsern sechs Zielwächtern,
mehr als neunzig. — Jetzt Augen auf! Der Ball kann jeden
Augenblick hierhin fliegen.“
Das Drängen und Drücken währt fort.
„Hinaus damit!“ rufen die Feinde.
„Drin halten! Drin halten!“ erwidern die Unsern.
„Playfair, komm’ hierher!“ rief Donnel schließlich durch das
Kampfgetöse. „Bring’ die Zielwächter mit, nur zwei laß dort! Der Ball
m u ß drin bleiben.“
„Bleib’ hier, Percy!“ sprach Tom in Eile und schrie dann zu
seinem Ziele gewandt: „Alle Zielwächter mit heran! Nur Hodder und
Skipper da bleiben!“
Allein bevor dieses Kommando aus Toms Munde war, stieg der
Ball in kühnem Fluge mitten aus dem Knäuel empor. Das Schicksal
wollte, daß er gerade auf Percy zuschwebte, der ihm mit zagender
Scheu entgegensah.
Schrecken erfüllt die Unsrigen.
„Wieder zum Ziele! Rasch!“ schreit Donnel seinen Zielwächtern
entgegen.
Die Feinde jubeln, aber ein Freudenschrei übertönt sogleich ihren
Triumph. Tom Playfair hat Percys Unfähigkeit nicht vergessen. Wie
der Blitz ist er vor ihm, erhascht den Ball noch einen Fuß über dem
Boden und fegt jetzt, den Ball in den Armen, bereits auf Keenans
Ziel los.
So schnell waren diese Vorgänge einander gefolgt, daß
diejenigen Spieler, die sich in der Mitte des Gedränges befunden
hatten, noch nicht wieder kampfbereit waren. Tom hatte also nicht
sehr viele Feinde zu gewärtigen.
„Lauft ihm in den Weg! Haltet ihn auf! Schlagt ihm den Ball weg!“
erscholl es von allen Seiten.
Allein Tom war nicht nur ein flinker Läufer, er wußte namentlich
glatt und gelenkig allen, die ihm entgegentraten, zu entwischen. An
dreien war er vorbei. Einen vierten umlief er und rannte dabei —
gegen seine Absicht — einen fünften um, daß er sich kugelte. Jetzt
war es die höchste Zeit, denn die Hauptmasse der Feinde war nahe
an ihm. Er warf den Ball hin, um ihn schlagen zu dürfen — bum —
der Ball flog zu Keenans Ziele. Tiefbetrübtes „O“ begann zu klingen,
wurde aber sogleich zu einem hellen Freudenrufe — der Ball flog
über das Ziel.
Keenan lief und holte den Ball zurück. Nach den Regeln hatte er
jetzt von einem bestimmten Platze aus das Recht eines „freien
Schlages“, das heißt, niemand durfte ihn belästigen, so lange er den
Ball noch in den Händen hielt.
Als der Ball wieder im Spiele war, fing das Rennen und Jagen
von neuem an.
Doch diesmal scheint er sich nicht zwischen den unruhigen
Beinen eines Knabengewirres verlieren zu wollen. Man läßt ihn nicht
einmal zu Boden fallen. Von Hand zu Hand oder, besser gesagt, von
Faust zu Faust geschlagen, schwebt er beständig über den Köpfen
der Spieler. Der eine will ihn mit kräftigem Schlage dem feindlichen
Ziele zusenden, da springt ein anderer hoch empor, hält ihn auf und
schlägt ihn ebenso kräftig zurück. Minutenlang währt dieses
Schauspiel.
Da endlich berührt der Ball den Grund. Aber ein starker Tritt
Keenans treibt ihn über die Köpfe der ‚Faustkämpfer‘ gerade auf
Percy zu, der ihn zur allgemeinen, vornehmlich aber seiner eigenen
Verwunderung schnappt.
„Hurra!“ schrie Tom. „Lauf’, Percy, und schlag’ ihn, sobald Dir
einer zu nahe kommt!“
Percys Augen leuchteten vor Eifer und Aufregung. Er blickte
nach Keenans Ziele, wohin er ja laufen mußte. Aber der Weg dorthin
war noch von atemlos durcheinanderrennenden Knaben erfüllt. Nach
der andern Seite war alles frei.
„Hurra!“ schrie er und rannte, was er rennen konnte — auf sein
eigenes Ziel los.
„Halt, Percy! Halt! Zurück! Nach der andern Seite!“ rief Tom.
Allein seine Worte verschwanden in dem allgemeinen Lärm.
Percy lief dahin wie einer, der sich voll bewußt ist, daß ein edles Ziel
die Anspannung all seiner Kräfte verlangt.
Weil auf dieses Verfahren rein niemand gefaßt war, so traf Percy
auf seinem Wege nicht viele Hindernisse. Dreien seiner eigenen
Leute entwischte er glücklich und stand bald nur noch sechs Schritte
vor seinem Ziele. Dort begegnete er Harry Quip und blieb stehen.
„Was muß ich mit dem Balle thun, Harry?“
„Mir geben!“ war die hastige Antwort.
Harry nahm ihn, legte ihn nieder und ließ ihn dann in hohem
Bogen mitten auf den Spielplatz zurückfliegen.
„O! warum thust Du das?“
„Percy, es kommt hier nicht darauf an, den Ball auf irgend eine
Weise irgendwohin zu schlagen oder zu tragen. Man muß suchen,
ihn durch das Ziel der Feinde zu bringen. Du hast jetzt g e g e n u n s
gespielt. Du liefst so schnell mit Deinen lahmen Beinen, daß wir
Deinetwegen beinahe verloren hätten.“
„O! wirklich? das thut mir unendlich leid. Ihr müßt Geduld mit mir
haben. Ich will nie wieder so dumm spielen.“
Nachdem also seine Ideen in diesem Punkte sich etwas geklärt
hatten, begab er sich wieder auf seinen Posten.
Kaum stand er da, als sich abermals ein wirres, erregtes
Geschrei erhob.
„Fangt ihn! Ihm voraus! Aufhalten! Den Ball wegschlagen! Hurra,
Keenan hat ihn!“
Diese Rufe tönten lärmend und bunt durcheinander, während
Keenan, den Ball fest in die Arme geschlossen, sich gewaltsam
einen Weg bahnte, keuchend und atemlos auf unser Ziel zueilend.
Keenan war eine kleine Gestalt, aber mit Muskeln von Eisen, und
rennen konnte er wie keiner. Mit der Unwiderstehlichkeit eines
Mauerbrechers stürzte er voran. Einige wagten einen schwachen
Versuch, ihn festzuhalten, aber man sah es ihnen an, daß sie wenig
Mut und geringe Aussicht hatten.
Jetzt naht er sich Tom, und dieser, dem nicht so leicht das Herz
in die Schuhe fällt, eilt ihm kühn entgegen. Keenan will ihn
vermeiden, aber Tom, nicht weniger behend, ergreift ihn am Arme
und läßt nicht los. Keenan setzt seinen Weg fort, Tom mit sich
schleppend, ja fast tragend.
Die Aufregung hat jetzt den Höhepunkt erreicht und wird so
ansteckend, daß sie selbst Percy ergreift. Auch er rennt auf Keenan
zu und will ihn fassen. Allein Keenan entschlüpft ihm, und statt
seiner erwischt Percy Tom. Das doppelte Gewicht ist für Keenan zu
schwer; er strauchelt, fällt, und der Ball entrollt ihm. Rasch erhebt
sich Tom, ein wohlgezielter Schlag bringt den Ball zu Donnel, der ihn
mit einem gleichen Schlage, bevor die überraschten Feinde wieder
zur Besinnung gekommen sind, durch Keenans Ziel treibt.
So hat Percy, ohne auch nur den Ball treffen zu können — erst
nach Wochen war er im Besitze dieser Kunst — einen ganz
wesentlichen Teil zur Erringung des Sieges beigetragen.
22. Kapitel.
Der schiefe Philipp.
ie Zeit, die uns behandelt wie wir sie, verging unsern jungen
Freunden schnell und angenehm. Ein ununterbrochener
Wechsel von Arbeit und Spiel entwickelte Geist und Körper.
Nicht wenige Tage waren verstrichen ohne jede, auch die geringste
Störung des allgemeinen Wohlbehagens.
Kenny gehörte jetzt zu den eifrigsten Zöglingen. Mit seinen
früheren Genossen hatte er keine Gemeinschaft mehr. Er hielt sich
dafür zu den Besseren und genoß namentlich den Umgang von
Playfair, Quip, Wynn und andern im gleichen Rufe stehenden
Zöglingen.
Kennys Entwickelung war eine sehr allseitige, und besonders
hatte er erstaunlich viel gelesen. Darin lag jedoch zugleich die
Wurzel von manchen seiner Untugenden. Unberaten und
unbeaufsichtigt war er bloß seiner Neigung gefolgt und hatte an die
Bücher, die er kaufte, keine andere Anforderung gestellt, als daß sie
recht billig und dann entweder recht schauerlich oder recht lustig
seien.
Nun brachte er einmal zu P. Middleton ein solches billiges, kaum
eingebundenes Buch, das er noch heimlich ins Pensionat
eingeschleppt hatte, und fragte ihn, ob dasselbe eine geeignete
Lesung sei.
„Ich habe es früher gelesen und finde nichts Arges darin,“ fügte
er ehrlich bei. „Allein seit den letzten Erlebnissen glaube ich auch in
diesem Punkte meinem Urteile nicht recht trauen zu dürfen.“
„Gut, Kenny. Ich bemerke mit Freuden, wie ernst Du jetzt Dinge
nimmst, die Du früher kaum beachtet hast. Dein Zweifel ist
höchstwahrscheinlich begründet. Dem Äußern nach zu schließen ist
dieses Buch eines von jenen, die bloß um des Geldes willen
gedruckt werden, ohne Rücksicht darauf, ob sie den guten Sitten
schädlich sind oder nicht. Ich fürchte, es ist viel gefährlicher, als Du
glaubst. Aber ich will es lesen und Dir dann sagen, ob ich mich
täusche.“
Das Buch erzählte die Abenteuer eines Studierenden von
sechzehn Jahren, der wegen seiner Gestalt „der schiefe Philipp“
genannt wurde. Die Sprache war keineswegs schlecht. Der schiefe
Philipp stellte sich dar als eine Art „Richard ohne Furcht,“ dabei
witzig, erfinderisch, unternehmend, trotz seiner Gestalt ein
geschickter Spieler, kurz mit allem ausgerüstet, was ihm die
Begeisterung junger Leser erwerben konnte.
Am folgenden Tage sprach P. Middleton in der Klasse um die
Mitte der letzten Stunde:
„Jetzt will ich Euch ein kurzes Geschichtchen vorlesen.“
Ein leises, unterdrücktes ‚Ah‘ der Freude war die Wirkung dieser
Worte. Die Gesichter leuchteten und wehe dem Unglücklichen, der
sich vergessen sollte, zu husten oder eine Feder fallen zu lassen.
P. Middleton las dann ein Kapitel jenes Buches, das ihm Kenny
zur Prüfung übergeben hatte. Die Schule, welcher Philipp angehörte,
wollte ihren jährlichen Ausflug halten. Einer der Professoren, der
wegen seiner mangelhaften Aussprache der gesamten Bubenschar,
besonders aber dem schiefen Philipp, als Zielscheibe des Spottes
dienen mußte, hatte sich verlauten lassen, er wolle dieses Jahr auch
einmal daran teilnehmen; weil er aber zu alt sei, um zu Fuße zu
gehen, wolle er reiten. Nun hatte der schiefe Philipp in Erfahrung
gebracht, daß der Professor überhaupt gar nichts vom Reiten
verstehe. Er ging deshalb zu ihm hin und erbot sich, ihm ein sanftes,
lenksames Tier zu verschaffen. Der Professor ließ sich bethören und
erhielt, wie sich erwarten läßt, ein Pferd, das zwar dem Anscheine
nach lammfromm war, sich aber bald als die störrischste,
widerhaarigste Mähre herausstellte. Dann fehlte es natürlich nicht an
ergötzlichen Vorfällen, und der arme Professor mußte sich glücklich
schätzen, daß er mit heiler Haut und gesunden Gliedern davonkam.
P. Middletons Schüler zeigten eine unverhohlene Freude. Einige
lachten laut und herzlich. Percy Wynn war der einzige, der
unangenehm berührt schien.
„Ihr lacht?“ sprach der Lehrer mit ernster Miene, indem er das
Buch niederlegte; „worüber lacht Ihr denn?“
Das Lächeln, jeder Ausdruck des Vergnügens erstarb auf den
Gesichtern.
„Noch einmal, worüber habt Ihr gelacht? Ihr werdet doch einen
Grund gehabt haben. Ihr lacht nicht bei den unregelmäßigen Verben;
Ihr lacht nicht, wenn wir Brüche dividieren. Weshalb habt Ihr also
jetzt gelacht?“
„Wir lachen, Pater,“ erwiderte Harry Quip, der selten lange um
eine Antwort verlegen war, „weil die Geschichte so lustig erzählt ist.“
„Gut. Du hast doch wenigstens einen Grund. Es scheint Dir also,
daß die Geschichte lustig erzählt ist. Jetzt aber weiter! Ist die
Geschichte denn an sich auch lustig?“
Gedankenvoll runzelte sich manche junge Stirn; das war eine
schwere Frage.
Da streckte Percy die Hand empor.
„Was meinst Du, Wynn?“
„Die Geschichte ist an sich gar nicht lustig, sie hat nur den
Anschein des Lustigen, und zwar weil sie so geschickt erzählt ist.“
„Ganz gut, Wynn. An sich ist die Geschichte eher eine traurige.
Ich will Euch sagen, worüber Ihr gelacht habt, aber mit den
eigentlichen Worten; ich will Euch, wie man sich auszudrücken
pflegt, das Kind mit dem rechten Namen nennen: Ihr habt gelacht
über die Lümmelei eines Erzlümmels.“
Bestürzt sahen die Schüler einander an.
„Ihr braucht aber nicht zu fürchten, ich wäre deshalb mit Euch
unzufrieden. Ihr seid noch zu jung, um den Unwert, ja die Bosheit
dieser Geschichte gleich beim ersten Hören zu durchschauen. Die
anziehende Darstellung mußte Euch irreführen.“
Kenny, der kein Wort des Paters verloren hatte, erhob jetzt seine
Hand.
„Zeigen Sie uns doch im einzelnen, Pater, warum diese
Erzählung so schlecht ist. Ich sehe es dunkel ein, wäre aber nicht im
stande, mir darüber Rechenschaft zu geben.“
„Sehr gern, Kenny. — Jedermann lacht, und lacht mit Grund,
wenn einem andern ein guter Streich gespielt wird. Ich sage ein
g u t e r Streich; das setzt nämlich voraus, daß keine unrechten Mittel
dabei zur Verwendung kommen, und daß dem Angeführten um des
Scherzes willen kein eigentlicher Schaden an Ehre und Vermögen,
an Leib und Seele erwächst.
Betrachten wir nun unsere Geschichte. Sie berichtet keineswegs
einen unschuldigen Scherz, der dem Professor gespielt wird. Der
schiefe Philipp bietet sich an, dem Professor ein sehr zahmes Pferd
zu verschaffen, obgleich er den Willen hat, das gerade Gegenteil zu
thun: er lügt. Das Mittel also, das den ganzen Streich ermöglicht, ist
eine Sünde. Und erst was für eine Sünde! Ihr wißt zwar, daß die
Lüge, wie häßlich sie auch ist, doch an sich keine schwere Sünde
ausmacht. Sie kann aber eine Todsünde werden. Und das geschieht
hier. Skipper, was hat jemand zu befürchten, der ohne die
einfachsten Kenntnisse im Reiten ein heimtückisches, wildes,
unlenksames Roß besteigt?“
„Es ist nicht unmöglich, daß ihn der erste Ritt das Leben kostet.“
„Was meinst Du, Wynn?“
„O mein Gott, ich wage gar nicht, daran zu denken.“
„Und Du, Playfair?“
„Wenn er mit dem Leben davonkommt, darf er von Glück sagen;
zum mindesten wird er wohl Arm oder Bein oder ein paar Rippen
brechen.“
„Sehr richtig — oder sich eine schwere i n n e r e Verletzung
zuziehen, was oft viel schlimmer ist als ein Beinbruch. Nun bleibt
zwar der Professor von ernsteren Unfällen verschont; allein das ist
nicht Philipps Verdienst. Seine Lüge ist einzig nach dem zu
beurteilen, was er, d e r a l t g e n u g w a r , voraussah. Wer einen
Streich spielen will, darf die Verhütung schweren Unglücks nicht dem
blinden Zufall überlassen. Philipps leichtfertige Lüge bringt also den
arglosen Mann in die höchste Gefahr. Darum ist sie hier eine
Todsünde, verdammenswerter, als mancher Diebstahl, der mit
hartem Zuchthaus gebüßt wird. — Ich glaube, jetzt, da Ihr dieses
einseht, wäret Ihr nicht mehr im stande, über die Geschichte zu
lachen. — Der schiefe Philipp soll ein Held sein. Gott urteilt ganz
anders über ihn; nach Gottes Urteil ist er ein Verbrecher, und seine
Heldenthat hat ihm die Hölle verdient. — Nicht wahr?“ fügte P.
Middleton lächelnd bei, „Ihr habt nicht gewußt, was Ihr thatet.“
Erstaunt, fast entrüstet über sich selbst und doch wieder sichtlich
erfreut über die gewonnene Kenntnis sah die Klasse zu ihrem Lehrer
auf.
„Wie war es nur möglich, Pater,“ fragte Quip, „daß wir so dumm
sein konnten?“
„Sehr einfach. Der Erzähler versteht es, die Aufmerksamkeit des
Lesers von der Bosheit abzulenken. Jedermann ist unwillkürlich
geneigt, beim Lesen alles so anzusehen wie der Schriftsteller selbst,
und das um so mehr, je mehr seine ganze Sprechart uns gefällt und
uns fesselt. Unser Erzähler thut nun gleich, als wäre Philipps Lüge
nicht im mindesten tadelnswert. Jeder Leser, der noch nicht gelernt
hat, stets auf seiner Hut zu sein, wird dadurch verleitet, in derselben
nichts Schlimmes zu erblicken. Besonders verführerisch ist auch der
gute Ausgang. Euer Lachen würde sicher gleich verstummt sein,
wenn erzählt worden wäre, der Getäuschte hätte wirklich den Tod
gefunden. Da hätte sich die ganze Roheit und Sündhaftigkeit
sogleich geoffenbart. Anstatt den Helden zu bewundern, würde jeder

Ebook Essentials of Psychology Concepts and Applications PDF Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Ebook Essentials of Psychology Concepts and Applications PDF Full Chapter PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ebook Essentials of Psychology Concepts and Applications PDF Full Chapter PDF

Uploaded by

Copyright:

Available Formats

Essentials of Psychology: Concepts

and Applications - eBook PDF

Australia ● Brazil ● Mexico ● Singapore ● United Kingdom ● United States

Product Assistant: Katie Chen

Cengage Learning is a leading provider of customized learning solutions with

Cengage Learning products are represented in Canada by Nelson Education, Ltd.

To learn more about Cengage Learning Solutions, visit www.cengage.com

1 The Science of Psychology 3

Appendix A Sample Answers to Thinking Critically About Psychology Questions A-1

MOdULe 4.1 States of Consciousness 134 The Stages of Sleep 140

Causes of Mood Disorders 507 MOdULe 13.6 Personality Disorders 519

Appendix A Sample Answers to Thinking Critically About Psychology Questions A-1

try this out

applying psyChology in daily life

The four key elements of effective learning, the “Four E’s,”

Engaging Interest Elaborating

start of the chapter and by reading the introductory

Related Content in Text and IDEA Model of Course Assessment:

xxiv Continued on following page

Related Content in Text IDEA Model of Course Assessment:

Continued on following page xxv

Related Content in Text IDEA Model of Course Assessment:

xxvi Continued on following page

Related Content in Text IDEA Model of Course Assessment:

GOAL 2 Scientific Thinking and Critical Thinking

2.1 Use scientific reasoning to interpret Module 1.3:

Continued on following page xxvii

APA Learning Goal Related Content in Text and Ancillaries

xxviii Continued on following page

Module 11.5: What Should I Become? (Try This Out)

people can maintain concentration for longer than

2 Identify early schools of psychology and the

3 Identify the major contemporary perspec-

4 Identify specialty areas or subfields of psy-

5 Describe ethnic and gender characteristics

6 Identify the steps in the scientific method.

8 Describe the ethical standards that govern

9 Apply critical thinking skills to evaluate

M ODULe 1.1 Foundations of Modern

No one, of course, took up Wat-

Max wertheimer and gestalt Psychology

Evolutionary psychology is a movement within modern psychology that applies prin-

the sociocultural Perspective

CSL, CartoonStock Ltd

summary of contemporary Perspectives

Concept Chart 1.1 contemporary Perspectives in Psychology: How they Differ

Perspective general Questions Aggression Depression Obesity

You might also like