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Vice President, Editing, Design, and Media Production: Permission has been secured to reprint the following photos at the
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 For Alexandra Corinne Myers,
beloved granddaughter

For my mother, Beverly DeWall (1950–2011),

an educator who provided love, support, and inspiration
About the Authors

David Myers received his psychology Ph.D. from the University of Iowa.
He has spent his career at Hope College, Michigan, where he has taught
dozens of introductory psychology sections. Hope College students have
invited him to be their commencement speaker and voted him “outstand-
ing professor.”
His research and writings have been recognized by the Gordon Allport
Intergroup Relations Prize, by a 2010 Honored Scientist award from the Fed-
eration of Associations in Behavioral & Brain Sciences, by a 2010 Award for
Service on Behalf of Personality and Social Psychology, by a 2013 Presiden-
tial Citation from APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific
articles have appeared in three dozen scientific periodicals, including Sci-
ence, American Scientist, Psychological Science, and the American Psychologist. In
addition to his scholarly writing and his textbooks for introductory and so-
cial psychology, he also digests psychological science for the general public.
His writings have appeared in four dozen magazines, from Today’s Education
to Scientific American. He also has authored five general audience books, in-
cluding The Pursuit of Happiness and Intuition: Its Powers and Perils.
Hope College Public Relations David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to
hundreds of college and community groups. Drawing on his experience,
he also has written articles and a book (A Quiet World) about hearing loss,
and he is advocating a transformation in American assistive listening
technology (see www.hearingloop.org). For his leadership, he received an
American Academy of Audiology Presidential Award in 2011, and the Hear-
ing Loss Association of America Walter T. Ridder
Award in 2012.
He bikes to work year-round and plays daily
pickup basketball. David and Carol Myers have
Kathleen Paulsson

raised two sons and a daughter, and have one

granddaughter, with whom he is shown here, and
to whom he dedicates this book.

vi
 Nathan DeWall is professor of psychology and director of the Social Psy-
chology Lab at the University of Kentucky. He received his bachelor’s degree
from St. Olaf College, a master’s degree in social science from the University
of Chicago, and a master’s degree and Ph.D. in social psychology from Flor-
ida State University. DeWall received the 2011 College of Arts and Sciences
Outstanding Teaching Award, which recognizes excellence in undergraduate
and graduate teaching. In 2011, the Association for Psychological Science
identified DeWall as a “Rising Star” for “making significant contributions to
the field of psychological science.”
DeWall conducts research on close relationships, self-control, and aggres-
sion. With funding from the National Institutes of Health and the National
Science Foundation, he has published over 120 scientific articles and chap-
ters. DeWall’s research awards include the SAGE Young Scholars Award from
the Foundation for Personality and Social Psychology, the Young Investiga-
tor Award from the International Society for Research on Aggression, and
the Early Career Award from the International Society for Self and Identity.
His research has been covered by numerous media outlets, including Good
Morning America, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times,
Harvard Business Review, and National Public Radio. DeWall blogs for Psychol- Brian Connors Manke

ogy Today. He has lectured nationally and internationally, including in Hong

Kong, China, the Netherlands, England, Greece, Hun-
gary, and Australia.
Nathan is happily married to Alice DeWall. He en-
joys playing with his two golden retrievers, Finnegan
and Atticus. In his spare time, he writes novels, watches
sports, and runs and runs and runs—including in 2013
Alice DeWall

a half marathon, two marathons, three 50-mile ultra-

marathons, and one 100-mile ultramarathon.

vii
this page left intentionally blank
 Brief Contents

Contents x CHAPTER 10
Preface xvi Stress, Health, and Human
Flourishing 283
Content Changes xxxiv
CHAPTER 11
Time Management: Or, How to Be a Great Personality 311
Student and Still Have a Life xlii
CHAPTER 1 CHAPTER 12
Social Psychology 337
Psychology’s Roots, Big Ideas, and
Critical Thinking Tools 1 CHAPTER 13
Psychological Disorders 371
CHAPTER 2
The Biology of Mind and CHAPTER 14
Consciousness 29 Therapy 409

CHAPTER 3 APPENDIX A
Developing Through the Life Statistical Reasoning in Everyday
Span 67 Life A-1
CHAPTER 4 APPENDIX B
Gender and Sexuality 107 Psychology at Work B-1

CHAPTER 5 APPENDIX C
Sensation and Perception 133 Subfields of Psychology C-1

CHAPTER 6 APPENDIX D
Learning 167 Complete Chapter Reviews D-1

CHAPTER 7 APPENDIX E
Memory 193 Answers to Chapter Test
Questions E-1
CHAPTER 8
Thinking, Language, and Glossary G-1
Intelligence 219
Glosario GE-1
CHAPTER 9
References R-1
Motivation and Emotion 255
Name Index NI-1
Subject Index SI-1

ix
 Contents
Preface xvi
CHAPTER 2
Content Changes xxxiv The Biology of Mind and
Time Management: Or, How to Be a Great Consciousness 29
Student and Still Have a Life xlii
Biology and Behavior 30

CHAPTER 1 Neural Communication

A Neuron’s Structure 30
30

Psychology’s Roots,
How Neurons Communicate 31
Big Ideas, and Critical How Neurotransmitters Influence Us 32
Thinking Tools 1
The Nervous System 33
The Peripheral Nervous System 34
Psychology’s Roots 2
The Central Nervous System 34
Psychological Science Is Born 2
Contemporary Psychology 4 The Endocrine System 36

Four Big Ideas in Psychology 5 The Brain 37

Big Idea 1: Critical Thinking Is Smart Thinking 6 Older Brain Structures 37
Big Idea 2: Behavior Is a Biopsychosocial Event 6 CLOSE-UP: Tools of Discovery—Having Our Head
Examined 38
Big Idea 3: We Operate With a Two-Track Mind (Dual
Processing) 8 The Cerebral Cortex 42
Big Idea 4: Psychology Explores Human Strengths as Our Divided Brain 47
Well as Challenges 8
Brain States and Consciousness 50
Why Do Psychology? 9 Selective Attention 51
The Limits of Intuition and Common Sense 9 Sleep and Dreams 52
The Scientific Attitude: Curious, Skeptical, and
Humble 11

How Do Psychologists Ask and Answer CHAPTER 3

Questions? 12 Developing Through the
The Scientific Method 12
Life Span 67
Description 13
Correlation 16
Experimentation 17 Prenatal Development and the Newborn 68
Conception 68
Frequently Asked Questions About Prenatal Development 70
Psychology 20 The Competent Newborn 71
Improve Your Retention—and Your CLOSE-UP: Twin and Adoption Studies 72
Grades 23
x
 Contents  xi

Infancy and Childhood 73 Critiquing the Evolutionary Perspective 127

Physical Development 73 Reflections on Gender, Sexuality, and
Cognitive Development 75 Nature–Nurture Interaction 128
Social Development 81 CLOSE-UP: For Those Troubled by the Scientific
Thinking About Nature and Nurture 85 Understanding of Human Origins 128

Adolescence 86

5
Physical Development 86
CHAPTER
Cognitive Development 87
Social Development 89 Sensation and
THINKING CRITICALLY ABOUT: How Much Credit or Perception 133
Blame Do Parents Deserve? 91
Emerging Adulthood 92
Basic Principles of Sensation and
Thinking About Continuity and Stages 93
Perception 134
Adulthood 94 From Outer Energy to Inner Brain Activity 134
Physical Development 94 Thresholds 135
Cognitive Development 96 THINKING CRITICALLY ABOUT: Can Subliminal
Messages Control Our Behavior? 136
Social Development 97
Sensory Adaptation 137
Thinking About Stability and Change 101
Perceptual Set 138
Context Effects 138

CHAPTER 4 Vision 139

Gender and Sexuality 107 Light Energy: From the Environment Into the
Brain 139
The Eye 140
Gender Development 108 Visual Information Processing 142
How Are We Alike? How Do We Differ? 108 Color Vision 143
The Nature of Gender: Our Biological Sex 110 Visual Organization 145
The Nurture of Gender: Our Culture and Visual Interpretation 150
Experiences 113

Human Sexuality 115

The Nonvisual Senses 151
Hearing 151
The Physiology of Sex 115
Touch 154
The Psychology of Sex 118
Taste 157
CLOSE-UP: The Sexualization of Girls 120
Smell 158
Sexual Orientation: Why Do We Differ? 120 Body Position and Movement 159
Environment and Sexual Orientation 122
Biology and Sexual Orientation 122
Sensory Interaction 160
THINKING CRITICALLY ABOUT: ESP—Perception
An Evolutionary Explanation of Human Without Sensation? 161
Sexuality 125
Gender Differences in Sexuality 125
Natural Selection and Mating Preferences 126
xii    PSYCHOLOGY IN EVERYDAY LIFE

CHAPTER 6 Forgetting 206

Forgetting and the Two-Track Mind 206
Learning 167
Encoding Failure 207
Storage Decay 207
How Do We Learn? 168 Retrieval Failure 207

Classical Conditioning 169 Memory Construction Errors 209

Pavlov’s Experiments 169 Misinformation and Imagination Effects 210
Pavlov’s Legacy 172 Source Amnesia 211
Recognizing False Memories 211
Operant Conditioning 174
Children’s Eyewitness Recall 212
Skinner’s Experiments 174 Repressed or Constructed Memories of Abuse? 212
Skinner’s Legacy 179
Contrasting Classical and Operant Conditioning 180 Improving Memory 214

CLOSE-UP: Using Operant Conditioning to Build Your

Own Strengths 181

Biology, Cognition, and Learning 181 CHAPTER 8

Biological Limits on Conditioning 181 Thinking, Language, and
Cognitive Influences on Conditioning 183 Intelligence 219
Learning by Observation 184
THINKING CRITICALLY ABOUT: Does Viewing Media Thinking 220
Violence Trigger Violent Behavior? 188 Concepts 220
Solving Problems 220
Making Good (and Bad) Decisions and Judgments 221

CHAPTER 7 THINKING CRITICALLY ABOUT: The Fear Factor—Why

We Fear the Wrong Things 224
Memory 193 Thinking Creatively 226
CLOSE-UP: Fostering Your Own Creativity 228

Studying Memory 194 Do Other Species Share Our Cognitive Skills? 228

An Information-Processing Model 194 Language 229

Building Memories: Encoding 195 Language Development 230

Our Two-Track Memory System 195 The Brain and Language 232
Thinking Without Language 233
Automatic Processing and Implicit Memories 195
Do Other Species Have Language? 234
Effortful Processing and Explicit Memories 196

Memory Storage 199

Intelligence 235
What Is Intelligence? 235
Retaining Information in the Brain 199
Assessing Intelligence 239
Synaptic Changes 201
The Nature and Nurture of Intelligence 241
Retrieval: Getting Information Out 202 CLOSE-UP: Extremes of Intelligence 242

Measuring Retention 202 CLOSE-UP: What Is Heritability? 244

Retrieval Cues 203 Intelligence Across the Life Span: Stability or

Change? 245
Group Differences in Intelligence Test Scores 246
 Contents  xiii

CHAPTER 9 CHAPTER 10
Motivation and Stress, Health, and
Emotion 255 Human Flourishing 283

Motivational Concepts 256 Stress: Some Basic Concepts 284

Drive-Reduction Theory 256 Stressors—Things That Push Our Buttons 284
Arousal Theory 256 Stress Reactions—From Alarm to Exhaustion 285
A Hierarchy of Needs 257
Stress Effects and Health 286
Hunger 258 Stress and AIDS 288
The Physiology of Hunger 258 Stress and Cancer 288
The Psychology of Hunger 260 Stress and Heart Disease 289
Obesity and Weight Control 261
Coping With Stress 291
The Need to Belong 263 Personal Control, Health, and Well-Being 291
The Benefits of Belonging 263 Who Controls Your Life? 292
CLOSE-UP: Waist Management 264 Is the Glass Half Full or Half Empty? 293
The Pain of Being Shut Out 265 Social Support 294
Connecting and Social Networking 266 CLOSE-UP: Pets Are Friends, Too 295
Finding Meaning 296
Emotion: Arousal, Behavior, and
Cognition 268 Managing Stress Effects 296
Historic Emotion Theories 269 Aerobic Exercise 296
Schachter-Singer Two-Factor Theory: Arousal + Relaxation and Meditation 297
Label = Emotion 270
Faith Communities and Health 299
Zajonc, LeDoux, and Lazarus: Emotion and the
Two-Track Brain 270 Happiness 301
The Short Life of Emotional Ups and Downs 302
Embodied Emotion 272
Wealth and Well-Being 303
The Basic Emotions 272
Why Can’t Money Buy More Happiness? 303
Emotions and the Autonomic Nervous System 272
CLOSE-UP: Want to Be Happier? 306
The Physiology of Emotions 273
THINKING CRITICALLY ABOUT: Lie Detection 274

Expressed and Experienced Emotion 275

CHAPTER 11
Detecting Emotion in Others 275
Personality 311
Culture and Emotional Expression 276
The Effects of Facial Expressions 277
Psychodynamic Theories 312
Freud’s Psychoanalytic Perspective: Exploring the
Unconscious 312
The Neo-Freudian and Later Psychodynamic
Theorists 315
Assessing Unconscious Processes 316
xiv    PSYCHOLOGY IN EVERYDAY LIFE

Evaluating Freud’s Psychoanalytic Perspective and Aggression 354

Modern Views of the Unconscious 317 Attraction 358
Humanistic Theories 319 CLOSE-UP: Online Matchmaking and Speed
Dating 359
Abraham Maslow’s Self-Actualizing Person 319
Altruism 363
Carl Rogers’ Person-Centered Perspective 320
Conflict and Peacemaking 365
Assessing the Self 321
Evaluating Humanistic Theories 321

Trait Theories 322 CHAPTER 13

Exploring Traits 322
Psychological
THINKING CRITICALLY ABOUT: The Stigma of
Introversion 323 Disorders 371
Assessing Traits 324
The Big Five Factors 324 What Is a Psychological Disorder? 372
Evaluating Trait Theories 325 Defining Psychological Disorders 372
Understanding Psychological Disorders 372
Social-Cognitive Theories 326
THINKING CRITICALLY ABOUT: ADHD—Normal High
Reciprocal Influences 326
Energy or Disordered Behavior? 373
Assessing Behavior in Situations 328
Classifying Disorders—and Labeling People 374
Evaluating Social-Cognitive Theories 328
CLOSE-UP: Are People With Psychological Disorders
Dangerous? 376
Exploring the Self 328
The Benefits of Self-Esteem 329 Anxiety Disorders, OCD, and PTSD 376
Self-Serving Bias 330 Generalized Anxiety Disorder 376
Culture and the Self 331 Panic Disorder 377
Phobias 377
Obsessive-Compulsive Disorder (OCD) 378
CHAPTER 12 Posttraumatic Stress Disorder (PTSD) 378

Social Psychology 337 Understanding Anxiety Disorders, OCD, and

PTSD 379

What Is Social Psychology’s Focus? 338

Substance Use and Addictive Disorders 381
Tolerance and Addiction 382
Social Thinking 338 Depressants 382
The Fundamental Attribution Error 338 Stimulants 384
Attitudes and Actions 339 Hallucinogens 387

Social Influence 341 Understanding Substance Use Disorder 388

Conformity and Obedience 341 Mood Disorders 390

Group Influence 346 Major Depressive Disorder 390
THINKING CRITICALLY ABOUT: The Internet as Social Bipolar Disorder 391
Amplifier 349
Suicide and Self-Injury 392
Social Relations 350 Understanding Mood Disorders 393
Prejudice 350
CLOSE-UP: Automatic Prejudice 351
 Contents  xv

Schizophrenia 397 APPENDIX A

Symptoms of Schizophrenia 397 Statistical Reasoning in Everyday

Onset and Development of Schizophrenia 398 Life A-1
Understanding Schizophrenia 398
APPENDIX B
Other Disorders 400 Psychology at Work B-1
Eating Disorders 400
Dissociative Disorders 401 APPENDIX C

Personality Disorders 403 Subfields of Psychology C-1

APPENDIX D

Complete Chapter Reviews

CHAPTER 14 D-1

Therapy 409 APPENDIX E

Answers to Chapter Test

Treating Psychological Disorders 410 Questions E-1
The Psychological Therapies 410 Glossary G-1
Psychoanalysis and Psychodynamic Therapy 410
Glosario GE-1
Humanistic Therapies 412
Behavior Therapies 414 References R-1
Cognitive Therapies 417 Name Index NI-1
Group and Family Therapies 419
Subject Index SI-1
Evaluating Psychotherapies 420
Is Psychotherapy Effective? 420
Which Psychotherapies Work Best? 421
How Do Psychotherapies Help People? 422
How Do Culture and Values Influence
Psychotherapy? 423
CLOSE-UP: A Consumer’s Guide to
Psychotherapists 424

The Biomedical Therapies 424

Drug Therapies 424
Brain Stimulation 427
Psychosurgery 429
Therapeutic Lifestyle Change 430

Preventing Psychological Disorders 431

 Preface
psychology is fascinating , and so relevant to our everyday lives.
Psychology’s insights enable us to be better students, more tuned-in friends
and partners, more effective co-workers, and wiser parents. With this new
edition, we hope to captivate students with what psychologists are learning
about our human nature, to help them think more like psychological scientists,
and, as the title implies, to help them relate psychology to their own lives—

© Sigrid Olsson/PhotoAlto/Corbis
their thoughts, feelings, and behaviors.
For those of you familiar with other Myers introductory psychology texts,
you may be surprised at how very different this text is. We have created this
uniquely student-friendly book with the help of input from thousands of in-
structors and students (by way of surveys, focus groups, content and design
reviews, and class testing).
In addition, each main section of text
begins with numbered questions that
establish learning objectives and direct
student reading. The Chapter Review sec-
New Co-Author What Else Is New tion repeats these questions as a further
self-testing opportunity (with answers

For this new edition I [DM] welcome my

in the Third in the Complete Chapter Reviews appen-

new co-author, University of Kentucky Edition? dix). The Chapter Review section also of-
fers a page-referenced list of Terms and
professor Nathan DeWall. (For more in- Concepts to Remember, and new Chap-
formation and videos that introduce Na- In addition to the long, chapter-by- ter Test questions in multiple formats to
than DeWall and our collaboration, see chapter list of Content Changes that promote optimal retention.
www.worthpublishers.com /myersde- follows this preface, other significant Each chapter closes with In Your Ev-
wall.) Nathan is not only one of psychol- changes have been made to the over- eryday Life questions, designed to help
ogy’s “rising stars” (as the Association all format and presentation of this new students make the concepts more per-
for Psychological Science rightly said third edition. sonally meaningful, and therefore more
in 2011), he also is an award-winning memorable. These questions are also
teacher and someone who shares my
passion for writing—and for commu-
NEW Study System
nicating psychological science through Follows Best Practices
writing. Although I continue as lead au- From Learning and
thor, Nathan’s fresh insights and contri-
butions are already enriching this book, Memory Research
especially for this third edition, through The new learning system harnesses the
his leading the revision of Chapters 4, testing effect, which documents the ben-
10, 11, and 14. But my fingerprints are efits of actively retrieving information
David Myers
also on those chapter revisions, even as through self-testing ( FIGURE 1). Thus,
his are on the other chapters. With sup- each chapter now offers 12 to 15 new
port from our wonderful editors, this is Retrieve + Remember questions inter- FIGURE 1 Testing effect For suggestions
of how students may apply
a team project. In addition to our work spersed throughout ( FIGURE 2 ). Creat-
the testing effect to their own
together on the textbook, Nathan and I ing these desirable difficulties for students
learning, watch this 5-minute
enjoy co-authoring the Teaching Current along the way optimizes the testing ef-
YouTube animation: www.
Directions in Psychological Science col- fect, as does immediate feedback (via in- tinyurl.com/HowToRemember
umn in the APS Observer. verted answers beneath each question).

xvi
 PREFACE  xvii

in the area of biological psychology, in- and Emotion chapter. This chapter
cluding cognitive neuroscience, dual pro- has also been reorganized to reflect
cessing, and epigenetics. See p. xxxiii for changes to psychiatry’s latest edition
a chapter-by-chapter list of significant of its diagnostic manual—the DSM-5.
Content Changes. In addition to the new • There are two new text appendices:
study aids and updated coverage, we’ve Statistical Reasoning in Everyday
introduced the following organizational Life, and Subfields of Psychology.
changes:
• Chapter 1 concludes with a new sec- More Design Innovations
tion, “Improve Your Retention—and
FIGURE 2 Sample of Retrieve + Remember With help from student and instructor
Your Grades.” This guide will help
feature
students replace ineffective and in- design reviewers, the new third edi-
efficient old habits with new habits tion retains the best of the easy-to-read
that increase retention and success. three-column design but with a cleaner
designed to function as excellent group
new look that makes navigation easier
discussion topics. The text offers hun- • Chapter 3, Developing Through the thanks to fewer color-distinguished fea-
dreds of interesting applications to help Life Span, has been shortened by mov-
tures, a softer color palette, and closer
students see just how applicable psy- ing the Aging and Intelligence cover-
connection between narrative coverage
chology’s concepts are to everyday life. age to Chapter 8, Thinking, Language,
and its associated visuals.
These new features enhance the and Intelligence.
Our three-column format is rich with
Su r vey- Q uest ion-Read- • Chapter 7, Memory, visual support. It responds to students’
Retrieve-Review (SQ3R) follows a new format,
Scattered throughout this expectations, based on what they have
format. Chapter outlines and more clearly
book, students will find told us about their reading, both online
allow students to survey interesting and informative explains how differ- and in print. The narrow column width
what’s to come. Main sec- review notes and quotes ent brain networks eliminates the strain of reading across
tions begin with a learn- from researchers and process and retain a wide page. Illustrations appear near or
ing objective question (now others that will encourage memories. We worked within the pertinent text column, which
more carefully directed them to be active learners
closely with Janie helps students see them in the appropri-
and appearing more fre-
and to apply their new
knowledge to everyday life. Wilson, Professor of ate context. Key terms are defined near
quently) that encourages Psychology at Georgia where they are introduced.
students to read actively. Southern University
Periodic Retrieve + Remember sections and Vice President for Programming
and the Chapter Review (with repeated of the Society for the Teaching of key terms Look for complete definitions of
Learning Objective Questions, Key Terms Psychology, on this chapter’s revision. each important term in a page corner near the
list, and complete Chapter Test) encour- term’s introduction in the narrative.
age students to test themselves by re-
• Chapter 10, Stress, Health, and
Human Flourishing, now includes a
trieving what they know and reviewing
discussion of happiness and subjec- In written reviews, students com-
what they don’t. (See Figure 2 for a Re-
tive well-being, moved here from the pared our three-column design with a
trieve + Remember sample.)
Motivation and Emotion chapter. traditional one-column design (without
knowing which was ours). They unani-
Reorganized Chapters • Chapter 11, Personality, offers more mously preferred the three-column de-
complete coverage of clinical per-
and More Than 600 New spectives, including improved cover-
sign. It was, they said, “less intimidating”
and “less overwhelming” and it “moti-
Research Citations age of modern-day psychodynamic
vated” them to read on.
approaches, which are now more
Thousands of instructors and students In this edition, we’ve also adjusted
clearly distinguished from their his-
have helped guide our creation of Psy- the font used for research citations. In
torical Freudian roots.
chology in Everyday Life, as have our read- psychology’s journals and textbooks,
ing and correspondence. The result is a • The Social Psychology chapter now parenthetical citations appropriately
unique text, now thoroughly revised in follows the Personality chapter. assign credit and direct readers to
this third edition, which includes more • Chapter 13, Psychological Disorders, sources. But they can also form a vi-
than 600 new citations. Some of the most now includes coverage of eating dis- sual hurdle. An instructor using the
exciting recent research has happened orders, previously in the Motivation second edition of Psychology in Every-
xviii    PSYCHOLOGY IN EVERYDAY LIFE

day Life suggested a new, less intrusive discover how an empirical approach 5. To be as up-to-date as possible Few
style, which has been encouraged by can help them evaluate competing things dampen students’ interest as
most of our reviewers. We’ve honored ideas and claims for highly publicized quickly as the sense that they are
APA reference style with parenthetical phenomena—ranging from ESP and reading stale news. While retaining
citations (rather than, say, end notes), alternative therapies to hypnosis and psychology’s classic studies and con-
yet we’ve eased readability by reducing repressed and recovered memories. cepts, we also present the discipline’s
the strength of the citation font. The 2. To integrate principles and applica- most important recent develop-
first instance of a citation is called out tions Throughout—by means of anec- ments. In this edition, 250 references
in Chapter 1 and explained to students dotes, case histories, and the posing are dated 2011–2013. Likewise, the
who may be unfamiliar with the APA of hypothetical situations—we relate new photos and everyday examples
style for sourcing. the findings of basic research to their are drawn from today’s world.
applications and implications. Where 6. To put facts in the service of con-
Dedicated Versions of psychology can illuminate pressing cepts Our intention is not to fill stu-
Next-Generation Media human issues—be they racism and dents’ intellectual file drawers with
sexism, health and happiness, or vio- facts, but to reveal psychology’s major
This third edition is accompanied by the
lence and war—we have not hesitated concepts—to teach students how to
new LaunchPad, with carefully crafted,
to shine its light. think, and to offer psychological ideas
prebuilt assignments, LearningCurve
3. To reinforce learning at every step worth thinking about. In each chap-
formative assessment activities, and As-
Everyday examples and rhetorical ter, we place emphasis on those con-
sess Your Strengths projects. This sys-
questions encourage students to pro- cepts we hope students will carry with
tem also incorporates the full range of
cess the material actively. Concepts them long after they complete the
Worth’s psychology media products. (For
presented earlier are frequently ap- course. Always, we try to follow Albert
details, see p. xxiv.)
plied, and reinforced, in later chap- Einstein’s purported dictum that
ters. For instance, in Chapter 1, “everything should be made as simple
students learn that much of our in- as possible, but not simpler.” Learning
formation processing occurs outside Objective Questions and Retrieve +

What Continues of our conscious awareness. Ensuing

chapters drive home this con-
Remember questions throughout each
chapter help students focus on the
in the Third cept. Numbered Learning Objective most important concepts.

Edition? Questions at the beginning of each

main section, Retrieve + Remember
self-tests throughout each chapter, Promoting Big Ideas and
a marginal glossary, and Chapter Broadened Horizons
Eight Guiding Principles Review key terms lists and self-tests
7. To enhance comprehension by provid-
Despite all the exciting changes, this new help students learn and retain impor-
ing continuity Many chapters have a
edition retains its predecessors’ voice, tant concepts and terminology.
significant issue or theme that links
as well as much of the content and or-
subtopics, forming a thread that ties
ganization. It also retains the goals—the
the chapter together. The Learning
guiding principles—that have animated Demonstrating the Science of chapter conveys the idea that bold
all of the Myers texts: Psychology thinkers can serve as intellectual
4. To exemplify the process of inquiry We pioneers. The Thinking, Language,
Facilitating the Learning
strive to show students not just the and Intelligence chapter raises the
Experience outcome of research, but how the issue of human rationality and irra-
1. To teach critical thinking By present- research process works. Throughout, tionality. The Psychological Disorders
ing research as intellectual detective the book tries to excite the reader’s chapter conveys empathy for, and un-
work, we illustrate an inquiring, ana- curiosity. It invites readers to imagine derstanding of, troubled lives. Other
lytical mind-set. Whether students themselves as participants in classic threads, such as cognitive neurosci-
are studying development, cognition, experiments. Several chapters intro- ence, dual processing, and cultural
or social behavior, they will become duce research stories as mysteries that and gender diversity, weave through-
involved in, and see the rewards of, progressively unravel as one clue after out the whole book, and students
critical reasoning. Moreover, they will another falls into place. hear a consistent voice.
 PREFACE  xix

psychological science. Critical think-

8. To convey respect for human unity
• Education: No assumptions about past
and diversity Throughout the book, or current learning environments; ing is introduced as a key term in this
readers will see evidence of our writing is accessible to all. chapter (page 6).
human kinship—our shared biologi-
• Physical Abilities: No assumptions • “Thinking Critically About . . .” boxes
cal heritage, our common mecha- are found throughout the book. This
about full vision, hearing, movement.
nisms of seeing and learning, feature models for students a critical
hungering and feeling, loving and • Life Experiences: Examples are in- approach to some key issues in psy-
hating. They will also better under- cluded from urban, suburban, and
chology. For example, see “Thinking
stand the dimensions of our diver- rural/outdoor settings.
Critically About: The Stigma of
sity—our individual diversity in • Family Status: Examples and ideas Introversion” (Chapter 11) or
development and aptitudes, temper- are made relevant for all students, “Thinking Critically About: Do Video
ament and personality, and disorder whether they have children or are Games Teach, or Release, Violence?”
and health; and our cultural diversity still living at home, are married or (Chapter 12). “Close-Up” boxes en-
in attitudes and expressive styles, cohabiting or single; no assumptions courage application of the new con-
child raising and care for the elderly, about sexual orientation. cepts. For example, see “Close-Up:
and life priorities. Waist Management” in Chapter 9, or
Four Big Ideas “Close-Up: Pets Are Friends, Too” in
The Writing In the general psychology course, it can Chapter 10.

As with the second edition, we’ve writ- be a struggle to weave psychology’s • Detective-style stories throughout the
ten this book to be optimally accessible. disparate parts into a cohesive whole text get students thinking critically
The vocabulary is sensitive to students’ for students, and for students to make about psychology’s key research
widely varying reading levels and back- sense of all the pieces. In Psychology in questions. In Chapter 8, for example,
grounds. And this book is briefer than Everyday Life, we have introduced four we present as a puzzle the history
many texts on the market, making it of psychology’s big ideas as one possible of discoveries about where and how
easier to fit into one-term courses. Psy- way to make connections among all the language happens in the brain. We
chology in Everyday Life offers a complete concepts. These ideas are presented in guide students through the puzzle,
survey of the field, but it is a more man- Chapter 1 and gently integrated through- showing them how researchers put
ageable survey. We strove to select the out the text. all the pieces together.
most humanly significant concepts. We • “Try this” and “think about it” style
continually asked ourselves while work- discussions and side notes keep stu-
ing, “Would an educated person need to
1. Critical Thinking Is Smart
dents active in their study of each
know this? Would this help students live
Thinking
chapter. We often encourage students
better lives?” We love to write in a way that gets stu-
to imagine themselves as participants
dents thinking and keeps them active
in experiments. In Chapter 12, for
as they read. Students will see how the
Culture and Gender—No science of psychology can help them
example, students take the perspec-
tive of participants in a Solomon Asch
Assumptions evaluate competing ideas and highly
conformity experiment and, later, in
publicized claims—ranging from intu-
Even more than in other Myers texts, we one of Stanley Milgram’s obedience
ition, subliminal persuasion, and ESP to
have written Psychology in Everyday Life experiments. We’ve also asked stu-
left-brained/right-brained, alternative
with the diversity of student readers in dents to join the fun by taking part in
therapies, and repressed and recovered
mind. activities they can try along the way.
memories.
Here are a few examples: In Chapter
• Gender: Extensive coverage of gender In Psychology in Everyday Life, students
5, they try out a quick sensory adap-
roles and gender identity and the in- have many opportunities to learn or
tation activity. In Chapter 9, they try
creasing diversity of choices men and practice their critical thinking skills:
matching expressions to faces and
women can make.
• Chapter 1 takes a unique, critical think- test the effects of different facial ex-
• Culture: No assumptions about ing approach to introducing students pressions on themselves. Throughout
readers’ cultural backgrounds or to psychology’s research methods. Chapter 11, students are asked to
experiences. Understanding the weak points of apply what they’re learning to the
• Economics: No references to back our everyday intuition and common construction of a questionnaire for an
yards, summer camp, vacations. sense helps students see the need for Internet dating service.
xx    PSYCHOLOGY IN EVERYDAY LIFE

will see evidence of our human kinship.

• Critical examinations of pop psychology 3. We Operate With a Two-
Yet they will also better understand the
spark interest and provide impor- Track Mind (Dual Processing)
tant lessons in thinking critically dimensions of our diversity—our indi-
Today’s psychological science explores
about everyday topics. For example, vidual diversity, our gender diversity, and
our dual-processing capacity. Our percep-
Chapter 5 includes a close examina- our cultural diversity. TABLE 2 provides a
tion, thinking, memory, and attitudes all
tion of ESP, and Chapter 7 addresses list of integrated coverage of the cross-
operate on two levels: the level of fully
the controversial topic of repression cultural perspective on psychology.
aware, conscious processing, and the
TABLE 3 (turn the page) lists the coverage
of painful memories. behind-the-scenes level of unconscious
of the psychology of women and men.
See TABLE 1 for a complete list of this processing. Students may be surprised to
Significant gender and cross-cultural
text’s coverage of critical thinking topics. learn how much information we process
examples and research are presented
outside of our awareness. Discussions
within the narrative. In addition, an
2. Behavior Is a abundance of photos showcases the di-
of sleep (Chapter 2), perception (Chap-
Biopsychosocial Event ter 5), cognition and emotion (Chapter
versity of cultures within North Amer-
9), and attitudes and prejudice (Chapter
Students will learn that we can best un- ica and across the globe. These photos
12) provide some particularly compelling
derstand human behavior if we view it and their informative captions bring
examples of what goes on in our mind’s
from three levels—the biological, psy- the pages to life, broadening students’
downstairs.
chological, and social-cultural. This perspectives in applying psychological
concept is introduced in Chapter 1 and science to their own world and to the
revisited throughout the text. Readers worlds across the globe.

TABLE 1 Critical Thinking

Critical thinking coverage may be found on the following pages:

A scientific model for studying Do video games teach, or re- How much is gender socially Problem-solving strategies,
psychology, p. 172 lease, violence?, pp. 358–359 constructed vs. biologically in- pp. 220–221
Are intelligence tests biased?, Does meditation enhance immu- fluenced?, pp. 110–115 Psychic phenomena, p. 12
pp. 249–250 nity?, pp. 298–299 How valid is the Rorschach ink- Psychology: a discipline for criti-
Are personality tests able to pre- Effectiveness of “alternative” blot test?, pp. 316–317 cal thought, pp. 3–4, 9–12
dict behavior?, p. 325 therapies, p. 422 Human curiosity, pp. 1–2 Religious involvement and lon-
Are there parts of the brain we Emotion and the brain, Humanistic perspective, evaluat- gevity, pp. 299–301
don’t use?, p. 46 pp. 40–42 ing, p. 321 Scientific method, pp. 12–13
Attachment style, development Emotional intelligence, p. 238 Hypnosis: dissociation or social Sexual desire and ovulation, p. 115
of, pp. 81–84 Evolutionary science and human influence?, pp. 156–157 Similarities and differences in
Attention-deficit/hyperactivity origins, p. 129 Importance of checking fears social power between men and
disorder (ADHD), p. 371 Extrasensory perception, against facts, pp. 224–225 women, p. 109
Causation and the violence- pp. 161–162 Interaction of nature and nur- Stress and cancer, pp. 288–289
viewing effect, p. 188 Fear of flying vs. probabilities, ture in overall development, Suggestive powers of subliminal
Classifying psychological disor- pp. 224–225 pp. 85–86, 91 messages, p. 136
ders, pp. 374–375 Freud’s contributions, p. 318 Is dissociative identity disorder a The divided brain, pp. 47–49
Confirmation bias, p. 221 Genetic and environmental real disorder?, pp. 402–403 The powers and limits of paren-
Continuity vs. stage theories of influences on schizophrenia, Is psychotherapy effective?, tal involvement on develop-
development, pp. 93–94 pp. 398–400 pp. 420–421 ment, p. 91
Correlation and causation, Group differences in intelligence, Is repression a myth?, p. 318 Using psychology to debunk
pp. 16–17, 84, 90 pp. 246–249 Limits of case studies, natural- popular beliefs, p. 6
Critical thinking defined, p. 7 Hindsight bias, pp. 9–10 istic observation, and surveys, Values and psychology,
Critiquing the evolutionary Hindsight explanations, pp. 127– pp. 14–15 pp. 22–23
perspective on sexuality, 128 Limits of intuition, p. 9 What does selective attention
pp. 127–128 How do nature and nurture Nature, nurture, and perceptual teach us about consciousness?,
Discovery of hypothalamus re- shape prenatal development?, ability, p. 150 pp. 51–52
ward centers, pp. 41–42 pp. 69–71 Overconfidence, pp. 10, 223 What factors influence sexual
Do animals think and have lan- How do twin and adoption studies Posttraumatic stress disorder orientation?, pp. 121–125
guage?, pp. 228–229 help us understand the effects (PTSD), pp. 378–379 What is the connection between
Do lie detectors lie?, p. 274 of nature and nurture?, p. 72 Powers and perils of intuition, the brain and the mind?, p. 37
Do other species think and have How does the brain process lan- pp. 225–226 Wording effects, pp. 15
language?, pp. 234–235 guage?, pp. 232–233
 Preface  xxi

TABLE 2 Culture and Multicultural Experience

Coverage of culture and multicultural experience may be found on the following pages:
Academic achievement, pp. 247– Developmental similarities across ingroup bias, p. 352 forming categories, p. 353
249, 294 cultures, pp. 85–86 moral development and, p. 88 group polarization and, p. 348
Achievement motivation, p. B-4 Discrimination, pp. 350–351 Intelligence, pp. 235–236 racial, p. 340
Adolescence, onset and end of, Dissociative identity disorder, group differences in, pp. 246–250 subtle versus overt, pp. 350–351
p. 92 p. 402 Intelligence testing, p. 239 Prosocial behavior, p. 186
Aggression, p. 356 Division of labor, p. 113 Interracial dating, p. 350 Psychoactive drugs, pp. 381–382
Animal learning, p. 229 Divorce rate, p. 98 Job satisfaction, p. B-4 Psychological disorders, pp. 371,
Animal research, views on, Dysfunctional behavior diagnoses, Just-world phenomenon, p. 352 374
pp. 21–22 p. 372 Language development, pp. 231– Racial similarities, pp. 248–249
Beauty ideals, pp. 360–361 Eating disorders, p. 374 232 Religious involvement and longev-
Biopsychosocial approach, pp. 6–7, Enemy perceptions, p. 365 Leadership, pp. B-6–B-7 ity, p. 299
85–86, 110–115, 374, 389 Exercise, p. 262 Life satisfaction, p. 99 Resilience, p. 432
Body image, p. 401 Expressions of grief, p. 101 Male-to-female violence, p. 356 Risk assessment, p. 225
Cluster migration, p. 265 Family environment, p. 90 Mating preferences, pp. 126–127 Scapegoat theory, p. 352
Cognitive development of chil- Family self, sense of, p. 85 Mental disorders and stress, p. 374 Schizophrenia, p. 398
dren, p. 80 Father’s presence Mere exposure effect, p. 359 Self-esteem, p. 305
Collectivism, pp. 331–333, 338, pregnancy and, p. 119 Motivation, pp. 256–258 Self-serving bias, p. 330
342, 343 violence and, p. 356 Naturalistic observation, p. 14 Separation anxiety, p. 83
Contraceptive use among teens, Flow, p. B-2 Need to belong, pp. 264–265 Serial position effect, p. 205
p. 118 Foot-in-the-door phenomenon, Obedience, p. 345 Social clock variation, p. 99
Crime and stress hormone levels, p. 340 Obesity and sleep loss, p. 262 Social influence, pp. 343, 345–346
p. 404 Framing, and organ donation, Optimism, p. 294 Social loafing, p. 347
Cultural values p. 224 Ostracism, p. 265 Social networking, p. 266
child-raising and, p. 85 Fundamental attribution error, Parent-teen relations, p. 90 Social trust, p. 84
morality and, p. 88 p. 338 Partner selection, p. 360 Social-cultural psychology, pp. 4, 6
psychotherapy and, p. 423 Gender roles, pp. 113, 128 Peer influence, p. 86 Stereotype threat, pp. 249–250
Culture Gender on language development, p. 90 Stereotypes, pp. 350, 352
defined, p. 7 aggression and, p. 109 Personal control, p. 292 Stranger anxiety, p. 81
emotional expression and, communication and, pp. 109–110 Personality traits, pp. 322–323 Substance abuse, p. 389
pp. 276–277 sex drive and, pp. 125–126 Phobias, p. 381 Substance abuse/addiction rates,
intelligence test bias and, General adaptation syndrome, Physical attractiveness, pp. 360– p. 389
pp. 249–250 p. 285 361 Susto, p. 374
the self and, pp. 331–333 Happiness, pp. 303–304, 305 Poverty, explanations of, p. 339 Taijin-kyofusho, p. 374
Deindividuation, p. 348 HIV/AIDS, pp. 117, 288 Power differences between men Taste preference, pp. 260–261
Depression Homosexuality, attitudes toward, and women, p. 109 Terrorism, pp. 224–225, 393, 339,
and heart disease, p. 290 p. 121 Prejudice, pp. 352–353 352, 354, 393
and suicide, p. 392 Identity formation, pp. 89–90 automatic, pp. 351–352 Trauma, pp. 318, 421
risk of, p. 393 Individualism, pp. 331–333, 338, contact, cooperation, and, Universal expressions, p. 7
343 p. 366 Weight, p. 262

4. Psychology Explores ing with this text, students may find in Chapter 7; and the helpful new study
themselves living improved day-to-day tools throughout the text based on the
Human Strengths as Well as
lives. See, for example, tips for better documented testing effect.
Challenges sleep in Chapter 2, parenting sugges-
Students will learn about the many
troublesome behaviors and emotions
tions throughout Chapter 3, informa-
tion to help with romantic relationships
Enhanced Clinical
psychologists study, as well as the ways in Chapters 3, 4, 12, and elsewhere, and Psychology Coverage,
in which psychologists work with those “Close-Up: Want to Be Happier?” in Chap- Including Thorough
who need help. Yet students will also ter 10. Students may also find themselves
learn about the beneficial emotions and doing better in their courses. See, for DSM-5 Updating
traits that psychologists study, and the example, following this preface, “Time Compared with other Myers texts, Psy-
ways psychologists (some as part of the Management: Or, How to Be a Great Stu- chology in Everyday Life has proportion-
new positive psychology movement—turn dent and Still Have a Life”; “Improve ately more coverage of clinical topics
the page to see TABLE 4 ) attempt to nur- Your Retention—and Your Grades” at the and a greater sensitivity to clinical is-
ture those traits in others. After study- end of Chapter 1; “Improving Memory” sues throughout the text. For example,
Another random document with
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 HON. BEEKMAN WINTHROP
Copyright, Harris-Ewing, ’08.

THE SICILIAN AND CALABRIAN

EARTHQUAKE
“Messina and Reggio destroyed by an earthquake” flashed over
the wires and appeared in our press the last days of the year. The
terrible news, with its story of the fearful loss of life and property,
seemed too appalling to be true. The world, though stunned by its
magnitude, was yet to learn that no pen could describe the horrors of
a disaster unparalleled in modern history, and that only those who
saw the scene of devastation soon after the catastrophe have any
realization of its terrible results. As for those who lived through the
earthquake and escaped, the mental fear and physical agony they
had undergone left their minds dazed and blank. When some
realization of the truth dawned upon the world a wave of sympathy
was awakened everywhere. It is especially for such times of disaster
that the Red Cross has its being, and the call for help was
immediately issued from headquarters at Washington. The President
and Governors of States were notified that our National Society was
ready to receive and transmit the contributions our people were glad
to make for suffering Italy. President Roosevelt, in his cables to the
King of Italy, expressing his own and his countrymen’s sympathy,
stated that the “American Red Cross has issued an appeal for the
sufferers.” Many Governors of States issued proclamations, asking
that all contributions be sent through the American Red Cross. How
promptly and how generously, our people expressed their sympathy
in tangible shape is known everywhere. Glad were we in America to
do what we could to help our suffering fellow-men in beautiful and
well-loved Italy. Something of what the American Red Cross, our
national member of that greatest of all institutions of international
brotherhood, has been able to do with the contributions it has
received is told in this Bulletin by those who in Italy have helped to
administer the funds. In all of this work the Society has had the most
valuable and untiring assistance of Mr. Lloyd Griscom, the American
Ambassador at Rome. It cannot too strongly express its appreciation
of all that he has accomplished in the line of careful and prompt use
of the money it has sent. What our Red Cross has accomplished has
been done with a sincere desire to be of help, with a deep
appreciation of the complex and difficult problem Italy has had and
still has to face, and with the hope that the wounds of this beautiful
country, so recently devastated by this terrible calamity, may soon be
healed and the people re-established in a happy and prosperous life.
MAJ.-GEN. GEORGE W. DAVIS
Copyright, Harris-Ewing, ’08.
 ERNEST P. BICKNELL
Copyright, Harris-Ewing, ’08.

CONTRIBUTIONS TO THE ITALIAN

RED CROSS
Knowing that the Italian Red Cross was especially well organized
for carrying on hospital relief work, because of its field hospitals,
fourteen hospital trains and equipment for two ships’ hospitals,
besides an active personnel, the American Red Cross transmitted to
it through our Ambassador at Rome $320,000 to be applied to its
relief work in the earthquake district. The Italian Red Cross, in two
previous Calabrian earthquakes and at the time of the Vesuvian
eruption, maintained a number of hospitals and relief stations. At the
time of the latter disaster the American Red Cross received about
$12,000, which was transmitted to the Italian Red Cross. Later a
special report was made by this Society of the relief work it
performed at that time. A report of the relief operations in Southern
Italy will doubtless be issued sometime in the future, but this must
not be expected too soon, as experience has taught how long drawn
out is relief work after serious disasters. Baron Mayor des Planches,
the Italian Ambassador at Washington, in speaking of the Italian Red
Cross, said:
 CHARLES L. MAGEE.
Copyright, Harris-Ewing, ’08.

“As the representative of the Italian Government, I desire to

give the strongest indorsement of the Italian Red Cross, with
which the American Red Cross is in the most intimate
relation, and to say that my Government places absolute
confidence in this great national organization.”
 On January 4, the following cablegram was received from Count
Taverna:

“The Italian Red Cross tenders sincerest thanks to

American Red Cross for conspicuous contribution of
1,538,500 Italian lire, received through American Ambassador
in Rome, toward the relief of the distressed districts of
Reggio, Calabria and Messina, and begs to express its keen
appreciation of the feelings of solidarity and warm sympathy
with the stricken populations, which have prompted their
generous act.
“COUNT TAVERNA, President Italian Red Cross.”

Since this despatch was received further remittances have been

made, bringing the total of the American Red Cross contributions to
the Italian Red Cross up to $320,000.
 ROBERT W. DE FOREST

THE AMERICAN RED CROSS

ORPHANAGE
Hundreds of little
children were left
fatherless and
motherless amidst the
ruins of Messina and
Calabria. Scores of
them were even too
young to be able to give
any information in
regard to themselves or
their families. For years
these must be cared for,
and having been left
without property or
relatives, must be so
educated that, after
reaching mature years,
they will be able to
support themselves.
Queen Helena. Helpless childhood
appeals strongly to
everyone, and the Red
Cross, which after great calamities aims when the first temporary aid
is over, to rehabilitate and place again upon their feet the victims of
the disasters, was ready to accept the suggestion of the Italian
Government that some of the funds entrusted to its administration by
the American people should be devoted to the maintenance of an
agricultural colony in Sicily or Calabria for the care of a hundred or
more of the orphaned children. In national relief the American Red
Cross does not permit the use of its emergency funds for the
purpose of any permanent endowments, but in international relief it
believes it wisest to act under the suggestion of the American
diplomatic representative, the Government and relief committees in
the country where the disaster occurs. Therefore, when Mr. Griscom,
the Ambassador at Rome, after consulting with the Italian
Government, asked that such an agricultural orphanage colony be
maintained by a donation from the American Red Cross, the
suggestion was promptly complied with. Two hundred and fifty
thousand dollars are to be devoted to this purpose.
 REAR-AD. PRESLEY M. RIXEY
Copyright, Harris-Ewing, ’08.

The colony will be situated in Sicily or Calabria, and will consist of

model farms, where scientific agricultural instructions will be given by
agents of the Royal University of Agriculture. The Italian Government
will furnish the land, and the Italian National Relief, under the
patronage of Queen Helena will provide the buildings. It will be called
“The American Red Cross Orphanage,” and the American
Ambassador is to be an ex-officio member of its governing
committee. It is to be a lay institution, and not ecclesiastical. A yearly
budget of its expenses will be published, which must meet the
approval of the Minister of the Interior, who at present is also the
Prime Minister. A number of the poor women left widows and
dependent by the earthquake, and who in many cases also lost their
little children, will be given employment at this orphanage, and the
care of other little children will help to lift this sorrow from their
hearts. From these women the children will receive again much of
that mother-love and care of which this terrible disaster has robbed
them.
 SURG.-GEN. WALTER WYMAN
Copyright, Harris-Ewing, ’08.

Speaking of this orphanage, Mr. Griscom writes on February 19 to

the chairman of the Central Committee of the American Red Cross:
 “I can assure you that this generous gift of the American
Red Cross has made a profound impression in Italy. I made
the formal presentation to Her Majesty, the Queen, on the
16th instant, and Her Majesty was overcome with emotion
and for a moment at loss to express herself. Finally she made
a beautiful speech and poured forth her admiration for the
organization of the American Red Cross.”

Ambassador Griscom, under date of February 18, forwarded to the

State Department for transmission to the American Red Cross two
letters from the Countess Spaletti Rasponi, the President of the
Patronato Regina Elena, and from the Honorable Bruno Chimirri,
President of the “Comitato di Vigilanza,” respectively, expressing the
gratitude of the Committee and Council of the Patronato Regina
Elena for the gift of $250,000, for the establishment of the
Orphanage. The letters referred to follow:
 MAJ.-GEN. R. M. O’REILLY
Copyright, Harris-Ewing, ’08

“Excellency:
“The Council of the ‘Opera Nazionale di Patronato Regina
Elena,’ having known of the conspicuous offer of 1,300,000
lire made by the American National Red Cross in favor of the
children whom the recent earthquake has thrown into the
condition of orphans, has passed a vote of thanks to the
officers and to Your Excellency, to whose influential interest it
is due if so important a part of the funds collected in America
has been devoted to our institution.
“And I, interpreting the desire of the Council, warmly and
specially beg Your Excellency to kindly transmit to the
meritorious American Red Cross the expression of our
profound and heartfelt gratitude toward all the noble and great
American nation, not inferior to any other in all the
manifestations of human genius and solidarity.
“With the assurances of my highest consideration,
“The President,
(Signed) “COUNTESS SPALETTI RASPONI.”
 HON. ROBERT BACON
Copyright, Harris-Ewing, ’08

“Mr. Ambassador:
“I have the honor to offer you the warmest thanks of the
Committee and Council of the ‘Opera Nazionale di Patronato
Regina Elena’ for the generous offer which you have made on
behalf of the Calabrian and Sicilian orphans.
“I beg you to be good enough to be interpreter of our very
grateful sentiments to the American Red Cross, which has
completed, with its splendid gift, its relief work in Calabria and
Sicily.
“The Agricultural Colony, which will be named American
Red Cross Orphanage,’ will perpetuate the remembrance of
this charity, and will contribute to render continually more
close the ancient ties of sympathy and friendship which unite
Italy with your mighty Republic, ties which you called attention
to in your brilliant speech on the occasion of the centenary of
the great President Lincoln.
“Accept, Mr. Ambassador, the assurances of my high
consideration.
(Signed) “B. CHIMIRRI.
“To His Excellency,
“Hon. Lloyd C. Griscom,
“Ambassador of the United States of America, Rome.”
 MED. DIRECTOR J. C. WIRE
Copyright, Harris-Ewing, ’08

HOUSES FOR ITALY

Our own experiences
after serious disasters
in the United States
have taught us that in
nearly all of such cases
one of the most serious
problems to be met is
the providing of shelter
for the thousands—
sometimes hundreds of
thousands of victims.
Italy has had this same
serious problem to meet
after the late
unparalleled disaster in
Sicily and Calabria. The American Ambassador at Rome was
requested by the State Department to consult with the Italian
Government as to the best use to be made of the $500,000 left by
the Congressional appropriation of $800,000, after the supplies on
the Navy ships, Celtic and Culgoa, which were sent to the scene of
the disaster, had been paid for. The reply came in the nature of a
request that this fund be expended in the purchase and providing of
materials for houses. This suggestion has been admirably carried
out by the Navy Department, which has purchased and shipped, fully
prepared, materials for the immediate erection of 2,500 houses,
including window sashes, doors, etc., and the charter of four ships
for their transportation. Some eight expert carpenters and a large
number of tools have been sent on these vessels, that the erection
of these houses may go on promptly.