A cat's ferocious response to electrical brain stimulation

Psychology

Scientists, Scientific Methods, & Ethics

This week’s assignment is focused on the development of a PowerPoint presentation that will have two parts. The presentation is a minimum of 12 slides and maximum of 16 slides. Include a title slide and a reference slide.

Part One: Key Events and Individuals

Develop 5-6 slides that include both an image(s) and text.
Each slide should identify key events and individuals from Chapter 1 of the assigned text regarding the birth and development of psychology.
Each slide should include dates, name or the individual or event, and the contribution made to the field of psychology.
Each slide should include in-text citations.
Each slide should include notes that support and explain the slide information. In-text citations and references should be included in the notes in APA format.
Part Two: Scientific Method and Ethics

Develop 5-6 slides that include both an image(s) and text.
Slides should include an explanation of the scientific method and the use of research ethics in psychology as explained in Chapter 1 of the required text.
Each slide should include in-text citations.
Each slide should include notes that support and explain the slide information. In-text citations should be included in the notes in APA format as well. All references should be located on the final slide of the presentation.
Assignment Expectations

Length: 12-16 slides including both images and texts. Notes for each slide that provide a full description of the slide.

Structure:

Title slide and reference slides in APA style. (at least 2 slides)

Prompt 1: at least 5-6slides

Prompt 2: at least5-6 slides

Additionally, because a good presentation has few words on the slides include a script in the notes section of the Power Point for each slide with the verbiage you would say when presenting; the script should be a minimum of 50 words per slide.

References: A minimum of one scholarly reference, other than the textbook. APA should be used for in-text citations and references.

How Does Psychology Apply to YOUR Everyday Life? This text is full

of hundreds of applications of psychology’s fascinating findings. Our student

reviewers helped us select their 50 favorites, shown here, and continued on the

inside of the back cover. How do biological, psychological, and social-

cultural factors contribute to psychological disorders? (Chapter 13) How

are near-death experiences similar to LSD “trips”? (p. 387) How many

college students have experienced depression in the last year? (p. 390)

How does heredity affect the risk of bipolar disorder? depression? anxiety?

schizophrenia? anorexia? (pp. 394–395) How can we alter our thinking

in stressful situations so that we feel less anxious? (p. 418) What should a

person look for when selecting a therapist? (p. 424) How, by adopting

a healthier lifestyle, might people find some relief from depression?

(pp. 430–431) What may help prevent psychological disorders? (pp. 431–432)

What psychological factors affect our feelings of hunger? (pp. 260–261)

How do sleep, friends, and genetics affect weight? (pp. 261–262) Why

does it feel so painful to be excluded, ignored, or shunned? (pp. 263–266)

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What are the social and emotional effects of all of our online social

networking? (pp. 266–268) How do women and men differ at reading

others’ nonverbal emotions? (p. 275) How do our facial expressions

and movements affect the way we feel? (pp. 277–278) How does the

stress of life changes (leaving home, divorcing, death in the family, etc.) affect

our health? (pp. 284–285) What are some appropriate ways of coping

with stress? (p. 291) How is our health affected by social support?

(pp. 294–296) Does aerobic exercise work as a therapy for depression

and anxiety? (p. 297) What are some predictors of happiness? (p. 305)

Are there personality differences among dogs? (p. 323) What is

the best predictor of a person’s future behavior? (p. 328) Is it true

that most of us have a self-serving bias? (pp. 330–331) What are some

tips for becoming happier? (p. 306) Would a toddler peering over a

steep cliff perceive the dangerous drop-off and draw back? (pp. 146–147)

Could we adjust if special glasses turned our world upside down and

backwards? (pp. 150–151) In what ways can we control pain? (pp. 155–157)

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PSYCHOLOGY IN EVERYDAY LIFE

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David G. Myers Hope College Holland, Michigan

C. Nathan DeWall University of Kentucky Lexington, Kentucky

PSYCHOLOGY IN EVERYDAY LIFE

THIRD EDITION

A Macmillan Higher Education Company

WORTH PUBLISHERS

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All rights reserved.

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David and Carol Myers Foundation, which exists to receive and dis-

tribute funds to other charitable organizations.

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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

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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.

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 raised two sons and a daughter, and have one granddaughter, with whom he is shown here, and to whom he dedicates this book.

About the Authors

Hope College Public Relations

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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- 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 a half marathon, two marathons, three 50-mile ultra- marathons, and one 100-mile ultramarathon.

Brian Connors Manke

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Contents x

Preface xvi

Content Changes xxxiv

Time Management: Or, How to Be a Great Student and Still Have a Life xlii

CHAPTER 1 Psychology’s Roots, Big Ideas, and Critical Thinking Tools 1

CHAPTER 2 The Biology of Mind and Consciousness 29

CHAPTER 3 Developing Through the Life Span 67

CHAPTER 4 Gender and Sexuality 107

CHAPTER 5 Sensation and Perception 133

CHAPTER 6 Learning 167

CHAPTER 7 Memory 193

CHAPTER 8 Thinking, Language, and Intelligence 219

CHAPTER 9 Motivation and Emotion 255

CHAPTER 10 Stress, Health, and Human Flourishing 283

CHAPTER 11 Personality 311

CHAPTER 12 Social Psychology 337

CHAPTER 13 Psychological Disorders 371

CHAPTER 14 Therapy 409

APPENDIX A Statistical Reasoning in Everyday Life A-1

APPENDIX B Psychology at Work B-1

APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Chapter Reviews D-1

APPENDIX E Answers to Chapter Test Questions E-1

Glossary G-1

Glosario GE-1

References R-1

Name Index NI-1

Subject Index SI-1

Brief Contents

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Contents

Preface xvi

Content Changes xxxiv

Time Management: Or, How to Be a Great Student and Still Have a Life xlii

CHAPTER 1 Psychology’s Roots, Big Ideas, and Critical Thinking Tools 1

Psychology’s Roots 2 Psychological Science Is Born 2

Contemporary Psychology 4

Four Big Ideas in Psychology 5 Big Idea 1: Critical Thinking Is Smart Thinking 6

Big Idea 2: Behavior Is a Biopsychosocial Event 6

Big Idea 3: We Operate With a Two-Track Mind (Dual Processing) 8

Big Idea 4: Psychology Explores Human Strengths as Well as Challenges 8

Why Do Psychology? 9 The Limits of Intuition and Common Sense 9

The Scientific Attitude: Curious, Skeptical, and Humble 11

How Do Psychologists Ask and Answer Questions? 12

The Scientific Method 12

Description 13

Correlation 16

Experimentation 17

Frequently Asked Questions About Psychology 20

Improve Your Retention—and Your Grades 23

CHAPTER 2 The Biology of Mind and Consciousness 29

Biology and Behavior 30

Neural Communication 30 A Neuron’s Structure 30

How Neurons Communicate 31

How Neurotransmitters Influence Us 32

The Nervous System 33 The Peripheral Nervous System 34

The Central Nervous System 34

The Endocrine System 36

The Brain 37 Older Brain Structures 37

CLOSE-UP: Tools of Discovery—Having Our Head Examined 38

The Cerebral Cortex 42

Our Divided Brain 47

Brain States and Consciousness 50 Selective Attention 51

Sleep and Dreams 52

CHAPTER 3 Developing Through the Life Span 67

Prenatal Development and the Newborn 68 Conception 68

Prenatal Development 70

The Competent Newborn 71

CLOSE-UP: Twin and Adoption Studies 72

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Infancy and Childhood 73 Physical Development 73

Cognitive Development 75

Social Development 81

Thinking About Nature and Nurture 85

Adolescence 86 Physical Development 86

Cognitive Development 87

Social Development 89

THINKING CRITICALLY ABOUT: How Much Credit or Blame Do Parents Deserve? 91

Emerging Adulthood 92

Thinking About Continuity and Stages 93

Adulthood 94 Physical Development 94

Cognitive Development 96

Social Development 97

Thinking About Stability and Change 101

CHAPTER 4 Gender and Sexuality 107

Gender Development 108 How Are We Alike? How Do We Differ? 108

The Nature of Gender: Our Biological Sex 110

The Nurture of Gender: Our Culture and Experiences 113

Human Sexuality 115 The Physiology of Sex 115

The Psychology of Sex 118

CLOSE-UP: The Sexualization of Girls 120

Sexual Orientation: Why Do We Differ? 120 Environment and Sexual Orientation 122

Biology and Sexual Orientation 122

An Evolutionary Explanation of Human Sexuality 125

Gender Differences in Sexuality 125

Natural Selection and Mating Preferences 126

Critiquing the Evolutionary Perspective 127

Reflections on Gender, Sexuality, and Nature–Nurture Interaction 128

CLOSE-UP: For Those Troubled by the Scientific Understanding of Human Origins 128

CHAPTER 5 Sensation and Perception 133

Basic Principles of Sensation and Perception 134

From Outer Energy to Inner Brain Activity 134

Thresholds 135

THINKING CRITICALLY ABOUT: Can Subliminal Messages Control Our Behavior? 136

Sensory Adaptation 137

Perceptual Set 138

Context Effects 138

Vision 139 Light Energy: From the Environment Into the Brain 139

The Eye 140

Visual Information Processing 142

Color Vision 143

Visual Organization 145

Visual Interpretation 150

The Nonvisual Senses 151 Hearing 151

Touch 154

Taste 157

Smell 158

Body Position and Movement 159

Sensory Interaction 160 THINKING CRITICALLY ABOUT: ESP—Perception Without Sensation? 161

Contents xi

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CHAPTER 6 Learning 167

How Do We Learn? 168

Classical Conditioning 169 Pavlov’s Experiments 169

Pavlov’s Legacy 172

Operant Conditioning 174 Skinner’s Experiments 174

Skinner’s Legacy 179

Contrasting Classical and Operant Conditioning 180

CLOSE-UP: Using Operant Conditioning to Build Your Own Strengths 181

Biology, Cognition, and Learning 181 Biological Limits on Conditioning 181

Cognitive Influences on Conditioning 183

Learning by Observation 184 THINKING CRITICALLY ABOUT: Does Viewing Media Violence Trigger Violent Behavior? 188

CHAPTER 7 Memory 193

Studying Memory 194 An Information-Processing Model 194

Building Memories: Encoding 195 Our Two-Track Memory System 195

Automatic Processing and Implicit Memories 195

Effortful Processing and Explicit Memories 196

Memory Storage 199 Retaining Information in the Brain 199

Synaptic Changes 201

Retrieval: Getting Information Out 202 Measuring Retention 202

Retrieval Cues 203

Forgetting 206 Forgetting and the Two-Track Mind 206

Encoding Failure 207

Storage Decay 207

Retrieval Failure 207

Memory Construction Errors 209 Misinformation and Imagination Effects 210

Source Amnesia 211

Recognizing False Memories 211

Children’s Eyewitness Recall 212

Repressed or Constructed Memories of Abuse? 212

Improving Memory 214

CHAPTER 8 Thinking, Language, and Intelligence 219

Thinking 220 Concepts 220

Solving Problems 220

Making Good (and Bad) Decisions and Judgments 221

THINKING CRITICALLY ABOUT: The Fear Factor—Why We Fear the Wrong Things 224

Thinking Creatively 226

CLOSE-UP: Fostering Your Own Creativity 228

Do Other Species Share Our Cognitive Skills? 228

Language 229 Language Development 230

The Brain and Language 232

Thinking Without Language 233

Do Other Species Have Language? 234

Intelligence 235 What Is Intelligence? 235

Assessing Intelligence 239

The Nature and Nurture of Intelligence 241

CLOSE-UP: Extremes of Intelligence 242

CLOSE-UP: What Is Heritability? 244

Intelligence Across the Life Span: Stability or Change? 245

Group Differences in Intelligence Test Scores 246

xii PSYCHOLOGY IN EVERYDAY LIFE

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CHAPTER 9 Motivation and Emotion 255

Motivational Concepts 256 Drive-Reduction Theory 256

Arousal Theory 256

A Hierarchy of Needs 257

Hunger 258 The Physiology of Hunger 258

The Psychology of Hunger 260

Obesity and Weight Control 261

The Need to Belong 263 The Benefits of Belonging 263

CLOSE-UP: Waist Management 264

The Pain of Being Shut Out 265

Connecting and Social Networking 266

Emotion: Arousal, Behavior, and Cognition 268

Historic Emotion Theories 269

Schachter-Singer Two-Factor Theory: Arousal + Label = Emotion 270

Zajonc, LeDoux, and Lazarus: Emotion and the Two-Track Brain 270

Embodied Emotion 272 The Basic Emotions 272

Emotions and the Autonomic Nervous System 272

The Physiology of Emotions 273

THINKING CRITICALLY ABOUT: Lie Detection 274

Expressed and Experienced Emotion 275 Detecting Emotion in Others 275

Culture and Emotional Expression 276

The Effects of Facial Expressions 277

CHAPTER 10 Stress, Health, and Human Flourishing 283

Stress: Some Basic Concepts 284 Stressors—Things That Push Our Buttons 284

Stress Reactions—From Alarm to Exhaustion 285

Stress Effects and Health 286 Stress and AIDS 288

Stress and Cancer 288

Stress and Heart Disease 289

Coping With Stress 291 Personal Control, Health, and Well-Being 291

Who Controls Your Life? 292

Is the Glass Half Full or Half Empty? 293

Social Support 294

CLOSE-UP: Pets Are Friends, Too 295

Finding Meaning 296

Managing Stress Effects 296 Aerobic Exercise 296

Relaxation and Meditation 297

Faith Communities and Health 299

Happiness 301 The Short Life of Emotional Ups and Downs 302

Wealth and Well-Being 303

Why Can’t Money Buy More Happiness? 303

CLOSE-UP: Want to Be Happier? 306

CHAPTER 11 Personality 311

Psychodynamic Theories 312 Freud’s Psychoanalytic Perspective: Exploring the Unconscious 312

The Neo-Freudian and Later Psychodynamic Theorists 315

Assessing Unconscious Processes 316

Contents xiii

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Evaluating Freud’s Psychoanalytic Perspective and Modern Views of the Unconscious 317

Humanistic Theories 319 Abraham Maslow’s Self-Actualizing Person 319

Carl Rogers’ Person-Centered Perspective 320

Assessing the Self 321

Evaluating Humanistic Theories 321

Trait Theories 322 Exploring Traits 322

THINKING CRITICALLY ABOUT: The Stigma of Introversion 323

Assessing Traits 324

The Big Five Factors 324

Evaluating Trait Theories 325

Social-Cognitive Theories 326 Reciprocal Influences 326

Assessing Behavior in Situations 328

Evaluating Social-Cognitive Theories 328

Exploring the Self 328 The Benefits of Self-Esteem 329

Self-Serving Bias 330

Culture and the Self 331

CHAPTER 12 Social Psychology 337

What Is Social Psychology’s Focus? 338

Social Thinking 338 The Fundamental Attribution Error 338

Attitudes and Actions 339

Social Influence 341 Conformity and Obedience 341

Group Influence 346

THINKING CRITICALLY ABOUT: The Internet as Social Amplifier 349

Social Relations 350 Prejudice 350

CLOSE-UP: Automatic Prejudice 351

Aggression 354

Attraction 358

CLOSE-UP: Online Matchmaking and Speed Dating 359

Altruism 363

Conflict and Peacemaking 365

CHAPTER 13 Psychological Disorders 371

What Is a Psychological Disorder? 372 Defining Psychological Disorders 372

Understanding Psychological Disorders 372

THINKING CRITICALLY ABOUT: ADHD—Normal High Energy or Disordered Behavior? 373

Classifying Disorders—and Labeling People 374

CLOSE-UP: Are People With Psychological Disorders Dangerous? 376

Anxiety Disorders, OCD, and PTSD 376 Generalized Anxiety Disorder 376

Panic Disorder 377

Phobias 377

Obsessive-Compulsive Disorder (OCD) 378

Posttraumatic Stress Disorder (PTSD) 378

Understanding Anxiety Disorders, OCD, and PTSD 379

Substance Use and Addictive Disorders 381 Tolerance and Addiction 382

Depressants 382

Stimulants 384

Hallucinogens 387

Understanding Substance Use Disorder 388

Mood Disorders 390 Major Depressive Disorder 390

Bipolar Disorder 391

Suicide and Self-Injury 392

Understanding Mood Disorders 393

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APPENDIX A

Statistical Reasoning in Everyday Life A-1

APPENDIX B

Psychology at Work B-1

APPENDIX C

Subfields of Psychology C-1

APPENDIX D

Complete Chapter Reviews D-1

APPENDIX E

Answers to Chapter Test Questions E-1

Glossary G-1

Glosario GE-1

References R-1

Name Index NI-1

Subject Index SI-1

Schizophrenia 397 Symptoms of Schizophrenia 397

Onset and Development of Schizophrenia 398

Understanding Schizophrenia 398

Other Disorders 400 Eating Disorders 400

Dissociative Disorders 401

Personality Disorders 403

CHAPTER 14 Therapy 409

Treating Psychological Disorders 410

The Psychological Therapies 410 Psychoanalysis and Psychodynamic Therapy 410

Humanistic Therapies 412

Behavior Therapies 414

Cognitive Therapies 417

Group and Family Therapies 419

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

Contents xv

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New Co-Author

For this new edition I [DM] welcome my new co-author, University of Kentucky professor Nathan DeWall. (For more in- formation and videos that introduce Na- than DeWall and our collaboration, see www.worthpublishers.com/myersde- wall.) Nathan is not only one of psychol- ogy’s “rising stars” (as the Association for Psychological Science rightly said in 2011), he also is an award-winning teacher and someone who shares my passion for writing—and for commu- nicating psychological science through writing. Although I continue as lead au- thor, Nathan’s fresh insights and contri- butions are already enriching this book, especially for this third edition, through his leading the revision of Chapters 4, 10, 11, and 14. But my fingerprints are also on those chapter revisions, even as his are on the other chapters. With sup- port from our wonderful editors, this is a team project. In addition to our work together on the textbook, Nathan and I enjoy co-authoring the Teaching Current Directions in Psychological Science col- umn in the APS Observer.

In addition, each main section of text begins with numbered questions that establish learning objectives and direct student reading. The Chapter Review sec- tion repeats these questions as a further self-testing opportunity (with answers in the Complete Chapter Reviews appen- dix). The Chapter Review section also of- fers a page-referenced list of Terms and Concepts to Remember, and new Chap- ter Test questions in multiple formats to promote optimal retention.

Each chapter closes with In Your Ev- eryday Life questions, designed to help students make the concepts more per- sonally meaningful, and therefore more memorable. These questions are also

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— 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).

What Else Is New in the Third Edition?

In addition to the long, chapter-by- chapter list of Content Changes that follows this preface, other significant changes have been made to the over- all format and presentation of this new third edition.

neW study system Follows Best Practices From Learning and Memory Research The new learning system harnesses the testing effect, which documents the ben- efits of actively retrieving information through self-testing (FIGURE 1). Thus, each chapter now offers 12 to 15 new Retrieve + Remember questions inter- spersed throughout (FIGURE 2). Creat- ing these desirable difficulties for students along the way optimizes the testing ef- fect, as does immediate feedback (via in- verted answers beneath each question).

FIGURE 1 testing effect For suggestions of how students may apply the testing effect to their own learning, watch this 5-minute YouTube animation: www. tinyurl.com/HowToRemember

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Scattered throughout this book, students will find interesting and informative review notes and quotes from researchers and others that will encourage them to be active learners and to apply their new knowledge to everyday life.

designed to function as excellent group discussion topics. The text offers hun- dreds of interesting applications to help students see just how applicable psy- chology’s concepts are to everyday life.

These new features enhance the Survey-Question-Read- Retrieve-Review (SQ3R) format. Chapter outlines allow students to survey what’s to come. Main sec- tions begin with a learn- ing objective question (now more carefully directed and appearing more fre- quently) that encourages students to read actively. Periodic Retrieve + Remember sections and the Chapter Review (with repeated Learning Objective Questions, Key Terms list, and complete Chapter Test) encour- age students to test themselves by re- trieving what they know and reviewing what they don’t. (See Figure 2 for a Re- trieve + Remember sample.)