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PsychologyClass_Fourth_Edition_-_Ciccarelli_S.pdf
psychology fourth edition
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Library of Congress Cataloging-in-Publication Data Ciccarelli, Saundra K. Psychology / Saundra K. Ciccarelli, Gulf Coast Community College, J. Noland White, Georgia College and State University.— Fourth edition. pages cm Includes index. ISBN-13: 978-0-205-97224-1 (alk. paper) ISBN-10: 0-205-97224-1 (alk. paper) 1. Psychology. I. White, J. Noland. II. Title.
BF121.C52 2015 150—dc23
2013038820
Student case edition: 0-205-97224-1/978-0-205-97224-1 Instructor’s Review Copy: 0-205-97337-X/978-0-205-97337-8 Student paper edition: 0-205-97336-1/978-0-205-97336-1 à la carte edition: 0-205-97225-X/978-0-205-97225-8
10 9 8 7 6 5 4 3 2 1
iii
psychology in action Secrets for Surviving College and Improving Your Grades PIA-2 1 The Science of Psychology 2 2 The Biological Perspective 44 3 Sensation and Perception 90 4 Consciousness 134 5 Learning 174 6 Memory 218 7 Cognition: thinking, intelligence, and language 260 8 Development Across the Life Span 304 9 Motivation and Emotion 352 10 Sexuality and Gender 386 11 Stress and Health 418 12 Social Psychology 452 13 Theories of Personality 500 14 Psychological Disorders 536 15 Psychological Therapies 574
appendix A Statistics in Psychology A-1
appendix B Applied Psychology and Psychology Careers B-1
brief contents
contents Preface x
About the Authors PIA-1
psychology in action secrets for surviving college and improving your grades PIA-2 Study Skills PIA-4
Study Methods: Different Strokes for Different Folks PIA-4
When and Where Do You Fit in Time to Study PIA-5
Mastering the Course Content PIA-6 Reading Textbooks: Textbooks Are Not Meatloaf PIA-6
Getting the Most Out of Lectures PIA-9
Demonstrating Your Knowledge: Tests and Papers PIA-11 Studying for Exams: Cramming is Not an Option PIA-11
Writing Papers: Planning Makes Perfect PIA-14
Applying Psychology to Everyday Life: Strategies for Improving Your Memory PIA-17
psychology in action summary PIA-18
Test Yourself 1
1 the science of psychology 2 What Is Psychology? 4
Psychology’s Goals 4
Psychology Then: The History of Psychology 6 In the Beginning: Wundt, Introspection, and the Laboratory 6
Titchener and Structuralism in America 7
William James and Functionalism 7
issues in psychology: Psychology’s African American Roots 8 Gestalt Psychology: The Whole Is Greater Than the Sum of
Its Parts 9
Sigmund Freud’s Theory of Psychoanalysis 10
Pavlov, Watson, and the Dawn of Behaviorism 11
Psychology Now: Modern Perspectives 13 Psychodynamic Perspective 14
Behavioral Perspective 14
Humanistic Perspective 14
Cognitive Perspective 14
Sociocultural Perspective 15
Biopsychological Perspective 15
Evolutionary Perspective 16
Psychological Professionals and Areas of Specialization 17
Psychology: The Scientific Methodology 20 The Five Steps of the Scientific Method 20
Descriptive Methods 22
Correlations: Finding Relationships 27
The Experiment 29
issues in psychology: Stereotypes, Athletes, and College Test Performance 32
Ethics of Psychological Research 33 The Guidelines for Doing Research With People 34
Animal Research 35
Applying Psychology to Everyday Life: Thinking Critically About Critical Thinking 37
Chapter Summary 40 Test Yourself 42
2 the biological perspective 44 Neurons and Nerves: Building the Network 46
Structure of the Neuron: The Nervous System’s Building Block 46
Generating the Message Within the Neuron: The Neural Impulse 48
Sending the Message to Other Cells: The Synapse 51
Neurotransmitters: Messengers of the Network 52
Cleaning Up the Synapse: Reuptake and Enzymes 54
An Overview of the Nervous System 56 The Central Nervous System: The “Central Processing Unit” 56
psychology in the news: Fact or Fiction: Focus on the Brain, but Check Your Sources! 58 The Peripheral Nervous System: Nerves on the Edge 60
Distant Connections: The Endocrine Glands 63 The Pituitary: Master of the Hormonal Universe 63
The Pineal Gland 65
The Thyroid Gland 65
Pancreas 65
The Gonads 65
The Adrenal Glands 65
Looking Inside the Living Brain 67 Lesioning Studies 67
Brain Stimulation 67
Mapping Structure 68
Mapping Function 69
From the Bottom Up: The Structures of the Brain 71 The Hindbrain 72
Structures Under the Cortex: The Limbic System 74
The Cortex 77
The Association Areas of the Cortex 80
classic studies in psychology: Through the Looking Glass—Spatial Neglect 81 The Cerebral Hemispheres: Are You in Your Right Mind? 82
iv
CONTENTS v
Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder 85
Chapter Summary 87 Test Yourself 89
3 sensation and perception 90 The ABCs of Sensation 92
What Is Sensation? 92
Sensory Thresholds 92
Habituation and Sensory Adaptation 94
The Science of Seeing 96 Perceptual Properties of Light: Catching the Waves 96
The Structure of the Eye 96
How the Eye Works 99
Perception of Color 100
The Hearing Sense: Can You Hear Me Now? 104 Perception of Sound: Good Vibrations 104
The Structure of the Ear: Follow the Vibes 105
Perceiving Pitch 106
Types of Hearing Impairments 107
Chemical Senses: It Tastes Good and Smells Even Better 109 Gustation: How We Taste the World 110
The Sense of Scents: Olfaction 112
Somesthetic Senses: What the Body Knows 113 Perception of Touch, Pressure, Temperature, and Pain 113
Pain: Gate-Control Theory 114
The Kinesthetic Sense 115
The Vestibular Sense 116
The ABCs of Perception 118 The Constancies: Size, Shape, and Brightness 118
The Gestalt Principles 118
Depth Perception 120
Perceptual Illusions 123
Other Factors That Influence Perception 126
Applying Psychology to Everyday Life: Beyond “Smoke and Mirrors”—The Psychological Science and Neuroscience of Magic 129
Chapter Summary 130 Test Yourself 132
4 consciousness 134 What Is Consciousness? 136
Definition of Consciousness 136
Altered States of Consciousness 137
Sleep 138 The Biology of Sleep 138
The Stages of Sleep 142
Sleep Disorders 146
psychology in the news: Murder While Sleepwalking 147
Dreams 150 Freud’s Interpretation: Dreams as Wish Fulfillment 151
The Activation-Synthesis Hypothesis 151
What Do People Dream About? 153
The Effects of Hypnosis 154 Steps in Hypnotic Induction 154
Fact or Myth: What Can Hypnosis Really Do? 155
Theories of Hypnosis 156
The Influence of Psychoactive Drugs 158 Dependence 158
Stimulants: Up, Up, and Away 160
Down in the Valley: Depressants 162
Hallucinogens: Higher and Higher 165
Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other Things That Go Bump in the Night 169
Chapter Summary 170 Test Yourself 172
5 learning 174 Definition of Learning 176
It Makes Your Mouth Water: Classical Conditioning 176
Pavlov and the Salivating Dogs 177
Elements of Classical Conditioning 177
Putting It All Together: Pavlov’s Canine Classic, or Tick Tock Tick Tock 178
Conditioned Emotional Responses: Rats! 183
Biological Influences on Conditioning 184
Why Does Classical Conditioning Work? 185
What’s in It for Me? Operant Conditioning 186 Frustrating Cats: Thorndike’s Puzzle Box and the Law
of Effect 186
B. F. Skinner: The Behaviorist’s Behaviorist 187
The Concept of Reinforcement 187
Schedules of Reinforcement: Why the One-Armed Bandit is so Seductive 190
The Role of Punishment in Operant Conditioning 194
issues in psychology: The Link Between Spanking and Aggression in Young Children 198 Stimulus Control: Slow Down, It’s the Cops 199
Shaping and Other Concepts in Operant Conditioning 199
vi CONTENTS
classic studies in psychology: Biological Constraints on Operant Conditioning 200 Using Operant Conditioning: Behavior Modification 201
Cognitive Learning Theory 205 Tolman’s Maze-Running Rats: Latent Learning 205
Köhler’s Smart Chimp: Insight Learning 207
Seligman’s Depressed Dogs: Learned Helplessness 207
Observational Learning 209 Bandura and the Bobo Doll 209
The Four Elements of Observational Learning 210
Applying Psychology to Everyday Life: Can You Really Toilet Train Your Cat? 212
Chapter Summary 215 Test Yourself 216
6 memory 218 What Is Memory? 220
Three Processes of Memory 220
Models of Memory 220
The Information-Processing Model: Three Memory Systems 222
Sensory Memory: Why Do People Do Double Takes? 222
Short-Term Memory 225
Long-Term Memory 228
Getting It Out: Retrieval of Long-Term Memories 235 Retrieval Cues 235
Recall and Recognition 236
classic studies in psychology: Elizabeth Loftus and Eyewitnesses 239 Automatic Encoding: Flashbulb Memories 240
The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable Are Memories? 241
Constructive Processing of Memories 242
Memory Retrieval Problems 242
What Were We Talking About? Forgetting 245 Ebbinghaus and the Forgetting Curve 246
Encoding Failure 247
Memory Trace Decay Theory 247
Interference Theory 248
Neuroscience of Memory 249 Neural Activity, Structure, and Proteins in Memory
Formation 249
The Hippocampus and Memory 249
When Memory Fails: Organic Amnesia 250
Applying Psychology to Everyday Life: Health and Memory 254
Chapter Summary 256 Test Yourself 257
7 cognition: thinking, intelligence, and language 260 How People Think 262
Mental Imagery 262
Concepts and Prototypes 264
Problem-Solving and Decision-Making Strategies 266
Problems with Problem Solving and Decision Making 270
Creativity 271
Intelligence 274 Definition 274
Theories of Intelligence 274
Measuring Intelligence 276
psychology in the news: Neuropsychology Sheds Light on Head Injuries 282 Extremes of Intelligence 285
classic studies in psychology: Terman’s “Termites” 288 The Nature/Nurture Controversy Regarding Intelligence 290
Language 294 The Levels of Language Analysis 294
The Relationship Between Language and Thought 295
Applying Psychology to Everyday Life: Mental and Physical Exercises Combine for Better Cognitive Health 299
Chapter Summary 301 Test Yourself 302
8 development across the life span 304 Issues in Studying Human Development 306
Research Designs 306
Nature Versus Nurture 306
The Basic Building Blocks of Development 308 Chromosomes, Genes, and DNA 308
Dominant and Recessive Genes 308
Genetic and Chromosome Problems 309
Prenatal Development 312 Fertilization, the Zygote, and Twinning 312
psychology in the news: Abby and Brittany Hensel, Together for Life 313 The Germinal Period 313
The Embryonic Period 314
The Fetal Period: Grow, Baby, Grow 315
CONTENTS vii
Infancy and Childhood Development 316 Physical Development 317
Baby, Can You See Me? Baby, Can You Hear Me? Sensory Development 317
classic studies in psychology: The Visual Cliff 319 Cognitive Development 320
issues in psychology: The Facts and Myths About Immunizations 326 Psychosocial Development 328
classic studies in psychology: Harlow and Contact Comfort 331
Adolescence 334 Physical Development 335
Cognitive Development 335
Psychosocial Development 337
Adulthood 339 Physical Development: Use It or Lose It 339
Cognitive Development 340
Psychosocial Development 341
Theories of Physical and Psychological Aging 344
Stages of Death and Dying 344
Applying Psychology to Everyday Life: Cross-Cultural Views on Death 346
Chapter Summary 347 Test Yourself 349
9 motivation and emotion 352 Approaches to Understanding Motivation 354
Instincts And The Evolutionary Approach 355
Approaches Based on Needs And Drives 355
Arousal Approaches 359
Incentive Approaches 361
Humanistic Approaches 361
What, Hungry Again? Why People Eat 365 Physiological Components of Hunger 365
Social Components of Hunger 367
Obesity 368
psychology in the news: Cartoon Characters Influence Children’s Food and Taste Preferences 369
Emotion 371 The Three Elements of Emotion 371
Theories of Emotion 375
classic studies in psychology: The Angry/Happy Man 378
Applying Psychology to Everyday Life: When Motivation Is Not Enough 382
Chapter Summary 383 Test Yourself 384
10 sexuality and gender 386 The Physical Side of Human Sexuality 388
The Primary Sex Characteristics 388
The Secondary Sex Characteristics 389
The Psychological Side of Human Sexuality: Gender 390 Gender Roles and Gender Typing 390
issues in psychology: Sex Differences in Science and Math: A Game Changer? 394 Theories of Gender-Role Development 396
Gender Stereotyping 397
Gender Differences 397
Human Sexual Behavior 399 Sexual Response 399
classic studies in psychology: Masters and Johnson’s Observational Study of the Human Sexual Response 401 Different Types of Sexual Behavior 402
Sexual Orientation 404
issues in psychology: What Is the Evolutionary Purpose of Homosexuality? 408
Sexual Dysfunctions and Problems 409 Causes and Influences 410
Prevalence 411
Sexually Transmitted Infections 411
Applying Psychology to Everyday Life: The AIDS Epidemic in Russia 414
Chapter Summary 415 Test Yourself 416
11 stress and health 418 Stress and Stressors 420
Definition of Stress 420
What Are Stressors? 420
Environmental Stressors: Life’s Ups and Downs 421
Psychological Stressors: What, Me Worry? 425
Physiological Factors: Stress and Health 430 The General Adaptation Syndrome 430
Immune System and Stress 430
issues in psychology: Health Psychology and Stress 434 The Influence of Cognition and Personality on Stress 435
Social Factors in Stress: People Who Need People 441
Coping With Stress 444 Coping Strategies 445
viii CONTENTS
How Culture Affects Coping 447
How Religion Affects Coping 447
Applying Psychology to Everyday Life: Becoming More Optimistic 449
Chapter Summary 450 Test Yourself 451
12 social psychology 452 Social Influence: Conformity, Group Behavior, Compliance, and Obedience 454
Conformity 454
Group Behavior 457
Compliance 458
psychology in the news: Anatomy of a Cult 460 Obedience 461
Social Cognition: Attitudes, Impression Formation, and Attribution 465
Attitudes 465
Attitude Change: The Art of Persuasion 467
Cognitive Dissonance: When Attitudes and Behavior Clash 468
Impression Formation 471
Attribution 473
Social Interaction: Prejudice and Discrimination 476 Defining Prejudice and Discrimination 476
How People Learn Prejudice 477
classic studies in psychology: Brown Eyes, Blue Eyes 478 Overcoming Prejudice 479
Liking and Loving: Interpersonal Attraction 482 The Rules of Attraction 482
psychology in the news: Facing Facebook—The Social Nature of Online Networking 483 Love Is a Triangle—Robert Sternberg’s Triangular Theory of
Love 484
Aggression and Prosocial Behavior 487 Aggression 487
Prosocial Behavior 490
Applying Psychology to Everyday Life: Peeking Inside the Social Brain 494
Chapter Summary 496 Test Yourself 498
13 theories of personality 500 Theories of Personality 502
The Man and the Couch: Sigmund Freud and the Origins of the Psychodynamic Perspective 503
The Unconscious Mind 504
Freud’s Divisions of the Personality 504
Stages of Personality Development 506
The Neo-Freudians 508
Current Thoughts on Freud and the Psychodynamic Perspective 509
The Behaviorist and Social Cognitive View of Personality 512 Bandura’s Reciprocal Determinism and Self-Efficacy 512
Rotter’s Social Learning Theory: Expectancies 513
Current Thoughts on the Behaviorist and Social Cognitive Views 514
The Third Force: Humanism and Personality 514 Carl Rogers and Self-Concept 515
Current Thoughts on the Humanistic View of Personality 516
Trait Theories: Who Are You? 518 Allport 518
Cattell and the 16PF 518
The Big Five: OCEAN, or the Five-Factor Model of Personality 519
Current Thoughts on the Trait Perspective 520
The Biology of Personality: Behavioral Genetics 521 Twin Studies 522
Adoption Studies 522
Current Findings 523
classic studies in psychology: Geert Hofstede’s Four Dimensions of Cultural Personality 523
Assessment of Personality 525 Interviews 526
Projective Tests 526
Behavioral Assessments 527
Personality Inventories 528
Applying Psychology to Everyday Life: Biological Bases of the Big Five 531
Chapter Summary 533 Test Yourself 534
CONTENTS ix
14 psychological disorders 536 What Is Abnormality? 538
A Very Brief History of Psychological Disorders 538
What Is Abnormal? 539
Models of Abnormality 541
Diagnosing and Classifying Disorders 543 Disorders in the DSM-5 544 How Common Are Psychological Disorders? 544
The Pros and Cons of Labels 544
Disorders of Anxiety, Trauma, and Stress: What, Me Worry? 547
Phobic Disorders: When Fears Get Out of Hand 547
Panic Disorder 548
Generalized Anxiety Disorder 549
Obsessive-Compulsive Disorder 549
Acute Stress Disorder (ASD) and Posttraumatic Stress Disorder (PTSD) 550
Causes of AnxIety, Trauma, and Stress Disorders 551
Disorders of Mood: The Effect of Affect 552 Major Depressive Disorder 552
Bipolar Disorders 553
Causes of Disordered Mood 554
Eating Disorders 556 Anorexia Nervosa 556
Bulimia Nervosa 557
Binge-Eating Disorder 558
Causes of Eating Disorders 558
Culture and Eating Disorders 558
Dissociative Disorders: Altered Identities 559 Dissociative Amnesia And Fugue: Who Am I And How Did I Get
Here? 559
Dissociative Identity Disorder: How Many Am I? 559
Causes of Dissociative Disorders 560
Schizophrenia: Altered Reality 562 Symptoms 562
Causes Of Schizophrenia 563
Personality Disorders: I’m Okay, It’s Everyone Else Who’s Weird 565
Antisocial Personality Disorder 566
Borderline Personality Disorder 566
Causes of Personality Disorders 566
Applying Psychology to Everyday Life: Taking the Worry Out of Exams 568
Chapter Summary 570 Test Yourself 572
15 psychological therapies 574 Treatment of Psychological Disorders: Past to Present 576
Early Treatment Of The Mentally Ill 576
Current Treatments: Two Kinds Of Therapy 576
Psychotherapy Begins 577 Psychoanalysis 578
Evaluation of Psychoanalysis and Psychodynamic Approaches 578
Interpersonal Psychotherapy 579
Humanistic Therapy: To Err Is Human 579 Tell Me More: Rogers’s Person-Centered Therapy 580
Gestalt Therapy 581
Evaluation of the Humanistic Therapies 582
Behavior Therapies: Learning One’s Way to Better Behavior 584 Therapies Based on Classical Conditioning 584
Therapies Based on Operant Conditioning 586
Evaluation of Behavior Therapies 587
Cognitive Therapies: Thinking Is Believing 588 Beck’s Cognitive Therapy 588
Ellis and Rational Emotive Behavior Therapy (REBT) 589
Evaluation of Cognitive and Cognitive–Behavioral Therapies 589
Group Therapies: Not Just for the Shy 590 Types of Group Therapies 590
Evaluation Of Group Therapy 591
Does Psychotherapy Really Work? 593 Studies of Effectiveness 593
Characteristics of Effective Therapy 594
psychology in the news: Mental Health on Campus 595 Cultural, Ethnic, and Gender Concerns in Psychotherapy 596
Cybertherapy: Therapy in the Computer Age 598
Biomedical Therapies 598 Psychopharmacology 598
Electroconvulsive Therapy 602
Psychosurgery 603
Emerging Techniques 604
Applying Psychology to Everyday Life: Virtual Reality Therapies 606
Chapter Summary 608 Test Yourself 610
appendix A: Statistics in Psychology A-1
appendix B: Applied Psychology and Psychology Careers B-1
Answer Key AK-1
Glossary G-1
References R-1
Credits C-1
Name Index NI-1
Subject Index SI-1
x PREFACE
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learner-centered approach Curiosity and Dialogue
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l e a r n i n g Yoshiko’s first-grade teacher started a reading contest. For every book read, a child would get a gold
star on the reading chart, and at the end of one month the child with the most stars would get a prize.
Yoshiko went to the library and checked out several books each week. At the end of the month, Yoshiko
had the most gold stars and got to stand in front of her classmates to receive her prize. Would it be
candy? A toy? She was so excited! Imagine her surprise and mild disappointment when the big prize
turned out to be another book! Disappointing prize aside, Yoshiko’s teacher had made use of a key
technique of learning called reinforcement. Reinforcement is anything that when following a response,
increases the likelihood that the response will occur again. The reinforcers of gold stars and a prize
caused Yoshiko’s reading to increase.
How have you used reinforcement to modify your own behavior or the behavior of others?
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PREFACE xi
214 CHAPTER 5
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
5.13
Repeat with the other hind foot, until your cat learns to balance in that squat. Once he’s getting all four feet regularly on the seat, it’s all easy from here.
Which is fortunate, because the last bit is also the most unpleasant. I suggest that you postpone this stage until you have at least a weekend, and preferably several days, when you (or another responsible party) will be at home most of the time. I skipped through this part in about two days; I only hope that your cat allows you to move along that fast.
Begin reducing the litter in the bowl. Go as fast as he’ll feel comfortable with, because as the litter decreases, the odor increases. You’ ll want to be home at this point so that you can praise him and dump out the contents of the bowl immedi- ately after he’s finished, to minimize both the smell and the possibility that your cat, in a confused attempt to minimize the smell on his own, tries to cover it up with litter that no longer exists and ends up tracking unpleasantness into the rest of the house.
By the time you’re down to a token teaspoonful of litter in the bottom of the bowl, your next-door neighbors will probably be aware of the precise instant your cat has used the toilet. This is as bad as it gets. The next time you rinse out the metal bowl, put a little bit of water in the bottom. Increase the water level each time, just as you decreased the litter level. Remember—if at any point Felix looks nervous enough about the change to give the whole thing up and take his business to the corner be- hind the door, back up a step or two and try the thing again more slowly. [Shaping takes a lot of patience, depending on the behavior being shaped and the learning ability of the animal—or person.]
Once the water in the mixing bowl is a couple of inches deep and your cat is com- fortable with the whole thing, you get to perform the last bit of magic. Take the mixing bowl away, leaving the bare toilet. (Lid Up, Seat Down.)
Questions for further Discussion
1. Why would this technique probably not work with a dog?
2. Are there any safety concerns with teaching a cat in this way?
3. Are there any other difficulties that might arise when doing this training?
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Imagine you are asked by a roommate to help him devise a weight loss program to increase his chances of making the football team. Create a one month behavior modification program based on the principles of operant conditioning which will get him started towards his goal. Be sure to describe how you will measure your roommate’s progress and what schedules of reinforcement will be included in your program.
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cognition: thinking, intelligence, and language 293
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.9
7.10
7.11
nature vs. nurture
individual differences IQ tests can be used to identify individuals who differ signi cantly from those of average intelligence
giftedness
intellectual disability/ intellectual developmental disorder
emotional intelligence
criteria
classi cations
causal factors
awareness of and ability to manage one’s own emotions, self-motivation, empathy, and social skills
may be related to traditional intelligence but data is still being collected
typically grow up to be well-adjusted adults EXCEPT when “pushed” to achieve at younger and younger ages
extreme geniuses may experience social and behavioral adjustment issues as children
environmental
biological
toxins such as lead or mercury
poverty
IQ . 130 (2 SD above mean)
IQ . 140 are called geniuses criteria
characteristics
Intelligence
current heritability estimate is about .50
correlation is not 1.00, so environment also has to play a part
IQ , 70 (2 SD below mean)
adaptive skills signi cantly below age-appropriate level
onset of de cits must occur during childhood or adolescence
Down syndrome
fetal alcohol syndrome
fragile X syndrome
identical twins reared together show a correlation of .86 between their IQs
heritability estimates apply within groups of people, not between groups, not to individuals, and only in a general sense
range from mild to profound, depending on severity
of de cts or level of support required
7.7 7.6
1. Kyle, age 13, has an intellectual disability complicated by multiple physical and sensory impairments that significantly impact his skills of daily living and ability to communicate. He is unable to take care of himself in any area of life. Kyle would most likely be classified with __________ intellectual disability.
a. mild c. severe b. moderate d. profound
2. Lewis Terman’s study provided evidence that individuals with high IQs
a. are generally weaker and lack social skills. b. are no better at excelling in their careers than others with
average IQs. c. show little to no signs of mental illness or adjustment
problems. d. have more problems with interpersonal relationships
except for those with IQs over 180.
3. What were some of the differences between the 100 most suc- cessful men and the 100 least successful men in Terman’s study?
a. The successful men had higher IQ scores and better parental upbringing.
b. The successful men had higher IQ scores and no family history of mental illness.
c. The successful men had no family history of mental ill- ness and were more motivated in general.
d. The successful men had clearly defined goals and more motivation to achieve them.
4. In recent studies, what do some researchers argue is a more accurate means of gauging success in relationships and careers?
a. intellectual intelligence b. emotional intelligence c. heredity studies d. stress surveys
5. Which of the following would be an example of a stereotype threat?
a. Joaquim, who believes IQ tests are unfair to Hispanics, something that his IQ score seems to reflect
b. Jasmine, who feels she must excel on her IQ test c. Tiana, who believes that all testing, no matter the type,
is stereotypical and biased d. Malik, who believes that tests are equal but must excel
so as not to be stereotyped by his friends
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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C O N C E P T M A P
7.8
7.8
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Reinforce connections across
topics with Interactive Concept Maps.
206 CHAPTER 5
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.12
5.13
5.11
certain number of trials, whereas the second and third groups seemed to wander aimlessly around the maze until accidentally finding their way out.
On the 10th day, however, something happened that would be difficult to explain using only Skinner’s basic principles. The second group of rats, upon receiving the rein- forcement for the first time, should have then taken as long as the first group to solve the maze. Instead, they began to solve the maze almost immediately (see Figure 5.10).
Tolman concluded that the rats in the second group, while wandering around in the first 9 days of the experiment, had indeed learned where all the blind alleys, wrong turns, and correct paths were and stored this knowledge away as a kind of “mental map,” or cog- nitive map of the physical layout of the maze. The rats in the second group had learned and stored that learning away mentally but had not demonstrated this learning because there was no reason to do so. The cognitive map had remained hidden, or latent, until the rats had a reason to demonstrate their knowledge by getting to the food. Tolman called this latent learning. The idea that learning could happen without reinforcement, and then later affect behavior, was not something traditional operant conditioning could ex- plain. To see a real-life example of latent learning, participate in the experiment Learning.
Figure 5.9 a typical Maze
This is an example of a maze such as the one used in Tolman’s experiments in latent learning. A rat is placed in the start box. The trial is over when the rat gets to the end box.
Start box
End box
Curtain
One-way door
Learning
In this experiment, you will be asked to memorize a series of words presented to you one at a time. Twenty words will be �ashed on the screen for a very short time and will be separated brie�y by a blank screen. After the last word is �ashed on the screen, you will be asked some questions to test your recall.
Go to the Experiment
Simulation
Simulate the Experiment, Learning, on MyPsychLab
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Take Practice Quizzes as you read.
Simulate experiments right from the
narrative.
Writing Prompts allow students to write about the chapter content and
received auto-feedback.
Watch Videos of topics as they are explained. Interactive Figures walk students through some of the more
complex processes in psychology.
xii PREFACE
teaching and learning package Integration and Feedback It is increasingly true today that as valuable as a good textbook is, it is still only one element of a comprehensive learning package. The teaching and learning package that accompanies Psychology, 4e, is the most comprehensive and integrated on the market. We have made every effort to provide high-quality instructor resources that will save you preparation time and will enhance the time you spend in the classroom.
MyPsychLab MyPsychLab is an online homework, tutorial, and assessment program that truly engages students in learning. It helps students better prepare for class, quizzes, and exams—resulting in better performance in the course—and provides educators with a dynamic set of tools for gauging individual and class progress. MyPsychLab comes from Pearson, your partner in providing the best digital learning experience.
NEW! Dynamic Study Modules Not every student learns the same way and at the same rate. And now, thanks to advances in adaptive learning technology, you no lon- ger have to teach as if they do. The Dynamic Study Modules in MyPsychLab con- tinuously assess student performance and activity in real time, and, using data and analytics, personalize content to reinforce concepts that target each student’s strengths and weaknesses.
Writing Space Better writers make great learners—who perform better in their courses. To help you develop and as- sess concept mastery and critical thinking through writing, we created the Writing Space in MyPsychLab. It’s a single place to create, track, and grade writing assignments, provide writing resources, and exchange meaningful, personalized feedback with students, quickly and easily, including auto-scoring for practice writing prompts. Plus, Writing Space has integrated access to Turnitin, the global leader in plagiarism prevention.
MyPsychLab Video Series. Current, comprehensive, and cut- ting edge, the six video segments for every chapter (approximately five minutes each) take the viewer from the research laboratory to inside the brain to out on the street for real-world applications.
development across the life span 321
8.1
8.2
8.3
8.4
8.5
8.7
8.8
8.9
8.10
8.11
8.6
observations of infants and children, most especially his own three children. Piaget made significant contributions to the understanding of how children think about the world around them; his theory shifted the commonly held view that children’s thinking was that of “little adults” toward recognition that it was actually quite different from adult thinking. Piaget believed that children form mental concepts or schemes as they experience new situ- ations and events. For example, if Sandy points to a picture of an apple and tells her child, “that’s an apple,” the child forms a scheme for “apple” that looks something like that picture. Piaget also believed that children first try to understand new things in terms of schemes they already possess, a process called assimilation. The child might see an orange and say “apple” because both objects are round. When corrected, the child might alter the scheme for apple to include “round” and “red.” The process of altering or adjusting old schemes to fit new information and experiences is accommodation (Piaget, 1952, 1962, 1983).
Piaget also proposed that there are four distinct stages of cognitive development that occur from infancy to adolescence, as shown in the video The Basics: How Thinking Develops: Piaget’s Stages and in Table 8.3 (Piaget, 1952, 1962, 1983).
table 8.3
Piaget’s Stages of Cognitive Development
Stage age cOgnItIVe DeVeLOPment
Sensorimotor Birth to 2 years old Children explore the world using their senses and ability to move. They develop object permanence and the understanding that concepts and mental images represent objects, people, and events.
Preoperational 2 to 7 years old Young children can mentally represent and refer to objects and events with words or pictures and they can pretend. However, they can’t conserve, logically reason, or simultaneously consider many characteristics of an object.
Concrete Operations 7 to 12 years old Children at this stage are able to conserve, reverse their thinking, and classify objects in terms of their many characteristics. They can also think logically and understand analogies but only about concrete events.
Formal Operations 12 years old to adulthood
People at this stage can use abstract reasoning about hypothetical events or situations, think about logical possibilities, use abstract analogies, and systematically examine and test hypotheses. Not everyone can eventually reason in all these ways.
Watch the Video, The Basics: How Thinking Develops : Piaget’s Stages, at MyPsychLab
CC
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To learn more about MyPsychLab visit mypsychlab.com.
PREFACE xiii
teaching and learning package presentation and teaching resources The Instructor’s Resource Center (www.pearsonhighered.com/irc) provides information on the following supplements and downloadable files: Instructor’s DVD (ISBN 0-205-97235-7): Bringing all of the fourth edition’s in- structor resources together in one place, the Instructor’s DVD offers Interactive PowerPoints, standard Lecture PowerPoints, and Classroom Response System Pow- erPoints, along with the Test Bank, and the Instructor’s Resource Manual to help in- structors customize their classroom experience.
• Interactive PowerPoint Slides bring the Ciccarelli/White design into the classroom, drawing students into the lecture and providing appealing interactive activities, visuals, and videos. The slides are built around the text’s learning objec- tives and offer many direct links to interactive exercises, simulations, and activities.
• Standard Lecture PowerPoint Slides have lecture notes, photos, and figures.
• Classroom Response System (CRS) PowerPoint Slides allow you to integrate clicker technology into your classroom.
• Peer Instruction Clicker Activities offered as a PowerPoint presentation for in- troductory psychology courses is also available on the Instructor’s DVD.
Instructor’s Resource Manual, prepared by Don Lucas, Northwest Vista College, of- fers detailed Chapter Lecture Outlines, chapter summaries, learning objectives, activi- ties, exercises, assignments, handouts, and demonstrations for in-class use, as well as useful guidelines for integrating the many Pearson media resources into your class- room and syllabus.
The Test Item File prepared by Jason Spiegelman, Community College of Baltimore County, contains over 3,200 questions categorized by learning objective and question type (factual, conceptual, or applied). Rationales for each correct answer and the key distracter in the multiple-choice questions help instructors evaluate questions and provide more feedback to students.
Pearson MyTest (ISBN 0-205-97239-X), a powerful assessment generation program, helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility! For more information, go to www.PearsonMyTest.com.
APA Assessment Bank Available within MyPsychLab, a unique bank of assessment items allows instructors to assess student progress against the American Psychological Association’s Learning Goals and Outcomes.
Accessing All Resources For a list of all student resources available with Ciccarelli/White, Psychology, 4e, go to www.mypearsonstore.com and enter the text ISBN 0-205-97224-1, and check out the “Everything That Goes with It” section under the photo of the book cover.
For access to all instructor resources for Ciccarelli/White, Psychology, 4e, simply go to http://pearsonhighered.com/irc.
For technical support for any of your Pearson products, you and your students can contact http://247.pearsoned.com.
xiv PREFACE
learning outcomes and assessment Goals and Standards In recent years many psychology departments have been focusing on core competencies and how methods of assessment can better enhance students’ learning. In response, the American Psychological Association (APA) established recommended goals for the undergraduate psychology major beginning in 2008 with a set of ten goals, and revised again in 2013 with a new set of five goals. Specific learning outcomes were established for each of the goals and suggestions were made on how best to tie assessment practices to these goals. In writing this text, we have used the APA goals and assessment recommendations as guidelines for structuring content and integrating the teaching and homework materials. For details on the APA learning goals and assessment guidelines, please see www.apa.org/.
learning objectives
Based on APA recommendations, each chapter is structured around detailed learning objectives. All of the instructor and student resources are also organized around these objectives, making the text and resources a fully integrated system of study. The flexibility of these resources allows instructors to choose which learning objectives are important in their courses as well as which content they want their students to focus on.
Why study learning? If we had not been able to learn, we would have died out as a species long ago. Learning is
the process that allows us to adapt to the changing conditions of the world around us. We
can alter our actions until we find the behavior that leads us to survival and rewards, and we
can eliminate actions that have been unsuccessful in the past. Without learning, there would
be no buildings, no agriculture, no lifesaving medicines, and no human civilization.
l e a r n i n g o b j e c t i v e s
175
5.1 5.8
5.2 5.9
5.3 5.10
5.4 5.11
5.5 5.12
5.6 5.13
5.7
What does the term learning really mean? What are some of the problems with using punishment?
How was classical conditioning first studied, and what are the important elements and characteris- tics of classical conditioning?
How do operant stimuli control behavior, and what are some other concepts that can enhance or limit operant conditioning?
What is a conditioned emotional response, and how do cognitive psychologists explain classical conditioning?
What is behavior modification, and how can behavioral techniques be used to modify invol- untary biological responses?
How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?
How do latent learning, insight, and learned helplessness relate to cognitive learning theory?
What are the important concepts in operant conditioning?
What is observational learning, and what are the four elements of modeling?
What are the schedules of reinforcement? What is a real-world example of the use of conditioning?
What is punishment and how does it differ from reinforcement?
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PREFACE xv
1
1.1 Describe key concepts, principles, and overarching themes in psychology.
1.2 Develop a working knowledge of psychology’s content domains.
1.3 Describe applications that employ discipline-based problem solving.
Intro: PIA.1 Ch 1: 1.1-1.5, Ch 2: 2.1–2.11 and Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder Ch 3: 3.1–3.11 Ch 4: 4.1–4.10 Ch 5: 5.1–5.7, 5.9–5.12 Ch 6: 6.1–6.13 and Applying Psychology to Everyday Life: Health and Memory Ch 7: 7.1, 7.3, 7.4, 7.6–7.9 Ch 8: 8.2–8.5, 8.7–8.11 Ch 9: 9.1–9.10 Ch 10: 10.1–10.9 Ch 11: 11.1–11.9 and Issues in Psychology: Health Psychology and Stress Ch 12: 12.1-12.13 Ch 13: 13.1-13.7, 13.9 and Applying Psychology to Everyday Life: The Biological Basis of the Big Five Ch 14: 14.1-14.9 Ch 15: 15.1-15.10 Major concepts are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc- tor’s teaching and assessment package.
Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical findings to discuss how psychological principles apply to behavioral phenomena. Foundation students should demonstrate breadth in their knowledge and applications of psychological ideas to simple problems; baccalaureate students should show depth in their knowledge and application of psychological concepts and frameworks to problems of greater complexity.
Knowledge Base in Psychology
2
2.1 Use scientific reasoning to interpret psychological phenomena.
2.2 Demonstrate psychology information literacy.
2.3 Engage in innovative and integrative thinking and problem-solving.
2.4 Interpret, design, and conduct basic psychological research.
2.5 Incorporate sociocultural factors in scientific inquiry.
Ch 1: 1.6-1.12, 1.14 Ch 2: 2.6, 2.12 and Psychology in the News: Fact or Fiction: Focus on the Brain, but Check your Sources; Classic Studies in Psychology: Through the Looking Glass—Spatial Neglect; Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder Ch 3: Applying Psychology to Everyday Life: Beyond “Smoke and Mirrors”—The Psychological Science and Neuroscience of Magic Ch 4: 4.10 and Psychology in the News: Murder While Sleepwalking; Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other Things That Go Bump in the Night Ch 5: 5.13 and Classic Studies in Psychology: Biological Constraints of Operant Conditioning Ch 6: Classic Studies in Psychology: Elizabeth Loftus and Eyewitnesses and Ap- plying Psychology to Everyday Life: Health and Memory Ch 7: 7.2–7.5 and Classic Studies in Psychology: Terman’s Termites Ch 8: 8.1, 8.6, 8.10 and Psychology in the News: Abby and Brittany Hensel, To- gether for Life; Classic Studies in Psychology: The Visual Cliff; Classic Studies in Psychology: Harlow and Contact Comfort Ch 9: Psychology in the News: Cartoon Characters Influence Children’s Food and Taste Preferences; Classic Studies in Psychology: The Angry/Happy Man Ch 10: 10.6 and Issues in Psychology: Sex Differences in Science and Math: A Game Changer?; Classic Studies in Psychology: Masters and Johnson’s Obser- vational Study of the Human Sexual Response; Issues in Psychology: What is the Evolutionary Purpose of Homosexuality? Ch 12: Psychology in the News: Anatomy of a Cult; Classic Studies in Psychol- ogy: Brown Eyes, Blue Eyes; Psychology in the News: Facing Facebook—The Social Nature of Online Networking Ch 13: 13.8 and Classic Studies in Psychology: Geert Hofstede’s Four Dimen- sions of Cultural Personality Appendix A: Statistics in Psychology Scientific methods are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc- tor’s teaching and assessment package.
The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Founda- tion students should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about behavior; baccalaureate students should focus on theory use as well as designing and executing research plans.
Scientific Inquiry and Critical Thinking
APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES CICCARELLI/WHITE, 4E CONTENT
xvi PREFACE
3
3.1 Apply ethical standards to psychological science and practice.
3.2 Build and enhance interpersonal relationships.
3.3 Adopt values that build community at local, national, and global levels.
Ch 1: 1.13 Ch 5: 5.8 and Issues in Psychology: The Link Between Spanking and Aggression in Young Children Ch 7: 7.10 and Psychology in the News: Neuropsychology Sheds Light on Head Injuries Ch 8: 8.11 and Issues in Psychology: The Facts and Myths About Immunizations Ch 9: 9.5–9.6 Ch 10: Applying Psychology to Everyday Life: The AIDS Epidemic in Russia Ch 11: 11.8 Ch 12: 12.8–12.9 Ethics and values are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instruc- tor’s teaching and assessment package.
The skills in this domain involve the development of ethically and socially responsible behaviors for profes- sional and personal settings. Foundation students should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to positive outcomes in work settings and in society. Baccalaureate students should have more direct opportunities to demonstrate adherence to professional values that will help them optimize their contributions.
Ethical and Social Responsibility
4
4.1 Demonstrate effective writing in multiple formats.
4.2 Exhibit effective presentation skills in multiple formats.
4.3 Interact effectively with others.
Intro: PIA.6 Ch 7: 7.10 Ch 8: 8.7, 8.11 and Applying Psychology to Everyday Life: Cross-Cultural Views on Death Ch 10: 10.4 Ch 11: 11.2, 11.6, 11.8 Ch 12: 12.2-12.3, 12.5, 12.8-12.9, 12.12 and Psychology in the News: Facing Facebook—The Social Nature of Online Networking Communication skills are reinforced with learning tools: Writing Space, Experi- ment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instructor’s teaching and assessment package.
Students should demonstrate competence in written, oral, and interpersonal communication skills. Founda- tion students should be able to write a cogent scientific argument, present information using a scientific ap- proach, engage in discussion of psychological concepts, explain the ideas of others, and express their own ideas with clarity. Baccalaureate students should produce a research study or other psychological project, explain scientific results, and present information to a professional audience. They should also develop flex- ible interpersonal approaches that optimize information exchange and relationship development.
Communication
APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES CICCARELLI/WHITE, 4E CONTENT
PREFACE xvii
5
5.1 Apply psychological content and skills to professional work.
5.2 Exhibit self-efficacy and self-regulation.
5.3 Refine project management skills.
5.4 Enhance teamwork capacity.
5.5 Develop meaningful professional direction for life after graduation.
Intro: PIA.1-PIA.7 Ch 1: 1.5, 1.14 Ch 4: 4.6 Ch 7: Applying Psychology to Everyday Life: Mental and Physical Exercises Com- bine for Better Cognitive Health Ch 9: 9.1, 9.3-9.4, 9.10 and Applying Psychology to Everyday Life: When Moti- vation Is Not Enough Ch 10: Issues in Psychology: Sex Differences in Science and Math: A Game Changer? Ch 11: 11.6–11.9 and Applying Psychology to Everyday Life: Becoming More Optimistic Ch 12: 12.1-12.3, 12.8-12.9 Ch 14: 14.10 Ch 15: Psychology in the News: Mental Health on Campus Appendix B: Applied Psychology and Psychology Careers Professional development opportunities are reinforced with learning tools: Writ- ing Space, Experiment Simulations, MyPsychLab Video Series, Operation ARA, Visual Brain, and instructor’s teaching and assessment package.
The skills in this domain refer to abilities that sharpen student readiness for post-baccalaureate employ- ment, graduate school, or professional school. The emphasis in the domain involves application of psychol- ogy-specific content and skills, effective self-reflection, project management skills, teamwork skills, and career preparation. These skills can be developed and refined both in traditional academic settings and ex- tracurricular involvement. In addition, career professionals can be enlisted to support occupational planning and pursuit.
Professional Development
APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES CICCARELLI/WHITE, 4E CONTENT
xviii
I have to thank my husband, Joe Ciccarelli, for his love and support while I spent many long hours writing this textbook. My children, Al and Liz, also put up with my odd working hours and frequent trips and deserve my thanks as well.
There are so many people to thank for their support! Erin Mitchell, Amber Mackey, Dickson Musslewhite, Yolanda de Rooy, Sarah Henrich, Sharon Geary, Judy Casillo, Linda Behrens, Sherry Lewis, Barbara Mack, and Lindsay Bethoney of the editorial team supported and advised me—thank you all so much. Ben Ferrini and Brittani Hall got us excellent pho- tos, thanks! Special thanks to Brandy Dawson and Kelly May for a fantastic marketing campaign.
The design is the collaborative work of Aptara, Blair Brown, John Christiana, Kathryn Foot, and Mike Molloy.
The great student videos were the efforts of Debbie Coniglio, Stephanie Ruland, Joshua Paul Johnson,
and Paul Sauline—marvelous work. Thanks also to Laura Chadwick, Haydee Hidalgo, and Peggy Davis for their permissions work, and Brian Hy-
land, Tom Scalzo, and Lisa Dotson for their work on MyPsychLab. A big, heartfelt thank you to Crys-
tal McCarthy and Kate Cebik, supplement managers, and my supplement authors Rocky Buckley, Alisa Diop, John Gambon, Don Lucas, Holly Schofield, Jason Spiegelman, Ja- son Warnick, Fred Whitford, and Tomas Yufik. You are fan- tastic!
We are grateful to all of the instructors and students who have contributed to the development of this text and package over the last four editions. Please see www.pearsonhighered. com/ciccarelli4einfo for a complete list of those who have re- viewed content, participated in focus groups, evaluated learn- ing tools, appeared in videos, and offered their feedback and assistance in numerous other ways. We thank you.
Special thanks to Julie Swasey, our new development editor, who fits us like a glove and made the whole process of editing this edition so much easier. We love you, Julie!
And, of course, I can’t forget Noland White, my coau- thor, pal, and Grand High Expert. His expertise in neuropsy- chology and clinical psychology is a valuable resource, and his revisions of half of the chapters and all of the chapter maps have once again made this edition a real standout. Thank you from the bottom of my heart, buddy!
Sandy Ciccarelli Gulf Coast State College
Panama City, Florida [email protected]
acknowledgments
I would like to personally thank:
My wife and best friend, Leah, and our wonderful children, Sierra, Alexis, and Landon, thank you for your love and pa- tience. I would not be able to do any of this without you;
My lead author and collaborator, Sandy Ciccarelli, for making all of this possible—and for your friendship, support, assistance, advice, and continuing to be the most amazing mentor and writing partner I could ever hope to work with!
My students, for your inspiration, encouragement, and for all of the things you continue to teach me;
The student and faculty users and reviewers of this text, for your support and ever-helpful comments and suggestions;
My friends and colleagues in the Department of Psy- chological Science at Georgia College, for your encourage- ment, frequent discussions, and feedback, with special thanks to Lee Gillis, John Lindsay, Walt Isaac, and Greg Jarvie for your individual input and support along the way;
Julie Swasey and Erin Mitchell, for your guidance, cre- ativity, collaboration, and for being so awesome!
Jessica Mosher and Leah Jewell, for being there in the beginning and for all that you have done;
Amber Mackey, Stephen Frail, Amber Chow, Brandy Dawson, Craig Campanella, Nicole Kunzmann, Paul Deluca, Beth Stoner, and all of the other Pearson and associated staff, for your contributions and for continuing to make this such a great experience!
Noland White Georgia College
Milledgeville, Georgia [email protected]
S a u n d r a K . C i C C a r e l l i is a Profes- sor Emeritus of Psychology at Gulf Coast State Col- lege in Panama City, Florida. She received her Ph.D. in Developmental Psychology from George Peabody College of Vanderbilt University, Nashville, Tennessee. She is a member of the American Psychological As- sociation and the Association for Psychological Sci- ence. Originally interested in a career as a researcher in the development of language and intelligence in developmentally delayed children and adolescents, Dr. Ciccarelli had publications in the American Journal of Mental Deficiency while still at Peabody. However, she discovered a love of teaching early on in her career. This led her to the position at Gulf Coast State Col- lege, where she taught Introductory Psychology and Human Development for over 30 years. Her students loved her enthusiasm for the field of psychology and the many anecdotes and examples she used to bring psychology to life for them. Before writing this text, Dr. Ciccarelli authored numerous ancillary materials for several introductory psychology and human devel- opment texts.
J . n o l a n d W h i t e is an Associate Pro- fessor of Psychology at Georgia College, Georgia’s Public Liberal Arts University, located in Milled- geville. He received both his B.S. and M.S. in Psy- chology from Georgia College and joined the faculty there in 2001 after receiving his Ph.D. in Counsel- ing Psychology from the University of Tennessee. He is a licensed psychologist and has worked primar- ily with adolescents and adults, in a variety of clini- cal and community settings. On campus, he teaches Introductory Psychology, Psychology of Adjustment, Behavioral Neuroscience, Advanced Behavioral Neu- roscience, Senior Seminar, and a section of Advanced Re- search Methods focusing on psychophysiology. He has an active lab and, with his students, is investigating the psychophysiological characteristics and neuropsy- chological performance of adults with and without ADHD. Outside of the lab, Dr. White is engaged in collaborative research examining the effectiveness of incorporating various technologies in and out of the college classroom to facilitate student learning. He also serves as a mentor for other faculty wanting to expand their use of technology with their classes. In April 2008 he was a recipient of the Georgia College Excellence in Teaching Award.
about the authors
19/11/13 12:46 AM
PIA-2
CC
Watch the Video at MyPsychLab.comWatch the Video on MyPsychLab.com
secrets for surviving college and improving your grades
Pamela was struggling in her psychology class. She would read the text assignments, but nothing seemed to “stick,”
no matter how many times she read it. She understood nearly all of what was said in class, but found it hard to listen
and take notes. There was so much content to learn, how should she focus her efforts? Her grades were mediocre
C’s. Feeling depressed and overwhelmed, she went to the instructor to ask for advice.
Her professor suggested that Pamela go to the college’s counseling center to learn about alternate ways to study.
The center’s guidance counselor suggested recording the lectures, so that Pamela would be able to listen without hav-
ing to worry about taking notes. The counselor suggested Pamela try reciting what she has just read aloud—a text read-
ing technique called the “SQ3R” method. After following the suggestions, all of Pamela’s grades have improved to A’s.
Based on what you know now, what advice would you share with a student just starting out in college?
p s y c h o l o g y i n a c t i o n
PIA-3
Why study how to study? Pamela’s story is not uncommon. Many students find that they need to study in different
ways, and also to use the old “listen and write notes” technique. This chapter will detail
some helpful study tips as well as provide you with some good information you can use to
improve your reading, writing, and memory skills.
How can you improve your memory for facts and concepts?PIA.7
What are the key steps in writing papers for college?PIA.6
How should you approach studying for exams, and why do different kinds of test questions require different study approaches?
PIA.5
What are the best ways to take notes in class and while reading the text?PIA.4
How should you go about reading a textbook so that you get the most out of your reading efforts?
PIA.3
What are some strategies for time management?PIA.2
What are some different methods of studying?PIA.1
l e a r n i n g o b j e c t i v e s
Many students entering college have developed a system of taking notes, reading the textbook, and reviewing for exams that may have worked pretty well in the past; but what worked in grade school and high school may not work in college, where the expectations from teachers are higher and the workload is far greater. Students should know seven things in order to do their absolute best in any college course: 1. How to identify which study methods work best for them and for different kinds of
materials. 2. How to manage their time and avoid procrastination. 3. How to read a textbook and take notes that are understandable and memorable the
first time. 4. How to listen and take useful notes during lectures. 5. How to study efficiently for exams. 6. How to write good term papers. 7. How to improve their memory for facts and concepts.
This introduction presents various techniques and information aimed at maximizing knowledge and skills in each of these seven areas. In addition, brief videos are available on each of these topics from the “Success Center” section located at the start of every chapter.
Study Skills
I want to make better grades, but sometimes it seems that no matter how hard I study, the test questions turn out to be hard and confusing and I end up not doing very well. Is there some trick to getting good grades?
Many students would probably say that their grades are not what they want them to be. They may make the effort, but they still don’t seem to be able to achieve the higher grades that they wish they could earn. A big part of the problem is that despite many dif- ferent educational experiences, students are rarely taught how to study.
Study MethodS: different StrokeS for different folkS
PiA.1 What are some different methods of studying?
Most college students, at one point or another in their educational experiences, have probably run into the concept of a learning style, but what exactly is it? In general, a learn- ing style is the particular way in which a person takes in, or absorbs, information (Barsch, 1996; Dunn et al., 1989, 2001; Felder & Spurlin, 2005). Explore the Concept, What Learning Techniques Do You Use?, at MyPsychLab
We learn many different kinds of things during our lives, and one method of learn- ing probably isn’t going to work for everyone. Some people seem to learn better if they can read about a topic or put it into their own words (verbal learners). Others may find that looking at charts, diagrams, and figures help them more (visual learners). There are those who learn better if they can hear the information (auditory learners), and there are even people who use the motion of their own bodies to help them remember key infor- mation (action learners). While instructors would have a practical nightmare if they tried to teach to every individual student’s particular learning style, students who are aware of their own style can use it to change the way they study. So instead of focusing on dif- ferent learning styles, this Psychology in Action introduction will focus on different study
Teachers often use multiple methods to present a point, but trying to cover all learning methods in one lecture would not be practical.
Some students find it helpful to hear the content in addition to reading it. This is especially true when learning a new language. This woman is listening to an audio recording from her textbook as she follows along and looks at the figures and photos.
PIA-4
Success Center
Study on MyPsychLab Dynamic Study Modules
Watch the Video on MyPsychLab
Study Methods
Managing Time
Reading the Text
Lecture Notes
Exam Prep
Paper Writing
Improve Memory
psychology in action PIA-5
PiA.1
PiA.2
PiA.3
PiA.4
PiA.5
PiA.6
PiA.7
PiA.2
methods. Take the opportunity to try them out and find which methods work best for you. Table PIA.1 lists just some of the ways in which you can study. All of the methods listed in this table are good for students who wish to improve both their understanding of a subject and their grades on tests. See if you can think of some other ways in which you might prefer to practice the various study methods.
When And Where do you fit in tiMe to Study?
PiA.2 What are some strategies for time management?
One of the biggest failings of college students (and many others) is managing the time for all the tasks involved. Procrastination, the tendency to put off tasks until some later time that often does not arrive, is the enemy of time management. There are some strate- gies to defeating procrastination (The College Board, 2011):
• Make a map of your long-term goals. If you are starting here, what are the paths you need to take to get to your ultimate goal?
• Get a calendar and write down class times, work times, social engagements, everything! • Before you go to bed, plan your next day, starting with when you get up and priori-
tizing your tasks for that day. Mark tasks off as you do them. • Go to bed. Getting enough sleep is a necessary step in managing your tasks. Eat-
ing right and walking or stretching between tasks is a good idea, too. • If you have big tasks, break them down into smaller, more manageable pieces. How
do you eat an elephant? One bite at a time.
table PiA.1
Multiple Study Methods
VerbAl MethodS ViSuAl MethodS Auditory MethodS ACtion MethodS
Use flash cards to identify main points or key terms.
Write out or recite key information in whole sentences or phrases in your own words.
When looking at diagrams, write out a description.
Use “sticky” notes to remind yourself of key terms and information, and put them in the notebook or text or on a mirror that you use frequently.
Practice spelling words or repeating facts to be remembered.
Rewrite things from memory.
Make flash cards with pictures or diagrams to aid recall of key concepts.
Make charts and diagrams and sum up information in tables.
Use different colors of highlighter for different sections of information in text or notes.
Visualize charts, diagrams, and figures.
Trace letters and words to remember key facts.
Redraw things from memory.
Join or form a study group or find a study partner so that you can discuss concepts and ideas.
While studying, speak out loud or into a digital recorder that you can play back later.
Make speeches.
Record the lectures (with permission). Take notes on the lecture sparingly, using the recording to fill in parts that you might have missed.
Read notes or text material into a digital recorder or get study materials recorded and play back while exercising or doing chores.
When learning something new, state or explain the information in your own words out loud or to a study partner.
Use musical rhythms as memory aids, or put information to a rhyme or a tune.
Sit near the front of the classroom and take notes by jotting down key terms and making pictures or charts to help you remember what you are hearing.
While studying, walk back and forth as you read out loud.
Study with a friend.
While exercising, listen to recordings you have made of important information.
Write out key concepts on a large board or poster.
Make flash cards, using different colors and diagrams, and lay them out on a large surface. Practice putting them in order.
Make a three-dimensional model.
Spend extra time in the lab.
Go to off-campus areas such as a museum or historical site to gain information.
PIA-6 INTRODUCTION
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PiA.1 • Do small tasks, like answering emails or writing the first paragraph of a paper, in
those bits of time you might otherwise dismiss: riding the bus to school or work, waiting in a doctor’s office, and so on.
• Build in some play time—all work and no play pretty much insures that you will fail at keeping your schedule. Use play time as a reward for getting tasks done.
• If your schedule falls apart, don’t panic—just start again the next day. Even the best time managers have days when things don’t go as planned. Another problem that often interferes with time management is the enduring myth
that we can effectively multitask. In today’s world of technological interconnectedness, people tend to believe that they can learn to do more than one task at a time. The fact, however, is that the human mind is not meant to multitask and trying to do so not only can lead to car wrecks and other disasters, but also may result in changes in how individ- uals process different types of information, and not for the better. One study challenged college students to perform experiments that involved task switching, selective attention, and working memory (Ophir et al., 2009). The expectation was that students who were experienced at multitasking would outperform those who were not, but the results were just the opposite: the “chronic multitaskers” failed miserably at all three tasks. The results seemed to indicate that frequent multitaskers use their brains less effectively, even when focusing on a single task.
Another study found that people who think they are good at multitasking are actu- ally not (Sanbonmatsu et al., 2013), while still another study indicates that video gam- ers, who often feel that their success at gaming is training them to be good multitaskers in other areas of life such as texting or talking while driving, are just as unsuccessful at multitasking as nongamers (Donohue et al., 2012). In short, it’s better to focus on one task and only one task for a short period of time before moving on to another than to try to do two things at once. Watch the Video, What’s In It For Me?: The Myth of Multitasking, at MyPsychLab
Mastering the Course Content It would be nice if there were a magical way to get the content of a college course into your head, but the sad fact is that you must work at learning. The two things you must do above all else: Read the textbook and attend the class lectures. The following sections give you some good tips for getting the most out of both necessary evils.
reAding textbookS: textbookS Are not MeAtloAf
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How should you go about reading a textbook so that you get the most out of your reading efforts?
No matter what the study method, students must read the textbook to be successful in the course. (While that might seem obvious to some, many students today seem to think that just taking notes on lectures or slide presentations will be enough.) This section deals with how to read textbooks for understanding rather than just to “get through” the material.
Students make two common mistakes in regard to reading a textbook. The first mis- take is simple: Many students don’t bother to read the textbook before going to the lecture that will cover that material. Trying to get anything out of a lecture without having read the material first is like trying to find a new, unfamiliar place without using a GPS or any kind of directions. It’s easy to get lost. This is especially true because of the assump- tion that most instructors make when planning their lectures: They take for granted that
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the students have already read the as- signment. The instructors then use the lecture to go into detail about the in- formation the students supposedly got from the reading. If the students have not done the reading, the instructor’s lecture isn’t going to make a whole lot of sense.
The second mistake that most students make when reading textbook material is to try to read it the same way they would read a novel: They start at the first page and read contin- uously. With a novel, it’s easy to do this because the plot is usually interesting and people want to know what happens next, so they keep reading. It isn’t necessary to remember every little detail—all they need to remember are the main plot points. One could say that a novel is like meatloaf—some meaty parts with lots of filler. Meatloaf can be eaten quickly, without even chewing for very long.
With a textbook, the material may be interesting but not in the same way that a novel is interesting. A textbook is a big, thick steak—all meat, no filler. Just as a steak has to be chewed to be enjoyed and to be useful to the body, textbook material has to be “chewed” with the mind. You have to read slowly, paying attention to every morsel of meaning.
So how do you do that? Probably one of the best-known reading methods is called SQ3R, first used by F. P. Robinson in a 1946 book called Effective Study. The letters S-Q-R-R-R stand for: SurVey Look at the chapter you’ve been assigned to read. Read the outline, learning objectives, or other opening materials. Then flip through the chapter and read the head- ings of sections, and look at tables and figures. Quickly read through the chapter sum- mary if one is provided.
It might sound like it takes too much time to do this, but you should just be skim- ming at this point—a couple of minutes is all it should take. Why do this at all? Survey- ing the chapter, or “previewing” it, as some experts call it, helps you form a framework in your head around which you can organize the information in the chapter when you read it in detail. Organization is one of the main ways to improve your memory for informa- tion. to Learning Objective 6.5. QueStion After previewing the chapter, read the heading for the first section. Just the first section! Try to think of a question based on this heading that the section should answer as you read. For example, in Chapter One there’s a section titled “Pav- lov, Watson, and the Dawn of Behaviorism.” You could ask yourself, “What did Pavlov and Watson do for psychology?” or “What is behaviorism?” In this text, a list of learn- ing objectives for the key concepts in the chapter is presented in the form of questions that can be used with the SQ3R method. There are also student questions that can serve the same purpose. Now when you read the section, you aren’t just reading— you’re reading to find an answer. That makes the material much easier to remember later on. reAd Now read the section, looking for the answers to your questions. As you read, take notes by making an outline of the main points and terms in the section. This is another area where some students make a big mistake. They assume that using a high- lighter to mark words and phrases is as good as writing notes. One of the author’s former students conducted research on the difference between highlighting and note taking, and
Before reading any chapter in a text, survey the chapter by reading the outline and the section headings.
As you read, take notes. Write down key terms and try to summarize the main points of each paragraph and section in the chapter. These notes will be useful when you later review the chapter material.
PIA-8 INTRODUCTION
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PiA.1 her findings were clear: Students who wrote their own notes during the reading of a text or while listening to a lecture scored significantly higher on their exam grades than students who merely used a highlighter on the text (Boyd & Peeler, 2004). Highlighting requires no real mental effort (no “chewing,” in other words), but writing the words down yourself requires you to read the words in depth and to understand them. When we study memory, you’ll learn more about the value of processing information in depth. to Learning Objective 6.1. reCite It may sound silly, but reciting out loud what you can remember from the sec- tion you’ve just read is another good way to process the information more deeply and completely. How many times have you thought you understood something, only to find that when you tried to explain it to someone, you didn’t understand it at all? Recitation forces you to put the information in your own words—just as writing it in notes does. Writing it down accesses your visual memory; saying it out loud gives you an auditory memory for the same information. If you have ever learned something well by teaching it to someone else, you already know the value of recitation. If you feel self-conscious about talking to yourself, talk into a digital recorder—and it’s a great way to review later.
Now repeat the Question, Read, and Recite instructions for each section, taking a few minutes’ break after every two or three sections. Why take a break? There’s a process that has to take place in your brain when you are trying to form a permanent memory for information, and that process takes a little time. When you take a break every 10 to 20 minutes, you are giving your brain the time to accomplish this process. A break will help you avoid a common problem in reading texts—finding yourself reading the same sen- tence over and over again because your brain is too overloaded from trying to remember what you just read. reCAll/reVieW Finally, you’ve finished reading the entire chapter. If you’ve used the guidelines listed previously, you’ll only have to read the chapter as thoroughly this one time, instead of having to read it over and over throughout the semester and just before exams. Once you’ve read the chapter, take a few minutes to try to remember as much of what you learned while reading it as you can. A good way to do this is to take any practice quizzes that might be available, either in your text or in a student workbook that goes with the text. Many publishers have Web sites for their textbooks that have practice quizzes available online. For this text, we offer both practice quizzes within the text and online quizzes and study materials. If there are no quizzes, read the chapter summary in detail, making sure that you understand everything in it. If there’s anything that’s confusing, go back to that section in the chapter and read again until you under- stand it.
Some educators and researchers now add a fourth R: Reflect. To reflect means to try to think critically about what you have read by trying to tie the concepts into what you already know, thinking about how you can use the information in your own life, and de- ciding which of the topics you’ve covered interests you enough to look for more informa- tion on that topic (Richardson & Morgan, 1997). For example, if you have learned about the genetic basis for depression, you might better understand why that disorder seems to run in your best friend’s family. to Learning Objective 14.5.
Reading textbooks in this way means that, when it comes time for the final exam, all you will have to do is carefully review your notes to be ready for the exam—you won’t have to read the entire textbook all over again. What a time-saver! Recent research sug- gests that the most important steps in this method are the three R’s: Read, Recite, and Review. In two experiments with college students, researchers found that when compared with other study methods such as rereading and note-taking study strategies, the 3R strategy produced superior recall of the material (McDaniel et al., 2009).
After reading a chapter section, take time to reflect on what the information means and how it might relate to real-world situations.
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getting the MoSt out of leCtureS
PiA.4 What are the best ways to take notes in class and while reading the text?
As mentioned earlier, mastering course content means you have to attend the lectures. Even if lectures are online, you have to read or watch them. But just attending or read- ing or watching is not enough; you have to process the information just as you have to process the text material. To get the most out of lectures, you need to take notes on the content, and taking notes involves quite a bit more than just writing down the words the instructor says or printing out the PowerPoint slides.
One very important fact you must remember: PowerPoint slides are not meant to be notes at all; they are merely talking points that help the instructor follow a particular sequence in lecturing. Typically, the instructor will have more to say about each point on the slide, and that is the information students should be listening to and writing down. In Table PIA.1, the suggestion to use highlighters of different colors is not meant to replace taking notes but instead to supplement the notes you do take.
How should you take notes? As stated earlier, you should try to take notes while reading the chapter (before attending the lecture) by writing down the main points and the vocabu- lary terms in your own words as much as possible. This forces you to think about what you are reading. The more you think about it, the more likely it is that the concepts will become a part of your permanent memory. to Learning Objective 6.4.
Taking notes while listening to the lecture is a slightly different procedure. First, you should have your notes from your earlier reading in front of you, and it helps to leave plenty of space between lines to add notes from the lecture. A major mistake made by many students is to come to the lecture without having read the material first. This is an EX- TREMELY BAD IDEA. If you come to the lecture totally unprepared, you will have no idea what is important enough to write down and what is just the instructor’s asides and commentary. Reading the material first gives you a good idea of exactly what is important in the lecture and reduces the amount of notes you must take.
There is an art to really listening to someone, too, often called active listening. Active listeners make eye contact with the speaker and sit facing the speaker in a place where they can easily hear and see the speaker. Active listeners fo- cus on what is being said rather than how the speaker looks or sounds (not always an easy task) and ask questions when they do not understand something or need a clarification. Asking questions during a lecture is a good way to stay engaged in actively processing the speaker’s message.
If you are like Pamela in the introduction, ask your instructor if you can bring a digi- tal recorder to class to record the lecture. You will then be able to listen during the class and use the recording to take notes from later. Some students may prefer to jot down dia- grams, charts, and other visual aids along with their written notes. When you have good notes taken while reading the text and from the lectures, you will also have ready-made study aids for preparing to take exams. The next section deals with the best ways to study for exams.
Here are two things that instructors love to see: attentive looks and note taking during the lecture. And for the student who learns better just listening, a small digital recorder (used with permission) can help for later review of the lecture. How should these students have prepared before coming to this class?
PIA-10 INTRODUCTION
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reading for learning is not the same as reading for pleasure
break up your reading sessions so you have time to process and understand the information SQ3R
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reading, reciting, and reviewing is very effective
Reading Textbooks
read your textbook and take notes before class so you can focus on the lecture–in the lecture only take notes on the most important ideas
take notes and write information in your own words
Getting the Most out of Lectures
Time Management
Mastering the Course Content
rewrite or recite key information in your own wordsverbal methods use written and spoken language
use different colors of highlighter for different ideas in your notes
draw diagrams and summary tables of information from memory visual methods use your vision
study with a partner and discuss concepts and ideas
listen while doing chores
listen while exercising talk out loud while studying or into an audio recorder so you can listen to the material later
make audio recordings of lectures (with your instructor's permission)
auditory methods use your hearing
walk around while reading out loud from your materials
write out and diagram key concepts on a poster or white board
use exercise and movement while studying
create your own models or go on your own "�eld trips" to gather related information
action methods use movement
calendar
task list keep track of all goals, short- and long-term; record all commitments and assignments
break larger projects into smaller, more manageable tasks
use periods of free/non-structured time to complete minor tasks
plan and prioritize your tasks
adequate sleep
daily exercise
healthy diet
regularly schedule some play or "me" time
take care of yourself
focus on one task for a brief period before moving on to the next
don't try to multitask!
Study Skills
Study Methods
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demonstrating your knowledge: tests and Papers Inevitably, the time will come when your instructor wants some hard evidence that you have truly learned at least some of the material to which you have been exposed. Tests and paper writing are two common ways in which this evidence is gathered.
Studying for exAMS: CrAMMing iS not An oPtion
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How should you approach studying for exams, and why do different kinds of test questions require different study approaches?
There is a right way to study for a test, believe it or not. Here are some good things to remember when preparing for an exam, whether it’s a quiz, a unit test, a midterm, or a final (Carter et al., 2002; Reynolds, 2002):
• Timing is everything. One of the worst things that students can do is to wait until the last minute to study for an exam. Remember the analogy about “chewing” the steak? ( Just as a steak has to be chewed to be enjoyed and to be useful to the body, textbook material has to be “chewed” with the mind.) The same concept applies to preparing for an exam: You have to give yourself enough time. If you’ve read your text material and taken good notes as discussed in the previous sections, you’ll be able to save a lot of time in studying for the exam, but you still need to give yourself ample time to go over all of those notes. The time management tips given earlier in this chapter will help you prioritize your studying.
• Find out as much as you can about the type of test and the material it will cover. The type of test can affect the way in which you want to study the material. An
1. What does the research show in regards to multitasking? a. Chronic multitaskers have developed strategies that
allow them to use their brains more effectively. b. Chronic multitasking may be related to less effective
ways of processing different types of information. c. Multitasking is effective, but only if you limit the number
of tasks to 5 or fewer. d. Video gamers are better at multitasking in all areas of life.
2. What does the “S” in SQ3R stand for? a. survey c. synthesize b. study d. stand
3. Candice has surveyed the material, developed questions to consider, and begun reading the material to find the answers to her questions. What should she do next?
a. Recite out loud what she can remember from the section she just read.
b. Re-read the material a second time. c. Review the material from the chapter that she has read. d. Retain the material by committing it to memory.
4. To maximize success, which method of note-taking should Juan use?
a. He should take notes in his own words as much as possible. b. He should write down every word from the PowerPoint
slides used in class. c. He should highlight the text rather than writing his own
notes. d. He should make sure that his notes contain the exact
words used by his instructor.
5. Avery maintains eye contact when listening to her instruc- tors. She also places herself so that she can see and hear the instructors. Additionally, she works to listen to the content of the lecture instead of focusing on how they look or what they are wearing. Avery would be described as a(n)
a. accomplished student. c. active listener. b. passive listener. d. social listener.
THinking CRiTiCAlly: What are some reasons why not relying on the instructor’s PowerPoints might be beneficial in committing information to memory?
PRACTICe quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
Could this be you? The scattered materials, the frantic phone call to a friend or professor, the tense and worried facial expression are all hallmarks of that hallowed yet useless student tradition, cramming. Don’t let this happen to you.
PIA-12 INTRODUCTION
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objective test, for example, such as multiple-choice or true/false, is usually fairly close to the text material, so you’ll want to be very familiar with the wording of concepts and definitions in the text, although this is not a suggestion to memorize a lot of material.
These kinds of tests can include one of three types of questions: • Factual: Questions that ask you to remember a specific fact from the text material.
For example, “Who built the first psychological laboratory?” requires that you rec- ognize a person’s name. (The answer is Wilhelm Wundt.)
• Applied: Questions that ask you to use, or apply, information presented in the text. For example, consider the following question: Ever since she was scared by a dog as a young child, Angelica has been afraid of all
dogs. The fact that she is not only afraid of the original dog but all types of dogs is an example of
a. stimulus generalization. b. stimulus discrimination. c. spontaneous recovery. d. shaping.
This question requires you to take a concept (in this case, generalization) and apply it to a real-world example.
• Conceptual: Questions that demand that you think about the ideas or concepts pre- sented in the text and demonstrate that you understand them by answering ques- tions like the following: “Freud is to __________ as Watson is to __________.” (The answers could vary, but a good set would be “the unconscious” and “observable behavior.”) Notice that although memorizing facts might help on the first type of question,
it isn’t going to help at all on the last two. Memorization doesn’t always help on factual questions either, because the questions are sometimes worded quite differently from the text. It is far better to understand the information rather than be able to “spit it back” without understanding it. “Spitting it back” is memorization; understanding it is true learning. to Learning Objective 6.1. There are different levels of analysis for in- formation you are trying to learn, and the higher the level of analysis, the more likely you are to remember (Anderson et al., 2001; Bloom, 1956). Factual questions are the lowest level of analysis: knowledge. Applied questions are a higher level and are often preferred by instructors for that reason—it’s hard to successfully apply information if you don’t really understand it. Conceptual questions are a kind of analysis, a level higher than either of the other two. Not only do you have to understand the concept, you have to understand it well enough to compare and contrast it with other concepts. They might be harder ques- tions to answer, but in the long run, you will get more “bang for your buck” in terms of true learning.
Subjective tests, such as essay tests and short-answer exams, require that you not only are able to recall and understand the information from the course but also that you are able to organize it in your own words. To study for a subjective test means that you need to be familiar with the material and that you need to be able to write it down. Make outlines of your notes. Rewrite both reading and lecture notes and make flash cards, charts, and draw- ings. Practice putting the flash cards in order. Talk out loud or study with someone else and discuss the possible questions that could be on an essay test. You may find that only a few of these methods work best for you, but the more ways in which you try to study, the better you will be able to retrieve the information when you need it. It may sound like a big investment of your time, but most students vastly underestimate how long it takes to study—and fail to recognize that many of these techniques are doable when first reading the textbook assignment and preparing for the classroom lecture. DON’T CRAM!
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You might also look at old tests (if the instructor has made them available) to see what kinds of questions are usually asked. If this is not possible, make sure that you pay close attention to the kinds of questions asked on the first exam so that you will know how to prepare for future tests. Write out your own test questions as if you were the in- structor. Not only does this force you to think about the material the way it will appear on the test, it also provides a great review tool. Other helpful advice:
• Use SQ3R. You can use the same method that you used to read the text material to go over your notes. Skim through your notes, try to think of possible test ques- tions, recite the main ideas and definitions of terms, either out loud, into a digital recorder, or to a friend or study group. Review by summarizing sections of mate- rial or by making an outline or flash cards that you can use in studying important concepts.
• Use the concept maps if provided. When surveying the chapter, make sure you look over any concept maps. (In this text, they are provided at the end of each major section of the chapters, just before the practice quizzes). Concept maps are a visual organization of the key concepts, terms, and definitions that are found in each section and are an excellent way to “see” how various concepts are linked together (Carnot et al., 2001; Novak, 1995; Wu et al., 2004). They are also a great way to review the chapter once you have finished reading it, just to check for un- derstanding—if the concept maps don’t make sense, then you’ve missed something and need to go back over the relevant section. You can also make your own concept maps as you take notes on the chapter.
• Take advantage of all the publisher’s test materials. Practice does help, and most textbooks come with a study guide or a Web site (such as www.mypsychlab.com for this text; see preface). Those materials should have practice quizzes available—take them. The more types of quiz questions you try to answer, the more successful you will be at interpreting the questions on the actual exam. You’ll also get a very good idea of the areas that you need to go back and review again. And remember, retrieval practice, or actually testing your recall through tests or quizzes, is a great way to improve long-term learning (Karpicke, 2012; Karpicke & Blunt, 2011), even when just thinking about the information or rehearsing it over in your mind (Smith et al., 2013)! Retrieval practice works better than simply restudying. The key is testing your retrieval of information, not your recognition of information.
• Make use of the resources. If you find that you are having difficulty with certain concepts, go to the instructor well in advance of the exam for help. (This is another good reason to manage your study time so that you aren’t trying to do everything in a few hours the night before the exam.) There are help centers on most college and university campuses with people who can help you learn to study, organize your notes, or tutor you in the subject area.
• Don’t forget your physical needs. Studies have shown that not getting enough sleep is bad for memory and learning processes (Stickgold et al., 2001; Vecsey et al., 2009). Try to stop studying an hour or so before going to bed at a reasonable
Many students studying for exams ignore one of the most valuable resources to which they have access: the instructor. Most instructors are happy to answer questions or schedule time for students who are having difficulty understanding the material.
Holding your eyes open is not going to help you study when you are this tired. Sleep has been shown to improve memory and performance on tests, so get a good night’s sleep before every exam.
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time to give your body time to relax and unwind. Get a full night’s sleep if possible. Do not take sleep-inducing medications or drink alcohol, as these substances pre- vent normal stages of sleep, including the stage that seems to be the most useful for memory and learning (Davis et al., 2003). Do eat breakfast; hunger is harmful to memory and mental performance. A breakfast heavy on protein and light on car- bohydrates is the best for concentration and recall (Benton & Parker, 1998; Dani et al., 2005; Pollitt & Matthews, 1998; Stubbs et al., 1996).
• Use your test time wisely. When taking the test, don’t allow yourself to get stuck on one question that you can’t seem to answer. If an answer isn’t clear, skip that question and go on to others. After finishing all of the questions that you can an- swer easily, go back to the ones you have skipped and try to answer them again. This accomplishes several things: You get to experience success in answering the questions that you can answer, which makes you feel more confident and relaxed; other questions on the test might act as memory cues for the exact information you need for one of those questions you skipped; and once you are more relaxed, you may find that the answers to those seemingly impossible questions are now clear because anxiety is no longer blocking them. This is a way of reducing stress by deal- ing directly with the problem, one of many ways of dealing effectively with stress.
to Learning Objective 11.7. The next section gives some helpful information about another form of assessment:
the term paper.
Writing PAPerS: PlAnning MAkeS PerfeCt
PiA.6 What are the key steps in writing papers for college?
Several steps are involved in writing a paper, whether it be a short paper or a long one. You should begin all of these steps well in advance of the due date for the paper (not the night before): 1. Choose a topic. The first step is to choose a topic for your paper. In some cases,
the instructor may have a list of acceptable subjects, which makes your job easier. If that is not the case, don’t be afraid to go to your instructor during office hours and talk about some possible topics. Try to choose a topic that interests you, one that you would like to learn more about. The most common mistake students make is to choose subject matter that is too broad. For example, the topic “autism” could fill a book. A narrower focus might discuss a single form of autism in detail. Again, your instructor can help you narrow down your topic choices.
2. Do the research. Find as many sources as you can that have information about your topic. Don’t limit yourself to encyclopedias or textbooks. Go to your school library and ask the librarian to point you in the direction of some good scientific journals that would have useful information on the subject. Be very careful about using the Internet to do research: Not everything on the Internet is correct or writ- ten by true experts—avoid other students’ papers and “encyclopedia” Web sites that can be written and updated by darn near anyone.
3. Take notes. While reading about your topic, take careful notes to remember key points and write down the reference that will go along with the reading. References for psychology papers are usually going to be in APA (American Psychological As- sociation) style, which can be found at www.apastyle.org and in MyPsychLab. Re- member, taking notes helps you avoid plagiarism, the copying of someone else’s ideas or exact words (or a close imitation of the words) and presenting them as your own. Note taking also helps you avoid using too many direct quotes—papers are supposed to be in your words, not someone else’s, even if you give them credit.
instructors are a good source of suggestions for paper topics—they know the kind of information they want to be reading and grading in the wee hours of the night.
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4. D e c i d e o n t h e t h e s i s . The thesis is the central message of your paper— the message you want to communicate to your a u d i e n c e — w h i c h m a y be your instructor, your classmates, or both, de- pending on the nature of the assignment. Some pa- pers are persuasive, which means the author is try- ing to convince the reader of a particular point of view, such as “Autism is not caused by immuniza- tions.” Some papers are informative, providing information about a topic to an audience that may have no prior knowledge, such as “Several forms of autism have been identified.”
5. Write an outline. Using your notes from all your readings, create an outline of your paper—a kind of “road map” of how the paper will go. Start with an introduction (e.g., a brief definition and discussion of what autism is). Then decide what the body of the paper should be. If your paper is about a specific type of autism, for example, your outline might include sections about the possible causes of that type. The last section of your outline should be some kind of conclusion. For example, you might have recommendations about how parents of a child with autism can best help that child to develop as fully as possible.
6. Write a first draft. Write your paper using the outline and your notes as guides. If using APA style, place citations with all of your statements and assertions. Fail- ure to use citations (which point to the particular reference work from which your information came) is also a common mistake that many students make. It is very important that you avoid plagiarism, as discussed in step 3. When you use a source, you are supposed to explain the information that you are using in your own words and cite the source, as in the following example:
In one study comparing both identical and fraternal twins, researchers found that stressful life events of the kind listed in the SRRS were excellent predictors of the onset of episodes of major depression (Kendler & Prescott, 1999).
Your paper’s reference section would have the following citation: Kendler, K. S., & Prescott, C. A. (1999). A population-based twin study of lifetime major depression in men and women. Archives of General Psychiatry, 56(1): 39–44. [Author’s note: The number in front of the parentheses is the volume of the journal, the one inside is the issue number, and the last numbers are the page numbers of that article.]
7. Let it sit. Take a few days (if you have been good about starting the paper on time) to let the paper sit without reading it. Then go back over and mark places that don’t sound right and need more explanation, a citation, or any other changes. This is much easier to do after a few days away from the paper; the need to reword will be more obvious.
8. Write the revised draft. Some people do more than one draft, while others do only a first draft and a final. In any case, revise the draft carefully, making sure to check your citations—and your spelling!
in earlier times, people actually had to write or type their first, second, and sometimes third drafts on real paper. The advent of computers with word-processing programs that allow simple editing and revision have no doubt saved a lot of trees from the paper mill. This also means there is no good excuse for failing to write a first draft and proofreading one’s work.
PIA-16 INTRODUCTION
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PiA.1 Before we end this introduction, here are some excellent books and Web resources
available for help in maximizing your studying: Carter, C., Bishop, J., & Kravits, S. (2011). Keys to effective learning: Study skills and
habits for success (6th ed.) Upper Saddle River, NJ: Prentice Hall. Carter, C., Bishop, J., Kravits, S., & Block, J. (2009). Keys to success: Building analytical,
creative, and practical skills (6th ed.). Upper Saddle River, NJ: Prentice Hall. Sellers, D., Dochen, C. W., & Hodges, R. W. (2011). Academic transformation: The road
to college success (2nd ed.) Upper Saddle River, NJ: Prentice Hall. A good source created by Joe Landsberger is the Web site Study Guides and Strate-
gies, available at www.studygs.net A good resource for the background behind concept maps and how to use them is
at cmap.ihmc.us/Publications/ResearchPapers/TheoryCmaps/TheoryUnderly- ingConceptMaps.htm
MyPsychLab contains study materials, practice quizzes, and resources for doing research and writing papers.
1. Which category is the following question an example of? True or False: Psychology is the study of behavior and men- tal processes.
a. factual question b. conceptual question c. applied question d. critical question
2. Which questions are the highest level of analysis and often considered the hardest to answer on a test?
a. factual b. applied c. conceptual d. true/false
3. Tom is studying for his first psychology exam. What should he do to ensure he remembers all that he has studied?
a. Wait until just before the scheduled exam, so that the information will be fresh in his mind.
b. Study all night long before the exam—he can sleep after the test.
c. Memorize as much of the information as possible. d. Begin studying many days in advance so as to give
his brain time to commit the material to memory and repeatedly testing his retrieval of information.
4. What is the value of retrieval practice? a. it helps to increase long-term learning. b. it allows students more opportunities to study. c. it assists only in preparing for essay-based exams. d. no research exists to prove that retrieval practice is effective
PRACTICe quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
Studying for Exams
spacing out studying sessions (distributed practice) is more effective than cramming (massed practice); start early!
knowing what kind of test questions to expect can help guide study efforts
don't forget to take care of yourself by getting enough sleep, proper nutrition, and exercise
use effective time management strategies, both when studying and while taking exams
Writing papers
quality papers often require timely preparation, research, planning, and outlining. Write an initial draft followed by a revised draft
don't forget to proofread and to use your spelling and grammar checker
Demonstrating Your Knowledge
PiA.6PiA.5 Explore the Concept at MyPsychLab
C o n C e P t M A P
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psychology in action PIA-17
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Applying Psychology to everyday life: Strategies for improving your Memory
PiA.7 How can you improve your memory for facts and concepts?
Everyone needs a little memory help now and then. Even memory experts use strate- gies to help them perform their unusual feats of remembering. These strategies may be unique to that individual, but there are many memory “tricks” that are quite simple and available for anyone to learn and use. A memory trick or strategy to help people remem- ber is called a mnemonic, from the Greek word for memory. Here are a few of the more popular mnemonics, some of which may sound familiar:
• Linking. Make a list in which items to be remembered are linked in some way. If trying to remember a list of the planets in the solar system, for example, a person could string the names of the planets together like this: Mercury was the messenger god, who carried lots of love notes to Venus, the beautiful goddess who sprang from the Earth’s sea. She was married to Mars, her brother, which didn’t please her father Jupiter or his father Saturn, and his uncle Uranus complained to the sea god, Nep- tune. That sounds like a lot, but once linked in this way, the names of the planets are easy to recall in proper order.
• The peg-word method. In this method, it is necessary to first memorize a series of “peg” words, numbered words that can be used as keys for remembering items as- sociated with them. A typical series of peg words is:
One is a bun Two is a shoe Three is a tree Four is a door Five is a hive Six is bricks Seven is heaven Eight is a gate Nine is a line Ten is a hen To use this method, each item to be remembered is associated with a peg word and
made into an image. For instance, if you are trying to remember the parts of the nervous system, you might picture the brain stuck inside a bun, the spinal cord growing out of a shoe or with shoes hanging off of it, and the peripheral nerves as the branches of a tree.
5. Simply spitting information back out on a test is likely more indicative of ______________, while truly understanding information is more indicative of actual ________________.
a. memorization; learning c. behavior; action b. learning; memorization d. a process; a gift
6. Tamika has developed and researched a topic for her paper. What should she do next?
a. Begin writing a rough draft of her paper. b. Begin writing as if her first draft will be her final draft. c. Develop an outline as a road map to help her stay on
track when writing her paper. d. let everything sit for a couple of days before beginning
her rough draft.
THinking CRiTiCAlly: Many elementary and secondary school programs now offer breakfast to their students. What foods would benefit these children the most and why?
PIA-18 INTRODUCTION
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PiA.1 • The method of loci (LOW-kee or LOW-si). In this method, the person pic-
tures a very familiar room or series of rooms in a house or other building. Each point of the speech is then made into an image and “placed” mentally in the room at certain locations. For example, if the first point was about mili- tary spending, the image might be a soldier standing in the doorway of the house throwing money out into the street. Each point would have its place, and all the person would need to do to retrieve the memories would be to take a “mental walk” around the house.
• Verbal/rhythmic organization. How do you spell relief ? If, when spelling a word with an ie or an ei in it, you resort to the old rhyme “I before E except after C, or when sounded as A as in neighbor or weigh,” you have made use of a verbal/rhyth- mic organization mnemonic. “Thirty days hath September, April, June, and Novem- ber …” is another example of this technique. Setting information into a rhyme aids memory because it uses verbal cues, rhyming words, and the rhythm of the poem itself to aid retrieval. Sometimes this method is accomplished through making a sen- tence by using the first letters of each word to be remembered and making them into new words that form a sentence. The colors of the rainbow are ROY G. BIV (red, orange, yellow, green, blue, indigo, and violet). The notes on the musical staff are “Every Good Boy Does Fine.” There are countless examples of this technique.
• Put it to music (a version of the rhythmic method). Some people have had suc- cess with making up little songs, using familiar tunes, to remember specific in- formation. The best example of this? The alphabet song.
This Psychology in Action introduction has covered several different ways to help you get more out of your psychology class as well as all of your other college course work. If you follow the advice given in this chapter for reading, taking notes, studying, writing papers, and improving your memory, you will find that making good grades will be easier than ever before and that you will actually remember a great deal of what you’ve studied long after the last final exam is over.
Questions for further discussion
1. The use of images appears to help form better memories. How might imagery be linked to the earliest kinds of memories we have?
2. What are some mnemonics that you or people you know have used? Which method do you think those personal mnemonics represent?
Study Skills
PiA.1 What are some different methods of studying?
• While students may have preferred methods of learning, research has shown that using multiple methods to study is probably more useful than trying to learn in any one particular style.
PiA.2 What are some strategies for time management?
• Making a calendar of prioritized tasks, breaking tasks down into smaller ones, and avoiding multitasking are some ways to improve time management.
Mastering Course Content
PiA.3 How should you go about reading a textbook so that you get the most out of your reading efforts?
• Textbooks must be read in a different way from novels or popu- lar books.
• The SQ3R method is an excellent way to approach reading a textbook: survey, question, read, recite, review.
PiA.4 What are the best ways to take notes in class and while reading the text?
• Notes should be in your own words and written or typed, not highlighted in the text or on handouts.
psychology in action summary Listen to the Audio File of your chapter MyPsychLab
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psychology in action
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• When taking notes from a lecture, you should be prepared by having the notes from your reading in front of you; some people may benefit from recording the lecture and taking notes afterward.
demonstrating your knowledge: tests and Papers
PiA.5 How should you approach studying for exams, and why do different kinds of test questions require different study approaches?
• Don’t wait until the last minute to study. • Find out about the types of questions on the exam. • Use concept maps, the SQ3R method, publisher’s practice-test
materials. • Engage in retrieval practice; test your recall, not just recogni-
tion, of content often. • Get plenty of sleep and eat breakfast, preferably something
with protein.
PiA.6 What are the key steps in writing papers for college?
• Key steps in writing a research paper are to choose a topic, read about the topic, take notes on your reading, decide upon the central message of your paper, write an outline, complete a first draft, and allow the paper to sit for a few days before going back and writing the final draft.
Applying Psychology to everyday life: Strategies for improving your Memory
PiA.7 How can you improve your memor y for facts and concepts? • There are memory strategies called mnemonics, including
methods that use imagery, rhymes, linking, and even music to improve memory.
Pick the best answer.
1. Cody learns best whenever he can see things laid out before him. What studying aid may benefit him the most?
a. practice quizzes b. SQ3R c. test yourself d. concept maps
2. Scientists have developed a fourth “R” in the SQ3R sequence. What is it?
a. recite b. re-read c. retain d. reflect
3. What learning aid gives the student the ability to more effectively read and remember material?
a. MyPsychlab b. content maps c. SQ3R d. practice quizzes
4. What type of question requires that you understand the material so well that you are able to compare and contrast it to other material as well?
a. factual b. applied c. conceptual d. true/false
5. Joaquin is rewriting his notes and making note cards to help him thoroughly understand the material. He even talks aloud to himself as if he were lecturing to an imaginary class. Such a level of prepa- ration is best for what type of test?
a. subjective test b. objective test c. true/false test d. practice test
6. Which resource is considered one of the most valuable yet least used by students?
a. MyPsychlab c. the instructor b. PowerPoints d. lecture notes
7. your mom wants you to eat some breakfast before going off to your first psychology exam. What will you tell her?
a. no thanks. A big meal will probably put me to sleep. b. Sounds good. Can i have some cereal and toast? c. All i want is some coffee. Caffeine will help me do my best! d. Thank you. Just some ham and eggs and maybe a small slice
of bread.
8. Tabitha is stuck on a question while taking her psychology exam. What should she do?
a. Stay on that question until she can figure out what the answer is.
b. go on to the other questions. Maybe she can find a clue to the one she skipped.
c. Take a guess as to the correct answer. She probably will get it correct anyways.
d. Review the questions she already has answered to find a clue there.
9. What is one of the most common mistakes students make when choosing a topic for a research paper?
a. The topic is too broad. b. The topic is too narrow. c. The topic is unclear. d. The topic has no research to support it.
10. keela has finished a draft of her research paper almost two weeks before the date it is due. What should she do now?
a. let it sit for a few days before reviewing it. b. Complete the final draft immediately while the material is still
fresh in her head. c. Hand in her rough draft as if it were the final draft. Most stu-
dents tend to make their paper worse when they revise it. d. keela needs to start again, since papers finished early tend
not to be well written.
test YOURSelf AnsweRs AvAilAble in AnsweR keY.
Study and Review with more quizzes and a customized study plan at MyPsychLab
Watch the Video on MyPsychLab.com
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Most people think of psychology as the study of weird people, odd behavior. But in reality, psychol-
ogy is much, much more: the study of how each of us thinks, feels, and acts in our everyday life. You
may not realize it, but you use psychology every day: when you correct a child’s behavior, teach a pet a
new trick, get a salesperson to give you what you want, or fall victim to a telemarketer’s come-on. It’s
psychology in action when you talk with your significant other (or a friend or relative) when he or she is
feeling down. Psychology is involved in both the tragedy of a person who commits an act of violence
or terrorism for no apparent reason and in our reaction to that horrifying act. From everyday actions and
interactions to the rarer triumphs and tragedies of life, psychology is all around us.
How would you define psychology? What do you hope to learn about psychology, yourself, and others after taking this course?
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What are some ethical concerns that can occur when conducting research with people and animals?
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What are some basic elements of a real-world experiment?1.12
How do the placebo and experimenter effects cause problems in an experiment, and what are some ways to control for these effects?
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What are the steps involved in designing an experiment?1.10
What is the correlational technique, and what does it tell researchers about relationships?1.9
How are case studies and surveys used to de- scribe behavior, and what are some drawbacks to each of these methods?
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Why is psychology considered a science, and what are the steps in using the scientific method?
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How does a psychologist differ from a psychia- trist, and what are the other types of profession- als who work in the various areas of psychology?
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What are the basic ideas behind the seven mod- ern perspectives, and what were the important contributions of Skinner, Maslow, and Rogers?
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What were the basic ideas and who were the im- portant people behind the early approaches known as Gestalt, psychoanalysis, and behaviorism?
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Who were some of the early pioneers in psy- chology, and how did structuralism and function- alism differ?
What defines psychology as a field of study, and what are psychology’s four primary goals?1.1
l e a r n i n g o b j e c t i v e s
Why study psychology? Psychology not only helps you understand why people (and animals) do the things they do, but it also helps you better understand yourself and your reactions to others. Psychology can help you comprehend how your brain and body are connected, how to improve your learning abilities and memory, and how to deal with the stresses of life, both ordinary and extraordinary. In studying psychology, an understanding of the methods psy- chologists use is crucial because research can be flawed, and knowing how research should be done can bring those flaws to light. And finally, psychology and its research methods promote critical thinking, which can be used to evaluate not just research but also claims of all kinds, including those of advertisers and politicians.
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How are naturalistic and laboratory settings used to describe behavior, and what are some of the advantages and disadvantages associated with these settings?
What are the basic principles of critical think- ing, and how can critical thinking be useful in everyday life?
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What Is Psychology?
1.1 What defines psychology as a field of study, and what are psychology’s four pri- mary goals?
Some people believe psychology is just the study of people and what motivates their behavior. Psychologists do study people, but they study animals as well. And to better understand what motivates behavior, psychologists study not only what people and ani- mals do, but also what happens in their bodies and in their brains as they do it. Before examining the field of psychology, participate in the experiment What Do You Know About Psychology? to understand more about your own preconceived notions of people and human behavior.
Psychology is the scientific study of behavior and mental processes. Behavior includes all of our outward or overt actions and reactions, such as talking, facial expressions, and movement. The term mental processes refers to all the internal, covert (hidden) activity of our minds, such as thinking, feeling, and remembering. Why “scientific”? To study be- havior and mental processes in both animals and humans, researchers must observe them. Whenever a human being observes anyone or anything, there’s always a possibility that the observer will see only what he or she expects to see. Psychologists don’t want to let these possible biases* cause them to make faulty observations. They want to be precise, and to measure as carefully as they can—so they use the scientific method to study psychology.
PSyChology’S goalS
Every science has the common goal of learning how things work. The goals specifically aimed at uncovering the mysteries of human and animal behavior are description, expla- nation, prediction, and control.
*biases: personal judgments based on beliefs rather than facts.
Simulate the Experiment, What Do You Know About Psychology? at MyPsychLab
What Do You Know About Psychology?
This survey asks you about your attitudes towards and experiences with a broad range of psychological principles and theories.
Go to the Experiment
Simulation
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1.1 DeSCrIPtIon: What IS haPPenIng? The first step in understanding anything is to describe it. Description involves observing a behavior and noting everything about it: what is happening, where it happens, to whom it hap- pens, and under what circumstances it seems to happen.
For example, a psychologist might wonder why so many computer scientists seem to be male. She makes further observations and notes that many “non-techies” stereotypically perceive the life and environment of a com- puter scientist as someone who lives and breathes at the computer and surrounds himself with computer games, junk food, and science-fiction gadgets—characteristics that add up to a very masculine ambiance.
That ’s what seems to be happening. The psy- chologist’s observations are a starting place for the next goal: Why do females seem to avoid going into this environment? exPlanatIon: Why IS It haPPenIng? Based on her observations, the psychologist might try to come up with a tentative explanation, such as “women feel they do not belong in such stereotypically masculine surroundings.” In other words, she is trying to understand or find an explanation for the lower proportion of women in this field. Finding explana- tions for behavior is a very important step in the process of forming theories of behavior. A theory is a general explanation of a set of observations or facts. The goal of description provides the observations, and the goal of explanation helps to build the theory.
The preceding example comes from a real experiment conducted by psychologist Sapna Cheryan and colleagues (Cheryan et al., 2009). Professor Cheryan (who teaches psychology at the University of Washington in Seattle) set up four experiments with more than 250 female and male student participants who were not studying computer science. In the first experiment, students came into a small classroom that had one of two sets of objects: either Star Trek® posters, video-game boxes, and Coke™ cans, or nature posters, art, a dictionary, and coffee mugs (among other things). Told to ignore the ob- jects because they were sharing the room with another class, the students spent several minutes in the classroom. While still sitting in the classroom, they were asked to fill out a questionnaire asking about their attitude toward computer science. While the attitudes of male students were not different between the two environments, women exposed to the stereotypically masculine setup were less interested in computer science than those who were exposed to the nonstereotypical environment. The three other similar experiments yielded the same results. PreDICtIon: When WIll It haPPen agaIn? Determining what will happen in the future is a prediction. In the Cheryan et al. study, the prediction is clear: If we want more women to go into computer science, we must do something to change either the environ- ment or the perception of the environment typically associated with this field. This is the purpose of the last of the four goals of psychology: changing or modifying behavior. Control: hoW Can It Be ChangeD? The focus of control, or the modification of some behavior, is to change a behavior from an undesirable one (such as women avoiding a cer- tain academic major) to a desirable one (such as more equality in career choices). Profes- sor Cheryan suggests that changing the image of computer science may help increase the number of women choosing to go into this field.
Not all psychological investigations will try to meet all four of these goals. In some cases, the main focus might be on description and prediction, as it would be for a per- sonality theorist who wants to know what people are like (description) and what they might do in certain situations (prediction). Some psychologists are interested in both
Is this an environment that you would want to work in? Some researchers have wondered if your answer might be influenced by your gender.
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description and explanation, as is the case with experimental psychologists who design research to find explanations for observed (described) behavior. Therapists may be more interested in controlling or influencing behavior and mental processes, although the other three goals would be important in achieving this objective.
Although these goals have not really changed over the years, in the time since psy- chology’s beginnings, the methods of achieving them certainly have changed. In the next section, we’ll take a look at the early pioneers in psychology.
Psychology then: the history of Psychology
How long has psychology been around?
Psychology is a relatively new field in the realm of the sciences, only about 135 years old. It’s not that no one thought about why people and animals do the things they do be- fore then; on the contrary, there were philosophers,* medical doctors, and physiologists** who thought about little else—particularly with regard to people. Philosophers such as Plato, Aristotle, and Descartes tried to understand or explain the human mind and its connection to the physical body (Durrant, 1993; Everson, 1995; Kenny, 1968, 1994). Medical doctors and physiologists wondered about the physical connection between the body and the brain. For example, physician and physicist Gustav Fechner is often cred- ited with performing some of the first scientific experiments that would form a basis for experimentation in psychology with his studies of perception (Fechner, 1860), and physician Hermann von Helmholtz (von Helmholtz, 1852, 1863) performed ground- breaking experiments in visual and auditory perception. to Learning Objectives 3.1 and 3.3.
In the BegInnIng: WunDt, IntroSPeCtIon, anD the laBoratory
1.2 Who were some of the earlier pioneers in psychology, and how did structuralism and functionalism differ?
It really all started to come together in a laboratory in Leipzig, Germany, in 1879. It was here that Wilhelm Wundt (VILL-helm Voont, 1832–1920), a physiologist, attempted to apply scientific principles to the study of the human mind. In his laboratory, students from around the world were taught to study the structure of the human mind. Wundt believed that consciousness, the state of being aware of external events, could be broken down into thoughts, experiences, emotions, and other basic elements. In order to inspect these nonphysical elements, students had to learn to think objectively about their own thoughts—after all, they could hardly read someone else’s mind. Wundt called this pro- cess objective introspection, the process of objectively examining and measuring one’s own thoughts and mental activities (Rieber & Robinson, 2001). For example, Wundt might place an object, such as a rock, into a student’s hand and have the student tell him everything that he was feeling as a result of having the rock in his hand—all the sensa- tions stimulated by the rock. (Objectivity*** was—and is—important because scientists need to remain unbiased. Observations need to be clear and precise, but unaffected by the individual observer’s beliefs and values.)
*philosophers: people who seek wisdom and knowledge through thinking and discussion. **physiologists: scientists who study the physical workings of the body and its systems. ***objectivity: expressing or dealing with facts or conditions as they really are without allowing the influ- ence of personal feelings, prejudices, or interpretations.
German physiologist Wilhelm Wundt.
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This was really the first attempt by anyone to bring objectivity and measurement to the concept of psychology. This attention to objectivity, together with the establishment of the first true experimental laboratory in psychology, is why Wundt is known as the father of psychology.
tItChener anD StruCturalISm In amerICa
One of Wundt’s students was Edward Titchener (1867–1927), an Englishman who eventually took Wundt’s ideas to Cornell University in Ithaca, New York. Titchener ex- panded on Wundt’s original ideas, calling his new viewpoint structuralism because the focus of study was the structure of the mind. He believed that every experience could be broken down into its individual emotions and sensations (Brennan, 2002). Although Titchener agreed with Wundt that consciousness could be broken down into its basic elements, Titchener also believed that objective introspection could be used on thoughts as well as on physical sensations. For example, Titchener might have asked his students to introspect about things that are blue rather than actually giving them a blue object and asking for reactions to it. Such an exercise might have led to something like the follow- ing: “What is blue? There are blue things, like the sky or a bird’s feathers. Blue is cool and restful, blue is calm …” and so on.
In 1894, one of Titchener’s students at Cornell University became famous for be- coming the first woman to receive a Ph.D. in psychology (Goodman, 1980; Guthrie, 2004). Her name was Margaret F. Washburn, and she was Titchener’s only graduate stu- dent for that year. In 1908 she published a book on animal behavior that was considered an important work in that era of psychology, The Animal Mind (Washburn, 1908).
Structuralism was a dominant force in the early days of psychology, but it eventu- ally died out in the early 1900s, as the structuralists were busily fighting among them- selves over just which key elements of experience were the most important. A competing view arose not long after Wundt’s laboratory was established, shortly before structuralism came to America.
WIllIam JameS anD FunCtIonalISm
Harvard University was the first school in America to offer classes in psychology in the late 1870s. These classes were taught by one of Harvard’s most illustrious instruc- tors, William James (1842–1910). James began teaching anatomy and physiology, but as his interest in psychology developed, he began teaching it almost exclusively (Brennan, 2002). His comprehensive textbook on the subject, Principles of Psychology, is so brilliantly written that copies are still in print ( James, 1890, 2002).
Unlike Wundt and Titchener, James was more interested in the importance of con- sciousness to everyday life rather than just its analysis. He believed that the scientific study of consciousness itself was not yet possible. Conscious ideas are constantly flowing in an ever-changing stream, and once you start thinking about what you were just think- ing about, what you were thinking about is no longer what you were thinking about—it’s what you are thinking about—and … excuse me, I’m a little dizzy. I think you get the picture, anyway.
Instead, James focused on how the mind allows people to function in the real world—how people work, play, and adapt to their surroundings, a viewpoint he called functionalism. (He was heavily influenced by Charles Darwin’s ideas about natural selec- tion, in which physical traits that help an animal adapt to its environment and survive are passed on to its offspring.) If physical traits could aid in survival, why couldn’t behavioral traits do the same? Animals and people whose behavior helped them to survive would pass those traits on to their offspring, perhaps by teaching or even by some mechanism of heredity.* (Remember that this was early in the days of trying to understand how heredity
*heredity: the transmission of traits and characteristics from parent to offspring through the actions of genes.
Structuralists would be interested in all of the memories and sensations this woman is experiencing as she smells the rose.
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worked.) For example, a behavior such as avoiding the eyes of others in an elevator can be seen as a way of protecting one’s personal space—a kind of territorial protection that may have its roots in the primitive need to protect one’s home and source of food and water from intruders (Manusov & Patterson, 2006) or as a way of avoiding what might seem like a challenge to another person (Brown et al., 2005; Jehn et al., 1999).
It is interesting to note that one of James’s early students was Mary Whiton Calkins, who completed every course and requirement for earning a Ph.D. but was de- nied that degree by Harvard University because she was a woman. She was allowed to take those classes as a guest only. Calkins eventually established a psychological labo- ratory at Wellesley College. Her work was some of the earliest research in the area of human memory and the psychology of the self. In 1905, she became the first female pres- ident of the American Psychological Association (Furumoto, 1979, 1991; Zedler, 1995). Unlike Washburn, Calkins never earned the elusive Ph.D. degree despite a successful career as a professor and researcher (Guthrie, 2004).
Women were not the only minority to make contributions in the early days of psy- chology. In 1920, for example, Francis Cecil Sumner became the first African American to earn a Ph.D. in psychology at Clark University. He eventually became the chair of the psychology department at Howard University and is assumed by many to be the father of African American psychology (Guthrie, 2004). Kenneth and Mamie Clark worked to show the negative effects of school segregation on African American children (Lal, 2002). In the 1940s, Hispanic psychologist George ( Jorge) Sanchez conducted research in the area of intelligence testing, focusing on the cultural biases in such tests (Tevis, 1994). Since those early days, psychology has seen an increase in the contributions of all minorities, although the percentages are still small when compared to the popula- tion at large. For a summary of the contributions of African Americans to the early days of psychology, see the following section, Issues in Psychology: Psychology’s African American Roots.
Is functionalism still an important point of view in psychology?
In the new field of psychology, functionalism offered an alternative viewpoint to the structuralists. But like so many of psychology’s early ideas, it is no longer a major perspective. Instead, one can find elements of functionalism in the modern fields of educational psychology (studying the application of psychological concepts to education) and industrial/organizational psychology (studying the application of psychological con- cepts to businesses, organizations, and industry), as well as other areas in psychology.
to Learning Objective B.6. Functionalism also played a part in the develop- ment of one of the more modern perspectives, evolutionary psychology, discussed later in this chapter.
issues in psychology
Psychology’s African American Roots Even the Rat Was White is a book written by the late Dr. Robert V. Guthrie in 1976 and recently republished (Guthrie, 2004). It is a summary of the history of African Americans in the field of psychology. The contributions to early psychology of
African American psychologists have often been ignored in textbooks. Dr. Guthrie includes in his text a detailed listing of the important African American psychologists and their contribu- tions to the relatively new field of psychology. The following is a brief summary of just a few of these often neglected scholars and their work.
Francis Cecil Sumner, the first African American to receive a Ph.D. in psychology, went on to chair the psychology department at Howard University and is considered by many to be the father of African American psychology.
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Mary Whiton Calkins, despite being denied a Ph.D. degree by Harvard because she was a woman, became the first female president of the American Psychological Association and had a successful career as a professor and researcher.
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• Dr. Charles Henry Thompson (1896–1980) was the first African American to receive a doc- torate in educational psychology in 1925 from the University of Chicago. For 30 years he was the editor of the Journal of Negro Education.
• Dr. Albert Sidney Beckham (1897–1964) received his Ph.D. in psychology in 1930 from New York University. He was senior assistant psychologist at the National Committee for Mental Hygiene at the Illinois Institute for Juvenile Research in the early 1930s; he also counseled many Black youths in his role as the psychologist at DuSable High School in Chicago. He, like Thompson, had many publications of his research in the areas of intel- ligence and social concerns of the African American youth of his time.
• Dr. Robert Prentiss Daniel (1902–1968) earned his Ph.D. in educational psychology from Columbia University in 1932. At one time the director of the Division of Educational Psy- chology and Philosophy at Virginia Union University, he became president of Shaw Univer- sity in North Carolina and finally the president of Virginia State College.
• Dr. Inez Beverly Prosser (1897–1934) earned her Ph.D. in educational psychology from the University of Cincinnati in 1933 and was the first African American woman to earn this degree. Her promising teaching career met a tragic end when she died in an automobile accident only 1 year after earning her doctorate.
• Dr. Howard Hale Long (1888–1948) received his Ed.D. in educational psychology from Harvard University in 1933. After teaching psychology and doing research in educational psychology for many years, Dr. Long became dean of administration at Wilberforce State College in Ohio.
• Dr. Ruth Howard (1900–1997) is known as the first African American woman to earn a Ph.D. in psychology (not educational psychology) in 1934 from the University of Minnesota. She served with her husband, Dr. Albert Beckham, as codirector for the Center for Psychological Services and also maintained a private practice in clinical psychology.
These few African American pioneers in the field of psychology represent only a fraction of all those who made important contributions to psychology’s early days.
Questions for Further Study:
1. What kind of challenges might African American women have faced in the early days of psychology?
2. Are there people or areas of study in psychology today that you think might face similar challenges?
geStalt PSyChology: the Whole IS greater than the Sum oF ItS PartS
1.3 What were the basic ideas and who were the important people behind the early approaches known as Gestalt, psychoanalysis, and behaviorism?
Meanwhile, back in Germany, other psychologists were attacking the concepts of psy- chology in yet another way. Max Wertheimer (VERT-hi-mer), like James, objected to the structuralist point of view, but for different reasons. Wertheimer believed that psy- chological events such as perceiving* and sensing** could not be broken down into any smaller elements and still be properly understood. For example, you can take a smart- phone apart, but then you no longer have a smartphone—you have a pile of unconnected bits and pieces. Or, just as a melody is made up of individual notes that can only be un- derstood if the notes are in the correct relationship to one another, so perception can only
*perceiving: becoming aware of something through the senses. **sensing: seeing, hearing, feeling, tasting, or smelling something.
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be understood as a whole, entire event. Hence, the familiar slogan, “The whole is greater than the sum of its parts.” Wertheimer and others believed that people naturally seek out patterns (“wholes”) in the sensory information available to them.
Wertheimer and others devoted their efforts to studying sensation and perception in this new perspective, Gestalt psychology. Gestalt (Gesh-TALT) is a German word meaning “an organized whole” or “configuration,” which fit well with the focus on study- ing whole patterns rather than small pieces of them. See Figure 1.1 for an example of Gestalt perceptual patterns. Today, Gestalt ideas are part of the study of cognitive psy- chology, a field focusing not only on perception but also on learning, memory, thought processes, and problem solving; the basic Gestalt principles of perception are still taught within this newer field (Ash, 1998; Kohler, 1992; Wertheimer, 1982). to Learn- ing Objective 3.9. The Gestalt approach has also been influential in psychological ther- apy, becoming the basis for a therapeutic technique called Gestalt therapy. to Learning Objective 15.3.
SIgmunD FreuD’S theory oF PSyChoanalySIS
It should be clear by now that psychology didn’t start in one place and at one particular time. People of several different viewpoints were trying to promote their own perspective on the study of the human mind and behavior in different places all over the world. Up to now, this chapter has focused on the physiologists who became interested in psychology, with a focus on understanding consciousness but little else. The medical profession took a whole different approach to psychology.
What about Freud? Everybody talks about him when they talk about psychology. Are his ideas still in use?
Sigmund Freud had become a noted physician in Austria while the structuralists were arguing, the functionalists were specializing, and the Gestaltists were looking at the big picture. Freud was a neurologist, a medical doctor who specializes in disorders of the nervous system; he and his colleagues had long sought a way to understand the patients who were coming to them for help.
Freud’s patients suffered from nervous disorders for which he and other doctors could find no physical cause. Therefore, it was thought, the cause must be in the mind, and that is where Freud began to explore. He proposed that there is an unconscious (un- aware) mind into which we push, or repress, all of our threatening urges and desires. He believed that these repressed urges, in trying to surface, created the nervous disorders in his patients (Freud et al., 1990). to Learning Objective 13.2.
Freud stressed the importance of early childhood experiences, believing that per- sonality was formed in the first 6 years of life; if there were significant problems, those problems must have begun in the early years.
Some of his well-known followers were Alfred Adler, Carl Jung, and his own daugh- ter, Anna Freud. Anna Freud began what became known as the ego movement in psy- chology, which produced one of the best-known psychologists in the study of personality development, Erik Erikson. to Learning Objective 8.7.
Freud’s ideas are still influential today, although in a somewhat modified form. He had a number of followers in addition to those already named, many of whom became famous by altering Freud’s theory to fit their own viewpoints, but his basic ideas are still discussed and debated. to Learning Objective 13.3.
While some might think that Sigmund Freud was the first person to deal with people suffering from various mental disorders, the truth is that mental illness has a fairly long (and not very pretty) history. For more on the history of mental illness, see the
to Learning Objective 14.1.
Psychoanalyst Sigmund Freud walks with his daughter Anna, also a psychoanalyst.
Figure 1.1 a gestalt Perception
The eye tends to “fill in” the blanks here and sees both of these figures as circles rather than as a series of dots or a broken line.
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Freudian psychoanalysis, the theory and therapy based on Freud’s ideas, has been the basis of much modern psychotherapy (a process in which a trained psychological pro- fessional helps a person gain insight into and change his or her behavior), but another major and competing viewpoint has actually been more influential in the field of psy- chology as a whole.
Pavlov, WatSon, anD the DaWn oF BehavIorISm
Ivan Pavlov, like Freud, was not a psychologist. He was a Russian physiologist who showed that a reflex (an involuntary reaction) could be caused to occur in response to a formerly unrelated stimulus. While working with dogs, Pavlov observed that the saliva- tion reflex (which is normally produced by actually having food in one’s mouth), could be caused to occur in response to a totally new stimulus, in this case, the sound of a ticking metronome. At the onset of his experiment, Pavlov would turn on the metronome, give the dogs food, and they would salivate. After several repetitions, the dogs would salivate to the sound of the metronome before the food was presented—a learned (or “condi- tioned”) reflexive response (Klein & Mowrer, 1989). This process was called conditioning.
to Learning Objective 5.2. By the early 1900s, psychologist John B. Watson had tired of the arguing among
the structuralists; he challenged the functionalist viewpoint, as well as psychoanalysis, with his own “science of behavior,” or behaviorism (Watson, 1924). Watson wanted to bring psychology back to a focus on scientific inquiry, and he felt that the only way to do that was to ignore the whole consciousness issue and focus only on observable be- havior—something that could be directly seen and measured. He had read of Pavlov’s work and thought that conditioning could form the basis of his new perspective of behaviorism.
Watson was certainly aware of Freud’s work and his views on unconscious repression. Freud believed that all behavior stems from unconscious motivation, whereas Watson believed that all behavior is learned. Freud had stated that a phobia, an irrational fear, is really a symptom of an underlying, repressed conflict and cannot be “cured” with- out years of psychoanalysis to uncover and understand the repressed material.
Watson believed that phobias are learned through the process of conditioning and set out to prove it. Along with his colleague Rosalie Rayner, he took a baby, known as “Little Albert,” and taught him to fear a white rat by making a loud, scary noise every time the infant saw the rat, until finally, just seeing the rat caused the infant to cry and become fearful (Watson & Rayner, 1920). Even though “Little Albert” was not afraid of the rat at the start, the experiment worked very well—in fact, he later appeared to be afraid of other fuzzy things including a rabbit, a dog, and a sealskin coat. to Learning Objective 5.3.
This sounds really bizarre—what does scaring a baby have to do with the science of psychology?
Watson wanted to prove that all behavior was a result of a stimulus–response rela- tionship such as that described by Pavlov. Because Freud and his ideas about unconscious motivation were becoming a dominant force, Watson felt the need to show the world that a much simpler explanation could be found. Although scaring a baby sounds a little cruel, he felt that the advancement of the science of behavior was worth the baby’s rela- tively brief discomfort.
A graduate student of Watson’s named Mary Cover Jones later decided to repeat Watson and Rayner’s study but added training that would “cancel out” the phobic reac- tion of the baby to the white rat. She duplicated the “Little Albert” study with another child, “Little Peter,” successfully conditioning Peter to be afraid of a white rabbit ( Jones, 1924). She then began a process of counterconditioning, in which Peter was exposed to the
American psychologist John Watson is known as the father of behaviorism. Behaviorism focuses only on observable behavior.
Mary Cover Jones, one of the early pioneers of behavior therapy, earned her master’s degree under the supervision of John Watson. Her long and distinguished career also included the publication in 1952 of the first educational television course in child development (Rutherford, 2000).
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white rabbit from a distance while eating a food that he really liked. The pleasure of the food outweighed the fear of the faraway rabbit. Day by day, the situation was repeated with the rabbit being brought closer each time, until Peter was no longer afraid of the rabbit. Jones went on to become one of the early pioneers of behavior therapy. Behavior- ism is still a major perspective in psychology today. It has also influenced the develop- ment of other perspectives, such as cognitive psychology.
it has methods for studying phenomena
it has four primary goals
describe
explain
predict
control What Is Psychology? (it is the scienti�c study of behavior and mental processes)
Structuralism founded by Edward Titchener
Functionalism founded by William James
was a student of Wundt’s
expanded Wundt’s original ideas; believed every experience could be broken down into individual emotions and sensations
applied introspection method to thoughts as well as physical sensations
A relatively new science that formally began in 1879 when Wilhelm Wundt (”father of psychology”) established the rst psychological laboratory in Leipzig, Germany
in�uenced by Darwin’s ideas about natural selection—focused on how the mind allows people to function in the real world
interested in how behavioral traits could aid in survival
in�uenced development of evolutionary psychology
has elements in educational psychology and industrial/organizational psychology
studied nonphysical structure (i.e., thought, experiences, emotions, etc.) of the human mind
used objective introspection to study processes that were the result of physical sensations
rst attempt to bring objectivity and measurement to psychology
Gestalt psychology founded by Max Wertheimer
did not believe that psychological events could be broken down into smaller elements; could only be understood as a whole, entire event; has in�uenced eld of cognitive psychology and a form of psychological therapy, Gestalt therapy
Psychoanalysis ideas put forth by Sigmund Freud
stressed importance of early life experiences, the role of the unconscious, and development through stages
Behaviorism associated with work of John B. Watson, who was greatly in�uenced by Ivan Pavlov’s work in conditioning/learning
wanted to bring focus back on scientic inquiry and believed only way to do so was to focus on observable behavior and ignore “consciousness” issue; early work examined phobias
Psychology Then: The History of Psychology (has roots in several disciplines, including philosophy, medicine, and physiology, and has developed through several perspectives)
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Explore the Concept at MyPsychLab
C o n C e P t m a P
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1. In the definition of psychology, mental processes means a. internal, covert processes. b. unconscious processes. c. outward or overt actions and reactions. d. only human behavior.
2. Dr. Baker designs an experiment for studying lab rats’ reaction to energy drinks in relation to problem solving. Dr. Baker is most interested in the goal of
a. description. b. explanation. c. prediction. d. control.
3. Results of the study by Cheryan et al. (2009) suggest that changes must occur to the perception of the computer science field. This illustrates the goal of
a. description. b. explanation. c. prediction. d. control.
4. Which of the following early psychologists would have been most likely to agree with the statement, “The study of the mind should focus on how it functions in everyday life”?
a. Wilhelm Wundt c. John Watson b. William James d. Sigmund Freud
5. Who was the first woman to complete the coursework for a doctorate at Harvard University?
a. Mary Whiton Calkins c. Margaret Washburn b. Mary Cover Jones d. Ruth Howard
6. Which early perspective tried to return to a focus on scien- tific inquiry by ignoring the study of consciousness?
a. behaviorism c. psychoanalysis b. functionalism d. Gestalt
THInkInG CRITICAlly: Would it be possible to do a study such as Watson and Rayner’s “little Albert” research today? Why or why not? What might justify such a study today?
Practice quiz How Much Do You remember? answers available in answer keY. Study Help Note: These practice quizzes are spaced throughout each chapter to give you an opportunity to check your understand- ing of the material in each section and to provide practice for exams.
Pick the best answer.
Psychology now: modern Perspectives
1.4 What are the basic ideas behind the seven modern perspectives, and what were the important contributions of Skinner, Maslow, and Rogers?
Even in the twenty-first century, there isn’t one single perspective that is used to explain all human behavior and mental processes. There are actually seven modern perspectives, with two of those being holdovers from the early days of the field. Watch the video The Basics: Diverse Perspectives to get a quick overview of the perspectives before we continue on.
Watch the Video, The Basics: Diverse Perspectives, at MyPsychLab
CC
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PSyChoDynamIC PerSPeCtIve
Freud’s theory is still used by many professionals in therapy situations. It is far less com- mon today than it was a few decades ago, however, and even those who use his techniques modify them for contemporary use. In the more modern psychodynamic perspective, the focus may still include the unconscious mind and its influence over conscious be- havior and on early childhood experiences, but with less of an emphasis on sex and sex- ual motivations and more emphasis on the development of a sense of self, social and interpersonal relationships, and the discovery of other motivations behind a person’s be- havior. to Learning Objective 13.3. Some modern psychodynamic practitioners have even begun to recommend that the link between neurobiology (the study of the brain and nervous system) and psychodynamic concepts should be more fully explored (Glucksman, 2006).
BehavIoral PerSPeCtIve
Like modern psychodynamic perspectives, behaviorism is still also very influential. When its primary supporter, John B. Watson, moved on to greener pastures in the world of advertising, B. F. Skinner became the new leader of the field.
Skinner not only continued research in classical conditioning, but he also developed a theory called operant conditioning, to explain how vol- untary behavior is learned (Skinner, 1938). In this theory, behavioral re- sponses that are followed by pleasurable consequences are strengthened, or reinforced. For example, a child who cries and is rewarded by getting his mother’s attention will cry again in the future. Skinner’s work is discussed later in more depth. to Learning Objective 5.4. In addition to the psychodynamic and behavioral perspectives, there are five newer per- spectives that have developed within the last 50 years.
humanIStIC PerSPeCtIve
Often called the “third force” in psychology, humanism was really a reac- tion to both psychoanalytic theory and behaviorism. If you were a psy- chologist in the early to mid-1900s, you were either a psychoanalyst or a
behaviorist—there weren’t any other major viewpoints to rival those two. In contrast to the psychoanalytic focus on sexual development and behaviorism’s
focus on external forces in guiding personality development, some professionals began to develop a perspective that would allow them to focus on people’s ability to direct their own lives. Humanists held the view that people have free will, the freedom to choose their own destiny, and strive for self-actualization, the achievement of one’s full potential. Two of the earliest and most famous founders of this view were Abraham Maslow (1908– 1970) and Carl Rogers (1902–1987). Today, humanism exists as a form of psychotherapy aimed at self-understanding and self-improvement. to Learning Objective 15.3.
CognItIve PerSPeCtIve
Cognitive psychology, which focuses on how people think, remember, store, and use information, became a major force in the field in the 1960s. It wasn’t a new idea, as the Gestalt psychologists had themselves supported the study of mental processes of learn- ing. The development of computers (which just happened to make pretty good models of human thinking) and discoveries in biological psychology all stimulated an interest in studying the processes of thought. The cognitive perspective with its focus on memory, intelligence, perception, thought processes, problem solving, language, and learning has become a major force in psychology. to Chapter Seven: Cognition.
Within the cognitive perspective, the relatively new field of cognitive neurosci- ence includes the study of the physical workings of the brain and nervous system when
Behaviorist B. F. Skinner puts a rat through its paces. What challenges might arise from applying information gained from studies with animals to human behavior?
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engaged in memory, thinking, and other cognitive processes. Cognitive neuroscientists use tools for imaging the structure and activity of the living brain, such as magnetic res- onance imaging (MRI), functional magnetic resonance imaging (fMRI), and positron emission tomography (PET). to Learning Objective 2.6. The continually de- veloping field of brain imaging is important in the study of cognitive processes.
SoCIoCultural PerSPeCtIve
Another modern perspective in psychology is the sociocultural perspective, which actu- ally combines two areas of study: social psychology, which is the study of groups, social roles, and rules of social actions and relationships; and cultural psychology, which is the study of cultural norms,* values, and expectations. These two areas are related in that they are both about the effect that people have on one another, either individually or in a larger group such as a culture (Peplau & Taylor, 1997). to Chapter Twelve: Social Psychology. Think about it: don’t you behave differently around your family mem- bers than you do around your friends? Would you act differently in another country than you do in your native land? Russian psychologist Lev Vygotsky (1978) also used sociocul- tural concepts in forming his sociocultural theory of children’s cognitive development.
to Learning Objective 8.6. The sociocultural perspective is important because it reminds people that the way
they and others behave (or even think) is influenced not only by whether they are alone, with friends, in a crowd, or part of a group but also by the social norms, fads, class dif- ferences, and ethnic identity concerns of the particular culture in which they live. Cross- cultural research also fits within this perspective. In cross-cultural research, the contrasts and comparisons of a behavior or issue are studied in at least two or more cultures. This type of research can help illustrate the different influences of environment (culture and training) when compared to the influence of heredity (genetics, or the influence of genes on behavior).
For example, in a classic study covered in Chapter Twelve: Social Psychology, re- searchers Dr. John Darley and Dr. Bibb Latané (1968) found that the presence of other people actually lessened the chances that a person in trouble would receive help. The phenomenon is called the “bystander effect” and it is believed to be the result of diffu- sion of responsibility, which is the tendency to feel that someone else is responsible for taking action when others are present. But would this effect appear in other cultures? Lieutenant-Commander George Shorey (2001), in his discussion of the brutal beating death of a Somali prisoner in a Canadian military facility while bystanders looked on without acting, suggests that it just might. But is Canadian culture too similar to our own to lead us to this conclusion? Would another culture very different from Western culture show the same effect? This is exactly the kind of question that the sociocultural perspec- tive asks and attempts to answer, using cross-cultural research.
BIoPSyChologICal PerSPeCtIve
Biopsychology, or the study of the biological bases of behavior and mental processes, isn’t really as new a perspective as one might think. Also known as physiological psychology, biological psychology, psychobiology, and behavioral neuroscience, biopsychology is part of the larger field of neuroscience: study of the physical structure, function, and develop- ment of the nervous system. Also, the previously discussed field of cognitive neuroscience often overlaps with biopsychology.
In the biopsychological perspective, human and animal behavior is seen as a di- rect result of events in the body. Hormones, heredity, brain chemicals, tumors, and dis- eases are some of the biological causes of behavior and mental events. to Chapter Two: The Biological Perspective. Some of the topics researched by biopsychologists in- clude sleep, emotions, aggression, sexual behavior, and learning and memory—as well as
*norms: standards or expected behavior.
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disorders. While disorders may have multiple causes (family issues, stress, or trauma, for ex- ample), research in biopsychology points clearly to biological factors as one of those causes.
For example, evidence continues to mount for a genetic cause for schizophrenia, a mental disorder involving delusions (false beliefs), hallucinations (false sensory impres- sions), and extremely distorted thinking (Brzustowicz et al., 2004; Maziade et al., 1997; Pogue-Geile & Yokley, 2010; Zhang et al., 2012). to Learning Objective 14.8. Other research suggests that human sexual orientation may be related to the develop- ing baby’s exposure in the womb to testosterone, especially in females (Breedlove, 2010; Grimbos et al., 2010), as well as the birth order of male children (Puts et al., 2006). The birth order study suggests that the more older brothers a male child has, the more likely he is to have a homosexual orientation (Puts et al., 2006). to Learning Objective 10.7. Still another example of research in this field is a study finding a pos- sible link between the tendency to lose one’s train of thought in later adulthood— staring into space, unexplained excessive daytime sleepiness, and disorganized thinking, for example—and the development of Alzheimer’s disease (Escandon et al., 2010). to Learning Objective 6.12.
evolutIonary PerSPeCtIve
The evolutionary perspective focuses on the biological bases for universal mental char- acteristics that all humans share. It seeks to explain general mental strategies and traits, such as why we lie, how attractiveness influences mate selection, why fear of snakes is so common, or why people universally like music and dancing. This approach may also overlap with biopsychology and the sociocultural perspective.
In this perspective, the mind is seen as a set of information-processing machines, designed by the same process of natural selection that Darwin (1859) first theorized, al- lowing human beings to solve the problems faced in the early days of human evolution— the problems of the early hunters and gatherers. For example, evolutionary psychologists (psychologists who study the evolutionary origins of human behavior) would view the human behavior of not eating substances that have a bitter taste (such as poisonous plants) as an adaptive* behavior that evolved as early humans came into contact with such bitter plants. Those who ate the bitter plants would die, while those who spit them out survived to pass on their “I-don’t-like-this-taste” genes to their offspring, who would pass on the genes to their offspring, and so on, until after a long period of time there is an entire population of humans that naturally avoids bitter-tasting substances.
That explains why people don’t like bitter stuff, like the white part of an orange peel, but that’s really a physical thing. How would the evolutionary perspective help us understand something psycho- logical like relationships?
Relationships between men and women are one of the many areas in which evo- lutionary psychologists conduct research. For example, in one study researchers surveyed young adults about their relationships with the opposite sex, asking the participants how likely they would be to forgive either a sexual infidelity or an emotional one ( Shackelford et al., 2002). Evolutionary theory would predict that men would find it more difficult to forgive a woman who had sex with someone else than a woman who was only emo- tionally involved with someone, because the man wants to be sure that the children the woman bears are his (Geary, 2000, 2012). Why put all that effort into providing for chil- dren who could be another man’s offspring? Women, on the other hand, should find it harder to forgive an emotional infidelity, as they are always sure that their children are
*adaptive: having the quality of adjusting to the circumstances or need; in the sense used here, a behavior that aids in survival.
These scans highlight gray matter loss in the brains of individuals with very early-onset, adolescent schizophrenia over a five-year period, highlighting one focus of the biological perspective.
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their own, but (in evolutionary terms, mind you) they need the emotional loyalty of the men to provide for those children (Buss et al., 1992; Daly et al., 1982; Edlund et al., 2006). The results support the prediction: Men find it harder to forgive a partner’s sexual straying and are more likely to break up with the woman than if the infidelity is purely emotional; for women, the opposite results were found. Other research concerning mat- ing has found that women seem to use a man’s kissing ability to determine his worthiness as a potential mate (Hughes et al., 2007; Walter, 2008).
You may have realized as you read through the various perspectives that no one per- spective has all the answers. Some perspectives are more scientific (e.g., behavioral and cog- nitive) while others are based more in thinking about human behavior (e.g., psychodynamic and humanistic). Some, like sociocultural, biopsychological, and evolutionary perspectives, are related to each other. Psychologists will often take an eclectic perspective—one that uses the “bits and pieces” of several perspectives that seem to best fit a particular situation.
Psychological Professionals and areas of Specialization
1.5 How does a psychologist differ from a psychiatrist, and what are the other types of professionals who work in the various areas of psychology?
Psychology is a large field, and the many professionals working within it have different training, different focuses, and may have different goals from the typical psychologist.
Watch the Video, The Big Picture: Asking the Tough Questions, at MyPsychLab A psychologist has no medical training but has a doctorate degree. Psychologists un-
dergo intense academic training, learning about many different areas of psychology before choosing a specialization. Because the focus of their careers can vary so widely, psychologists work in many different vocational* settings. Figure 1.2a shows the types of settings in which psychologists work. Remember, not all psychologists are trained to do counseling! Psycholo- gists in the counseling specialization must also be licensed to practice in their states.
*vocational: having to do with a job or career.
Psychologists with an evolutionary perspective would be interested in how this couple selected each other as partners.
Figure 1.2 Work Settings and Subfields of Psychology
(a) There are many different work settings for psychologists. Although not obvious from the chart, many psychologists work in more than one setting. For example, a clinical psychologist may work in a hospital setting and teach at a university or college (Tsapogas et al., 2006). (b) This pie chart shows the specialty areas of psychologists who recently received their doctorates (Hoffer et al., 2007).
4% Federal
government
6% State and
local government
6% General
4% Other
2% Educational
12% Developmental
6% Social and personality
5% Industrial/ organizational
4% School
8% Experimental and other research areas
34% Clinical
6% Cognitive
13% Counseling
9% Private not for pro�t
18% Private
for pro�t
21% Self-employed
7% Schools and other
educational settings
35% University
and four-year colleges
a. Where Psychologists Work b. Sub�elds of Psychology
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In contrast, a psychiatrist has a medical degree and is a physician who specializes in the diagnosis and treatment (including the prescription of medications) of psychologi- cal disorders. A psychiatric social worker is trained in the area of social work and usu- ally possesses a master’s degree in that discipline. These professionals focus more on the environmental conditions that can have an impact on mental disorders, such as poverty, overcrowding, stress, and drug abuse.
You said not all psychologists do counseling. But I thought that was all that psychologists do—what else is there?
Although many psychologists do participate in delivering therapy to people who need help, there is a nearly equal number of psychologists who do other tasks: research- ing, teaching, designing equipment and workplaces, and developing educational methods, for example. Also, not every psychologist is interested in the same area of human—or animal—behavior, and most psychologists work in several different areas of interest, as shown in Figure 1.2b, “Subfields of Psychology.”
Those psychologists who do research have two types of research to consider: ba- sic research versus applied research. Basic research is research for the sake of gaining scientific knowledge. For example, a researcher might want to know how many “things” a person can hold in memory at any one time. The other form of research is applied re- search, which is research aimed at answering real-world, practical problems. An applied researcher might take the information from the basic researcher’s memory study and use it to develop a new study method for students. Some of the subfields in Figure 1.2b tend to do more basic research, such as experimental and cognitive psychologists, while others may focus more on applied research, such as educational, school, and industrial/organiza- tional psychologists.
There are many other areas of specialization: Psychology can be used in fields such as health; sports performance; legal issues; business concerns; and even in the design of equipment, tools, and furniture. For a more detailed look at some of the areas in which psychological principles can be applied and a listing of careers that can benefit from a degree in psychology, see to Appendix B: Applied Psychology.
Psychiatric social workers help many kinds and ages of people. The woman on the right might be going through a divorce, dealing with the loss of a spouse, or even recovering from drug abuse.
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Behavioral based on early work of Watson and later B. F. Skinner
Psychodynamic based on Freud’s theory
Humanistic two pioneers are Carl Rogers and Abraham Maslow
Cognitive has roots in Gestalt psychology
focuses on the role of the unconscious mind and its in�uence on conscious behavior, early childhood experiences, development of sense of self, and other motivations
Evolutionary focuses on the biological bases for universal mental characteristics, such as why we lie, how attractiveness in�uences mate selection, the universality of fear, and why we enjoy things like music and dance
focuses on how behavioral responses are learned through classical or operant conditioning
Biopsychological focuses on in�uences of hormones, brain structures and chemicals, disease, etc.; human and animal behavior is seen as a direct result of events in the body
focuses on human potential, free will, and possibility of self-actualization
Sociocultural focuses on the behavior of individuals as the result of the presence (real or imagined) of other individuals, as part of groups, or as part of a larger culture
focuses on memory, intelligence, perception, thought processes, problem solving, language, and learning
Psychology Now: Modern Perspectives (no one single perspective is used to explain all human behavior and processes)
Psychological Professionals and Areas of Specialization (people working in the �eld of psychology have a variety of training experiences and different focuses)
medical doctor who specializes in diagnosis and treatment of psychological disorders; can prescribe medication
psychiatrist
has training in area of social work (M.S.W.) and often has a professional license to practice (L.C.S.W.)
psychiatric social worker
has a doctorate degree (Ph.D., Psy.D., or Ed.D.) and works with either humans or animals in a variety of settings based on the area of specialization
must be licensed to practice independently; typically does not prescribe medications but can go through specialized training to do so in a few states
psychologist
1.51.4
1. Which of the following perspectives focuses on the biologi- cal bases of universal mental characteristics?
a. humanistic b. behaviorial c. psychodynamic d. evolutionary
2. Which perspective offers the best explanation for schizophrenia?
a. psychodynamic b. behaviorial c. biopsychological d. humanistic
3. Wesley has learned that if he cries with his mother in public, she will often get him a new toy or a piece of candy so as to quiet him. Which of the following perspectives explains Wesley’s behavior?
a. psychodynamic c. behaviorial b. cognitive d. biopsychological
4. Which perspective would a researcher be taking if she were studying a client’s early childhood experiences and his re- sulting development of self?
a. psychodynamic c. behaviorial b. cognitive d. evolutionary
PRACTiCE quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
Explore the Concept at MyPsychLab
C o n C e P t m a P
(continued )
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Psychology: the Scientific methodology
1.6 Why is psychology considered a science, and what are the steps in using the sci- entific method?
Have you ever played the “airport game”? You sit at the airport (bus ter- minal, doctor’s office, or any other place where people come and go and you have a long wait) and try to guess what people do for a living based only on their appearance. Although it’s a fun game, the guesses are rarely correct. People’s guesses also sometimes reveal the biases that they may have about certain physical appearances: men with long hair are musi- cians, people wearing suits are executives, and so on. Psychology is about trying to determine facts and reduce uncertainty and bias.
In psychology, researchers want to see only what is really there, not what their biases might lead them to see. This can be achieved using the scientific method, a system for reducing bias and error in the measure- ment of data.
the FIve StePS oF the SCIentIFIC methoD
The scientific method is a way to accomplish the goals of psychology as discussed earlier: description, explanation, prediction, and control. The first step in any investigation is to have a question to investigate, right? So the first step in the scientific method is this: 1. Perceiving the Question: You notice something interesting happening in your sur-
roundings for which you would like to have an explanation. An example might be that you’ve noticed that your children seem to get a little more aggressive with each other after watching a particularly violent children’s cartoon program on Saturday morning. You wonder if the violence in the cartoon could be creating the aggressive behavior in your children. This step is derived from the goal of description: What is happening here?
Once you have a question, you want an answer. The next logical step is to form a tentative* answer or explanation for the behavior you have seen. This tentative ex- planation is known as a hypothesis.
2. Forming a Hypothesis: Based on your initial observations of what’s going on in your surroundings, you form an educated guess about the explanation for your ob- servations, putting it into the form of a statement that can be tested in some way. Going back to the previous example, you might say, “Children who watch violent cartoons will become more aggressive.” (Forming a hypothesis based on observa- tions is related to the goals of description and explanation.)
*tentative: something that is not fully worked out or completed as yet.
5. Which of the following professionals in psychology has no medical training but has a doctoral degree?
a. psychiatrist c. psychiatric social worker b. psychiatric nurse d. psychologist
6. If Dr. Swasey is like most psychologists, where does she probably work?
a. university/college b. self-employed c. federal government d. state or local government
THInkInG CRITICAlly: Do you believe that violence is a part of human nature? Is violent behavior something that can someday be removed from human behavior or, at the very least, be controlled? Think about this question from each of the perspectives discussed in this chapter.
The scientific method can be used to determine if children who watch violence on television are more likely to be aggressive than those who do not.
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The next step is testing the hypothesis. People have a tendency to notice only things that agree with their view of the world, a kind of selective perception called confirmation bias. to Learning Objective 7.3. For example, if a person is convinced that all men with long hair smoke cigarettes, that person will tend to notice only those long-haired men who are smoking and ignore all the long-haired men who don’t smoke. The scientific method is designed to overcome the tendency to look at only the information that confirms people’s biases by forcing them to actively seek out information that might contradict their biases (or hypotheses). So when you test your hypothesis, you are trying to determine if the factor you suspect has an effect and that the results weren’t due to luck or chance. That’s why psychol- ogists keep doing research over and over—to get more evidence that hypotheses are “supported.”
3. Testing the Hypothesis: The method you use to test your hypothesis will depend on exactly what kind of answer you think you might get. You could make more detailed observations or do a survey in which you ask questions of a large num- ber of people, or you might design an experiment in which you would deliberately change one thing to see if it causes changes in the behavior you are observing. In the example, the best method would probably be an experiment in which you select a group of children, show half of them a cartoon with violence and half of them a cartoon with no violence, and then find some way of measuring aggressive behavior in the two groups.
What do you do with the results of your testing? Of course, testing the hypoth- esis is all about the goal of getting an explanation for behavior, which leads to the next step.
4. Drawing Conclusions: Once you know the results of your hypothesis testing, you will find that either your hypothesis was supported—which means that your exper- iment worked, and that your measurements supported your initial observations—or that they weren’t supported, which means that you need to go back to square one and think of another possible explanation for what you have observed. (Could it be that Saturday mornings make children a little more aggressive? Or Saturday breakfasts?)
The results of any method of hypothesis testing won’t be just the raw numbers or measurements. Any data that come from your testing procedure will be analyzed with some kind of statistical method that helps to organize and refine the data.
to Appendix A: Statistics. Drawing conclusions can be related to the goal of prediction: If your hypothesis is supported, you can make educated guesses about future, similar scenarios.
5. Report Your Results: You have come to some conclusion about your investigation’s success or failure, and you want to let other researchers know what you have found.
Why tell anyone what happened if it failed?
Just because one experiment or study did not find support for the hypothesis does not necessarily mean that the hypothesis is incorrect. Your study could have been poorly designed, or there might have been factors out of your control that interfered with the study. But other researchers are asking the same kinds of ques- tions that you might have asked. They need to know what has already been found out about the answers to those questions so that they can continue investigating and adding more knowledge about the answers to those questions. Even if your own in- vestigation didn’t go as planned, your report will tell other researchers what not to do in the future. So the final step in any scientific investigation is reporting the results.
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At this point, you would want to write up exactly what you did, why you did it, how you did it, and what you found. If others can replicate your research (meaning, do exactly the same study over again and get the same results), it gives much more support to your findings. This allows others to predict behavior based on your findings and to use the results of those findings to modify or control behavior, the last goal in psychology.
This might be a good place to make a distinction between questions that can be scientifically or empirically studied and those that cannot. For example, “What is the meaning of life?” is not a question that can be studied using the scientific or empirical method. Empirical questions are those that can be tested through direct observation or experience. For example, “Has life ever existed on Mars?” is a question that scientists are trying to answer through measurements, experimentation, soil samples, and other meth- ods. Eventually they will be able to say with some degree of confidence that life could have existed or could not have existed. That is an empirical question, because it can be supported or disproved by gathering real evidence. The meaning of life, however, is a question of belief for each person. One does not need proof to believe, but scientists need proof (in the form of objectively gathered evidence) to know. Questions that involve be- liefs and values are best left to philosophy and religion.
In psychology, researchers try to find the answers to empirical questions. They can use a variety of research methods depending on the scientific question to be answered as seen in the video The Big Picture: How to Answer Psychological Questions.
CC
Watch the Video, The Big Picture: How to Answer Psychological Questions, at MyPsychLab
DeSCrIPtIve methoDS
1.7 How are naturalistic and laboratory settings used to describe behavior, and what are some of the advantages and disadvantages associated with these settings?
There are a number of different ways to investigate the answers to research questions, and which one researchers use depends on the kind of question they want to answer. If they only want to gather information about what has happened or what is happening, they would select a method that gives them a detailed description.
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naturalIStIC oBServatIon Sometimes all a researcher needs to know is what is hap- pening to a group of animals or people. The best way to look at the behavior of animals or people is to watch them behave in their normal environment. That’s why animal re- searchers go to where the animals live and watch them eat, play, mate, and sleep in their own natural surroundings. With people, researchers might want to observe them in their workplaces, homes, or on playgrounds. For example, if someone wanted to know how adolescents behave with members of the opposite sex in a social setting, that researcher might go to the mall on a weekend night.
What is the advantage of naturalistic observation? It allows researchers to get a realistic picture of how behavior occurs because they are actually watching that be- havior in its natural setting. In a more controlled arranged environment, like a labora- tory, they might get behavior that is contrived or artificial rather than genuine. Of course, there are precautions that must be taken. An observer should have a check- list of well-defined and specific behavior to record, perhaps using their phone, tab- let computer, or a special handheld computer to log each piece of data. In many cases, animals or people who know they are being watched will not behave normally—a process called the observer effect—so, often the observer must remain hidden from view. When researching humans, remaining hidden is often a difficult thing to do. In the earlier example of the mall setting with the teenagers, a re- searcher might find that pretending to read a book is a good disguise, especially if one wears glasses to hide the movement of the eyes. Using such a scenario, researchers would be able to observe what goes on between the teens without them knowing that they were being watched. In other cases, re- searchers might use one-way mirrors, or they might actually become participants in a group, a technique called partici- pant observation.
Are there disadvantages to this method? Unfortunately, yes. One of the disadvan- tages of naturalistic observation is the possibility of observer bias. That happens when the person doing the observing has a particular opinion about what he or she expects to see. If that is the case, sometimes that person recognizes only those actions that support the preconceived expectation and ignores actions that coincide with it. For example, if you think girls initiate flirting, you might not see the boys who initiate flirting. One way to avoid observer bias is to use blind observers: People who do not know what the research question is and, therefore, have no preconceived notions about what they “should” see. It’s also a good idea to have more than one observer, so that the various observations can be compared.
Another disadvantage is that each naturalistic setting is unique and unlike any other. Observations that are made at one time in one setting may not hold true for an- other time, even if the setting is similar, because the conditions are not going to be iden- tical time after time—researchers don’t have that kind of control over the natural world. For example, famed gorilla researcher Diane Fossey had to battle poachers who set traps for the animals in the area of her observations (Mowat, 1988). The presence and activi- ties of the poachers affected the normal behavior of the gorillas she was trying to observe. laBoratory oBServatIon Sometimes observing behavior in animals or people is just not practical in a natural setting. For example, a researcher might want to observe the reactions of infants to a mirror image of themselves, and to record the reactions with a camera mounted behind a one-way mirror. That kind of equipment might be difficult to set up in a natural setting. In a laboratory observation, the researcher would bring the infant to the equipment, controlling the number of infants and their ages, as well as ev- erything else that goes on in the laboratory.
This researcher is studying the behavior of a group of meerkats. Is this naturalistic observation? Why or why not?
The researcher in the foreground is watching the children through a one-way mirror to get a description of their behavior. Observations such as these are just one of many ways that psychologists have of investigating behavior. Why is it important for the researcher to be behind a one-way mirror?
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As mentioned previously, laboratory settings have the disadvantage of being an ar- tificial situation that might result in artificial behavior—both animals and people often react differently in the laboratory than they would in the real world. The main advantage of this method is the degree of control that it gives to the observer.
Both naturalistic and laboratory observations can lead to the formation of hypoth- eses that can later be tested.
1.8 How are case studies and surveys used to describe behavior, and what are some drawbacks to each of these methods?
CaSe StuDIeS Another descriptive technique is called the case study, in which one in- dividual is studied in great detail. In a case study, researchers try to learn everything they can about that individual. For example, Sigmund Freud based his entire theory of psy- choanalysis on case studies of his patients in which he gathered information about their childhoods and relationships with others from the very beginning of their lives to the present. to Learning Objective 13.2.
The advantage of the case study is the tremendous amount of detail it provides. It may also be the only way to get certain kinds of information. For example, one famous case study was the story of Phineas Gage, who, in an accident, had a large metal rod driven through his head and suffered a major personality change as a result ( Damasio et al., 1994). Researchers couldn’t study that with naturalistic observation, and an experiment is out of the question. Imagine anyone responding to an ad in the newspaper that read:
Wanted: 50 people willing to suffer nonfatal brain damage for scientific study of the brain. Will pay all medical expenses.
It’s pretty certain that anyone who actually answered such an ad might already be suffering from some rather extensive brain damage. Case studies are also good ways
to study things that are rare, such as dissociative identity disorder. to Learning Objective 14.7.
The disadvantage of the case study is that researchers can’t really apply the results to other similar people. In other words, they can’t assume that if an- other person had the same kind of experiences growing up that he or she would turn out just like the person in their case study. People are unique and have too many complicating factors in their lives to be that predictable. So what researchers find in one case won’t necessarily apply or generalize to others. An- other weakness of this method is that case studies are a form of detailed obser- vation and are vulnerable to bias on the part of the person conducting the case study, just as observer bias can occur in naturalistic or laboratory observation. SurveyS Sometimes what psychologists want to know about is pretty per- sonal—like what people do in their sexual relationships, for example. (I’m pretty sure naturalistic observation of human sexual behavior could end in an arrest!) The only way to find out about very private (covert) behavior is to ask questions.
In the survey method, researchers will ask a series of questions about the topic they are studying. Surveys can be conducted in person in the form of inter- views or on the telephone, the Internet, or with a questionnaire. The questions used in interviews or on the telephone can vary, but usually the questions in a survey are all the same for everyone answering the survey. In this way, research- ers can ask lots of questions and survey literally hundreds of people. To gain a better understanding of what it is like to complete a survey, try your hand at the Participating in a Research Survey experiment.
© The new yorker Collection 1989 George Price from cartoonbank.com. All Rights Reserved.
Phineas Gage survived a steel tamping rod going through his head after some explosive powder went off unexpectedly. Visible above the left side of his mouth is the entry point of the steel rod, and the exit point is at the top of the skull.
the science of psychology 25
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1.8 That is the big advantage of surveys, aside from their ability to get at private
information. Researchers can get a tremendous amount of data on a very large group of people. Of course, there are disadvantages. For one, researchers have to be very careful about the group of people they survey. If they want to find out what college freshmen think about politics, for example, they can’t really ask every single college freshman in the entire United States. But they can select a representative sample from that group. They could randomly* select a certain number of college freshmen from several different colleges across the United States, for example. Why randomly? Because the sample has to be representative of the population, which is the entire group in which the researcher is interested. If researchers selected only freshmen from Ivy League schools, for example, they would certainly get different opinions on politics than they might get from small community colleges. But if they take a lot of colleges and select their participants (people who are part of the study) randomly, they will be more certain of getting answers that a broad selection of college students would typically give.
That brings up the other major disadvantage of the survey technique: People aren’t always going to give researchers accurate answers. The fact is, people tend to misremem- ber things, distort the truth, and may lie outright—even if the survey is an anonymous** questionnaire. Remembering is not a very accurate process sometimes, especially when people think that they might not come off sounding very desirable or socially appropri- ate. Some people deliberately give the answer they think is more socially correct rather than their true opinion, so that no one gets offended, in a process called courtesy bias. Researchers must take their survey results with a big grain of salt†—they may not be as accurate as they would like them to be.
Both the wording of survey questions and the order in which they appear can af- fect the outcome. It is difficult to find a wording that will be understood in exactly the same way by all those who read the question. Questions can be worded in a way that the
*randomly: in this sense, selected so that each member of the group has an equal chance of being chosen. **anonymous: not named or identified. †grain of salt: a phrase meaning to be skeptical; to doubt the truth or accuracy of something.
Simulate the Experiment, Participating in a Research Survey, at MyPsychLab
Participating in a Research Survey
This survey asks about your attitudes towards and experience with participating in research, particularly psychological research.
Go to the Experiment
Simulation
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desired answer becomes obvious (often resulting in courtesy bias–type answers). For ex- ample, “Do you agree that the new procedures for registering for classes are too compli- cated?” is obviously looking for a confirmation, while “What is your opinion of the new procedures for registering for classes?” is much more open to differing responses. Even the order of questions in a survey matters: a question about how much should be spent on public safety might have a very different answer at the beginning of a survey than af- ter a long list of questions about crimes and criminal activity.
1.6
can lead to formation of hypotheses that can later be tested
Psychology: The Scienti�c Methodology (psychology uses the scienti�c method to try to determine facts and reduce uncertainty)
scienti�c method
perceiving the question about some empirical event for which you would like an explanation; can be derived from the goal of description: What is happening here?
forming a hypothesis, a tentative explanation about an event
testing the hypothesis by collecting data, analyzing results
drawing conclusions about investigation's success or failure to explain event
reporting your results; share exactly what, why, and how you did it, which provides means for replication
descriptive data collection methods
naturalistic observation: observe people or animals in natural environment
laboratory observation: observe people or animals in laboratory setting
case studies: individual is studied in greater detail, researchers try to learn everything they can about the individual
surveys: ask questions about topic researchers are studying via telephone, Internet, or a questionnaire
1. In the scientific method, the final step is a. reporting your results. b. perceiving a question. c. drawing conclusions. d. testing the hypothesis.
2. Which of the following is an example of observer bias? a. you ask your fellow students to be participants in a
study of adult memory. b. you ask people from your church to participate in a
study of family values. c. you develop an opinion of what you expect to see in an
experiment. d. you allow a student to quit an experiment simply be-
cause he or she is bored.
3. The greatest advantage to using a case study is that a. researchers can gather data from large groups of people. b. there is a tremendous amount of detail that can be
gathered. c. it can help in forming a hypothesis which can later be
tested. d. it uses animals instead of humans and therefore does not
endanger the subjects.
4. The main advantage of a survey is that a. only a small number of subjects need to be accessed. b. a large amount of data can be gathered. c. the chance of experimenter error is removed. d. subjects will not know if they are part of a control or
experimental group.
5. By using _________________, researchers can maximize the likelihood of a representative sample.
a. very few individuals from a larger group b. random selection from a larger group c. case studies d. participant observation
THInkInG CRITICAlly: let’s assume that you want to find out if telepathy really exists. Would any of the descriptive methods for studying behavior be a good method to use in examining this question? Why or why not?
PRACTiCE quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
1.7 1.8 Explore the Concept at MyPsychLab
C o n C e P t m a P
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CorrelatIonS: FInDIng relatIonShIPS
1.9 What is the correlational technique, and what does it tell researchers about relationships?
The methods discussed so far only provide descriptions of behavior. There are really only two methods that allow researchers to know more than just a description of what has happened: correlations and experiments. Correlation is actually a statistical technique, a particular way of organizing numerical information so that it is easier to look for pat- terns in the information. This method will be discussed here rather than in the statistics appendix found at the back of this text because correlation, like the experiment, is about finding relationships. In fact, the data from the descriptive methods just discussed are often analyzed using the correlational technique.
A correlation is a measure of the relationship between two or more variables. A variable is anything that can change or vary—scores on a test, temperature in a room, gender, and so on. For example, researchers might be curious to know whether or not cigarette smoking is connected to life expectancy—the number of years a person can be expected to live. Obviously, the scientists can’t hang around people who smoke and wait to see when those people die. The only way (short of performing a very unethical and lengthy experiment) to find out if smoking behavior and life expectancy are related to each other is to use the medical records of people who have already died. (For privacy’s sake, the personal information such as names and social security numbers would be re- moved, with only the facts such as age, gender, weight, and so on available to researchers.) Researchers would look for two facts from each record: the number of cigarettes the per- son smoked per day and the age of the person at death.
Now the researcher has two sets of numbers for each person in the study that go into a mathematical formula, to Learning Objective A.6, to produce a number called the correlation coefficient. The correlation coefficient represents two things: the direction of the relationship and its strength.
Direction? How can a mathematical relationship have a direction?
Whenever researchers talk about two variables being related to each other, what they really mean is that knowing the value of one variable allows them to predict the value of the other variable. For example, if researchers found that smoking and life ex- pectancy are indeed related, they should be able to predict how long someone might live if they know how many cigarettes a person smokes in a day. But which way does that prediction work? If a person smokes a lot of cigarettes, does that mean that he or she will live a longer life or a shorter one? Does life expectancy go up or down as smoking increases? That’s what is meant by the direction of the relationship.
In terms of the correlation coefficient (represented by the small letter r), the num- ber researchers get from the formula will either be a positive number or a negative num- ber. If positive, the two variables increase in the same direction—as one goes up, the other goes up; as one decreases, the other also decreases. If negative, the two variables have an inverse* relationship—as one increases, the other decreases. If researchers find that the more cigarettes a person smoked, the younger that person was when he or she died, it would mean that the correlation between the two variables is negative. (As smoking goes up, life expectancy goes down—an inverse relationship.)
The strength of the relationship between the variables will be determined by the actual number itself. That number will always range between +1.00 and −1.00.
*inverse: opposite in order.
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The reason that it cannot be greater than +1.00 or less than −1.00 has to do with the formula and an imaginary line on a graph around which the data points gather, a graph called a scatterplot (see F igure 1.3). If the relation- ship is a strong one, the number will be closer to +1.00 or to −1.00. A correlation of +.89 for example, would be a very strong positive cor- relation. That might represent the relationship between scores on the SAT and an IQ test, for example. A correlation of −.89 would be equally strong but negative. That would be more like the correlation researchers would probably find between smoking cigarettes and the age at which a person dies.
Notice that the closer the number is to zero, the weaker the relationship becomes. Researchers
would probably find that the correlation coefficient for the relationship between people’s weight and the number of freckles they have is pretty close to zero, for example.
Go back to the cigarette thing—if we found that the correlation between cigarette smoking and life expectancy was high, does that mean that smoking causes your life expectancy to be shortened?
Not exactly. The biggest error that people make concerning correlation is to as- sume that it means one variable is the cause of the other. Remember that correlation does not prove causation. Although adverse health effects from cigarette smoking account for approximately 438,000 deaths each year in the United States alone, correlation by itself cannot be used to prove causation (Centers for Disease Control and Prevention, 2009). Just because two variables are related to each other, researchers cannot assume that one
of them causes the other one to occur. They could both be related to some other variable that is the cause of both. For example, cigarette smoking and life expectancy could be linked only because people who smoke may be less likely to take care of their health by eating right and exercising, whereas people who don’t smoke may tend to eat healthier foods and ex- ercise more than smokers do. Explore the Concept Correlations Do Not Show Causation, at MyPsychLab
To sum up, a correlation will tell researchers if there is a relationship between the variables, how strong the relationship is, and in what direc- tion the relationship goes. If researchers know the value of one variable, they can predict the value of the other. If they know someone’s IQ score, for example, they can predict approximately what score that person should get on the SAT—not the exact score, just a reasonable estimate. Also, even though correlation does not prove causation, it can provide a starting point for examining causal relationships with another type of study, the experiment.
Figure 1.3 Five Scatterplots
These scatterplots show direction and strength of correlation. It should be noted that perfect correlations, whether positive or negative, rarely occur in the real world.
Y
X Perfect positive
correlation
Y
X Perfect negative
correlation
Y
X Modest negative
correlation
Y
X Modest positive
correlation
Y
X No correlation
© The new yorker Collection 1994 leo Cullum from cartoonbank.com. All Rights Reserved.
the science of psychology 29
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the exPerIment
1.10 What are the steps involved in designing an experiment?
The only method that will allow researchers to determine the cause of a behavior is the experiment. In an experiment, researchers deliberately manipulate (change in some pur- poseful way) the variable they think is causing some behavior while holding all the other variables that might interfere with the experiment’s results constant and unchanging. That way, if they get changes in behavior (an effect, in other words), they know that those changes must be due to the manipulated variable. For example, remember the discussion of the steps in the scientific method. It talked about how to study the effects of watch- ing violent cartoons on children’s aggressive behavior. The most logical way to study that particular relationship is by an experiment. SeleCtIon First, researchers might start by selecting the children they want to use in the experiment. The best method to do that is through random selection of a sample of children from a “population” determined by the researchers—just as a sample would be selected for a survey. Ideally, researchers would decide on the age of child they wanted to study—say, children who are 3 to 4 years old. Then researchers would go to various day care centers and randomly select a certain number of children of that age. Of course, that wouldn’t include the children who don’t go to a day care center. Another way to get a sample in the age range might be to ask several pediatricians to send out letters to parents of children of that age and then randomly select the sample from those children whose parents responded positively. THE VARiAblEs Another important step is to decide on the variable the researchers want to manipulate (which would be the one they think causes changes in behavior) and the variable they want to measure to see if there are any changes (this would be the effect on behavior of the manipulation). Often deciding on the variables in the experi- ment comes before selection of the participants or subjects.
In the example of aggression and children’s cartoons, the variable that researchers think causes changes in aggressive be- havior is the violence in the cartoons. Researchers would want to manipulate that in some way, and in order to do that they have to define the term violent cartoon. They would have to find or create a cartoon that contains violence. Then they would show that cartoon to the participants and try to measure their aggres- sive behavior afterwards. In measuring the aggressive behavior, the researchers would have to define exactly what they mean by “aggressive behavior” so that it can be measured. This definition is called an operational definition because it specifically names the operations (steps or procedures) that the experimenter must use to control or measure the variables in the experiment. An operational definition of aggressive behavior might be a check- list of very specific actions such as hitting, pushing, and so on that an observer can mark off as the children do the items on the list. If the observers were just told to look for “aggressive behavior,” the researchers would probably get half a dozen or more different interpretations of what aggressive behavior is.
The name for the variable that is manipulated in any experiment is the indepen- dent variable because it is independent of anything the participants do. The participants in the study do not get to choose or vary the independent variable, and their behavior does not affect this variable at all. In the preceding example, the independent variable would be the presence or absence of violence in the cartoons.
The act of hitting each other with toy swords could be part of an operational definition of aggressive behavior.
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The response of the participants to the manipulation of the independent variable is a dependent relationship, so the response of the participants that is measured is known as the dependent variable. Their behavior, if the hypothesis is correct, should depend on whether or not they were exposed to the independent variable, and in the example, the dependent variable would be the measure of aggressive behavior in the children. The dependent variable is always the thing (response of subjects or result of some action) that is measured to see just how the independent variable may have affected it. Watch the Video, The Big Picture: Scientific Research Methods, at MyPsychLab
THE GRouPs
If researchers do all of this and find that the children’s behavior is aggressive, can they say that the aggressive behavior was caused by the violence in the cartoon?
No, what has been described so far is not enough. The researchers may find that the children who watch the violent cartoon are aggressive, but how would they know if their aggressive behavior was caused by the cartoon or was just the natural aggressive level of those particular children or the result of the particular time of day they were observed? Those sorts of confounding variables (variables that interfere with each other and their possible effects on some other variable of interest) are the kind research- ers have to control for in some way. For example, if most children in this experiment just happened to be from a fairly aggressive family background, any effects the violent cartoon in the experiment might have had on the children’s behavior could be con- fused (confounded) with the possible effects of the family background. The researchers wouldn’t know if the children were being aggressive because they watched the cartoon or because they liked to play aggressively anyway.
The best way to control for confounding variables is to have two groups of partici- pants: those who watch the violent cartoon, and those who watch a nonviolent cartoon for the same length of time. Then the researchers would measure the aggressive behav- ior in both groups. If the aggressive behavior is significantly greater in the group that watched the violent cartoon (statistically speaking), then researchers can say that in this experiment, violent cartoon watching caused greater aggressive behavior.
The group that is exposed to the independent variable (the violent cartoon in the example) is called the experimental group, because it is the group that receives the ex- perimental manipulation. The other group that gets either no treatment or some kind of treatment that should have no effect (like the group that watches the nonviolent cartoon in the example) is called the control group because it is used to control for the possibility that other factors might be causing the effect that is being examined. If researchers were to find that both the group that watched the violent cartoon and the group that watched the nonviolent cartoon were equally aggressive, they would have to assume that the vio- lent content did not influence their behavior at all.
THE imPoRTAnCE oF RAndomizATion As mentioned previously, random selection is the best way to choose the participants for any study. Participants must then be assigned to either the experimental group or the control group. Not surprisingly, random assign- ment of participants to one or the other condition is the best way to ensure control over other interfering, or extraneous, variables. Random assignment means that each participant has an equal chance of being assigned to each condition. If researchers sim- ply looked at the children and put all of the children from one day care center or one pediatrician’s recommendations into the experimental group and the same for the con- trol group, they would run the risk of biasing their research. Some day care centers may have more naturally aggressive children, for example, or some pediatricians may have a
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particular client base in which the children are very passive. So researchers want to take the entire participant group and assign each person randomly to one or the other of the groups in the study. Sometimes this is as simple as picking names out of a hat.
1.11 How do the placebo and experimenter effects cause problems in an experiment, and what are some ways to control for these effects?
ExPERimEnTAl HAzARds: THE PlACEbo EFFECT And THE ExPERimEnTER EFFECT There are a few other problems that might arise in any experiment, even with the use of control groups and random assignment. These problems are especially likely when studying people instead of animals, because people are often influenced by their own thoughts or biases about what’s going on in an experiment. For example, say there is a new drug that is supposed to improve memory in people who are in the very early stages of Alzheimer’s disease (a form of mental deterioration that occurs in some people as they grow old). to Learning Objective 6.12. Researchers would want to test the drug to see if it really is effective in helping to improve memory, so they would get a sample of people who are in the early stages of the disease, divide them into two groups, give one group the drug, and then test for improvement. They would probably have to do a test of memory both before and after the administration of the drug to be able to measure improvement.
Let me see if I’ve got this straight. The group that gets the drug would be the experimental group, and the one that doesn’t is the control group, right?
Right, and getting or not getting the drug is the independent variable, whereas the measure of memory improvement is the dependent variable. But there’s still a problem with doing it this way. What if the researchers do find that the drug group had greater memory improvement than the group that received nothing? Can they re- ally say that the drug itself caused the improvement? Or is it possible that the participants who received the drug knew that they were supposed to improve in memory and, therefore, made a major effort to do so? The im- provement may have had more to do with participants’ belief in the drug than the drug itself, a phenomenon* known as the placebo effect: The ex- pectations and biases of the participants in a study can influence their be- havior. In medical research, the control group is often given a harmless substitute for the real drug, such as a sugar pill or an injection of salt water, and this substitute (which has no medical effect) is called the placebo. If there is a placebo effect, the control group will show changes in the depen- dent variable even though the participants in that group received only a placebo.
Another way that expectations about the outcome of the experiment can influ- ence the results, even when the participants are animals rather than people, is called the experimenter effect. It has to do with the expectations of the experimenter, not the par- ticipants. As discussed earlier in the section about naturalistic observations, sometimes observers are biased—they see what they expect to see. Observer bias can also happen in an experiment. When the researcher is measuring the dependent variable, it’s pos- sible that he or she could give the participants clues about how they are supposed to respond—through the use of body language, tone of voice, or even eye contact. Although not deliberate, it does happen. It could go something like this in the memory drug ex- ample mentioned earlier: You, the Alzheimer’s patient, are in the experimenter’s office to
*phenomenon: an observable fact or event.
This elderly woman has Alzheimer’s disease, which causes a severe loss of recent memory. If she were given a new drug in the very early stages of her disease, in the attempt to improve her memory, the researcher could not be certain that any improvement shown was caused by the drug rather than by the elderly woman’s belief that the drug would work. The expectations of any person in an experimental study can affect the outcome of the study, a phenomenon known as the placebo effect.
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take your second memory test after trying the drug. The experimenter seems to pay a lot of attention to you and to every answer that you give in the test, so you get the feeling that you are supposed to have improved a lot. So you try harder, and any improvement you show may be caused only by your own increased effort, not by the drug. That’s an ex- ample of the experimenter effect in action: The behavior of the experimenter caused the participant to change his or her response pattern.
sinGlE-blind And doublE-blind sTudiEs Fortunately, there are ways to control these effects. The classic way to avoid the placebo effect is to give the control group an actual placebo—some kind of treatment that doesn’t affect behavior at all. In the drug experi- ment, the placebo would have to be some kind of sugar pill or saline (salt) solution that looks like and is administered just like the actual drug. The participants in both the ex- perimental and the control groups would not know whether or not they got the real drug or the placebo. That way, if their expectations have any effect at all on the outcome of the experiment, the experimenter will be able to tell by looking at the results for the control group and comparing them to the experimental group. Even if the control group im- proves a little, the drug group should improve significantly more if the drug is working. This is called a single-blind study because the participants are “blind” to the treatment they receive.
For a long time, that was the only type of experiment researchers carried out in psy- chology. But researchers Robert Rosenthal and Lenore Jacobson reported in their 1968 book, Pygmalion in the Classroom, that when teachers were told that some students had a high potential for success and others a low potential, the students showed significant gains or decreases in their performance on standardized tests depending on which “po- tential” they were supposed to have (Rosenthal & Jacobson, 1968). Actually, the students had been selected randomly and were randomly assigned to one of the two groups, “high” or “low.” Their performances on the tests were affected by the attitudes of the teachers concerning their potential. This study and similar ones after it highlighted the need for the experimenter to be “blind” as well as the participants in research. So in a double- blind study neither the participants nor the person or persons measuring the dependent variable know who got what. That’s why every element in a double-blind experiment gets coded in some way, so that only after all the measurements have been taken can anyone determine who was in the experimental group and who was in the control group.
For a good example of a typical experiment, read the following section about ste- reotypes, athletes, and test grades.
issues in psychology
Stereotypes, Athletes, and College Test Performance
1.12 What are some basic elements of a real-world experiment?
It seems that many people have a negative stereotype of college athletes—that they are graded and promoted on the basis of their ability on the athletic field and not on the basis of classroom performance. Evidence does exist for poorer
performance on academic tests of athletes when compared to nonathletes in college ( National Collegiate Athletic Association, 2002; Purdy et al., 1982; Upthegrove et al., 1999). If you are an athlete, can that negative stereotype actually have a negative impact on your test performance? Wesleyan University researchers Matthew Jameson, Robert Diehl, and Henry Danso have some evidence that such stereotypes can have just that kind of negative impact (Jameson et al., 2007).
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In their experiment, 72 male college athletes from the sports teams of the university were given an intellectual test. Half of the athletes answered a brief questionnaire before taking the test, whereas the other half received the same questionnaire after taking the test. The questionnaire asked three questions, with the third question being, “Rate your likelihood of being accepted to the university without the aid of athletic recruiting.” This item was designed to bring the negative stereotype of athletes (“dumb jocks”) to the forefront of students’ minds, creating a “high threat” for that stereotype. This difference in threat level between the two groups before taking the intellectual test represents the inde- pendent variable in this experiment.
The results? Those students who answered the “high threat” question before the intellectual test (the experimental group) scored significantly lower on that test (the measure- ment of the dependent variable) than those who answered the question after the test (the control group). The research- ers also found a correlation between the students’ exposure to the “high threat” stereotype condition and accuracy on the intellectual test: The more students believed that they got into college primarily because of their ability in sports (based on their rating of that third ques- tion), the worse they performed on the subsequent test. Jameson and colleagues concluded that obvious negative stereotypes in higher education may be an important cause underlying the tendency of college athletes to underperform in academics.
Questions for Further Discussion
1. In this experiment, what might be some extraneous variables affecting the students’ test performance?
2. What might educators do to try to prevent the effect of the “dumb jock” negative ste- reotype on college athletes?
ethics of Psychological research
1.13 What are some ethical concerns that can occur when conducting research with people and animals?
The study that Dr. Watson did with “Little Albert” and the white rat seems pretty cruel, when you think about it. Do researchers today do that kind of study?
Actually, as the field and scope of psychology began to grow and more research with people was being done, psychologists began to realize that some protections had to be put in place. No one wanted to be thought of as a “mad scientist,” and if studies were permitted that could actually harm people, the field of psychology might die out pretty quickly. to Learning Objectives 5.3 and 12.3. Scientists in other areas of re- search were also realizing that ethical treatment of the participants in studies had to be ensured in some way. Ethical treatment, of course, means that people who volunteer for a study will be able to expect that no physical or psychological harm should come to them. The video Special Topics: Ethics and Psychological Research: Research with People explains how researchers in the field of psychology draw the line between what is ethical and what is not and explains some of the safeguards in place today.
Could knowing that other people might think your success in school is due to your athletic ability and not to your intelligence make you perform poorly on an academic test?
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Universities and colleges (where most psychological research is carried out) usually have institutional review boards, groups of psychologists or other professionals who look over each proposed study and judge it according to its safety and consideration for the research participants. These review boards look at all aspects of the projected study, from the written materials that explain the research to the potential subjects to the equipment that may be used in the study itself.
the guIDelIneS For DoIng reSearCh WIth PeoPle
There are quite a few ethical concerns when dealing with human subjects in an experi- ment or other type of study. Here is a list of some of the most common ethical guidelines: 1. Rights and well-being of participants must be weighed against the study’s value
to science. In other words, people come first, research second. 2. Participants must be allowed to make an informed decision about participation.
This means that researchers have to explain the study to the people they want to include before they do anything to them or with them—even children—and it has to be in terms that the participants can understand. If researchers are using infants or children, their parents have to be informed and give their consent, a legal term known as informed consent. Even in single- or double-blind studies, it is necessary to tell the participants that they may be members of either the experimental or the control group—they just won’t find out which group they were actually in until af- ter the experiment is concluded.
3. Deception must be justified. In some cases, it is necessary to deceive the partici- pants because the study wouldn’t work any other way. For example, if you intend to give the participants a test of memory at the end, but don’t want them to know about the test beforehand, you would have to withhold that part of the experiment. The participants have to be told after the study exactly why the deception was im- portant. This is called debriefing.
4. Participants may withdraw from the study at any time. The participants must be allowed to drop out for any reason. For example, sometimes people get bored with
CC
Watch the Video, Special Topics: Ethics and Psychological Research: Research with People, at MyPsychLab
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the study, decide they don’t have the time, or don’t like what they have to do. Chil- dren participating in studies often decide to stop “playing” (play is a common part of studies of children). Researchers have to release them, even if it means having to get more participants.
5. Participants must be protected from risks or told explicitly of risks. For example, if researchers are using any kind of electrical equipment, care must be taken to ensure that no participant will experience a physical shock from faulty electrical equipment.
6. Investigators must debrief participants, telling the true nature of the study and expectations of results. This is important in all types of studies but particularly in those involving a deception.
7. Data must remain confidential. Freud recognized the importance of confidential- ity, referring to his patients in his books and articles with false names. Likewise, psychologists and other researchers today tend to report only group results rather than results for a single individual, so that no one could possibly be recognized.
8. If for any reason a study results in undesirable consequences for the participant, the researcher is responsible for detecting and removing, or correcting, these consequences. Sometimes people react in unexpected ways to the manipulations in an experiment, despite the researcher’s best efforts to prevent any negative impact upon participants. If this happens, the researcher must find some way of helping the participant overcome that impact (American Psychological Association, 2002).
anImal reSearCh
Psychologists also study animals to find out about behavior, often drawing comparisons between what the animals do and what people might do under similar conditions.
But why not just study people in the first place?
Some research questions are extremely important but difficult or impossible to an- swer by using human participants. Animals live shorter lives, so looking at long-term effects becomes much easier. Animals are also easier to control—the scientist can con- trol diet, living arrangements, and even genetic relatedness. The white laboratory rat has become a recognized species different from ordinary rats, bred with its own kind for many decades until each white rat is essentially a little genetic “twin” of all the others. Animals also engage in much simpler behavior than humans do, making it easier to see the effects of manipulations. But the biggest reason that research- ers use animals in some research is that animals can be used in ways that researchers could never use people. For example, it took a long time for scientists to prove that the tars and other harm- ful substances in tobacco cause cancer, because they had to do correlational studies with people and experiments only with ani- mals. There’s the catch—researchers can do many things to ani- mals that they can’t do to people. That might seem cruel at first, but when you think that without animal research there would be no vaccines for deadly diseases, no insulin treatments for diabet- ics, no transplants, and so on, then the value of the research and its benefits to humankind far outweigh the hazards to which the research animals are exposed. Still, some animal rights activists disagree with this point of view.
There are also ethical considerations when dealing with animals in research, just as there are with humans. With animals,
© The new yorker Collection 1999 Tom Chalkley from cartoonbank.com. All Rights Reserved.
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though, the focus is on avoiding exposing them to any unnecessary pain or suffering. So if surgery is part of the study, it is done under anesthesia. If the research animal must die for the effects of some drug or other treatment to be examined in a necropsy (autopsy performed on an animal), the death must be accomplished humanely. Animals are used in only about 7 percent of all psychological studies (Committee on Animal Research and Ethics, 2004).
1.10 1.11 1.12 1.131.9
random assignment to conditions is the best way to assure control over extraneous variables or confounding variables, variables that interfere with each other, and/or on the variable of interest
Ethics of Psychological Research (psychological scientists have a primary goal of protecting the health and welfare of their animal or human participants)
is a measure of relationship between two or more variables (anything that can change or vary)
produces a value called the correlation coef�cient that represents both direction and strength of relationship
does not prove causation—variables can be related but you can not assume that one of them causes the other to occur independent variable is the variable
that is manipulated, it is independent of anything participants do
dependent variable is the measure used to evaluate the manipulation of the independent variable
experimental: gets the independent variable or experimental manipulation
control: receives no treatment or treatment that should not have an effect
placebo effect: beliefs or expectations about a study can in�uence their behavior
experimenter effect: experimenter’s biases can affect or in�uence participants’ behavior
operational de�nition speci�cally names the steps or procedures used to control or measure the variable in the experiment
groups
hazards
(the only research method that will allow researchers to determine the cause of a behavior by deliberately manipulating some variable and measuring changes in the variable of interest)
can be controlled through single-blind (participant “blind” to treatment/condition) and double-blind studies where the experimenter measuring the dependent variable does not know the treatment/condition associated with the data
guidelines for research with humans
research with animals
rights and well-being of participants must be weighed against the study's value to science
participants must be allowed to make an informed decision about participating (informed consent)
deception must be justi�ed
participants may withdraw from the study at any time
investigator must debrief participants, telling the true nature of the study and expectations of results
participants must be protected from risks or told explicitly of risks
data must remain con�dential
some research questions are important but can be dif�cult or dangerous to answer with human participants
animals are easier to control
animals have shorter lives; easier to study long-term effects
any animal research is also covered by ethical considerations; primary focus is on avoiding any unnecessary pain or suffering
why use animals?
Correlations
Experiments
Explore the Concept at MyPsychLab
C o n C e P t m a P
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applying Psychology to everyday life: thinking Critically about Critical thinking
1.14 What are the basic principles of critical thinking, and how can critical thinking be useful in everyday life?
What good is all this focus on science and research going to do for me? I live in the real world, not a laboratory.
The real world is full of opportunities for scientific thinking. Think about all the commercials on television for miracle weight loss, hair restoration, or herbal remedies for arthritis, depression, and a whole host of physical and mental problems. Wouldn’t it be nice to know how many of these claims people should believe? Wouldn’t you like to know how to evaluate statements like these and possibly save yourself some time, effort, and money? That’s exactly the kind of “real-world” problem that critical thinking can help sort out. Watch the Video, Thinking Like a Psychologist: Thinking Critically, at MyPsychLab
Critical thinking means making reasoned judgments (Beyer, 1995). The word rea- soned means that people’s judgments should be logical and well thought out. Critical thinking also includes the ability to ask and seek answers for critical questions at the right time (Browne & Keeley, 2009). (A relevant example of a critical question might be, “Is someone paying you to do this research, and is this a conflict of interest?” or “Do you have any good evidence for your assertions, or are you just giving your opinion?”) Critical thinking can also help us avoid false beliefs that may lead to poor decisions or even prove dangerous to our mental and physical health as the video Thinking Like a Psychologist: Debunking Myths: The Danger of False Beliefs explains.
Pick the best answer. 1. Which of the following would indicate the weakest relation-
ship and thus be close to complete randomness? a. +1.04 c. +0.01 b. −0.89 d. −0.98
2. In an experiment to examine the effects of sleep deprivation on completion of a puzzle, one group is allowed to sleep eight hours while another group is made to stay awake. In this experiment, the control group is
a. the group that gets to sleep. b. the group that remains awake. c. the puzzle. d. the difference in time for each group to complete the puzzle.
3. In a __________ study, the participants do not know if they are part of the control group or the experimental group. Only the experimenter knows who is in each group.
a. placebo c. double-blind b. single-blind d. triple-blind
4. In the “dumb jock” stereotype threat experiment, what was the independent variable?
a. the degree of stereotype threat b. the testing room c. the scores on the intellectual test d. the intelligence level of the athletes
5. What is the first guideline for doing research with people? a. Participants have to give informed consent. b. Deception cannot be used in any studies with human
beings. c. The rights and well-being of the participants must
come first. d. Data must remain confidential.
6. What is the biggest reason why we use animals in research?
a. Animals have simple behavior that makes it easy to see changes.
b. Animals don’t live as long as humans. c. We can do things to animals that we can’t do to
people. d. Animals are easier to control.
THInkInG CRITICAlly: you are testing a new drug to treat a serious, often fatal medi- cal condition. Before your experiment is over, it becomes obvious that the drug is working so well that the people in the experimental group are going to recover completely. Should you stop the experiment to give the drug to the people in the control group?
PRACTiCE quiz How Much Do You remember? answers available in answer keY.
*criteria: standards on which a judgment or decision may be based.
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While the word critical is often viewed as meaning “negative,” that is not the use of this term here. Instead, it’s more related to the word criteria,* as in thinking that meets certain high criteria or standards (Nosich, 2008). There are four basic criteria for criti- cal thinking that people should remember when faced with statements about the world around them (Browne & Keeley, 2009; Gill, 1991; Shore, 1990): 1. There are very few “truths” that do not need to be subjected to testing. Although
people may accept religious beliefs and personal values on faith, everything else in life needs to have supporting evidence. Questions that can be investigated empiri- cally should be examined using established scientific methods. One shouldn’t ac- cept anything at face value but should always ask, “How do you know that? What is the evidence? Can you be more specific in your terms?” (These are more examples of those important questions to ask when thinking critically.) For example, many people still believe that astrology, the study of the supposed influence of the stars and planets on the birth of an infant, can be used to make predictions about that infant’s personality and life events as he or she grows. But scientific investigations have shown us, time after time, that astrology is without any basis in truth or scien- tific fact (Dean & Kelly, 2000; Hines, 2003; Kelly, 1980; Wiseman, 2007).
2. All evidence is not equal in quality. One of the most important, often overlooked steps in critical thinking is evaluating how evidence is gathered before deciding that it provides good support for some idea. For example, there are poorly done experiments, incorrect assumptions based on correlations rather than experiments, studies that could not be replicated, and studies in which there was either no con- trol group or no attempt made to control for placebo effects or experimenter ef- fects. There are also studies that have been deliberately manipulated to produce the findings that the researcher (or whoever is paying the researcher) would prefer. For example, the results of a study on the effectiveness of a particular drug would be immediately suspect if the researcher is being paid by the company making the drug. As a critical thinker you should be aware that the more wild the claim, the better the evidence should be: For example, I have not yet seen any evidence that convinces me of alien visitations or abductions!
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3. Just because someone is considered to be an authority or to have a lot of expertise does not make ever ything that person claims automatically true. One should always ask to see the evidence rather than just take some expert’s word for anything. How good is the evidence? Are there other alternative explana- tions? Is the alternative explanation simpler? If there are two explanations for some phenomenon and both account for the phenomenon equally well, the simplest explanation is more often the best one—a rule of thumb known as the law of parsimony. For example, let’s look at crop circles, those geometric patterns of flattened crop stalks that have at times been discovered in farm- ers’ fields. Two possible explanations for crop circles exist: either they are made by aliens in space ships—as is the claim by many alleged experts—or they are made by human beings as a hoax.* Which explanation is simpler? Obviously, the hoax rationalization is the simplest, and it turned out to be correct for the crop circles that appeared in England in the late 1970s and 1980s: David Bower and Doug Chorley, two British men, confessed to creating the crop circles as a prank, thought up in a barroom and meant to make fun of people who believe in alien visitations (Nickell, 1995; M. Ridley, 2002; Schnabel, 1994).
4. Critical thinking requires an open mind. Although it is good to be a little skepti- cal, people should not close their minds to things that are truly possible. At the same time, it’s good for people to have open minds but not so open that they are gullible** and apt to believe anything. Critical thinking requires a delicate balance between skepticism and willingness to consider possibilities—even possibilities that contradict previous judgments or beliefs. For example, scientists have yet to find any convincing evidence that there was once life on Mars. That doesn’t mean that scien- tists totally dismiss the idea, just that there is no convincing evidence yet. I don’t believe that there are Martians on Mars, but if I were shown convincing evidence, I would have to be willing to change my thinking—as difficult as that might be.
Questions for Further Discussion
1. How might critical thinking be applied to the issue of global climate change?
2. Why do you think some people (even very smart people) sometimes avoid thinking critically about issues such as politics, the existence of ESP, or the supernatural?
*hoax: something intended to fool people, a trick or lie. **gullible: easily fooled or cheated.
Many people believe that crop circles are created by alien visitors, despite clear evidence that crop circles are hoaxes created by ordinary people.
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Write the Response on MyPsychLab
Imagine you have been asked to create an experimental design to test the hypothesis that talking on a cell phone impairs driving skills. Explain why a control condition would be important to include in testing this hypothesis. How should subjects be assigned to condi- tions? How can the researchers design the experiment so that the only difference between both conditions is the use of a cell phone?
40 CHAPTER 1
chapter summary
What Is Psychology?
1.1 What defines psychology as a field of study, and what are psychology’s four primary goals? • Psychology is the scientific study of behavior and mental pro-
cesses. • The four goals of psychology are description, explanation, pre-
diction, and control.
Psychology then: the history of Psychology
1.2 Who were some of the earlier pioneers in psychology, and how did structuralism and functionalism differ? • In 1879 psychology began as a science of its own in Germany
with the establishment of Wundt’s psychology laboratory. He developed the technique of objective introspection.
• Titchener, a student of Wundt, brought psychology in the form of structuralism to America. Structuralism died out in the early twentieth century. Margaret F. Washburn, Titchener’s student, was the first woman to receive a Ph.D. in psychology in 1894 and published The Animal Mind.
• William James proposed a countering point of view called functionalism, which stressed the way the mind allows us to adapt.
• Many of psychology’s early pioneers were minorities such as the African Americans who, despite prejudice and racism, made im- portant contributions to the study of human and animal behav- ior.
• Functionalism influenced the modern fields of educational psy- chology, evolutionary psychology, and industrial/organizational psychology.
1.3 What were the basic ideas and who were the important people behind the early approaches known as Gestalt, psycho- analysis, and behaviorism? • Wertheimer and others studied sensation and perception,
calling the new perspective Gestalt (an organized whole) psy- chology.
• Freud proposed that the unconscious mind controls much of our conscious behavior in his theory of psychoanalysis.
• Watson proposed a science of behavior called behaviorism, which focused only on the study of observable stimuli and re- sponses.
• Watson and Rayner demonstrated that a phobia could be learned by conditioning a baby to be afraid of a white rat.
• Mary Cover Jones, one of Watson’s more famous students in behaviorism and child development, later demonstrated that a learned phobia could be counterconditioned.
Psychology now: modern Perspectives
1.4 W hat are the basic ideas behind the seven modern perspectives, and what were the important contributions of Skinner, Maslow, and Rogers? • Modern Freudians such as Anna Freud, Jung, and Adler
changed the emphasis in Freud’s original theory into a kind of neo- Freudianism.
• Skinner’s operant conditioning of voluntary behavior became a major force in the twentieth century. He introduced the concept of reinforcement to behaviorism.
• Humanism, which focuses on free will and the human poten- tial for growth, was developed by Maslow and Rogers, among others, as a reaction to the deterministic nature of behaviorism and psychoanalysis.
• Cognitive psychology is the study of learning, memory, language, and problem solving, and includes the field of cognitive neuro- science.
• Biopsychology emerged as the study of the biological bases of behavior, such as hormones, heredity, chemicals in the nervous system, structural defects in the brain, and the effects of physical diseases.
• The principles of evolution and the knowledge we currently have about evolution are used in the evolutionary perspective to look at the way the mind works and why it works as it does. Behavior is seen as having an adaptive or survival value.
Psychological Professionals and areas of Specialization
1.5 How does a psychologist differ from a psychiatrist, and what are the other types of professionals who work in the vari- ous areas of psychology? • Psychologists have academic degrees and can do counseling,
teaching, and research and may specialize in any one of a large number of areas within psychology.
• There are many different areas of specialization in psychology, including clinical, counseling, developmental, social, and person- ality as areas of work or study.
• Psychiatrists are medical doctors who provide diagnosis and therapy for persons with mental disorders.
• Psychiatric social workers are social workers with special training in the influences of the environment on mental illness.
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Psychology: the Scientific methodology
1.6 Why is psychology considered a science, and what are the steps in using the scientific method? • The scientific method is a way to determine facts and control
the possibilities of error and bias when observing behavior. The five steps are perceiving the question, forming a hypothesis, testing the hypothesis, drawing conclusions, and reporting the results.
1.7 How are naturalistic and laboratory settings used to de- scribe behavior, and what are some of the advantages and dis- advantages associated with these settings? • Naturalistic observations involve watching animals or people in
their natural environments but have the disadvantage of lack of control.
• Laboratory observations involve watching animals or people in an artificial but controlled situation, such as a laboratory.
1.8 How are case studies and surveys used to describe behav- ior, and what are some drawbacks to each of these methods? • Case studies are detailed investigations of one subject, whereas
surveys involve asking standardized questions of large groups of people that represent a sample of the population of interest.
• Information gained from case studies cannot be applied to other cases. People responding to surveys may not always tell the truth or remember information correctly.
1.9 What is the correlational technique, and what does it tell researchers about relationships? • Correlation is a statistical technique that allows researchers to
discover and predict relationships between variables of interest. • Positive correlations exist when increases in one variable are
matched by increases in the other variable, whereas negative cor- relations exist when increases in one variable are matched by de- creases in the other variable.
• Correlations cannot be used to prove cause-and-effect relation- ships.
1.10 What are the steps involved in designing an experiment? • Experiments are tightly controlled manipulations of variables
that allow researchers to determine cause-and-effect relation- ships.
• The independent variable in an experiment is the variable that is deliberately manipulated by the experimenter to see if related changes occur in the behavior or responses of the participants and is given to the experimental group.
• The dependent variable in an experiment is the measured behav- ior or responses of the participants.
• The control group receives either a placebo treatment or nothing. • Random assignment of participants to experimental groups
helps to control for individual differences both within and be- tween the groups that might otherwise interfere with the experi- ment’s outcome.
1.11 How do the placebo and experimenter effects cause problems in an experiment, and what are some ways to control for these effects? • Experiments in which the subjects do not know if they are in the
experimental or control groups are single-blind studies, whereas experiments in which neither the experimenters nor the subjects know this information are called double-blind studies.
1 . 1 2 W h a t a re s o m e b a s i c e l e m e n t s o f a re a l - wo r l d experiment? • An experiment studying the effect of negative stereotypes on test
performance of athletes ( Jameson et al., 2007) found that ex- posure to negative stereotypes prior to taking a test resulted in poorer performance by athletes than the performance of athletes whose exposure came after the test.
ethics of Psychological research
1.13 What are some ethical concerns that can occur when conducting research with people and animals? • Ethical guidelines for doing research with human beings include
the protection of rights and well-being of participants, informed consent, justification when deception is used, the right of par- ticipants to withdraw at any time, protection of participants from physical or psychological harm, confidentiality, and debriefing of participants at the end of the study. Researchers are also respon- sible for correcting any undesirable consequences that may result from the study.
• Animals in psychological research make useful models because they are easier to control than humans, they have simpler behav- ior, and they can be used in ways that are not permissible with humans.
applying Psychology to everyday life: think- ing Critically about Critical thinking
1.14 What are the basic principles of critical thinking, and how can critical thinking be useful in everyday life? • Critical thinking is the ability to make reasoned judgments. The
four basic criteria of critical thinking are that there are few con- cepts that do not need to be tested, evidence can vary in qual- ity, claims by experts and authorities do not automatically make something true, and keeping an open mind is important.
42 CHAPTER 1
Study Help Note: These longer quizzes appear at the end of every chapter and cover all the major learning objectives that you should know after reading the chapter. These quizzes also provide practice for exams. The answers to each Test Yourself section can be found in the Answer Key at the back of the book. Pick the best answer.
1. In the definition of psychology, the term behavior means a. internal, covert processes. b. outward behavior. c. overt actions and reactions. d. only animal behavior.
2. A psychologist is interested in finding out why married couples seemingly begin to look like each other after several years of mar- riage. This psychologist is most interested in the goal of
a. description. b. explanation. c. prediction. d. control.
3. Who is considered to be the father of African American psychology?
a. Charles Henry Thompson b. Robert V. Guthrie c. Francis Cecil Sumner d. Howard Hale long
4. Sigmund Freud’s psychoanalysis focused on a. observable behavior. b. Gestalt perceptions. c. introspection. d. early childhood experiences.
5. Which psychologist dared to ignore the whole consciousness issue and return to a study of scientific inquiry by focusing on observable behavior?
a. Ivan Pavlov b. John Watson c. Sigmund Freud d. William James
6. Which perspective is often referred to as the “third force” in psy- chology and focuses on a person’s freedom of choice in determin- ing their behavior?
a. biopsychological perspective b. behaviorism c. cognitive psychology d. humanism
7. Which perspective best explains the bystander effect whereby in- dividuals will be less likely to help someone in need because of the presence of others close by?
a. psychoanalysis b. behaviorism c. cognitive psychology d. sociocultural
8. If Dr. Byers uses an eclectic approach in her clinical treatment of children, what is it that she is doing?
a. She is relying primarily on one psychological perspective to treat all her patients.
b. She is using medications with all her patients, especially those suffering from depression.
c. She relies heavily on the Freudian psychodynamic perspective to help children who show abnormal behavior.
d. She is using a combination of perspectives to treat different clients.
9. Dr. Colton identifies himself with the largest subfield of psychology. What kind of psychologist is he?
a. counseling b. clinical c. school d. experimental
10. Micah has recently been diagnosed with a psychological disorder that is best addressed initially with medication. He would likely ben- efit the most by first seeing a ___________.
a. psychiatrist b. psychoanalyst c. psychiatric social worker d. psychologist
11. Which step in the scientific method is derived from the goal of de- scription?
a. reporting your results b. perceiving a question c. drawing conclusions d. forming a hypothesis
12. Brianne wants to find an explanation for the behavior of her lab rats in her study. Which step in the scientific method is she currently fo- cusing on?
a. testing a hypothesis b. perceiving the question c. drawing conclusions d. reporting her results
13. The famous study of Phineas Gage, who survived when a metal rod pierced his skull, is an example of a
a. laboratory experiment. b. correlation. c. case study. d. survey.
14. A researcher finds that as her subjects increased the number of hours they spent exercising, the overall weight of her subjects de- creased. This would be an example of a _________ correlation.
a. positive b. negative c. zero d. causal
test YouRsElF answers available in answer keY.
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15. A researcher wants to study the effects of texting on driving. Stu- dents in Group A drive a car in a computer game and see how many virtual accidents they have. Students in Group B are asked to drive the same virtual car but they must respond to and send at least three texts. The number of virtual accidents is measured for each group. What is the independent variable?
a. the virtual car b. texting c. the number of virtual accidents d. the group assignment
16. A researcher asks an assistant to conduct a study on her behalf. She specifically tells her assistant only to share the results anonymously and not include the names of the students along with their scores. Such an experiment would be considered a
a. double-blind experiment. b. single-blind experiment. c. correlational study. d. laboratory observation.
17. Double-blind studies control for a. the placebo effect. b. the experimenter effect. c. the placebo effect and the experimenter effect. d. extrinsic motivation.
18. In the stereotypes and athletes study, who was the control group? a. those students who completed the survey prior to the intel-
ligence test b. those students who completed the survey after the intelli-
gence test c. those students who were not asked to complete the intelli-
gence test d. those students who did not take part in the study at all
19. Dr. Calvin needs just one more participant to complete her ex- periment. lisa, a student of Dr. Calvin, has almost completed the experiment when she announces she wants to quit because the experiment is boring. What options does Dr. Calvin have?
a. Dr. Calvin can require that lisa finish because students don’t have the same rights to quit an experiment as the general public does.
b. Dr. Calvin can require that lisa finish because boredom is not an acceptable excuse for quitting.
c. Dr. Calvin can make lisa stay since she is a student of hers and she requires students to take part in her experiments.
d. Dr. Calvin must let lisa go and find another participant.
20. A famous golfer advertises a new golf bracelet that helps minimize fatigue while playing. If Bethany decides to order the bracelet because she believes that such a well-known personality should know if it works or not, she has made an error in which of the following?
a. Few “truths” do not need to be tested. b. All evidence is not equal in quality. c. Authority or expertise does not make the claims of the author-
ity or expert true. d. Critical thinking requires an open mind.
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The Ironman® competition consists of a 2.4-mile swim, a 112-mile bike ride, and a 26.2-mile run. Dick Hoyt pulls his
son Rick in a boat that is attached to a bungee cord, then he peddles Rick on a special two-seater bicycle, and finally he
pushes Rick across the finish line in a customized running chair.
Why the unusual approach? Rick was born with spastic quadriplegia and cerebral palsy as the result of anoxia during
birth. Unable to walk or talk, Rick learned to communicate by tapping his head against a head piece on his wheelchair
when specific letters of the alphabet were highlighted on a specially designed computer screen. He eventually graduated
from Boston University with a degree in special education.
Current research to help individuals with brain injuries or neurological conditions has moved far beyond the computer
that assisted Rick. Some of the most promising areas are in brain–computer interfaces (BCI) that use the brain’s electrical
activity to communicate with others. It is possible that in the future, brain activity will enable individuals to control such
assistive devices as prosthetic limbs or wheelchairs.
What do you see as the brain’s role in our behavior? How much do you think your behavior is influenced by hormones and chemicals in the nervous system?
t h e b i o l o g i c a l p e r s p e c t i v e2
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What are some potential causes of attention-deficit/hyperactivity disorder?2.12
How does the left side of the brain dif- fer from the right side?2.11
What parts of the cortex are respon- sible for higher forms of thought, such as language?
2.10
What parts of the cortex control the dif- ferent senses and the movement of the body?
2.9
What are the structures of the brain that control emotion, learning, memory, and motivation?
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What are the different structures of the hindbrain and what do they do?2.7
Why study the nervous system and the glands? How could we possibly understand any of our behavior, thoughts, or actions without know-
ing something about the incredible organs that allow us to act, think, and react? If we can
understand how the brain, the nerves, and the glands interact to control feelings, thoughts,
and behavior, we can begin to truly understand the complex organism called a human being.
How do psychologists study the brain and how it works?2.6
How do the hormones released by glands interact with the nervous system and affect behavior?
2.5
How do the somatic and autonomic ner- vous systems allow people and animals to interact with their surroundings and control the body’s automatic functions?
2.4
How do the brain and spinal cord inter- act, what are some misconceptions about the brain, and what is neuroplasticity?
2.3
How do neurons use neurotransmitters to communicate with each other and with the body?
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What are the nervous system, neurons, and nerves, and how do they relate to one another?
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l e a r n i n g o b j e c t i v e s
Neurons and Nerves: Building the Network
2.1 What are the nervous system, neurons, and nerves, and how do they relate to one another?
This chapter will explore a complex system of cells, chemicals, and organs that work together to produce behavior, thoughts, and actions. The first part of this complex ar- rangement is the nervous system, a network of cells that carries information to and from all parts of the body. The field of neuroscience is a branch of the life sciences that deals with the structure and functioning of the brain and the neurons, nerves, and nervous tis- sue that form the nervous system. Biological psychology, or behavioral neuroscience, is the branch of neuroscience that focuses on the biological bases of psychological pro- cesses, behavior, and learning, and it is the primary area associated with the biological perspective in psychology.
Structure of the NeuroN: the NervouS SyStem’S BuildiNg Block
In 1887, Santiago Ramón y Cajal, a doctor studying slides of brain tissue, first theorized that the nervous system was made up of individual cells (Ramón y Cajal, translation, 1995). Although the entire body is composed of cells, each type of cell has a special pur- pose and function and, therefore, a special structure. For example, skin cells are flat, but muscle cells are long and stretchy. Most cells have three things in common: a nucleus, a cell body, and a cell membrane holding it all together. The neuron is the specialized cell in the nervous system that receives and sends messages within that system. Neurons are one of the messengers of the body, and that means that they have a very special structure, which we will explore in the video The Basics: How the Brain Works, Part 1: The Neuron.
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The parts of the neuron that receive messages from other cells are called the den- drites. The name dendrite means “tree-like,” or “branch,” and this structure does indeed look like the branches of a tree. The dendrites are attached to the cell body, or soma, which is the part of the cell that contains the nucleus and keeps the entire cell alive and functioning. The word soma means “body.” The axon (from the Greek for “axis”) is a fiber
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attached to the soma, and its job is to carry messages out to other cells. The end of the axon branches out into several shorter fibers that have swellings or little knobs on the ends called axon terminals (may also be called presynaptic terminals, terminal buttons, or synaptic knobs), which are responsible for communicating with other nerve cells. (See Figure 2.1.)
Neurons make up a large part of the brain but they are not the only cells that affect our thinking, learning, memory, perception, and all of the other facets of life that make us who we are. The other primary cells are called glia, or glial cells, which serve a variety of functions. Some glia serve as a sort of structure on which the neurons develop and work and that hold the neurons in place. For example, during early brain development, radial glial cells (extending from inner to outer areas like the spokes of a wheel) help guide migrating neurons to form the outer layers of the brain. Other glia are involved in getting nutrients to the neurons, cleaning up the remains of neurons that have died, communicating with neurons and other glial cells, and providing insulation for neurons. Glial cells affect both the functioning and structure of neurons and specific types also have properties similar to stem cells, which allow them to develop into new neurons, both during prenatal development and in adult mammals (Bullock et al., 2005; Kriegstein & Alvarez-Buylla, 2009). Glial cells are also being investigated for their possible role in a variety of psychiatric disorders, including major depressive disorder and schizophrenia. It appears in some areas of the brain, major depressive disorder is characterized by lower numbers of specific glial cells whereas in schizophrenia, parts of the brain have a greater number (Blank & Prinz, 2013). to Learning Objectives 14.5 and 14.8. Recent findings also implicate glial cells in learning and behavior, both by affecting synaptic connectivity during development, and in mice transplanted with human glial cells, faster learning across a variety of learning and memory tasks (Han et al., 2013; Ji et al., 2013).
Axon terminal
Axon terminal
Nucleus
Soma
Dendrites
Myelin sheath
Axon
Axon
Figure 2.1 the Structure of the Neuron
The electron micrograph on the left shows myelinated axons.
This electron micrograph shows a stem cell in the process of becoming a neuron.
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2.1 Two special types of glial cells, called oligodendrocytes and Schwann cells, generate a
layer of fatty substances called myelin. Oligodendrocytes produce myelin for the neurons in the brain and spinal cord (the central nervous system); Schwann cells produce myelin for the neurons of the body (the peripheral nervous system). Myelin wraps around the shaft of the axons, forming an insulating and protective sheath. Bundles of myelin-coated axons travel together as “cables” in the central nervous system called tracts, and in the peripheral nervous system bundles of axons are called nerves. Myelin from Schwann cells has a unique feature that can serve as a tunnel through which damaged nerve fibers can reconnect and repair themselves. That’s why a severed toe might actually regain some function and feeling if sewn back on in time. Unfortunately, myelin from oligodendro- cytes covering axons in the brain and spinal cord does not have this feature, and these axons are more likely to be permanently damaged.
The myelin sheath is a very important part of the neuron. It not only insulates and protects the neuron, it also speeds up the neural message traveling down the axon. As shown in Figure 2.1, sections of myelin bump up next to each other on the axon, similar to the way sausages are linked together. The places where the myelin seems to bump are ac- tually small spaces on the axon called nodes, which are not covered in myelin. Myelinated and unmyelinated sections of axons have slightly different electrical properties. There are also far more ion channels at each node. Both of these features affect the speed the electri- cal signal is conducted down the axon. When the electrical impulse that is the neural mes- sage travels down an axon coated with myelin, the electrical impulse is regenerated at each node and appears to “jump” or skip rapidly from node to node down the axon (Koester & Siegelbaum, 2013; Schwartz et al., 2013). That makes the message go much faster down the coated axon than it would down an uncoated axon of a neuron in the brain. In the disease called multiple sclerosis (MS), the myelin sheath is destroyed (possibly by the indi- vidual’s own immune system), which leads to diminished or complete loss of neural func- tioning in those damaged cells. Early symptoms of MS may include fatigue, changes in vision, balance problems, and numbness, tingling, or muscle weakness in the arms or legs.
Exactly how does this “electrical message” work inside the cell?
geNeratiNg the meSSage WithiN the NeuroN: the Neural impulSe
A neuron that’s at rest—not currently firing a neural impulse or message—is actually electrically charged. Inside and outside of the cell is a semiliquid (jelly-like) solution in which there are charged particles, or ions. Although both positive and negative ions are located inside and outside of the cell, the relative charge of ions inside the cell is mostly negative, and the relative charge of ions outside the cell is mostly positive due to both diffusion, the process of ions moving from areas of high concentration to areas of low concentration, and electrostatic pressure, the relative electrical charges when the ions are at rest. The cell membrane itself is semipermeable. This means some substances that are out- side the cell can enter through tiny protein openings, or channels, in the membrane, while other substances in the cell can go outside. Many of these channels are gated—they open or close based on the electrical potential of the membrane—more about that in a minute. Inside the cell is a concentration of both smaller positively charged potassium ions and larger negatively charged protein ions. The negatively charged protein ions, however, are so big that they can’t get out, which leaves the inside of the cell primarily negative when at rest. Outside the cell are lots of positively charged sodium ions and negatively charged chloride ions, but they are unable to enter the cell membrane when the cell is at rest because the ion channels that would allow them in are closed. But because the outside sodium ions are positive and the inside ions are negative, and because opposite electrical charges attract each other, the sodium ions will cluster around the membrane. This dif- ference in charges creates an electrical potential. Watch the Video, The Basics: How the Brain Works, Part 1: Action Potential, at MyPsychLab
the biological perspective 49
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2.1 Think of the ions inside the cell as a baseball game inside a stadium (the cell walls).
The sodium ions outside the cell are all the fans in the area, and they want to get inside to see the game. When the cell is resting (the electrical potential is in a state called the resting potential, because the cell is at rest), the fans are stuck outside. The sodium ions cannot enter when the cell is at rest, because even though the cell membrane has all these channels, the particular channels for the big sodium ions aren’t open yet. But when the cell receives a strong enough stimulation from another cell (meaning that the dendrites are activated), the cell membrane opens up those particular channels, one after the other, all down its surface, allowing the sodium ions (the “fans”) to rush into the cell. That causes the inside of the cell to become mostly positive and the outside of the cell to become mostly negative, because many of the positive sodium ions are now inside the cell—at the point where the first ion channel opened. This electrical charge reversal will start at the part of the axon closest to the soma, the axon hillock, and then proceed down the axon in a kind of chain reaction. (Picture a long hallway with many doors in which the first door opens, then the second, and so on all the way down the hall.) This electrical charge reversal is known as the action potential because the electrical potential is now in action rather than at rest. Each action potential sequence takes about one thousandth of a sec- ond, so the neural message travels very fast—from 2 miles per hour in the slowest, short- est neurons to 270 miles per hour in other neurons. (See Figure 2.2 on the next page.)
Now the action potential is traveling down the axon. When it gets to the end of the axon, something else happens: the message will get transmitted to another cell (that step will be discussed momentarily). Meanwhile, what is happening to the parts of the cell that the action potential has already left behind? How does the cell get the “fans” back outside? Remember, the action potential means that the cell is now positive inside and negative outside at the point where the channel opened. Several things happen to return the cell to its resting state. First, the sodium ion channels close immediately after the action potential has passed, allowing no more “fans” (sodium ions) to enter. The cell membrane also literally pumps the positive sodium ions back outside the cell, kicking the “fans” out until the next action potential opens the ion channels again. This pumping process is a little slow, so another type of ion gets into the act. Small, positively charged potassium ions inside the neuron move rapidly out of the cell after the action potential passes, helping to more quickly restore the inside of the cell to a negative charge. Now the cell becomes negative inside and positive outside, and the neuron is capable of “firing off ” another message. Once the sodium pumps finish pumping out the sodium ions, the neuron can be said to have returned to its full resting potential, poised and ready to do it all again.
To sum all that up, when the cell is stimulated, the first ion channel opens and the electrical charge at that ion channel is reversed. Then the next channel opens and that charge is reversed, but in the meantime the first ion channel has been closed and the charge is returning to what it was when it was at rest. The action potential is the sequence of ion channels opening all down the length of the cell’s axon.
So if the stimulus that originally causes the neuron to fire is very strong, will the neuron fire more strongly than it would if the stimu- lus were weak?
Neurons actually have a threshold for firing, and all it takes is a stimulus that is just strong enough to get past that threshold to make the neuron fire. Here’s a simple version of how this works: Each neuron is receiving many signals from other neurons. Some of these signals are meant to cause the neuron to fire, whereas others are meant to prevent the neuron from firing. The neuron constantly adds together the effects of the “fire” mes- sages and subtracts the “don’t fire” messages, and if the fire messages are great enough, the threshold is crossed and the neuron fires. When a neuron does fire, it fires in an all- or-none fashion. That is, neurons are either firing at full strength or not firing at
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all—there’s no such thing as “partial” firing of a neuron. It would be like turning on a light switch—it’s either on or it’s off. Once the switch is turned to the on position, the light will come on. When it’s turned to the off position, the light is off.
So, what’s the difference between strong stimulation and weak stimulation? A strong message will cause the neuron to fire repeatedly (as if someone flicked the light switch on and off as quickly as possible), and it will also cause more neurons to fire (as if there were a lot of lights going on and off instead of just one).
Now that we know how the message travels within the axon of the cell, what is that “something else” that happens when the action potential reaches the end of the axon?
Figure 2.2 the Neural impulse action potential
In the graph, voltage readings are shown at a given place on the neuron over a period of 20 or 30 milliseconds (thousandths of a second). At first the cell is resting; it then reaches threshold and an action potential is triggered. After a brief hyperpolarization period, the cell returns to its resting potential.
The Neuron at Rest During the resting potential, the neuron is negatively charged inside and positively charged outside.
The Neural Impulse The action potential occurs when positive sodium ions enter into the cell, causing a reversal of the electrical charge from negative to positive.
The Neural Impulse Continues As the action potential moves down the axon toward the axon terminals, the cell areas behind the action potential return to their resting state of a negative charge as the positive sodium ions are pumped to the outside of the cell, and the positive potassium ions rapidly leave.
Nerve cell body Positive sodium ion
Axon
++++++++++++
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+ + + + +
+ + + + +
+ +
+ +
+
+ +
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Negatively charged inner cell membrane
Synaptic knob
Sodium ions, along with potassium ions,
move outside membrane
Sodium ions enter
next segment of axon
Movement of sodium
ions
Nerve impulse
E le
ct ri
ca l ch
a rg
e (
m il li v o
lt s)
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Resting potential Hyperpolarization
Resting potential
40
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SeNdiNg the meSSage to other cellS: the SyNapSe
2.2 How do neurons use neurotransmitters to communicate with each other and with the body?
Look once again at the axon terminals in Figure 2.1. Figure 2.3 shows an axon terminal enlarged to giant scale. Notice that the presynaptic terminal is not empty. It has a number of little sac-like structures in it called synaptic vesicles. The word vesicle is Latin and means a “little blister” or “fluid-filled sac.”
Inside the synaptic vesicles are chemicals suspended in fluid, which are molecules of substances called neurotransmitters. The name is simple enough—they are inside a neuron and they are going to transmit a message. (Neurons have traditionally been viewed as containing a single type of neurotransmitter but is now accepted that neurons may release more than one neurotransmitter. For simplicity and unless otherwise speci- fied, our discussion throughout the text will assume a single, predominant neurotrans- mitter is being released.) Next to the axon terminal is the dendrite of another neuron (see Figure 2.3). Between them is a fluid-filled space called the synapse or the synaptic gap. Instead of an electrical charge, the vesicles at the end of the axon (also called the pre- synaptic membrane) contain the molecules of neurotransmitters, and the surface of the dendrite next to the axon (the postsynaptic membrane) contains ion channels that have receptor sites, proteins that allow only particular molecules of a certain shape to fit into it, just as only a particular key will fit into a keyhole.
How do the neurotransmitters get across the gap? Recall the action potential mak- ing its way down the axon after the neuron has been stimulated. When that action po- tential, or electrical charge, reaches the synaptic vesicles, the synaptic vesicles release their neurotransmitters into the synaptic gap. The molecules then float across the synapse and many of them fit themselves into the receptor sites, opening the ion channels and allow- ing sodium to rush in, activating the next cell. It is this very activation that stimulates, or releases, the action potential in that cell. It is important to understand that the “next cell” may be a neuron, but it may also be a cell on a muscle or a gland. Muscles and glands have special cells with receptor sites on them, just like on the dendrite of a neuron.
Figure 2.3 the Synapse
The nerve impulse reaches the axon terminal, triggering the release of neurotransmitters from the synaptic vesicles. The molecules of neurotransmitter cross the synaptic gap to fit into the receptor sites that fit the shape of the molecule, opening the ion channel and allowing sodium ions to rush in.
Nerve impulse
Axon terminal of presynaptic neuron
Synaptic vesicles
Surface of postsynaptic
neuron
Receptor site
Sodium ions
Neurotransmitter
This electron micrograph shows a motor neuron making contact with muscle fibers.
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So far, we’ve been talking about the synapse as if neurotransmitters always cause the next cell to fire its action potential (or, in the case of a muscle or gland, to contract or start secreting its chemicals). But the neurons must have a way to be turned off as well as on. Otherwise, when a person burns a finger, the pain signals from those neurons would not stop until the burn was completely healed. Muscles are told to contract or relax, and glands are told to secrete or stop secreting their chemicals. The neurotransmitters found at various synapses around the nervous system can either turn cells on (called an excitatory effect) or turn cells off (called an inhibitory effect), depending on exactly what synapse is being affected. Although some people refer to neurotransmitters that turn cells on as ex- citatory neurotransmitters and the ones that turn cells off as inhibitory neurotransmitters, it’s really more correct to refer to excitatory synapses and inhibitory synapses. In other words, it’s not the neurotransmitter itself that is excitatory or inhibitory, but rather it is the effect of that neurotransmitter that is either excitatory or inhibitory at the receptor sites of a particular synapse.
NeurotraNSmitterS: meSSeNgerS of the NetWork
The first neurotransmitter to be identified was named acetylcholine (ACh). It is found at the synapses between neurons and muscle cells. Acetylcholine stimulates the skeletal muscles to contract but actually slows contractions in the heart muscle. If acetylcholine receptor sites on the muscle cells are blocked in some way, then the acetylcholine can’t get to the site and the muscle will be incapable of contracting—paralyzed, in other words. This is exactly what happens when curare, a drug used by South American Indians on their blow darts, gets into the nervous system. Curare’s molecules are just similar enough to fit into the receptor site without actually stimulating the cell, making curare an antagonist (a chemical substance that blocks or reduces the effects of a neurotransmit- ter) for ACh.
What would happen if the neurons released too much ACh? The bite of a black widow spider does just that. Its venom stimulates the release of excessive amounts of ACh and causes convulsions and possible death. Black widow spider venom is an agonist (a chemical substance that mimics or enhances the effects of a neurotransmitter) for ACh.
ACh also plays a key role in memory, arousal, and attention. For example, ACh is found in the hippocampus, an area of the brain that is responsible for forming new mem- ories, and low levels of ACh have been associated with Alzheimer’s disease, the most common type of dementia. to Learning Objective 6.12. We will focus more on agonists and antagonists later in the chapter.
Dopamine (DA) is a neurotransmitter found in the brain, and like some of the other neurotransmitters, it can have different effects depending on the exact location of its activity. For example, if too little DA is released in a certain area of the brain, the re- sult is Parkinson’s disease—the disease currently being battled by former boxing champ Muhammad Ali and actor Michael J. Fox (Ahlskog, 2003). If too much DA is released in other areas, the result is a cluster of symptoms that may be part of schizophrenia (Akil et al., 2003). to Learning Objective 14.8. Watch the Video, In the Real World: Neurotransmitters, at MyPsychLab
Serotonin (5-HT) is a neurotransmitter originating in the lower part of the brain that can have either an excitatory or inhibitory effect, depending on the particular synapses being affected. It is associated with sleep, mood, anxiety, and appetite. For example, low levels of 5-HT activity have been linked to depression. to Learning Objective 14.5.
Although ACh was the first neurotransmitter found to have an excitatory effect at the synapse, the nervous system’s major excitatory neurotransmitter is glutamate. Like ACh, glutamate plays an important role in learning and memory, and may also be involved in the development of the nervous system and in synaptic plasticity (the ability of the
The venom of the black widow spider causes a flood of acetylcholine to be released into the body’s muscle system, causing convulsions.
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brain to change connections among its neurons). However, an excess of glutamate results in overactivation and neuronal damage, and may be associated with the cell death that occurs after stroke, head injury, or in degenerative diseases like Alzheimer’s disease and Huntington disease ( Julien et al., 2011; Siegelbaum et al., 2013).
Another neurotransmitter is gaba-aminobutyric acid or GABA. Whereas glutamate is the major neurotransmitter with an excitatory effect, GABA is the most common neu- rotransmitter producing inhibition in the brain. GABA can help to calm anxiety, for example, by binding to the same receptor sites that are affected by tranquilizing drugs and alcohol. In fact, the effect of alcohol is to enhance the effect of GABA, which causes the general inhibition of the nervous system associated with getting drunk. This makes alcohol an agonist for GABA. to Learning Objective 4.8. (See Table 2.1 for a list of some neurotransmitters and their functions.)
A group of substances known as neuropeptides can ser ve as neurotransmit- ters, hormones, or influence the action of other neurotransmitters (Schwartz & Javitch, 2013). You may have heard of the set of neuropeptides called endorphins— pain-controlling chemicals in the body. When a person is hurt, a neurotransmitter that signals pain is released. When the brain gets this message, it triggers the release of en- dorphins. The endorphins bind to receptors that open the ion channels on the axon. This causes the cell to be unable to fire its pain signal and the pain sensations eventually lessen. For example, you might bump your elbow and experience a lot of pain at first, but the pain will quickly subside to a much lower level. Athletes may injure themselves during an event and yet not feel the pain until after the competition is over, when the endorphin levels go down.
The name endorphin comes from the term endogenous morphine. (Endogenous means “native to the area”—in this case, native to the body.) Scientists studying the nervous system found receptor sites that fit morphine molecules perfectly and decided that there must be a natural substance in the body that has the same effect as morphine. Endor- phins are one reason that heroin and the other drugs derived from opium are so addic- tive—when people take morphine or heroin, their bodies neglect to produce endorphins. When the drug wears off, they are left with no protection against pain at all, and every- thing hurts. This pain is one reason why most people want more heroin, creating an ad- dictive cycle of abuse. to Learning Objective 4.8.
table 2.1
Some Neurotransmitters and Their Functions
NeurotraNSmitterS fuNctioNS
Acetylcholine (ACh) Excitatory or inhibitory; involved in arousal, attention, memory, and controls muscle contractions
Norepinephrine (NE) Mainly excitatory; involved in arousal and mood
Dopamine (DA) Excitatory or inhibitory; involved in control of movement and sensations of pleasure
Serotonin (5-HT) Excitatory or inhibitory; involved in sleep, mood, anxiety, and appetite
Gaba-aminobutyric acid (GABA)
Major inhibitory neurotransmitter; involved in sleep and inhibits movement
Glutamate Major excitatory neurotransmitter; involved in learning, memory formation, nervous system development, and synaptic plasticity
Endorphins Inhibitory neural regulators; involved in pain relief
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If the neurotransmitters are out there in the synaptic gap and in the receptor sites, what happens to them when they aren’t needed anymore?
cleaNiNg up the SyNapSe: reuptake aNd eNzymeS
The neurotransmitters have to get out of the receptor sites before the next stimulation can occur. Some just drift away through the process of diffusion, but most will end up back in
the synaptic vesicles in a process called reuptake. (Think of a little suction tube, sucking the chemicals back into the vesicles.) That way, the synapse is cleared for the next release of neurotransmitters. Some drugs, like cocaine, affect the nervous system by blocking the reuptake process. See Figure 2.4 for a visual representation of how dopamine is affected by cocaine.
There is one neurotransmitter that is not taken back into the vesi- cles, however. Because ACh is responsible for muscle activity, and muscle activity needs to happen rapidly and continue happening, it’s not possible to wait around for the “sucking up” process to occur. Instead, an enzyme*
specifically designed to break apart ACh clears the synaptic gap very quickly (a process called enzymatic degradation.) There are enzymes that break down other neurotrans- mitters as well.
I think I understand the synapse and neurotransmitters now, but how do I relate that to the real world?
Knowing how and why drugs affect us can help us understand why a doctor might prescribe a particular drug or why certain drugs are dangerous and should be avoided. Because the chemical molecules of various drugs, if similar enough in shape to the neu- rotransmitters, can fit into the receptor sites on the receiving neurons just like the neu- rotransmitters do, drugs can act as agonists or antagonists. Drugs acting as agonists, for example, can mimic or enhance the effects of neurotransmitters on the receptor sites of the next cell. This can result in an increase or decrease in the activity of the receiving cell, depending on what the effect of the original neurotransmitter (excitatory or inhibitory) was going to be. So if the original neurotransmitter was excitatory, the effect of the ago- nist will be to increase that excitation. If it was inhibitory, the effect of the agonist will be to increase that inhibition. Another deciding factor is the nervous system location of the neurons that use a specific neurotransmitter. Watch the Video, What’s In It For Me?: Your Brain on Drugs, at MyPsychLab
For example, some antianxiety medications, such as diazepam (Valium®), are clas- sified as benzodiazepines ( to Learning Objective 15.8.) and are agonists for GABA, the primary inhibitory neurotransmitter in the brain. Areas of the brain that you will learn about later that play a role in controlling anxiety, agitation, and fear include the amygdala, orbitofrontal cortex, and the insula (LeDoux & Damasio, 2013; Zilles & Amunts, 2012). By increasing the inhibitory (calming) action of GABA, the benzodiaz- epines directly calm these specific brain areas ( Julien et al., 2011; Preston et al., 2008).
Other drugs act as antagonists, blocking or reducing a cell’s response to the action of other chemicals or neurotransmitters. Although an antagonist might sound like it has only an inhibitory effect, it is important to remember that if the neurotransmitter that the an- tagonist affects is inhibitory itself, the result will actually be an increase in the activity of the cell that would normally have been inhibited; the antagonist blocks the inhibitory effect.
Lastly, some drugs yield their agonistic or antagonistic effects by impacting the amount of neurotransmitter in the synapse. They do so by interfering with the regular reuptake or enzymatic degradation process. Remember that the neurotransmitter sero- tonin helps regulate and adjust people’s moods, but in some people the normal process of
*enzyme: a complex protein that is manufactured by cells.
2.2
Figure 2.4 reuptake of dopamine
Dopamine is removed from the synapse by reuptake sites. Cocaine acts by blocking dopamine reuptake sites, allowing dopamine to remain active in the synapse longer.
Dopamine receptors
Dopamine reuptake sites
Presynaptic neuron
Synapse
Postsynaptic neuron
Cocaine
Dopamine
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adjustment is not working properly. Some of the drugs used to treat depression are called SSRIs (selective serotonin reuptake inhibitors). SSRIs block the reuptake of serotonin, leaving more serotonin available in the synapse to bind with receptor sites. Over several weeks, the individual’s mood improves. Although the reason for this improvement is not as simple as once believed (i.e., low levels of serotonin = low levels of mood) or fully understood, SSRIs are effective for depression, anxiety, and obsessive-compulsive disorder (Hyman & Cohen, 2013; Julien et al., 2011, Stahl, 2013).
This section covered the neuron and how neurons communicate. The next section looks at the bigger picture—the nervous system itself.
Neurons and Nerves
brain is comprised of neurons and glial cells
glial cells: provide physical and metabolic support to neurons; communicate with other cells; speci c types have stem cell-like properties
neurons: specialized cells in nervous system; send and receive messages within that system
Schwann cells: produce myelin in the peripheral nervous system
oligodendrocytes: produce myelin in the central nervous system
re in an all-or-none fashion
cell ring is dependent on sum of excitatory and inhibitory messages received by the cell
neurotransmitters (NTs) move across synapse and activate ion channel receptor sites on adjacent cells; some NTs are agonistic/excitatory, others are antagonistic/inhibitory
neurotransmitter action stopped by exiting synapse; neurotransmitters end back up in the releasing cell through reuptake or broken down by enzymes
dendrites
soma
axon
made possible by balance between ions in and outside of the cell
membrane is semipermeable; inside is negatively charged as compared to outside
change in the electrical charge can result in an action potential; cell res; inside becomes positive relative to outside
have specialized components
The nervous system is a network of cells that carries information to and from all parts of the body; neuroscience is the eld of study that deals with the structure of the brain and components of the nervous system
have an electrical charge at rest—the resting potential
are affected by neurotransmitters (see Table 2.1); chemicals that have an effect on neurons
are separated by a gap called the synapse; when nerve impulse reaches axon terminals, neurotransmitter is released into synaptic space
myelin insulates axons and speeds up transmission of neural message
axon terminals
1. Which part of the neuron carries messages to other cells? a. axon c. soma b. dendrite d. myelin
2. Which one of the following is NOT a function of glial cells? a. getting nutrients to the neurons b. generating action potentials c. cleaning up the remains of dead neurons d. providing insulation
3. When a neuron’s resting potential is occurring, the neuron is __________ charged on the inside.
a. positively c. both positively and negatively b. negatively d. neutrally
4. Neurotransmitters must pass from an axon terminal to the next dendrite by crossing a fluid-filled space called the
a. synaptic gap. c. neuron. b. reuptake inhibitor. d. glial cell.
5. The venom of a black widow spider acts like a(n) __________ by mimicking the effects of acetylcholine.
a. agonist c. protagonist b. antagonist d. glial cell
6. Which of the following is associated with pain relief? a. acetylcholine c. serotonin b. glutamate d. endorphins
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
2.1 2.2 Explore the Concept at MyPsychLab
c o N c e p t m a p
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an overview of the Nervous System Now that we have looked at the cells that make up the nervous system and ways in which they process and communicate information, take a look at Figure 2.5. This figure shows the organization of the various parts of the nervous system and will help in understand- ing how all the different parts work together in controlling the way people and animals think, act, and feel. Watch the Video, The Basics: How the Brain Works, Part 2: Ner vous System, at MyPsychLab
Figure 2.5 an overview of the Nervous System
The brain and spinal cord
Central nervous system
Transmits information to and from the central nervous system
Peripheral nervous system
Automatically regulates glands, internal organs and blood vessels, pupil dilation, digestion, and blood pressure
Autonomic nervous system
Carries sensory information and controls movement of the skeletal muscles
Somatic nervous system
Prepares the body to react and expend energy in times of stress
Sympathetic division
Maintains body functions under ordinary conditions; saves energy
Parasympathetic division
Carries messages from CNS to muscles and glands
Motor system (efferent)
Carries messages from senses to CNS
Sensory system (afferent)
Interprets and stores information and sends orders to muscles, glands, and organs
Brain
Pathway connecting the brain and the peripheral nervous system
Spinal cord
Nervous system
the ceNtral NervouS SyStem: the “ceNtral proceSSiNg uNit”
2.3 How do the brain and spinal cord interact, what are some misconceptions about the brain, and what is neuroplasticity?
The central nervous system (CNS) is composed of the brain and the spinal cord. Both the brain and the spinal cord are composed of neurons and glial cells that control the life- sustaining functions of the body as well as all thought, emotion, and behavior. the BraiN The brain is the core of the nervous system, the part that makes sense of the information received from the senses, makes decisions, and sends commands out to the muscles and the rest of the body, if needed. Many different areas of the brain are involved in preparing us for an appropriate response to the information received, and the brain is responsible for cognition and thoughts, including learning, mem- ory, and language. Later parts of this chapter will cover the brain in more detail, but for now, you should know the brain is organized into different regions, each with primary functions. While the neurons in each of the different areas work in much the same way, it is the groups of cells and the connections between them and other
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Flame stimulates pain receptors (sensory neurons).
Sensory neurons excite interneurons in the dorsal gray portion of the spinal cord.
Interneurons excite motor neurons in the ventral gray portion of the spinal cord.
Cross-section of spinal cord
Motor nerves exit the spinal cord, excite the muscle, and initiate a movement.
To the brain
Sensory neuron
1.
2.
3.
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Figure 2.6 the Spinal cord reflex
The pain from the burning heat of the candle flame stimulates the afferent nerve fibers, which carry the message up to the interneurons in the middle of the spinal cord. The interneurons then send a message out by means of the efferent nerve fibers, causing the hand to jerk away from the flame.
parts of the brain or components of the nervous system, and our experiences, that influence the various functions found in specific brain areas (Amaral & Strick, 2013; Heimer, 1995; Squire & Kandel, 2009).
the SpiNal cord The spinal cord is a long bundle of neurons that serves two vital func- tions for the nervous system. Look at the cross- section of the spinal cord in Figure 2.6. Notice that it seems to be divided into two areas, a lighter outer section and a darker inner section. If it were a real spinal cord, the outer section would appear to be white and the inner section would seem gray. That’s because the outer sec- tion is composed mainly of myelinated axons and nerves, which appear white, whereas the in- ner section is mainly composed of cell bodies of neurons, which appear gray. The purpose of the outer section is to carry messages from the body up to the brain and from the brain down to the body. It is simply a message “pipeline.”
The inside section, which is made up of cell bod- ies separated by glial cells, is actually a primitive sort of “brain.” This part of the spinal cord is responsible for certain reflexes—very fast, lifesaving reflexes. To understand how the spinal cord reflexes work, it is im- portant to know there are three basic types of neurons: afferent (sensory) neurons that carry messages from the senses to the spinal cord, efferent (motor) neurons that carry messages from the spinal cord to the muscles and glands, and interneurons that connect the afferent neurons to the motor neurons (and make up the inside of the spinal cord and much of the brain itself ). (See Figure 2.6.) Touch a flame or a hot stove with your fin- ger, for example, and an afferent neuron will send the pain message up to the spinal column where it enters into the central area of the spinal cord. The interneuron in that central area will then receive the message and send out a response along an effer- ent neuron, causing your finger to pull back. This all happens very quickly. If the pain message had to go all the way up to the brain before a response could be made, the response time would be greatly increased and more damage would be done to your finger. So having this kind of reflex arc controlled by the spinal cord alone allows for very fast response times. (A good way to avoid mixing up the terms afferent and efferent is to remember “afferent neurons access the spinal cord, efferent neurons exit.” The pain message does eventually get to the brain, where other motor responses may be triggered, like saying “Ouch!” and putting the finger in your mouth.
Explore the Concept The Nerve Impulse in Afferent and Efferent Neurons, at MyPsychLab
The look on this young woman’s face clearly indicates that she has experienced pain in her finger. Pain is a warning signal that something is wrong—in this case that touching the thorns on the stem of the rose was a bad idea. What might be some of the problems encountered by a person who could feel no pain at all?
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psychology in the news
Fact or Fiction: Focus on the Brain, but Check Your Sources!
As stressed in Chapter One, critical thinking is a valuable skill and one that is very useful in the study of psychology. One of the basic points highlighted was that not all evidence is equal in quality. to Learning Objective 1.14. Have you
ever heard a claim about the brain that you were not sure was true? Whether you get your news from blogs or Web sites, listen to podcasts, or watch the
local or national news on your television, computer, or smartphone, you have probably read/ heard/seen a segment that addresses some aspect of the human brain. Some recent and not-so-recent brain-related news items have included:
“Older brains can’t make new cells”
“Listening to classical music makes you smarter—also known as The Mozart Effect”
“Autism is caused by childhood vaccinations”
“People only use 10 percent of their brain”
Items adapted from Neuromyths, BrainFacts.org, Society for Neuroscience. Available at http://www.brainfacts.org/neuromyths/
Do any of the above “headlines” look familiar? Given the inherent interest in many of these topics and the number of people who reportedly “know” these facts, they have often been considered the truth. But in fact, all of the above items have been found to be false or have not been supported by conclusive, scientific evidence. So how do you go about evaluating brain- related news the next time it flashes across the headlines or shows up on your news feed?
Think back to the research methods and discussed in Chapter One. to Learning Objectives 1.6–1.11. Did the news item provide details about the actual study? If it did, what were the data collection methods used in the study? Do the methods used support the reported findings? Was a representative sample used? Did the researchers conduct an experiment or did the news item confuse correlation with causation?
Some of the best sources are the original research studies, assuming the researchers collected data in an unbiased manner and followed established research methods. Findings that are published in peer-reviewed journals (where research is reviewed by other experts in that area) are especially helpful, as are edited books with contributions by experts in the associated field. The challenge for students early in their psychological studies is that it is not so easy to fully understand the methods, statistics, or terminology used in the studies.
For students, aside from your textbooks and professors, other good resources are the educational materials provided by professional organizations. For psychology in general, the American Psychological Association (APA) and the Association for Psychological Science (APS) are two great sources of information. In addition to various peer-reviewed journals and other educational publications, they both have informative Web sites.
For information more specifically related to the brain and neuroscience, one of the best sources of research and educational material is the Society for Neuroscience (SfN). The four misconceptions mentioned earlier are based on eight myths about the brain that are covered in one of their educational Web sites, Neuromyths, and can be viewed on their Web site, http://www.brainfacts.org/neuromyths/
So the next time you see a news item about the brain, check your sources and remain mindful that some sources are certainly more helpful than others.
Useful Web sites:
American Psychological Association (APA)—www.apa.org
Association for Psychological Science (APS)—www.psychologicalscience.org
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Society for Neuroscience (SfN)—www.sfn.org
BrainFacts.org—www.brainfacts.org
Questions for further discussion
1. How might your personal experience with a brain-related disorder (e.g., grandparent with Alzheimer’s disease) affect your ability to critically evaluate a claim related to the disorder (e.g., “Cure for Alzheimer’s Found!”)?
2. As a student in psychological science, how would you explain the need for replicability in research to a family member that is not as familiar with the scientific method?
If the spinal cord is such an important link between the body and the brain, what happens if it is damaged?
damage to the ceNtral NervouS SyStem Damage to the central nervous system was once thought to be permanent. Neurons in the brain and spinal cord were not seen as capable of repairing themselves. When people recovered from a stroke, for example, it was assumed that it was primarily due to healthy brain cells taking over the functions of the damaged ones. Scientists have known for a while now that some forms of central nervous system damage can be repaired by the body’s systems, and in recent years great strides have been made in repairing spinal cord damage. The brain actually exhibits a great deal of neuroplasticity, the ability to constantly change both the structure and function of many cells in the brain in response to experience and even trauma (Neville & Bavelier, 2000; Rossini et al., 2007; Sanders et al., 2008). The video, Special Topics: The Plastic Brain: Over- view of Neuroplasticity explains this process in more detail.
Watch the Video, Special Topics: The Plastic Brain: Overview of Neuroplasticity at MyPsychLab
CC
Scientists have been able to implant nerve fibers from outside the spinal cord onto a damaged area and then “coax” the damaged spinal nerves to grow through these “tunnels” of implanted fibers (Cheng et al., 1996). Researchers are also examining the effects of implanting Schwann cells from the peripheral nervous system to the central nervous sys- tem to aid in treating spinal cord injuries (Deng et al., 2013). The brain can change itself quite a bit by adapting neurons to serve new functions when old neurons die or are dam- aged. Dendrites grow and new synapses are formed in at least some areas of the brain, as people learn new things throughout life (Sanes & Jessell, 2013a, 2013b).
Researchers are constantly looking for new ways to repair the brain. One avenue of research has involved scientists investigating the possibility of transplanting stem cells to
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are part of the central nervous system, not the peripheral nervous system.) These large groups of neurons near the spinal column make up the autonomic nervous system. the autoNomic NervouS SyStem The word autonomic suggests that the functions of this system are more or less automatic, which is basically correct. Whereas the somatic division of the peripheral nervous system controls the senses and voluntary muscles, the autonomic division controls everything else in the body—organs, glands, and involuntary muscles. The autonomic nervous system is divided into two systems, the sympathetic divi- sion and the parasympathetic division. (See Figure 2.8 on the next page.) (For a schematic representation of how all the various sections of the nervous system are organized, look back at Figure 2.5.)
The Sympathetic Division The sympathetic division of the autonomic nervous system is primarily located on the middle of the spinal column—running from near the top of the ribcage to the waist area. It may help to think of the name in these terms: The sympathetic division is in sympathy with one’s emotions. In fact, the sympathetic division is usually called the “fight-or-flight system” because it allows people and animals to deal with all kinds of stressful events. to Learning Objective 11.4. Emotions during these events might be anger (hence, the term fight) or fear (that’s the “flight” part, obvi- ously) or even extreme joy or excitement. Yes, even joy can be stressful. The sympathetic division’s job is to get the body ready to deal with the stress. Many of us have experienced a fight-or-flight moment at least once in our lives. Participate in the experiment Do You Fly or Fight? to learn more about how your body responds.
**involuntary: not under deliberate control.
repair damaged or diseased brain tissue. Stem cells can become any cell in the body and may offer promise for addressing diseases such as Parkinson’s and Alzheimer’s, or the re- pair of damaged spinal cords or brain tissue. If stem cells can be implanted into areas that have been damaged, the newly developed neurons may assume the roles that the original (now damaged) neurons can no longer perform.
Okay, that takes care of the central nervous system, except for the detail on the brain. How does the central nervous system com- municate with the rest of the body?
the peripheral NervouS SyStem: NerveS oN the edge
2.4 How do the somatic and autonomic nervous systems allow people and animals to interact with their surroundings and control the body’s automatic functions?
The term peripheral refers to things that are not in the center or that are on the edges of the center. The peripheral nervous sys- tem or PNS (see Figure 2.7 and also refer back to Figure 2.5) is made up of all the nerves and neurons that are not contained in the brain and spinal cord. It is this system that allows the brain and spinal cord to communicate with the sensory systems of the eyes, ears, skin, and mouth and allows the brain and spinal cord to control the muscles and glands of the body. The PNS can be divided into two major systems: the somatic nervous system, which consists of nerves that control the voluntary muscles of the body, and the autonomic nervous system (ANS), which consists of nerves that control the involuntary muscles, organs, and glands. the Somatic NervouS SyStem One of the parts of a neuron is the soma, or cell body (remember that the word soma means “body”). The somatic nervous system is made up of the sensory pathway, which comprises all the nerves carrying messages from the senses to the central nervous system (those nerves contain- ing afferent neurons), and the motor pathway, which is all of the nerves carrying messages from the central nervous system to the voluntary, or skeletal,* muscles of the body—muscles that allow people to move their bodies (those nerves composed of efferent neurons). When people are walking, raising their hands in class, lifting a flower to smell, or directing their gaze toward the person they are talking to or to look at a pretty picture, they are using the somatic nervous system. (As seen in the discussion of spinal cord reflexes, although these muscles are called the “voluntary muscles,” they can move involuntarily when a reflex response oc- curs. They are called “voluntary” because they can be moved at will but are not limited to only that kind of movement.)
Involuntary** muscles, such as the heart, stomach, and intestines, together with glands such as the adrenal glands and the pancreas, are all controlled by clumps of neurons located on or near the spinal column. (The words on or near are used quite deliberately here. The neurons inside the spinal column
*skeletal: having to do with the bones of the body, or skeleton.
Brain (CNS)
Spinal cord (CNS)Nerves
(PNS)
Figure 2.7 the peripheral Nervous System
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are part of the central nervous system, not the peripheral nervous system.) These large groups of neurons near the spinal column make up the autonomic nervous system. the autoNomic NervouS SyStem The word autonomic suggests that the functions of this system are more or less automatic, which is basically correct. Whereas the somatic division of the peripheral nervous system controls the senses and voluntary muscles, the autonomic division controls everything else in the body—organs, glands, and involuntary muscles. The autonomic nervous system is divided into two systems, the sympathetic divi- sion and the parasympathetic division. (See Figure 2.8 on the next page.) (For a schematic representation of how all the various sections of the nervous system are organized, look back at Figure 2.5.)
The Sympathetic Division The sympathetic division of the autonomic nervous system is primarily located on the middle of the spinal column—running from near the top of the ribcage to the waist area. It may help to think of the name in these terms: The sympathetic division is in sympathy with one’s emotions. In fact, the sympathetic division is usually called the “fight-or-flight system” because it allows people and animals to deal with all kinds of stressful events. to Learning Objective 11.4. Emotions during these events might be anger (hence, the term fight) or fear (that’s the “flight” part, obvi- ously) or even extreme joy or excitement. Yes, even joy can be stressful. The sympathetic division’s job is to get the body ready to deal with the stress. Many of us have experienced a fight-or-flight moment at least once in our lives. Participate in the experiment Do You Fly or Fight? to learn more about how your body responds.
**involuntary: not under deliberate control.
repair damaged or diseased brain tissue. Stem cells can become any cell in the body and may offer promise for addressing diseases such as Parkinson’s and Alzheimer’s, or the re- pair of damaged spinal cords or brain tissue. If stem cells can be implanted into areas that have been damaged, the newly developed neurons may assume the roles that the original (now damaged) neurons can no longer perform.
Okay, that takes care of the central nervous system, except for the detail on the brain. How does the central nervous system com- municate with the rest of the body?
the peripheral NervouS SyStem: NerveS oN the edge
2.4
the Somatic NervouS SyStem One of the parts of a neuron is the soma, or cell body (remember that the word soma means “body”). The somatic nervous system is made up of the sensory pathway, which comprises all the nerves carrying messages from the senses to the central nervous system (those nerves contain- ing afferent neurons), and the motor pathway, which is all of the nerves carrying messages from the central nervous system to the voluntary, or skeletal,* muscles of the body—muscles that allow people to move their bodies (those nerves composed of efferent neurons). When people are walking, raising their hands in class, lifting a flower to smell, or directing their gaze toward the person they are talking to or to look at a pretty picture, they are using the somatic nervous system. (As seen in the discussion of spinal cord reflexes, although these muscles are called the “voluntary muscles,” they can move involuntarily when a reflex response oc- curs. They are called “voluntary” because they can be moved at will but are not limited to only that kind of movement.)
Involuntary** muscles, such as the heart, stomach, and intestines, together with glands such as the adrenal glands and the pancreas, are all controlled by clumps of neurons located on or near the spinal column. (The words on or near are used quite deliberately here. The neurons inside the spinal column
*skeletal: having to do with the bones of the body, or skeleton.
These young soccer players are using their senses and voluntary muscles controlled by the somatic division of the peripheral nervous system. What part of the autonomic nervous system are these girls also using at this time?
What are the specific ways in which this division readies the body to react? (See Figure 2.8.) The pupils seem to get bigger, perhaps to let in more light and, therefore, more information. The heart starts pumping faster and harder, drawing blood away from nones- sential organs such as the skin (so at first the person may turn pale) and sometimes even away from the brain itself (so the person might actually faint). Blood needs lots of oxygen before it goes to the muscles, so the lungs work overtime, too (the person may begin to breathe faster). One set of glands in particular receives special instructions. The adrenal glands will be stimulated to release certain stress-related chemicals (members of a class of chemicals released by glands called hormones) into the bloodstream. These stress hormones will travel to all parts of the body, but they will only affect certain target organs. Just as a
Simulate the Experiment, Do You Fly or Fight?, on MyPsychLab
Do You Fly or Fight? This survey asks you about your experiences with and reactions towards stressful events, particularly those that stimulate your Autonomic Nervous System (ANS).
Go to the Experiment
Simulation
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neurotransmitter fits into a receptor site on a cell, the molecules of the stress hormones fit into receptor sites at the various target organs—notably, the heart, muscles, and lungs. This further stimulates these organs to work harder. But not every organ or system will be stimu- lated by the activation of the sympathetic division. Digestion of food and excretion* of waste are not necessary functions when dealing with stressful situations, so these systems tend to be shut down or inhibited. Saliva, which is part of digestion, dries right up (ever try whistling when you’re scared?). Food that was in the stomach sits there like a lump. Usually, the urge to go to the bathroom will be suppressed, but if the person is really scared the blad- der or bowels may actually empty (this is why people who die under extreme stress, such as hanging or electrocution, will release their urine and waste). The sympathetic division is also going to demand that the body burn a tremendous amount of fuel, or blood sugar.
Now, all this bodily arousal is going on during a stressful situation. If the stress ends, the activity of the sympathetic division will be replaced by the activation of the parasympathetic division. If the stress goes on too long or is too intense, the person might actually collapse (as a deer might do when being chased by another animal). This collapse occurs because the parasympathetic division overresponds in its inhibition of the sympathetic activity. The heart slows, blood vessels open up, blood pressure in the brain drops, and fainting can be the result.
The Parasympathetic Division If the sympathetic division can be called the fight- or-flight system, the parasympathetic division might be called the “eat-drink-and-rest” system. The neurons of this division are located at the top and bottom of the spinal column, on either side of the sympathetic division neurons (para means “beyond” or “next to” and in this sense refers to the neurons located on either side of the sympathetic division neurons).
In looking at Figure 2.8, it might seem as if the parasympathetic division does pretty much the opposite of the sympathetic division, but it’s a little more complex than that. The parasympathetic division’s job is to return the body to normal functioning after a stressful situation ends. It slows the heart and breathing, constricts the pupils, and reactivates digestion and excretion. Signals to the adrenal glands stop because the
*excretion: in this sense, the act of eliminating waste products from the body.
Figure 2.8 functions of the parasympathetic and Sympathetic divisions of the Nervous System
Constricts pupils and stimulates tear glands
Slows heart rate
Decreases salivation
Increases salivation
Increases heart rate
Dilates bronchi
Decreases digestive functions
of stomach, pancreas, and
intestines
Inhibits bladder
contraction
Constricts bronchi
Increases digestive functions
of stomach, pancreas, and
intestines
Allows bladder
contraction
Dilates pupils and
inhibits tear
glands
Parasympathetic Division Sympathetic Division
Snowboarder Shaun White of the U.S.A. 2010 Olympics Team won the gold medal in the halfpipe competition in Vancouver. What part of the autonomic nervous system is likely to be working as Shaun flies through the air, as in this picture?
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parasympathetic division isn’t connected to the adrenal glands. In a sense, the parasympa- thetic division allows the body to restore all the energy it burned—which is why people are often very hungry after the stress is all over.
The parasympathetic division does more than just react to the activity of the sym- pathetic division. It is the parasympathetic division that is responsible for most of the ordinary, day-to-day bodily functioning, such as regular heartbeat and normal breathing and digestion. People spend the greater part of their 24-hour day eating, sleeping, digest- ing, and excreting. So it is the parasympathetic division that is typically active. At any given moment, then, one or the other of these divisions, sympathetic or parasympathetic, will determine whether people are aroused or relaxed.
How do the glands fit into all of this? Aren’t there more glands than just the adrenal glands? How do they affect our behavior?
distant connections: the endocrine glands
2.5 How do the hormones released by glands interact with the nervous system and affect behavior?
Earlier we addressed neurons and the neurotransmitters and how they release into the synapse to communicate with postsynaptic neurons. This type of chemical communi- cation is fairly specific, primarily affecting neurons in the immediate vicinity of the origi- nating neuron, and also very fast (almost immediate). Other structures also use chemical communication but do so at a different rate and act in a more far-reaching manner. For ex- ample, glands are organs in the body that secrete chemicals. Some glands, such as salivary glands and sweat glands, secrete their chemicals directly onto the body’s tissues through tiny tubes, or ducts. This kind of gland affects the functioning of the body but doesn’t re- ally affect behavior. Other glands, called endocrine glands, have no ducts and secrete their chemicals directly into the bloodstream (see Figure 2.9 on the next page). The chemicals secreted by this type of gland are called hormones. As mentioned earlier in the chapter when talking about the sympathetic division of the autonomic nervous system, these hor- mones flow into the bloodstream, which carries them to their target organs. The molecules of these hormones then fit into receptor sites on those organs to fulfill their function, af- fecting behavior as they do so. As compared to synaptic communication, endocrine com- munication is generally slower due to the time it takes hormones to travel to target organs, and the behaviors and responses they affect may not occur until hours, weeks, or years later.
The hormones affect behavior and emotions by stimulating muscles, organs, or other glands of the body. Some theories of emotion state that the surge in certain hormones actually triggers the emotional reaction (Izard, 1988; Zajonc, 1980, 1984).
to Learning Objective 9.8. Some of the hormones produced by endocrine glands also influence the activity of the brain, producing excitatory or inhibitory effects (Schwartz & Javitch, 2013).
the pituitary: maSter of the hormoNal uNiverSe
The pituitary gland is located in the brain itself, just below the hypothalamus. The hy- pothalamus controls the glandular system by influencing the pituitary. That is because the pituitary gland is the master gland, the one that controls or influences all of the other endocrine glands. One part of the pituitary controls things associated with pregnancy and levels of water in the body.
The hormone that controls aspects of pregnancy is called oxytocin, and it is involved in a variety of ways with both reproduction and parental behavior. It stimulates contrac- tions of the uterus in childbirth. The word itself comes from the Greek word oxys, meaning
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“rapid,” and tokos, meaning “childbirth,” and injections of oxytocin are frequently used to induce or speed up labor and delivery. It is also responsible for the milk letdown reflex, which involves contraction of the mammary gland cells to release milk for the nursing infant. The hormone that controls levels of water in our body is called vasopressin, and it essentially acts an antidiuretic, helping the body to conserve water.
Another part of the pituitary secretes several hormones that influence the activ- ity of the other glands. One of these hormones is a growth hormone that controls and regulates the increase in size as children grow from infancy to adulthood. There are also hormones that stimulate the gonads (ovaries and testes) to release female or male sex hormones, which in turn influence the development and functioning of the reproductive organs, development of secondary sex characteristics in puberty, and reproductive behav- ior in general. to Learning Objective 10.1.
You may have seen oxytocin covered in the news lately, as its role in human social be- havior has been making headlines. Sometimes referred to in the media as the “love hormone,” it is prompting a great deal of research. While the role of oxytocin and vasopressin has been demonstrated in the formation of social bonds in nonhuman animals such a prairie voles, the exact role of these hormones in human social behavior is still under investigation (Ferguson et al., 2001; Lim & Young, 2006; Miller, 2013; Stoesz et al., 2013; Winslow et al., 1993).
From investigations of receptor genes to direct impact on social behaviors, both of these hormones are gathering a lot of attention (Donaldson & Young, 2008; Poulin et al., 2012; Scheele et al., 2012). A recent study suggested that men in monogamous relationships were more likely to keep a greater distance between themselves and an attractive female dur- ing their first meeting after receiving oxytocin (Scheele et al., 2012). The result suggested may help men in heterosexual monogamous relationships remain faithful to their partners.
Pineal gland
Pituitary gland
Parathyroid glands
Thyroid gland
Pancreas
Adrenal glands
Ovaries
Testes
Figure 2.9 the endocrine glands
The endocrine glands secrete hormones directly into the bloodstream, which carries them to organs in the body, such as the heart, pancreas, and sex organs.
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There is additional evidence that oxytocin may have different effects for different individuals, under different conditions. Men less socially proficient at recognizing social cues performed better on a task of empathic accuracy after receiving nasal administration of oxytocin, whereas more socially proficient males did not (Bartz et al., 2010). Especially in light of growing interest in the potential role of oxytocin as a treatment for a variety of psychiatric behaviors where social behavior is impacted (e.g., autism, social anxiety), researchers need to be aware of the different impacts oxytocin may have on different in- dividuals, in different situations (Bartz et al., 2011).
As the master gland, the pituitary forms a very important part of a feedback system, one that includes the hypothalamus and the organs targeted by the various hormones. The balance of hormones in the entire endocrine system is maintained by feedback from each of these “players” to the others.
the piNeal glaNd
The pineal gland is also located in the brain, near the back, directly above the brain stem. It plays an important role in several biological rhythms. The pineal gland secretes a hormone called melatonin, which helps track day length (and seasons). In some animals, this influ- ences seasonal behaviors such as breeding and molting. In humans, melatonin levels are more influential in regulating the sleep–wake cycle. to Learning Objective 4.2.
the thyroid glaNd
The thyroid gland is located inside the neck and secretes hormones that regulate growth and metabolism. One of these, a hormone called thyroxin, regulates metabolism (how fast the body burns its available energy). As related to growth, the thyroid plays a crucial role in body and brain development.
paNcreaS
The pancreas controls the level of blood sugar in the body by secreting insulin and glucagon. If the pancreas secretes too little insulin, it results in diabetes. If it secretes too much insu- lin, it results in hypoglycemia, or low blood sugar, which causes a person to feel hungry all the time and often become overweight as a result. to Learning Objective 9.5.
the goNadS
The gonads are the sex glands, including the ovaries in the female and the testes in the male. They secrete hormones that regulate sexual behavior and reproduction. They do not control all sexual behavior, though. In a very real sense, the brain itself is the master of the sexual system—human sexual behavior is not controlled totally by instincts and the actions of the glands as in some parts of the animal world, but it is also affected by psychological factors such as attractiveness. to Learning Objective 10.1.
the adreNal glaNdS
Everyone has two adrenal glands, one on top of each kidney. The origin of the name is simple enough; renal comes from a Latin word meaning “kidney” and ad is Latin for “to,” so adrenal means “to or on the kidney.” Each adrenal gland is actually divided into two sections, the adrenal medulla and the adrenal cortex. It is the adrenal medulla that releases epinephrine and norepinephrine, when people are under stress, and aids in sympathetic arousal.
The adrenal cortex produces over 30 different hormones called corticoids (also called steroids) that regulate salt intake, help initiate* and control stress reactions, and also pro- vide a source of sex hormones in addition to those provided by the gonads. One of the most important of these adrenal hormones is cortisol, released when the body experiences stress, both physical stress (such as illness, surgery, or extreme heat or cold) and psycho- logical stress (such as an emotional upset). Cortisol is important in the release of glucose into the bloodstream during stress, providing energy for the brain itself, and the release of fatty acids from the fat cells that provide the muscles with energy.
*initiate: begin or start.
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When the pancreas does not secrete enough insulin, the result is diabetes. Many diabetic people must give themselves insulin shots to supply enough of the hormone.
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1. If you touch a hot stove, your spinal cord can prompt you to withdraw your hand without having to send the message all the way to the brain. This is due to what scientists call
a. the reflex arc. b. neuroplasticity. c. the parasympathetic nervous system. d. the sympathetic nervous system.
2. What is the process whereby the structure and function of brain cells change in response to trauma, damage, or even learning?
a. shallow lesioning b. deep lesioning c. cell regeneration d. neuroplasticity
3. The neurons of the sensory pathway contain a. efferent neurons. b. afferent neurons. c. both efferent and afferent neurons. d. voluntary muscle fibers.
4. Yvonne’s ability to reach for and pick up her book is largely due to the functions of the _________ pathway of the _____________ nervous system.
a. sensory; somatic b. motor; somatic c. autonomic; peripheral d. parasympathetic; autonomic
5. Which of the following would be active if you have just had an automobile accident?
a. sympathetic division b. parasympathetic division c. somatic division d. motor division
6. Andrew has always been thin. In fact, he often seems to be able to eat whatever he wants without gaining weight. The doctor told his parents that Andrew’s __________ gland is the cause of his fast metabolism.
a. pituitary c. thyroid b. adrenal d. pancreas
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
The Central Nervous System (comprised of the brain and spinal cord)
spinal cord
brain true core of nervous system: takes information from senses, processes it, makes decisions, sends commands to rest of body
long bundle of neurons that carries information to and away from the brain; helps control pain response
spinal cord re�exes involve several different neurons (sensory neurons, interneurons, and motor neurons)
spinal re�exes enable fast, often lifesaving, actions that do not require conscious thought
The Peripheral Nervous System (comprised of the nerves and neurons not contained in the brain and spinal cord; allows the brain and spinal cord to communicate with the sensory systems and to control the muscles and glands of the body; divided into somatic and autonomic nervous systems)
autonomic nervous system controls automatic functions of the body (organs, glands, involuntary muscles)
somatic nervous system controls the voluntary muscles of the body; involves the sensory pathway (sensory neurons carrying information to spinal cord and/or brain) and the motor pathway (nerves that carry information to voluntary skeletal muscles)
sympathetic division: ”�ght-or-�ight” functions— reacts to stressful events and bodily arousal
parasympathetic division: “eat-drink-and-rest” functions— restores body to normal functioning after arousal and is responsible for day-to-day functioning of glands and organs
Distant Connections: The Endocrine Glands
glands are organs in the body that secrete chemicals; some affect functioning of the body but not behavior; others have widespread in�uence on the body and behavior
endocrine glands secrete chemicals called hormones into bloodstream; affect behavior and emotions by in�uencing the activity of the brain and by controlling muscles and organs such as the heart, pancreas, and sex organs
pituitary gland
pineal gland
thyroid gland
pancreas
gonads
adrenal glands
2.3 2.52.4
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Explore the Concept at MyPsychLab
c o N c e p t m a p
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looking inside the living Brain
2.6 How do psychologists study the brain and how it works?
Scientists can’t be sure what brain tissue really looks like when it’s inside the skull of a living person—nor can they be certain that it looks identical to that of a brain sitting on a dissecting table. How can scientists find out if the brain is intact, if parts are missing or damaged, or what the various parts of the brain do?
leSioNiNg StudieS
One way to get some idea of the functions that various areas of the brain control is to study animals or people with damage in those areas. In animals, that may mean research- ers will deliberately damage a part of the brain, after which, they test the animal to see what has happened to its abilities. In such an experiment, once the test animal is anesthe- tized and given medication for pain, an electrode, which is a thin wire or probe insulated everywhere but at its tip, is surgically inserted into the brain. An electrical current strong enough to kill off the target neurons is sent through the tip of the wire. This procedure is called lesioning.
It should be obvious that researchers cannot destroy areas of brains in living human beings. One method they can use is to study and test people who already have brain dam- age. However, this is not an ideal way to study the brain. No two case studies of humans are likely to present damage in exactly the same area of the brain, nor would the cases involve exactly the same amount of damage.
BraiN StimulatioN
In contrast to lesioning, a less harmful way to study the brain is to temporarily disrupt or enhance the normal functioning of specific brain areas through electrical stimulation, and then study the resulting changes in behavior or cognition. The procedure of stimulating a specific area of the brain is much the same as in lesioning, but the much milder current in this research does no damage to the neurons. It does cause the neurons to react as if they had received a message. This is called electrical stimulation of the brain, or ESB. It has become an important technique in psychology, as its use in animals (and humans under very special circumstances such as testing before surgery to address seizure disorders) has informed us in many areas of investigation, including new directions for therapy. iNvaSive techNiQueS: StimulatiNg from the iNSide A specific type of ESB called deep brain stimulation (DBS) has been shown to be very helpful in some disorders in hu- mans. In this procedure, neurosurgeons place electrodes in specific deep-brain areas and then route the electrode wires to a pacemaker-like device called an impulse generator that is surgically implanted under the collarbone. The impulse generator then sends im- pulses to the implanted electrodes, stimulating the specific brain areas of interest. Deep brain stimulation has been widely used as a treatment for Parkinson’s disease and may play an important role in the treatment of seizure disorder, chronic pain, and possibly some psychiatric disorders (Fisher et al., 2010; Rabins et al., 2009; Weaver et al., 2009), among other areas. Also, using DBS for specific disorders allows researchers to learn about other effects DBS may have on the brain such as affecting an individual’s mood or memory. It should be noted that invasive techniques such as DBS are typically only used after all other less intrusive treatments have been shown to be ineffective or whose side effects have been deemed undesirable. For example, DBS is being investigated for the treatment of anorexia nervosa in individuals where other treatments have not been effec- tive (Lipsman et al., 2013). NoNiNvaSive techNiQue: StimulatiNg from the outSide There are also noninvasive techniques for stimulating the brain that contribute to research and our knowledge of the
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brain in a variety of areas. In transcranial magnetic stimulation (TMS), magnetic pulses are applied to the cortex using special copper wire coils that are positioned over the head. The resulting magnetic fields stimulate neurons in the targeted area of the cortex. Longer lasting stimulation results when the pulses are administered in a repetitive fashion, and is referred to as repetitive TMS (rTMS). Another procedure, called transcranial direct current stimulation (tDCS), uses scalp electrodes to pass very low amplitude direct current to the brain to change the excitability of cortical neurons directly below the electrodes. Both rTMS and tDCS are being evaluated as research tools in studies of cognition such as memory retrieval and decision making (Boggio et al., 2010; Boggio, et al., 2009) and as possible treatment options for a variety of psychological disorders including posttrau- matic stress disorder (PTSD) and depression, and physical disorders due to suffering a stroke (Boggio, Rocha, et al., 2009; Nitsche et al., 2009; Williams et al., 2010).
Bear in mind that stimulating the cortex may facilitate specific functions or behav- iors but impair others. For example, if someone is counting from 1 to 20 and the brain is stimulated in the correct location of the motor cortex, the person’s speech would be disrupted, but perhaps stimulating in other areas of the frontal lobe may assist the person in attending to the counting task. Furthermore, the brain has widespread connections, so stimulation in one area is likely to affect other areas. In one recent study, inhibitory stimulation of the left prefrontal cortex resulted in reduced blood oxygenation on both the left and right sides of the prefrontal cortex (Tupak et al., 2013).
Note: tDCS is NOT the same as electroconvulsive therapy, which uses much higher levels of current through the entire brain, resulting in a grand mal seizure and changes in the brain chemistry associated with depression. to Learning Objective 15.9.
All of these methods of stimulation yield important information about the brain and behavior, but they do not allow us to see what is going on with the brain as a whole. Instead, various neuroimaging techniques can do this, either by directly imaging the brain’s structure (the different parts) or its function (how the parts work). These methods also vary in their degree of spatial resolution (ability to see fine detail) and temporal reso- lution (ability to time lock a recorded event).
mappiNg Structure
As hinted at earlier, aside from observing the person’s behavior, scientists had to wait until a person died to fully investigate if there were changes or damage to the individual’s brain. Fortunately modern neuroimaging allows us to image the brain’s structure while the person is still alive.
computed tomography (ct) Scientists have several ways to look inside the human brain without causing harm to the person. One way is to take a series of X-rays of the brain, aided by a computer. This is accomplished during a CT scan (computed tomogra- phy involves mapping “slices” of the brain by computer). CT scans can show stroke dam- age, tumors, injuries, and abnormal brain structure. (See Figure 2.10a.) A CT scan is also the structural imaging method of choice when there is metal in the body (e.g., a bullet or surgical clips) and useful for imaging possible skull fractures. (See Figure 2.10b.)
magNetic reSoNaNce imagiNg (mri) As useful as a CT scan can be for imaging the skull, it doesn’t show very small details within the brain. The relatively newer technique of magnetic resonance imaging, or MRI, provides much more detail (see Figure 2.10c, 2.10d and 2.10e), even allowing doctors to see the effects of very small strokes. The person getting an MRI scan is placed inside a machine that generates a powerful magnetic field to align hydrogen atoms in the brain tissues (these normally spin in a random fashion); then radio pulses are used to make the atoms spin at a particular frequency and direction. The time it takes for the atoms to return to their normal spin allows a computer to create a three-dimensional image of the brain and display “slices” of that image on a screen.
Using MRI as a basis, several techniques have been developed that allow us to study other aspects of the brain. MRI spectroscopy allows researchers to estimate the concentration
A doctor at the National Institute of Mental Health in Bethesda, Maryland, uses an electromagnet as part of an experimental treatment for depression. This treatment, called repetitive transcranial magnetic stimulation (rTMS), excites neurons in the brain, triggering activity.
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of specific chemicals and neurotransmitters in the brain. Another fascinating technique is called DTI, or diffusion tensor imaging. The brain has two distinct color regions, gray matter, the outer areas consisting largely of neurons with unmyelinated axons, and white matter, the fiber tracts consisting of myelinated axons (the myelin is responsible for the lighter color). DTI uses MRI technology to provide a way to measure connectivity in the brain by imaging these white matter tracts. DTI has been used to investigate many disorders and conditions including multiple sclerosis, dementia, and schizophrenia, and to help research- ers understand how differences in white matter tracts in the corpus callosum influence everyday skills such as hand coordination (Assaf & Pasternak, 2008; Catani & Thiebaut de Schotten, 2012; Gooijers et al., 2013; Ulmer et al., 2006; Voineskos et al., 2010).
mappiNg fuNctioN
In addition to imaging the different parts of the brain to understand what may or may not be present, examining the function of the brain is also important in understanding behavior and mental processes. the electroeNcephalogram (eeg) As important as imaging brain structure is, it is sometimes important to know how different brain areas function. A fairly harmless way to study the activity of the living brain is to record the electrical activity of the cortex just below the skull using a device called an electroencephalograph. The first electro- encephalogram (EEG) recording in humans was accomplished in 1924 by Hans Berger (Niedermeyer, 2005). Recording the EEG involves using small metal disks or sponge- like electrodes placed directly on the scalp, and a special solution to help conduct the electrical signals from the cortex just below. These electrodes are connected to an am- plifier and then to a computer to view the information. The resulting electrical output
Figure 2.10 mapping Brain Structure
Fig 2.10a CT scan from a 5-year-old girl with a head injury and skull fracture, depicting the brain and swelling associated with the injury; Fig 2.10b same CT scan highlighting the skull fracture (indicated by the red arrow). Contrast the brain detail of Fig 2.10a with the MRI scan in Fig 2.10c (different, adult individual). Note the scans are in the horizontal plane, separating the brain into upper and lower portions. Fig 2.10d. Different type of MRI image from an older adult, with cortical cell loss (atrophy) and white matter changes. Notice the enlarged ventricles and widening of the grooves (sulci) in the outer cortex as compared to 2.10c. Fig 2.10e uses the same MRI data as 2.10c to provide an estimate of what the left external surface of the brain looks like. Fig 2.10a, b, c and d images created with OsiriX software; 2.10e cortical reconstruction was performed with the Freesurfer image analysis suite.
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forms waves that indicate many things, such as stages of sleep, seizures, and even the presence of tumors. The EEG can also be used to help determine which areas of the brain are active during various mental tasks that involve memory and attention. EEG activity can be classified according to appearance and frequency, and different waves are associated with different brain activity. For example, alpha waves in the back of the brain are one indication of relaxed wakefulness (seen in bottom two lines in Figure 2.11a). EEG waveforms are covered in more detail in Chapter Four. to Learning Objective 4.2.
Another common EEG-based technique focuses on event-related potentials, or ERPs. In ERP studies, multiple presentations of a stimulus are measured during an EEG and then averaged to remove variations in the ongoing brain activity that is normally recorded during the EEG. The result is a measurement of the response of the brain related to the stimulus event itself, or an event-related potential. ERPs allow the study of different stages of cognitive processing. For example, one recent study has investigated differences in brain processing associated with the recognition of facial expression of emotion in indi- viduals with and without schizophrenia (Lee et al., 2010); in other studies ERPs are being studied as a possible method of lie detection (Hu et al., 2013; Rosenfeld et al., 2008). magNetoeNcephalography (meg) While the EEG alone does not allow for the di- rect identification of areas of brain activation, a closely related technique does. Magne- toencephalography (MEG) uses devices that are very sensitive to magnetic fields called superconducting quantum interference devices, which are contained in a helmet-like de- vice that is placed over the individual’s head. MEG has many applications and is being used to differentiate dementia disorders and to explore cognitive processes in autism (M. A. Williams & Sachdev, 2010).
poSitroN emiSSioN tomography (pet) The functional neu- roimaging methods discussed so far rely on the electrical activ- ity of the brain. Other techniques make use of other indicators of brain activity, including energy consumption or changes in blood oxygen levels (if areas of the brain are active, they are likely using fuel and oxygen). In positron emission tomogra- phy (PET), the person is injected with a radioactive glucose (a kind of sugar). The computer detects the activity of the brain cells by looking at which cells are using up the radioactive glu- cose and projecting the image of that activity onto a monitor. The computer uses colors to indicate different levels of brain activity, with lighter colors indicating greater activity. (See Fig- ure 2.11b.) With this method, researchers can actually have the person perform different tasks while the computer shows what
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Figure 2.11 mapping Brain function
Various methods for mapping brain function. An EEG record is shown in 2.11a, a PET scan image in 2.11b, and an image from an fMRI study in 2.11c.
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his or her brain is doing during the task. A related technique is single photon emission computed tomography (SPECT), which measures brain blood flow and takes advantage of more easily obtainable radioactive tracers than those used for PET (Bremmer, 2005). fuNctioNal mri (fmri) Although traditional MRI scans only show structure, functional MRI (fMRI), in which the computer tracks changes in the oxygen levels of the blood (see Figure 2.11c), provides information on the brain’s function as well. By superimposing information about where oxygen is being used in the brain over an image of the brain’s structure, researchers can identify what areas of the brain are most active during specific tasks. By combining such images taken over a period of time, a sort of “movie” of the brain’s functioning can be made (Lin et al., 2007). Functional MRIs can give more detail, tend to be clearer than PET scans, and are an incredibly useful tool for research into the workings of the brain. For example, fMRI has been used to demonstrate that older adults with a genetic risk for Alzheimer’s disease show greater activation in brain areas associ- ated with semantic knowledge and word retrieval when compared to older adults without that genetic risk. This finding may one day help clinicians and researchers identify indi- viduals at risk for Alzheimer’s much earlier in the disease process (Wierenga et al., 2010). There is also exciting research suggesting individuals can use fMRI to learn how to regu- late their own brain processes. Individuals with schizophrenia were able to use real-time fMRI (rtfMRI) to learn how to control a portion of their brain that assists in recognition of facial emotions, which is a common deficit in schizophrenia (Ruiz et al., 2013).
Okay, now I understand a little more about how we look inside the brain. What exactly IS inside the brain?
From the Bottom Up: The Structures of the Brain Now it’s time to look at the various structures of the brain, starting from the bottom and working up to the top. The video The Basics: How the Brain Works, Part 2: Parts of the Brain describes the major parts of the brain and their functions. This text won’t be discussing every single part of the brain, only major areas of interest to psychologists as explorers of behavior. Many areas also have multiple roles, but a full understanding of the brain is not possible within one chapter of an introductory psychology text.
Watch the Video, The Basics: How the Brain Works, Part 2: Parts of the Brain at MyPsychLab
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the hiNdBraiN
2.7 What are the different structures of the hindbrain and what do they do?
The brain can be divided into three main divisions early in our development that later subdivide into smaller divisions. The three primary divisions are the forebrain, the mid- brain, and the hindbrain. The forebrain includes the cortex, basal ganglia, and the limbic system. The midbrain is important for both sensory and motor functions. The hindbrain includes the medulla, pons, and cerebellum. medulla The medulla is located at the top of the spinal column. In Figure 2.12, it is the first “swelling” at the top of the spinal cord, just at the very bottom of the brain. This is the part of the brain that a person would least want to have damaged, as it controls life-sustaining functions such as heartbeat, breathing, and swallowing. It is in the medulla that the sensory nerves coming from the left and right sides of the body cross over, so that sensory information from the left side of the body goes to the right side of the brain and vice versa. poNS The pons is the larger “swelling” just above the medulla. This term means “bridge,” and the pons is indeed the bridge between the lower parts of the brain and the upper sec- tions. As in the medulla, there is a crossover of nerves, but in this case it is the motor nerves carrying messages from the brain to the body. This allows the pons to coordinate the movements of the left and right sides of the body. (It will be useful to remember these nerve crossovers when reading about the functions of the left and right sides of the brain in a later part of this chapter.) The pons also influences sleep, dreaming, and arousal. The role that the pons plays in sleep and dreams will be discussed in more detail in Chapter Four. to Learning Objective 4.5.
Figure 2.12 major Structures of the human Brain
Thalamus Part of the forebrain that relays information from sensory organs to the cerebral cortex.
Cerebral cortex Controls complex thought processes.
Corpus callosum Connects left and right hemispheres of the brain.
Hypothalamus Part of the forebrain that regulates the amount of fear, thirst, sexual drive, and aggression we feel.
Hippocampus Plays a role in our learning, memory, and ability to compare sensory information to expectations.
Cerebellum Part of the hindbrain that controls balance and maintains muscle coordination.
Reticular formation A system of nerves running from the hindbrain and through the midbrain to the cerebral cortex, controlling arousal and attention.
Medulla Part of the hindbrain that controls heartbeat, breathing, and swallowing.
Pons Part of the hindbrain that relays messages between the cerebellum and the cortex.
Pituitary gland Regulates other endocrine glands.
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the reticular formatioN The reticular formation (RF) is a network of neurons running through the middle of the medulla and the pons and slightly beyond. These neurons are responsible for people’s ability to generally attend to certain kinds of in- formation in their surroundings. Basically, the RF allows people to ignore constant, unchanging information (such as the noise of an air conditioner) and become alert to changes in information (for example, if the air conditioner stopped, most people would notice immediately).
The reticular formation is also the part of the brain that helps keep people alert and aroused. One part of the RF is called the reticular activating system (RAS), and it stimulates the upper part of the brain, keeping people awake and alert. When a person is driving and someone suddenly pulls out in front of the vehicle, it is the RAS that brings that driver to full attention. It is also the system that lets a mother hear her baby cry in the night, even though she might sleep through other noises. The RAS has also been suggested by brain-scanning studies as a possible area involved in attention-deficit/hy- peractivity disorder, in which children or adults have difficulty maintaining attention to a single task (Durston, 2003).
Studies have shown that when the RF of rats is electrically stimulated while they are sleeping, they immediately awaken. If the RF is destroyed (by deep lesioning, for example), they fall into a sleeplike coma from which they never awaken (Moruzzi & Magoun, 1949; Steriade & McCarley, 1990). The RF is also implicated in comas in hu- mans (Plum & Posner, 1985). cereBellum At the base of the skull, behind the pons and below the main part of the brain, is a structure that looks like a small brain. This is the cerebellum (meaning “little brain”). The cerebellum is the part of the lower brain that controls all involuntary, rapid, fine motor movement. People can sit upright because the cerebellum controls all the little muscles needed to keep them from falling out of their chair. It also coordinates voluntary movements that have to happen in rapid succession, such as walking, skating, dancing, playing a musical instrument, and even the movements of speech. Learned reflexes, skills, and habits are also stored here, which allows them to become more or less automatic. Because of the cerebellum, people don’t have to consciously think about their posture, muscle tone, and balance.
So if your cerebellum is damaged, you might be very uncoordinated?
Yes. In fact, this happens in a disease called spinocerebellar degeneration, where the first symptoms of cerebellum deterioration are tremors, an unsteady walk, slurred speech, dizziness, and muscle weakness. The person suffering from this disease will eventually be unable to walk, stand, or even get a spoon to his or her own mouth (Schöls et al., 1998). These symptoms are similar to what one might see in a person who is suffering from alcohol intoxication.
Just like we are starting to better understand the various roles of glial cells, research- ers and scientists are still working to better understand other functions of the cerebellum. Research suggests the cerebellum is involved in much more than motor control and may be involved with a variety of higher functions, with parts of the cerebellum activated dur- ing sensorimotor tasks and other parts involved in cognitive or emotional tasks (Stoodley & Schmahmann, 2009). Research continues to investigate the role of the cerebellum in these and other tasks once believed to be the domain of other lobes of the brain, in a large part by examining the connections between the cerebellum and other functional areas, and patterns of brain activation during specific tasks (Strick et al., 2009; Voogd & Ruigrok, 2012). Recent fMRI studies have investigated such higher-level cognitive
This pitcher must count on his cerebellum to help him balance and coordinate the many fine motor commands that allow him to pitch the baseball accurately and swiftly. What other kinds of professions depend heavily on the activity of the cerebellum?
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functions as language and working memory, and the timing of perceptual tasks like visual attention (Kellermann et al., 2012; Stoodley et al., 2012).
StructureS uNder the cortex: the limBic SyStem
2.8 What are the structures of the brain that control emotion, learning, memory, and motivation?
The forebrain includes the two cerebral hemispheres of the brain, including the cortex, which is discussed in detail later in this chapter, and a number of important structures located under the cortex in each hemisphere. These subcortical structures (the prefix sub means “under” or “below”) play a part in our thinking and behavior. While there are subcortical structures that influence motor control and the learning of motor skills, the basal ganglia, and white matter fiber pathways that connect the cortex to other parts of the brain and spinal cord, we will focus on the subcortical structures that have been col- lectively referred to as the limbic system. (See Figure 2.13.)
The limbic system (the word limbic means “marginal” and these structures are found in the inner margin of the upper brain) includes the thalamus, hypothalamus, hip- pocampus, amygdala, and the cingulate cortex. In general, the limbic system is involved in emotions, motivation, memory, and learning. thalamuS The thalamus (“inner chamber”) is in some ways similar to a triage* nurse. This somewhat round structure in the center of the brain acts as a kind of relay station for incoming sensory information. Like a nurse, the thalamus might perform some pro- cessing of that sensory information before sending it on to the part of the cortex that
*triage: a process for sorting injured people into groups based on their need for, or likely benefit from, immediate medical treatment.
Figure 2.13 the limbic System
Hippocampus Plays a role in our learning, memory, and ability to compare sensory information to expectations.
Cingulate cortex Primary cortical component of the limbic system, involved in emotional and cognitive processing.
Hypothalamus Part of the forebrain that regulates the amount of fear, thirst, sexual drive, and aggression we feel.
Amygdala In�uences our motivation, emotional control, fear response, and interpretations of nonverbal emotional expressions.
Thalamus Part of the forebrain that relays information from sensory organs to the cerebral cortex.
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deals with that kind of sensation—hearing, sight, touch, or taste. Damage to the thala- mus might result in the loss or partial loss of any or all of those sensations.
The sense of smell is unique in that signals from the neurons in the sinus cavity go directly into special parts of the brain called olfactory bulbs, just under the front part of the brain. Smell is the only sense that does not have to first pass through the thalamus.
hypothalamuS A very small but extremely powerful part of the brain is located just below and in front of the thalamus (see Figure 2.13). The hypothalamus (“below the inner chamber”) regulates body temperature, thirst, hunger, sleeping and wak- ing, sexual activity, and emotions. It sits right above the pituitary gland. The hypo- thalamus controls the pituitary, so the ultimate regulation of hormones lies with the hypothalamus.
hippocampuS Like many structures in the brain, the hippocampus was named based on its appearance. Hippocampus is the Greek word for “seahorse” and it was given to this brain structure because the first scientists who dissected the brain thought it looked like a seahorse. The hippocampus is located within the medial temporal lobe on each side of the brain (medial means “toward the middle”). Research has shown that the hippocampus is instrumental in forming long-term (permanent) declara- tive memories that are then stored elsewhere in the brain (Squire & Kandel, 2009).
to Learning Objective 6.11. As mentioned earlier, ACh, the neurotransmit- ter involved in muscle control, is also involved in the memory function of the hippo- campus. People who have Alzheimer’s disease, for example, have much lower levels of ACh in that structure than is normal, and the drugs given to these people boost the levels of ACh.
amygdala The amygdala (“almond”) is another area of the brain named for its shape and appearance. It is located near the hippocampus. The amygdala is involved in fear responses and memory of fear. Information from the senses goes to the amygdala be- fore the upper part of the brain is even involved, so that people can respond to danger very quickly, sometimes before they are consciously aware of what is happening. In 1939 researchers found that monkeys with large amounts of their temporal lobes re- moved—including the amygdala—were completely unafraid of snakes and humans, both normally fear-provoking stimuli (Klüver & Bucy, 1939). This effect came to be known as the Klüver-Bucy syndrome. Rats that have damaged amygdala structures will also show no fear when placed next to a cat (Maren & Fanselow, 1996). Case studies of human with damage to the amygdala also show a link to decreased fear response (Adolphs et al., 2005). Although the amygdala plays a vital role in forming emotional memories, it is still unclear if the memories are stored in the amygdala (Squire & Kan- del, 2009).
ciNgulate cortex The cingulate cortex is the limbic structure that is actually found in the cortex. It is found right above the corpus callosum in the frontal and parietal lobes and plays an important role in both emotional and cognitive processing. The cingulate cortex can be divided into up to four regions that play different roles in processing emotional, cognitive, and autonomic information (Vogt & Palomero-Gallagher, 2012). It has been shown to be active during a variety of cognitive tasks such as selective at- tention, written word recognition, and working memory (Cabeza & Nyberg, 2000) and has been implicated in a variety of psychological and mental disorders including atten- tion-deficit/hyperactivity disorder (Bush et al., 1999; Bush et al., 2008), schizophrenia, major depressive disorder, and bipolar disorder (Fornito et al., 2009; Maletic et al., 2007). The next section further explores the cortex and its functions.
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This young woman’s thirst is regulated by her hypothalamus.
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often relied on dissection techniques after death
unable to directly observe function
computed tomography (CT)
magnetic resonance imaging (MRI)
older methods study animals or humans with brain damage;
damage may be by accident, injury, or in animals, deliberate
brain areas can be studied according to the location of lesions (injured or destroyed areas) or through electrical stimulation (invasive or noninvasive)
has good temporal but relatively poor spatial resolution; records the electrical activity of the brain through the use of scalp electrodes; both spontaneous activity and event-related potentials (ERP) can be studied
activity can be classi�ed according to frequency and morphology; traditional bands include delta, theta, alpha, and beta
lesioning studies
mapping function
mapping structure
Looking Inside the Living Brain (methods for studying the structures and/or activity of the living brain)
the hindbrain
medulla
pons
reticular formation
cerebellum
thalamus
hypothalamus
hippocampus
amygdala
structures under the cortex
limbic system
the electroencephalogram (EEG)
positron emission tomography (PET)
functional MRI (fMRI)
based on X-ray technology; good for imaging brain structure, especially when there is metal in the body
used for imaging function; involves injection of a radioactive tracer that binds to glucose, records activity of cells that use radioactive glucose
image brain function through tracking changes in blood oxygen levels; increase in oxygen levels associated with increased functioning
superior spatial resolution for structure
From the Bottom Up: The Structures of the Brain
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1. Which of the following techniques analyzes blood oxygen levels to look at the functioning of the brain?
a. EEG b. CT c. fMRI d. PET
2. Which brain structure allows us to pay attention to certain stimuli while ignoring others?
a. medulla b. cerebellum c. reticular formation d. pons
3. Which brain structure relays incoming sensory information?
a. thalamus b. hypothalamus c. reticular formation d. pons
4. If you were to develop a rare condition in which you were not able to remember to be afraid of certain situations, animals, or events, which part of the brain would most likely be damaged?
a. cingulate cortex b. hypothalamus c. thalamus d. amygdala
5. If your roommate has a problem paying attention, it may be due to damage to this part of the limbic system.
a. hippocampus b. hypothalamus c. cerebellum d. cingulate cortex
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
c o N c e p t m a p
Explore the Concept at MyPsychLab
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the cortex
2.9 W hat parts of the cortex control the different senses and the movement of the body?
As stated earlier, the cortex (“rind” or outer covering) is the outermost part of the brain, which is the part of the brain most people picture when they think of what the brain looks like. It is made up of tightly packed neurons and actually is only about one tenth of an inch thick on average (Fischl et al., 2001; MacDonald et al., 2000; Zilles, 1990). The cortex is very recognizable surface anatomy because it is full of wrinkles.
Why is the cortex so wrinkled?
The wrinkling of the cortex allows a much larger area of cortical cells to exist in the small space inside the skull. If the cortex were to be taken out, ironed flat, and measured, it would be about 2 to 3 square feet. (The owner of the cortex would also be dead, but that’s fairly obvious, right?) As the brain develops before birth, it forms a smooth outer covering on all the other brain structures. This will be the cortex, which will get more and more wrinkled as the brain increases in size and complexity. This increase in wrinkling is called “corticalization.” cereBral hemiSphereS The cortex is divided into two sections called the cerebral hemispheres, which are connected by a thick, tough band of neural fibers (axons) called the corpus callosum (literally meaning “hard body,” as calluses on the feet are hard). (Refer back to Figure 2.12.) The corpus callosum allows the left and right hemispheres to communicate with each other. Each hemisphere can be roughly divided into four sec- tions or lobes by looking at the deeper wrinkles, or fissures, in its surface. The lobes are named for the skull bones that cover them (see Figure 2.14).
Figure 2.14 the lobes of the Brain: frontal, temporal, parietal, and occipital
Frontal lobe
Parietal lobe
Occipital lobe
Temporal lobe
Association cortex
Association cortex
Visual cortex
Wernicke’s area
Broca’s area
Motor cortex Somatosensory
cortex
From top to bottom, a rat brain, sheep brain, and human brain (not to scale!). Note the differences in the amount of corticalization, or wrinkling, of the cortex between these three brains. Greater amounts of corticalization are associated with increases in size and complexity.
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Another organizational feature of the cortex is that for specific regions, each hemisphere is responsible for the opposite side of the body, either for control, or for receiving information. For example, the motor cortex controls the muscles on the opposite side of the body. If we are writing with our right hand, the motor cortex in the left hemisphere is responsible for controlling those movements. This feature, referred to as contralateral organization, plays a role in information coming from many of the sense organs to the brain, and in the motor commands originating in the brain going to the rest of the body.
Information from our body can also be transmitted to both sides of the brain, or bilaterally (as in hearing and vision), or to only one side of the brain, or ipsilaterally (as in taste and olfaction). These aspects are also important in the study of brain lateralization, which we will come back to later in the chapter. Why do we have this arrangement for some functions and not for others? No one really knows, but at least for some informa- tion, it assists with identifying where information from the environment is coming from. For auditory information from the ears, having sensory information projected to both hemispheres allows us to localize sounds by comparing the slightly different information coming from each ear. OCCiPiTAl lObES At the base of the cortex, toward the back of the brain, is an area called the occipital lobe. This area processes visual information from the eyes in the primary visual cortex. The visual association cortex, also in this lobe and in parts of the temporal and parietal lobes, helps identify and make sense of the visual information from the eyes. The famed neurologist Oliver Sacks once had a patient who had a tumor in his right occipital lobe area. He could still see objects and even describe them in physical terms, but he could not identify them by sight alone. When given a rose, the man began to describe it as a “red inflorescence” of some type with a green tubular projection. Only when he held it under his nose (stimulating the sense of smell) did he recognize it as a rose (Sacks, 1990). Each area of the cortex has these association areas that help people make sense of sensory information. Watch the Video, The Big Picture: My Brain Made Me Do It: Association Areas, at MyPsychLab
PARiETAl lObES The parietal lobes are at the top and back of the brain, just under the parietal bone in the skull. This area contains the somatosensory cortex, an area of neu- rons (see Figure 2.15) at the front of the parietal lobes on either side of the brain. This area processes information from the skin and internal body receptors for touch, tem- perature, and body position. The somatosensory cortex is laid out in a rather interesting way—the cells at the top of the brain receive information from the bottom of the body, and as one moves down the area, the signals come from higher and higher in the body. It’s almost as if a little upside-down person were laid out along this area of cells. TEmPORAl lObES The beginning of the temporal lobes are found just behind the temples of the head. These lobes contain the primary auditory cortex and the auditory association area. Also found in the left temporal lobe is an area that in most people is particularly involved with language. We have already discussed some of the medial struc- tures of the temporal lobe, the amygdala and hippocampus, that are involved in aspects of learning and memory. There are also parts of the temporal lobe that help us process visual information. FRONTAl lObES These lobes are at the front of the brain, hence, the name fron- tal lobes. (It doesn’t often get this easy in psychology; feel free to take a moment to appreciate it.) Here are found all the higher mental functions of the brain— planning, personality, memory storage, complex decision making, and (again in the left hemisphere in most people) areas devoted to language. The frontal lobe also helps in controlling emotions by means of its connection to the limbic system. The
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most forward part of the frontal lobes is called the prefrontal cortex. The middle area toward the center (medial prefrontal cortex) and bottom surface above the eyes (orbi- tofrontal prefrontal cortex—right above the orbits of the eye) have strong connections to the limbic system. Phineas Gage, who was mentioned in Chapter One, suffered damage to his frontal lobe. He lacked emotional control because of the damage to his prefrontal cortex and the connections with limbic system structures. Overall, he had connections damaged from the left frontal cortex to many other parts of the brain (Van Horn et al., 2012). People with damage to the frontal lobe may also experience problems with performing mental or motor tasks, such as getting stuck on one step in a process or on one wrong answer in a test and repeating it over and over again, or making the same movement over and over, a phenomena called perseveration (Asp & Tranel, 2013; Luria, 1965). Watch the Video, Thinking Like a Psychologist: The Pre-Frontal Cortex, at MyPsychLab
The frontal lobes also contain the motor cortex, a band of neurons located at the back of each lobe. (See Figure 2.15.) These cells control the movements of the body’s voluntary muscles by sending commands out to the somatic division of the peripheral nervous system. The motor cortex is laid out just like the somatosensory cortex, which is right next door in the parietal lobes.
This area of the brain has been the focus of a great deal of recent research, spe- cifically as related to the role of a special type of neuron. These neurons are called mir- ror neurons, which fire when an animal performs an action—but they also fire when an animal observes that same action being performed by another. Previous brain-im- aging studies in humans suggested that we, too, have mirror neurons in this area of the brain (Buccino et al., 2001; Buccino et al., 2004; Iacoboni et al., 1999). However,
Figure 2.15 the motor and Somatosensory cortex
The motor cortex in the frontal lobe controls the voluntary muscles of the body. Cells at the top of the motor cortex control muscles at the bottom of the body, whereas cells at the bottom of the motor cortex control muscles at the top of the body. Body parts are drawn larger or smaller according to the number of cortical cells devoted to that body part. For example, the hand has many small muscles and requires a larger area of cortical cells to control it. The somatosensory cortex, located in the parietal lobe just behind the motor cortex, is organized in much the same manner and receives information about the sense of touch and body position.
Somatosensory CortexMotor Cortex
Swallowing
Tongue
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Lips Face
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an d
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e No
se Ey
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er s
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ar m
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o w
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This boxer must rely on his parietal lobes to sense where his body is in relation to the floor of the ring and the other boxer, his occipital lobes to see his target, and his frontal lobes to guide his hand and arm into the punch.
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single-cell and multi-cell recordings in hu- mans have demonstrated that neurons with mirroring functions are not only found in motor regions but also in parts of the brain involved in vision and memory, suggesting such neurons provide much more informa- tion than previously thought about our own actions as compared to the actions of oth- ers (Mukamel et al., 2010). These findings may have particular relevance for better understanding or treating specific clini- cal conditions that are believed to involve a faulty mirror system in the brain, such as autism (Oberman & Ramachandran, 2007; Rizzolatti et al., 2009). to Learning Objective 8.6.
You’ve mentioned association cortex a few times. Do the other lobes of the brain contain association cortex as well?
the aSSociatioN areaS of the cortex
2.10 W hat par ts of the cor tex are responsible for higher forms of thought, such as language?
Association areas are made up of neurons in the cortex that are devoted to making con- nections between the sensory information coming into the brain and stored memories, images, and knowledge. In other words, association areas help people make sense of the incoming sensory input. Although association areas in the occipital and temporal lobes have already been mentioned, much of the brain’s association cortex is in the frontal lobes. Furthermore, some special association areas are worth talking about in more detail.
Watch the Video, The Basics: How the Brain Works, Part 2: Association Areas, at MyPsychLab
bROCA’S AREA In the left frontal lobe of most people is an area of the brain devoted to the production of speech. (In a small portion of the population, this area is in the right frontal lobe.) More specifically, this area allows a person to speak smoothly and fluently. It is called Broca’s area after nineteenth-century neurologist Paul Broca, who first studied people with damage to this area (Leonard, 1997). Damage to Broca’s area causes a person to be unable to get words out in a smooth, connected fashion. People with this condi- tion may know exactly what they want to say and understand what they hear others say, but they cannot control the actual production of their own words. Speech is halting and words are often mispronounced, such as saying “cot” instead of “clock” or “non” instead of “nine.” Some words may be left out entirely, such as “the” or “for.” This is called Broca’s aphasia. Aphasia refers to an inability to use or understand either written or spoken lan- guage (Goodglass et al., 2001). (Stuttering is a somewhat different problem in getting words started, rather than mispronouncing them or leaving them out, but may also be related to Broca’s area.)
WERNiCkE’S AREA In the left temporal lobe (again, in most people) is an area called Wernicke’s area, named after the physiologist and Broca’s contemporary, Carl Wernicke, who first studied problems arising from damage in this location. This area of the brain appears to be involved in understanding the meaning of words (Goodglass et al., 2001).
As this boy imitates the motions his father goes through while shaving, certain areas of his brain are more active than others, areas that control the motions of shaving. But even if the boy were only watching his father, those same neural areas would be active—the neurons in the boy’s brain would mirror the actions of the father he is observing.
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A person with Wernicke’s aphasia would be able to speak fluently and pronounce words correctly, but the words would be the wrong ones entirely. For example, Elsie suffered a stroke to the temporal lobe, damaging this area of the brain. As the ER nurse inflated a blood pressure cuff, Elsie said, “Oh, that’s so Saturday hard.” Elsie thought she was mak- ing sense. She also had trouble understanding what the people around her were saying to her. In another instance, Ernest suffered a stroke at the age of 80 and also showed signs of Wernicke’s aphasia. For example, he asked his wife to get him some milk out of the air conditioner. Right idea, wrong word.
As this woman brushes the right side of her hair, is she really “seeing” the left side? If she has spatial neglect, the answer is “no.” While her eyes work just fine, her damaged right hemisphere refuses to notice the left side of her visual field.
classic studies in psychology
Through the Looking Glass—Spatial Neglect
Dr. V. S. Ramachandran reported in his fascinating book, Phantoms in the Brain ( Ramachandran & Blakeslee, 1998), the case of a woman with an odd set of symptoms. When Ellen’s son came to visit her, he was shocked and puzzled by his formerly neat and fastidious* mother’s appearance. The woman who had always taken pride in her looks, who always had her hair perfectly done and her nails perfectly manicured, looked messy and totally odd. Her hair was uncombed on the left side. Her green shawl was hanging neatly over her right shoulder but hanging onto the floor on the left. Her lipstick was neatly applied to the right side of her lips, and only to the right side—the left side of her face was completely bare of makeup! Yet her eyeliner, mascara, and blush were all neatly applied to the right side of her face.
What was wrong? The son called the doctor and was told that his mother’s stroke had left her with a condition called spatial neglect, or unilateral neglect, in which a person with damage to the right parietal and occipital lobes of the cortex will ignore everything in the left visual field. Damage to areas of the frontal and temporal lobes may also play a part along with the parietal damage. Spatial neglect can affect the left hemisphere, but this condition occurs less frequently and in a much milder form than right-hemisphere neglect (Corbetta et al., 2005; Heilman et al., 1993; Springer & Deutsch, 1998).
When the doctor examined this woman, he tried to get her to notice her left side by holding up a mirror (remember, she was not blind—she just would not notice anything on her left side unless her attention was specifically called to it). She responded correctly when asked what the mirror was and she was able to describe her appearance correctly, but when an assistant held a pen just within the woman’s reach, reflected in the mirror on her left side, she tried to reach through the mirror to get the pen with her good right hand. When the doctor told her that he wanted her to grab the real object and not the image of it in the mirror, she told him that the pen was behind the mirror and even tried to reach around to get it.
Clearly, persons suffering from spatial neglect can no longer perceive the world in the same way as other people do. For these people, the left sides of objects, bodies, and spaces are somewhere “through the looking glass.”
Questions for further discussion
1. If a person with spatial neglect only eats the food on the right side of the plate, what could caregivers do to help that person get enough to eat?
2. What other odd things might a person with spatial neglect do that a person with normal functioning would not? What other things might a person with spatial neglect fail to do?
*fastidious: having demanding standards, difficult to please.
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I’ve heard that some people are right-brained and some are left-brained. Are the two sides of the brain really that different?
the cereBral hemiSphereS: are you iN your right miNd?
2.11 How does the left side of the brain differ from the right side?
Most people tend to think of the two cerebral hemispheres as identical twins. Both sides have the same four lobes and are arranged in much the same way. But language seems to be confined to only the left hemisphere in about 90 percent of the population (Toga & Thompson, 2003). What other special tasks do the two halves of the cerebrum (the upper part of the brain consisting of the two hemispheres and the structures connect- ing them) engage in, and how do researchers know about such functions? Participate in the experiment Hemispheric Specialization to test the language abilities of the two hemispheres.
Split-BraiN reSearch Roger Sperry was a pioneer in the field of hemisphere special- ization. He won a Nobel Prize for his work in demonstrating that the left and right hemispheres of the brain specialize in different activities and functions (Sperry, 1968). In looking for a way to cure epilepsy (severe muscle spasms or seizures resulting from brain damage), Sperry cut through the corpus callosum, the thick band of neural fibers that joins the two hemispheres. In early research with animals, this technique worked and seemed to have no side effects. The first people to have this procedure done also experi- enced relief from their severe epileptic symptoms, but testing found that (in a sense) they now had two brains in one body.
The special testing involves sending messages to only one side of the brain, which is now possible because the connecting tissue, the corpus callosum, has been cut. Re- member that each hemisphere is largely responsible for controlling, or receiving infor- mation from, the opposite side of the body. Figure 2.16 shows what happens with a typical split-brain patient.
Simulate the Experiment, Hemispheric Specialization, at MyPsychLab
Hemispheric Specialization
This experiment tests the language abilities of the two hemispheres of the brain. By exposing the two hemispheres to a language test we can determine if the left hemisphere is dominant in language function.
Go to the Experiment
Simulation
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In a split-brain patient, if a picture of a ball is flashed to the right side of the screen, the image of the ball will be sent to the left occipital lobe. The person will be able to say that he or she sees a ball. If a picture of a hammer is flashed to the left side of the screen, the person will not be able to verbally identify the object or be able to state with any certainty that something was seen. But if the left hand (controlled by the right hemisphere) is used, the person can point to the hammer he or she “didn’t see.” The right occipital lobe clearly saw the hammer, but the person could not verbalize that fact (Sperry, 1968). By doing studies such as these, re- searchers have found that the left hemisphere specializes in language, speech, handwriting, calculation (math), sense of time and rhythm (which is mathematical in nature), and basically any kind of thought requiring analysis. The right hemisphere appears to specialize in more global (wide- spread) processing involving perception, visualization, spatial perception, recognition of patterns, faces, emotions, melodies, and expression of emo- tions. It also comprehends simple language but does not produce speech. (See Table 2.2.)
In general, the left hemisphere processes information in a sequence and is good at breaking things down into smaller parts, or performing analysis (Springer & Deutsch, 1998). The right hemisphere, by contrast, processes information all at once and simultaneously, a more global or holistic* style of processing. Remember the discussion in Chapter One of the early days of psychology, the structuralists, and the Gestalt psycholo- gists? One could almost say that the left hemisphere of the brain is a structuralist who wants to break everything down into its smallest parts, and the right side of the brain is a Gestaltist, who wants to study only the whole.
So there really are left-brained and right-brained people?
Actually, unless one is a split-brain patient, the two sides of the brain are always working together as an integrated whole. For example, the right
*holistic: relating to or concerned with complete systems or wholes.
table 2.2
Specialization of the Two Hemispheres
left hemiSphere right hemiSphere
Controls the right hand Controls the left hand
Spoken language Nonverbal
Written language Visual–spatial perception
Mathematical calculations Music and artistic processing
Logical thought processes Emotional thought and recognition
Analysis of detail Processes the whole
Reading Pattern recognition
Facial recognition
Figure 2.16 the Split-Brain experiment
Roger Sperry created this experiment to demonstrate the specialization of the left and right hemispheres of the brain.
Left visual �eld
Visual area of left hemisphere
Visual area of right hemisphere
Optic nerves
Corpus callosum
(split)
Speech Optic chiasm
Right visual �eld
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side might recognize someone’s face, while the left side struggles to recall the person’s name. People aren’t really left- or right-brained, they are “whole-brained.” Michael Gaz- zaniga was one of Roger Sperry’s students, his collaborator, and is a long-time researcher in the area of brain asymmetry and cognitive neuroscience. Gazzaniga’s continuing work in brain lateralization has led to insights of the integrated mind, and he continues to work in related areas including human consciousness, perception, and neuroethics ( Gazzaniga, 2006, 2009). haNdedNeSS The separate functions of the left and right sides of the brain are often confused with handedness, or the tendency to use one hand for most fine motor skills. While most right-handed people also have their left hemisphere in control of their other fine motor skills, such as speech, a few right-handers actually have their language functions in the right hemisphere, in spite of the dominance of the left hemisphere for controlling the right hand. Among left-handed people, there are also many who, although right-brain dominant for motor control, still have their lan- guage functions on the left side of the brain. Why? Unfortunately, there are far too many theories of why we use one hand over the other for us to cover in the scope of this text.
The Structures of the Brain (continued)
frontal lobes
temporal lobes
parietal lobes
occipital lobes
Broca’s area: found in left frontal lobe; devoted to speech production; damage to this area can result in Broca's aphasia
Wernicke’s area: found in the left temporal lobe; plays a role in understanding the meaning of words
the cortex the outermost, wrinkled layer of the brain; comprised of left and right hemispheres, connected by corpus callosum; each hemisphere can be further divided into four lobes
the association areas of the cortex devoted to making connections between incoming sensory information and stored memories, images, and knowledge; damage to right association areas can result in spatial neglect where person fails to recognize the left side of the visual �eld
left hemisphere specializes in tasks that involve sequence and analysis (language, speech, handwriting, math)
right hemisphere processes information in a more global sense (perception; visualization; spatial perception; recognition of patterns, faces, and emotional expression)
the cerebral hemispheres some brain functions governed by one hemisphere more than the other; differences found due to work of various researchers (e.g., split-brain studies by both Sperry and Gazzaniga; work of Springer & Deutsch)
1. What part of the brain can sometimes be referred to as the “rind” or outer covering?
a. thalamus b. medulla c. corpus callosum d. cortex
2. In which of the following lobes of the cortex would you find the primary visual cortex?
a. frontal b. temporal c. occipital d. parietal
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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c o N c e p t m a p
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applying psychology to everyday life: paying attention to attention-deficit/hyperactivity disorder
2.12 What are some potential causes of attention-deficit/hyperactivity disorder?
Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder involv- ing behavioral and cognitive aspects of inattention, impulsivity, and hyperactivity. Previ- ously referred to as attention deficit disorder (ADD), there are currently three diagnostic categories for this disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). These include ADHD predominantly hyperactive/impulsive presentation, ADHD predominantly inattentive presentation, and ADHD combined presentation (American Psychiatric Association, 2013). Although ADHD is most commonly diag- nosed in children, the disorder tends to persist into adolescence and adulthood. Inat- tention and impulsivity are often reported in adults, whereas symptoms of hyperactivity tend to decline with age. The ADHD-related problems in adults can range from strained relations with family, friends, or a significant other to problems with substance abuse, traffic accidents, or job stability (Barkley et al., 2008). A recent longitudinal study found a group of males diagnosed with ADHD in childhood were more likely to have issues across a variety of domains when followed up with as adults. At a mean age of 41, the men with ADHD had significantly worse educational, occupational, economic, and so- cial outcomes, and more divorces than non-ADHD comparisons (Klein et al., 2012).
There are not only ongoing issues from the disorder itself, but also with the medi- cations used to treat it. In the United States there is a growing concern over the mis- use of prescription drugs on college campuses, for example, by students without ADHD in the attempt to improve their attention or concentration when studying. And for some students, the most common source of the medication is a friend with a prescrip- tion ( Garnier-Dykstra et al., 2012). Furthermore, an ongoing increase in the number of ADHD diagnoses and prescriptions for stimulant medications appears to coincide with the use of ADHD medications as “neuroenhancers” in otherwise healthy children and adolescents, and has prompted the American Academy of Neurology to publish a posi- tion paper against such practices (Graf et al., 2013).
The brain areas involved in the behavioral and cognitive characteristics of ADHD are typically divided into those responsible for regulating attention and cognitive control and those responsible for alertness and motivation (Nigg, 2010). Cortical and subcortical
3. The ability to detect changes in temperature, pressure, and body position is due in part to the functions of the __________ lobe.
a. frontal c. temporal b. parietal d. corpus
4. You have a dream in which you wake up to find that people around you are using words that make no sense. What’s more, your friends don’t seem to understand you when you speak. At one point in your dream, your mom tells you that you almost forgot your tree limb today. When you give her a puzzled look, she holds up your lunchbox and repeats, “You know, your tree limb.” Your predicament in your dream is most like which of the following disorders?
a. Wernicke’s aphasia c. apraxia b. Broca’s aphasia d. spatial neglect
5. Which part of the brain tends to process information globally?
a. left hemisphere b. right hemisphere c. corpus callosum d. cerebellum
THINkING CRITICAllY: Phineas Gage went from a mild-mannered railroad worker to a short-tempered and highly aggressive individual after a spike was driven through his frontal lobe. Discuss the extent to which his injuries and subsequent behavior change were a result of the biological changes or if they could be due to other “social” causes.
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brain areas involved, and found to be smaller in neuroimaging studies of ADHD, are the prefrontal cortex (primarily on the right side), basal ganglia (subcortical structures involved in response control), cerebellum, and corpus callosum (Nigg, 2006).
Since ADHD involves a variety of behaviors and cognitive aspects, research has often looked for specific markers that may lead to the actual causes of the disorder. These markers may be biological, cognitive, or behavioral measures (Nigg, 2010). To assess indi- vidual markers, researchers may combine neuroimaging and electrophysiological studies of individuals with ADHD while at rest or while they perform specific cognitive tasks (like various tests of attention). Some studies use EEG or ERPs (Clarke et al., 2007; Loo et al., 2009; Missonnier et al., 2013; van der Stelt et al., 2010; White et al., 2005) whereas others use MRI, fMRI, or PET (Bush et al., 2008; Volkow et al., 2007).
Much of the research over the past 10 years has focused on the cognitive markers for ADHD, such as attention problems, that may or may not be combined with neuro- imaging (Nigg, 2010). More recent research suggests that some aspects of attention are actually normal in individuals with ADHD. The aspect of attention with which individ- uals with ADHD do have problems is vigilance (being able to “watch out” for something important). Another cognitive area that appears to be impaired is being able to effectively control one’s own cognitive processes such as staying on task, maintaining effort, or en- gaging in self-control (Nigg, 2010).
These findings have prompted researchers to reexamine the causes of ADHD and have highlighted the likelihood of more than one cause and more than one brain route to ADHD. Current research is looking at a variety of areas including environmental factors such as low-level lead exposure, genetic influences, the role of heredity and famil- ial factors, and personality factors (Nigg, 2010). Furthermore, causes for the prevalence of ADHD continue to be examined, with variables ranging from the impact of sleep, circadian rhythms, and environmental light exposure (Arns et al., 2013) to the manner in which ADHD symptoms are characterized and diagnosed. While some of these areas of investigation are not completely new and have been examined before, the possibility of multiple causes and interactions between these causes has not been examined as closely as it is being examined in current ADHD research.
Questions for further discussion
1. How might a psychology professional help parents or teachers understand the neuroim- aging techniques and brain areas associated with ADHD?
2. If a college student has ADHD, what aspects of their school or personal lives might be impacted by problems with vigilance or cognitive control?
3. What kinds of problems may arise in individuals taking ADHD medications when they do not have the actual symptoms of the disorder?
Your best friends invite you over for pizza and a friendly game of cards. Describe how the following parts of the brain are involved during your evening of eating pizza, socializing, and playing cards: Broca’s area, hippocampus, hypothalamus, and occipital lobe.
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chapter summary
Neurons and Nerves: Building the Network
2.1 What are the nervous system, neurons, and nerves, and how do they relate to one another? • The nervous system is a complex network of cells that carries
information to and from all parts of the body. • The brain is made up of two types of cells, neurons and glial cells. • Neurons have four primary components: dendrites that receive
input, a soma or cell body, axons that carry the neural mes- sage to other cells, and axon terminals that are the site of neu- rotransmitter release.
• Glial cells separate, support, and insulate the neurons from each other and influence thinking, memory, and other forms of cognition.
• Myelin insulates and protects the axons of neurons that travel in the body. These axons bundle together in “cables” called nerves. Myelin also speeds up the neural message.
• A neuron contains charged particles called ions. When at rest, the neuron is negatively charged on the inside and positively charged on the outside. When stimulated, this reverses the charge by allowing positive sodium ions to enter the cell. This is the action potential.
• Neurons fire in an all-or-nothing manner. It is the speed and number of neurons firing that tell researchers the strength of the stimulus.
2.2 How do neurons use neurotransmitters to communi- cate with each other and with the body? • Synaptic vesicles in the end of the axon terminal release neu-
rotransmitter chemicals into the synapse, or gap, between one cell and the next. The neurotransmitter molecules fit into re- ceptor sites on the next cell, stimulating or inhibiting that cell’s firing. Neurotransmitters may be either excitatory or inhibitory.
• The first known neurotransmitter was acetylcholine. It stimu- lates muscles, helps in memory formation, and plays a role in arousal and attention.
• GABA is the major inhibitory neurotransmitter; high amounts of GABA are released when drinking alcohol.
• Serotonin is associated with sleep, mood, and appetite. • Dopamine is associated with Parkinson’s disease and schizophrenia. • Endorphins are neural regulators that control our pain response. • Most neurotransmitters are taken back into the synaptic vesi-
cles in a process called reuptake. • Acetylcholine is cleared out of the synapse by enzymes that
break up the molecules.
an overview of the Nervous System
2.3 How do the brain and spinal cord interact, what are some misconceptions about the brain, and what is neuroplasticity? • The central nervous system consists of the brain and the spinal cord. • The spinal cord serves two functions. The outer part of the
cord transmits messages to and from the brain, whereas the inner part controls lifesaving reflexes such as the pain response.
• Spinal cord reflexes involve afferent neurons, interneurons, and efferent neurons, forming a simple reflex arc.
• The peripheral nervous system is all the neurons and nerves that are not part of the brain and spinal cord and that extend throughout the body.
• There are two systems within the peripheral nervous system, the somatic nervous system and the autonomic nervous system.
• Some common misconceptions about the brain are that older brains can’t make new cells and that people use only 10 percent of their brain. It is important to use critical thinking skills to evaluate news stories about the brain.
• Neuroplasticity refers to the brains ability to modify its struc- ture and function as the result of experience or injury; research- ers are examining ways to capitalize on this feature to assist individuals with brain injury or disease.
2.4 How do the somatic and autonomic nervous systems allow people and animals to interact with their surroundings and control the body’s automatic functions? • The somatic nervous system contains the sensory pathway, or
neurons carrying messages to the central nervous system, and the motor pathway, or neurons carrying messages from the central nervous system to the voluntary muscles.
• The autonomic nervous system consists of the parasympathetic division and the sympathetic division. The sympathetic division is our fight-or-flight system, reacting to stress, whereas the parasym- pathetic division is our eat-drink-and-rest system that restores and maintains normal day-to-day functioning of the organs.
distant connections: the endocrine glands
2.5 How do the hormones released by glands interact with the nervous system and affect behavior? • Endocrine glands secrete chemicals called hormones directly
into the bloodstream, influencing the activity of the muscles and organs.
• The pituitary gland is found in the brain just below the hy- pothalamus. Among its many functions, it helps us conserve water and controls oxytocin, a hormone involved in the onset of labor and lactation. The pituitary also regulates growth hor- mone and influences the activity of the other glands.
• The pineal gland is also located in the brain. It secretes melato- nin, a hormone that regulates the sleep–wake cycle, in response to changes in light.
• The thyroid gland is located inside the neck. It controls me- tabolism (the burning of energy) by secreting thyroxin.
• The pancreas controls the level of sugar in the blood by secret- ing insulin and glucagons. Too much insulin produces hypo- glycemia, whereas too little causes diabetes.
• The gonads are the ovaries in women and testes in men. They secrete hormones to regulate sexual growth, activity, and repro- duction.
• The adrenal glands, one on top of each kidney, control the stress reaction through the adrenal medulla’s secretion of epi- nephrine and norepinephrine. The adrenal cortex secretes over 30 different corticoids (hormones), controlling salt intake, stress, and sexual development.
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88 CHAPTER 2
looking inside the living Brain
2.6 How do psychologists study the brain and how it works? • We can study the brain by using lesioning techniques to destroy
certain areas of the brain in laboratory animals or by electrically stimulating those areas (ESB).
• We can use case studies of human brain damage to learn about the brain’s functions but cannot easily generalize from one case to another.
• rTMS and tDCS are noninvasive methods for stimulating the brain.
• Different neuroimaging methods allows scientists to investi- gate the structure or the function of the living brain.
• The electroencephalograph allows researchers to look at the electroencephalogram (EEG), or electrical activity of the sur- face of the brain, through the use of electrodes placed on the scalp that are then amplified and viewed using a computer. ERPs allow researchers to look at the timing and progression of cognitive processes.
• CT scans are computer-aided X-rays of the brain and show the skull and brain structure.
• MRI scans use a magnetic field, radio pulses, and a computer to give researchers an even more detailed look at the structure of the brain.
• fMRI allows researchers to look at the activity of the brain over a time period.
• PET scans use a radioactive sugar injected into the blood- stream to track the activity of brain cells, which is enhanced and color-coded by a computer. SPECT allows for the imaging of brain blood flow.
from the Bottom up: the Structures of the Brain
2.7 What are the different structures of the hindbrain and what do they do? • The medulla is at the very bottom of the brain and at the top of
the spinal column. It controls life-sustaining functions such as breathing and swallowing. The nerves from each side of the body also cross over in this structure to opposite sides.
• The pons is above the medulla and acts as a bridge between the lower part of the brain and the upper part. It influences sleep, dreaming, arousal, and coordination of movement on the left and right sides of the body.
• The reticular formation runs through the medulla and the pons and controls our general level of attention and arousal.
• The cerebellum is found at the base and back of the brain and coordinates fine, rapid motor movement, learned reflexes, pos- ture, and muscle tone. It may also be involved in some cognitive and emotional functions.
2.8 What are the structures of the brain that control emo- tion, learning, memory, and motivation? • The limbic system consists of the thalamus, hypothalamus, hip-
pocampus, and amygdala. • The thalamus is the relay station that sends sensory information
to the proper areas of the cortex. • The hypothalamus controls hunger, thirst, sexual behavior, sleep-
ing and waking, and emotions. It also controls the pituitary gland.
• The hippocampus is the part of the brain responsible for the for- mation of long-term declarative memories.
• The amygdala controls our fear responses and memory of fearful stimuli.
2.9 What parts of the cortex control the different senses and the movement of the body? • The cortex is the outer covering of the cerebrum and consists of
a tightly packed layer of neurons about one tenth of an inch in thickness. Its wrinkles, or corticalization, allow for greater corti- cal area and are associated with greater brain complexity.
• The cortex is divided into two cerebral hemispheres connected by a thick band of neural fibers called the corpus callosum.
• The occipital lobes at the back and base of each hemisphere pro- cess vision and contain the primary visual cortex.
• The parietal lobes at the top and back of the cortex contain the somatosensory area, which processes our sense of touch, temper- ature, and body position.
• The temporal lobes contain the primary auditory area and are also involved in understanding language.
• The frontal lobes contain the motor cortex, which controls the vol- untary muscles, and are also where all the higher mental functions occur, such as planning, language, and complex decision making.
2.10 What parts of the cortex are responsible for higher forms of thought, such as language? • Association areas of the cortex are found in all the lobes but par-
ticularly in the frontal lobes. These areas help people make sense of the information they receive from primary sensory areas and the lower areas of the brain.
• A region called Broca’s area in the left frontal lobe is responsible for producing fluent, understandable speech. If damaged, the person has Broca’s aphasia, in which words will be halting and pronounced incorrectly.
• An area called Wernicke’s area in the left temporal lobe is re- sponsible for the understanding of language. If damaged, the person has Wernicke’s aphasia, in which speech is fluent but nonsensical. The wrong words are used.
2.11 How does the left side of the brain differ from the right side? • Studies with split-brain patients, in which the corpus callosum
has been severed to correct epilepsy, reveal that the left side of the brain seems to control language, writing, logical thought, analysis, and mathematical abilities. The left side also processes information sequentially.
• The right side of the brain processes information globally and controls emotional expression, spatial perception, recognition of faces, patterns, melodies, and emotions. Information presented only to the left hemisphere can be verbalized, but information only sent to the right cannot.
applying psychology to everyday life: paying attention to attention-deficit/ hyperactivity disorder
2.12 What are some potential causes of attention-deficit/ hyperactivity disorder? • ADHD is often diagnosed in children but may persist into adult-
hood. Multiple causes are possible including genetic, environ- mental, and several differences in brain structure and function.
the biological perspective
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Chapter Test:
1. In the structure of the neuron, the __________ receives messages from other cells.
a. axon c. soma b. dendrite d. myelin
2. Oligodendrocytes and Schwann cells generate a fatty substance known as
a. glial. c. myelin. b. soma. d. neurilemma.
3. Which of the following insulates and protects a neuron’s axon, as well as helps to speed along electrical impulses?
a. synaptic knobs c. myelin sheath b. receptor sites d. neuromodulators
4. When a neuron is in the resting potential state, the neuron is negatively charged on the _________ and positively charged on the _________.
a. inside; outside c. top; bottom b. outside; inside d. bottom; top
5. Which neurotransmitter stimulates muscle cells to contract but slows contractions in the heart?
a. acetylcholine c. serotonin b. GABA d. endorphin
6. Heroin mimics the actions of endorphins, inhibiting pain signals and creating a “high” feeling. Heroin is an example of a(n):
a. protagonist. c. agonist. b. antagonist. d. glial cell.
7. Involuntary muscles are controlled by the __________ nervous system.
a. somatic c. sympathetic b. autonomic d. parasympathetic
8. As you take notes, your heart beats at a normal rate. Your breath- ing is normal and your stomach slowly digests your earlier meal. What division of the peripheral nervous is currently in action?
a. sympathetic c. autonomic b. parasympathetic d. somatic
9. Robert has had difficulty sleeping for the past 6 months and his body seemingly no longer differentiates between night and day. His doctor believes the problem lies with Robert’s endocrine sys- tem. What gland will Robert’s physician focus on?
a. pituitary c. thyroid b. adrenal d. pineal
10. Which gland(s) is/are known to influence all other glands within the endocrine system?
a. pineal gland c. thyroid gland b. pituitary gland d. adrenal glands
11. Bailey is a subject in a study on memory and problem solving. The researcher is applying magnetic pulses to her brain through cop- per wire coils positioned directly above her scalp. Bailey’s study would best be described as a(n)
a. invasive stimulation technique. b. noninvasive stimulation technique. c. EEG technique. d. PET technique.
12. Which technique of studying the brain involves injecting the patient with radioactive glucose?
a. EEG c. MRI b. CT d. PET
13. Maria often sleeps soundly and rarely awakens to any outside noise. However, the cries of Maria’s baby can awaken her immedi- ately. What part of the brain is responsible for this reaction?
a. medulla c. reticular formation b. pons d. cerebellum
14. Alexis and Theresa are synchronized swimmers for their college swim team. They often work long hours to ensure the movements in their routine are perfectly timed. What part of their brains must Alexis and Theresa rely most upon?
a. medulla c. reticular formation b. pons d. cerebellum
15. Your psychology professor refers to this as the great relay station of the brain. What part is he or she referring to?
a. thalamus c. hippocampus b. hypothalamus d. amygdala
16. Which part of the brain is involved in the creation of memories and is often linked to Alzheimer’s disease?
a. hippocampus b. thalamus c. hypothalamus d. amygdala
17. Jessica has suffered a severe blow to the back of her head when she was thrown from her horse. Subsequently, her occipital lobe has been injured. Which of her senses has the highest chance of being affected?
a. hearing b. touch c. taste and smell d. vision
18. Jaime’s grandfather recently suffered a stroke and has had dif- ficulty with language production ever since. Most likely, he has experienced damage to the __________ area of his brain.
a. right rear b. left frontal c. left rear d. right frontal
19. Felicia is recovering from a brain injury. She is able to speak flu- ently but often uses incorrect words in a sentence. In one instance at a friend’s birthday party, she said, “I would like something to drink. Can I have some battery?” Felicia’s problem is known as
a. spatial neglect. b. visual agnosia. c. Broca’s aphasia. d. Wernicke’s aphasia.
20. Although the brain works largely as a whole, which of the follow- ing is not a correct pairing of hemisphere and function?
a. left; control of right-handed motor functions b. right; control of right-handed motor functions c. right; recognition of faces d. left; reading
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Taria Camerino is a pastry chef who experiences music, colors, shapes, and emotions as taste, Jamie Smith is a
sommelier, or wine steward, who experiences smells as colors and shapes, and James Wannerton is an informa-
tion technology consultant who experiences sounds, words, and colors as tastes and textures (Carlsen, 2013,
March 18). All three of these individuals have a condition known as synesthesia, which literally means “joined
sensation.” Recent studies suggest roughly 2%–4% of the population may experience some form of synesthe-
sia. While the causes of synesthesia are still being investigated, it appears in some forms that signals that come
from the sensory organs, such as the eyes or the ears, go to places in the brain where they weren’t originally
meant to be or are processed differently. Overall, there is increased communication between sensory regions
that results in synesthetes experiencing the world differently than others.
Which of your sensory abilities do you rely on most during a typical day? Are certain senses more important than others depending on the social context or setting?
s e n s a t i o n a n d p e r c e p t i o n3
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What are visual illusions and how can they and other factors influence and alter perception?
3.11
What is depth perception and what kind of cues are important for it to occur?3.10
What are the Gestalt principles of perception?3.9
What are perception and perceptual constancies?3.8
What allows people to experience the sense of touch, pain, motion, and balance?3.7
How do the senses of taste and smell work, and how are they alike?3.6
Why are some people unable to hear, and how can their hearing be improved?3.5
What is sound, and how does it travel through the various parts of the ear?3.4
How do the eyes see, and how do the eyes see different colors?3.3
What is light, and how does it travel through the various parts of the eye?3.2
How does sensation travel through the central nervous system, and why are some sensations ignored?
l e a r n i n g o b j e c t i v e s
3.1
Why study sensation and perception? Without sensations to tell us what is outside our own mental world, we would live entirely
in our own minds, separate from one another and unable to find food or any other basics
that sustain life. Sensations are the mind’s window to the world that exists around us.
Without perception, we would be unable to understand what all those sensations mean—
perception is the process of interpreting the sensations we experience so that we can act
upon them.
The ABCs of Sensation
3.1 How does sensation travel through the central nervous system, and why are some sensations ignored?
How do we get information from the outside world into our brains?
Information about the world has to have a way to get into the brain, where it can be used to determine actions and responses. The way into the brain is through the sensory organs and the process of sensation.
WhAT iS SenSATion?
Sensation occurs when special receptors in the sense organs—the eyes, ears, nose, skin, and taste buds—are activated, allowing various forms of outside stimuli to become neural signals in the brain. This process of converting outside stimuli, such as light, into neural activity is called transduction. Watch the Video, The Big Picture: Taking in the World Around Us, at MyPsychLab
The sensory receptors are specialized forms of neurons, the cells that make up the nervous system. Instead of receiving neurotransmitters from other cells, these recep- tor cells are stimulated by different kinds of energy—for example, the receptors in the eyes are stimulated by light, whereas the receptors in the ears are activated by vibrations. Touch receptors are stimulated by pressure or temperature, and the receptors for taste and smell are triggered by chemical substances. Each receptor type transduces the physi- cal information into electrical information in different ways, which then either depolar- izes or hyperpolarizes the cell, causing it to fire more or to fire less based on the timing and intensity of information it is detecting from the environment (Gardner & Johnson, 2013).
SenSory ThreSholdS
Ernst Weber (1795–1878) did stud- ies trying to determine the smallest difference between two weights that could be detected. His research led to the formulation known as Weber’s law of just noticeable differences (jnd, or the difference threshold). A jnd is the smallest difference between two stimuli that is detectable 50 percent of the time, and Weber’s law simply means that whatever the difference between stimuli might be, it is always a constant. If to notice a difference the amount of sugar a person would need to add to a cup of coffee that is already
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In some parts of the United States, “coffee regular” refers to coffee with two creams and two sugars. How much more sugar would you need to add to taste a difference?
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3.1 sweetened with 5 teaspoons is 1 teaspoon, then the percentage of change needed to detect a just noticeable difference is one fifth, or 20 percent. So if the coffee has 10 tea- spoons of sugar in it, the person would have to add another 20 percent, or 2 teaspoons, to be able to taste the difference half of the time. Most people would not typically drink a cup of coffee with 10 teaspoons of sugar in it, let alone 12 teaspoons, but you get the point. To see a visual example of this, participate in the experiment Weber’s Law and discover the amount of change needed to detect a just noticeable difference between two circles of light.
Table 3.1
Examples of Absolute Thresholds
SenSe ThreShold
Sight A candle flame at 30 miles on a clear, dark night
Hearing The tick of a watch 20 feet away in a quiet room
Smell One drop of perfume diffused throughout a three-room apartment
Taste 1 teaspoon of sugar in 2 gallons of water
Touch A bee’s wing falling on the cheek from 1 centimeter above
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Weber’s Law
In this experiment, you will be presented a series of boxes containing two circles of light. In each presentation, the circles will either be the same brightness or color saturation or they will vary in brightness or color saturation. Your task is to decide if the two circles appear to have the same brightness or different brightness.
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Simulation
Gustav Fechner (1801–1887) expanded on Weber’s work by studying something he called the absolute threshold (Fechner, 1860). An absolute threshold is the lowest level of stimulation that a person can consciously detect 50 percent of the time the stimula- tion is present. (Remember, the jnd is detecting a difference between two stimuli.) For example, assuming a very quiet room and normal hearing, how far away can someone sit and you might still hear the tick of their analog watch on half of the trials? For some examples of absolute thresholds for various senses, see Table 3.1.
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I’ve heard about people being influenced by stuff in movies and on television, things that are just below the level of conscious awareness. Is that true?
Stimuli that are below the level of conscious awareness are called subliminal stimuli. (The word limin means “threshold,” so sublimin means “below the threshold.”) These stimuli are just strong enough to activate the sensory receptors but not strong enough for people to be consciously aware of them. Many people believe that these stimuli act upon the unconscious mind, influencing behavior in a process called sublimi- nal perception.
At one time, many people believed that a market researcher named James Vicary had demonstrated the power of subliminal perception in advertising. In 1957, Vicary claimed that over a 6-week period, 45,699 patrons at a movie theater in Fort Lee, New Jersey, were shown two advertising messages, Eat Popcorn and Drink Coca-Cola, while they watched the film Picnic. According to Vicary, these messages were flashed for 3 milliseconds once every 5 seconds. Vicary claimed that over the 6-week period the sales of popcorn rose 57.7 percent and the sales of Coca-Cola rose 18.1 percent. It was 5 years before Vicary finally admitted that he had never conducted a real study (Merikle, 2000; Pratkanis, 1992). Furthermore, many researchers have gathered scien- tific evidence that subliminal perception does not work in advertising (Bargh et al., 1996; Broyles, 2006; Moore, 1988; Pratkanis & Greenwald, 1988; Trappey, 1996; Vokey & Read, 1985).
This is not to say that subliminal perception does not exist—there is a growing body of evidence that we process some stimuli without conscious awareness, especially stimuli that are fearful or threatening (LeDoux & Phelps, 2008; Öhman, 2008). In this effort, researchers have used event-related potentials (ERPs) and functional magnetic res- onance imaging (fMRI) to verify the existence of subliminal perception and associated learning in the laboratory (Babiloni et al., 2010; Bernat et al., 2001; Fazel-Rezai & Pe- ters, 2005; Sabatini et al., 2009). to Learning Objective 2.6. The stimuli used in these studies are detectable by our sensory systems but below the level of full conscious perception. Participants are not aware or conscious that they have been exposed to the stimuli due to masking or manipulation of attention. Furthermore, the stimuli typically influence automatic reactions (such as an increase in facial tension) rather than direct voluntary behaviors (such as going to buy something suggested by advertising).
hABiTuATion And SenSory AdApTATion
Some of the lower centers of the brain filter sensory stimulation and “ignore” or prevent conscious attention to stimuli that do not change. The brain is primarily interested in changes in information. That’s why people don’t really “hear” the noise of the air condi- tioner unless it suddenly cuts off, or the noise made in some classrooms, unless it gets very quiet or someone else directs their attention toward it. Although they actually are hear- ing it, they aren’t paying attention to it. This is called habituation, and it is the way the brain deals with unchanging information from the environment. to Learning Objective 2.7.
Sometimes I can smell the odor of the garbage can in the kitchen when I first come home, but after a while the smell seems to go away—is this also habituation?
Although different from habituation, sensory adaptation is another process by which constant, unchanging information from the sensory receptors is effectively
This young woman does not feel the piercings on her ear and nose because sensory adaptation allows her to ignore a constant, unchanging stimulation from the metal rings. What else is she wearing that would cause sensory adaptation?
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ignored. In habituation, the sensory receptors are still responding to stimulation but the lower centers of the brain are not sending the signals from those receptors to the cortex. The process of sensory adaptation differs because the receptor cells themselves become less responsive to an unchanging stimulus—garbage odors included—and the receptors no longer send signals to the brain.
For example, when you eat, the food that you put in your mouth tastes strong at first, but as you keep eating the same thing, the taste does fade somewhat, doesn’t it? Generally speaking, all of our senses are subject to sensory adaptation.
You might think, then, that if you stare at something long enough, it would also disappear, but the eyes are a little different. Even though the sensory receptors in the back of the eyes adapt to and become less responsive to a constant visual stimulus, under ordinary circumstances the eyes are never entirely still. There’s a constant movement of the eyes, tiny little vibrations called “microsaccades” or “saccadic movements” that people don’t consciously notice. These movements keep the eyes from adapting to what they see. (That’s a good thing, because otherwise many students would no doubt go blind from staring off into space.)
3.1
The ABCs of Sensation
sensation process by which information from the outside world enters the brain
related to the activation of receptors in the various sense organs
detected by sensory receptors
sometimes "ignored" through sensory adaptation or cognitive habituation
related to changes in physical stimuli
1. ________ involves the detection of physical stimuli from our environment and is made possible by the activation of specific receptor cells.
a. Perception b. Sublimination c. Adaptation d. Sensation
2. The lowest level of stimulation that a person can consciously detect 50 percent of the time the stimulation is present is called
a. absolute threshold. b. just noticeable difference. c. sensation. d. sensory adaptation.
3. After being in class for a while, ____________ is a likely explanation for not hearing the sound of the lights buzzing above you until someone says something about it.
a. accommodation b. adaptation c. sublimation d. habituation
4. You are drinking a strong cup of coffee that is particularly bitter. After a while, the coffee doesn’t taste as strong as it did when you first tasted it. What has happened?
a. sensory adaptation b. subliminal perception c. habituation d. perceptual defense
THInkIng CrITICAllY: Do you think subliminally presented stimuli could cause some- one to buy a particular product? Why or why not?
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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C o n C e p T M A p
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Gamma rays
X-rays
10–5 10–3 10–1 101 103 105 107 109 1011 1013 1015 1017
Ultra- violet rays
Infrared rays
Radar Radio waves FM TV AM
AC circuits
Wavelength in nanometers (nm; billionths of a meter)
White light
Prism
Visible light 400–700 nm
Figure 3.1 The Visible Spectrum
The wavelengths that people can see are only a small part of the whole electromagnetic spectrum.
The Science of Seeing
I’ve heard that light is waves, but I’ve also heard that light is made of particles—which is it?
Light is a complicated phenomenon. Although scientists have long argued over the na- ture of light, they finally have agreed that light has the properties of both waves and particles. The following section gives a brief history of how scientists have tried to “shed light” on the mystery of light.
perCepTuAl properTieS of lighT: CATChing The WAVeS
3.2 What is light, and how does it travel through the various parts of the eye?
It was Albert Einstein who first proposed that light is actually tiny “packets” of waves. These “wave packets” are called photons and have specific wavelengths associated with them (Lehnert, 2007; van der Merwe & Garuccio, 1994).
When people experience the physical properties of light, they are not really aware of its dual, wavelike and particle-like, nature. With regard to its psychological properties, there are three aspects to our perception of light: brightness, color, and saturation.
Brightness is determined by the amplitude of the wave—how high or how low the wave actually is. The higher the wave, the brighter the light appears to be. Low waves are dimmer. Color, or hue, is largely determined by the length of the wave. Long wavelengths (measured in nanometers) are found at the red end of the visible spectrum (the portion of the whole spectrum of light that is visible to the human eye; see Figure 3.1), whereas shorter wavelengths are found at the blue end.
Saturation refers to the purity of the color people perceive: A highly saturated red, for example, would contain only red wavelengths, whereas a less-saturated red might contain a mixture of wavelengths. For example, when a child is using the red paint from a set of poster paints, the paint on the paper will look like a pure red, but if the child mixes in some white paint, the paint will look pink. The hue is still red but it will be less of a saturated red because of the presence of white wavelengths. Mixing in black or gray would also lessen the saturation. (Note that when combining different colors, light works
differently than pigments or paint. We will look at this distinction when we ex- amine perception of color).
The STruCTure of The eye
The best way to talk about how the eye processes light is to talk about what hap- pens to an image being viewed as the photons of light from that image travel through the eye. Refer to Figure 3.2 to follow the path of the image. froM fronT To BACk: The pArTS of The eye Light enters the eye directly from a source (such as the sun) or indirectly by reflecting off of an object. To see clearly, a single point of light from a source or reflected from an object must travel through the structures of the eye and end up on the retina as a single point. Light bends as it passes through substances of different densities, through a process known as re- fraction. For example, have you ever looked at a drinking straw in a glass of water
through the side of the glass? It appears that the straw bends, or is broken, at the surface of the water. That optical illusion is due to the refraction of light. The structures of the eye play a vital role in both collecting and focusing of light so we can see clearly.
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The surface of the eye is covered in a clear membrane called the cornea. The cornea not only protects the eye but also is the structure that focuses most of the light coming into the eye. The cornea has a fixed curvature, like a camera that has no option to adjust the focus. However, this curvature can be changed somewhat through vision-improving techniques that change the shape of the cornea. For example, ophthalmologists, physi- cians who specialize in medical and surgical treatment of eye problems, can use both pho- toreactive keratectomy (PRK) and laser-assisted in situ keratomileusis (LASIK) procedures to remove small portions of the cornea, changing its curvature, and thus the focus in the eye.
The next visual layer is a clear, watery fluid called the aqueous humor. This fluid is continually replenished and supplies nourishment to the eye. The light from the visual image then enters the interior of the eye through a hole, called the pupil, in a round muscle called the iris (the colored part of the eye). The iris can change the size of the pupil, letting more or less light into the eye. That also helps focus the image; people try to do the same thing by squinting.
Behind the iris, suspended by muscles, is another clear structure called the lens. The flexible lens finishes the focusing process begun by the cornea. In a process called visual accommodation, the lens changes its shape from thick to thin, enabling it to fo- cus on objects that are close or far away. The variation in thickness allows the lens to project a sharp image on the retina. People lose this ability as the lens hardens through aging (a disorder called presbyopia). Although people try to compensate* for their in- ability to focus on things that are close to them, eventually they usually need bifocals because their arms just aren’t long enough anymore. In nearsightedness, or myopia, vi- sual accommodation may occur but the shape of the eye causes the focal point to fall short of the retina. In farsightedness, or hyperopia, the focus point is behind the retina (see Figure 3.3 on the next page). Glasses, contacts, or corrective surgery like LASIK or PRK can correct these issues.
*compensate: to correct for an error or defect.
Figure 3.2 Structure of the eye
light enters the eye through the cornea and pupil. The iris controls the size of the pupil. From the pupil, light passes through the lens to the retina, where it is transformed into nerve impulses. The nerve impulses travel to the brain along the optic nerve.
Light
Blood vessels
Optic nerve Sends visual information to the brain
Blind spot (optic disc) Where the optic nerve leaves the eye; there are no photoreceptor cells here
Vitreous humor Jelly-like liquid that nourishes and gives shape to the eye
Retina Contains photoreceptor cells
Fovea Central area of retina; greatest density of photoreceptors
Lens Changes shape to bring objects into focus
Pupil Iris opening that changes size depending on the amount of light in the environment
Iris Its muscles control the size of the pupil
Aqueous humor Clear liquid that nourishes the eye
Cornea Bends light waves so the image can be focused on the retina
This photo illustrates an optical illusion caused by the refraction of light. The straw is not really broken although it appears that way.
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Once past the lens, light passes through a large, open space filled with a clear, jelly- like fluid called the vitreous humor. This fluid, like the aqueous humor, also nourishes the eye and gives it shape. reTinA, rodS, And ConeS The final stop for light within the eye is the retina, a light- sensitive area at the back of the eye containing three layers: ganglion cells, bipolar cells, and the rods and cones, special receptor cells (photoreceptors) that respond to the various wavelengths of light. (See Figures 3.4a and b.) While the retina is responsible for ab- sorbing and processing light information, the rods and the cones are the business end of the retina—the part that actually receives the photons of light and turns them into neural signals for the brain, sending them first to the bipolar cells (a type of interneuron; called bipolar or “two-ended” because they have a single dendrite at one end and a single axon on the other; to Learning Objective 2.3) and then to the retinal ganglion cells whose axons form the optic nerve. (See Figure 3.4a.)
The rods and cones are responsible for different aspects of vision. There are 6 mil- lion cones in each eye; of these, 50,000 have a private line to the optic nerve (one bipolar cell for each cone). This means that the cones are the receptors for visual acuity, or ability, to see fine detail. Cones are located all over the retina but are more concentrated at its very center where there are no rods (the area called the fovea). (See Figure 3.4a.) Cones also need a lot more light to function than the rods do, so cones work best in bright light, which is also when people see things most clearly. Cones are also sensitive to different wavelengths of light, so they are responsible for color vision.
Figure 3.4 The parts of the retina
(a) light passes through ganglion and bipolar cells until it reaches and stimulates the rods and cones. nerve impulses from the rods and cones travel along a nerve pathway to the brain. (b) On the right of the figure is a photomicrograph of the long, thin rods and the shorter, thicker cones; the rods outnumber the cones by a ratio of about 20 to 1. (c) The blind spot demonstration. Hold the book in front of you. Close your right eye and stare at the picture of the dog with your left eye. Slowly bring the book closer to your face. The picture of the cat will disappear at some point because the light from the picture of the cat is falling on your blind spot. If you cannot seem to find your blind spot, trying moving the book more slowly.
a. b.
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Ganglion cells
Bipolar neurons
Direction of nerve impulses
Light
Optic disc
Blind spot
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Photoreceptor cells Rods Cones
Optic nerve �bers going to the brain
Figure 3.3 nearsightedness and farsightedness
(a) Nearsighted eye (b) Farsighted eye
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The rods (about 100 million of them in each eye) are found all over the retina except the fovea, but are concentrated in the periphery. Rods are sensitive to changes in brightness but not to a variety of wavelengths, so they see only in black and white and shades of gray. They can be very sensitive because many rods are connected to a single bipolar cell, so that if even only one rod is stimulated by a photon of light, the brain perceives the whole area of those rods as stimulated. But because the brain doesn’t know exactly what part of the area (which rod) is actually sending the message, the visual acuity (sharpness) is quite low. That’s why things seen in low levels of light, such as twilight or a dimly lit room, are fuzzy and grayish. Because rods are located on the periphery of the retina, they are also responsible for peripheral vision. The Blind SpoT The eyes don’t adapt to constant stimuli under normal circumstances because of saccadic movements. But if people stare with one eye at one spot long enough, objects that slowly cross their visual field may at one point disappear briefly because there is a “hole” in the retina—the place where all the axons of those ganglion cells leave the retina to become the optic nerve, the optic disk. There are no rods or cones here, so this is referred to as the blind spot. You can demonstrate the blind spot for yourself by follow- ing the directions in Figure 3.4c.
hoW The eye WorkS
3.3 How do the eyes see, and how do the eyes see different colors?
You may want to first look at Figure 3.5 for a moment before reading this section. Light entering the eyes can be separated into the left and right visual fields. Light from the right visual field falls on the left side of each eye’s retina; light from the left visual field falls on the right side of each retina. Light travels in a straight line through the cornea and lens, result- ing in the image projected on the retina actually being upside down and reversed from left to right as compared to the visual fields. Thank goodness our brains can compensate for this!
The areas of the retina can be divided into halves, with the halves toward the tem- ples of the head referred to as the temporal retinas and the halves toward the center, or
Figure 3.5 Crossing of the optic nerve
light falling on the left side of each eye’s retina (from the right visual field, shown in yellow) will stimulate a neural message that will travel along the optic nerve to the thalamus, and then on to the visual cortex in the occipital lobe of the left hemisphere. notice that the message from the temporal half of the left retina goes to the left occipital lobe, while the message from the nasal half of the right retina crosses over to the left hemisphere (the optic chiasm is the point of crossover). The optic nerve tissue from both eyes joins together to form the left optic tract before going on to the thalamus and the left occipital lobe. For the left visual field (shown in blue), the messages from both right sides of the retinas will travel along the right optic tract to the right visual cortex in the same manner.
Left visual �eld
Left eye
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Optic nerve
Nerve signal
Left visual cortex
Right visual cortex
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nose, called the nasal retinas. Look at Figure 3.5 again. Notice that the information from the left visual field (falling on the right side of each retina) goes to the right visual cortex, while the information from the right visual field (falling on the left side of each retina) goes to the left visual cortex. This is because the axons from the temporal halves of each retina project to the visual cortex on the same side of the brain while the axons from the nasal halves cross over to the visual cortex on the opposite side of the brain. The optic chiasm is the point of crossover.
Because rods work well in low levels of light, they are also the cells that allow the eyes to adapt to low light. Dark adaptation occurs as the eye recovers its ability to see when going from a brightly lit state to a dark state. (The light-sensitive pigments that al- low us to see are able to regenerate or “recharge” in the dark.) The brighter the light was, the longer it takes the rods to adapt to the new lower levels of light (Bartlett, 1965). This is why the bright headlights of an oncoming car can leave a person less able to see for a while after that car has passed. Fortunately, this is usually a temporary condition because the bright light was on so briefly and the rods readapt to the dark night relatively quickly. Full dark adaptation, which occurs when going from more constant light to darkness, such as turning out one’s bedroom lights, takes about 30 minutes. As people get older this process takes longer, causing many older persons to be less able to see at night and in darkened rooms (Klaver et al., 1998). This age-related change can cause night blindness, in which a person has difficulty seeing well enough to drive at night or get around in a darkened room or house. Some research indicates that taking supplements such as vitamin A can reverse or relieve this symptom in some cases ( Jacobsen et al., 1995). When going from a darkened room to one that is brightly lit, the opposite process occurs. The cones have to adapt to the increased level of light, and they accomplish this light adaptation much more quickly than the rods adapt to darkness—it takes a few seconds at most (Hood, 1998).
perCepTion of Color
Earlier you said the cones are used in color vision. There are so many colors in the world—are there cones that detect each color? Or do all cones detect all colors?
Although experts in the visual system have been studying color and its nature for many years, at this point in time there is an ongoing theoretical discussion about the role the cones play in the sensation of color. TriChroMATiC Theory Two theories about how people see colors were originally pro- posed in the 1800s. The first is called the trichromatic (“three colors”) theory. First proposed by Thomas Young in 1802 and later modified by Hermann von Helmholtz in 1852, this theory proposed three types of cones: red cones, blue cones, and green cones, one for each of the three primary colors of light.
Most people probably think that the primary colors are red, yellow, and blue, but these are the primary colors when talking about painting—not when talking about light. Paints reflect light, and the way reflected light mixes is different from the way direct light mixes. For example, if an artist were to blend red, yellow, and blue paints together, the result would be a mess—a black mess. The mixing of paint (reflected light) is subtractive, removing more light as you mix in more colors. As all of the colors are mixed, more light waves are ab- sorbed and we see black. But if the artist were to blend a red, green, and blue light together by focusing lights of those three colors on one common spot, the result would be white, not black. The mixing of direct light is additive, resulting in lighter colors, more light, and when mixing red, blue, and green, we see white, the reflection of the entire visual spectrum.
In the trichromatic theory, different shades of colors correspond to different amounts of light received by each of these three types of cones. These cones then fire their message to the brain’s vision centers. It is the combination of cones and the rate at which they are firing that determine the color that will be seen. For example, if the
While this deer may seem to see relatively well at night, the oncoming headlights of a car will briefly blind it. It may only take a few seconds for light adaption to occur, but until it does, the deer is unable to fully see, do it does not move.
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red and green cones are firing in response to a stimulus at fast enough rates, the color the person sees is yellow. If the red and blue cones are firing fast enough, the re- sult is magenta. If the blue and green cones are firing fast enough, a kind of cyan color (blue-green) appears.
Paul K. Brown and George Wald (1964) identified three types of cones in the retina, each sensitive to a range of wave- lengths, measured in nanometers (nm), and a peak sensitivity that roughly corresponds to three different colors (although hues/ colors can vary depending on brightness and saturation). The peak wavelength of light the cones seem to be most sensitive to turns out to be just a little different from Young and von Helmholtz’s original three corresponding colors: Short wavelength cones detect what we see as blue-violet (about 420 nm), medium wavelength cones detect what we see as green (about 530 nm), and long wavelength cones detect what we see as green-yellow (about 560 nm). Interestingly, none of the cones identified by Brown and Wald have a peak sensitivity to light where most of us see red (around 630 nm). Keep in mind, though, each cone responds to light across a range of wavelengths, not just its wavelength of peak sensitivity. Depending on the intensity of the light, both the medium and long wavelength cones respond to light that appears red. opponenT-proCeSS Theory The trichromatic theory would, at first glance, seem to be more than adequate to explain how people perceive color. But there’s an interesting phe- nomenon that this theory cannot explain. If a person stares at a picture of the American flag for a little while—say, a minute—and then looks away to a blank white wall or sheet of paper, that person will see an afterimage of the flag. Afterimages occur when a visual sensation persists for a brief time even after the original stimulus is removed. The per- son would also notice rather quickly that the colors of the flag in the afterimage are all wrong—green for red, black for white, and yellow for blue. If you follow the directions for Figure 3.6, in which the flag is yellow, green, and black, you should see a flag with the usual red, white, and blue.
Hey, now the afterimage of the flag has normal colors! Why does this happen?
The phenomenon of the color afterim- age is explained by the second theory of color perception, called the opponent-process theory (De Valois & De Valois, 1993; Hurv- ich & Jameson, 1957), based on an idea first suggested by Edwald Hering in 1874 (Finger, 1994). In opponent-process theory, there are four primary colors: red, green, blue, and yel- low. The colors are arranged in pairs, with each member of the pair as opponents. Red is paired with its opponent green, and blue is paired with its opponent yellow. If one member of a
Figure 3.6 Color Afterimage
Stare at the white dot in the center of this oddly colored flag for about 30 seconds. now look at a white piece of paper or a white wall. notice that the colors are now the normal, expected colors of the American flag. They are also the primary colors that are opposites of the colors in the picture and provide evidence for the opponent- process theory of color vision.
In trichromatic theory, the three types of cones combine to form different colors much as these three colored lights combine.
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pair is strongly stimulated, the other member is inhibited and cannot be working—so there are no reddish-greens or bluish-yellows.
So how can this kind of pairing cause a color afterimage? From the level of the bipolar and ganglion cells in the retina, all the way through the thalamus, and on to the visual cortical areas in the brain, some neurons (or groups of neurons) are stimulated by light from one part of the visual spectrum and inhibited by light from a different part of the spectrum. For example, let’s say we have a red-green ganglion cell in the retina whose baseline activity is rather weak when we expose it to white light. However, the cell’s activ- ity is increased by red light, so we experience the color red. If we stimulate the cell with red light for a long enough period of time, the cell becomes fatigued. If we then swap out the red light with white light, the fatigued cell responds even less than the original baseline. Now we experience the color green, because green is associated with a decrease in the responsiveness of this cell.
So which theory is the right one? Both theories play a part in color vision. Trichro- matic theory can explain what is happening with the raw stimuli, the actual detection of various wavelengths of light. Opponent-process theory can explain afterimages and other aspects of visual perception that occur after the initial detection of light from our envi- ronment. In addition to the retinal bipolar and ganglion cells, opponent-process cells are contained inside the thalamus in an area called the lateral geniculate nucleus (LGN). The LGN is part of the pathway that visual information takes to the occipital lobe. It is when the cones in the retina send signals through the retinal bipolar and ganglion cells that we see the red versus green pairings and blue versus yellow pairings. Together with the reti- nal cells, the cells in the LGN appear to be the ones responsible for opponent-processing of color vision and the afterimage effect.
So which theory accounts for color blindness? I’ve heard that there are two kinds of color blindness, when you can’t tell red from green and when you can’t tell blue from yellow.
Color BlindneSS From the mention of red-green and yellow-blue color blindness, one might think that the opponent-process theory explains this problem. But in reality “color blindness” is caused by defective cones in the retina of the eye and, as a more general term, color-deficient vision is more accurate, as most people with “color blindness” have two types of cones working and can see many colors.
There are really three kinds of color-deficient vision. In a very rare type, monochrome color blindness, people either have no cones or have cones that are not working at all. Es- sentially, if they have cones, they only have one type and, therefore, everything looks the same to the brain—shades of gray. The other types of color-deficient vision, or dichromatic vision, are caused by the same kind of problem—having one cone that does not work properly. So instead of experiencing the world with normal vision based on combinations of three cones or colors, trichromatic vision, individuals with dichromatic vision experi- ence the world with essentially combinations of two cones or colors. Red-green color deficiency is due to the lack of functioning red or green cones. In both of these, the indi- vidual confuses reds and greens, seeing the world primarily in blues, yellows, and shades of gray. A lack of functioning blue cones is much less common and causes blue-yellow color deficiency. These individuals see the world primarily in reds, greens, and shades of gray. To get an idea of what a test for color-deficient vision is like, look at Figure 3.7.
Why are most of the people with color-deficient vision men?
Color-deficient vision involving one set of cones is inherited in a pattern known as sex-linked inheritance. The gene for color-deficient vision is recessive. To inherit a recessive
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trait, you normally need two of the genes, one from each parent. to Learning Objective 8.3. But the gene for color-deficient vision is attached to a particular chromo- some (a package of genes) that helps to determine the sex of a person. Men have one X chromosome and one smaller Y chromosome (named for their shapes), whereas women have two X chromosomes. The smaller Y has fewer genes than the larger X, and one of the genes missing is the one that would suppress the gene for color-deficient vision. For a woman to have color-deficient vision, she must inherit two recessive genes, one from each parent, but a man only needs to inherit one recessive gene—the one passed on to him on his mother’s X chromosome. His odds are greater; therefore, more males than females have color-deficient vision.
Figure 3.7 The ishihara Color Test
In the circle on the left, the number 8 is visible only to those with normal color vision. In the circle on the right, people with normal vision will see the number 96, while those with red-green color blindness will see nothing but a circle of dots.
The Science of Seeing
has psychological properties
is a physical stimulus
seeing
light brightness
color/hue
saturation
contains photoreceptors
has a blind spot
rods
cones
trichromatic theory — processing by cones opponent-process theory — processing beyond cones (bipolar or ganglion cells to LGN of thalamus)
is a form of electromagnetic radiation with properties of both waves and particles
processed by the eye
begins with retinal receptor cells
rods
cones
cornea pupil
lens retina
found in periphery of retina
“see” black and white or shades of gray
work well in low light
found all over but greatest density in center of retina (fovea)
“see” colors
work best in bright light
primarily responsible for color vision: two theories
3.33.2 Explore the Concept at MyPsychLab
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The hearing Sense: Can you hear Me now?
If light works like waves, then do sound waves have similar properties?
The properties of sound are indeed similar to those of light, as both senses rely on waves. But the similarity ends there, as the physical properties of sound are different from those of light.
perCepTion of Sound: good ViBrATionS
3.4 What is sound, and how does it travel through the various parts of the ear?
Sound waves do not come in little packets the way light comes in photons. Sound waves are simply the vibrations of the molecules of air that surround us. Sound waves do have
the same properties of light waves though—wavelength, amplitude, and purity. Wavelengths are interpreted by the brain as frequency or pitch (high, medium, or low). Amplitude is interpreted as volume, how soft or loud a sound is. (See Figure 3.8.) Finally, what would corre- spond to saturation or purity in light is called timbre in sound, a rich- ness in the tone of the sound. And just as people rarely see pure colors in the world around us, they also seldom hear pure sounds. The every- day noises that surround people do not allow them to hear many pure tones.
Just as a person’s vision is limited by the visible spectrum of light, a person is also limited in the range of frequencies he or she can hear. Frequency is measured in cycles (waves) per second, or hertz (Hz). Human limits are between 20 and 20,000 Hz, with the most sensitiv-
ity from about 2000 to 4000 Hz, very important for conversational speech. (In compari- son, dogs can hear between 50 and 60,000 Hz, and dolphins can hear up to 200,000 Hz.)
1. Which of the following is largely determined by the length of a light wave?
a. color b. brightness
c. saturation d. duration
2. Aside from the lens, damage to the ________ can affect the eye’s ability to focus light.
a. iris b. cornea
c. pupil d. retina
3. In farsightedness, also known as _______________, the focal point is _____________ the retina.
a. presbyopia; above b. myopia; below c. hyperopia; behind d. presbyopia; in front of
4. Colleen stares at a fixed spot in her bedroom using only one eye. After a while, what might happen to her vision?
a. Any object that slowly crosses her visual field may at one point disappear.
b. Any object that she focuses on will begin to rotate, first clockwise, then counterclockwise.
c. Objects will become more focused the longer she looks at them.
d. Objects will become more distorted the longer she looks at them.
5. What are the three primary colors as proposed by the trichromatic theory?
a. red, yellow, blue b. red, green, blue c. white, black, brown d. white, black, red
6. Which of the following best explains afterimages? a. trichromatic theory b. opponent-process theory c. color-deficient vision d. monochrome color blindness
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
© The new Yorker Collection 1998 Charles Barsotti from cartoonbank.com. All rights reserved.
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To hear the higher and lower frequencies of a piece of music on their iPod® or iPhone®, for example, a person would need to increase the amplitude or volume—which explains why some people like to “crank it up.”
The STruCTure of The eAr: folloW The ViBeS
The ear is a series of structures, each of which plays a part in the sense of hearing, as shown in Figure 3.9 on the next page. The ouTer eAr The pinna is the visible, external part of the ear that serves as a kind of concentrator, funneling* the sound waves from the outside into the structure of the ear. The pinna is also the entrance to the auditory canal (or ear canal), the short tunnel that runs down to the tympanic membrane, or eardrum. When sound waves hit the eardrum, they cause three tiny bones in the middle ear to vibrate. The Middle eAr: hAMMer, AnVil, And STirrup The three tiny bones in the middle ear are known as the hammer (malleus), anvil (incus), and stirrup (stapes), each name stem-
*funneling: moving to a focal point.
Figure 3.8 Sound Waves and decibels
(a) Two sound waves. The higher the wave, the louder the sound; the lower the wave, the softer the sound. If the waves are close together in time (high frequency), the pitch will be perceived as a high pitch. Waves that are farther apart (low frequency) will be perceived as having a lower pitch. (b) Decibels of various stimuli. A decibel is a unit of measure for loudness. Psychologists study the effects that noise has on stress, learning, performance, aggression, and psychological and physical well-being.
135: Headphones turned to highest volume
125: Jackhammer, 3 feet away 120: Sound causes pain
Pain threshold
Potential ear damage
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100: Chain saw or subway train going by, 20 feet away
85–90: Prolonged exposure to any sound above this level causes hearing loss
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ming from the shape of the respective bone. Collectively they are referred to as the ossicles and they are the smallest bones in the human body. The vibration of these three bones amplifies the vibrations from the eardrum. The stirrup, the last bone in the chain, causes a membrane covering the opening of the inner ear to vibrate. The inner eAr This membrane is called the oval window, and its vibrations set off an- other chain reaction within the inner ear. The inner ear is a snail-shaped structure called the cochlea, which is filled with fluid. When the oval window vibrates, it causes the fluid in the cochlea to vibrate. This fluid surrounds a membrane running through the middle of the cochlea called the basilar membrane.
The basilar membrane is the resting place of the organ of Corti, which contains the receptor cells for the sense of hearing. When the basilar membrane vibrates, it vibrates the organ of Corti, causing it to brush against a membrane above it. On the organ of Corti are special cells called hair cells, which are the receptors for sound. When these auditory receptors or hair cells are bent up against the other membrane, it causes them to send a neural message through the auditory nerve (which contains the axons of all the recep- tor neurons) and into the brain, where after passing through the thalamus, the auditory cortex will interpret the sounds (the transformation of the vibrations of sound into neural messages is transduction). The louder the sound in the outside world, the stronger the vibrations that stimulate more of those hair cells—which the brain interprets as loudness.
I think I have it straight—but all of that just explains how soft and loud sounds get to the brain from the outside. How do we hear different kinds of sounds, like high pitches and low pitches?
perCeiVing piTCh
Pitch refers to how high or low a sound is. For example, the bass beats in the music pounding through the wall of your apartment from the neighbors next door are low
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Figure 3.9 The Structure of the ear
(a) This drawing shows the entire ear, beginning with the outer ear (pinna, ear canal, and eardrum). The vestibular organ includes the semicircular canals and the otolith organs (inside the round structures just above the cochlea). (b) The middle ear. Sound waves entering through the ear canal cause the eardrum to vibrate, which causes each of the three bones of the middle ear to vibrate, amplifying the sound. The stirrup rests on the oval window, which transmits its vibration to the fluid in the inner ear. (c) The inner ear. large spaces are filled with fluid (shown in purple) that vibrates as the oval window vibrates. A thin membrane suspended in this fluid is called the basilar membrane, which contains the organ of Corti, the structure composed of the hairlike cells that send signals via the auditory nerve to the thalamus, which then relays information to the auditory cortex. (d) A close-up view of the basilar membrane (in dark pink) with the hair cells of the organ of Corti (in lighter pink). notice the axons (small green lines) leaving the hair cells to form the auditory nerve.
Pinna
Ear canal
Vestibular organ (semicircular canals)
Cochlea Eardrum Middle ear
Oval window
Hammer Anvil
Stirrup
Eardrum
Auditory nerve
Organ of Corti
Basilar membrane
Hair cell
Axons
a. b.
Fluid in cochlea
Organ of Corti
Basilar membrane
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pitch, whereas the scream of a 2-year-old child is a very high pitch. Very high. There are three primary theories about how the brain receives information about pitch.
The oldest of the three theories, place theory, is based on an idea proposed in 1863 by Hermann von Helmholtz and elaborated on and modified by Georg von Békésy, beginning with experiments first published in 1928 (Békésy, 1960). In this theory, the pitch a person hears depends on where the hair cells that are stimulated are located on the organ of Corti. For example, if the person is hearing a high-pitched sound, all of the hair cells near the oval window will be stimulated, but if the sound is low pitched, all of the hair cells that are stimulated will be located farther away on the organ of Corti.
Frequency theory, developed by Ernest Rutherford in 1886, states that pitch is related to how fast the basilar membrane vibrates. The faster this membrane vibrates, the higher the pitch; the slower it vibrates, the lower the pitch. (In this theory, all of the audi- tory neurons would be firing at the same time.)
So which of these first two theories is right? It turns out that both are right—up to a point. For place theory to be correct, the basilar membrane has to vibrate unevenly— which it does when the frequency of the sound is above 1000 Hz. For the frequency theory to be correct, the neurons associated with the hair cells would have to fire as fast as the basilar membrane vibrates. This only works up to 1000 Hz, because neurons don’t ap- pear to fire at exactly the same time and rate when frequencies are faster than 1000 times per second. Not to mention the maximum firing rate for neurons is approximately 1000 times per second due to the refractory period.
The frequency theory works for low pitches, and place theory works for moderate to high pitches. Is there another explanation? Yes, and it is a third theory, developed by Ernest Wever and Charles Bray, called the volley principle (Wever, 1949; Wever & Bray, 1930), which appears to account for pitches from about 400 Hz up to about 4000. In this explanation, groups of auditory neurons take turns firing in a process called volleying. If a person hears a tone of about 3000 Hz, it means that three groups of neurons have taken turns sending the message to the brain—the first group for the first 1000 Hz, the second group for the next 1000 Hz, and so on.
TypeS of heAring iMpAirMenTS
3.5 Why are some people unable to hear, and how can their hearing be improved?
Hearing impairment is the term used to refer to difficulties in hearing. A person can be partially hearing impaired or totally hearing impaired, and the treatment for hearing loss will vary according to the reason for the impairment. ConduCTion heAring iMpAirMenT Conduction hearing impairment, or conductive hear- ing loss, refers to problems with the mechanics of the outer or middle ear and means that sound vibrations cannot be passed from the eardrum to the cochlea. The cause might be a damaged eardrum or damage to the bones of the middle ear (usually from an infection). In this kind of impairment the causes can often be treated, for example, hearing aids may be of some use in restoring hearing. nerVe heAring iMpAirMenT In nerve hearing impairment, or sensorineural hearing loss, the problem lies either in the inner ear or in the auditory pathways and cortical areas of the brain. This is the most common type of permanent hearing loss. Normal aging causes loss of hair cells in the cochlea, and exposure to loud noises can damage hair cells. Tin- nitus is a fancy word for an extremely annoying ringing in one’s ears, and it can also be caused by infections or loud noises—including loud music in headphones. Prolonged ex- posure to loud noises further leads to permanent damage and hearing loss, so you might want to turn down that stereo or personal music player!
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Because the damage is to the nerves or the brain, nerve hearing impairment cannot typically be helped with ordinary hearing aids, which are basically sound amplifiers, or the hearing aids are not enough. A technique for restoring some hearing to those with irreversible nerve hearing impairment makes use of an electronic device called a cochlear implant. This device sends signals from a microphone worn behind the ear to a sound processor worn on the belt or in a pocket, which then translates those signals into electri- cal stimuli that are sent to a series of electrodes implanted directly into the cochlea, al- lowing transduction to take place and stimulating the auditory nerve. (See Figure 3.10.) The brain then processes the electrode information as sound.
a.
b.
b.
a.
b.
Auditory nerveCochlea
Electrode array
Microphone Headpiece
Implant
Speech processor
a.
Figure 3.10 Cochlear implant
(a) In a cochlear implant, a microphone implanted just behind the ear picks up sound from the surrounding environment. A speech processor, attached to the implant and worn outside the body, selects and arranges the sound picked up by the microphone. The implant itself is a transmitter and receiver, converting the signals from the speech processor into electrical impulses that are collected by the electrode array in the cochlea and then sent to the brain. (b) This child is able to hear with the help of a cochlear implant. Hearing spoken language during the early years of a child’s life helps in the development of the child’s own speech.
The Hearing Sense
has psychological properties
is a physical stimulus
sound
volume
shorter wavelengths = more waves per second = higher frequencies
increase in number of sounds results in greater richness
theories of pitch perception
frequency or pitch
timbre
composed of sound waves
have wavelengths and wavelike properties that can be measured
result of vibrations of air molecules
processing can be impaired
larger wave amplitudes associated with louder volume
outer ear middle ear inner ear
place theory frequency theory volley theory
processed by the ear
3.53.4 Explore the Concept at MyPsychLab
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1. The part of the ear that can be seen is also called the a. pinna. b. oval window. c. organ of Corti. d. cochlea.
2. The oval window is found in what part of the ear? a. outer ear b. middle ear c. inner ear d. The oval window is not a structure of the ear.
3. Which theory cannot adequately account for pitches above 1000hz?
a. place b. frequency c. volley d. adaptive
4. Ethan has suffered minor damage to the bones in his left middle ear. What treatment, if any, might help to restore his hearing?
a. a hearing aid b. a cochlear implant c. Both a hearing aid and a cochlear implant will be needed. d. Such damage is permanent and cannot be remedied.
5. Which is considered the most common type of permanent hearing loss?
a. psychological hearing loss b. conductive hearing loss c. frequency-based hearing loss d. sensorineural hearing loss
THInkIng CrITICAllY: How might someone who has had total hearing loss from birth react to being able to hear?
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
Watch the Video, The Basics: In Full Appreciation of the Cookie: Smell and Taste, at MyPsychLab
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Chemical Senses: it Tastes good and Smells even Better
3.6 How do the senses of taste and smell work, and how are they alike?
The sense of taste (taste in food, not taste in clothing or friends) and the sense of smell are very closely related. As Dr. Alan Hirsch, a researcher on smell and taste, explains in the video The Basics: In Full Appreciation of the Cookie: Smell and Taste, about 90% of what we deem taste is really smell. Have you ever noticed that when your nose is all stopped up, your sense of taste is affected, too? That’s because the sense of taste is really a combi- nation of taste and smell. Without the input from the nose, there are actually only four, or possibly five, kinds of taste sensors in the mouth.
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guSTATion: hoW We TASTe The World
Our food preferences, or aversions, start to form very early in life, very early! Taste is one of our earliest developed senses. Research suggests developing babies are exposed to substances the mother inhales or digests and these impart flavor to the amniotic fluid, which the baby also ingests. Along with exposure to different flavors early in life after we are born, these experiences may affect food choices and nutritional status, that is, picking certain foods over others, for a long time to come (Beauchamp & Mennella, 2011; Men- nella & Trabulsi, 2012). TASTe BudS Taste buds are the common name for the taste receptor cells, special kinds of neurons found in the mouth that are responsible for the sense of taste, or gustation. Most taste buds are located on the tongue, but there are a few on the roof of the mouth, the cheeks, under the tongue, and in the throat as well. How sensitive people are to vari- ous tastes depends on how many taste buds they have; some people have only around 500, whereas others have 20 times that number. The latter are called “supertasters” and need far less seasoning in their food than those with fewer taste buds (Bartoshuk, 1993).
So taste buds are those little bumps I can see when I look closely at my tongue?
No, those “bumps” are called papillae, and the taste buds line the walls of these pa- pillae. (See Figure 3.11.)
Each taste bud has about 20 receptors that are very similar to the receptor sites on receiving neurons at the synapse. to Learning Objective 2.2. In fact, the recep- tors on taste buds work exactly like receptor sites on neurons—they receive molecules of various substances that fit into the receptor like a key into a lock. Taste is often called a chemical sense because it works with the molecules of foods people eat in the same way
Taste pore
Taste hair
Receptor cell
Supporting cell
Outer layer of tongue
Nerve �ber
a. b.
c.
Figure 3.11 The Tongue and Taste Buds—A Crosscut View of the Tongue
(a) The right side of this drawing shows the nerves in the tongue’s deep tissue. (b) The taste bud is located inside the papillae and is composed of small cells that send signals to the brain when stimulated by molecules of food. (c) Microphotograph of the surface of the tongue, showing two different sizes of papillae. The taste buds are located under the surface of the larger red papillae, whereas the smaller and more numerous papillae form a touch-sensitive rough surface that helps in chewing and moving food around the mouth.
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the neural receptors work with neurotransmitters. When the molecules (dissolved in saliva) fit into the receptors, a signal is fired to the brain, which then interprets the taste sensation.
What happens to the taste buds when I burn my tongue? Do they repair themselves? I know when I have burned my tongue, I can’t taste much for a while, but the taste comes back.
In general, the taste receptors get such a workout that they have to be replaced every 10 to 14 days (McLaughlin & Margolskee, 1994). And when the tongue is burned, the damaged cells no longer work. As time goes on, those cells get replaced and the taste sense comes back. The fiVe BASiC TASTeS In 1916 a German psychologist named Hans Henning proposed that there are four primary tastes: sweet, sour, salty, and bitter. Lindemann (1996) supported the idea that there is a fifth kind of taste receptor that detects a pleasant “brothy” taste as- sociated with foods like chicken soup, tuna, kelp, cheese, and soy products, among others. Lindemann proposed that this fifth taste be called umami, a Japanese word first coined in 1908 by Dr. Kikunae Ikeda of Tokyo Imperial University to describe the taste. Dr. Ikeda had succeeded in isolating the substance in kelp that generated the sensation of umami— glutamate (Beyreuther et al., 2007). to Learning Objective 2.2. Glutamate ex- ists not only in the foods listed earlier, but is also present in human breast milk and is the reason that the seasoning MSG—monosodium glutamate—adds a pleasant flavor to foods.
Although researchers used to believe that certain tastes were located on certain places on the tongue, it is now known that all of the taste sensations are processed all over the tongue (Bartoshuk, 1993). The taste information is sent to the gustatory cortex, found in the front part of the insula and the frontal oper- culum. (See Figure 3.12.) These areas are involved in the con- scious perception of taste whereas the texture, or “mouth-feel,” of foods is processed in the somatosensory cortex of the pari- etal lobe (Buck & Bargmann, 2013; Pritchard, 2012; Shepherd, 2012). The five taste sensations work together, along with the sense of smell and the texture, temperature, and “heat” of foods, to produce thousands of taste sensations, which are further af- fected by our culture, personal expectations, and past learning experiences. For example, boiled peanuts are not an uncommon snack in parts of the southern United States, but the idea of a warm, soft and mushy, slightly salty peanut may not be appealing in other parts of the country. The cortical taste areas also project to parts of the limbic system, which helps explain why tastes can be used for both positive and negative reinforcement (Pritchard, 2012). to Learning Objective 5.5.
Just as individuals and groups can vary on their food preferences, they can also vary on level of perceived sweetness. For example, obese individuals have been found to experience less sweetness than individuals who are not obese; foods that are both sweet and high in fat tend to be especially attractive to individuals who are obese (Bartoshuk et al., 2006). Such differences (as well as genetic variations like the supertasters) complicate direct comparison of food preferences. One possible solution is to have individuals rate taste in terms of an unrelated “standard” sensory experience of known intensity, such as the brightness of a light or loudness of a sound or preference in terms of all pleasurable experiences, and not just taste (Bartoshuk et al., 2005; Snyder & Bartoshuk, 2009).
Turning our attention back to how things taste for us as individuals, have you ever noticed that when you have a cold, food tastes very bland? Everything becomes bland or muted because you can taste only sweet, salty, bitter, sour, and umami—and because your nose is stuffed up with a cold, you don’t get all the enhanced variations of those tastes that come from the sense of smell.
Figure 3.12 The gustatory Cortex
The gustatory cortex is found in the anterior insula and frontal operculum. The insula is an area of cortex covered by folds of overlying cortex, and each fold is an operculum. In the coronal section of a human brain above, the gustatory cortex is found in the regions colored a light red.
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The SenSe of SCenTS: olfACTion
Like the sense of taste, the sense of smell is a chemical sense. The ability to smell odors is called olfaction, or the olfactory sense.
The outer part of the nose serves the same purpose for odors that the pinna and ear canal serve for sounds: Both are merely ways to collect the sensory information and get it to the part of the body that will translate it into neural signals.
The part of the olfactory system that transduces odors—turns odors into signals the brain can understand—is located at the top of the nasal passages. This area of olfac- tory receptor cells is only about an inch square in each cavity yet contains about 10 mil- lion olfactory receptors. (See Figure 3.13.) olfACTory reCepTor CellS The olfactory receptor cells each have about a half dozen to a dozen little “hairs,” called cilia, that project into the cavity. Like taste buds, there are receptor sites on these hair cells that send signals to the brain when stimulated by the molecules of substances that are in the air moving past them.
Wait a minute—you mean that when I can smell something like a skunk, there are little particles of skunk odor IN my nose?
Yes. When a person is sniffing something, the sniffing serves to move molecules of whatever the person is trying to smell into the nose and into the nasal cavities. That’s okay when it’s the smell of baking bread, apple pie, flowers, and the like, but when it’s skunk, rotten eggs, dead animals—well, try not to think about it too much.
Olfactory receptors are like taste buds in another way, too. Olfactory receptors also have to be replaced as they naturally die off, about every 5 to 8 weeks. Unlike the taste buds, there are many more than 5 types of olfactory receptors—in fact, there are at least 1,000 of them.
Signals from the olfactory receptors in the nasal cavity do not follow the same path as the signals from all the other senses. Vision, hearing, taste, and touch all pass through the thalamus and then on to the area of the cortex that processes that particular sensory infor- mation. But the sense of smell has its own special place in the brain—the olfactory bulbs. The olfACTory BulBS The olfactory bulbs are located right on top of the sinus cavity on each side of the brain directly beneath the frontal lobes. (Refer back to Figure 3.13.) The olfactory receptors send their neural signals directly up to these bulbs, bypassing the thalamus, the relay center for all other sensory information. The olfactory informa- tion is then sent from the olfactory bulbs to higher cortical areas, including the primary
Figure 3.13 The olfactory receptors
(a) A cross section of the nose and mouth. This drawing shows the nerve fibers inside the nasal cavity that carry information about smell directly to the olfactory bulb just under the frontal lobe of the brain (shown in green). (b) A diagram of the cells in the nose that process smell. The olfactory bulb is on top. notice the cilia, tiny hairlike cells that project into the nasal cavity. These are the receptors for the sense of smell.
Olfactory bulb
Cilia of olfactory receptor cell
Olfactory epithelium
Olfactory bulb
Nerve �ber
Supporting cell
Receptor cell
Cilia
a. b.
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Her sense of touch is allowing this blind girl to “read” a Braille book with her fingers. The fingertips are extremely sensitive to fine differences in texture, allowing her to distinguish between small dots representing the different letters of the alphabet.
Figure 3.14 Cross Section of the Skin and its receptors
The skin is composed of several types of cells that process pain, pressure, and temperature. Some of these cells are wrapped around the ends of the hairs on the skin and are sensitive to touch on the hair itself, whereas others are located near the surface, and still others just under the top layer of tissue.
Skin surface
Pain-sensitive and touch-sensitive free nerve endings
Pressure- sensitive nerves
Hair
Skin layers
Blood vessels
Sweat gland
Subcutaneous fat
olfactory cortex (the piriform cortex), the orbitofrontal cortex, and the amygdala (remem- ber from Chapter Two that the orbitofrontal cortex and amygdala play important roles in emotion). to Learning Objectives 2.8 and 2.9. Watch the Video, Thinking Like a Psychologist: Can Smells Alter Mood and Behavior?, at MyPsychLab
Somesthetic Senses: What the Body knows
3.7 What allows people to experience the sense of touch, pain, motion, and balance?
So far, this chapter has covered vision, hearing, taste, and smell. That leaves touch. What is thought of as the sense of touch is really several sensations, originating in several dif- ferent places in—and on—the body. It’s really more accurate to refer to these as the body senses, or somesthetic senses. The first part of that word, soma, means “body,” as men- tioned in Chapter Two. The second part, esthetic, means “feeling,” hence, the name. There are three somesthetic sense systems, the skin senses (having to do with touch, pressure, temperature, and pain), the kinesthetic sense (having to do with the location of body parts in relation to each other), and the vestibular senses (having to do with movement and body position).
perCepTion of TouCh, preSSure, TeMperATure, And pAin
Here’s a good trivia question: What organ of the body is about 20 square feet in size? The answer is the skin. Skin is an organ. Its purposes include more than simply keeping bodily fluids in and germs out; skin also receives and transmits information from the outside world to the central nervous system (specifically, to the somatosensory cortex). to Learn- ing Objective 2.9. Information about light touch, deeper pressure, hot, cold, and even pain is collected by special receptors in the skin’s layers. TypeS of SenSory reCepTorS in The Skin There are about half a dozen dif- ferent receptors in the layers of the skin. (See Figure 3.14.) Some of them will respond to only one kind of sensation. For example, the Pacinian corpuscles are just beneath the skin and respond to changes in pressure. There are nerve endings that wrap around the ends of the hair follicles, a fact people may be well aware of when they tweeze their eyebrows, or when someone pulls their hair. These nerve endings are sensi- tive to both pain and touch. There are free nerve endings just beneath the uppermost layer of the skin that respond to changes in temperature and to pressure—and to pain.
How exactly does pain work? Why is it that sometimes I feel pain deep inside? Are there pain receptors there, too?
Yes, there are pain nerve fibers in the internal organs as well as receptors for pressure. How else would people have a stomachache or intestinal* pain—or get that full feeling of pressure when they’ve eaten too much or their bladder is full?
There are actually different types of pain. There are receptors that detect pain (and pressure) in the organs, a type of pain called visceral pain. Pain sensations in the skin, muscles, tendons, and joints are carried on large nerve fibers and are called somatic pain. Somatic pain is the body’s warning system that something is being, or is about to be,
*intestinal: having to do with the tubes in the body that digest food and process waste material.
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damaged and tends to be sharp and fast. Another type of somatic pain is carried on small nerve fibers and is slower and more of a general ache. This somatic pain acts as a kind of re- minder system, keeping people from further injury by reminding them that the body has already been damaged. For example, if you hit your thumb with a hammer, the immediate pain sensation is of the first kind—sharp, fast, and bright. But later the bruised tissue simply aches, letting you know to take it easy on that thumb. p A i n d i S o r d e r S People may not like pain, but its function as a warn- ing system is vitally important. There are people who are born without the ability to feel pain, rare conditions called congenital analgesia and congeni- tal insensitivity to pain with anhidrosis (CIPA). Children with these disor- ders cannot feel pain when they cut or scrape themselves, leading to an in- creased risk of infection when the cut goes untreated (Mogil, 1999). They fear nothing—which can be a horrify-
ing trial for the parents and teachers of such a child. These disorders affect the neural pathways that carry pain, heat, and cold sensations. (Those with CIPA have an additional disruption in the body’s heat–cold sensing perspiration system [anhidrosis], so that the person is unable to cool off the body by sweating.)
A condition called phantom limb pain occurs when a person who has had an arm or leg removed sometimes “feels” pain in the missing limb (Nikolajsen & Jensen, 2001; Woodhouse, 2005). As many as 50 to 80 percent of people who have had amputations experience various sensations: burning, shooting pains, or pins-and-needles sensations where the amputated limb used to be. Once believed to be a psychological problem, some now believe that it is caused by the traumatic injury to the nerves during amputation (Ephraim et al., 2005).
pAin: gATe-ConTrol Theory
One explanation for how the sensation of pain works is called gate-control theory, first proposed by Ronald Melzack and Patrick Wall (1965) and later refined and expanded (Melzack & Wall, 1996). In this theory, the pain signals must pass through a “gate” lo- cated in the spinal cord. The activity of the gate can be closed by nonpain signals coming into the spinal cord from the body and by signals coming from the brain. The gate is not a physical structure but instead represents the relative balance in neural activity of cells in the spinal cord that receive information from the body and then send information to the brain. Additional research has revealed that the activity of relay centers in the brain can also be influenced and the exact locations and mechanisms are still being investigated. The video In the Real World: Managing Pain: Gate Control Theory provides a simulation of how pain signals travel along the spinal cord.
Congenital insensitivity to pain with anhidrosis (CIPA) is a rare genetic disorder that makes 5-year-old Ashlyn unable to feel pain. She must be examined carefully for scrapes and cuts after recess at school because she cannot feel when she hurts herself, putting her at risk for infection. What are some of the problems that Ashlyn and her parents may face as she grows older?
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Stimulation of the pain receptor cells releases a neuromodulator called substance P (for “pain,” naturally). Substance P released into the spinal cord activates other neurons that send their messages through spinal gates (opened by the pain signal). From the spi- nal cord, the message goes to the brain, activating cells in the thalamus, somatosensory cortex, areas of the frontal lobes, and the limbic system. The brain then interprets the pain information and sends signals that either open the spinal gates farther, causing a greater experience of pain, or close them, dampening the pain. Of course, this decision by the brain is influenced by the psychological aspects of the pain-causing stimulus. Anxiety, fear, and helplessness intensify pain, whereas laughter, distraction, and a sense of control can diminish it. (This is why people might bruise themselves and not know it if they were concentrating on something else.) Pain can also be affected by competing signals from other skin senses, which is why rubbing a sore spot can reduce the feeling of pain.
Those same psychological aspects can also influence the release of the endor- phins, the body’s natural version of morphine. to Learning Objective 2.2.En- dorphins can inhibit the transmission of pain signals in the brain, and in the spinal cord they can inhibit the release of substance P.
I’ve always heard that women are able to stand more pain than men. Is that true?
On the contrary, research has shown that women apparently feel pain more in- tensely than do men, and they also report pain more often than men do (Chesterton et al., 2003; Faucett et al., 1994; Norrbrink et al., 2003). Men have been shown to cope better with many kinds of pain, possibly because men are often found to have a stronger belief than women that they can (or should) control their pain by their own efforts ( Jack- son et al., 2002).
The kineSTheTiC SenSe
Special receptors located in the muscles, tendons, and joints are part of the body’s sense of movement and position in space—the movement and location of the arms, legs, and so
Watch the Video, In the Real World: Managing Pain: Gate Control Theory, at MyPsychLab
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forth in relation to one another. This sense is called kinesthesia, from the Greek words ki- nein (“to move”) and aesthesis (“sensation”). When you close your eyes and raise your hand above your head, you know where your hand is because these special receptors, called proprioceptors, tell you about joint movement or the muscles stretching or contracting.
If you have ever gotten sick from traveling in a moving vehicle, you might be tempted to blame these proprioceptors. Actually, it’s not the proprioceptors in the body that make people get sick. The culprits are special structures in the ear that tell us about the position of the body in relation to the ground and movement of the head that make up the vestibular sense—the sense of balance.
The VeSTiBulAr SenSe
The name of this particular sense comes from a Latin word that means “entrance” or “chamber.” The structures for this sense are located in the innermost chamber of the ear. There are two kinds of vestibular organs, the otolith organs and the semicircular canals.
The otolith organs are tiny sacs found just above the cochlea. These sacs contain a gelatin-like fluid within which tiny crystals are suspended (much like pieces of fruit in a bowl of Jell-O®). The head moves and the crystals cause the fluid to vibrate, setting off some tiny hairlike receptors on the inner surface of the sac, telling the person that he or she is moving forward, backward, sideways, or up and down. (It’s pretty much the way the cochlea works but with movement being the stimulus instead of sound vibrations.)
The semicircular canals are three somewhat circular tubes that are also filled with fluid that will stimulate hairlike receptors when rotated. Having three tubes allows one to be located in each of the three planes of motion. Remember learning in geometry class about the x-, y-, and z-axes? Those are the three planes through which the body can ro- tate, and when it does, it sets off the receptors in these canals. When you spin around and then stop, the fluid in the horizontal canal is still rotating and will make you feel dizzy because your body is telling you that you are still moving, but your eyes are telling you that you have stopped.
This disagreement between what the eyes say and what the body says is pretty much what causes motion sickness, the tendency to get nauseated when in a moving vehi- cle, especially one with an irregular movement. Normally, the vestibular sense coordinates with the other senses. But for some people, the information from the eyes may conflict a little too much with the vestibular organs, and dizziness, nausea, and disorientation are the result. This explanation of motion sickness is known as sensory conflict theory (Oman, 1990; Reason & Brand, 1975). The dizziness is the most likely cause of the nau- sea. Many poisons make a person dizzy, and the most evolutionarily adaptive thing to do is to expel the poison. Even without any poison in a case of motion sickness, the nausea occurs anyway (Treisman, 1977).
One way some people overcome motion sickness is to focus on a distant point or object. This provides visual information to the person about how he or she is moving, bringing the sensory input into agreement with the visual input. This is also how bal- lerinas and ice skaters manage not to get sick when turning rapidly and repeatedly—they focus their eyes at least once on some fixed object every so many turns.
Astronauts, who travel in low-gravity conditions, can get a related condition called space motion sickness (SMS). This affects about 60 percent of those who travel in space, typically for about the first week of space travel. After that time of adjustment, the astronauts are able to adapt and the symptoms diminish. Repeated exposure to some environment that causes motion sickness—whether it is space, a car, a train, or some other vehicle—is actually one of the best ways to overcome the symptoms (Hu & Stern, 1999).
This tightrope-walking violinist is performing an amazing feat of coordination and muscular control. He must not only use his vestibular organs to help maintain his bal- ance, but also his kinesthetic sense to be aware of exactly where each foot is in relation to the rope.
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Chemical Senses
taste/gustation
smell/olfaction called a chemical sense because substance molecules are suspended in the air, carried to the nasal cavity, and �t into receptor sites
unique in that signals do not �rst travel to the thalamus before going to the brain
nose serves as a collection device
made possible largely through the role of taste buds (taste receptor cells)
called a chemical sense because food molecules dissolve in saliva, which then �ts into receptor sites
�ve basic tastes (receptor types)
sweet sour salty
bitter
unami
Somesthetic Senses
skin senses
kinesthetic sense
vestibular sense
convey information about movement and body position
responsible for motion sickness
found in the inner ear
is an organ—receives and transmits information from the outside world to the somatosensory cortex of the brain
sensitive to touch, pressure, temperature
processed by proprioceptors in skin, joints, muscles, and tendons
processed by the skin
processed by vestibular organs
pain
otolith organs
semicircular canals
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1. Taste is often called a ____________ sense because it works with the molecules of foods that people eat.
a. physical b. psychological
c. chemical d. electrical
2. research has found that taste information is sent to the a. pons and medulla. b. suprachiasmatic nucleus. c. cerebellum and parietal lobe. d. insula and frontal operculum.
3. How often are olfactory receptors replaced by new olfactory receptors?
a. every 12–24 hours b. every 2–3 days
c. every 30 days d. every 5–8 weeks
4. Olfactory receptors project directly to the ________________, and are unique in that signals do not first connect to the thalamus.
a. occipital lobe b. olfactory bulbs c. hypothalamus d. gustatory cortex
5. In gate-control theory, substance P a. opens the spinal gates for pain. b. closes the spinal gates for pain. c. is unrelated to pain. d. is similar in function to endorphins.
6. Motion sickness often results from conflicting signals sent from the _______________ and from the _________.
a. eyes; vestibular organs b. brain; internal organs c. conscious; unconscious d. extremities; brain
THInkIng CrITICAllY: What kinds of changes in your life would you have to make if you suddenly could not feel pain?
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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Explore the Concept at MyPsychLab
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The ABCs of perception
3.8 What are perception and perceptual constancies?
Perception is the method by which the brain takes all the sensations a person experi- ences at any given moment and allows them to be interpreted in some meaningful fash- ion. Perception has some individuality to it. For example, two people might be looking at a cloud and while one thinks it’s shaped like a horse, the other thinks it’s more like a cow. They both see the same cloud, but they perceive that cloud differently. As individual as perception might be, some similarities exist in how people perceive the world around them, as the following section will discuss. Watch the Video, Special Topics: Recognizing Faces, at MyPsychLab
The ConSTAnCieS: Size, ShApe, And BrighTneSS
One form of perceptual constancy* is size constancy, the tendency to interpret an object as always being the same size, regardless of its distance from the viewer (or the size of the image it casts on the retina). So if an object that is normally perceived to be about 6 feet tall appears very small on the retina, it will be interpreted as being very far away.
Another perceptual constancy is the tendency to interpret the shape of an object as constant, even when it changes on the retina. This shape constancy is why a person still perceives a coin as a circle even if it is held at an angle that makes it appear to be an oval on the retina. Dinner plates on a table are also seen as round, even though from the angle of viewing they are oval. (See Figure 3.15.)
A third form of perceptual constancy is brightness constancy, the tendency to per- ceive the apparent brightness of an object as the same even when the light conditions change. If a person is wearing black pants and a white shirt, for example, in broad day- light the shirt will appear to be much brighter than the pants. But if the sun is covered by thick clouds, even though the pants and shirt have less light to reflect than previously, the shirt will still appear to be just as much brighter than the pants as before—because the different amount of light reflected from each piece of clothing is still the same difference as before (Zeki, 2001).
The geSTAlT prinCipleS
3.9 What are the Gestalt principles of perception?
Remember the discussion of the Gestalt theorists in Chapter One? Their original focus on human perception can still be seen in certain basic principles today, including the Ge- stalt tendency to group objects and perceive whole shapes. figure–ground relATionShipS Take a look at the drawing of the cube in Figure 3.16. Which face of the cube is in the front? Look again—do the planes and corners of the cube seem to shift as you look at it?
This is called the “Necker cube.” It has been around officially since 1832, when Louis Albert Necker, a Swiss scientist who was studying the structure of crystals, first drew it in his published papers. The problem with this cube is that there are conflicting sets of depth cues, so the viewer is never really sure which plane or edge is in the back and which is in the front—the visual presentation of the cube seems to keep reversing its planes and edges.
*constancy: something that remains the same, the property of remaining stable and unchanging.
Figure 3.15 Shape Constancy
Three examples of shape constancy are shown here. The opening door is actually many different shapes, yet we still see it as basically a rectangular door. We do the same thing with a triangle and a circle—and, although when we look at them from different angles they cast differently shaped images on our retina, we experience them as a triangle and a circle because of shape constancy.
Figure 3.16 The necker Cube
This is an example of a reversible figure. It can also be described as an ambiguous figure, since it is not clear which pattern should predominate.
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A similar illusion can be seen in Figure 3.17. In this picture, the viewer can switch perception back and forth from two faces looking at each other to the outline of a goblet in the middle. Which is the figure in front and which is the background?
Figure–ground relationships refer to the tendency to perceive objects or figures as existing on a background. People seem to have a preference for picking out figures from backgrounds even as early as birth. The illusions in Figures 3.16 and 3.17 are reversible figures, in which the figure and the ground seem to switch back and forth. proxiMiTy Another very simple rule of perception is the tendency to perceive objects that are close to one another as part of the same grouping, a principle called proximity, or “nearness.” (See Figure 3.18.) SiMilAriTy Similarity refers to the tendency to perceive things that look similar as being part of the same group. When members of a sports team wear uniforms that are all the same color, it allows people viewing the game to perceive them as one group even when they are scattered around the field or court. CloSure Closure is the tendency to complete figures that are incomplete. A talented artist can give the impression of an entire face with just a few cleverly placed strokes of the pen or brush—the viewers fill in the details. ConTinuiTy The principle of continuity is easier to see than it is to explain in words. It refers to the tendency to perceive things as simply as possible with a continuous pattern rather than with a complex, broken-up pattern. Look at Figure 3.18 for an example of continuity. Isn’t it much easier to see the figure on the left as two wavy lines crossing each other than as the little sections in the diagrams to the right?
Figure 3.17 figure–ground illusion
What do you see when you look at this picture? Is it a wine goblet? Or two faces looking at each other? This is an example in which the figure and the ground seem to “switch” each time you look at the picture.
Figure 3.18 gestalt principles of grouping
The gestalt principles of grouping are shown here. These are the human tendency to organize isolated stimuli into groups on the basis of five characteristics: proximity, similarity, closure, continuity, and common region.
Proximity: The dots on the left can be seen as horizontal or vertical rows—neither organization dominates. But just by changing the proximity of certain dots, as in the other two examples, we experience the dots as vertical columns (middle) or horizontal rows (right). Similarity: The similarity of color here makes you perceive these dots as forming black squares and color squares rather than two rows of black and colored dots. Closure: Even though the lines are broken, we still see these figures as a circle and a square—an example of how we tend to “close” or “fill in” missing parts from what we know of the whole. Continuity: Because of continuity, we are much more likely to see the figure on the left as being made up of two lines, A to B and C to D, than we are to see it as a figure made up of lines A to D and C to B or A to C and B to D. Common Region: Similarity would suggest that people see two groups, stars and circles. But the colored backgrounds define a visible common region, and the tendency is to perceive three different groups.
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ConTiguiTy Contiguity isn’t shown in Figure 3.18 because it involves not just nearness in space but nearness in time also. Basically, contiguity is the tendency to perceive two things that happen close together in time as being related. Usually the first occurring event is seen as causing the second event. Ventriloquists* make vocalizations without ap- pearing to move their own mouths but move their dummy’s mouth instead. The ten- dency to believe that the dummy is doing the talking is due largely to contiguity.
There is one other principle of perceptual grouping that was not one of the origi- nal principles. It was added to the list (and can be seen at the bottom of Figure 3.18) by Stephen Palmer (Palmer, 1992). In common region, the tendency is to perceive objects that are in a common area or region as being in a group. In Figure 3.18, people could perceive the stars as one group and the circles as another on the basis of similarity. But the col- ored backgrounds so visibly define common regions that people instead perceive three groups—one of which has both stars and circles in it.
depTh perCepTion
3.10 What is depth perception and what kind of cues are important for it to occur?
The capability to see the world in three dimensions is called depth perception. It’s a handy ability because without it you would have a hard time judging how far away ob- jects are. How early in life do humans develop depth perception? It seems to develop very early in infancy, if it is not actually present at birth. People who have had sight restored have almost no ability to perceive depth if they were blind from birth. Depth percep- tion, like the constancies, seems to be present in infants at a very young age. to Learning Objective 8.5.
Various cues exist for perceiving depth in the world. Some require the use of only one eye (monocular cues) and some are a result of the slightly different visual patterns that exist when the visual fields** of both eyes are used (binocular cues). MonoCulAr CueS Monocular cues are often referred to as pictorial depth cues because artists can use these cues to give the illusion of depth to paintings and drawings. Ex- amples of these cues are discussed next and can be seen in Figure 3.19. 1. Linear perspective: When looking down a long interstate highway, the two sides
of the highway appear to merge together in the distance. This tendency for lines that are actually parallel to seem to converge*** on each other is called linear per- spective. It works in pictures because people assume that in the picture, as in real life, the converging lines indicate that the “ends” of the lines are a great distance away from where the people are as they view them.
2. Relative size: The principle of size constancy is at work in relative size, when ob- jects that people expect to be of a certain size appear to be small and are, therefore, assumed to be much farther away. Movie makers use this principle to make their small models seem gigantic but off in the distance.
3. Overlap: If one object seems to be blocking another object, people assume that the blocked object is behind the first one and, therefore, farther away. This cue is also known as interposition.
*ventriloquist: an entertainer who, through the use of misdirection and skill, makes other objects, such as a dummy, appear to talk. **visual field: the entire area of space visible at a given instant without moving the eyes. ***converge: come together.
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4. Aerial (atmospheric) perspective: The farther away an object is, the hazier the object will appear to be due to tiny particles of dust, dirt, and other pollutants in the air, a perceptual cue called aerial (atmospheric) perspective. This is why distant mountains often look fuzzy, and buildings far in the distance are blurrier than those that are close.
5. Texture gradient: If there are any large expanses of pebbles, rocks, or patterned roads (such as a cobblestone street) nearby, go take a look at them one day. The pebbles or bricks that are close to you are very distinctly textured, but as you look farther off into the distance, their texture becomes smaller and finer. Tex- ture gradient is another trick used by artists to give the illusion of depth in a painting.
6. Motion parallax: The next time you’re in a car, notice how the objects outside the car window seem to zip by very fast when they are close to the car, and objects in the distance, such as mountains, seem to move more slowly. This discrepancy in motion of near and far objects is called motion parallax.
b. d.
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Figure 3.19 examples of pictorial depth Cues
(a) Both the lines of the trees and the sides of the road appear to come together or converge in the distance. This is an example of linear perspective. (b) notice how the larger pebbles in the foreground seem to give way to smaller and smaller pebbles near the middle of the picture. Texture gradient causes the viewer to assume that as the texture of the pebbles gets finer, the pebbles are getting farther away. (c) In aerial or atmospheric perspective, the farther away something is the hazier it appears because of fine particles in the air between the viewer and the object. notice that the road and farmhouse in the foreground are in sharp focus while the mountain ranges are hazy and indistinct. (d) The depth cue of relative size appears in this photograph. notice that the flowers in the distance appear much smaller than those in the foreground. relative size causes smaller objects to be perceived as farther away from the viewer.
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7. Accommodation: A monocular cue that is not one of the pictorial cues, accommo- dation makes use of something that happens inside the eye. The lens of the human eye is flexible and held in place by a series of muscles. The discussion of the eye ear- lier in this chapter mentioned the process of visual accommodation as the tendency of the lens to change its shape, or thickness, in response to objects near or far away. The brain can use this information about accommodation as a cue for distance. Ac- commodation is also called a “muscular cue.”
BinoCulAr CueS As the name suggests, these cues require the use of two eyes. 1. Convergence: Another muscular cue, convergence, refers to the rotation of the
two eyes in their sockets to focus on a single object. If the object is close, the con- vergence is pretty great (almost as great as crossing the eyes). If the object is far, the convergence is much less. Hold your finger up in front of your nose, and then move it away and back again. That feeling you get in the muscles of your eyes is conver- gence. (See Figure 3.20, left.)
2. Binocular disparity: Binocular disparity is a scientific way of saying that because the eyes are a few inches apart, they don’t see exactly the same image. The brain interprets the images on the retina to determine distance from the eyes. If the two images are very different, the object must be pretty close. If they are almost identi- cal, the object is far enough away to make the retinal disparity very small. You can demonstrate this cue for yourself by holding an object in front of your nose. Close one eye, note where the object is, and then open that eye and close the other. There should be quite a difference in views. But if you do the same thing with an object that is across the room, the image doesn’t seem to “jump” or move nearly as much, if at all. (See Figure 3.20, right.)
In spite of all the cues for perception that exist, even the most sophisti- cated perceiver can still fail to perceive the world as it actually is, as the next section demonstrates.
Figure 3.20 Binocular Cues to depth perception
(left) Convergence is a depth cue that involves the muscles of the eyes. When objects are far away, the eye muscles are more relaxed; when objects are close, the eye muscles move together, or converge. (right) Binocular disparity. Because your eyes are separated by several centimeters, each eye sees a slightly different image of the object in front of you. In A, the object is far enough away that the difference is small. In B, while the object is closer, there is a greater difference between what each eye sees. The brain interprets this difference as the distance of the object.
Convergence
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perCepTuAl illuSionS
3.11 What are visual illusions and how can they and other factors influence and alter perception?
You’ve mentioned the word illusion several times. Exactly what are illusions, and why is it so easy to be fooled by them?
An illusion is a perception that does not correspond to reality: People think they see something when the reality is quite different. Another way of thinking of illusions is as visual stimuli that “fool” the eye. (Illusions are not hallucinations: An illusion is a dis- torted perception of something that is really there, but a hallucination originates in the brain, not in reality.)
Research involving illusions can be very useful for both psychologists and neurosci- entists. These studies often provide valuable information about how the sensory receptors and sense organs work and how humans interpret sensory input.
Sometimes illusions are based on early sensory processes, subsequent processing, or higher-level assumptions made by the brain’s visual system (Eagleman, 2001; Macknik et al., 2008).
We’ve already discussed one visual illusion, color afterimages, which are due to op- ponent-processes in the retina or lateral geniculate nucleus (LGN) of the thalamus after light information has been detected by the rods and cones. Another postdetection, but still rather early, process has been offered for yet another illusion. The herMAnn grid Look at the matrix of squares in Figure 3.21. Notice anything interesting as you look at different parts of the figure, particularly at the intersections of the white lines? You probably see gray blobs or diamonds that fade away or disappear completely when you try to look directly at them. This is the Hermann grid.
One explanation for this illusion is attributed to the responses of neurons in the primary visual cortex that respond best to bars of light of a specific orientation (Schiller & Carvey, 2005). Such neurons are called “simple cells” and were first discovered by David Hubel and Torsten Wiesel (Hubel & Wiesel, 1959). They also discovered other cells including “complex cells,” which respond to orientation and movement, and “end-stopped cells,” which respond best to corners, curvature, or sudden edges. Col- lectively these cells have been referred to as feature detectors because they respond to specific features of a stimulus. Hubel and Wiesel were later awarded the Nobel Prize for extensive work in the visual sys- tem. Other research into the Hermann grid illusion has documented that straight edges are necessary for this illusion to occur, as the illusion disappears when the edges of the grid lines are slightly curved, and further suggests that the illusion may be due to a unique function of how our visual system pro- cesses information (Geier et al., 2008).
Figure 3.21 The hermann grid
look at this matrix of squares. Do you notice anything interesting at the white intersections? What happens if you focus your vision directly on one of the intersections?
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Müller-lyer illuSion One of the most famous visual illusions, the Müller-Lyer illusion, is shown in Figure 3.22. The distortion happens when the viewer tries to determine if the two lines are exactly the same length. They are identical, but one line looks longer than the other. (It ’s always the line with the angles on the end facing outward.) You can try to determine the length of the lines yourself in the experiment, Müller-Lyer Illusion.
Why is this illusion so powerful? The explanation is that most people live in a world with lots of buildings. Buildings have corners. When a person is outside a build- ing, the corner of the building is close to that person, while the walls seem to be moving away (like the line with the angles facing inward). When the person is inside a building, the corner of the room seems to move away from the viewer while the walls are coming closer (like the line with the angles facing outward). In their minds, people “pull” the inward-facing angles toward them like the outside corners of a building, and they make the outward-facing angles “stretch” away from them like the inside corners of the room (Enns & Coren, 1995; Gregory, 1990).
Marshall Segall and colleagues (Segall et al., 1966) found that people in Western cultures, having carpentered buildings with lots of straight lines and corners ( Segall and colleagues refer to this as a “ carpentered world”), are far more susceptible to this illusion
Figure 3.22 The Müller-lyer illusion
(a) Which line is longer? In industrialized Western countries, people generally see the lines in part (a) in situations similar to those in part (b). According to one theory, people have become accustomed to seeing right angles in their environment and assume that the short, slanted lines are forming a right angle to the vertical line. They make that assumption because they are accustomed to seeing corners, such as the ones depicted in the house interior shown on the right in part (b). Consequently, in part (a), they tend to perceive the line on the right as slightly longer than the line on the left. a. b.
Simulate the Experiment, Müller-Lyer Illusion, at MyPsychLab
Müller-Lyer Illusion
The Müller-Lyer optical illusion features a red line that appears to be longer than a blue line. In reality, both lines are equal in length. As can be seen in the bottom two lines, outward facing �ns create a visual perception of greater length than do inward facing �ns. In this experiment, we’ll look at why this effect occurs, and determine if you are susceptible to the Müller-Lyer illusion.
Go to the Experiment
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than people from non-Western cultures (having round huts with few corners—an “un- carpentered world”). Richard Gregory (1990) found that Zulus, for example, rarely see this illusion. They live in round huts arranged in circles, use curved tools and toys, and experience few straight lines and corners in their world. The Moon illuSion Another common illusion is the moon illusion, in which the moon on the horizon* appears to be much larger than the moon in the sky (Plug & Ross, 1994). One explanation for this is that the moon high in the sky is all alone, with no cues for depth surrounding it. But on the horizon, the moon appears behind trees and houses, cues for depth that make the horizon seem very far away. The moon is seen as being be- hind these objects and, therefore, farther away from the viewer. Be- cause people know that objects that are farther away from them yet still appear large are very large indeed, they “magnify” the moon in their minds—a misapplication of the principle of size constancy. This ex- planation of the moon illusion is called the apparent distance hypothesis. This explanation goes back to the second century A.D., first written about by the Greek–Egyptian astronomer Ptolemy and later further developed by an eleventh-century Arab astronomer, Al-Hazan (Ross & Ross, 1976). illuSionS of MoTion Sometimes people perceive an object as moving when it is actu- ally still. One example of this takes place as part of a famous experiment in conformity called the autokinetic effect. In this effect, a small, stationary light in a darkened room will appear to move or drift because there are no surrounding cues to indicate that the light is not moving. Another is the stroboscopic motion seen in motion pictures, in which a rapid series of still pictures will seem to be in motion. Many a student has discovered that drawing little figures on the edges of a notebook and then flipping the pages quickly will also produce this same illusion of movement.
Another movement illusion related to stroboscopic motion is the phi phenomenon, in which lights turned on in sequence appear to move. For example, if a light is turned on in a darkened room and then turned off, and then another light a short distance away is flashed on and off, it will appear to be one light moving across that distance. This prin- ciple is used to suggest motion in many theater marquee signs, flashing arrows indicating direction that have a series of lights going on and off in a sequence, and even in strings of decorative lighting, such as the “chasing” lights seen on houses at holiday times.
What about seeing motion in static images? There are several examples, both clas- sic and modern, of illusory movement or apparent motion being perceived in a static im- age. The debate about the causes for such illusions, whether they begin in the eyes or the brain, has been going on for at least 200 years (Troncoso et al., 2008).
Look at Figure 3.23 on the next page. What do you see? The “Rotating Snakes” illusion is one of many motion-illusion images designed by
Dr. Akiyoshi Kitaoka. There have been a variety of explanations for this type of motion illusion, ranging from factors that depend on the image’s luminance and/or the color arrangement, or possibly slight differences in the time it takes the brain to process this
*horizon: the place where the earth apparently meets the sky.
The moon illusion. When this moon is high in the night sky, it will still be the same size to the eye as it is now. nevertheless, it is perceived to be much larger when on the horizon. In the sky, there are no objects for comparison, but on the horizon, objects such as this tree are seen as being in front of a very large moon.
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information. When fMRI and equipment used to track eye movements were used to investigate participants’ perception of the illusion, researchers found that there was an increase in brain activity in a visual area sensitive to motion. However, this activity was greatest when accompanied by guided eye movements, suggesting eye movements play a significant role in the perception of the illusion (Kuriki et al., 2008).
Eye movements have also been found to be a primary cause for the illusory motion seen in images based on a 1981 painting by Isia Levant, The Enigma. Look at the center of Figure 3.24; notice anything within the green rings? Many people will see the rings start to “sparkle” or the rings rotating. Why does this occur? By using special eye-tracking equipment that allowed them to record even the smallest of eye movement, researchers found that tiny eye movements called microsaccades, discussed earlier in the chapter, are directly linked to the perception of motion in Enigma and are at least one possible cause of the illusion (Troncoso et al., 2008).
These two studies highlight some of the advances researchers have made in ex- amining questions related to visual perception. For more information about the study of visual illusions as used in magic, and the study of such illusions from a neuroscientific perspective, see the Applying Psychology section at the end of the chapter.
oTher fACTorS ThAT influenCe perCepTion
Human perception of the world is obviously influenced by things such as culture and misinterpretations of cues. Following are other factors that cause people to alter their perceptions.
People often misunderstand what is said to them because they were expecting to hear something else. People’s tendency to perceive things a certain way because their previous experiences or expectations influence them is called perceptual set or perceptual expectancy. Although expectancies can be useful in interpreting certain stimuli, they can also lead people down the wrong path. For example, look at the picture on the left in Figure 3.25. It is possible to see two different figures in this picture. Do you see a young girl? Or do you see an old woman? To see a more biased version of the two possibilities, turn the figure upside down and look at the two smaller pictures. What you see depends
Figure 3.23 “rotating Snakes”
notice anything as you move your eyes over this image? The image is not moving; seeing the “snakes” rotate is due at least in part to movements of your eyes. Created by and courtesy of Dr. Akiyoshi kitaoka, ritsumeikan University.
Figure 3.24 “reinterpretation of enigma”
As in Figure 3.23, the motion you see in this static image is because of movements of your eyes, this time due more to tiny movements called microsaccades. Created by and courtesy of Jorge Otero-Millan, Martinez-Conde laboratory, Barrow neurological Institute.
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upon what you expect to see. Participate in the experiment Ambiguous Figures to see how perceptual set influences how you identify various ambiguous figures.
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The way in which people interpret what they perceive can also influence their per- ception. For example, people can try to understand what they perceive by using informa- tion they already have (as is the case of perceptual expectancy). But if there is no existing information that relates to the new information, they can look at each feature of what they perceive and try to put it all together into one whole.
Anyone who has ever worked on a jigsaw puzzle knows that it’s a lot easier to put it together if there is a picture of the finished puzzle to refer to as a guide. It also helps to have worked the puzzle before—people who have done that already know what it’s going to look like when it’s finished. In the field of perception, this is known as top-down processing—the use of preexisting knowledge to organize individual features into a uni- fied whole. This is also a form of perceptual expectancy.
If the puzzle is one the person has never worked before or if that person has lost the top of the box with the picture on it, he or she would have to start with a small section, put it together, and keep building up the sections until the recognizable picture appears. This analysis of smaller features and building up to a complete perception is called bottom-up processing (Cave & Kim, 1999). In this case, there is no expectancy to help organize the perception, making bottom-up processing more difficult in some
The Ames Room illusion. This il- lusion is influenced by our past experiences and expectancies. The viewer perceives the room as a rectangle but in reality, it is actually a trapezoid with angled walls and floor.
Figure 3.25 Perceptual Set
Look at the drawing on the left. What do you see? Now turn the figure upside down and look at the two smaller pictures. Would you have interpreted the original drawing differently if you had viewed these images first? Source: Hill, “My Wife and My Mother-in- Law,” Puck, p.11, 1915.
Simulate the Experiment, Ambiguous Figures, at MyPsychLab
Ambiguous Figures This experiment will present a series of trials in which you will be asked to identify what you see in ambiguous �gures. Each trial will be- gin with the presentation of several pictures, followed by the test ambiguous �gure. Once the ambiguous �gure is presented, you will be asked to choose between several options to describe what you see.
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respects. Fortunately, the two types of processing are often used together in perceiving the surrounding world.
Would people of different cultures perceive objects differently because of different expectancies? Some research suggests that this is true. For example, take a look at Figure 3.26. This figure is often called the “devil’s trident.” Europeans and North Americans insist on making this figure three dimensional, so they have trouble looking at it—the figure is impossible if it is perceived in three dimensions. But people in less technologi- cally oriented cultures have little difficulty with seeing or even reproducing this figure, because they see it as a two-dimensional drawing, quite literally a collection of lines and circles rather than a solid object (Deregowski, 1969). By contrast, if you give Europeans and North Americans the task of reproducing a drawing of an upside-down face, their drawings tend to be more accurate because the upside-down face has become a “collec- tion of lines and circles.” That is, they draw what they actually see in terms of light and shadow rather than what they “think” is there three dimensionally.
Figure 3.26 The devil’s Trident
At first glance, this seems to be an ordinary three-pronged figure. But a closer look reveals that the three prongs cannot be real as drawn. Follow the lines of the top prong to see what goes wrong.
The ABCs of Perception method by which the sensations experienced at any given moment are interpreted and organized in some meaningful fashion
may have unique features depending on sensory modality
perception ability to perceive the world in three dimensions
made possible by differential information from the eyes
has a subjective nature; no two people perceive the world in the exact same way
e.g., vision depth perception
may not always be based on an accurate interpretation of the stimulus
an illusion is a perception that does not correspond to physical reality
can be caused by default mode of sensory or brain processing and perceptual sets or expectancies
perceptual illusions
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1. When opening a door, the actual image on your retina changes drastically but you still perceive the door as a rect- angle. This is an example of
a. size constancy. c. color constancy. b. shape constancy. d. brightness constancy.
2. Hunters who wear camouflage so that they can blend in with their surroundings are relying on which principle of perception?
a. shape constancy c. figure–ground relationships b. expectancy d. depth perception
3. What monocular depth cue can best explain why railroad tracks appear to come together in the distance?
a. convergence c. overlap b. linear perspective d. texture gradient
4. The Müller-lyer illusion occurs more frequently in a. children than adults. b. men than women. c. people living in a Western culture. d. individuals living in poverty.
5. Jason’s uncle claimed to have seen a black panther in the trees beside the highway although no one else saw it. knowing that his uncle has been looking for a black panther for years, Jason attributes his uncle’s “sighting” to
a. perceptual set. b. perceptual defense. c. bottom-up processing. d. cognitive convergence.
6. The first time Megan had to install a ceiling fan in her new home, it took a long time. But later when she help installed a ceiling fan in her best friend’s home, she completed the job very quickly. Her improved speed and skill can partially be attributed to
a. bottom-up processing. b. top-down processing. c. perceptual expectancy. d. perceptual set.
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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Explore the Concept at MyPsychLab
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Applying psychology to everyday life: Beyond “Smoke and Mirrors”—The psychological Science and neuroscience of Magic Many people enjoy watching magic acts in person or on television. Perhaps you have been amazed by a Mindfreak® performed by Criss Angel or the performance and edgy antics of Penn & Teller. If you are one of those people, you likely witnessed a performance that included many various illusions. And like many of us, you probably wondered at some point in the performance, “How did they do that?” Did you think the tricks were due to some type of special device (such as a fake thumb tip for hiding a scarf ), or perhaps they were accomplished with “smoke and mirrors,” or maybe the magician distracted the audience with one movement while actually doing something else to pull off the illusion? Magicians use many techniques to take advantage of, or manipulate, our actual level of awareness of what is happening right in front of us or perhaps to manipulate our atten- tion. Watch the Video, What’s In It For Me?: Perceptual Magic in Art: Interview with Sound Artist, at MyPsychLab
Though magic is not a new topic of interest in psychology, there has been renewed interest in recent years, especially in the neuroscientific study of magic. This view sug- gests that researchers can work alongside magicians so we may be able to gain a better understanding of various cognitive and perceptual processes by not only examining the sensory or physical mechanics behind magic tricks, or even the psychological explana- tions, but to look further by examining what is happening in the brain (Macknik & Mar- tinez-Conde, 2009).
Dr. Stephen L. Macknik and Dr. Susanna Martinez-Conde of the Barrow Neuro- logical Institute are two neuroscientists who have teamed up with professional magicians to study their techniques and tricks in the effort to better understand the brain mecha- nisms underlying the illusions and how that information can be used by researchers in the laboratory. They have identified several types of illusions that can be used alone or in combination with others to serve as a basis for various magic tricks; two of these are visual illusions and cognitive illusions (Macknik et al., 2008).
As discussed earlier in the chapter, visual illusions occur when our individual per- ception does not match a physical stimulus. These illusions are caused by organizational or processing biases in the brain. Furthermore, our brain activity from the perception does not directly match the brain activity associated with the physical stimulus (Macknik et al., 2008). One example Dr. Macknik and Dr. Martinez-Conde point out is similar to a trick you may have performed yourself in grade school. Did you ever take a pencil or pen, grasp it in the middle, and then shake or wiggle it up and down? If you did it correctly, the pen or pencil would appear to bend or be made of rubber. Magicians use this illusion when they “bend” solid objects, such as spoons. So what is the brain explanation? We have special neurons in the visual cortex that are sensitive to both motion and edges called end- stopped neurons. These neurons respond differently if an object is bouncing or moving up and down quickly, causing us to perceive a solid spoon or pencil as if it is bending.
Another effect or trick that is based on the functioning of our visual system is when a magician makes an object disappear, such as a ball vanishing into the air or perhaps the outfit of an assistant changing suddenly. By showing the audience the target object, such as the ball or outfit, and then removing it very quickly from the visual field, the persistence of vision effect will make it appear that the object is still there. This is due to a response in vision neurons called the after-discharge, which will create an afterimage that lasts for up to 100 milliseconds after a stimulus is removed (Macknik et al., 2008). Again, you may have performed a similar trick if you have ever taken a lit sparkler or flashlight and twirled it around quickly to make a trail of light in the dark.
Penn & Teller have performed together for over 30 years and have joined neuroscientists in the effort to gain insights into the brain mechanisms behind magical illusions.
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Writing Prompt
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Questions for further discussion
1. The examples highlighted in this discussion are based on visual illusions; can you think of a magic trick or performance that may have been based on an illusion in a different sensory modality?
2. Of the neuroimaging methods covered in Chapter Two, which methods might be best for examining the brain activity of someone who is watching a magic performance? Why?
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The gestalt psychologists maintained that when people perceive sensory elements their tendency is to see things in terms of the entire form or pattern rather than as individual parts. Identify and describe these basic principles of perceptual organization from the gestalt perspective: figure-ground, similarity, proximity, and closure.
The ABCs of Sensation
3.1 How does sensation travel through the central nervous system, and why are some sensations ignored? • Sensation is the activation of receptors located in the eyes, ears,
skin, nasal cavities, and tongue. • Sensory receptors are specialized forms of neurons that are ac-
tivated by different stimuli such as light and sound. • A just noticeable difference is the point at which a stimulus is
detectable half the time it is present. • Weber’s law of just noticeable differences states that the just
noticeable difference between two stimuli is always a constant. • Absolute thresholds are the smallest amount of energy needed for
conscious detection of a stimulus at least half the time it is present. • Subliminal stimuli are stimuli presented just below the level of
conscious awareness, and subliminal perception has been dem- onstrated in the laboratory. It has not been shown to be effec- tive in advertising.
• Habituation occurs when the brain ignores a constant stimulus. • Sensory adaptation occurs when the sensory receptors stop re-
sponding to a constant stimulus.
The Science of Seeing
3.2 What is light, and how does it travel through the various parts of the eye? • Brightness corresponds to the amplitude of light waves, whereas
color corresponds to the length of the light waves.
• Saturation is the psychological interpretation of wavelengths that are all the same (highly saturated) or var ying (less saturated).
• Light enters the eye and is focused through the cornea, passes through the aqueous humor, and then through the hole in the iris muscle called the pupil.
• The lens also focuses the light on the retina, where it passes through ganglion and bipolar cells to stimulate the rods and cones.
3.3 How do the eyes see, and how do the eyes see different colors? • Rods detect changes in brightness but do not see color and func-
tion best in low levels of light. They are found everywhere in the retina except the center, or fovea.
• Cones are sensitive to colors and work best in bright light. They are responsible for the sharpness of visual information and are found in the fovea.
• Trichromatic theory of color perception assumes three types of cones: red, green, and blue. All colors would be perceived as various combinations of these three.
• Opponent-process theory of color perception assumes four primary colors of red, green, blue, and yellow. Colors are ar- ranged in pairs, and when one member of a pair is activated, the other is not.
• Color blindness is a total lack of color perception, whereas color-deficient vision refers to color perception that is limited primarily to yellows and blues or reds and greens only.
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sensation and perception 131
The hearing Sense: Can you hear Me now?
3.4 What is sound, and how does it travel through the vari- ous parts of the ear? • Sound has three aspects: pitch (frequency), loudness, and timbre
(purity). • Sound enters the ear through the visible outer structure, or
pinna, and travels to the eardrum and then to the small bones of the middle ear.
• The bone called the stirrup rests on the oval window, causing the cochlea and basilar membrane to vibrate with sound.
• The organ of Corti on the basilar membrane contains the au- ditory receptors, which send signals to the brain about sound qualities as they vibrate.
• Place theory states that the location of the hair cells on the organ of Corti correspond to different pitches of sound. This can explain pitch above 1000 Hz.
• Frequency theory states that the speed with which the basilar membrane vibrates corresponds to different pitches of sound. This can explain pitch below 1000 Hz.
• The volley principle states that neurons take turns firing for sounds above 400 Hz and below 4000 Hz.
3.5 Why are some people unable to hear, and how can their hearing be improved? • Conduction hearing impairment is caused by damage to the
outer or middle ear structures, whereas nerve hearing impair- ment is caused by damage to the inner ear or auditory path- ways in the brain.
• Hearing aids may be used for those with conductive hearing impairment, while cochlear implants may restore some hearing to those with nerve hearing impairment.
Chemical Senses: it Tastes good and Smells even Better
3.6 How do the senses of taste and smell work, and how are they alike? • Gustation is the sense of taste. Taste buds in the tongue receive
molecules of substances, which fit into receptor sites. • The five basic types of taste are sweet, sour, salty, bitter, and
umami (brothy). • Olfaction is the sense of smell. The olfactory receptors in the
upper part of the nasal passages receive molecules of substances and create neural signals that then go to the olfactory bulbs under the frontal lobes.
• Both gustation and olfaction are chemical senses. Gustation involves detection of chemicals dissolved in saliva whereas ol- faction involves detection of chemicals suspended in the air.
Somesthetic Senses: What the Body knows
3.7 What allows people to experience the sense of touch, pain, motion, and balance? • The somesthetic senses include the skin senses and the ves-
tibular senses. • Pacinian corpuscles respond to pressure, certain nerve endings
around hair follicles respond to pain and pressure, and free nerve endings respond to pain, pressure, and temperature.
• The gate-control theory of pain states that when receptors sensitive to pain are stimulated, a neurotransmitter called sub- stance P is released into the spinal cord, activating other pain receptors by opening “gates” in the spinal column and sending the message to the brain.
• The kinesthetic senses allow the brain to know the position and movement of the body through the activity of special re- ceptors responsive to movement of the joints and limbs.
• The vestibular sense also contributes to the body’s sense of spatial orientation and movement through the activity of the otolith organs (up-and-down movement) and the semicircular canals (movement through arcs).
• Motion sickness is explained by sensory conflict theory, in which information from the eyes conflicts with information from the vestibular sense, causing nausea.
The ABCs of perception
3.8 What are perception and perceptual constancies? • Perception is the interpretation and organization of sensations. • Size constancy is the tendency to perceive objects as always be-
ing the same size, no matter how close or far away they are. • Shape constancy is the tendency to perceive objects as remain-
ing the same shape even when the shape of the object changes on the retina of the eye.
• Brightness constancy is the tendency to perceive objects as a certain level of brightness, even when the light changes.
3.9 What are the Gestalt principles of perception? • The Gestalt psychologists developed several principles of per-
ception that involve interpreting patterns in visual stimuli. The principles are figure–ground relationships, closure, similarity, continuity, contiguity, and common region.
3.10 What is depth perception, and what kind of cues are important for it to occur? • Depth perception is the ability to see in three dimensions. • Monocular cues for depth perception include linear perspec-
tive, relative size, overlap, aerial (atmospheric) perspective, tex- ture gradient, motion parallax, and accommodation.
• Binocular cues for depth perception include convergence and binocular overlap.
3.11 What are visual illusions and how can they and other factors influence and alter perception? • Illusions are perceptions that do not correspond to reality or
are distortions of visual stimuli. • Perceptual set or expectancy refers to the tendency to per-
ceive objects and situations in a particular way because of prior experiences.
• Top-down processing involves the use of preexisting knowl- edge to organize individual features into a unified whole.
• Bottom-up processing involves the analysis of smaller features, building up to a complete perception.
132 CHAPTER 3
Pick the best answer.
1. In making a large pot of chili for a family reunion, you find that you have to add 1 onion to your pot of chili that already has 5 onions mixed in it to notice a difference. According to Weber’s law, how many onions would you have to add to notice a difference if you are making twice as much chili with 10 onions?
a. 1 b. 2 c. 4 d. 5
2. A study purportedly conducted by James Vicary teaches us what about the power of subliminal perception and its effect on advertising?
a. Subliminal advertising can profoundly affect a consumer’s decision-making process.
b. Subliminal advertising affects a consumer’s decision-making process but only when it involves comfort foods such as popcorn and soda.
c. Subliminal advertising is effective on those who believe in the power of the unconscious.
d. Subliminal advertising was never supported, since Vicary ultimately admitted that he never truly conducted such a study.
3. You detect the strong smell of cedar when you enter a furniture store. However, after a short while in the store, you no longer can detect the smell. This process is known as
a. sensory adaptation. b. habituation. c. perceptual constancy. d. accommodation.
4. Which of the following terms refers to the amplitude of a light wave such as how high or low the wave is?
a. color b. brightness c. pitch d. hue
5. When an ophthalmologist surgically corrects a patient’s vision through lASIk or Prk, the doctor is making adjustments to the patient’s
a. cornea. b. lens. c. retina. d. iris.
6. What part of the eye hardens as we age thus causing many to suffer from presbyopia?
a. rods b. cones c. lens d. vitreous humor
7. A deer’s inability to quickly respond to the headlights of an approaching car is due to what sensory phenomenon?
a. dark adaptation b. light adaptation c. afterimage d. opponent-process theory
8. The hammer, the anvil, and the stirrup are part of the a. outer ear. b. middle ear. c. inner ear. d. cochlea.
9. John has played his music loudly for years. now, in his 20s, he finds he has a continuous ringing in both of his ears. What would John probably be diagnosed with?
a. Tinnitus, which is a nerve-based disorder that has no perma- nent cure.
b. Conduction-based hearing impairment; however, hearing aids may be able to help.
c. Damage to the pinna, which can be corrected with surgery. d. regardless of the disorder, John will ultimately require a
cochlear implant.
10. Studies show that taste preference can typically begin a. before a baby is born. b. in the first 3–6 months after birth. c. by age 1. d. during preschool.
11. Jude is suffering from a severe cold. His nose has been stopped up for several days. What effect, if any, might his cold have on his sense of taste?
a. His sense of taste will be increased since he isn’t receiving ad- ditional sensory input from his smell.
b. His sense of taste will be dulled since taste and smell often work together.
c. His sense of taste will get better but not until 48 hours after he loses his sense of smell.
d. His sense of taste will be no better or worse since the senses of taste and smell are completely separate.
12. If a child suffers from congenital analgesia, why must he or she be careful when outside playing?
a. The child often cannot hear sounds unless he or she is within 3 feet of the source.
b. The child cannot feel pain and can suffer injuries without even knowing it.
c. The child lacks the ability to react to a dangerous situation. d. The child’s sense of smell does not work properly.
13. If Tabitha closes her eyes when she rides in her parent’s car, she can still tell that the car is moving. This is due to the movement of tiny crystals in the
a. outer ear. b. cochlea. c. otolith organs. d. middle ear.
14. A child may sometimes play by quickly turning around in a circle. When the child stops, he or she often feels like his or her head is still spinning. What is responsible for this sensation?
a. fluid still rotating in the semicircular canals b. proprioceptors c. compression of the otolith organs d. disruption of the otolith crystals
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sensation and perception 133
15. little karla is with her mother at the docks waiting for her daddy to return from his naval deployment. While the boat is still a ways out, her mother says, “There is daddy’s boat.” karla is confused. She cannot understand how her dad can be on a boat that is so small that she can hold up her thumb and boat disappears. It’s safe to as- sume that karla does not yet understand
a. size constancy. b. shape constancy. c. brightness constancy. d. color constancy.
16. XX XX XX XXXXXX
XX XX XX XXXXXX
XX XX XX XXXXXX
In viewing the items above, seeing three columns of Xs on the left versus three rows of Xs on the right can be explained by the gestalt principle of __________.
a. closure b. similarity c. proximity d. contiguity
17. From past experience, you know that commercial jets typically fly around 500 miles per hour at a height of 30,000 feet. However, as you watch one fly high overhead, it seems to slowly pass by. What monocular depth cue best explains this?
a. motion parallax b. linear perspective c. overlap d. texture gradient
18. The Müller-lyer illusion is influenced greatly by one’s a. age. b. gender. c. level of intellect. d. culture.
19. Allison opened her new jigsaw puzzle but soon realized that she had the same puzzle when she was a child. With her past experi- ence to rely upon, Allison will probably use __________ to help her reassemble the puzzle.
a. bottom-up processing b. top-down processing c. perceptual expectancy d. perceptual set
20. kip enjoys playing with sparklers on the 4th of July. He always loves watching a friend run with a sparkler and the momentary trail of light that seems to be left behind. Which aspect of our visual sys- tem best explains this trail of light?
a. lateral inhibition b. microsaccades of the eyes c. persistence of vision d. achromatopsia
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California police departments are cracking down on texting and talking on cell phones while driving, using
a video game-like simulator to teach college students just how dangerous trying to do two such demand-
ing mental processes at once can be. AT&T has a safety campaign in which public service announcements
recount the disastrous, and often fatal, consequences of texting while driving—both sending texts and
receiving them. A majority of states now ban all cell phone use by new drivers and text messaging for all
drivers. Why? Because contrary to common belief, we cannot truly multitask, and both driving and talking
or texting on a phone are thought processes that make heavy demands on our conscious awareness.
What are some ways in which you multitask throughout the day? How does multitasking impact your awareness or affect the quality of your work, if at all?
c o n s c i o u s n e s s4
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How can the workings of our consciousness explain “supernatural” visitations?4.10
What are some of the effects and dangers of using hallucinogens, including marijuana?4.9
How do stimulants and depressants affect con- sciousness and what are the dangers associated with taking them, particularly alcohol?
4.8
What is the difference between a physical dependence and a psychological dependence on a drug?
4.7
How does hypnosis affect consciousness?4.6
Why do people dream, and what do they dream about?4.5
How do sleep disorders interfere with normal sleep?4.4
What are the different stages of sleep, including the stage of dreaming and its importance?4.3
Why do people need to sleep, and how does sleep work?4.2
What does it mean to be conscious, and are there different levels of consciousness?4.1
l e a r n i n g o b j e c t i v e s
Why study consciousness? In a very real sense, to understand consciousness is to understand what it means to be who we are.
Waking, sleeping, dreaming, daydreaming, and other forms of conscious awareness make up the
better part of the human experience. Lack of sleep may increase the likelihood of diabetes, interfere
with the onset of puberty changes, decrease memory for learning, and increase weight gain. Drug
use can affect consciousness as well, and not always to our benefit. Clearly, an understanding of the
workings of the conscious mind is important to both our mental and our physical well-being.
What Is Consciousness?
4.1 What does it mean to be conscious, and are there different levels of consciousness?
What exactly is meant by the term consciousness? I’ve heard it a lot, but I’m not sure that I know everything it means.
Consciousness is one of those terms that most people think they understand until someone asks them to define it. Various sorts of scientists, psychologists, neuroscientists, philoso- phers, and even computer scientists (who have been trying to develop an artificial intel- ligence for some time now), have tried to define consciousness, and so there are several definitions—one for nearly every field in which consciousness is studied. Philosopher Daniel Dennett, in his 1991 book Consciousness Explained, asserts that (contrary to the opinion of William James in his 1894 text) there is no single stream of consciousness but rather multiple “channels,” each of which is handling its own tasks (Dennett, 1991). All of these channels operate in parallel, a kind of chaos of consciousness. People must some- how organize all this conscious experience, and that organization is influenced by their particular social groups and culture.
Do animals experience consciousness in the same way as people? That is a question too complex to answer fully here, but many researchers into animal behavior, language, and cognition have some reason to propose that there is a kind of consciousness in at least some animals, although its organization would naturally not be the same as human consciousness (Block, 2005; Browne, 2004; Hurley & Nudds, 2006; Koch & Mormann, 2010). In their chapter on neurobiology and consciousness, Dr. Christof Koch and Dr. Florian Mormann (Koch & Mormann, 2010, p. 1225) state that “there is little reason to doubt that other mammals share conscious feelings … with humans.” Chapter Seven in this text includes a discussion of animal language that touches on some of these issues.
to Learning Objective 7.10.
DefInItIon of ConsCIousness
So where does that leave us in the search for a working definition of consciousness?
For our purposes, a more useful definition of consciousness might be the following: Consciousness is your awareness of everything that is going on around you and inside your own head at any given moment, which you use to organize your behavior (Farthing, 1992), including your thoughts, sensations, and feelings. In a cognitive neuroscience view, consciousness is generated by a set of action potentials in the communication among neurons just sufficient to produce a specific perception, memory, or experience in our awareness (Crick & Koch, 1990, 2003; Koch & Mormann, 2010). In other words, your eyes see a dog, the neurons along the optic pathway to the occipital lobe’s visual cortex are activated, and the visual association cortex is activated to identify the external stimulus as a “dog.” Bam!—consciousness! to Learning Objective 2.9. Watch the Video, The Big Picture: States of Consciousness, at MyPsychLab
Much of people’s time awake is spent in a state called waking consciousness in which their thoughts, feelings, and sensations are clear and organized, and they feel alert. But there are many times in daily activities and in life when people experience states of consciousness that differ from this organized waking state. These variations are called “altered states of consciousness.”
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4.1 AltereD stAtes of ConsCIousness
An altered state of consciousness occurs when there is a shift in the quality or pattern of your mental activity. Thoughts may become fuzzy and disorganized and you may feel less alert, or your thoughts may take bizarre turns, as they so often do in dreams. Sometimes being in an altered state may mean being in a state of increased alertness, as when under the influence of a stimulant. You may also divide your conscious aware- ness, as when you drive to work or school and then wonder how you got there—one level of conscious awareness was driving, while the other was thinking about the day ahead, perhaps. This altered state of divided consciousness can be a dangerous thing, as many people who try to drive and talk on a cell phone at the same time have discov- ered. Studies have shown that driving while talking on a cell phone, even a hands-free phone, puts a person at the same degree of risk as driving under the influence of alco- hol (Alm & Nilsson, 1995; Briem & Hedman, 1995; Strayer & Drews, 2007; Strayer & Johnston, 2001; Strayer et al., 2006). Texting while driving is more than risky—it can be murderous (Eastern Virginia Medical School, 2009; Wang et al., 2012). to Learning Objective PIA.2. Participate in the experiment What Altered States Have You Experienced? to discover more about your own encounters with various states of consciousness.
The driver of this car has several competing demands on his attention: working his cell phone, listening to the passenger read to him, and driving his car. If he manages to get himself and his passenger safely to their destination—and by multitasking while driving he is certainly endangering both of their lives, and others as well—it’s possible that he won’t even remember the trip; he may be driving in an altered state of consciousness.
There are many forms of altered states of consciousness. For example, daydream- ing, being hypnotized, or achieving a meditative state are usually considered to be altered states. to Learning Objective 11.7. Being under the influence of cer- tain drugs such as caffeine, tobacco, or alcohol are definitely examples of altered states. Over several decades, there has been a definite rise in the use of stimulants that would ordinarily be prescribed for children and adolescents with attention-deficit/hyperac- tivity disorder, but are also used by college students and older adults who feel that the drugs give them an “edge” (Szalavitz, 2009; Zkasekis & Vitlielo, 2012). But the most common altered state people experience is the one they spend about a third of their lives in on a nightly basis—sleep. Watch the Video, What’s In It For Me?: Altered States of Consciousness, at MyPsychLab
Simulate the Experiment, What Altered States Have You Experienced? on MyPsychLab
What Altered States Have You Experienced? In altered states of consciousness there is a shift in the way we perceive and judge the world. Altered states can occur naturally, such as sleep, or we may make them happen, such as getting hypnotized. This survey asks you about your experiences with various types of altered states of consciousness.
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138 CHAPTER 4
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sleep Have you ever wondered why people have to sleep? They could get so much more work done if they didn’t have to sleep, and they would have more time to play and do creative things.
the BIology of sleep
4.2 Why do people need to sleep, and how does sleep work?
Sleep was once referred to as “the gentle tyrant” (Webb, 1992). People can try to stay awake, and sometimes they may go for a while without sleep, but eventually they must sleep. One reason for this fact is that sleep is one of the human body’s biological rhythms, natural cycles of activity that the body must go through. Some biological rhythms are monthly, like the cycle of a woman’s menstruation, whereas others are far shorter—the beat of the heart is a biologi- cal rhythm. But many biological rhythms take place on a daily basis, like the rise and fall of blood pressure and body temperature or the production of certain body chemicals (Moore- Ede et al., 1982). The most obvious of these is the sleep–wake cycle (Baehr et al., 2000). the rhythms of lIfe: CIrCADIAn rhythms The sleep–wake cycle is a circadian rhythm. The term actually comes from two Latin words, circa (“about”) and diem (“day”). So a circadian rhythm is a cycle that takes “about a day” to complete.
For most people, this means that they will experience several hours of sleep at least once during every 24-hour period. The sleep–wake cycle is ultimately controlled by the brain, specifically by an area within the hypothalamus, the tiny section of the brain that in- fluences the glandular system. to Learning Objective 2.8. Watch the Video, The Basics: Rhythms of Consciousness: Sleep Cycles, at MyPsychLab
There was a big fuss over something called melatonin a few years ago—isn’t melatonin supposed to make people sleep?
the role of the hypothAlAmus: the mIghty mIte A lot of people were buying sup- plements of melatonin (a hormone normally secreted by the pineal gland) several years ago, hoping to sleep better and perhaps even slow the effects of aging (Folkard et al., 1993; Herxheimer & Petrie, 2001; Young, 1996). The release of melatonin is influenced by a structure deep within the tiny hypothalamus in an area called the suprachiasmatic (SOO-prah-ki-AS-ma-tik) nucleus, the internal clock that tells people when to wake up and when to fall asleep (Quintero et al., 2003; Yamaguchi et al., 2003; Zisapel, 2001). The suprachiasmatic nucleus, or SCN, is sensitive to changes in light. As daylight fades, the SCN tells the pineal gland (located in the base of the brain) to secrete melatonin (Bondarenko, 2004; Delagrange & Guardiola-Lemaitre, 1997). As melatonin accumu- lates, a person will feel sleepy. As the light coming into the eyes increases (as it does in the morning), the SCN tells the pineal gland to stop secreting melatonin, allowing the body to awaken. That’s a lot of control for such a small part of the brain.
Melatonin supplements are often used to treat a condition called jet lag, in which the body’s circadian rhythm has been disrupted by traveling to another time zone. There is some evidence that melatonin may be linked to a healthier metabolism (Cardinali et al., 2013). It may help people who suffer from sleep problems due to shift work. Shift-work sleep problems, often attributed to the custom of having workers change shifts against their natural circadian rhythms (e.g., from a day shift to a night shift, and then back again to an evening shift), have been linked to increased accident rates, increased absence from work due to illness, and lowered productivity rates (Folkard et al., 1993; Folkard & Tucker, 2003; Folkard et al., 2005). In addition to melatonin supplements, it has been found that gradu- ally changing the shifts that workers take according to the natural cycle of the day (e.g., from day shift to evening shift to night shift, rather than from day shift directly to night shift) has significantly reduced the problems (Czeisler et al., 1982; Folkard et al., 2006).
Sleep, according to Webb (1992), is the “gentle tyrant.” As this picture shows, when the urge to sleep comes upon a person, it can be very difficult to resist—no matter where that person is at the time. Can you think of a time or place when you fell asleep without meaning to do so? Why do you think it happened?
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Melatonin is not the whole story, of course. Several neurotransmitters are associated with arousal and sleep regulation, including serotonin. It was once theorized that serotonin promoted sleepiness. However, it is not that simple. Serotonin-producing neurons are most active during wakefulness, less active during SWS, and relatively inactive during REM (El- menhorst et al., 2012; Hornung, 2012; Siegel, 2011). Furthermore, effects differ based on which serotonergic cells are firing and which brain structures are receiving those messages. Lastly, some serotonin receptors are excitatory and others are inhibitory. For example, some receptors facilitate some stages of sleep while others inhibit other stages (Siegel, 2011).
Body temperature plays a part in inducing sleep, too. The suprachiasmatic nucleus, as part of the hypothalamus, controls body temperature. The higher the body temperature, the more alert people are; the lower the temperature, the sleepier they are. When people are asleep at night, their body temperature is at its lowest level. Be careful: The research on the effects of serotonin and body temperature on sleep is correlational, we cannot assume causation and there are many different factors involved in sleep. to Learning Objective 1.9.
In studies in which volunteers spend several days without access to information about day or night, their sleep–wake cycles lengthened (Czeisler, 1995; Czeisler et al., 1980). The daily activities of their bodies—such as sleeping, waking, waste production, blood pressure rise and fall, and so on—took place over a period of 25 hours rather than 24 hours. Based on this research, it appears that the suprachiasmatic nucleus may be responsible for resetting the body’s biological “clock” to a 24-hour cycle every day.
In the same studies, body temperature dropped consistently even in the absence of light (Czeisler et al., 1980). As body temperature dropped, sleep began, giving further support to the importance of body temperature in the regulation of sleep. the ImportAnCe of sleep AnD the prICe of not sleepIng How much sleep is enough sleep? The answer varies from person to person because of each person’s age and possibly inherited sleep needs (Feroah et al., 2004), but most young adults need about 7 to 9 hours of sleep each 24-hour period in order to function well. (See Figure 4.1 on the next page.). Some people are short sleepers, needing only 4 or 5 hours, whereas others are long sleepers and require more than 9 hours of sleep (McCann & Stewin, 1988). As we age, we seem to sleep less during each night until the average length of sleep approaches only 6 hours. As sleep researcher Dr. Jerry Siegel describes in the video The Basics: Rhythms of Consciousness: How Much Sleep Do We Need?, the amount of sleep that we get can have an impact on our health.
Watch the Video, The Basics: Rhythms of Consciousness: How Much Sleep Do We Need?, at MyPsychLab
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Although people can do without sleep for a while, they cannot do without it al- together. In one experiment, rats were placed on moving treadmills over water. They couldn’t sleep normally because they would then fall into the water and be awakened, but they did drift repeatedly into microsleeps, or brief sidesteps into sleep lasting only sec- onds (Goleman, 1982; Konowal et al., 1999). People can have microsleeps, too, and if this happens while they are driving a car or a truck, it’s obviously bad news (Dinges, 1995; Lyznicki et al., 1998; Thomas et al., 1998). Microsleep periods are no doubt responsible for a lot of car accidents that occur when drivers have had very little sleep.
What will losing out on one night ’s sleep do to a person? For most people, a missed night of sleep will result in concentration problems and the inability to do sim- ple tasks that normally would take no thought at all, such as loading a DVD into a player. More complex tasks, such as math problems, suffer less than these simple tasks because people know they must concentrate on a complex task (Chee & Choo, 2004; Lim et al., 2007).
Even so, sleep depri- vation, or loss of sleep, is a serious problem, which many people have without realizing it. Students, for example, may stay up all night to study for an im- portant test the next day. In doing so, they will lose more inf or mation than they gain, as a good night’s s l e e p i s i m p o r t a n t f o r memory and the ability to think well (Gillen-O’Neal e t a l . , 2 0 1 2 ) . t o L e a r n i n g O b j e c t i v e PIA.5. Even a few nights of poor sleep have serious
Figure 4.1 sleep patterns of Infants and Adults
Infants need far more sleep than older children and adults. Both REM sleep and NREM sleep decrease dramatically in the first 10 years of life, with the greatest decrease in REM sleep. Nearly 50 percent of an infant’s sleep is REM, compared to only about 20 percent for a normal, healthy adult (Roffwarg, 1966). REM Sleep
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In one study, researchers found that air-traffic controllers, such as the man pictured here, were significantly more impaired in performance after working an 8-hour midnight shift as compared to a day or evening shift of equal length (Heslegrave & Rhodes, 1997).
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Contrary to popular belief, sleep deprivation often affects younger people more than it does older people, who need less sleep. Does this young man look well rested and able to successfully complete the task of brushing his teeth?
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consequences for mental and physical functioning (Van Dongen et al., 2003; Jackson et al., 2013). Some typical symptoms of sleep deprivation include trembling hands, in- attention, staring off into space, droopy eyelids, and general discomfort (Naitoh et al., 1989), as well as emotional symptoms such as irritability and even depression. to Learning Objective 14.5. Add to that list an increased risk of insulin resistance, which can lead to diabetes (Matthews et al., 2012), and even possible delays in the onset of pu- berty (Saw et al., 2012).
Sleep is also important for forming memories. Studies have shown that the physi- cal changes in the brain that occur when we form memories are strengthened during sleep, and particularly so for children (Racsmány et al., 2010; Wilhem et al., 2013).
to Learning Objective 6.13. This memory effect is no doubt due, at least in part, to the finding that sleep enhances the synaptic connections among neurons, thus increasing the plasticity of the brain—the brain’s ability to adapt to experiences (Aton et al., 2009; Bushey et al., 2011; Cirelli et al., 2012; Frank & Benington, 2006). to Learning Objective 2.3. Watch the Video, In the Real World: Sleep, Memory, and Learning, at MyPsychLab
Okay, so we obviously need to sleep. But what does it do for us? Why do we have to sleep at all?
theorIes of sleep While it’s clear that sleep is essential to life, theories about why— the purpose of sleep—differ.
The Adaptive Theory of Sleep Sleep is a product of evolution (Webb, 1992) ac- cording to the adaptive theory of sleep. It proposes that animals and humans evolved different sleep patterns to avoid being present during their predators’ normal hunting times, which typically would be at night. For example, if a human or a prey animal (one a predator will eat) is out and about at night, they are more at risk of being eaten. How- ever, if during active hunting hours the prey is in a safe place sleeping and conserving energy, it is more likely to remain unharmed. If this theory is true, then one would ex- pect prey animals to sleep mostly at night and for shorter periods of time than predator animals; you would also expect that predators could sleep in the daytime—virtually as much as they want. This seems to be the case for predators like lions that have very few natural predators themselves. Lions will sleep nearly 15 hours a day, whereas animals such as gazelles that are lions’ prey sleep a mere 4 hours a day, usually in short naps. Nocturnal animals such as the opossum can afford to sleep during the day and be active at night (when their food sources are available), because they are protected from preda- tors by sleeping high up in trees.
The Restorative Theory of Sleep The other major theory of why organisms sleep is called restorative theory, which states that sleep is necessary to the physical health of the body. During sleep, chemicals that were used up during the day’s activities are replen- ished and cellular damage is repaired (Adam, 1980; Moldofsky, 1995). As discussed ear- lier, brain plasticity is enhanced by sleep, and there is evidence that most bodily growth and repair occur during the deepest stages of sleep, when enzymes responsible for these functions are secreted in higher amounts (Saper et al., 2001).
Which of these theories is correct? The answer is that both are probably needed to understand why sleep occurs the way it does. Adaptive theory explains why people sleep when they do, and restorative theory explains why people need to sleep.
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These lionesses are predators and have no need to sleep at night to protect themselves. They sleep and hunt on and off during the day in perfect safety, while the animals that the lionesses prey upon sleep at night in the safety of trees, dens, or other shelter—often in very short naps.
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the stAges of sleep
4.3 W hat are the different stages of sleep, inc luding the stage of dreaming and its importance?
So are there different kinds of sleep? Do you go from being awake to being asleep and dreaming—is it instant?
There are actually two kinds of sleep: REM (rapid eye movement) sleep and non-REM (NREM) sleep. REM sleep is a relatively psychologically active type of sleep when most of a person’s dreaming takes place, whereas non-REM sleep spans from lighter stages to a much deeper, more restful kind of sleep. In REM sleep, the voluntary muscles
1. A change in the quality or pattern of mental activity, such as increased alertness or divided consciousness, is called a(n)
a. waking consciousness. b. altered state of consciousness. c. transient state of consciousness. d. hallucination.
2. The sleep–wake cycle typically follows a 24-hour cycle and is regulated by the __________.
a. cerebellum b. frontal lobe c. pituitary gland d. suprachiasmatic nucleus
3. The pineal gland receives instructions from the __________ to release __________.
a. thalamus; dopamine b. occipital lobe; serotonin. c. suprachiasmatic nucleus; melatonin. d. spinal cord; acetylcholine.
4. Which of the following is involved in determining when we sleep?
a. body position c. digestion b. body temperature d. GABA
5. Which theory states that sleep is a product of evolution? a. restorative theory c. reactive theory b. adaptive theory d. REM theory
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
people's awareness of everything that is going on around them at any given moment (thoughts, sensations, and feelings); much of the day is spent in waking consciousness where these are clear and organized
What Is Consciousness?
altered states of consciousness occur when there is a shift in the quality or pattern of mental activity as compared to waking consciousness; alertness, thought content, and focus can vary greatly
Sleep (sleep is one of the body's daily [circadian] biological rhythms; sleep–wake cycle controlled by the brain including the hypothalamus and the neurotransmitter serotonin)
SCN is sensitive to light—in�uences pineal gland’s secretion of melatonin (�melatonin 5 �sleepiness)
light through eyes relayed to SCN; SCN signals pineal gland to stop producing melatonin (�melatonin 5 �alertness /�sleepiness)
SCN also in�uences body temperature (�temperature 5 �sleepiness)
hypothalamus contains the suprachiasmatic nucleus (SCN)
people can live without sleep for a while, can’t live without it altogether
sleep deprivation can lead to serious changes in body and mental functioning
amount of sleep needed ranges from 4–10 hours; most people need 7–9 hours every 24 hours
adaptive theory of sleep suggests sleep is a product of evolution; sleep has evolved to avoid the active time of predators
restorative theory of sleep suggests sleep is vital to the physical health of the body; body growth and repair occur during the deepest stages of sleep
4.1 4.2 Explore the Concept at MyPsychLab
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are inhibited, meaning that the person in REM sleep moves very little, whereas in non- REM sleep the person’s body is free to move around (including kicking one’s bed part- ner!). There are also several different stages of sleep that people go through each night in which REM sleep and non-REM sleep occur. A machine called an electroencephalograph allows scientists to record the brain-wave activity as a person passes through the various stages of sleep and to determine what type of sleep the person has entered (Aserinsky & Kleitman, 1953). See Figure 4.2 for a look at what happens in each stage of sleep.
A person who is wide awake and mentally active will show a brain-wave pattern on the electroencephalogram (EEG) called beta waves. Beta waves are very small and very fast. As the person relaxes and gets drowsy, slightly larger and slower alpha waves appear. The alpha waves are eventually replaced by even slower and larger theta waves.
Much of existing sleep research is based on terminology describing sleep stages that dates back to the 1960s (Carskadon & Dement, 2011; Rechtschaffen & Kales, 1968). This terminology describes four stages (NREM) in addition to REM and wakefulness. The American Academy of Sleep Medicine (AASM) has published updated guidelines for the recording and scoring of sleep activity, which includes changes in some of the terminology. The new guidelines use R in place of REM, N instead of NREM, and W instead of wakefulness. The AASM guidelines also combine NREM Stages 3 and 4 into
Figure 4.2 Brain Activity During sleep
The EEG reflects brain activity during both waking and sleep. This activity varies according to level of alertness while awake (top two segments) and the stage of sleep. Stage N3 of sleep is characterized by the presence of delta activity, which is much slower and accounts for the larger, slower waves on these graphs. REM has activity that resembles alert wakefulness but has relatively no muscle activity except rapid eye movement. EEG data and images in this figure are courtesy of Dr. Leslie Sherlin.
Awake, alert: Beta Waves
Awake, relaxed: Alpha Waves
Sleep Stage N1 (R&K Stage 1): Theta Waves
Sleep Stage N2 (R&K Stage 2): Spindles (bursts of activity)
Sleep Stage N3 (R&K Stages 3 & 4): Deep non-REM (delta and theta waves)
Deep non-REM (delta waves)
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a single stage, now indicated by N3 (Iber et al., 2007). In looking at past research, you might encounter the sleep stages labeled as wakefulness, REM, and NREM Stages 1–4 (or simply Stages 1–4), whereas more recent studies may use W, R, N1, N2, and N3. As the area of sleep research is still in a period of transition, in the descriptions that follow, we will use the new AASM terminology as primary and the older Rechtschaffen and Kales (1968) sleep manual terminology noted in parentheses as “R&K.” Watch the Video, The Basics: Rhythms of Consciousness: Stages of Sleep, at MyPsychLab
n1 (r&K stAge 1): lIght sleep As theta wave activity increases and alpha wave ac- tivity fades away, people are said to be entering N1 sleep, or light sleep. Several rather interesting things can happen in this non-REM stage of sleep. If people are awakened at this point, they will probably not believe that they were actually asleep. They may also experience vivid visual events called hypnogogic images or hallucinations (Mavroma- tis, 1987; Mavromatis & Richardson, 1984). (The Greek word hypnos means “sleep.”) Many researchers now believe that peoples’ experiences of ghostly visits, alien abductions, and near-death experiences may be most easily explained by these hallucinations (Moody & Perry, 1993). For more about hypnogogic experiences and the role they may play in “hauntings,” see the Applying Psychology section at the end of this chapter.
A much more common occurrence is called the hypnic jerk (Mahowald & Schenck, 1996; Oswald, 1959). Have you ever been drifting off to sleep when your knees, legs, or sometimes your whole body gives a big “jerk”? Although experts have no solid proof of why this occurs, many believe that it has something to do with the possibility that our ancestors slept in trees: The relaxation of the muscles as one drifts into sleep causes a “falling” sensation, at which point the body jerks awake to prevent the “fall” from the hy- pothetical tree (Coolidge, 2006; Sagan, 1977). n2 (r&K stAge 2): sleep spInDles As people drift further into sleep, the body temper- ature continues to drop. Heart rate slows, breathing becomes more shallow and irregular, and the EEG will show the first signs of sleep spindles, brief bursts of activity lasting only a second or two. Theta waves still predominate in this stage, but if people are awakened during this stage, they will be aware of having been asleep. n3 (r&K stAges 3 AnD 4): DeltA WAves roll In In the third stage of sleep, the slow- est and largest waves make their appearance. These waves are called delta waves. These waves increase during this stage from about 20 percent to more than 50 percent of total brain activity. Now the person is in the deepest stage of sleep, often referred to as slow- wave sleep (SWS) or simply, deep sleep (Carskadon & Dement, 2011).
It is during this stage that growth hormones (often abbreviated as GH) are released from the pituitary gland and reach their peak. The body is at its lowest level of function- ing. Eventually, the delta waves become the dominant brain activity for this stage of sleep. See Figure 4.3, which shows progression through the sleep stages throughout one night.
4.3
Figure 4.3 A typical night’s sleep
The graph shows the typical progression through the night of Stages N1–N3 and REM sleep. The REM periods occur about every 90 minutes throughout the night (based on Dement, 1974).
Awake
REM
S le
e p
S ta
g e s
N1
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N3
Progression through the night
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People in deep sleep are very hard to awaken. If something does wake them, they may be very confused and disoriented at first. It is not unusual for people to wake up in this kind of disoriented state only to hear the crack of thunder and realize that a storm has come up. Children are even harder to wake up when in this state than are adults. Deep sleep is the time when body growth occurs. This may explain why children in pe- riods of rapid growth need to sleep more and also helps to explain why children who are experiencing disrupted sleep (as is the case in situations of domestic violence) suffer de- lays in growth (Gilmore & Skuse, 1999; Saper et al., 2001; Swanson, 1994).
The fact that children do sleep so deeply may explain why certain sleep disorders are more common in childhood. Indeed, many sleep disorders are more common in boys than in girls because boys sleep more deeply than do girls due to high levels of the male hormone testosterone (Miyatake et al., 1980; Thiedke, 2001).
r (r&K rem) After spending some time in N3, the sleeping person will go back up through N2 and then into a stage in which body temperature increases to near-waking levels, the eyes move rapidly under the eyelids, the heart beats much faster, and brain waves resemble beta waves—the kind of brain activity that usually signals wakefulness. The person is still asleep but in the stage known as rapid eye movement sleep (REM) and sometimes referred to as paradoxical sleep.
REM Sleep: Perchance to Dream? When a person in REM sleep is awakened, he or she almost always reports being in a dream state (Shafton, 1995). REM sleep is, therefore, associated with dreaming, and 90 percent of dreams actually take place in REM sleep. People do have dreams in the other non-REM stages, but REM dreams tend to be more vivid, more detailed, longer, and more bizarre than the dreams of NREM sleep. NREM dreams tend to be more like thoughts about daily occurrences and far shorter than REM dreams (Foulkes & Schmidt, 1983; Takeuchi et al., 2003). Fortunately, the body is unable to act upon these dreams under normal conditions be- cause the voluntary muscles are paralyzed during REM sleep, a condition known as sleep paralysis. (This is why you sometimes have a dream in which you are trying to run or move, and can’t—you are partially aware of sleep paralysis.)
What is the Purpose of REM Sleep? Why two kinds of sleep? And why would REM sleep ever be considered restful when the body is almost awake and the brain is so active? REM sleep seems to serve a different purpose than does NREM, or deep sleep. After a very physically demanding day, people tend to spend more time in NREM deep sleep than is usual. But an emotionally stressful day leads to increased time in REM sleep (Horne & Staff, 1983). Perhaps the dreams people have in REM sleep are a way of dealing with the stresses and tensions of the day, whereas physical activity would demand more time for recovery of the body in NREM sleep. Also, if deprived of REM sleep (as would occur with the use of sleeping pills or other depres- sant drugs), a person will experience greatly increased amounts of REM sleep the next night, a phenomenon called REM rebound (Vogel, 1975, 1993).
An early study of REM sleep deprivation (Dement, 1960) seemed to suggest that people deprived of REM sleep would become paranoid, seemingly mentally ill from lack of this one stage of sleep. This is called the REM myth because later studies failed to reli- ably produce the same results (Dement et al., 1969).
Other early research attempted to link REM sleep with the physical changes that occur during storing a memory for what one has recently learned, but the evidence today suggests that no one particular stage of sleep is the “one” in which this memory process occurs; rather, the evidence is mounting for sleep in general as necessary to the formation of memory (Ellenbogen et al., 2006; Maquet et al., 2003; Siegel, 2001; Stickgold et al., 2001; Walker, 2005).
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REM sleep in early infancy differs from adult REM sleep in several ways: Ba- bies spend nearly 50 percent of their sleep in REM as compared to adults’ 20 percent, the brain-wave patterns on EEG recordings are not exactly the same in infant REM when compared to adult REM recordings, and infants can and do move around quite a bit during REM sleep (Carskadon & Dement, 2005; Davis et al., 2004; Sheldon, 2002; Tucker et al., 2006). These differences can be explained: When infants are engaged in REM sleep, they are not dreaming but rather forming new connections between neu- rons (Carskadon & Dement, 2005; Davis et al., 2004; Sheldon, 2002). The infant brain is highly plastic, and much of brain growth and development takes place during REM sleep. to Learning Objective 2.3. As the infant’s brain nears its adult size by age 5 or 6, the proportion of REM sleep has also decreased to a more adultlike ratio of REM to non-REM. For infants, to sleep is perchance to grow synapses.
sleep DIsorDers
4.4 How do sleep disorders interfere with normal sleep?
What happens when sleep goes wrong? Nightmares, sleepwalking, and being unable to sleep well are all examples of sleep disorders. Watch the Video, Special Topics: Sleep Disorders, at MyPsychLab
What would happen if we could act out our dreams? Would it be like sleepwalking?
nIghtmAres AnD rem BehAvIor DIsorDer Being able to act out one’s dreams, espe- cially nightmares, is a far more dangerous proposition than sleepwalking. Nightmares are bad dreams, and some nightmares can be utterly terrifying. Children tend to have more nightmares than adults do because they spend more of their sleep in the REM state, as discussed earlier. As they age, they have fewer nightmares because they have less oppor- tunity to have them. But some people still suffer from nightmares as adults.
Some people have a rare disorder in which the brain mechanisms that normally inhibit the voluntary muscles fail, allowing the person to thrash around and even get up and act out nightmares. This disorder is called REM behavior disorder, which is a fairly serious condition (Shafton, 1995). Usually seen in men over age 60, it can happen in younger men and in women. For more about this disorder, read the Psychology in the News section. nIght terrors A rare disorder, night terrors are more likely in children and also likely to disappear as the child grows older (Garland & Smith, 1991). A night terror is es- sentially a state of panic experienced while sound asleep. People may sit up, scream, run around the room, or flail at some unseen attacker. It is also not uncommon for people to feel unable to breathe while they are in this state. Considering that people suffering a night-terror episode are in a deep stage of sleep and breathing shallowly, one can under- stand why breathing would seem difficult when they are suddenly active. Most people do not remember what happened during a night-terror episode, although a few people can remember vividly the images and terror they experienced.
But that sounds like the description of a nightmare—what’s the difference?
Some very real differences exist between night terrors and nightmares. Night- mares are usually vividly remembered immediately upon waking. A person who has had a nightmare, unlike a person experiencing a night terror, will actually be able to awaken
Nightmares of being chased by a monster or a similar frightening creature are common, especially in childhood.
While this infant is sleeping, her REM sleep (occurring about half of the time she is asleep) allows her brain to make new neural connections.
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and immediately talk about the bad dream. Perhaps the most telling difference is that nightmares occur during REM sleep rather than deep non-REM sleep, which is the do- main of night terrors, which means that people don’t move around in a nightmare as they do in a night-terror experience.
psychology in the news
Murder While Sleepwalking According to a compilation of information by Dr. Lawrence Martin, associate pro- fessor at Case Western Reserve University and specialist in pulmonary* and sleep medicine, at least 20 cases of “murder while sleepwalking” have been recorded.
The term sleepwalking as used in these cases most likely refers to the very real condition called REM behavior disorder rather than ordinary sleepwalking. Use of this disorder as a de- fense in a murder trial has sometimes been successful. Here are short descriptions of three cases and their outcomes.
Case One: In 1987, Kenneth Parks, a 23-year-old man from Toronto, Canada, got up early in the morning, got in his car, and drove 23 kilometers (about 14 miles) to the home of his wife’s parents. He stabbed his mother-in-law to death, attacked his father-in-law, and then drove to the police. Once there, he told them that he thought he had killed some people. Parks had no motive and had been suffering from severe insomnia. He did have a history of sleepwalking and his defense team, which included sleep experts and psychiatrists, con- cluded that he was indeed unaware of his actions at the time of the crime. He was acquitted (Denno, 2002; Martin, 2004).
Case Two: Scott Falater, 43 years old, was accused of murdering his wife in 1997. A neighbor, looking over a fence, witnessed Scott holding his wife’s head under water in the swimming pool. He called the police, who found a bloody pool and the body of Yamila Falater with 44 stab wounds.
Falater had performed a series of very deliberate and time-consuming actions in clean- ing up after the murder. But Falater claimed to be sleepwalking during all of these actions. Al- though sleep experts for the defense stated that Falater’s story was possible, the prosecution pointed to marital troubles as motive. Most damaging to his case was the witness who stated that 3 weeks before the murder, Falater had been discussing the case of Kenneth Parks and Parks’s acquittal for murder based on a sleepwalking defense. The jury found Falater guilty of murder in the first degree and he was given a life sentence (Martin, 2004; Tresniowski, 1999).
Case Three: In July of 2008, Brian Thomas of South Wales in Great Britain, a devoted husband and father of two children, killed his wife while dreaming of intruders breaking into their camper. Thomas had a history of sleepwalking and normally slept apart from his wife. Experts found that he suffered from night terrors, and he was acquitted of her murder by rea- son of temporary insanity (Morris, 2009).
Questions for further Discussion
1. Should sleepwalking be a valid defense for a crime as serious as murder? What about other kinds of crimes?
2. What kind of evidence should be required to convince a jury that a crime was committed while sleepwalking?
sleepWAlKIng Real sleepwalking, or somnambulism, occurs in about 20 percent of the population and is at least partially due to heredity (Abe et al., 1984; Kales et al., 1980).
*pulmonary: having to do with the lungs.
Scott Falater testifies at his trial for the murder of his wife, which he claims he committed while he was sleepwalking.
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It is much more common in childhood and also occurs more frequently in boys than in girls. A person who is sleepwalking may do nothing more than sit up in bed. But other episodes may involve walking around the house, looking in the refrigerator or even eating, and getting into the car. Most people typically do not remember the episode the next day. One student said that her brother walked in his sleep, and one morning his family found him sound asleep behind the wheel of the family car in the garage. Fortunately, he had not been able to find the keys in his sleep.
Many people with this disorder grow out of their sleepwalking by the time they become adolescents. Many parents have found that prevent- ing sleep loss makes sleepwalking a rare occurrence. This is most likely due to the deeper N3 sleep becoming even deeper during sleep loss, which
would make fully waking even more difficult (Pilon et al., 2008; Zadra et al., 2008, 2013). The only real precaution that the families of people who sleepwalk should take is to clear their floors of obstacles and to put not-easy-to-reach locks on the doors. And although it is typically not dangerous to wake sleepwalkers, they may strike out before awakening.
InsomnIA Most people think that insomnia is the inability to sleep. Although that is the literal meaning of the term, in reality insomnia is the inability to get to sleep, stay asleep, or get a good quality of sleep (Kryger et al., 1999). There are many causes of in- somnia, both psychological and physiological. Some of the psychological causes are wor- rying, trying too hard to sleep, or having anxiety. Some of the physiological causes are too much caffeine, indigestion, or aches and pain.
There are several steps people can take to help them sleep. Obvious ones are con- suming no caffeinated drinks or foods that cause indigestion before bedtime, taking medication for pain, and dealing with anxieties in the daytime rather than facing them at night. That last bit of advice is easy to say but not always easy to do. Here are some other helpful hints (Kupfer & Reynolds, 1997; National Sleep Foundation, 2009): 1. Go to bed only when you are sleepy. If you lie in bed for 20 minutes and are still awake,
get up and do something like reading or other light activity (avoid watching TV or be- ing in front of a computer screen) until you feel sleepy, and then go back to bed.
2. Don’t do anything in your bed but sleep. Your bed should be a cue for sleeping, not for studying or watching television. Using the bed as a cue for sleeping is a kind of learning called classical conditioning, or the pairing of cues and automatic responses.
to Learning Objective 5.2. 3. Don’t try too hard to get to sleep, and especially do not look at the clock and calcu-
late how much sleep you aren’t getting. That just increases the tension and makes it harder to sleep.
4. Keep to a regular schedule. Go to bed at the same time and get up at the same time, even on days that you don’t have to go to work or class.
5. Don’t take sleeping pills or drink alcohol or other types of drugs that slow down the nervous system (see the category Depressants later in this chapter). These drugs force you into deep sleep and do not allow you to get any REM or lighter stages of sleep. When you try to sleep without these drugs the next night, you will experience REM rebound, which will cause you to feel tired and sleepy the next day. REM rebound is one way to experience the form of insomnia in which a person sleeps but sleeps poorly. If none of these things seems to be working, there are sleep clinics and sleep experts
who can help people with insomnia. The American Academy of Sleep Medicine has an excellent Web site at www.aasmnet.org that provides links to locate sleep clinics in any area. One treatment that seems to have more success than any kind of sleep medication is the use of cognitive-behavior therapy, a type of therapy in which both rational thinking and controlled behavior are stressed (Bastien et al., 2004; Irwin et al., 2006; Morin et al., 2006). to Learning Objective 15.5.
“Wait! Don’t! It can be dangerous to wake them.” ©The New Yorker Collection J. Dator from cartoonbank.com. All Rights Reserved.
Tossing and turning can be a sign of someone who has trouble getting to sleep, staying asleep, or getting enough sleep—all signs of insomnia. If this woman does suffer from insomnia, how might she feel when she wakes up in the morning?
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sleep ApneA Gerald was a snorer. Actually, that’s an understatement. Gerald could give a jet engine some serious competition. Snoring is fairly common, occurring when the breathing passages (nose and throat) get blocked. Most people snore only when they have a cold or some other occasional problem, but some people snore every night and quite loudly, like Gerald. It is this type of snoring that is often associated with a condition called sleep apnea, in which the person stops breathing for 10 seconds or more. When breathing stops, there will be a sudden silence, followed shortly by a gasping sound as the person struggles to get air into the lungs. Many people do not wake up while this is hap- pening, but they do not get a good, restful night’s sleep because of the apnea.
Apnea is a serious problem. According to the National Institutes of Health (2011), from 5 to 25 percent of adults in the United States suffer from apnea (it is difficult to be precise, as many people are unaware that they have apnea). Apnea can cause heart prob- lems as well as poor sleep quality (Flemons, 2002). If a person suspects the presence of apnea, a visit to a physician is the first step in identifying the disorder and deciding on a treatment. While some people can benefit from wearing a nasal opening device, los- ing weight (obesity is often a primary cause of apnea), or using a nasal spray to shrink the nasal tissues, others must sleep with a device that delivers a continuous stream of air under mild pressure, called a continuous positive airway pressure (CPAP) device. Still others undergo a simple surgery in which the uvula (the little flap that hangs down at the back of the throat) and some of the soft tissues surrounding it are removed.
Some very young infants also experience a kind of apnea due to immaturity of the brain stem. These infants are typically placed on monitors that sound an alarm when breathing stops, allowing caregivers to help the infant begin breathing again. Although sleep apnea in infants is often associated with sudden infant death syndrome, or SIDS, it is not necessarily caused by it: Many infants who die of SIDS were never diagnosed with sleep apnea (Blackmon et al., 2003). nArColepsy A disorder affecting 1 in every 2,000 persons, narcolepsy is a kind of “sleep seizure.” In narcolepsy, the person may slip suddenly into REM sleep during the day (especially when the person experiences strong emotions). Another symptom is ex- cessive daytime sleepiness that results in the person falling asleep throughout the day at inappropriate times and in inappropriate places (Overeem et al., 2001). These sleep at- tacks may occur many times and without warning, making the operation of a car or other machinery very dangerous for the person with narcolepsy. The sudden REM attacks are especially dangerous because of the symptom of cataplexy, or a sudden loss of muscle tone. This sleep paralysis may cause injuries if the person is standing when the attack occurs. The same hypnogogic images that may accompany N1 (NREM Stage 1) sleep may also occur in the person with narcolepsy. Table 4.1 has a more detailed list of known sleep disorders.
table 4.1
Sleep Disorders
nAme of DIsorDer prImAry symptoms
Somnambulism Sitting, walking, or performing complex behavior while asleep
Night terrors Extreme fear, agitation, screaming while asleep
Restless leg syndrome Uncomfortable sensations in legs causing movement and loss of sleep
Nocturnal leg cramps Painful cramps in calf or foot muscles
Hypersomnia Excessive daytime sleepiness
Circadian rhythm disorders Disturbances of the sleep–wake cycle such as jet lag and shift work
Enuresis Urinating while asleep in bed
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Dreams
4.5 Why do people dream, and what do they dream about?
Dreams have long been a source of curiosity. People of ancient times tried to find mean- ing in dreams. Some viewed dreams as prophecy, some as messages from the spirits. But the real inquiry into the process of dreaming began with the publication of Freud’s The Interpretation of Dreams (1900).
Sleep
N1 (R&K Stage 1): while awake, primarily beta activity, more alpha as one relaxes, onset of sleep in N1 is associated with alpha being replaced by theta
N2 (R&K Stage 2): EEG sleep spindles appear; theta activity is predominant; body temperature continues to drop, heart rate and breathing slow
N3 (R&K Stages 3 and 4): deepest stage of sleep; delta activity makes up 20% to more than 50% of EEG activity; body is at lowest level of functioning and people are hard to awaken; sleep disorders such as sleepwalking and night terrors occur in this stage
R (R&K REM): dreaming occurs, including nightmares; eyes move rapidly under the eyelids and EEG indicates presence of beta, but body is typically still, due to sleep paralysis; REM behavior disorder occurs when body is not still or acts out dreams, usually seen in men over age 60
consist of both REM (rapid eye movement) and non-REM stages; REM is relatively active whereas non-REM is much deeper and restful; stages de�ned by level of brain activity as measured by the EEG (beta, alpha, theta, delta waves); sleep cycle is made up of various stages repeated 4–5 times a night
sleep disorders include a variety of problems that can interfere with sleep
insomnia is the inability to get to sleep, stay asleep, or get good quality sleep
sleep apnea consists of loud snoring and stopped breathing
narcolepsy consists of sudden onset of REM sleep during otherwise waking hours
1. In which stage(s) of sleep do people typically experience hypnogogic images?
a. N1 (NREM Stage 1) b. N2 (NREM Stage 2) c. N3 (NREM Stage 3) d. REM
2. Which of the following is a characteristic of N3 (NREM Stage 3) sleep?
a. paralysis of voluntary muscles b. increased heart rate c. deepest stage of sleep d. increased body temperature
3. A person who relies heavily on sleeping pills or alcohol to sleep might experience ______________ the following night.
a. sleep apnea b. night terrors c. REM rebound d. REM behavior disorder
4. Sleepwalking occurs in __________ sleep, whereas night- mares occur in __________ sleep.
a. N1 (NREM Stage 1); N2 (NREM Stage 2) b. REM; N3 (NREM Stage 3) c. N2 (NREM Stage 2); N1 (NREM Stage 1) d. N3 (NREM Stage 3); REM
5. If you find yourself lying in bed unable to sleep for more than 20 minutes, what should you do?
a. Start watching television or read so as to help you fall off to sleep.
b. Brew some tea to help relax you. c. Get out of bed and find some light activity to do (e.g.,
reading a book). d. Lie in bed until you fall asleep, even if it takes several
hours.
6. In which disorder do people tend to snore in a very loud manner?
a. sleep apnea b. night terrors c. sleepwalking d. narcolepsy
THINkING CRITICALLY: Do you think that sleepwalking is an adequate defense for someone who has harmed or killed another person? Should a person who has done harm while sleepwalking be forced by the courts to take preventive actions, such as installing special locks on bedroom doors? How might this affect the person’s safety, such as in a fire?
PRActice quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
4.44.3 Explore the Concept at MyPsychLab
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©The New Yorker Collection 1973 Dana Fradon from cartoonbank.com. All Rights Reserved.
freuD’s InterpretAtIon: DreAms As WIsh fulfIllment
Sigmund Freud (1856–1939) believed that the problems of his patients stemmed from conflicts and events that had been buried in their unconscious minds since childhood. These early traumas were seen as the cause of behavior problems in adulthood, in which his patients suffered from symptoms such as a type of paralysis that had no physical basis or repetitive, ritualistic* hand washing. One of the ways Freud de- vised to get at these early memories was to examine the dreams of his patients, believing that conflicts, events, and desires of the past would be represented in symbolic** form in the dreams. Freud believed dreams to be a kind of wish fulfillment for his patients. to Learning Objective 13.2. mAnIfest Content The manifest content of a dream is the actual dream itself. For example, if Chad has a dream in which he is try- ing to climb out of a bathtub, the manifest content of the dream is exactly that—he’s trying to climb out of a bathtub. lAtent Content But, of course, Freud would no doubt find more meaning in Chad’s dream than is at first evident. He be- lieved that the true meaning of a dream was hidden, or latent, and only expressed in symbols. In the dream, the water in the tub might symbolize the waters of birth, and the tub itself might be his mother’s womb. Using a Freudian interpretation, Chad may be dreaming about being born.
Seems like quite a stretch. Wouldn’t there be lots of other possible interpretations?
Yes, and today many professionals are no longer as fond of Freud’s dream analysis as they once were. But there are still some people who insist that dreams have symbolic meaning. For example, dreaming about being naked in a public place is very common, and most dream analyzers interpret that to mean feeling open and exposed, an expres- sion of childhood innocence, or even a desire for sex. Exactly how the dream is inter- preted depends on the other features of the dream and what is happening in the person’s waking life.
The development of techniques for looking at the structure and activity of the brain (see to Learning Objective 2.6) has led to an explanation of why people dream that is more concrete than that of Freud.
the ACtIvAtIon-synthesIs hypothesIs
Using brain-imaging techniques such as a PET scan (see Chapter Two), researchers have found evidence that dreams are products of activity in the pons (Hobson, 1988; Hobson & McCarley, 1977; Hobson et al., 2000). This lower area inhibits the neurotransmitters that would allow movement of the voluntary muscles while sending random signals to the ar- eas of the cortex that interpret vision, hearing, and so on (see Figure 4.4 on the next page).
When signals from the pons bombard*** the cortex during waking consciousness, the association areas of the cortex interpret those signals as seeing, hearing, and so on. Because those signals come from the real world, this process results in an experience of reality. But when people are asleep, the signals from the brain stem are random and
*ritualistic: referring to an action done in a particular manner each time it is repeated, according to some specific pattern. **symbolic: having the quality of representing something other than itself. ***bombard: to attack or press.
Dreams are often filled with unrealistic and imaginative events and images. A common dream is that of flying. What do you think flying might represent in a dream?
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4.10 not necessarily attached to actual external stimuli, yet the brain must somehow interpret these random signals. It synthesizes (puts together) an explanation of the cortex’s activa- tion from memories and other stored information.
In this theory, called the activation-synthesis hypothesis, a dream is merely an- other kind of thinking that occurs when people sleep. It is less realistic because it comes not from the outside world of reality but from within people’s memories and experiences of the past. The frontal lobes, which people normally use in daytime thinking, are more or less shut down during dreaming, which may also account for the unrealistic and often bizarre nature of dreams (Macquet & Franck, 1996).
My dreams can be really weird, but sometimes they seem pretty ordinary or even seem to mean something. Can dreams be more meaningful?
There are dream experts who suggest that dreams may have more meaning than Hobson and McCarley originally theorized. A survey questioning subjects about their dream content, for example, concluded that much of the content of dreams is meaning- ful, consistent over time, and fits in with past or present emotional concerns rather than being bizarre, meaningless, and random (Domhoff, 1996, 2005).
Hobson and colleagues have reworked the activation-synthesis hypothesis to reflect concerns about dream meaning, calling it the activation-information-mode model, or AIM (Hobson et al., 2000). In this newer version, information that is accessed during waking hours can have an influence on the synthesis of dreams. In other words, when the brain is “making up” a dream to explain its own activation, it uses meaningful bits and pieces of the person’s experiences from the previous day or the last few days rather than just random items from memory.
Figure 4.4 the Brain and Activation- synthesis theory
According to the activation-synthesis theory of dreaming, the pons in the brainstem sends random signals to the upper part of the brain during REM sleep. These random signals pass through the thalamus, which sends the signals to the proper sensory areas of the cortex. Once in the cortex, the association areas of the cortex respond to the random activation of these cortical cells by synthesizing (making up) a story, or dream, using bits and pieces of life experiences and memories.
Thalamus Part of the forebrain that relays information from sensory organs to the cerebral cortex.
Cerebral cortex Controls complex thought processes.
Pons Part of the hindbrain that relays messages between the cerebellum and the cortex.
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WhAt Do people DreAm ABout?
Calvin Hall collected over 10,000 dreams and concluded that most dreams reflect the events that occur in everyday life (Hall, 1966). Although most people dream in color, people who grew up in the era of black-and-white television sometimes have dreams in black and white. There are gender differences, although whether those differences are caused by hormonal/genetic influences, sociocultural influences, or a combination of influences remains to be seen. In his book Finding Meaning in Dreams, Dr. William Domhoff (1996) concluded that across many cultures, men more often dream of other males whereas women tend to dream about males and females equally. Men across various cultures also tend to have more physical aggression in their dreams than do women, and women are more often the victims of such aggres- sion in their own dreams. Domhoff also concluded that where there are differences in the content of dreams across cultures, the differences make sense in light of the culture’s “personality.” For example, American culture is considered fairly aggressive when compared to the culture of the Netherlands, and the aggressive content of the dreams in both cultures reflects this difference: There were lower levels of aggres- sion in the dreams of those from the Netherlands when compared to the Americans’ dream content.
Girls and women tend to dream about people they know, personal appearance con- cerns, and issues related to family and home. Boys and men tend to have more male char- acters in their dreams, which are also typically in outdoor or unfamiliar settings and may involve weapons, tools, cars, and roads. Men also report more sexual dreams, usually with unknown and attractive partners (Domhoff, 1996; Domhoff & Schneider, 2008; Foulkes, 1982; Van de Castle, 1994).
In dreams people run, jump, talk, and do all of the actions that they do in nor- mal daily life. Nearly 50 percent of the dreams recorded by Hall (1966) had sexual content, although later research has found lower percentages (Van de Castle, 1994). Then there are dreams of flying, falling, and of trying to do something and failing— all of which are very common dreams, even in other cultures (Domhoff, 1996). So is that often recounted dream of being naked in public! Take the survey experiment Are Dreams Meaningful? to discover more about your own experiences and attitudes toward dreams.
Simulate the Experiment, Are Dreams Meaningful?, on MyPsychLab
4.5
Are Dreams Meaningful?
Many psychological theorists believe that dreams are meaningful experiences. Other theorists believe dreams are a random by-product of the processing our brains go through when we sleep. What do you think? Are dreams meaningful? This survey explores your experiences with and attitudes towards dreams.
Go to the Experiment
Simulation
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The ability to be hypnotized may lie in the way the brain functions. Using brain-scanning techniques, researchers found that two areas in the brains of highly hypnotizable people, areas associated with decision-making and attention, seem to be more active and con- nected when compared to people who cannot be hypnotized (Hoeft et al., 2012).
A test of hypnotic susceptibility, or the degree to which a person is a good hypnotic subject, often makes use of a series of ordered suggestions. The more suggestions in the ordered list the person responds to, the more susceptible* that person is. (See Table 4.2 for an example of a susceptibility scale developed at Stanford University.)
fACt or myth: WhAt CAn hypnosIs reAlly Do?
Is it true that people can be hypnotized into doing things that they would never do under normal conditions?
Although the popular view is that the hypnotized person is acting involuntarily, the fact is that the hypnotist may only be a guide into a more relaxed state, while the subject actu- ally hypnotizes himself or herself (Kirsch & Lynn, 1995). People cannot be hypnotized against their will. The tendency to act as though their behavior is automatic and out of their control is called the basic suggestion effect (Kihlstrom, 1985); it gives people an excuse to do things they might not otherwise do because the burden of responsibility for their actions falls on the hypnotist.
As the video Thinking Like a Psychologist: The Uses and Limitations of Hypnosis: Ther- apy and Recovered Memories, explains, hypnosis is also a controversial tool when used in
*suggestibility: being readily influenced. *susceptible: easily affected emotionally.
Dreams
What do people dream about?
typically about events that occur in everyday life; most in color; content in uenced by gender and culture
Freud’s interpretation: wish ful�llment—con icts, events, and desires represented in symbolic form in dreams
activation-synthesis hypothesis
Why do we dream? dreams are product of random signals (activation), with brain forming explanation of signals based on memories and other information (synthesis)
activation-information-mode model (AIM) suggests that information access during waking hours can in uence the synthesis of dreams
manifest content: actual dream itself
latent content: hidden or symbolic meaning of dream
4.5
1. In Freud’s theory, the actual content of a dream is called a. manifest content. c. symbolic content. b. latent content. d. hidden content.
2. Michael finds that most of his dreams are little more than random images that seemingly have been put into a strange storyline. Which theory of dreams best explains this?
a. Freudian dream theory b. dreams for survival theory c. activation-synthesis hypothesis d. Hall’s dreams as reflections of everyday life
3. According to Calvin Hall, what are most dreams centered around?
a. everyday life c. frightening events b. unfulfilled fantasies d. past childhood
4. Freud says that dreams are a means of a. addressing anxieties. c. resolving conflicts. b. becoming aware of insecurities. d. wish fulfillment.
5. Studies show that most people tend to a. dream in black and white. b. dream in color. c. only have nightmares. d. not dream at all.
THINkING CRITICALLY keep a notepad near your bed for the next few nights. When you wake up, immediately write down any dream that you experienced. After you’ve recorded a few dreams, think about how the events in the dream relate to your life. Are things included that were happening the day before the dream oc- curred? Were there memories? Were some of the elements of the dream repetitions from past dreams? Which dream theory seems to fit your dreams best?
PRActice quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
the effects of hypnosis
4.6 How does hypnosis affect consciousness?
Hypnosis is a state of consciousness in which a person is especially susceptible to suggestion. Although a lot of misunderstandings exist about hypnosis, it can be a useful tool when properly managed. Watch the Video, Thinking Like a Psychologist: The Uses and Limi- tations of Hypnosis: Is Hypnosis a Unique State of Consciousness?, at MyPsychLab
steps In hypnotIC InDuCtIon
There are four key steps in inducing hypnosis (Druckman & Bjork, 1994): 1. The hypnotist tells the person to focus on what is being said. 2. The person is told to relax and feel tired. 3. The hypnotist tells the person to “let go” and accept suggestions easily. 4. The person is told to use vivid imagination.
The real key to hypnosis seems to be a heightened state of suggestibility.* People can be hypnotized when active and alert, but only if they are willing to be hypnotized. Only 80 percent of all people can be hypnotized, and only 40 percent are good hypnotic subjects.
Explore the Concept at MyPsychLab
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The ability to be hypnotized may lie in the way the brain functions. Using brain-scanning techniques, researchers found that two areas in the brains of highly hypnotizable people, areas associated with decision-making and attention, seem to be more active and con- nected when compared to people who cannot be hypnotized (Hoeft et al., 2012).
A test of hypnotic susceptibility, or the degree to which a person is a good hypnotic subject, often makes use of a series of ordered suggestions. The more suggestions in the ordered list the person responds to, the more susceptible* that person is. (See Table 4.2 for examples of the types of items on a typical hypnotic susceptibility scale.)
Fact or Myth: What can hypnosis really Do?
Is it true that people can be hypnotized into doing things that they would never do under normal conditions?
Although the popular view is that the hypnotized person is acting involuntarily, the fact is that the hypnotist may only be a guide into a more relaxed state, while the subject actu- ally hypnotizes himself or herself (Kirsch & Lynn, 1995). People cannot be hypnotized against their will. The tendency to act as though their behavior is automatic and out of their control is called the basic suggestion effect (Kihlstrom, 1985); it gives people an excuse to do things they might not otherwise do because the burden of responsibility for their actions falls on the hypnotist.
As the video Thinking Like a Psychologist: The Uses and Limitations of Hypnosis: Ther- apy and Recovered Memories, explains, hypnosis is also a controversial tool when used in
*suggestibility: being readily influenced. *susceptible: easily affected emotionally.
Watch the Video, Thinking Like a Psychologist: The Uses and Limitations of Hypnosis: Therapy and Recovered Memories, at MyPsychLab
CC
table 4.2
Examples of Items That Would Appear on a Hypnotic Susceptibility Scale
1. Movement of the body back and forth 5. Responding to posthypnotic suggestion
2. Closing eyes and unable to open them 6. Loss of memory for events during the session
3. Fingers locked together 7. Unable to state one’s own name
4. One arm locked into position 8. Seeing or hearing nonexistent stimuli
Source: Based on Hilgard, E, Hypnotic Susceptibility, 1965.
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therapy to help people “recover” what are thought to be repressed memories. to Learning Objective 6.9.
In general, hypnosis is a handy way to help people relax and/or to control pain. These subjective experiences are very much under people’s mental influence. Actual physical behavior is harder to change, and that is why hypnosis is not as effective at changing eating habits or helping people to stop smoking (Druckman & Bjork, 1994). Hypnosis is sometimes used in psychological therapy to help people cope with anxiety or deal with cravings for food or drugs. For a concise look at what hypnosis can and cannot do, see Table 4.3.
theories oF hypnosis
There are two views of why hypnosis works. One emphasizes the role of dissociation, or a splitting of conscious awareness, whereas the other involves a kind of social role-playing. hypnosis as Dissociation: the hiDDen observer Ernest Hilgard (1991; Hilgard & Hilgard, 1994) believed that hypnosis worked only on the immediate conscious mind of a person, while a part of that person’s mind (a “hidden observer”) remained aware of all that was going on. It’s the same kind of dissociation that takes place when people drive some- where familiar and then wonder how they got there. One part of the mind, the conscious part, is thinking about dinner or a date or something else, while the other part is doing the actual driving. When people arrive at their destination, they don’t really remember the actual trip. In the same way, Hilgard believes that there is a hidden part of the mind that is very much
aware of the hypnotic subject’s activities and sensations, even though the “hypnotized” part of the mind is blissfully un- aware of these same things.
In one study (Miller & Bowers, 1993), subjects were hypnotized and told to put their arms in ice water, al- though they were instructed to feel no pain. There had to be pain—most people can’t even get an ice cube out of the freezer without some pain— but subjects reported no pain at all. The subjects who were successful at denying the pain
table 4.3
Facts About Hypnosis
hypnosis can: hypnosis cannot:
Create amnesia for whatever happens during the hypnotic session, at least for a brief time (Bowers & Woody, 1996).
Give people superhuman strength. (People may use their full strength under hypnosis, but it is no more than they had before hypnosis.)
Relieve pain by allowing a person to remove conscious attention from the pain (Holroyd, 1996).
Reliably enhance memory. (There’s an increased risk of false-memory retrieval because of the suggestible state hypnosis creates.)
Alter sensory perceptions. (Smell, hearing, vision, time sense, and the ability to see visual illusions can all be affected by hypnosis.)
Regress people back to childhood. (Although people may act like children, they do and say things children would not.)
Help people relax in situations that normally would cause them stress, such as flying on an airplane (Muhlberger et al., 2001).
Regress people to some “past life.” There is no scientific evidence for past-life regression (Lilienfeld et al., 2004).
Stage hypnotists often make use of people’s willingness to believe that something ordinary is extraordinary. This woman was hypnotized and suspended between two chairs after the person supporting her middle stepped away. The hypnotist led the audience to believe that she could not do this unless hypnotized, but in reality anyone can do this while fully conscious.
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also reported that they imagined being at the beach or in some other place that allowed them to dissociate* from the pain. hypnosIs As soCIAl role-plAyIng: the soCIAl-CognItIve explAnAtIon The other theory of why hypnosis works began with an experiment in which participants who were not hypnotized were instructed to behave as if they were (Sarbin & Coe, 1972). These participants had no trouble copying many actions previously thought to require a hyp- notic state, such as being rigidly suspended between two chairs. The researchers also found that participants who were not familiar with hypnosis, and had no idea what the “role” of a hypnotic subject was supposed to be, could not be hypnotized.
Add to those findings the later findings that expectancies of the hypnotized person play a big part in how the person responds and what the person does under hypnosis (Kirsch, 2000). The social-cognitive theory of hypnosis assumes that people who are hypnotized are not in an altered state but are merely playing the role expected of them in the situation. They might believe that they are hypnotized, but in fact it is all a very good performance, so good that even the “participants” are unaware that they are role-playing. Social roles are very powerful influences on behavior, as anyone who has ever worn a uniform can understand—the uniform stands for a particular role that becomes very easy to play (Zimbardo, 1970; Zimbardo et al., 2000). to Learning Objective 12.11.
*dissociate: break a connection with something.
4.6
1. The primary key to hypnosis is finding someone who a. accepts suggestions easily. c. is already very tired. b. has a vivid imagination. d. is easily distracted.
2. “Hey, I couldn’t help it. I was hypnotized.” What best ex- plains this rationale for one’s behavior while hypnotized?
a. dissociative theory c. basic suggestion effect b. expectancy theory d. biological theory
3. Your friend tells you she is seeing a therapist who wishes to use hypnosis as part of her therapy. However, your friend is concerned that she might be hypnotized without knowing it. What might you tell her?
a. Be careful. Hypnotists are in control of you while hypnotized. b. Not to worry. Hypnotists can only control their patient’s
behavior about 40 percent of the time. c. That you actually hypnotize yourself and you cannot be
hypnotized against your will. d. Don’t worry. Hypnosis is just an illusion and doesn’t
really work.
4. Which theory of hypnosis includes the idea of a “hidden observer”?
a. social cognitive b. biological c. expectancy d. dissociative
THINkING CRITICALLY: Based on your knowledge of hypnosis, develop a theory to ex- plain why some people can make themselves believe that they have been abducted by aliens.
PRActice quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
4.6
theories dissociation: one part of the mind is aware of actions/activities taking place, while the “hypnotized” part is not
social-cognitive theory suggests that people assume roles based on expectations for a given situation
The Effects of Hypnosis (state of consciousness during which person is more susceptible to suggestion)
can be assessed by scale of hypnotic susceptibility
induction typically involves relaxed focus and “permission to let go”; person being hypnotized is in control and cannot be hypnotized against his or her will
can be used in therapy—helps people deal with pain, anxiety, or cravings (e.g., food, drug)
Explore the Concept at MyPsychLab
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the Influence of psychoactive Drugs Whereas some people seek altered states of consciousness in sleep, daydreaming, medi- tation, or even hypnosis, others try to take a shortcut. They use psychoactive drugs, chemical substances that alter thinking, perception, memory, or some combination of those abilities. Many of the drugs discussed in the following sections are very useful and were originally developed to help people. Some put people to sleep so that sur- geries and procedures that would otherwise be impossible can be performed, whereas others help people deal with the pain of injuries or disease. Still others may be used in helping to control various conditions such as sleep disorders or attention deficits in children and adults.
DepenDenCe
4.7 What is the difference between a physical dependence and a psychological dependence on a drug?
The usefulness of these drugs must not blind us to the dangers of misusing or abusing them. When taken for pleasure, to get “high” or to dull psychological pain, or when taken without the supervision of a qualified medical professional, these drugs can pose serious risks to one’s health and may even cause death. One danger of such drugs is their poten- tial to create either a physical or psychological dependence, both of which can lead to a lifelong pattern of abuse as well as the risk of taking increasingly larger doses, leading to one of the clearest dangers of dependence: a drug overdose. Drug overdoses do not hap- pen only with illegal drugs; even certain additives in so-called natural supplements can have a deadly effect. For example, in January 2003, Steve Bechler, a prospective pitcher for the Baltimore Orioles, died after taking three Ephedra pills on an empty stomach (Shekelle et al., 2003). Ephedra is a substance derived from a shrub found in desert areas and has been used in supplements that claim to promote weight loss. physICAl DepenDenCe Drugs that people can become physically dependent on cause the user’s body to crave the drug (Abadinsky, 1989; Fleming & Barry, 1992; Pratt, 1991). After using the drug for some period of time, the body becomes unable to function nor- mally without the drug and the person is said to be dependent or addicted, a condition commonly called physical dependence.
One sign of physical dependence is the development of a drug tolerance (Pratt, 1991). As the person continues to use the drug, larger and larger doses of the drug are needed to achieve the same initial effects of the drug.
Another sign of a physical dependence is that the user experiences symptoms of withdrawal when deprived of the drug. Depending on the drug, these symptoms can range from headaches, nausea, and irritability to severe pain, cramping, shaking, and dangerously elevated blood pressure. These physical sensations occur because the body is trying to adjust to the absence of the drug. Many users will take more of the drug to alleviate the symptoms of withdrawal, which makes the entire situation worse. This is actually an example of negative reinforcement, the tendency to continue a behavior that leads to the removal of or escape from unpleasant circumstances or sensations. Negative reinforcement is a very powerful motivating factor, and scores of drug-dependent users exist as living proof of that power. to Learning Objective 5.5.
The “high” of drug use, whether it comes from an opiate derivative, a stimulant, or a depressant such as alcohol, often takes place in certain surroundings, with certain other people, and perhaps even using certain objects, such as the tiny spoons used by cocaine addicts. These people, settings, and objects can become cues that are associated with the
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drug high. When the cues are present, it may be even harder to resist using the drug because the body and mind have become conditioned, or trained, to associate drug use with the cues. This is a form of classical conditioning. to Learning Objective 5.2. This learned behavioral effect has led to nondrug treatments that make use of behavioral therapies such as contingency-management therapy (an operant conditioning strategy), in which patients earn vouchers for negative drug tests (Tusel et al., 1994). The vouchers can be exchanged for healthier, more desirable items like food. These behavioral therapies can include residential and outpatient approaches. to Learning Objective 15.4. Cognitive-behavioral interventions work to change the way people think about the stresses in their lives and react to those stressors, working toward more effective coping without resorting to drugs.
The mechanisms of dependence are not just a product of learning—the brain it- self plays an important part. Drugs that can lead to dependence cause the release of dopamine in a part of the brain called the mesolimbic pathway, a neural track that be- gins in the midbrain area (just above the pons) and connects to limbic system struc- tures, including the amygdala and the hippocampus, and continues to the middle of the prefrontal cortex (Hnasko et al., 2010; Schmitt & Reith, 2010). to Learning Objective 2.8. When a drug enters the body, it goes quickly to this area, known as the brain’s “reward pathway,” causing a release of dopamine and intense pleasure. The brain tries to adapt to this large amount of dopamine by decreasing the number of synaptic receptors for dopamine. The next time the user takes the drug, he or she needs more of it to get the same pleasure response because of the reduced number of receptors—drug tolerance has developed (Koob & Le Moal, 2005; Laviolette et al., 2008; Salamone & Correa, 2012).
But not all drugs produce physical dependence, right? For ex- ample, some people say that you can’t get physically dependent on marijuana. If that’s true, why is it so hard for some people to quit smoking pot?
psyChologICAl DepenDenCe Not all drugs cause physical dependence; some cause psychological dependence, or the belief that the drug is needed to continue a feeling of emotional or psychological well-being, which is a very powerful factor in continued drug use. The body may not need or crave the drug, and people may not experience the symp- toms of physical withdrawal or tolerance, but they will continue to use the drug because they think they need it. In this case, it is the rewarding properties of using the drug that cause a dependency to develop. This is an example of positive reinforcement, or the ten- dency of a behavior to strengthen when followed by pleasurable consequences. to Learning Objective 5.5. Negative reinforcement is also at work here, as taking the drug will lower levels of anxiety.
Although not all drugs produce physical dependence, any drug can become a fo- cus of psychological dependence. Indeed, because there is no withdrawal to go through or to recover from, psychological dependencies can last forever. Some people who gave up smoking marijuana decades ago still say that the craving returns every now and then (Roffman et al., 1988).
The effect of a particular drug depends on the category to which it belongs and the particular neurotransmitter the drug affects. to Learning Objective 2.2. In this current chapter we will describe several of the major drug categories, including stimu- lants (drugs that increase the functioning of the nervous system), depressants (drugs that decrease the functioning of the nervous system), and hallucinogenics (drugs that alter perceptions and may cause hallucinations).
One of the dangers of psychoactive drugs is that they may lead to physical or psychological dependence.
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stImulAnts: up, up, AnD AWAy
4.8 How do stimulants and depressants affect consciousness and what are the dangers associated with taking them, particularly alcohol?
Stimulants are a class of drugs that cause either the sympathetic division or the central nervous system (or both) to increase levels of functioning, at least temporarily. In simple terms, stimulants “speed up” the nervous system—the heart may beat faster or the brain may work faster, for example. Many of these drugs are called “uppers” for this reason. AmphetAmInes Amphetamines are stimulants that are synthesized (made) in labora- tories rather than being found in nature. Among the amphetamines are drugs like Benze- drine, Methedrine, and Dexedrine. A related compound, methamphetamine, is sometimes used to treat attention-deficit/hyperactivity disorder or narcolepsy. “Crystal meth” is a crystalline form that can be smoked and is used by “recreational” drug users, people who do not need drugs but instead use them to gain some form of pleasure.
Like other stimulants, amphetamines cause the sympathetic nervous system to go into overdrive. to Learning Objective 2.4. Some truck drivers use amphet- amines to stay awake while driving long hours. Stimulants won’t give people any extra energy, but they will cause people to burn up whatever energy reserves they do have. They also depress the appetite, which is another function of the sympathetic division. Many doctors used to prescribe these drugs as diet pills. Today they are only used on a short-term basis and under strict medical supervision. Diet pills sold over the counter usually contain another relatively mild stimulant, caffeine.
When the energy reserves are exhausted, or the drug wears off, a “crash” is inevitable and the tendency is to take more pills to get back “up.” The person taking these pills finds that it takes more and more pills to get the same stimulant effect (drug tolerance). Nau- sea, vomiting, high blood pressure, and strokes are possible, as is a state called “amphet- amine psychosis.” This condition causes addicts to become delusional (losing contact with what is real) and paranoid. They think people are out to “get” them. Violence is a likely outcome, both against the self and others (Kratofil et al., 1996; Paparelli et al., 2011).
CoCAIne Unlike amphetamines, cocaine is a natural drug found in coca plant leaves. It produces feelings of euphoria (a feeling of great happiness), energy, power, and pleasure. It also deadens pain and sup- presses the appetite. It was used rather liberally by both doctors and dentists (who used it in numbing the mouth prior to extracting a tooth, for example) near the end of the nineteenth century and the beginning of the twentieth century, until the deadly effects of its ad- dictive qualities became known. Many patent medicines contained minute traces of cocaine, including the now famous Coca-Cola™ (this popular soft drink was originally marketed as a nerve tonic). The good news is that even in 1902, there wasn’t enough cocaine in a bot- tle of cola to affect even a fly, and by 1929, all traces of cocaine were removed (Allen, 1994).
Cocaine is a highly dangerous drug, not just for its addictive properties. Some peo- ple have convulsions and may even die when using cocaine for the first time (Lacayo, 1995). It can have devastating effects on the children born to mothers who use cocaine and has been associated with increased risk of learning disabilities, delayed language development, and an inability to cope adequately with stress, among other symptoms (Cone-Wesson, 2005; Eiden et al., 2009; Kable et al., 2008; Morrow et al., 2006). Labo- ratory animals have been known to press a lever to give themselves cocaine rather than eating or drinking, even to the point of starvation and death (Iwamoto & Martin, 1988; Ward et al., 1996).
Far from being illegal, cocaine was once used in many health drinks and medications, such as this toothache medicine used in the late 1800s.
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Although cocaine users do not go through the same kind of physical withdrawal symptoms that users of heroin, alcohol, and other physically addictive drugs go through, users will experience a severe mood swing into depression (the “crash”), followed by ex- treme tiredness, nervousness, an inability to feel pleasure, and paranoia. The brain is the part of the body that develops the craving for cocaine because of chemical changes caused by the drug (Hurley, 1989; Schmitt & Reith, 2010). to Learning Objective 2.2.
As addictive as cocaine is, there is one other stimulant that is usually described as even more addictive. Most experts in addiction seem to agree that although crack cocaine (a less pure, cheaper version found on the streets) produces addiction in nearly three fourths of the people who use it, nicotine produces addiction in 99 percent of the people who use it (Benowitz, 1988; Centers for Disease Control and Prevention [CDC], 1992; Franklin, 1990; Henningfield et al., 1991; Hilts, 1998; Perrine, 1997).
Hasn’t nicotine just been the victim of a lot of bad press? After all, it’s legal, unlike cocaine and heroin.
nICotIne Every year, nearly 430,000 people in the United States die from illnesses related to smoking. That’s more people than those who die from accidents in motor ve- hicles, alcohol, cocaine, heroin and other drug abuse, AIDS, suicide, and homicide com- bined (CDC, 2008). Remember, cocaine, heroin, morphine, and many other currently controlled substances or illegal drugs once used to be legal. One has to wonder what would have been the fate of these drugs if as many people had been making money off of them at that time as do those who farm, manufacture, and distribute tobacco prod- ucts today.
Nicotine is a relatively mild but nevertheless toxic stimulant, producing a slight “rush” or sense of arousal as it raises blood pressure and accelerates the heart, as well as providing a rush of sugar into the bloodstream by stimulating the release of adrenalin in addition to raising dopamine levels in the brain’s reward pathway (Kovacs et al., 2010; Rezvani & Levin, 2001). As is the case with many stimulants, it also has a relaxing effect on most people and seems to reduce stress (Pormerleau & Pormerleau, 1994).
Although fewer Americans are smoking (down to about 25 percent from over 40 percent in the 1960s), women and teenagers are actually smoking more than before (CDC, 2008). This is alarming news when one considers the toxic nature of nicotine: In the 1920s and 1930s it was used as an insecticide and is considered to be highly toxic and fast acting (Gosselin et al., 1984). Although the amount of nicotine in a cigarette is low, first-time smokers often experience nausea as a result of the toxic effects after just a few puffs.
Why is it so difficult to quit using tobacco products? Aside from the powerfully addictive nature of nicotine, the physical withdrawal symptoms can be as bad as those resulting from alcohol, cocaine, or heroin abuse (Epping-Jordan et al., 1998). People don’t think about nicotine as being as bad as cocaine or heroin because nicotine is legal and easily obtainable, but in terms of its addictive power, it is more powerful than heroin or alcohol (CDC, 2010; Henningfield et al., 1990).
CAffeIne Although many people will never use amphetamines or take cocaine, and others will never smoke or will quit successfully, there is one stimulant that almost every- one uses, with many using it every day. This, of course, is caffeine, the stimulant found in coffee, tea, most sodas, chocolate, and even many over-the-counter drugs.
Caffeine is another natural substance, like cocaine and nicotine, and is found in coffee beans, tea leaves, cocoa nuts, and at least 60 other types of plants (Braun, 1996). It is a mild stimulant, helps maintain alertness, and can increase the effectiveness of some
Nicotine is highly addictive, and many smokers will go to great lengths to be able to smoke— including smoking right next to the “No Smoking” sign.
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pain relievers such as aspirin. Caffeine is often added to pain relievers for that reason and is the key ingredient in medications meant to keep people awake.
Contrary to popular belief, coffee does not help induce sobriety. All one would get is a wide-awake drunk. Coffee is fairly acidic, too, and acids are not what the stomach of a person with a hangover needs. (And since the subject has come up, drinking more alcohol or “hair of the dog that bit you” just increases the problem later on—the best cure for a hangover is lots of water to put back all the fluids that alcohol takes out of the body, and sleep.)
DoWn In the vAlley: DepressAnts
Another class of psychoactive drugs is depressants, drugs that slow the central nervous system. mAjor AnD mInor trAnQuIlIzers Commonly known as the major tranquilizers (drugs that have a strong depressant effect) or sleeping pills, barbiturates are drugs that have a sedative (sleep-inducing) effect. Overdoses can lead to death as breathing and heart action are stopped.
The minor tranquilizers (drugs having a relatively mild depressant effect) include the benzodiazepines. These drugs are used to lower anxiety and reduce stress. Some of the most common are Valium, Xanax, Halcion, Ativan, and Librium.
Both major and minor tranquilizers can be addictive, and large doses can be dan- gerous, as can an interaction with alcohol or other drugs (Olin, 1993).
Rohypnol is a benzodiazepine tranquilizer that has become famous as the “date rape” drug. Unsuspecting victims drink something that has been doctored with this drug, which causes them to be unaware of their actions, although still able to respond to direc- tions or commands. Rape or some other form of sexual assault can then be carried out without fear that the victim will remember it or be able to report it (Armstrong, 1997; Gable, 2004).
AlCohol The most commonly used and abused depressant is alcohol, the chemical re- sulting from fermentation or distillation of various kinds of vegetable matter. Anywhere from 10 to 20 million people in the United States suffer from alcoholism. Aside from the obvious health risks to the liver, brain, and heart, alcohol is associated with loss of work time, loss of a job, and loss of economic stability.
Many people are alcoholics but deny the fact. They believe that getting drunk, especially in college, is a ritual of adulthood. Many college students and even older adults engage in binge drinking (drinking four or five drinks within a limited amount of time, such as at “happy hour”). Binge drinking quickly leads to being drunk, and drunkenness is a major sign of alcoholism. Some other danger signs are feeling guilty about drinking, drinking in the morning, drinking to recover from drinking, drinking alone, being sensitive about how much one drinks when others mention it, drinking so much that one does and says things one later regrets, drinking enough to have black- outs or memory loss, drinking too fast, lying about drinking, and drinking enough to pass out.
The dangers of abusing alcohol cannot be stressed enough. According to the Cen- ters for Disease Control and Prevention (CDC, 2011), the number of alcohol-induced deaths in 2010 was 25,692. This figure does not include deaths due to accidents and homicides that may be related to abuse of alcohol—only those deaths that are caused by the body’s inability to handle the alcohol. Of these deaths, 15,990 were attributed to liver disease caused by alcoholism. The National Institute on Alcoholism and Alco- hol Abuse (National Institute on Alcoholism and Alcohol Abuse [NIAAA], 2007) has statistics from 2001 to 2002 showing that the rate of psychiatric disorders, including alcohol and other drug abuse as well as depression and anxiety disorders, increases from about 2.5 percent for a light drinker to 13.2 percent for a moderate drinker and around
Sleep deprivation causes this man to struggle to wake up. Caffeine can help with alertness but may worsen his sleep deprivation when he tries to get a decent night’s sleep tonight.
Actor Heath Ledger died on January 22, 2008, from an accidental drug interaction. Six different types of depressant drugs were found in his system. He was 28.
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17.1 percent for a heavy drinker. Al- cohol was involved in nearly 22.5 percent of the fatal traffic crashes for drivers under 21 years old and 24.8 percent of the fatal crashes for those over 21 (NIAAA, 2007).
Pregnant women should not dr ink at all, as alcohol c an dam- age the growing embr yo, causing a condition of mental retardation and physical deformity known as fetal al- cohol syndrome. to Learn- ing Objective 8.4. Increased risk of loss of bone density (known as os- teoporosis) and heart disease has also been linked to alcoholism (Abbott et al., 1994). These are just a few of the many health problems that alcohol can cause.
If you are concerned about your own drinking or are worried about a friend or loved one, there is a free and ver y simple online assessment at this site on the Internet: www .alcoholscreening.org.
I have friends who insist that alcohol is a stimulant because they feel more uninhibited when they drink, so why is it considered a depressant?
Alcohol is often confused with stimulants. Many people think this is because alco- hol makes a person feel “up” and euphoric (happy). Actually, alcohol is a depressant that gives the illusion of stimulation, because the very first thing alcohol depresses is a person’s natural inhibitions, or the “don’ts” of behavior. Inhibitions are all the social rules people have learned that allow them to get along with others and function in society. Inhibitions also keep people from taking off all their clothes and dancing on the table at a crowded bar—inhibitions are a good thing.
Many people are unaware of exactly what constitutes a “drink.” Table 4.4 on the next page explains this and shows the effects of various numbers of drinks on be- havior. Alcohol indirectly stimulates the release of a neurotransmitter called GABA, the brain’s major depressant (Brick, 2003; Santhakumar et al., 2007). GABA slows down or stops neural activity. As more GABA is released, the brain’s functioning ac- tually becomes more and more inhibited, depressed, or slowed down. The areas of the brain that are first affected by alcohol are unfortunately the areas that control social inhibitions, so alcohol (due to its simulation of GABA) has the effect of depressing the inhibitions. As the effects continue, motor skills, reaction time, and speech are all affected.
Some people might be surprised that only one drink can have a fairly strong effect. People who are not usually drinkers will feel the effects of alcohol much more quickly than those who have built up a tolerance. Women also feel the effects sooner, as their bodies process alcohol differently than men’s bodies do. (Women are typically smaller, too, so alcohol has a quicker impact on women.)
Although many young adults see drinking as a rite of passage into adulthood, few may understand the dangers of “binge” drinking, or drinking four to five drinks within a limited amount of time. Inhibitions are lowered and poor decisions may be made, such as driving while intoxicated. Binge drinking, a popular activity on some college campuses, can also lead to alcoholism.
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table 4.4
Blood Alcohol Level and Behavior Associated With Amounts of Alcohol
A drink is a drink. Each contains half an ounce of alcohol.
So a drink is…
• 1 can of beer (12 oz 4–5% alcohol) • 1 glass of wine (4 oz 12% alcohol) • 1 shot of most liquors (1 oz 40–50% alcohol) At times “a drink” is really the equivalent of more than just one drink, like when you order a drink with more than one shot of alcohol in it, or you do a shot followed by a beer.
AverAge numBer of DrInKs BlooD AlCohol level BehAvIor
1–2 drinks 0.05% Feeling of well-being
Release of inhibitions
Judgment impaired
Coordination and level of alertness lowered
Increased risk of collision while driving
3–5 drinks 0.10% Reaction time significantly slowed
Muscle control and speech impaired
Limited night and side vision
Loss of self-control
Crash risk greatly increased
6–7 drinks 0.15% Consistent and major increases in reaction time
8–10 drinks 0.20% Loss of equilibrium and technical skills
Sensory and motor capabilities depressed
Double vision and legal blindness (20/200)
Unfit to drive for up to 10 hours
10–14 drinks 0.20% and 0.25% Staggering and severe motor disturbances
10–14 drinks 0.30% Not aware of surroundings
10–14 drinks 0.35% Surgical anesthesia
Lethal dosage for a small percentage of people
14–20 drinks 0.40% Lethal dosage for about 50% of people
Severe circulatory/respiratory depression
Alcohol poisoning/overdose
Source: Adapted from the Moderate Drinking Skills Study Guide. (2004). Eau-Claire, WI: University of Wisconsin.
nArCotICs: I feel your pAIn Narcotics are a type of depressant that suppress the sensation of pain by binding to and stimulating the nervous system’s natural receptor sites for endorphins, the neurotransmitters that naturally deaden pain sensations (Olin, 1993). Because they also slow down the action of the nervous system, drug interactions with alcohol and other depressants are possible—and deadly. All narcotics are a deriva- tive of a particular plant-based substance—opium.
Opium Opium, made from the opium poppy, has pain-relieving and euphoria- inducing properties that have been known for at least 2,000 years. Highly addictive, it mimics the effects of endorphins, the nervous system’s natural painkillers. The nervous system slows or stops its production of endorphins. When the drug wears off, there is no protection against any kind of pain, causing the severe symptoms of withdrawal as- sociated with these drugs. It was not until 1803 that opium was developed for use as a
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medication by a German physician. The new form—morphine—was hailed as “God’s own medicine” (Hodgson, 2001).
Morphine Morphine was created by dissolving opium in an acid and then neu- tralizing the acid with ammonia. Morphine was thought to be a wonder drug, although its addictive qualities soon became a major concern to physicians and their patients. Morphine is still used today to control severe pain, but in carefully controlled doses and for very short periods of time.
Heroin Ironically, heroin was first hailed as the new wonder drug—a derivative of morphine that did not have many of the disagreeable side effects of morphine. The the- ory was that heroin was a purer form of the drug, and that the impurities in morphine were the substances creating the harmful side effects. It did not take long, however, for doctors and others to realize that heroin was even more powerfully addictive than mor- phine or opium. Although usage as a medicine ceased, it is still used by many people.
Drugs such as methadone, buprenorphine, and naltrexone may be used to control withdrawal symptoms and help treat opiate addictions (Kahan & Sutton, 1998; Kakko et al., 2003; Ward et al., 1999). Eventually, as the addicted person is weaned from these drugs, the natural endorphin system starts to function more normally.
hAlluCInogens: hIgher AnD hIgher
4.9 What are some of the effects and dangers of using hallucinogens, including marijuana?
Hallucinogens actually cause the brain to alter its interpretation of sensations (Olin, 1993) and can produce sensory distortions very similar to synesthesia ( to Chapter Three: Sensation and Perception), in which sensations cross over each other—colors have sound, sounds have smells, and so on. False sensory perceptions, called hallucinations, are often ex- perienced, especially with the more powerful hallucinogens. There are two basic types of hallucinogens—those that are created in a laboratory and those that are from natural sources. Before we begin our discussion of hallucinogens, take the survey experiment What Drugs Have You Used? to discover more about your experiences and attitudes toward these drugs.
Simulate the Experiment, What Drugs Have You Used?, on MyPsychLab
What Drugs Have You Used?
This survey asks you about your use of and attitudes towards hallucinogenic drugs.
Go to the Experiment
Simulation
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mAnufACtureD hIghs There are several drugs that were developed in the laboratory instead of being found in nature. Perhaps because these drugs are manufactured, they are often more potent than drugs found in the natural world.
LSD LSD, or lysergic acid diethylamide, is synthesized from a grain fungus called ergot. Ergot fungus commonly grows on rye grain but can be found on other grains as well. First manufactured in 1938, LSD is one of the most potent, or power- ful, hallucinogens ( Johnston et al., 2007; Lee & Shlain, 1986). It takes only a very tiny drop of LSD to achieve a “high.”
People who take LSD usually do so to get that high feeling. Some people feel that LSD helps them expand their consciousness or awareness of the world around them. Colors seem more intense, sounds more beautiful, and so on. But the experience is not always a pleasant one, just as dreams are not always filled with positive emotions. “Bad trips” are quite common, and there is no way to control what kind of “trip” the brain is going to decide to take.
One of the greater dangers in using LSD is the effect it has on a person’s ability to perceive reality. Real dangers and hazards in the world may go unnoticed by a person “lost” in an LSD fantasy, and people under the influence of this drug may make poor decisions, such as trying to drive while high.
PCP Another synthesized drug was found to be so dangerous that it remains use- ful only in veterinary medicine as a tranquilizer. The drug is PCP (which stands for phenyl cyclohexyl piperidine, a name which is often contracted as phencyclidine) and can have many different effects. Depending on the dosage, it can be a hallucinogen, stimulant, depressant, or an analgesic (painkilling) drug. As with LSD, users of PCP can experience hallucinations, distorted sensations, and very unpleasant effects. PCP can also lead to acts of violence against others or suicide (Brecher 1988; Cami et al., 2000; Johnston et al., 2007). Users may even physically injure themselves unintention- ally because PCP causes them to feel no warning signal of pain.
MDMA (Ecstasy) The last synthetic drug we will address here is technically an amphetamine but it is capable of producing hallucinations as well. In fact, both MDMA (a “designer drug” known on the streets as Ecstasy or simply X) and PCP are now classified as stimulatory hallucinogenics, drugs that produce a mixture of psycho- motor stimulant and hallucinogenic effects (National Institute on Drug Abuse, 2006; Shuglin, 1986). Although many users of MDMA believe that it is relatively harmless, the fact is that it—like many other substances—can be deadly when misused. MDMA causes the release of large amounts of serotonin and also blocks the reuptake of this neurotransmitter (Hall & Henry, 2006; Liechti & Vollenweider, 2001; Montgomery & Fisk, 2008). The user feels euphoria, energized, and may feel increased emotional warmth toward others. But there is some evidence that MDMA may damage the sero- tonin receptors, which could lead to depression. Other negative effects include severe dehydration and raised body temperature, which can lead to excessive intake of liq- uids—with possible fatal results (Leccese et al., 2000). nonmAnufACtureD hIgh: mArIjuAnA One of the best known and most commonly abused of the hallucinogenic drugs, marijuana (also called “pot” or “weed”) comes from the leaves and flowers of the hemp plant called Cannabis sativa. (Hashish is the concentrated substance made by scraping the resin from these leaves, and both marijuana and hashish contain cannabinoids.) The most psychoactive cannabinoid, and the active ingredient in marijuana, is tetrahydrocannabinol (THC). Marijuana is best known for its ability to produce a feeling of well-being, mild intoxication, and mild sensory distortions or hallucinations.
The effects of marijuana are relatively mild compared to the other hallucinogens. In fact, an inexperienced user who doesn’t know what to expect upon smoking that first
Many of these young people enjoying themselves at a rave may be using MDMA, or Ecstasy. The dehydrating effect of the drug, together with the intense dancing and physical activity at raves like this one, can have a deadly effect on the user.
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marijuana cigarette may feel nothing at all. Most people do report a feeling of mild eupho- ria and relaxation, along with an altered time sense and mild visual distortions. Higher doses can lead to hallucinations, delusions, and the all-too-common paranoia. Most studies of marijuana’s effects have concluded that while marijuana can create a powerful psychological dependency, it does not produce physical dependency or physical withdrawal symptoms. However, after alcohol and nicotine, cannabis dependence is the most common form of drug dependence in the United States, Canada, and Australia (Hall & Degenhardt, 2009).
Even at mild doses, it is not safe to operate heavy machinery or drive a car while under the influence of marijuana because it negatively affects reaction time and percep- tion of surroundings; the drug reduces a person’s ability to make the split-second deci- sions that driving a car or other equipment requires. Information processing in general, attention, and memory are all likely to be impaired in a person who has used marijuana.
Marijuana is most commonly smoked like tobacco, but some people have been known to eat it baked into brownies or other foods. This is a kind of double duty for the doctored food, as marijuana stimulates the appetite.
Although no one has ever been known to die from an overdose of marijuana, smok- ing it is not a healthy habit. Research linking marijuana smoking and lung cancer is not definitive due to the fact that many studies have not been able to control for confounding variables, such as cigarette smoking, alcohol use, or other risk factors (Hall & Degenhardt, 2009). to Learning Objective 1.10. Aside from those previously mentioned, probable adverse effects from chronic nonmedical marijuana use also include increased risk of motor vehicle crashes, chronic bronchitis or other lung problems, and cardiovas- cular disease. In adolescents who are regular users, psychosocial development, educational attainment, and mental health can be negatively impacted (Hall & Degenhardt, 2009). With regard to the possible mental health problems, there especially appears to be an increased risk for psychotic symptoms and disorders later in life for adolescents who are regular and heavier users (Hall & Degenhardt, 2009; Moore et al., 2007).
Table 4.5 summarizes the various types of drugs, their common names, and their effects on human behavior.
This woman is preparing a cannabis (marijuana) cigarette. Cannabis is reported to relieve pain in cases of multiple sclerosis and chronic pain from nerve damage. Such use is controversial as cannabis is classified as an illegal drug in some countries.
table 4.5
How Drugs Affect Consciousness
Drug ClAssIfICAtIon Common nAme mAIn effeCt ADverse effeCts
stimulants Stimulation, excitement
Amphetamines Methamphetamine, speed, Ritalin, Dexedrine
Risk of addiction, stroke, fatal heart problems, psychosis
Cocaine Cocaine, crack Risk of addiction, stroke, fatal heart problems, psychosis
Nicotine Tobacco Addiction, cancer
Caffeine Coffee, tea Addiction, high blood pressure
Depressants Relaxation
Barbiturates (major tranquilizers)
Nembutal, Seconal Addiction, brain damage, death
Benzodiazepines (minor tranquilizers)
Valium, Xanax, Halcion, Ativan, Rohypnol
Lower risk of overdose and addiction when taken alone
Alcohol Beer, wine, spirits Alcoholism, health problems, depression, increased risk of accidents, death
Narcotics Opium, Morphine, heroin Euphoria Addiction, death
hallucinogens LSD, PCP, MDMA (Ecstasy), Marijuana
Distorted consciousness, altered perception
Possible permanent memory problems, bad “trips,” suicide, overdose, and death
168 CHAPTER 4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.10
LSD
PCP
MDMA (Ecstasy)
marijuana
amphetamines
cocaine
nicotine
caffeine
physical dependence: user’s body needs a drug to function; drug tolerance and withdrawal are warning signs/symptoms
psychological dependence: user believes drug is needed to function
stimulants increase functioning of nervous system
barbiturates major tranquilizers
benzodiazepines minor tranquilizers— Valium, Xanax, Halcion, Ativan, Librium, Rohypnol
alcohol
depressants have sedative effect
morphine
heroin
methadone does not produce euphoria; used to treat heroin addiction
hallucinogens
manufactured
nonmanufactured
alter brain’s interpretation of sensations
Why do some people continue to use or become addicted to psychoactive drugs?
types
The In�uence of Psychoactive Drugs (drugs that alter thinking, perception, or memory)
narcotics euphoria-producing and pain-relieving drugs derived from opium
4.8 4.9 4.7
1. As consequences to stopping drug use, headaches, nausea, shaking, and elevated blood pressure are all signs of
a. withdrawal. b. overdose. c. psychological dependency. d. amphetamine toxicity.
2. What drug’s physical withdrawal symptoms include severe mood swings (crash), paranoia, extreme fatigue, and an inability to feel pleasure?
a. heroin c. alcohol b. caffeine d. cocaine
3. Which of the following statements about nicotine is true? a. In terms of addictive power, nicotine is more powerful
than heroin or alcohol. b. Nicotine can slow the heart and therefore create a sense
of relaxation. c. Overall, the number of Americans smoking is on the
increase. d. Overall, the number of women and teenagers smoking is
on the decrease.
4. _____________ is a tranquilizer that is also known as the “date rape” drug.
a. Halcion b. Librium c. Rohypnol d. Xanax
5. Typically, narcotics have the ability to a. cause intense hallucinations. b. suppress the sensation of pain. c. stimulate the user. d. cause deep levels of depression.
6. Most studies of marijuana’s effects have found that a. it creates a powerful psychological dependency. b. it creates a strong physical dependency. c. it produces intense withdrawal symptoms. d. it is easy to overdose on the substance.
THINkING CRITICALLY: What might happen if the use of nicotine products became illegal?
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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C o n C e p t m A p
4.9
consciousness 169
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
Applying psychology to everyday life: thinking Critically About ghosts, Aliens, and other things that go Bump in the night
4.10 How can the workings of our consciousness explain “supernatural” visitations?
Down through the ages, people have been visited by ghosts, spirits, and other sorts of mystical or mysterious visitors—or so they have believed. In more modern times, ghostly visitations have often given way to aliens, who may perform some sort of medical exami- nation or who may abduct the person, only to return them to their beds. And it is to their beds that they are usually returned, and such visitations typically are experienced when the person is in bed. Is there a simpler explanation for these experiences?
As mentioned earlier in this chapter, a type of hallucination can occur just as a person is entering N1 (NREM Stage 1) sleep, called a hypnogogic hallucination (Ohayon et al., 1996; Siegel & West, 1975). If you remember that people in N1, when awakened, will deny having been asleep, a simple explanation for so-called supernatural visitations does present itself. Hypnogogic hallucinations are not dreamlike in nature. Instead, they feel very real to the person experiencing them (who does not think he or she is asleep, remember). Most common are the auditory hallucinations, in which a person might hear a voice calling out the person’s name, not all that unusual and probably not remembered most of the time.
Imagine for a moment, though, that your hypnogogic hallucination is that of some person whom you know to be dead or ill, or a strange and frightening image, perhaps with equally strange and frightening sound effects. That you will remember, especially since you are likely to wake up right after and be completely convinced that you were awake at the time of the hallucination. Combine this experience with the natural tendency many people have to want to believe that there is life after death or that there are other sentient life forms visiting our planet, and voilà!—a ghost/spirit/alien has appeared.
Sometimes people have a similar experience in the middle of the night. They awaken to find that they are paralyzed and that something—ghost, demon, alien—is standing over them and perhaps doing strange things to their helpless bodies. When a hallucination happens just as a person is in the between-state of being in REM sleep (in which the voluntary muscles are paralyzed) and not yet fully awake, it is called a hypnopompic hallucination and is once again a much simpler explanation of visits by aliens or spirits during the night than any supernatural explanation. Such visitations are not as rare as you might think, but once again, it is only the spectacular, frighten- ing, or unusual ones that will be remembered (Cheyne, 2003; Greeley, 1987; Ohayon et al., 1996).
Questions for further Discussion
1. Have you ever had one of these experiences? Can you now understand how that experi- ence might have been one that you would remember?
2. Talk to friends or family about their similar experiences, looking for the simpler explanation.
Individuals sometimes awaken with the very real feeling that they have been visited by aliens, or a ghost, demon, or even an angel. The more logical explanation is that they have been startled awake from either a hypnogogic or hypnopompic hallucination experienced at some point as they were sleeping.
170 CHAPTER 4
What Is Consciousness?
4.1 What does it mean to be conscious, and are there differ- ent levels of consciousness? • Consciousness is a person’s awareness of everything that is going
on at any given moment. Most waking hours are spent in waking consciousness.
• Altered states of consciousness are shifts in the quality or pat- tern of mental activity.
sleep
4.2 Why do people need to sleep, and how does sleep work? • Sleep is a circadian rhythm, lasting 24 hours, and is a product
of the activity of the hypothalamus, the hormone melatonin, the neurotransmitter serotonin, and body temperature.
• Adaptive theory states that sleep evolved as a way to conserve energy and keep animals safe from predators that hunt at night.
• Restorative theory states that sleep provides the body with an opportunity to restore chemicals that have been depleted dur- ing the day as well as the growth and repair of cell tissue.
• The average amount of sleep needed by most adults is about 7 to 9 hours within each 24-hour period.
4.3 What are the different stages of sleep, including the stage of dreaming and its importance? • N1 (NREM Stage 1) sleep is light sleep. • N2 (NREM Stage 2) sleep is indicated by the presence of sleep
spindles, bursts of activity on the EEG. • N3 (NREM Stages 3 and 4) is highlighted by the first appear-
ance of delta waves, the slowest and largest waves, and the body is at its lowest level of functioning.
• REM sleep occurs four or five times a night, replacing N1 after a full cycle through N1–N3 and then ascending back to lighter
stages of sleep. It is accompanied by paralysis of the voluntary muscles but rapid movement of the eyes.
4.4 How do sleep disorders interfere with normal sleep? • Sleepwalking and sleeptalking occur in N3 sleep. • Voluntary muscles are paralyzed during REM sleep. • Night terrors are attacks of extreme fear that the victim has
while sound asleep. • Nightmares are bad or unpleasant dreams that occur during
REM sleep. • REM behavior disorder is a rare condition in which sleep pa-
ralysis fails and the person moves violently while dreaming, of- ten acting out the elements of the dream.
• Insomnia is an inability to get to sleep, stay asleep, or get enough sleep.
• Sleep apnea occurs when a person stops breathing for 10 sec- onds or more.
• Narcolepsy is a genetic disorder in which the person suddenly and without warning collapses into REM sleep.
Dreams
4.5 Why do people dream, and what do they dream about? • Manifest content of a dream is the actual dream and its events.
Latent content of a dream is the symbolic content, according to Freud.
• Without outside sensory information to explain the activation of the brain cells in the cortex by the pons area, the association areas of the cortex synthesize a story, or dream, to explain that activation in the activation-synthesis hypothesis.
• A revision of activation-synthesis theory, the activation-in- formation-mode model (AIM), states that information ex- perienced during waking hours can influence the synthesis of dreams.
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consciousness 171
the effects of hypnosis
4.6 How does hypnosis affect consciousness? • Hypnosis is a state of consciousness in which a person is espe-
cially susceptible to suggestion. • The hypnotist will tell the person to relax and feel tired, to
focus on what is being said, to let go of inhibitions and accept suggestions, and to use vivid imagination.
• Hypnosis cannot give increased strength, reliably enhance memory, or regress people to an earlier age or an earlier life, but it can produce amnesia, reduce pain, and alter sensory impressions.
• Hilgard believed that a person under hypnosis is in a state of dissociation, in which one part of consciousness is hypnotized and susceptible to suggestion, while another part is aware of everything that occurs.
• Other theorists believe that the hypnotized subject is merely playing a social role—that of the hypnotized person. This is called the social-cognitive theory of hypnosis.
the Influence of psychoactive Drugs
4.7 What is the difference between a physical dependence and a psychological dependence on a drug? • Drugs that are physically addictive cause the user’s body to crave
the drug. When deprived of the drug, the user will go through physical withdrawal.
• Drug tolerance occurs as the user’s body becomes conditioned to the level of the drug. After a time, the user must take more and more of the drug to get the same effect.
• In psychological dependence, the user believes that he or she needs the drug to function well and maintain a sense of well- being. Any drug can produce psychological dependence.
4.8 How do stimulants and depressants affect consciousness and what are the dangers associated with taking them, par- ticularly alcohol? • Stimulants are drugs that increase the activity of the nervous sys-
tem, particularly the sympathetic division and the central ner- vous system.
• Amphetamines are synthetic drugs such as Benzedrine or Dex- edrine. They help people stay awake and reduce appetite but are highly physically addictive.
• Cocaine is highly addictive and can cause convulsions and death in some first-time users.
• Nicotine is a mild stimulant and is very physically addictive.
• Caffeine is the most commonly used stimulant, found in coffee, tea, chocolate, and many sodas.
• Barbiturates, also known as major tranquilizers, have a sedative effect and are used as sleeping pills.
• The minor tranquilizers are benzodiazepines such as Valium or Xanax.
• Alcohol is the most commonly used and abused depressant. • Alcohol can interact with other depressants. • Excessive use of alcohol can lead to alcoholism, health prob-
lems, loss of control, and death. • Narcotics are pain-relieving drugs of the depressant class that
are derived from the opium poppy. • Opium is the earliest form of this drug and is highly addic-
tive because it directly stimulates receptor sites for endorphins. This causes natural production of endorphins to decrease.
• Morphine is a more refined version of opium but is highly addictive.
• Heroin was believed to be a purer form of morphine and, there- fore, less addictive but in fact is even more powerfully addictive.
• Methadone has the ability to control the symptoms of heroin or morphine withdrawal without the euphoria, or “high,” of heroin or morphine.
4.9 What are some of the effects and dangers of using hal- lucinogens, including marijuana? • Hallucinogens are stimulants that alter the brain’s interpretation
of sensations, creating hallucinations. Three synthetically created hallucinogens are LSD, PCP, and MDMA.
• Marijuana is a mild hallucinogen, producing a mild euphoria and feelings of relaxation in its users. Larger doses can lead to hallucinations and paranoia. It contains substances that may be carcinogenic and impairs learning and memory.
Applying psychology to everyday life: thinking Critically About ghosts, Aliens, and other things that go Bump in the night
4.10 How can the workings of our consciousness explain “supernatural” visitations? • Vivid, realistic hallucinations that occur in N1 (NREM Stage 1)
sleep are called hypnogogic hallucinations and are often misin- terpreted as ghosts or other supernatural visitations.
• Similar hallucinations that occur when awakening from REM sleep are called hypnopompic hallucinations.
172 CHAPTER 4
Pick the best answer.
1. Jane is aware that she is sitting in her psychology class and it is almost lunchtime. She is also aware of how tired she is since staying up late to watch a movie. Thus, if Jane is aware of what is going on around her and what is going on within her, then it is safe to say that she is in a(n)
a. state of waking consciousness. b. altered state of consciousness. c. unconscious state. d. preconscious state.
2. What part of the brain is influential in determining when to sleep? a. hippocampus b. hypothalamus c. thalamus d. frontal lobe
3. As the sun begins to set, Winston finds himself becoming more and more sleepy. What structure is sensitive to light and influences when to go to sleep and when to awaken?
a. corpus callosum b. occipital lobe c. thalamus d. suprachiasmatic nucleus
4. Carlos is pulling an all-nighter in preparation for his big psychology test tomorrow. According to the research, what is the result on Car- los’s memory when he deprives himself of sleep the night prior to his exam?
a. Carlos will retain information from staying up all night, but only if his test is early in the morning.
b. The ability to retain information can be influenced by the presence of sunlight. Thus, if the sun is shining, Carlos will re- member more than if it is a cloudy day.
c. Carlos will actually remember less if he deprives himself of sleep the night before.
d. Carlos’s memory will not be affected in any way assuming he only stays awake for one all-night study session.
5. Your uncle karl, who recently retired, has mentioned how he doesn’t sleep as well as he did when he was younger. For many years, he regularly slept about 7–8 hours, but now that he is in his 60s he tends to get only 5–6 hours of sleep per night. What would you tell him?
a. Getting less sleep seems to be a common consequence of aging.
b. Getting less sleep as we age is not normal, since studies show we need more sleep as we age.
c. Getting less sleep is dangerous as we age. People should seek medical intervention to help them sleep.
d. Getting less sleep is associated with mental health prob- lems in our later years. Uncle karl should consider seeing a psychologist.
6. You find yourself driving very late at night. As you are driving, you realize that you actually were falling off to sleep for a couple of sec- onds. Such a phenomenon is known as
a. microsleep. b. daydreaming. c. circadian rhythms. d. hypnic jerk.
7. Studies have found that certain chemicals that help repair damaged cells only function while we sleep. What theory best explains this?
a. circadian rhythm of sleep b. adaptive theory of sleep c. restorative theory of sleep d. sleep deprivation theory
8. In which stage of sleep do sleep spindles occur? a. N1 (NREM Stage 1) b. N2 (NREM Stage 2) c. N3 (NREM Stage 3) d. REM
9. Josef has had a very demanding day. Though his work is not physi- cally challenging, it tends to mentally drain him. What type of sleep will Josef probably require more of?
a. N1 (NREM Stage 1) b. N2 (NREM Stage 2) c. N3 (NREM Stage 3) d. REM sleep
10. Your doctor has told you that your youngest son suffers from som- nambulism. What is another name for somnambulism?
a. insomnia b. sleepwalking c. sleep apnea d. narcolepsy
11. Gerald has difficulty falling off to sleep. Harley can fall off to sleep easily but often wakes up early. Dale typically sleeps for 10 hours. All three are tired and not rested upon rising. Who seems to be ex- periencing insomnia?
a. Gerald b. Harley c. Dale d. All three suffer from insomnia.
12. Very young infants who suffer from sleep apnea may be more at risk for SIDS, or sudden infant death syndrome. Why might these infants have difficulty breathing?
a. Many of these infants are obese and therefore their airways are obstructed.
b. The brain stem is not yet fully mature. c. The tissue lining in the nasal passageway may be obstructing
their airflow. d. No medical explanation has been determined.
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consciousness 173
13. Bill suddenly and without warning slips into REM sleep during the day. He often falls to the ground and is difficult to awaken. Bill may have a condition called
a. sleep apnea. b. insomnia. c. narcolepsy. d. epilepsy.
14. Calvin had a dream about his dog Snoopy in which he constantly looked for him but couldn’t find him. In reality, Calvin’s dog had died after being hit by a car. According to Sigmund Freud, his dream in which he was searching for his dog is an example of ________________, while the inner meaning that he misses his dog terribly is an example of ________________.
a. wish fulfillment; manifest content b. latent content; wish fulfillment c. latent content; manifest content d. manifest content; latent content
15. When Tawny is asked to write down her dreams as a class assign- ment, she is bothered by the fact that her dreams often seem to jump randomly from scene to scene with little meaning. What theory best explains her dreams?
a. activation-synthesis b. dreams-for-survival c. sociocultural theory d. Freudian
16. Anthony’s therapist is using hypnosis to help him recall the night he was supposedly abducted by aliens. Danny’s therapist is using hypnosis to help him prepare for the pain of dental surgery since Danny is allergic to the dentist’s painkillers. Patrick’s therapist is us- ing hypnosis to help him quit drinking and smoking. Which client has the highest chance for success?
a. Anthony b. Danny c. Patrick d. All three can benefit from hypnosis since each technique is
proven effective.
17. Bobby agreed to be hypnotized during a comedy routine. While hypnotized, he stood on his chair and crowed like a rooster. Later, when his friends asked why he did this, Bobby replied that he didn't know, it must have been because he was hypnotized. What theory best explains his behavior?
a. the hidden observer theory of hypnosis b. the social-cognitive explanation of hypnosis c. the biological theory of hypnosis d. the behavioral theory of hypnosis
18. Jackie has found that when she tries to quit drinking, she gets headaches, has night sweats, and shakes uncontrollably. Such a re- action is an example of
a. psychological dependence. b. overdose. c. withdrawal. d. learned behavior.
19. What is the most commonly used and abused depressant? a. alcohol b. Prozac c. tranquilizers d. caffeine
20. Which drug, depending on the dosage, can be a hallucinogen, stimulant, depressant, or painkiller?
a. marijuana b. opium c. PCP d. caffeine
CC
l e a r n i n g Yoshiko’s first-grade teacher started a reading contest. For every book read, a child would get a gold
star on the reading chart, and at the end of one month the child with the most stars would get a prize.
Yoshiko went to the library and checked out several books each week. At the end of the month, Yoshiko
had the most gold stars and got to stand in front of her classmates to receive her prize. Would it be
candy? A toy? She was so excited! Imagine her surprise and mild disappointment when the big prize
turned out to be another book! Disappointing prize aside, Yoshiko’s teacher had made use of a key
technique of learning called reinforcement. Reinforcement is anything that when following a response,
increases the likelihood that the response will occur again. The reinforcers of gold stars and a prize
caused Yoshiko’s reading to increase.
How have you used reinforcement to modify your own behavior or the behavior of others?
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174
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5
Why study learning? If we had not been able to learn, we would have died out as a species long ago. Learning is
the process that allows us to adapt to the changing conditions of the world around us. We
can alter our actions until we find the behavior that leads us to survival and rewards, and we
can eliminate actions that have been unsuccessful in the past. Without learning, there would
be no buildings, no agriculture, no lifesaving medicines, and no human civilization.
l e a r n i n g o b j e c t i v e s
175
5.1 5.8
5.2 5.9
5.3 5.10
5.4 5.11
5.5 5.12
5.6 5.13
5.7
What does the term learning really mean? What are some of the problems with using punishment?
How was classical conditioning first studied, and what are the important elements and characteris- tics of classical conditioning?
How do operant stimuli control behavior, and what are some other concepts that can enhance or limit operant conditioning?
What is a conditioned emotional response, and how do cognitive psychologists explain classical conditioning?
What is behavior modification, and how can behavioral techniques be used to modify invol- untary biological responses?
How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?
How do latent learning, insight, and learned helplessness relate to cognitive learning theory?
What are the important concepts in operant conditioning?
What is observational learning, and what are the four elements of modeling?
What are the schedules of reinforcement? What is a real-world example of the use of conditioning?
What is punishment and how does it differ from reinforcement?
176
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Definition of Learning
5.1 What does the term learning really mean?
The term learning is one of those concepts whose meaning is crystal clear until one has to put it in actual words. “Learning is when you learn something.” “Learning is learning how to do something.” A more useful definition is as follows: Learning is any relatively permanent change in behavior brought about by experience or practice.
What does “relatively permanent” mean? And how does experi- ence change what we do?
The “relatively permanent” part of the definition refers to the fact that when people learn anything, some part of their brain is physically changed to record what they’ve learned (Farmer et al., 2013; Loftus & Loftus, 1980). This is actually a process of mem- ory, for without the ability to remember what happens, people cannot learn anything. Although there is no conclusive proof as yet, research suggests that once people learn something, it may be present somewhere in memory in physical form (Barsalou, 1992; Smolen et al., 2008). They may be unable to “get” to it, but it’s there. to Learn- ing Objective 6.4.
As for the inclusion of experience or prac- tice in the definition of learning, think about the last time you did something that caused you a lot of pain. Did you do it again? Probably not. You didn’t want to experience that pain again, so you changed your behavior to avoid the painful conse- quence.* This is how children learn not to touch hot stoves. In contrast, if a person does some- thing resulting in a very pleasurable experience, that person is more likely to do that same thing again. This is another change in behavior and is explained by the law of effect, a topic we will dis- cuss later in the chapter.
Not all change is accomplished through learning. Changes like an increase in height or the size of the brain are another kind of change, controlled by a genetic blueprint. This kind of change is called maturation, and is due to biology, not experience. For example, practice alone will not allow a child to walk. Children learn to walk because their nervous systems, muscle strength, and sense of balance have reached the point where walking is physically possible for them—all factors controlled by maturation. Once that maturational readiness has been reached, then practice and experience play their important part.
It Makes Your Mouth Water: Classical Conditioning
5.2 How was classical conditioning first studied, and what are the important elements and characteristics of classical conditioning?
An instantaneous learning experience.
*consequence: an end result of some action.
learning 177
5.13
5.12
5.11
5.10
5.9
5.8
5.7
5.6
5.5
5.4
5.3
5.2
5.1 In the early 1900s, research scientists were unhappy with psychology’s focus on mental activity. to Learning Objective 1.3. Many were looking for a way to bring some kind of objectivity and scientific research to the field. It was a Russian physiologist (a person who studies the workings of the body) named Ivan Pavlov (1849–1936) who pio- neered the empirical study of the basic principles of a particular kind of learning (Pavlov, 1906, 1926).
Studying the digestive system in his dogs, Pavlov had built a device that would accurately measure the amount of saliva produced by the dogs when they were fed a measured amount of food. Normally, when food is placed in the mouth of any animal, the salivary glands automatically start releasing saliva to help with chewing and digestion. This is a normal reflex—an unlearned, involuntary response that is not under personal control or choice—one of many that occur in both animals and humans. The food causes a particular reaction, the salivation. A stimulus can be defined as any object, event, or ex- perience that causes a response, the reaction of an organism. In the case of Pavlov’s dogs, the food is the stimulus and salivation is the response.
PavLov anD the SaLIvatIng DogS
Pavlov soon discovered that his dogs began salivating when they weren’t supposed to be salivating. Some dogs would start salivating when they saw the lab assistant bringing their food, others when they heard the clatter of the food bowl from the kitchen, and still others when it was the time of day they were usually fed. Switching his focus, Pavlov spent the rest of his career studying what eventually he termed classical conditioning, learning to elicit* an involuntary, reflex-like, response to a stimulus other than the origi- nal, natural stimulus that normally produces the response.
eLeMentS of CLaSSICaL ConDItIonIng
Pavlov eventually identified several key elements that must be present and experienced in a particular way for conditioning to take place. UnConDItIoneD StIMULUS The original, naturally occurring stimulus is called the un- conditioned stimulus (UCS). The term unconditioned means “unlearned.” This is the stimulus that ordinarily leads to the involuntary response. In the case of Pavlov’s dogs, the food is the unconditioned stimulus. UnConDItIoneD ReSPonSe The automatic and involuntary response to the uncondi- tioned stimulus is called the unconditioned response (UCR) for much the same reason. It is unlearned and occurs because of genetic “wiring” in the nervous system. For example, in Pavlov’s experiment, the salivation to the food is the UCR (unconditioned response). ConDItIoneD StIMULUS Pavlov determined that almost any kind of stimulus could be- come associated with the unconditioned stimulus (UCS) if it is paired with the UCS often enough. In his original study, the sight of the food dish itself became a stimulus for salivation before the food was given to the dogs. Every time they got food (to which they automatically salivated), they saw the dish. At this point, the dish was a neutral stimulus (NS) because it had no effect on salivation. After being paired with the food so many times, the dish came to produce a salivation response, although a somewhat weaker one, as did the food itself. When a previously neutral stimulus, through repeated pairing with the unconditioned stimulus, begins to cause the same kind of involuntary response, learning has occurred. The previously neutral stimulus can now be called a conditioned stimulus (CS). (Conditioned means “learned,” and, as mentioned earlier, unconditioned means “unlearned.”)
Dr. Ivan Pavlov and students working in his laboratory. Pavlov, a Russian physiologist, was the first to study and write about the basic principles of classical conditioning.
*elicit: to draw forth.
178 CHAPTER 5
5.13
5.12
5.11
5.10
5.9
5.8
5.7
5.6
5.5
5.4
5.3
5.2
5.1 ConDItIoneD ReSPonSe The response that is given to the CS (conditioned stimulus) is not usually quite as strong as the original unconditioned response (UCR), but it is es- sentially the same response. However, because it comes as a learned response to the con- ditioned stimulus (CS), it is called the conditioned response (CR).
PUttIng It aLL togetheR: PavLov’S CanIne CLaSSIC, oR tICk toCk tICk toCk
Pavlov did a classic experiment in which he paired the ticking sound of a metronome (a simple device that produces a rhythmic ticking sound) with the presentation of food to see if the dogs would eventually salivate at the sound of the metronome (Pavlov, 1927). Since the metronome’s ticking did not normally produce salivation, it was a neutral stimulus (NS) before any conditioning took place. The repeated pair- ing of a NS and the UCS (unconditioned stimulus) is usually called acquisition, be- cause the organism is in the process of acquiring learning. F igure 5.1 explains how each element of the conditioning relationship worked in Pavlov ’s experiment. Watch the Video, The Basics 1: Classical Conditioning: An Involuntar y Response : Pavlov’s Experiment, at MyPsychLab
Notice that the responses, CR (conditioned response) and UCR (unconditioned response), are very similar—salivation. However, they differ not only in strength but also in the stimulus to which they are the response. An unconditioned stimulus (UCS) is al- ways followed by an unconditioned response (UCR), and a conditioned stimulus (CS) is always followed by a conditioned response (CR).
Classical conditioning in the real world. These children are, no doubt, salivating to the sound of the ice cream truck’s bell, much as Pavlov’s dogs were conditioned to respond to a metronome. What other kinds of stimuli might make a person salivate?
Figure 5.1 Classical Conditioning
Before conditioning takes place, the sound of the metronome does not cause salivation and is a neutral stimulus, or NS. During conditioning, the sound of the metronome occurs just before the presentation of the food, the UCS. The food causes salivation, the UCR. When conditioning has occurred after several pairings of the metronome with the food, the metronome will begin to elicit a salivation response from the dog without any food. This is learning, and the sound of the metronome is now a CS and the salivation to the metronome is the CR.
Before Conditioning
During Conditioning
Neutral Stimulus (NS) Metronome
Unconditioned Stimulus (UCS) Food
Conditioned Stimulus (CS) Metronome
Unconditioned Response (UCR) Salivation
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5.1 Is this rocket science? No, not really. Classical conditioning is actually one of
the simplest forms of learning. It ’s so simple that it happens to people all the time without them even being aware of it. Does your mouth water when you merely see an advertisement for your favorite food on television? Do you feel anxious every time you hear the high-pitched whine of the dentist ’s drill? These are both examples of classical conditioning. Over the course of many visits to the dentist, for example, the body comes to associate that sound (CS) with the anxiety or fear (UCR) the person has felt while receiving a painful dental treatment (UCS), and so the sound produces a feeling of anxiety (CR) whether that person is in the chair or just in the outer wait- ing area.
Pavlov and his fellow researchers did many experiments with the dogs. In addi- tion to the metronome, whistles, tuning forks, various visual stimuli, and bells were used (Thomas, 1994). Although classical conditioning happens quite easily, Pavlov and his other researchers formulated a few basic principles about the process (although we will see that there are a few exceptions to some of these principles): 1. The CS must come before the UCS. If Pavlov sounded the metronome just after he
gave the dogs the food, they did not become conditioned (Rescorla, 1988). 2. The CS and UCS must come very close together in time—ideally, no more than
5 seconds apart. When Pavlov tried to stretch the time between the potential CS and the UCS to several minutes, no association or link between the two was made. Too much could happen in the longer interval of time to interfere with conditioning (Pavlov, 1926; Wasserman & Miller, 1997). Recent stud- ies have found that the interstimulus inter val (ISI, or the time between the CS and UCS) can vary depending on the nature of the conditioning task and even the organism being conditioned. In these studies, shorter ISIs (less than 500 milliseconds) have been found to be ideal for conditioning (Polewan et al., 2006).
3. The neutral stimulus must be paired with the UCS several times, often many times, before conditioning can take place (Pavlov, 1926).
4. The CS is usually some stimulus that is distinctive* or stands out from other com- peting stimuli. The metronome, for example, was a sound that was not normally present in the laboratory and, therefore, distinct (Pavlov, 1927; Rescorla, 1988).
That seems simple enough. But I wonder—would Pavlov’s dogs salivate to other ticking sounds?
StIMULUS geneRaLIzatIon anD DISCRIMInatIon Pav lov did find that similar sounds would produce a similar conditioned response from his dogs. He and other researchers found that the strength of the response to similar sounds was not as strong as it was to the original one, but the more similar the other sound was to the original sound (be it a metronome or any other kind of sound), the more similar the strength of the response was (Siegel, 1969). (See F igure 5.2.) The tendency to respond to a stimulus that is similar to the original conditioned stimulus is called stimulus generalization. For example, a person who reacts with anxiety to the sound of a dentist ’s drill might react with some slight anxiety to a simi- lar-sounding machine, such as an electric coffee grinder.
Could this be you? The anxiety that many people feel while in the dentist’s office is a conditioned response, with the dentist’s chair and the smells of the office acting as conditioned stimuli.
*distinctive: separate, having a different quality from something else.
Figure 5.2 Strength of the generalized Response
An example of stimulus generalization. The UCS was an electric shock and the UCR was the galvanic skin response (GSR), a measure associated with anxiety. The subjects had been conditioned originally to a CS tone (0) of a given frequency. When tested with the original tone, and with tones 1, 2, and 3 of differing frequencies, a clear generalization effect appeared. The closer the frequency of the test tone to the frequency of tone 0, the greater was the magnitude of the galvanic skin response to the tone (Hovland, 1937).
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Of course, Pavlov did not give the dogs any food after the similar ticking sound. They only got food following the correct CS. It didn’t take long for the dogs to stop re- sponding (generalizing) to the “fake” ticking sounds altogether. Because only the real CS was followed with food, they learned to tell the difference, or to discriminate, between the fake ticking and the CS ticking, a process called stimulus discrimination. Stimulus dis- crimination occurs when an organism learns to respond to different stimuli in different ways. For example, although the sound of the coffee grinder might produce a little anxi- ety in the dental-drill-hating person, after a few uses that sound will no longer produce anxiety because it isn’t associated with dental pain.
extInCtIon anD SPontaneoUS ReCoveRY What would have happened if Pavlov had stopped giving the dogs food after the real CS? Pavlov did try just that, and the dogs gradually stopped salivating to the sound of the ticking. When the metronome’s tick- ing (CS or conditioned stimulus) was repeatedly presented in the absence of the UCS (unconditioned stimulus or food, in this case), the salivation (CR or conditioned re- sponse) “died out” in a process called extinction.
Why does the removal of an unconditioned stimulus lead to extinction of the conditioned response? One theory is that the presentation of the CS alone leads to new learning. During extinction, the CS–UCS association that was learned is weakened, as the CS no longer predicts the UCS. In the case of Pavlov’s dogs, through extinction they learned to not salivate to the metronome’s ticking, as it no longer predicted that food was on its way.
Look back at Figure 5.1. Once conditioning is acquired, the conditioned stimulus (CS) and conditioned response (CR) will always come before the original unconditioned stimulus (UCS). The UCS, which comes after the CS and CR link, now serves as a strengthener, or reinforcer of the CS–CR association. Remove that reinforcer, and the CR it strengthens will weaken and disappear—at least for a while.
The term extinction is a little unfortunate in that it seems to mean that the original conditioned response is totally gone, dead, never coming back, just like the dinosaurs. Remember the definition of learning is any relatively permanent change in behavior. The fact is that once people learn something, it’s almost impossible to “unlearn” it. People can learn new things that replace it or lose their way to it in memory, but it’s still there. In the case of classical conditioning, this is easily demonstrated.
After extinguishing the conditioned salivation response in his dogs, Pavlov waited a few weeks, putting the conditioned stimulus (i.e., the metronome) away. There were no more training sessions and the dogs were not exposed to the met- ronome’s ticking in that time at all. But when Pavlov took the metronome back out and set it ticking, the dogs all began to salivate, although it was a fairly weak response and didn’t last very long. This brief recovery of the conditioned response proves that the CR is “still in there” somewhere (remember, learning is relatively permanent). It is just suppressed or inhibited by the lack of an association with the unconditioned stimulus of food (which is no longer reinforcing or strengthening the CR). As time passes, this inhibition weakens, especially if the original conditioned stimulus has not been present for a while. In spontaneous recovery the conditioned response can briefly reappear when the original CS returns, although the response is usually weak and short-lived. See F igure 5.3 for a graph showing both extinction and spontaneous recovery.
hIgheR-oRDeR ConDItIonIng Another concept in classical conditioning is higher- order conditioning (see Figure 5.4). This occurs when a strong conditioned stimulus is paired with a neutral stimulus. The strong CS can actually play the part of a UCS, and the previously neutral stimulus becomes a second conditioned stimulus.
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For example, let’s revisit the point when Pavlov has conditioned his dogs to sali- vate at the sound of the metronome. What would happen if just before Pavlov turned on the metronome, he snapped his fingers? The sequence would now be “snap-ticking- salivation,” or “NS–CS–CR” (“neutral stimulus/conditioned stimulus/conditioned re- sponse”). If this happens enough times, the finger snap will eventually also produce a salivation response. The finger snap becomes associated with the ticking through the same process that the ticking became associated with the food originally and is now another conditioned stimulus. Of course, the food (UCS) would have to be presented every now and then to maintain the original conditioned response to the metronome’s ticking. Without the UCS, the higher-order conditioning would be difficult to main- tain and would gradually fade away.
Figure 5.3 extinction and Spontaneous Recovery
This graph shows the acquisition, extinction, spontaneous recovery, and reacquisition of a conditioned salivary response. Typically, the measure of conditioning is the number of drops of saliva elicited by the CS on each trial. Note that on the day following extinction, the first presentation of the CS elicits quite a large response. This response is due to spontaneous recovery.
Figure 5.4 higher-order Conditioning
In Stage 1, a strong salivation response is conditioned to occur to the sound of the metronome (CS1). In Stage 2, finger snapping (CS2) is repeatedly paired with the ticking of the metronome (CS1) until the dog begins to salivate to the finger snapping alone. This is called “higher-order conditioning,” because one CS is used to create another, “higher” CS.
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CR (salivation)
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CR (salivation) High-Order Conditioning
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Metronome (CS1)
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5.1 Explore the Concept at MyPsychLab
C o n C e P t M a P
De�nition of Learning (any relatively permanent change in behavior brought about by experience or practice)
“relatively permanent” aspect of learning refers to learning being associated with physical changes in the brain
although physical changes may be present we may not always be able to “get” to the information
Classical Conditioning (learning to make an involuntary response to a stimulus other than the original, natural stimulus that normally produces it)
stimulus generalization: response to a stimulus that is similar to the original CS
stimulus discrimination: response to different stimuli in different ways
extinction: presentation of the CS in the absence of the UCS leads to reduction in the CR
spontaneous recovery: reappearance of a previously extinguished CR
higher-order conditioning: occurs when strong CS is paired with new neutral stimulus; new previously neutral stimulus becomes a second CS
unconditioned stimulus (UCS): original, naturally occurring stimulus that ordinarily leads to an involuntary response
unconditioned response (UCR): involuntary response to the unconditioned stimulus
conditioned stimulus (CS): previously neutral stimulus that begins to cause the same kind of involuntary response when paired repeatedly with the UCS
conditioned response (CR): response that is given to the CS
worked with salivating dogs discovered by Ivan Pavlov
key features
several key elements must be present and experienced
CS must come before the UCS
CS and UCS must come very close together in time (< 5 sec)
CS must be paired with the UCS many times
CS must be distinct from other competing stimuli
basic principles for classical conditioning to occur
focused on observable, measurable behavior
1. Learning can best be described as a. a relatively permanent change in behavior. b. a permanent change in behavior. c. due primarily to unconscious motives. d. momentary changes that require biological changes
from within.
2. Michael noticed that whenever he moved his dog’s food dish, his dog would come into the kitchen and act hungry and excited. He reasoned that because he feeds the dog us- ing that dish, the sound of the dish had become a(n)
a. unconditioned stimulus. b. conditioned stimulus. c. unconditioned response. d. conditioned response.
3. Which of the following statements is essential to classical conditioning?
a. The CS and UCS must come close together in time. b. The CS must come immediately after the CR. c. The neutral stimulus and UCR must be paired several
times before conditioning takes place. d. The CS should be something highly unusual.
4. Ever since she was scared by a dog as a young child, Angelica has been afraid of all dogs. The fact that she is not only afraid of the original dog but all types of dogs is an example of
a. extinction. b. spontaneous recovery. c. stimulus discrimination. d. stimulus generalization.
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
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ConDItIoneD eMotIonaL ReSPonSeS: RatS!
5.3 What is a conditioned emotional response, and how do cognitive psychologists explain classical conditioning?
Later scientists took Pavlov’s concepts and expanded them to explain not only animal be- havior but also human behavior. One of the earliest of these studies showed that even an emotional response could be conditioned.
In the first chapter of this text, John B. Watson’s classic experiment with “Little Albert” and the white rat was discussed. This study was a dem- onstration of the classical conditioning of a phobia—an irrational fear re- sponse (Watson & Rayner, 1920).
Watson paired the presentation of the white rat to the baby with a loud, scary noise. Although the baby was not initially afraid of the rat, he was naturally afraid of the loud noise and started to cry. After only seven pairings of the noise with the rat, every time the baby saw the rat, he started to cry. In conditioning terms, the loud noise was the UCS, the fear of the noise the UCR, the white rat became the CS, and the fear of the rat (the phobia) was the CR. (See Figure 5.5.) (It should be pointed out that Watson didn’t really “tor- ture” the baby—Albert’s fright was temporary. Still, no ethics committee today would approve an experiment in which an infant experiences psychological distress like this.)
The learning of phobias is a very good example of a certain type of classical condi- tioning, the conditioned emotional response (CER). Conditioned emotional responses are some of the easiest forms of classical conditioning to accomplish and our lives are full of them. It’s easy to think of fears people might have that are conditioned or learned: a child’s fear of the doctor’s office, a puppy’s fear of a rolled-up newspaper, or the fear of dogs that is often shown by a person who has been attacked by a dog in the past. But other emotions can be conditioned, too. Watch the Video, Special Topics: Learning to Over- come Phobias: Social Phobia, at MyPsychLab
The next time you watch television, watch the commercials closely. Advertisers of- ten use certain objects or certain types of people in their ads to generate a specific emo- tional response in viewers, hoping that the emotional response will become associated with their product. Sexy models, cute little babies, and adorable puppies are some of the examples of stimuli the advertising world uses to tug at our heartstrings, so to speak.
It is even possible to become classically conditioned by simply watching someone else respond to a stimulus in a process called vicarious conditioning (Bandura & Rosen- thal, 1966; Hygge & Öhman, 1976; Jones & Menzies, 1995). Many years ago, children received vaccination shots in school. The nurse lined up the children, and one by one they had to go forward to get a needle in the arm. When some children received their shots, they cried quite a bit. By the time the nurse got near the end of the line of children, they were all crying—many of them before she ever touched needle to skin. They had learned their fear response from watching the reactions of the other children. The good news is that the same learning principles that can contribute to phobias and anxiety disorders can also be used to treat them as we’ll see in the video The Basics 1: Classical Conditioning: An Involuntary Response : Treating Disorders.
Figure 5.5 Conditioning of “Little albert”
After “Little Albert” had been conditioned to fear a white rat, he also demonstrated fear to a rabbit, a dog, and a sealskin coat (although it remains uncertain if stimulus generalization actually occurred as this fear was to a single rabbit, a single dog, etc.). Can you think of any emotional reactions you experience that might be classically conditioned emotional responses?
5. Helen has overcome her fear of toy snakes. However, on one occasion her fear returned when she found a toy snake in the cushions of her couch. Such a reaction is called
a. spontaneous recovery. b. higher-order conditioning. c. extinction. d. stimulus generalization.
What kind of conditioning could be happening to the children who are waiting to get their vaccination?
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BIoLogICaL InfLUenCeS on ConDItIonIng
Some kinds of associations in classical conditioning seem to be easier to make than others. For example, are there any foods that you just can’t eat anymore because of a bad experience with them? Believe it or not, your reaction to that food is a kind of classical conditioning. ConDItIoneD taSte aveRSIonS Many experiments have shown that laboratory rats will develop a conditioned taste aversion for any liquid or food they swallow up to 6 hours before becoming nauseated. Researchers (Garcia et al., 1989; Garcia & Koelling, 1966) found that rats that were given a sweetened liquid and then injected with a drug or exposed to radiation* that caused nausea would not touch the liquid again. In a similar manner, alcoholics who are given a drug to make them violently nauseated when they drink alcohol may learn to avoid drinking any alcoholic beverage. The chemotherapy drugs that cancer patients receive also can create severe nausea, which causes those peo- ple to develop a taste aversion for any food they have eaten before going in for the che- motherapy treatment (Berteretche et al., 2004).
But I thought that it took several pairings of these stimuli to bring about conditioning. How can classical conditioning happen so fast?
It’s interesting to note that birds, which find their food by sight, will avoid any object or insect that simply looks like the one that made them sick. There is a certain spe- cies of moth with coloring that mimics the monarch butterfly. That particular butterfly is poisonous to birds, but the moth isn’t. The moth’s mimicry causes birds to avoid eating it, even though it is quite edible. Whereas mammals are biologically prepared to associate taste with illness, birds are biologically prepared to associate visual characteristics with illness (Shapiro et al., 1980).
As for phobias, fear is a natural emotional response that has ties to survival—we need to remember what the fear-inducing stimuli are so we can safely avoid them in future. Nausea and fear are both examples of involuntary reactions that help organisms survive to reproduce and pass on their genetic material, so the innate tendency to make quick and strong associations between stimuli and these reactions has evolutionary importance.
*radiation: beams of electromagnetic energy.
Watch the Video, The Basics 1: Classical Conditioning: An Involuntary Response: Treating Disorders, at MyPsychLab
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Biological preparedness for fear of objects that are dangerous makes sense for survival, but when objects are not typically dangerous, it turns out to be very difficult to condition a fear of those objects. In one study, monkeys easily learned to be afraid of a toy snake or crocodile by watch- ing videos of other monkeys reacting fearfully to these stimuli (a good example of vicarious conditioning). But the monkeys never learned to fear flowers or a toy rabbit by the same means (Cook & Mineka, 1989). Snakes and crocodiles are predators; flowers and rabbits are not.
WhY DoeS CLaSSICaL ConDItIonIng WoRk?
Pavlov believed that the conditioned stimulus, through its association close in time with the unconditioned stimulus, came to activate the same place in the animal’s brain that was originally activated by the un- conditioned stimulus. He called this process stimulus substitution. But if a mere association in time is all that is needed, why would conditioning fail to happen when the CS is presented immediately after the UCS?
Robert Rescorla (1988) found that the CS has to provide some kind of information about the coming of the UCS in order to achieve conditioning. In other words, the CS must predict that the UCS is coming. In one study, Rescorla exposed one group of rats to a tone, and just after the tone’s onset and while the tone was still able to be heard, an electric shock was administered for some of the tone presentations. Soon the rats became agitated* and reacted in fear by shivering and squealing at the onset of the tone, a kind of condi- tioned emotional response. But with a second group of rats, Rescorla again sounded a tone but administered the electric shock only after the tone stopped, not while the tone was being heard. That group of rats responded with fear to the stopping of the tone (Rescorla, 1968).
The tone for the second group of rats provided a different kind of information than the tone in the first instance. For the first group, the tone means the shock is com- ing, whereas for the second group, the tone means there is no shock while the tone is on. It was the particular expectancy created by pairing the tone or absence of tone with the shock that determined the particular response of the rats. Because this explanation involves the mental activity of consciously expecting something to occur, it is an example of an explanation for classical conditioning called the cognitive perspective.
Conditioned taste aversions in nature. This moth is not poisonous to birds, but the monarch butterfly whose coloring the moth imitates is quite poisonous. Birds find their food by vision and will not eat anything that resembles the monarch.
*agitated: excited, upset.
Classical Conditioning (continued) (learning to make an involuntary response to a stimulus other than the original, natural stimulus that normally produces it)
vicarious conditioning can occur by simply watching someone else respond to a stimulus
other features
Pavlov—stimulus substitution occurs where the CS comes to activate the same part of the brain that was originally activated by the UCS
cognitive perspective—organism consciously expects something to occur; CS provides information about the coming of the UCS (based on work of Rescorla)
conditioned emotional responses: emotional responses that have become classically conditioned to occur in response to learned stimuli; based on work of John B. Watson; helps explain development of phobias
some associations are relatively quick and easy to learn due to survival value for organism (biological preparedness)
conditioned taste aversion is one situation where classical conditioning can occur quickly without repeated pairings
Why does it work?
5.3 Explore the Concept at MyPsychLab
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So far, all learning seems to involve involuntary behavior, but I know that I am more than just automatic responses. People do things on purpose, so is that kind of behavior also learned?
What’s in It for Me? operant Conditioning
5.4 How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?
There are two kinds of behavior that all organisms are capable of doing: involuntary and voluntary. If Inez blinks her eyes because a gnat flies close to them, that’s a reflex and to- tally involuntary. But if she then swats at the gnat to frighten it, that’s a voluntary choice. She had to blink, but she chose to swat.
Classical conditioning is the kind of learning that occurs with automatic, involun- tary behavior. The kind of learning that applies to voluntary behavior is called operant conditioning, which is both different from and similar to classical conditioning.
fRUStRatIng CatS: thoRnDIke’S PUzzLe Box anD the LaW of effeCt
Edward L. Thorndike (1874–1949) was one of the first researchers to explore and at- tempt to outline the laws of learning voluntary responses, although the field was not yet called operant conditioning. Thorndike placed a hungry cat inside a “puzzle box” from which the only escape was to press a lever located on the floor of the box. Thorndike placed a dish of food outside the box, so the hungry cat is highly motivated to get out. Thorndike observed that the cat would move around the box, pushing and rubbing up against the walls in an effort to escape. Eventually, the cat would accidentally push the lever, opening the door. Upon escaping, the cat was fed from a dish placed just outside the box. The lever is the stimulus, the pushing of the lever is the response, and the conse- quence is both escape (good) and food (even better).
1. In Watson’s experiment with “Little Albert,” the conditioned stimulus was
a. the white rat. b. the loud noise.
c. the fear of the rat. d. the fear of the noise.
2. Which of the following would be an example of vicarious classical conditioning?
a. As a young child, Tony frequently observed his older sisters jump around and scream whenever any of them saw a spider, as they were very afraid of them. Subsequently, Tony experiences feelings of fear when he sees a spider.
b. Tommy is told about a new product from a close friend and decides to buy it for himself.
c. A cat responds to the sound of a bell because it sounds similar to a bell it hears on the television.
d. Tonja watches her grandfather check the air pressure in her bike tire and then use a hand pump to add air to the tire. She is later able to check the air pressure and pump up the tire herself.
3. Cindy had cheesy tacos at a local Mexican restaurant. Later she became terribly ill and suffered bouts of nausea and vomiting. What might we predict based on conditioned taste aversion research?
a. Cindy will probably develop a strong liking for cheesy tacos. b. Cindy will probably be able to eat cheesy tacos with no
nausea at all. c. Cindy will probably get nauseated the next time she tries
to eat cheesy tacos. d. Cindy will probably continue to eat cheesy tacos except
when she feels nauseous.
4. Rescorla found that the CS must the UCS for conditioning to take place.
a. replace b. come after c. come at the same time as d. predict
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
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The cat did not learn to push the lever and escape right away. After a number of trials (and many errors) in a box like this one, the cat took less and less time to push the lever that would open the door (see Figure 5.6). It’s important not to as- sume that the cat had “figured out” the connection between the lever and freedom—Thorndike kept moving the lever to a different position, and the cat had to learn the whole process over again. The cat would simply continue to rub and push in the same general area that led to food and freedom the last time, each time getting out and fed a little more quickly.
Based on this research, Thorndike developed the law of effect: If an action is followed by a plea- surable consequence, it will tend to be repeated. If an action is followed by an unpleasant consequence, it will tend not to be repeated (Thorndike, 1911). This is the basic principle behind learning voluntary behavior. In the case of the cat in the box, pushing the lever was followed by a pleasurable consequence (getting out and getting fed), so pushing the lever became a repeated response.
B. f. SkInneR: the BehavIoRISt’S BehavIoRISt
B. F. Skinner (1904–1990) was the behaviorist who assumed leadership of the field after John Watson. He was even more determined than Watson that psychologists should study only measurable, observable behavior. In addition to his knowledge of Pavlovian classical conditioning, Skinner found in the work of Thorndike a way to explain all behavior as the product of learning. He even gave the learning of voluntary behavior a special name: oper- ant conditioning (Skinner, 1938). Voluntary behavior is what people and animals do to oper- ate in the world. When people perform a voluntary action, it is to get something they want or to avoid something they don’t want, right? So voluntary behavior, for Skinner, is operant behavior, and the learning of such behavior is operant conditioning.
The heart of operant conditioning is the effect of consequences on behavior. Think- ing back to the section on classical conditioning, learning an involuntary behavior really depends on what comes before the response—the unconditioned stimulus and what will become the conditioned stimulus. These two stimuli are the antecedent stimuli (anteced- ent means something that comes before another thing). But in operant conditioning, learning depends on what happens after the response—the consequence. In a way, oper- ant conditioning could be summed up as this: “If I do this, what’s in it for me?”
the ConCePt of ReInfoRCeMent
5.5 What are the important concepts in operant conditioning?
“What’s in it for me?” represents the concept of reinforcement, one of Skinner’s major contributions to behaviorism. The word itself means “to strengthen,” and Skinner defined reinforcement as anything that, when following a response, causes that response to be more likely to happen again. Typically, this means that reinforcement is a consequence that is in some way pleasurable to the organism, which relates back to Thorndike’s law of effect. The “pleasurable consequence” is what’s “in it” for the organism. (Keep in mind that a pleasur- able consequence might be something like getting food when hungry or a paycheck when
Figure 5.6 graph of the time to Learn in thorndike’s experiment
This is one of the earliest “learning curves” in the history of the experimental study of conditioning. The time required by one of Thorndike’s cats to escape from the puzzle box gradually decreased with trials but with obvious reversals.
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you need money, but it might also mean avoiding a tiresome chore, like do- ing the dishes or taking out the garbage. I’ll do almost anything to get out of doing the dishes, myself !)
Going back to Thorndike’s puzzle-box research, what was in it for the cat? We can see that the escape from the box and the food that the cat received after getting out are both reinforcement of the lever-pushing re- sponse. Every time the cat got out of the box, it got reinforced for doing so. In Skinner’s view, this reinforcement is the reason that the cat learned any- thing at all. In operant conditioning, reinforcement is the key to learning.
Skinner had his own research device called a “Skinner box” or “op- erant conditioning chamber” (see Figure 5.7). His early research often involved placing a rat into one of these chambers and training it to push down on a bar to get food.
PRIMaRY anD SeConDaRY ReInfoRCeRS The events or items that can be used to rein- force behavior are not all alike. Let’s say that a friend of yours asks you to help her move some books from the trunk of her car to her apartment on the second floor. She offers you a choice of $25 or a candy bar. Unless you’ve suffered recent brain damage, you’ll most likely choose the money, right? With $25, you could buy more than one candy bar. (At today’s prices, you might even be able to afford three.)
Now pretend that your friend offers the same deal to a 3-year-old child who lives downstairs for carrying up some of the paperback books: $25 or a candy bar. Which reward will the child more likely choose? Most children at that age have no real idea of the value of money, so the child will probably choose the candy bar. The money and the candy bar represent two basic kinds of reinforcers, items or events that when following a response will strengthen it. The reinforcing properties of money must be learned, but candy gives immediate reward in the form of taste and satisfying hunger.
A reinforcer such as a candy bar that fulfills a basic need like hunger is called a primary reinforcer. Examples would be any kind of food (hunger drive), liquid (thirst drive), or touch (pleasure drive). Infants, toddlers, preschool-age children, and animals can be easily reinforced by using primary reinforcers. (It’s not a good idea, however, to start thinking of reinforcers as rewards—freedom from pain is also a basic need, so pain itself can be a primary reinforcer when it is removed. Removal of a painful stimulus fills a basic need just as eating food when hungry fills the hunger need.)
A secondary reinforcer such as money, however, gets its reinforcing properties from being associated with primary reinforcers in the past. A child who is given money to spend soon realizes that the ugly green paper can be traded for candy and treats—pri- mary reinforcers—and so money becomes reinforcing in and of itself. If a person praises a puppy while petting him (touch, a primary reinforcer), the praise alone will eventually make the puppy squirm with delight.
That sounds very familiar. Isn’t this related to classical conditioning?
Secondary reinforcers do indeed get their reinforcing power from the process of clas- sical conditioning. After all, the pleasure people feel when they eat, drink, or get a back rub is an automatic response, and any automatic response can be classically conditioned to occur to a new stimulus. In the case of money, the candy is a UCS for pleasure (the UCR) and the money is present just before the candy is obtained. The money becomes a CS for pleasure, and people certainly do feel pleasure when they have a lot of that green stuff, don’t they?
In the case of the puppy, the petting is the UCS, the pleasure at being touched and petted is the UCR. The praise, or more specifically the tone of voice, becomes the CS for pleasure. Although classical and operant conditioning often “work together,” as in the creation of secondary reinforcers, they are two different processes. Table 5.1 presents a brief look at how the two types of conditioning differ from each other.
Figure 5.7 a typical Skinner Box
This rat is learning to press the bar in the wall of the cage in order to get food (delivered a few pellets at a time in the food trough on lower left). In some cases, the light on the top left might be turned on to indicate that pressing the bar will lead to food or to warn of an impending shock delivered by the grate on the floor of the cage.
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PoSItIve anD negatIve ReInfoRCeMent Reinforcers can also differ in the way they are used. Most people have no trouble at all understanding that following a response with some kind of pleasurable consequence (like a reward) will lead to an increase in the likelihood of that response being repeated. This is called positive reinforcement, the reinforcement of a response by the addition or experience of a pleasurable consequence, such as a reward or a pat on the back. But many people have trouble understanding that the opposite is also true: Following a response with the removal or escape from something unpleasant will also increase the likelihood of that response being repeated—a process called negative reinforcement. Remember the idea that pain can be a reinforcer if it is removed? If a person’s behavior gets pain to stop, the person is much more likely to do that same thing again—which is part of the reason people can get addicted to painkilling medication. (We’ll discuss the concepts of positive and negative reinforcement in more detail later on.)
We’ve discussed what reinforcement is and how it affects the behavior that follows the reinforcement. In the next section we’ll discuss the different ways in which reinforce- ment can be administered as well as the difference between reinforcement and punish- ment. We’ll also look at the role of the stimuli that come before the behavior that is to be reinforced and a few other operant conditioning concepts.
table 5.1
Comparing Two Kinds of Conditioning
oPeRant ConDItIonIng CLaSSICaL ConDItIonIng
End result is an increase in the rate of an already occurring response.
End result is the creation of a new response to a stimulus that did not normally produce that response.
Responses are voluntary, emitted by the organism. Responses are involuntary and automatic, elicited by a stimulus.
Consequences are important in forming an association. Antecedent stimuli are important in forming an association.
Reinforcement should be immediate. CS must occur immediately before the UCS.
An expectancy develops for reinforcement to follow a correct response.
An expectancy develops for UCS to follow CS.
primary reinforcers: satisfy basic biological needs (e.g., hunger, thirst, touch)
secondary reinforcers: gain reinforcing properties through previous association with primary reinforcers
positive reinforcement: addition, or experiencing of, a pleasurable stimulus
negative reinforcement: removal, escape, or avoidance of unpleasant stimulus
Operant Conditioning (learning to make voluntary responses through the effects of positive or negative consequences)
Thorndike was among the �rst to study learning of voluntary responses
developed law of effect—action followed by pleasurable consequence will tend to be repeated; action followed by unpleasant consequence will tend not to be repeated
Skinner led �eld of behaviorism after Watson
coined term operant conditioning— voluntary behavior that people and animals do to operate in the world
focused on observable, measurable behavior
reinforcement any event or stimulus, that when following a response increases the probability that the response will occur again
5.4 5.5 Explore the Concept at MyPsychLab
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1. Which of the following is an example of Thorndike’s law of effect? a. John, a teenager, gets compliments from Carla for wear-
ing a nice shirt. Subsequently, John wears the shirt when- ever he thinks he will be seeing Carla.
b. James always cleans his room or he knows he will be punished.
c. Josh tries to complete his homework even though he hates having to do it.
d. Jeremy often sits around inside hoping that someone will call him to go do something.
2. To a dog, _______ is an example of a primary reinforcer, whereas _______ is an example of a secondary reinforcer.
a. a paycheck; money b. dog food; a Frisbee c. dog food; dog treats d. a gold star; candy
3. Edgar cannot sleep because he is terribly worried about his research paper. So Edgar decides to get out of bed and continue working on the paper. Although he stays up to nearly 3 a.m., he is relieved that it is done and easily falls off to sleep. In the future, Edgar will be more likely to finish his work before going to bed so that he can avoid the worry and sleeplessness. Such behavior is an example of
a. positive reinforcement. b. negative reinforcement. c. punishment. d. classical conditioning.
4. With operant conditioning, ______________ are important in forming an association, whereas with classical conditioning, ________________ are important in forming an association.
a. consequences; antecedent stimuli b. reflexes; rewards c. conditioned stimuli; reflexive stimuli d. positive reinforcement; negative reinforcement
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
SCheDULeS of ReInfoRCeMent: WhY the one-aRMeD BanDIt IS So SeDUCtIve
5.6 What are the schedules of reinforcement?
The timing of reinforcement can make a tremendous difference in the speed at which learning occurs and the strength of the learned response. However, Skinner (1956) found that reinforcing every response was not necessarily the best schedule of reinforcement for long-lasting learning as we’ll see in the video, The Basics: Operant Conditioning: Learning from Consequences: Schedules of Reinforcement.
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Watch the Video, The Basics: Operant Conditioning: Learning from Consequences: Schedules of Reinforcement, at MyPsychLab
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the PaRtIaL ReInfoRCeMent effeCt Consider the following scenario: Alicia’s mother agrees to give her a quarter every night she remembers to put her dirty clothes in the clothes hamper. Bianca’s mother agrees to give her a dollar at the end of the week, but only if she has put her clothes in the hamper every night. Alicia learns to put her clothes in the hamper more quickly than does Bianca because responses that are reinforced each time they oc- cur are more easily and quickly learned. After a time, the mothers stop giving the girls the money. Which child is more likely to stop putting her clothes in the hamper?
The answer might surprise you. It is more likely that Alicia, who has expected to get a reinforcer (the quarter) after every single response, will stop putting her clothes in the hamper. As soon as the reinforcers stop for her, the behavior is no longer reinforced and is likely to extinguish. In contrast, Bianca has expected to get a reinforcer only after seven correct responses. When the reinforcers stop for her, she might continue to put the clothes in the hamper for several more days or even another whole week, hoping that the reinforcer will eventually come anyway. Bianca may have learned more slowly than Alicia, but once she learned the connection between putting her clothes in the hamper and get- ting that dollar, she is less likely to stop doing it—even when her mother fails to give the dollar as expected.
Bianca’s behavior illustrates the partial reinforcement effect (Skinner, 1956): A response that is reinforced after some, but not all, correct responses will be more resistant to extinction than a response that receives continuous reinforcement (a reinforcer for each and every correct response). Although it may be easier to teach a new behavior us- ing continuous reinforcement, partially reinforced behavior is not only more difficult to suppress but also more like real life. Imagine being paid for every hamburger you make or every report you turn in. In the real world, people tend to receive partial reinforcement rather than continuous reinforcement for their work.
Partial reinforcement can be accomplished according to different patterns or sched- ules. For example, it might be a certain interval of time that’s important, such as an office safe that can only be opened at a certain time of day. It wouldn’t matter how many times one tried to open the safe if the effort didn’t come at the right time. On the other hand, it might be the number of responses that is important, as it would be if one had to sell a certain number of raffle tickets in order to get a prize. When the timing of the response is more important, it is called an interval schedule. When it is the number of responses that is important, the schedule is called a ratio schedule because a certain number of responses is required for each reinforcer (e.g., 50 raffle tickets for each prize). The other way in which schedules of reinforcement can differ is in whether the number of responses or in- terval of time is fixed (the same in each case) or variable (a different number or interval is required in each case). So it is possible to have a fixed interval schedule, a variable interval schedule, a fixed ratio schedule, and a variable ratio schedule (Skinner, 1961). fIxeD InteRvaL SCheDULe of ReInfoRCeMent If you receive a paycheck once a week, you are familiar with what is called a fixed interval schedule of reinforcement, in which a reinforcer is received after a certain, fixed interval of time has passed. If Professor Con- ner were teaching a rat to press a lever to get food pellets, she might require it to push the lever at least once within a 2-minute time span to get a pellet. It wouldn’t matter how many times the rat pushed the bar; the rat would only get a pellet at the end of the 2-minute interval if it had pressed the bar at least once. It is the first correct response that gets reinforced at the end of the interval.
As shown in Figure 5.8a on the next page, a fixed interval schedule of reinforce- ment does not produce a fast rate of responding (notice that the line doesn’t go “up” as fast as the fixed ratio line in the graph on the bottom left). Since it only matters that at least one response is made during the specific interval of time, speed is not that important. Eventually, the rat will start pushing the lever only as the interval of time nears its end, causing the scalloping effect you see in the graph. The response rate goes up just before the reinforcer and then drops off immediately after, until it is almost time for the next
“Remember, every time he gives you a pellet, reinforce that behavior by pulling the lever.” ©The New Yorker Collection 2005 Joe
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food pellet. This is similar to the way in which factory workers speed up production just before payday and slow down just after payday (Critchfield et al., 2003).
Paychecks aren’t the only kind of fixed schedule that people experience. When do you study the hardest? Isn’t it right before a test? If you know when the test is to be given, that’s like having a fixed interval of time that is predictable, and you can save your great- est studying efforts until closer to the exam. (Some students save all of their studying for the night before the exam, which is not the best strategy.) Another example of a fixed interval schedule would be the way that many people floss and brush their teeth most rigorously* for a few days before their next dental exam—especially those who have not been flossing until just before their appointment! In this case, they are probably hoping for negative reinforcement. The cleaner they get their teeth before the appointment, the less time they might have to spend in that chair.
So if a scheduled test is a fixed interval, then would a pop quiz be a variable interval schedule?
vaRIaBLe InteRvaL SCheDULe of ReInfoRCeMent Pop quizzes are unpredictable. Stu- dents don’t know exactly what day they might be given a pop quiz, so the best strategy is to study a little every night just in case there is a quiz the next day. Pop quizzes are good examples of a variable interval schedule of reinforcement, where the interval of time af- ter which the individual must respond in order to receive a reinforcer (in this case, a good grade on the quiz) changes from one time to the next. In a more basic example, a rat might receive a food pellet when it pushes a lever, every 5 minutes on average. Sometimes the in- terval might be 2 minutes, sometimes 10, but the rat must push the lever at least once after
Figure 5.8 Schedules of Reinforcement
These four graphs show the typical pattern of responding for both fixed and variable interval and ratio schedules of reinforcement. The responses are cumulative, which means new responses are added to those that come before, and all graphs begin after the learned pattern is well established. Slash marks mean that a reinforcement has been given. In both the fixed interval and fixed ratio graphs, there is a pause after each reinforcement as the learner briefly “rests.” The “scalloped” shape of the fixed interval curve is a typical indicator of this pause, as is the stair-step shape of the fixed ratio curve. In the variable interval and ratio schedules, no such pause occurs, because the reinforcements are unpredictable. Notice that both fixed and variable interval schedules are slower (less steep) than the two ratio schedules because of the need to respond as quickly as possible in the ratio schedules.
Fixed ratio
Time
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Time(a) (b)
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*rigorously: strictly, consistently.
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that interval to get the pellet. Because the rat can’t predict how long the interval is going to be, it pushes the bar more or less continuously, producing the smooth graph Figure 5.8b. Once again, speed is not important, so the rate of responding is slow but steady.
Another example of a variable interval schedule might be the kind of fishing in which people put the pole in the water and wait—and wait—and—wait, until a fish takes the bait, if they are lucky. They only have to put the pole in once, but they might refrain from taking it out for fear that just when they do, the biggest fish in the world would swim by. Dialing a busy phone number is also this kind of schedule, as people don’t know when the call will go through, so they keep dialing and dialing. fIxeD RatIo SCheDULe of ReInfoRCeMent In ratio schedules, it is the number of re- sponses that counts. In a fixed ratio schedule of reinforcement, the number of responses required to receive each reinforcer will always be the same number.
Notice two things about Figure 5.8c. The rate of responding is very fast, especially when compared to the fixed interval schedule above it, and there are little “breaks” in the response pattern immediately after a reinforcer is given. The rapid response rate occurs because the rat wants to get to the next reinforcer just as fast as possible, and the number of lever pushes counts. The pauses or breaks come right after a reinforcer, because the rat knows “about how many” lever pushes will be needed to get to the next reinforcer because it’s always the same. Fixed schedules—both ratio and interval—are predictable, which allows rest breaks.
In human terms, anyone who does piecework, in which a certain number of items have to be completed before payment is given, is reinforced on a fixed ratio schedule. Some sandwich shops use a fixed ratio schedule of reinforcement with their customers by giving out punch cards that get punched one time for each sandwich purchased. When the card has 10 punches, for example, the customer might get a free sandwich.
The graph on the lower right (Figure 5.8d) is also very fast, but it’s so much smoother, like the variable interval graph above it. Why are they similar?
vaRIaBLe RatIo SCheDULe of ReInfoRCeMent A variable ratio schedule of rein- forcement is one in which the number of responses changes from one trial to the next. In the rat example, the rat might be expected to push the bar an average of 20 times to get re- inforcement. That means that sometimes the rat would push the lever only 10 times before a reinforcer comes, but at other times it might take 30 lever pushes or more.
Figure 5.8d shows a line that is just as rapid a response rate as the fixed ratio schedule because the number of responses still matters. But the graph is much smoother because the rat is taking no rest breaks. It can’t afford to do so because it doesn’t know how many times it may have to push that lever to get the next food pellet. It pushes as fast as it can and eats while pushing. It is the unpredictability of the variable schedule that makes the responses more or less continuous—just as in a variable interval schedule.
In human terms, people who shove money into the one-armed bandit, or slot ma- chine, are being reinforced on a variable ratio schedule of reinforcement (they hope). They put their coins in (response), but they don’t know how many times they will have to do this before reinforcement (the jackpot) comes. People who do this tend to sit there until they either win or run out of money. They don’t dare stop because the “next one” might hit that jackpot. Buying lottery tickets is much the same thing, as is any kind of gambling. People don’t know how many tickets they will have to buy, and they’re afraid that if they don’t buy the next one, that will be the ticket that would have won, so they keep buying and buying.
Regardless of the schedule of reinforcement one uses, two additional factors con- tribute to making reinforcement of a behavior as effective as possible. The first factor is timing: In general, a reinforcer should be given as immediately as possible after the
When people go fishing, they never know how long they may have to dangle the bait in the water before snagging a fish. This is an example of a variable interval schedule of reinforcement and explains why some people, such as this father and son, are reluctant to pack up and go home.
Slot machines provide reinforcement in the form of money on a variable ratio schedule, making the use of these machines very addictive for many people. People don’t want to stop for fear the next pull of the lever will be that “magic” one that produces a jackpot.
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desired behavior. Delaying reinforcement tends not to work well, especially when deal- ing with animals and small children. (For older children and adults who can think about future reinforcements, such as saving up one’s money to buy a highly desired item, some delayed reinforcement can work—for them, just saving the money is reinforcing as they think about their future purchase.) The second factor in effective reinforcement is to reinforce only the desired behavior. This should be obvious, but we all slip up at times; for example, many parents make the mistake of giving a child who has not done some chore the promised treat anyway, which completely undermines the child’s learning of that chore or task. And who hasn’t given a treat to a pet that has not really done the trick?
So I think I get reinforcement now, but what about punishment? How does punishment fit into the big picture?
the RoLe of PUnIShMent In oPeRant ConDItIonIng
5.7 What is punishment and how does it differ from reinforcement?
Let’s go back to the discussion of positive and negative reinforcement. These strategies are important for increasing the likelihood that the targeted behavior will occur again. But what about behavior that we do not want to reoccur? DefInIng PUnIShMent Punishment is actually the opposite of reinforcement. It is any event or stimulus that, when following a response, causes that response to be less likely to happen again. Punishment weakens responses, whereas reinforcement (no matter whether it is positive or negative) strengthens responses. Let’s look at these two concepts in more detail.
People experience two kinds of things as consequences in the world: things they like (food, money, candy, sex, praise, and so on) and things they don’t like (spankings, being yelled at, and experiencing any kind of pain, to name a few). In addition, people experience these two kinds of consequences in one of two ways: Either people experience them di- rectly (such as getting money for working or getting yelled at for misbehaving) or they don’t experience them, such as losing an allowance for misbehaving or avoiding a scolding by lying about misbehavior. These four consequences are named and described in Table 5.2.
First, take a look at the left column of Table 5.2, the one labeled “Reinforcement.” Getting money for working is an example of positive reinforcement, the reinforcement of a response by the addition or experience of a pleasurable consequence, as mentioned ear- lier. That one everyone understands. But what about avoiding a penalty by turning one’s income tax return in on time? That is an example of negative reinforcement, the reinforce- ment of a response by the removal or escape from an unpleasant consequence. Because the behavior (submitting the return before the deadline) results in avoiding an unpleasant stimulus (a penalty), the likelihood that the person will behave that way again (turn it in on time in the future) is increased—just as positive reinforcement will increase a behavior’s likelihood. Examples are the best way to figure out the difference between these two types of reinforcement, so try to figure out which of the following examples would be positive reinforcement and which would be negative reinforcement: 1. Arnie’s father nags him to wash his car. Arnie hates being nagged, so he washes the
car so his father will stop nagging. 2. Trey learns that talking in a funny voice gets him lots of attention from his class-
mates, so now he talks that way often. 3. Allen is a server at a restaurant and always tries to smile and be pleasant because
that seems to lead to bigger tips. 4. An Li turns her report in to her teacher on the day it is due because papers get
marked down a letter grade for every day they are late.
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Here are the answers: 1. Arnie is being negatively reinforced for washing his car because the nagging (un-
pleasant stimulus) stops when he does so. 2. Trey is getting positive reinforcement in the form of his classmates’ attention. 3. Allen’s smiling and pleasantness are positively reinforced by the customers’ tips. 4. An Li is avoiding an unpleasant stimulus (the marked-down grade) by turning in
her paper on time, which is an example of negative reinforcement.
I’m confused—I thought taking something away was a kind of punishment?
tWo kInDS of PUnIShMent People get confused because “negative” sounds like it ought to be something bad, like a kind of punishment. But negative reinforcement strengthens a response, while punishment weakens a response. But just as there are two ways in which reinforcement can happen, there are also two ways in which punishment can happen.
Now take a look at the right column of Table 5.2, labeled “Punishment.” Punishment by application occurs when something unpleasant (such as a spanking, scolding, or other unpleasant stimulus) is added to the situation or applied. This is the kind of punishment that most people think of when they hear the word punishment. This is also the kind of punishment that many child development specialists strongly recommend parents avoid using with their children because it can easily escalate into abuse (Dubowitz & Bennett, 2007; Durrant & Ensom, 2012; Straus, 2000; Trocmé et al., 2001). A spanking might be physically harmless if it is only two or three swats with a hand, but if done in anger or with a belt or other instrument, it becomes abuse, both physical and emotional.
Punishment by removal, on the other hand, is the kind of punishment most often confused with negative reinforcement. In this type of punishment, behavior is punished by the removal of something pleasurable or desired after the behavior occurs. “Ground- ing” a teenager is removing the freedom to do what the teenager wants to do and is an example of this kind of punishment. Other examples would be placing a child in time- out (removing the attention of the others in the room), fining someone for disobeying the law (removing money), and punishing aggressive behavior by taking away television privileges. This type of punishment is typically far more acceptable to child development specialists because it involves no physical aggression and avoids many of the problems caused by more aggressive punishments.
The confusion over the difference between negative reinforcement and punishment by removal makes it worth examining the difference just a bit more. Negative reinforcement occurs when a response is followed by the removal of an unpleasant stimulus. If something
table 5.2
Four Ways to Modify Behavior
ReInfoRCeMent PUnIShMent
Positive (Adding) Something valued or desirable Something unpleasant
Positive Reinforcement
Example: getting a gold star for good behavior in school
Punishment by Application
Example: getting a spanking for disobeying
Negative (Removing/ Avoiding)
Something unpleasant Something valued or desirable
Negative Reinforcement
Example: fastening a seat belt to stop the alarm from sounding
Punishment by Removal
Example: losing a privilege such as going out with friends
This young girl’s father is applying punishment by removal by forcing her to cut up her credit card.
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unpleasant has just gone away as a consequence of that response, wouldn’t that response tend to happen again and again? If the response increases, the consequence has to be a kind of re- inforcement. The problem is that the name sounds like it should be some kind of punishment because of the word negative, and that’s exactly the problem that many people experience when they are trying to understand negative reinforcement. Many people get negative rein- forcement mixed up with punishment by removal, in which a pleasant thing is removed (like having your driver’s license taken away because you caused a bad accident). Because some- thing is removed (taken away) in both cases, it’s easy to think that they will both have the effect of punishment, or weakening a response. The difference between them lies in what is taken away: In the case of negative reinforcement, it is an unpleasant thing; in the case of punishment by removal, it is a pleasant or desirable thing. For a head-to-head comparison of negative reinforcement and this particular type of punishment by removal, see Table 5.3.
PRoBLeMS WIth PUnIShMent
5.8 What are some of the problems with using punishment?
Although punishment can be effective in reducing or weakening a behavior, it has several drawbacks as explained in the video Thinking Like a Psychologist: Physical Punishment— You Decide! : Problems with Punishment.
table 5.3
Negative Reinforcement Versus Punishment by Removal
exaMPLe of negatIve ReInfoRCeMent exaMPLe of PUnIShMent BY ReMovaL
Stopping at a red light to avoid getting in an accident. Losing the privilege of driving because you got into too many accidents.
Mailing an income tax return by April 15 to avoid paying a penalty. Having to lose some of your money to pay the penalty for late tax filing.
Obeying a parent before the parent reaches the count of “three” to avoid getting a scolding.
Being “grounded” (losing your freedom) because of disobedience.
The job of punishment is much harder than that of reinforcement. In using reinforce- ment, all one has to do is strengthen a response that is already there. But punishment is used
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Watch the Video, Thinking Like a Psychologist: Physical Punishment—You Decide!: Problems with Punishment, at MyPsychLab
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to weaken a response, and getting rid of a response that is already well established is not that easy. (Ask any parent or pet owner.) Many times punishment only serves to temporarily suppress or inhibit a behavior until enough time has passed. For example, punishing a child’s bad behavior doesn’t always eliminate the behavior completely. As time goes on, the punish- ment is forgotten, and the “bad” behavior may occur again in a kind of spontaneous recovery of the old (and probably pleasurable for the child) behavior.
Look back at Table 5.2 under the “Punishment” column. Punishment by applica- tion can be quite severe, and severe punishment does do one thing well: It stops the behavior immediately (Bucher & Lovaas, 1967; Carr & Lovaas, 1983). It may not stop it permanently, but it does stop it. In a situation in which a child might be doing some- thing dangerous or self-injurious, this kind of punishment is sometimes more acceptable (Duker & Seys, 1995). For example, if a child starts to run into a busy street, the parent might scream at the child to stop and then administer several rather severe swats to the child’s rear. If this is NOT typical behavior on the part of the parent, the child will most likely never run into the street again.
Other than situations of immediately stopping dangerous behavior, severe punish- ment has too many drawbacks to be really useful. It should also be discouraged because of its potential for leading to abuse (Dubowitz & Bennett, 2007; Gershoff, 2000; Millan et al., 1999; Trocmé et al., 2001):
• Severe punishment may cause the child (or animal) to avoid the punisher instead of the behavior being punished, so the child (or animal) learns the wrong response.
• Severe punishment may encourage lying to avoid the punishment (a kind of nega- tive reinforcement)—again, not the response that is desired.
• Severe punishment creates fear and anxiety, emotional responses that do not pro- mote learning (Baumrind, 1997; Gershoff, 2000, 2002). If the point is to teach something, this kind of consequence isn’t going to help.
• Hitting provides a successful model for aggression (Gershoff, 2000; Milner, 1992). That last point is worth a bit more discussion. In using an aggressive type of punish-
ment, such as spanking, the adult is actually modeling (presenting a behavior to be imitated by the child). After all, the adult is using aggression to get what the adult wants from the child. Children sometimes become more likely to use aggression to get what they want when they receive this kind of punishment (Bryan & Freed, 1982; Larzelere, 1986), and the adult has lost an opportunity to model a more appropriate way to deal with parent–child disagreements. Since aggressive punishment does tend to stop the undesirable behavior, at least for a while, the parent who is punishing actually experiences a kind of negative rein- forcement: “When I spank, the unpleasant behavior goes away.” This may increase the ten- dency to use aggressive punishment over other forms of discipline and could even lead to child abuse (Dubowitz & Bennett, 2007). There is some evidence that physical punishment that would not be considered abusive (i.e., pushing, shoving, grabbing, hitting) is associated with an increased risk of mental illness for the child in later life (Afifi et al., 2012; Ma et al., 2012). Finally, some children are so desperate for attention from their parents that they will actually misbehave on purpose. The punishment is a form of attention, and these children will take whatever attention they can get, even negative attention.
Punishment by removal is less objectionable to many parents and educators and is the only kind of punishment that is permitted in many public schools. But this kind of punish- ment also has its drawbacks—it teaches the child what not to do but not what the child should do. Both punishment by removal and punishment by application are usually only temporary in their effect on behavior. After some time has passed, the behavior will most likely return as the memory of the punishment gets weaker, allowing spontaneous recovery.
If punishment doesn’t work very well, what can a parent do to keep a child from behaving badly?
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hoW to Make PUnIShMent MoRe effeCtIve The way to make punishment more ef- fective involves remembering a few simple rules: Watch the Video, Thinking Like a Psycholo- gist: Physical Punishment—You Decide!: Best Practices, at MyPsychLab
1. Punishment should immediately follow the behavior it is meant to punish. If the punishment comes long after the behavior, it will not be associated with that behavior. (This is also true of reinforcement.)
2. Punishment should be consistent. This actually means two things. First, if the parent says that a certain punishment will follow a certain behavior, then the parent must make sure to follow through and do what he or she promised to do. Second, punishment for a particular behavior should stay at the same intensity or increase slightly but never decrease. For example, if a child is scolded for jumping on the bed the first time, the second time this behavior happens the child should also be punished by scolding or by a stronger penalty, such as removal of a favorite toy. But if the first misbehavior is punished by spanking and the second by only a scolding, the child learns to “gamble” with the possible punishment.
3. Punishment of the wrong behavior should be paired, whenever possible, with rein- forcement of the right behavior. Instead of yelling at a 2-year-old for eating with her fingers, the parent should pull her hand gently out of her plate while saying something such as, “No, we do not eat with our fingers. We eat with our fork,” and then placing the fork in the child’s hand and praising her for using it. “See, you are doing such a good job with your fork. I’m so proud of you.” Pairing punishment (the mild correction of pulling her hand away while saying “No, we do not eat with our fingers”) with reinforcement allows parents (and others) to use a much milder punishment and still be effective. It also teaches the desired behavior rather than just suppressing the undesired one. The following section discusses research on the problems that can be generated by
a particular form of punishment by application: spanking.
issues in psychology
The Link Between Spanking and Aggression in Young Children
To spank or not to spank has been a controversial issue for many years now. Child development experts have typically advised parents to use other methods of disci- plining their children, citing the possibility of encouraging child abuse as well as
the role spanking plays in the modeling of aggression. The results of a recent study suggest that there is a significantly increased risk of higher levels of aggression at age 5 when spank- ing is used at age 3 (C. Taylor et al., 2010).
While older studies have found similar results, the study by Dr. Catherine Taylor and her colleagues, Drs. Jennifer Manganello, Shawna Lee, and Janet Rice, differs from those earlier studies in that possible maternal risk factors such as neglect, the mother’s use of drugs, and maternal psychological problems were measured and controlled.
In this study, 2,461 mothers participated in reporting their use of spanking at age 3 as well as their children’s aggressive behavior at age 3 and then 2 years later at age 5. Factors such as child maltreatment by the mothers, psychological maltreatment, neglect, aggression from the mother’s intimate partner, victimization, stress, depression, substance abuse, and the mother’s consideration of abortion were also assessed. The Taylor study found that when mothers stated that they spanked their 3-year-olds more than twice in the previous month, those same children at 5 years of age were much more likely to be more aggressive (bullying, for example) when compared to children of mothers who spanked less than twice or not at all
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when their children were 3. This result held even when the individual differences between the natural aggression levels of the 3-year-olds and the other possible confounding factors were taken into account.
The conclusion seems to be that sparing the rod may spare the child (and those around the child) from an unpleasant personality trait.
Questions for further Discussion
1. How did your own parents discipline you, and do you think that it affected you in a posi- tive or negative way?
2. Why might spanking at age 3 lead to higher aggression in that same child at age 5?
StIMULUS ContRoL: SLoW DoWn, It’S the CoPS
5.9 How do operant stimuli control behavior, and what are some other concepts that can enhance or limit operant conditioning?
You see a police car in your rearview mirror and automatically slow down, even if you weren’t speeding. The traffic light turns red, so you stop. When you want to get into a store, you head for the door and push or pull on the handle. All of these things—slow- ing down, stopping, using the door handle—are learned. But how do you know what learned response to make, and when? The police car, the stoplight, and the door handle are all cues, or stimuli, which tell you what behavior will get you what you want.
A discriminative stimulus is any stimulus that provides an organism with a cue for making a certain response in order to obtain reinforcement—specific cues would lead to specific responses, and discriminating between the cues leads to success. For example, a police car is a discriminative stimulus for slowing down and a red stoplight is a cue for stopping because both of these actions are usually followed by negative reinforce- ment—people don’t get a ticket or don’t get hit by another vehicle. A doorknob is a cue for where to grab the door in order to successfully open it. In fact, if a door has a knob, people always turn it, but if it has a handle, people usually pull it, right? The two kinds of opening devices each bring forth a different response from people, and their reward is opening the door.
How do the circus trainers get their animals to do all those com- plicated tricks?
ShaPIng anD otheR ConCePtS In oPeRant ConDItIonIng
Operant conditioning is more than just the reinforcement of simple responses. For ex- ample, have you ever tried to teach a pet to do a trick? Yes, it was really hard. ShaPIng When you see an animal in a circus or in a show at a zoo perform tricks, you are seeing the result of applying the rules of conditioning—both classical and operant— to animals. But the more complex tricks are a process in operant conditioning called shaping, in which small steps toward some ultimate goal are reinforced until the goal itself is reached.
For example, if Jody wanted to train his dog to jump through a hoop, he would have to start with some behavior that the dog is already capable of doing on its own. Then he would gradually “mold” that starting behavior into the jump—something the dog is capable of doing but not likely to do on its own. Jody would have to start with the hoop on the ground in front of Rover’s face and then call the dog through the hoop, using the treat as bait. After Rover steps through the hoop (as the shortest way to the treat), Jody should give Rover the treat (positive reinforcement). Then he could raise the hoop just a little, reward
This dog has been trained to help its physically challenged owner. Operant conditioning principles can be used to train animals to do many useful tasks, including opening the refrigerator.
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Biological Constraints on Operant Conditioning
Raccoons are fairly intelligent animals and are sometimes used in learning experiments. In a typical experiment, a behaviorist would use shaping and reinforcement to teach a raccoon a trick. The goal might be to get the raccoon to pick up several coins and drop them into a metal container, for which the raccoon would be rewarded with food. The behaviorist starts by reinforcing the raccoon for picking up a single coin. Then the metal container is introduced
him for walking through it again, raise the hoop, reward him . . . until Rover is jumping through the hoop to get the treat. The goal is achieved by reinforcing each successive approx- imation (small steps one after the other that get closer and closer to the goal). This process is shaping (Skinner, 1974). Through pairing of a sound such as a whistle or clicker with the primary reinforcer of food, animal trainers can use the sound as a secondary reinforcer and avoid having an overfed learner. Watch the Video, The Basics: Operant Conditioning: Learning from Consequences: Shaping, at MyPsychLab
extInCtIon, geneRaLIzatIon, anD SPontaneoUS ReCoveRY In oPeRant ConDItIonIng Extinction in classical conditioning involves the removal of the UCS, the unconditioned stimulus that eventually acts as a reinforcer of the CS–CR bond. It should come as no surprise, then, that extinction in operant conditioning involves the removal of the reinforce- ment. Have you ever seen a child throw a temper tantrum in the checkout line because the little one wanted some candy or toy? Many exasperated* parents will cave in and give the child the treat, positively reinforcing the tantrum. The parent is also being negatively rein- forced for giving in, because the obnoxious** behavior stops. The only way to get the tan- trum behavior to stop is to remove the reinforcement, which means no candy, no treat, and if possible, no attention from the parent. (Not only is this hard enough to do while enduring the tantrum but also the tantrum behavior may actually get worse before it extinguishes!)
Just as in classical conditioning, operantly conditioned responses also can be gener- alized to stimuli that are only similar to the original stimulus. For example, what parent has not experienced that wonderful moment when Baby, who is just learning to label objects and people, says “Dada” in response to the presence of her father and is reinforced by his delight and attention to her. But in the beginning, Baby may cause Dad to cringe when she generalizes her “Dada” response to any man. As other men fail to reinforce her for this response, she’ll learn to discriminate among them and her father and only call her father “Dada.” In this way, the man who is actually her father becomes a discriminative stimulus just like the stoplight or the doorknob mentioned earlier.
Spontaneous recovery (in classical conditioning, the recurrence of a conditioned re- sponse after extinction) will also happen with operant responses. Remember the hoop- jumping dog? Anyone who has ever trained animals to do several different tricks will say that when first learning a new trick, most animals will try to get reinforcers by perform- ing their old tricks. Rover might very well have tried to roll over, speak, and shake paws to get that treat before finally walking through the hoop.
While animals can learn many types of behavior through the use of operant condi- tioning, it seems that not every animal can be taught anything—see the following section on biological constraints for more on this topic.
One way to deal with a child’s temper tantrum is to ignore it. The lack of reinforcement for the tantrum behavior will eventually result in extinction.
*exasperated: irritated or annoyed. **obnoxious: highly offensive or undesirable.
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and the raccoon is now required to drop the coin into the slot on the container in order to get reinforcement.
It is at this point that operant conditioning seems to fail. Instead of dropping the coin in the slot, the raccoon puts the coin in and out of the slot and rubs it against the inside of the container, then holds it firmly for a few seconds before finally letting it go. When the require- ment is upped to two coins, the raccoon spends several minutes rubbing them against each other and dipping them into the container, without actually dropping them in. In spite of the fact that this dipping and rubbing behavior is not reinforced, it gets worse and worse until conditioning becomes impossible.
Keller and Marian Breland, in their attempt to train a raccoon, found that this problem was not limited to the raccoon (Breland & Breland, 1961). They ran into a similar difficulty with a pig that was being trained to pick up a total of five large wooden coins and put them into a “piggy bank.” Although at first successful, the pig became slower and slower at the task over a period of weeks, dropping the coin, rooting (pushing) it around with its nose, picking it up, dropping it again, and rooting some more. This behavior became so persistent that the pig actually did not get enough to eat for the day.
The Brelands concluded that the raccoon and the pig were reverting* to behavior that was instinctual for them. Instinctual behavior is genetically determined and not under the in- fluence of learning. Apparently, even though the animals were at first able to learn the tricks, as the coins became more and more associated with food, the animals began to drift back into the instinctual patterns of behavior that they used with real food. Raccoons rub their food between their paws and dip it in and out of water. Pigs root and throw their food around before eating it. The Brelands called this tendency to revert to genetically controlled patterns instinctive drift.
In their 1961 paper describing these and other examples of instinctive drift, the Brelands (both trained by Skinner himself) determined that, contrary to Skinner’s original ideas:
1. The animal does NOT come to the laboratory a tabula rasa, or “blank slate,” and cannot be taught just any behavior.
2. Differences between species of animals matter in determining what behavior can or cannot be conditioned.
3. Not all responses are equally able to be conditioned to any stimulus.
As became quickly obvious in their studies with these animals, each animal comes into the world (and the laboratory) with certain genetically determined instinctive patterns of be- havior already in place. These instincts differ from species to species, with the result that there are some responses that simply cannot be trained into an animal regardless of conditioning.
Questions for further Discussion
1. What other kinds of limitations do animals have in learning?
2. What kinds of behavior might people do that would be resistant to conditioning?
3. How can these research findings about animal behavior be generalized to human behavior?
USIng oPeRant ConDItIonIng: BehavIoR MoDIfICatIon
5.10 What is behavior modification, and how can behavioral techniques be used to modify involuntary biological responses?
Operant conditioning principles such as reinforcement and the process of shaping have been used for many years to change undesirable behavior and create desirable responses
Raccoons commonly dunk their food in and out of water before eating. This “washing” behavior is controlled by instinct and difficult to change even using operant techniques.
*reverting: to go back in action, thought, speech, and so on.
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in animals and humans—particularly in schoolchildren. The term behavior modifica- tion refers to the application of operant conditioning (and sometimes classical condi- tioning) to bring about such changes. The video What’s In It For Me?: How to Make Healthier Choices describes a sample behavior modification plan for someone who wants to watch less television and exercise more.
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As another example, if a teacher wants to use behavior modification to help a child learn to be more attentive during the teacher’s lectures, the teacher may do the following: 1. Select a target behavior, such as making eye contact with the teacher. 2. Choose a reinforcer. This may be a gold star applied to the child’s chart on the wall,
for example. 3. Put the plan in action. Every time the child makes eye contact, the teacher gives the
child a gold star. Inappropriate behavior (such as looking out of the window) is not reinforced with gold stars.
4. At the end of the day, the teacher gives the child a special treat or reward for having a certain number of gold stars. This special reward is decided on ahead of time and discussed with the child. The gold stars in this example can be considered tokens, secondary reinforcers that
can be traded in for other kinds of reinforcers. The use of tokens to modify behavior is called a token economy. to Learning Objective 15.4. In the example, the child is collecting gold stars to “buy” the special treat at the end of the day. When one thinks about it, the system of money is very much a token economy. People are rewarded for working for money, which they then trade for food, shelter, and so on. Credit card com- panies encourage the use of their card by offering reward points that can be exchanged for desirable goods and services, and airlines offer frequent flyer miles. Many fast-food restaurants offer punch cards or stamps that are exchanged for free food when filled up. The points, miles, and punches on the cards are all forms of tokens.
Another tool that behaviorists can use to modify behavior is the process of time- out. Time-out is a form of mild punishment by removal in which a misbehaving animal, child, or adult is placed in a special area away from the attention of others. Essentially, the organism is being “removed” from any possibility of positive reinforcement in the form of
Watch the Video, What’s In It For Me?: How to Make Healthier Choices, at MyPsychLab
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attention. When used with children, a time-out should be limited to 1 minute for each year of age, with a maximum time-out of 10 minutes (longer than that and the child can forget why the time-out occurred).
Applied behavior analysis (ABA), is the modern term for a form of behavior modifi- cation that uses both analysis of current behavior and behavioral techniques to address a so- cially relevant issue. In ABA, skills are broken down to their simplest steps and then taught to the child through a system of reinforcement. Prompts (such as moving a child’s face back to look at the teacher or the task) are given as needed when the child is learning a skill or refuses to cooperate. As the child begins to master a skill and receives reinforcement in the form of treats or praise, the prompts are gradually withdrawn until the child can do the skill independently. Applied behavior analysis is a growing field with many colleges and univer- sities offering degrees at both the undergraduate and graduate levels. A person graduating from one of these programs may act as a consultant* to schools or other institutions, or may set up a private practice. Typical uses for ABA are treating children with disorders, training animals, and developing effective teaching methods for children and adults of all levels of mental abilities (Baer et al., 1968).
An example of how ABA can be used is found in the use of shaping to mold desir- able, socially acceptable behavior in individuals with autism. Autism is a disorder in which the person has great difficulty in communicating with others, often refusing to look at another person. People who have autism may also fail to learn to speak at all, and they normally do not like to be touched. to Learning Objective 8.6. This specific ap- plication of ABA can be said to have begun with the work of Dr. O. Ivar Lovaas (1964) and his associates, although the basic general techniques are those first outlined by Skin- ner. Lovaas used small pieces of candy as reinforcers to teach social skills and language to children with autism. Other techniques for modifying responses have been developed so that even biological responses that are normally considered involuntary such as blood pressure, muscle tension, and hyperactivity can be brought under conscious control. For nearly 60 years, scientists have known how to use feedback from person’s biological in- formation (such as heart rate) to create a state of relaxation (Margolin & Kubic, 1944). Biofeedback is the traditional term used to describe this kind of biological feedback of information, and through its use many problems can be relieved or controlled.
A relatively newer biofeedback technique called neurofeedback involves trying to change brain activity. to Learning Objective 2.6. Although this technique uses the latest in technology, the basic principles behind it are much older. Traditionally, this technique was based on recording the electrical activity of the brain, or EEG. To record the EEG, a person would have to be connected to a stand-alone electroencepha- lograph, a machine that amplifies and records the brain’s electrical activity. Modern bio- feedback and neurofeedback amplifiers are often connected to a computer that records and analyzes the physiological activity of the brain. Neurofeedback can be integrated with video-game-like programs that individuals can use to learn how to produce brain waves or specific types of brain activity associated with specific cognitive or behavioral states (e.g., increased attention, staying focused, relaxed awareness). Individuals learn to make these changes through the principles of operant conditioning (Sherlin et al., 2011). Neurofeedback using the EEG continues to be investigated in specific disorders such as attention-deficit/hyperactivity disorder (ADHD) and in new areas such as the control of chronic pain (Arns et al., 2009; Jensen et al., 2013). Other recent neurofeedback studies have incorporated MRI or fMRI to examine the effects of EEG-based neurofeedback on the brain (Ghaziri et al., 2013; Ros et al., 2013). And in some studies, fMRI is being used as a neurofeedback method in and of itself (Ruiz et al., 2013; Scharnowski et al., 2012; Sulzer et al., 2013).
*consultant: someone who offers expert advice or services.
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Operant Conditioning (continued) (learning to make voluntary responses through the effects of positive or negative consequences)
easier to establish new responses but more sensitive to extinction
punishment is any event or stimulus that, when following a response, decreases the probability that the response will occur again
application of operant conditioning principles (sometimes classical conditioning) to change undesirable behaviors and create desirable behaviors in both humans and animals
token economies, time-out, applied behavior analysis, biofeedback, and neurofeedback use these principles
leads to a response that is resistant to extinction
schedule can be speci�ed by the pattern/ratio of responses or by time/interval
both ratio and interval schedules can be either �xed or variable
behavior modi�cation
timing of reinforcement in�uences speed of learning, strength of learned response, and subsequent behavior pattern
continuous reinforcement: provision of reinforcer for each and every correct response
partial reinforcement: reinforcing behavior after some but not all correct responses
opposite of reinforcement, which increases the probability that the response will occur again
punishment by application—something unpleasant is added to the situation
punishment by removal—something pleasurable is removed
to work—must be immediate, consistent, and paired with reinforcement of actual behavior desired
stimuli must be discriminative; speci�c cues lead to speci�c responses
some behaviors can be established through shaping, reinforcing small steps, or each successive approximation, toward the ultimate goal
as in classical conditioning, extinction, generalization, and spontaneous recovery can occur
instinctive drift, or the tendency to revert to genetically controlled patterns of behavior, can serve as a biological constraint on operant conditioning
schedules of reinforcement
other features
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1. Joe owned a small repair shop. Each day, he would check the mail to see if any of his customers mailed in a payment for the work he had done for them. Some days, he would receive a check or two. At other times, he would have to wait days before getting another payment. What schedule of reinforcement is evident here?
a. fixed interval b. fixed ratio c. variable interval d. variable ratio
2. Little Jimmie’s mother was upset to find that Jimmie had not picked up his building blocks after repeated requests to do so. The next morning, Jimmie found all his blocks had been picked up and put into a bag on the top of the refrigerator. Jimmie’s mother told him that he couldn’t play with his blocks for the next two days. Which type of discipline did she use?
a. negative reinforcement b. punishment by application c. punishment by removal d. positive reinforcement
3. The study by Keller and Marian Breland found that instinc- tive drift in animal behavior is
a. caused by confusion between punishment types. b. caused by overuse of positive reinforcement. c. the result of conscious decisions on the part of animals
not to take part in further testing. d. genetically determined and not under the influence of
learning.
4. Tabitha signed up for a new credit card that offers reward miles for every purchase. Tabitha plans to make as many pur- chases as she can so that she can accumulate enough miles to go on a trip over spring break. Such an approach is an ex- ample of
a. token economy. b. shaping. c. a schedule of reinforcement. d. a form of negative reinforcement.
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
C o n C e P t M a P
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Cognitive Learning theory
5.11 How do latent learning, insight, and learned helplessness relate to cognitive learning theory?
In the early days of behaviorism, the focus of Watson, Skinner, and many of their followers was on observable, measurable behavior. Anything that might be occurring inside a person’s or animal’s head during learning was considered to be of no interest to the behaviorist because it could not be seen or directly measured. Other psychologists, however, were still interested in the mind’s influence over behavior. Gestalt psychologists, for instance, were studying the way that the human mind tried to force a pattern on stimuli in the world around the person.
to Learning Objective 1.3. This continued interest in the mind was followed, in the 1950s and 1960s, by the comparison of the human mind to the workings of those fascinat- ing “thinking machines,” computers. Soon after, interest in cognition, the mental events that take place inside a person’s mind while behaving, began to dominate experimental psychology. Many behavioral psychologists could no longer ignore the thoughts, feelings, and expecta- tions that clearly existed in the mind and that seemed to influence observable behavior, and eventually began to develop a cognitive learning theory to supplement the more traditional theories of learning (Kendler, 1985). Three important figures often cited as key theorists in the early days of the development of cognitive learning theory were the Gestalt psychologists Edward Tolman and Wolfgang Köhler, and modern psychologist Martin Seligman.
toLMan’S Maze-RUnnIng RatS: Latent LeaRnIng
One of Gestalt psychologist Edward Tolman’s best-known experiments in learning in- volved teaching three groups of rats the same maze, one at a time (Tolman & Honzik, 1930). In the first group, each rat was placed in the maze and reinforced with food for making its way out the other side. The rat was then placed back in the maze, reinforced upon completing the maze again, and so on until the rat could successfully solve the maze with no errors (see Figure 5.9 on the next page).
The second group of rats was treated exactly like the first, except that they never received any reinforcement upon exiting the maze. They were simply put back in again and again, until the 10th day of the experiment. On that day, the rats in the second group began to receive reinforcement for getting out of the maze. The third group of rats, serv- ing as a control group, was also not reinforced and was not given reinforcement for the entire duration of the experiment.
A strict Skinnerian behaviorist would predict that only the first group of rats would learn the maze successfully because learning depends on reinforcing consequences. At first, this seemed to be the case. The first group of rats did indeed solve the maze after a
5. Which of the following is the best example of applied be- havior analysis?
a. Tiffany works with children by asking them what they want to accomplish and then helping them attain that goal through different forms of classical conditioning.
b. Bethany has children watch her repeatedly so as to under- stand how a task is to be done. Once they have finished the observation, then they are asked to imitate the behavior.
c. Agatha observes a child to see what purpose a disrup- tive classroom behavior serves, and identifies a new replacement behavior. She then implements a training program for the new behavior, reinforcing often at the simplest levels and gradually removing reinforcers as the child demonstrates the behavior independently.
d. Camille wants children to learn a new behavior and uses punishment as the basis for the behavior change.
6. Neurofeedback is a form of and works to change a person’s through a series of reinforcements.
a. classical conditioning; thoughts b. operant conditioning; anxieties c. observation learning; behaviors d. biofeedback; brain activity
THINKING CRITICALLY: Imagine that you adopted a 4-year-old child who was abused in his original home before ultimately ending up in your care. Which child rearing approach do you think would be best for such a child? How would you discipline your child? What type of reinforcement or punishment would you use most often?
“Bathroom? Sure, it’s just down that hall to the left, jog right, left, another left, straight past two more lefts, then right, and it’s at the end of the third corridor on your right.” ©The New Yorker Collection 2000 Pat
Byrnes from cartoonbank.com. All Rights
Reserved.
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certain number of trials, whereas the second and third groups seemed to wander aimlessly around the maze until accidentally finding their way out.
On the 10th day, however, something happened that would be difficult to explain using only Skinner’s basic principles. The second group of rats, upon receiving the rein- forcement for the first time, should have then taken as long as the first group to solve the maze. Instead, they began to solve the maze almost immediately (see Figure 5.10).
Tolman concluded that the rats in the second group, while wandering around in the first 9 days of the experiment, had indeed learned where all the blind alleys, wrong turns, and correct paths were and stored this knowledge away as a kind of “mental map,” or cog- nitive map of the physical layout of the maze. The rats in the second group had learned and stored that learning away mentally but had not demonstrated this learning because there was no reason to do so. The cognitive map had remained hidden, or latent, until the rats had a reason to demonstrate their knowledge by getting to the food. Tolman called this latent learning. The idea that learning could happen without reinforcement, and then later affect behavior, was not something traditional operant conditioning could ex- plain. To see a real-life example of latent learning, participate in the experiment Learning.
Figure 5.9 a typical Maze
This is an example of a maze such as the one used in Tolman’s experiments in latent learning. A rat is placed in the start box. The trial is over when the rat gets to the end box.
Start box
End box
Curtain
One-way door
Learning
In this experiment, you will be asked to memorize a series of words presented to you one at a time. Twenty words will be �ashed on the screen for a very short time and will be separated brie�y by a blank screen. After the last word is �ashed on the screen, you will be asked some questions to test your recall.
Go to the Experiment
Simulation
Simulate the Experiment, Learning, on MyPsychLab
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köhLeR’S SMaRt ChIMP: InSIght LeaRnIng
Another exploration of the cognitive ele- ments of learning came about almost by accident. Wolfgang Köhler (1887–1967) was a Gestalt psychologist who became marooned* on an island in the Canaries (a series of islands off the coast of North Africa) when World War I broke out. Stuck at the primate research lab that had first drawn him to the island, he turned to studies of animal learning.
In one of his more famous stud- ies (Köhler, 1925), he set up a problem for one of the chimpanzees. Sultan the chimp was faced with the problem of how to get to a banana that was placed just out of his reach outside his cage. Sul- tan solved this problem relatively easily, first trying to reach through the bars with his arm, then using a stick that was lying in the cage to rake the banana into the cage. As chimpanzees are natural tool users, this behavior is not surprising and is still nothing more than simple trial-and-error learning.
But then the problem was made more difficult. The banana was placed just out of reach of Sultan’s extended arm with the stick in his hand. At this point there were two sticks lying around in the cage, which could be fitted together to make a single pole that would be long enough to reach the banana. Sultan first tried one stick, then the other (sim- ple trial and error). After about an hour of trying, Sultan seemed to have a sudden flash of inspiration. He pushed one stick out of the cage as far as it would go toward the banana and then pushed the other stick behind the first one. Of course, when he tried to draw the sticks back, only the one in his hand came. He jumped up and down and was very excited, and when Köhler gave him the second stick, he sat on the floor of the cage and looked at them carefully. He then fitted one stick into the other and retrieved his banana. Köhler called Sultan’s rapid “perception of relationships” insight and determined that insight could not be gained through trial-and-error learning alone (Köhler, 1925). Although Thorndike and other early learning theorists believed that animals could not demonstrate insight, Köhler’s work seems to demonstrate that insight requires a sudden “coming together” of all the ele- ments of a problem in a kind of “aha” moment that is not predicted by traditional animal learning studies. to Learning Objective 7.2. More recent research has also found support for the concept of animal insight (Heinrich, 2000; Heyes, 1998; Zentall, 2000), but there is still controversy over how to interpret the results of those studies (Wynne, 1999).
SeLIgMan’S DePReSSeD DogS: LeaRneD heLPLeSSneSS
Martin Seligman is now famous for founding the field of positive psychology, a new way of looking at the entire concept of mental health and therapy that focuses on the adap- tive, creative, and psychologically more fulfilling aspects of human experience rather than on mental disorders. But in the mid- to late 1960s, learning theorist Seligman (1975) and his colleagues were doing classical conditioning experiments on dogs. They accidentally discovered an unexpected phenomenon, which Seligman called learned helplessness, the tendency to fail to act to escape from a situation because of a history of repeated failures in the past. Their original intention was to study escape and avoidance learning. Seligman and
Figure 5.10 Learning Curves for three groups of Rats
In the results of the classic study of latent learning, Group 1 was rewarded on each day, while Group 2 was rewarded for the first time on Day 10. Group 3 was never rewarded. Note the immediate change in the behavior of Group 2 on Day 12 (Tolman & Honzik, 1930).
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*marooned: in this sense, being placed on an island from which escape is impossible.
Another of Köhler’s chimpanzees, Grande, has just solved the problem of how to get to the banana by stacking boxes. Does this meet the criteria for insight, or was it simple trial-and-error learning?
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colleagues presented a tone followed by a harmless but painful electric shock to one group of dogs (Overmier & Selig- man, 1967; Seligman & Maier, 1967). The dogs in this group were harnessed so that they could not escape the shock. The researchers assumed that the dogs would learn to fear the sound of the tone and later try to escape from the tone before being shocked.
These dogs, along with another group of dogs that had not been condi- tioned to fear the tone, were placed into a special box consisting of a low fence that divided the box into two com- partments. The dogs, which were now unharnessed, could easily see over the fence and jump over if they wished—
which is precisely what the dogs that had not been conditioned did as soon as the shock oc- curred (see Figure 5.11). Imagine the researchers’ surprise when, instead of jumping over the fence when the tone sounded, the previously conditioned dogs just sat there. In fact, these dogs showed distress but didn’t try to jump over the fence even when the shock itself began.
Why would the conditioned dogs refuse to move when shocked? The dogs that had been harnessed while being conditioned had apparently learned in the original tone/shock situation that there was nothing they could do to escape the shock. So when placed in a situation in which escape was possible, the dogs still did nothing because they had learned to be “helpless.” They believed they could not escape, so they did not try.
More recently, Seligman’s colleague and co-researcher in those early studies, Steven F. Maier, has revisited the phenomenon of learned helplessness from a neuroscientific approach, and this work has provided some new insights. Maier and others have investigated the brain mechanisms underlying this phenomenon, focusing on an area of the brain stem that re- leases serotonin and can play a role in activating the amygdala (which plays an important role in fear and anxiety) but also participates in decreasing activity in brain areas responsible for the “fight-or-flight” response. This combination of increased fear/anxiety with non-escape or freezing is the very behavior associated with learned helplessness. This part of the brain stem (the dorsal raphe nucleus) is a much older part of the brain and not able to determine what type of stressors are controllable. Their research suggests that a higher-level area, a part of the frontal lobe called the ventromedial prefrontal cortex (vmPFC), is able to help determine what is controllable. In turn, the vmPFC inhibits the brain stem area and calms the amygdala’s re- sponse, allowing an animal to effectively respond to a stressor and exhibit control (Amat et al., 2005; Maier et al., 2006; Maier & Watkins, 2005). In other words, it is possible that the dogs in the early studies, rather than learning to be helpless were not learning how to relax and take control of the situation. Maier and colleagues suggest that both training and input from the vmPFC are necessary for animals to learn how to take control (Maier et al., 2006).
I know some people who seem to act just like those dogs—they live in a horrible situation but won’t leave. Is this the same thing?
Seligman extended the concept of learned helplessness to explain some behaviors char- acteristic of depression. Depressed people seem to lack normal emotions and become somewhat apathetic, often staying in unpleasant work environments or bad marriages or relationships rather than trying to escape or better their situation. Seligman proposed that this depressive behavior is a form of learned helplessness. Depressed people may have learned in the past that they seem to have no control over what happens to them (Alloy & Clements, 1998). A sense of
Figure 5.11 Seligman’s apparatus
In Seligman’s studies of learned helplessness, dogs were placed in a two-sided box. Dogs that had no prior experience with being unable to escape a shock would quickly jump over the hurdle in the center of the box to land on the “safe” side. Dogs that had previously learned that escape was impossible would stay on the side of the box in which the shock occurred, not even trying to go over the hurdle.
Shock grid �oor
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powerlessness and hopelessness is common to depressed people, and certainly this would seem to apply to Seligman’s dogs as well. Maier’s recent work also has implications here, especially the focus on the components necessary for learning how to relax and exhibit control: input from the vmPFC, and training (repeated exposures to stressors). This combination provides a mechanism for not only understanding resilience,* but also for possibly helping people foster resilience and avoid anxiety or mood disorders such as posttraumatic stress disorder (PTSD) or depression (Maier et al., 2006). to Learning Objectives 14.4 and 14.5. Maier and colleagues are continuing to study the brain foundations of learned helplessness and examining how factors re- lated to control and controllability not only impact immediate events, but future stressful events as well (Amat et al., 2010; Rozeske et al., 2011; Varela et al., 2012).
Think about how learned helplessness might apply to other situations. Perceived con- trol or learned helplessness can play an important role in coping with chronic or acute health conditions, either for the person with the disorder or for the family member making medical decisions for a loved one (Camacho et al., 2013; Sullivan et al., 2012). What about college? There are many students who feel that they are bad at math because they have had problems with it in the past. Is it possible that this belief could make them not try as hard or study as much as they should? Is this kind of thinking also an example of learned helplessness, or is it possible that these students have simply not had enough experiences of success or control?
Cognitive learning is also an important part of a fairly well-known form of learn- ing, often simplified as “monkey see, monkey do.” Let’s take a look at learning through watching the actions of others.
observational Learning
5.12 What is observational learning, and what are the four elements of modeling?
Observational learning is the learning of new behavior through watching the actions of a model (someone else who is doing that behavior). Sometimes that behavior is desirable, and sometimes it is not, as the next section describes.
BanDURa anD the BoBo DoLL
Albert Bandura’s classic study in observational learning involved having a preschool child in a room in which the experimenter and a model interacted with toys in the room in front of the child (Bandura et al., 1961). In one condition, the model interacted with the toys in a nonaggressive manner, completely ignoring the presence of a “Bobo” doll (a punch-bag doll in the shape of a clown). In another condition, the model became very aggressive with the doll, kicking it and yelling at it, throwing it in the air and hitting it with a hammer.
When each child was left alone in the room and had the opportunity to play with the toys, a camera filming through a one-way mirror caught the children who were exposed to the aggressive model beating up on the Bobo doll, in exact imitation of the model. (See Figure 5.12 on the next page.) The children who saw the model ignore the doll did not act aggres- sively toward the toy. Obviously, the aggressive children had learned their aggressive actions from merely watching the model—with no reinforcement necessary. The fact that learning can take place without actual performance (a kind of latent learning) is called learning/per- formance distinction.
Ah, but would that child have imitated the model if the model had been punished? Wouldn’t the consequences of the model’s behavior make a difference?
In later studies, Bandura showed a film of a model beating up the Bobo doll. In one condition, the children saw the model rewarded afterward. In another, the model
*resilience: the ability to recover quickly from change and/or stress.
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was punished. When placed in the room with toys, the children in the first group beat up the doll, but the children in the second group did not. But, when Bandura told the children in the second group that he would give them a reward if they could show him what the model in the film did, each child duplicated the model’s actions. Both groups had learned from watching the model, but only the children watching the successful (re- warded) model imitated the aggression with no prompting (Bandura, 1965). Apparently, consequences do matter in motivating a child (or an adult) to imitate a particular model. The tendency for some movies and television programs to make “heroes” out of violent, aggressive “bad guys” is particularly disturbing in light of these findings. In fact, Bandura began this research to investigate possible links between children’s exposure to violence on television and aggressive behavior toward others.
In one nationwide study of youth in the United States, it was found that young people ages 8 to 18 spend on average almost 7.5 hours per day involved in media con- sumption (television, computers, video games, music, cell phones, print, and movies), 7 days a week. Furthermore, given the prevalence of media multitasking (using more than one media device at a time), they are packing in approximately 10 hours and 45 minutes of media during those 7.5 hours! (Rideout et al., 2010). While not all media consump- tion is of violent media, it is quite easy to imagine that some of that media is of a violent nature.
Correlational research stretching over nearly 2 decades suggests that a link ex- ists between viewing violent television and an increased level of aggression in children (Bushman & Huesmann, 2001; Huesmann & Eron, 1986). to Learning Ob- jective 1.9. While correlations do not prove that viewing violence on TV is the cause of increased violence, one cannot help but be curious as to the effects, especially given the continuing rise of media consumption in young people, coupled with the multiple ways young people interact with media. As such there has been an ongoing debate as to the validity of the links between aggression and exposure to media violence (primarily focus- ing on television, movies, video games, and music). Although still a topic of debate for some, there appears to be a strong body of evidence that exposure to media violence does have immediate and long-term effects, increasing the likelihood of aggressive verbal and physical behavior and aggressive thoughts and emotions—and the effects appear to im- pact children, adolescents, and adults (Anderson et al., 2003). Watch the Video, In the Real World: Learning Aggression, at MyPsychLab
the foUR eLeMentS of oBSeRvatIonaL LeaRnIng
Bandura (1986) concluded, from his studies and others, that observational learning re- quired the presence of four elements. attentIon To learn anything through observation, the learner must first pay attention to the model. For example, a person at a fancy dinner party who wants to know which utensil to use has to watch the person who seems to know what is correct. Certain characteristics
Figure 5.12 Bandura’s Bobo Doll experiment
In Albert Bandura’s famous Bobo doll experiment, the doll was used to demonstrate the impact of observing an adult model performing aggressive behavior on the later aggressive behavior of children. The children in these photos are imitating the adult model’s behavior even though they believe they are alone and are not being watched.
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of models can make attention more likely. For example, people pay more attention to those they perceive as similar to them, and to those they perceive as attractive. MeMoRY The learner must also be able to retain the memory of what was done, such as remembering the steps in preparing a dish that was first seen on a cooking show. IMItatIon The learner must be capable of reproducing, or imitating, the actions of the model. A 2-year-old might be able to watch someone tie shoelaces and might even re- member most of the steps, but the 2-year-old’s chubby little fingers will not have the dexterity* necessary for actually tying the laces. A person with extremely weak ankles might be able to watch and remember how some ballet move was accomplished but will not be able to reproduce it. The mirror neurons discussed in Chapter Two may be willing, but the flesh is weak. to Learning Objective 2.9. DeSIRe Finally, the learner must have the desire or motivation to perform the action. That person at the fancy dinner, for example, might not care which fork or which knife is the “proper” one to use. Also, if a person expects a reward because one has been given in the past, or has been promised a future reward (like the children in the second group of Bandura’s study), or has witnessed a model getting a reward (like the children in the first group), that person will be much more likely to imitate the observed behavior. Successful models are powerful figures for imitation, but rarely would we be motivated to imitate someone who fails or is punished.
(An easy way to remember the four elements of modeling is to remember the let- ters AMID, which stand for the first letters of each of the four elements. This is a good example of using a strategy to improve memory. to Learning Objective PIA.7.)
C o n C e P t M a P
discovered that the animals did nothing in a speci�c situation
learned helplessness: tendency to fail to act to escape from a situation because of a past history of repeated failures; or according to recent work by Maier, possibly due to not learning how to relax and take control accompanied by activation of key brain structures
Cognitive Learning Theory (focuses on role of cognition, or thought processes, on learning)
Seligman originally studied escape and avoidance learning in dogs
chimp �rst exhibited trial-and-error approach
later appeared to experience a sudden insight into solving the problem (retrieving a banana)
Köhler worked with chimpanzees; set up a problem situation
suggested animals form a cognitive map of the physical layout of the maze
performance not due to reinforcement
latent learning: learning occurs but behavior not manifested until organism has reason to demonstrate it
Tolman worked with rats in a maze
pay attention to the model
have the desire or motivation to perform the action
able to remember what was done
capable of reproducing, or imitating, the actions of the model
Observational Learning (the learning of a new behavior through the observation of a model; typically associated with classic work of Bandura and “Bobo doll” study)
key elements for learner
children observing an adult model’s aggressive or nonaggressive behaviors tended to later act in the same manner they saw modeled; no reinforcement was necessary
later research suggested that potential consequences can in�uence motivation to imitate a particular model
(continued )
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*dexterity: skill and ease in using the hands.
Explore the Concept at MyPsychLab
C o n C e P t M a P
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applying Psychology to everyday Life: Can You Really toilet train Your Cat?
5.13 What is a real-world example of the use of conditioning?
(This article has been excerpted with permission of the author and cat-trainer extraordi- naire, Karawynn Long. Karawynn Long is a published writer and Web designer who lives in Seattle with her family. Sadly, since this article was written, her cat, Misha, has passed away. Ms. Long can be reached at her Web site, www.karawynn.name/mishacat/toilet. html. The italicized words in brackets are the author’s “editorial” comments.)
There have been more books and articles about toilet-training cats than you’d think. In the summer of 1989, when Misha was a small kitten with big ears and enough meow for five cats, I searched out and read a half-dozen of them. And then tried it myself, and discovered there were a couple of things they all failed to mention . . . here’s what worked for me and Misha.
The central idea is that the transition from litter box to toilet should be accom- plished in a series of stages. [This is shaping.] You make a small change and then give your cat time to adjust before you make another small change. If at any time Felix gives the whole thing up and goes on the rug instead, you’re pushing him too far too fast; back up a stage or two and try again, more slowly.
The very most important thing to remember is: Lid Up, Seat Down. Post a note on the back of the door or the lid of the toilet if you think you (or your housemates or guests) might forget. And if you are accustomed to closing the bathroom door when it’s empty, you’ll have to break that habit too. [In operant conditioning, this is part of “preparing the training arena.”]
1. In Tolman’s maze study, the fact that the group of rats re- ceiving reinforcement only after day 10 of the study solved the maze far more quickly than did the rats who had been reinforced from the first day can be interpreted to mean that these particular rats
a. were much smarter than the other rats. b. had already learned the maze in the first 9 days. c. had the opportunity to cheat by watching the other rats. d. were very hungry and, therefore, learned much more
quickly.
2. Lisa’s parents have decided to take a 3-week trip to Europe. Consequently, Lisa’s mother will not be able to make her famous pies for the upcoming bake sale. When her mother encourages Lisa to bake the pies herself, Lisa panics at first but then she finds that she knows how to put the recipe to- gether. Her ability to prepare the recipe is an example of
a. latent learning. c. insight learning. b. learned helplessness. d. discovery learning.
3. Which theory is commonly referred to as the “aha!” phenomenon?
a. Tolman’s latent learning theory b. Köhler’s insight theory c. Seligman’s learned helplessness theory d. Bandura’s observational learning
4. Research by Steven Maier suggests that learned helpless- ness may be due to a higher-level region of the brain known as the , which helps subjects determine what is controllable.
a. amygdala b. hippocampus c. dorsal raphe nucleus d. ventromedial prefrontal cortex (vmPFC)
5. Bandura’s studies found that learning can take place without actual performance. What is this referred to as?
a. learning/performance distinction b. insight-based learning c. ARID d. cognitive learning
6. What is the correct sequence of the four elements of obser- vational learning?
a. Attention, Imitation, Desire, Memory b. Attention, Memory, Imitation, Desire c. Desire, Attention, Memory, Imitation d. Memory, Attention, Desire, Imitation
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
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Begin by moving the cat’s current litter box from wherever it is to one side of the toilet. Make sure he knows where it is and uses it. Rest (this means doing nothing for a period of between a day and a week, depending on how flappable your cat is). Next put something—a stack of newspapers, a phone book, a cardboard box—under the litter box to raise it, say, about an inch. (Magazines are too slick; you don’t want the litter box slid- ing around and making your cat feel insecure. Tape the litter box down if you need to.) Rest. Get another box or phone book and raise it a little higher. Rest. Continue this pro- cess until the bottom of the litter box is level with the top of the toilet seat. (For Misha I raised it about two inches per day.) [Notice that this is the step-by-step process typically used in shaping.]
At the beginning of this process, your cat could just step into the litter box; later he began jumping up into it, until at some point he probably started jumping up onto the toilet seat first and stepping into the box from there. Lift the seat on your toilet and measure the inside diameter of the top of the bowl at its widest point. Venture forth and buy a metal mixing bowl of that diameter. Do not (I discovered this the hard way) substitute a plastic bowl. A plastic bowl will not support the cat’s weight and will bend, dropping into the toilet bowl and spilling litter everywhere, not to mention startling the cat.
Now you move the litter box over so that it’s sitting directly over the toilet seat. (If your cat has shown reluctance over previous changes, you might want to split this into two stages, moving it halfway onto the seat and then fully over.) Take away the stack of phone books or whatever you used. Rest. [Again, notice that everything has to be done in small steps. This is the heart of the shaping process—requiring too large a step will stop the process.]
Here’s the cool part. Take away the litter box entirely. (Ta da!) Nestle the metal mix- ing bowl inside the toilet bowl and lower the seat. Fill the bowl with about two inches of litter (all of this is much easier if you have the tiny granules of litter that can be scooped out and flushed).
Naturally, any humans using the toilet at this point will want to remove the metal bowl prior to their own use and replace it afterward. The next week or two the whole process is likely to be something of an annoyance; if you begin to think it’s not worth it, just remember that you will never have to clean a litter box again.
Watch your cat using the bathroom in the metal bowl. Count the number of feet he gets up on the toilet seat (as opposed to down in the bowl of litter). The higher the number, the luckier you are and the easier your job is going to be . . .
. . . because next you have to teach him proper squatting posture. Catch him begin- ning to use the toilet as much of the time as possible and show him where his feet are supposed to go. Just lift them right out of the bowl and place them on the seat (front legs in the middle, hind legs on the outside). If he starts out with three or, heaven forbid, all four feet in the bowl, just get the front two feet out first. Praise him all over the place ev- ery time he completes the activity in this position. [The praise is the positive reinforcement, and should be done with each successful step.]
(Misha is very doglike in that he craves approval and praise. If your cat is indiffer- ent to this sort of thing, you can also reward him with small food treats and wean him from them later when the toilet behavior has “set.” Just keep the treats as small and in- frequent as possible—half a Pounce™ or similar treat per occasion should be plenty.) [If treats are too frequent, it will make it difficult to phase out the reinforcer after the behavior is well learned.]
When he is regularly using the toilet with his front feet out (and some cats natu- rally start from this position), begin lifting a hind foot out and placing it on the seat out- side the front paws. Your cat will probably find this awkward at first and try to replace the foot in the litter. Be persistent. Move that foot four times in a row if you have to, until it stays there. Praise and/or treat.
This cat is being trained to use the toilet employing the learning techniques discussed in this section.
Part of the training may include learning to press the flush handle.
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Repeat with the other hind foot, until your cat learns to balance in that squat. Once he’s getting all four feet regularly on the seat, it’s all easy from here.
Which is fortunate, because the last bit is also the most unpleasant. I suggest that you postpone this stage until you have at least a weekend, and preferably several days, when you (or another responsible party) will be at home most of the time. I skipped through this part in about two days; I only hope that your cat allows you to move along that fast.
Begin reducing the litter in the bowl. Go as fast as he’ll feel comfortable with, because as the litter decreases, the odor increases. You’ ll want to be home at this point so that you can praise him and dump out the contents of the bowl immedi- ately after he’s finished, to minimize both the smell and the possibility that your cat, in a confused attempt to minimize the smell on his own, tries to cover it up with litter that no longer exists and ends up tracking unpleasantness into the rest of the house.
By the time you’re down to a token teaspoonful of litter in the bottom of the bowl, your next-door neighbors will probably be aware of the precise instant your cat has used the toilet. This is as bad as it gets. The next time you rinse out the metal bowl, put a little bit of water in the bottom. Increase the water level each time, just as you decreased the litter level. Remember—if at any point Felix looks nervous enough about the change to give the whole thing up and take his business to the corner be- hind the door, back up a step or two and try the thing again more slowly. [Shaping takes a lot of patience, depending on the behavior being shaped and the learning ability of the animal—or person.]
Once the water in the mixing bowl is a couple of inches deep and your cat is com- fortable with the whole thing, you get to perform the last bit of magic. Take the mixing bowl away, leaving the bare toilet. (Lid Up, Seat Down.)
Questions for further Discussion
1. Why would this technique probably not work with a dog?
2. Are there any safety concerns with teaching a cat in this way?
3. Are there any other difficulties that might arise when doing this training?
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Writing Prompt
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Imagine you are asked by a roommate to help him devise a weight loss program to increase his chances of making the football team. Create a one month behavior modification program based on the principles of operant conditioning which will get him started towards his goal. Be sure to describe how you will measure your roommate’s progress and what schedules of reinforcement will be included in your program.
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Definition of Learning
5.1 What does the term learning really mean? • Learning is any relatively permanent change in behavior
brought about by experience or practice and is different from maturation, which is genetically controlled.
It Makes Your Mouth Water: Classical Conditioning
5.2 How was classical conditioning first studied, and what are the important elements and characteristics of classical conditioning? • Pavlov accidentally discovered the phenomenon in which one
stimulus can, through pairing with another stimulus, come to produce a similar response. He called this “classical conditioning.”
• The unconditioned stimulus (UCS) is the stimulus that is naturally occurring and produces the innate, or involuntary un- conditioned response (UCR). Both are called “unconditioned” because they are not learned.
• The conditioned stimulus (CS) begins as a neutral stimulus, but when paired with the unconditioned stimulus eventually begins to elicit an involuntary, and automatic behavior on its own. The response to the conditioned stimulus is called the “conditioned response” (CR), and both stimulus and response are learned.
• Pavlov paired a sound with the presentation of food to dogs and discovered several principles for classical conditioning: The neutral stimulus (NS) and UCS must be paired several times, and the CS must precede the UCS by only a few seconds.
• Other important aspects of classical conditioning include stim- ulus generalization, stimulus discrimination, extinction, spon- taneous recovery, and higher-order conditioning.
5.3 What is a conditioned emotional response, and how do cognitive psychologists explain classical conditioning? • Watson was able to demonstrate that an emotional disorder
called a phobia could be learned through classical conditioning by exposing a baby to a white rat and a loud noise, producing conditioned fear of the rat in the baby.
• Conditioned taste aversions occur when an organism becomes nauseated some time after eating a certain food, which then becomes aversive to the organism.
• Some kinds of conditioned responses are more easily learned than others because of biological preparedness.
• Pavlov believed that the NS became a substitute for the UCS through association in time.
• The cognitive perspective asserts that the CS has to provide some kind of information or expectancy about the coming of the UCS in order for conditioning to occur.
What’s in It for Me? operant Conditioning
5.4 How does operant conditioning occur, and what were the contributions of Thorndike and Skinner?
• Thorndike developed the law of effect: A response followed by a pleasurable consequence will be repeated, but a re- sponse followed by an unpleasant consequence will not be repeated.
• B. F. Skinner named the learning of voluntary responses “oper- ant conditioning” because voluntary responses are what we use to operate in the world around us.
5 . 5 W h a t a r e t h e i m p o r t a n t c o n c e p t s i n o p e r a n t conditioning? • Skinner developed the concept of reinforcement, the process
of strengthening a response by following it with a pleasurable, rewarding consequence.
• A primary reinforcer is something such as food or water that satisfies a basic, natural drive, whereas a secondary reinforcer is something that becomes reinforcing only after being paired with a primary reinforcer.
• In positive reinforcement, a response is followed by the presen- tation of a pleasurable stimulus, whereas in negative reinforce- ment, a response is followed by the removal or avoidance of an unpleasant stimulus.
• Shaping is the reinforcement of successive approximations to some final goal, allowing behavior to be molded from simple behavior already present in the organism.
• Extinction, generalization and discrimination, and spontane- ous recovery also occur in operant conditioning.
5.6 What are the schedules of reinforcement? • Continuous reinforcement occurs when each and every correct
response is followed by a reinforcer. • Partial reinforcement, in which only some correct responses are
followed by reinforcement, is much more resistant to extinc- tion. This is called the partial reinforcement effect.
• In a fixed interval schedule of reinforcement, at least one cor- rect response must be made within a set interval of time to ob- tain reinforcement.
• In a variable interval schedule of reinforcement, reinforcement follows the first correct response made after an interval of time that changes for each reinforcement opportunity.
• In a fixed ratio schedule of reinforcement, a certain number of responses is required before reinforcement is given.
• In a variable ratio schedule of reinforcement, a varying number of responses is required to obtain reinforcement.
5.7 W hat is punishment and how does it differ from reinforcement? • Punishment is any event or stimulus that, when following a re-
sponse, makes that response less likely to happen again. • In punishment by application, a response is followed by the ap-
plication or experiencing of an unpleasant stimulus, such as a spanking.
• In punishment by removal, a response is followed by the re- moval of some pleasurable stimulus, such as taking away a child’s toy for misbehavior.
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216 CHAPTER 5
5.8 What are some of the problems with using punishment? • A person who uses aggressive punishment, such as spanking,
can act as a model for aggressive behavior. This will increase aggressive behavior in the one being punished, which is an un- desirable response.
• Punishment of both kinds normally has only a temporary ef- fect on behavior.
• Punishment can be made more effective by making it immedi- ate and consistent and by pairing punishment of the undesir- able behavior with reinforcement of the desirable one.
5.9 How do operant stimuli control behavior, and what are some other concepts that can enhance or limit operant conditioning? • Discriminative stimuli are cues, such as a flashing light on a
police car or a sign on a door that says “Open,” which provide information about what response to make in order to obtain reinforcement.
• Shaping, extinction, generalization and discrimination, and spontaneous recover y are other concepts in operant conditioning.
• Instinctive drift is the tendency for an animal that is being trained by operant conditioning to revert to instinctive patterns of behavior rather than maintaining the trained behavior.
5.10 What is behavior modification, and how can behav- ioral techniques be used to modify involuntar y biological responses? • Operant conditioning can be used in many settings on both
animals and people to change, or modify, behavior. This use is termed behavior modification and includes the use of rein- forcement and shaping to alter behavior.
• Token economies are a type of behavior modification in which secondary reinforcers, or tokens, are used.
• Applied behavior analysis (ABA) is the modern version of be- havior modification and makes use of functional analysis and behavioral techniques to change human behavior.
• Neurofeedback is a modified version of biofeedback in which a person learns to modify the activity of his or her brain.
Cognitive Learning theory
5.11 How do latent learning, insight, and learned helpless- ness relate to cognitive learning theory? • Cognitive learning theory states that learning requires cogni-
tion, or the influence of an organism’s thought processes. • Tolman found that rats that were allowed to wander in a maze
but were not reinforced still showed evidence of having learned the maze once reinforcement became possible. He termed this hidden learning latent learning, a form of cognitive learning.
• Seligman found that dogs that had been placed in an inescap- able situation failed to try to escape when it became possible to do so, remaining in the painful situation as if helpless to leave. Seligman called this phenomenon “learned helplessness” and found parallels between learned helplessness and depression.
• Köhler found evidence of insight, the sudden perception of the relationships among elements of a problem, in chimpanzees.
observational Learning
5.12 What is observational learning, and what are the four elements of modeling? • Observational learning is acquired by watching others perform,
or model, certain actions. • Bandura’s famous Bobo doll experiment demonstrated that
young children will imitate the aggressive actions of a model even when there is no reinforcement for doing so.
• Bandura determined that four elements needed to be present for observational learning to occur: attention, memory, imita- tion, and desire.
applying Psychology to everyday Life: Can You Really toilet train Your Cat?
5.13 What is a real-world example of the use of conditioning? • Writer Karawynn Long used shaping, reinforcement, and clas-
sical conditioning to train her cat to use the toilet in her bath- room instead of a litter box.
Pick the best answer.
1. Sheila almost got hit by a car at a street corner because she was too busy texting on her phone. From that day on, Sheila looks before she reaches the street corner. Her change in behavior is a result of
a. learning. b. memory. c. motivation. d. both sensation and perception.
2. At home, you rattle the chain on your dog’s leash every time you prepare to take him for a walk. After several episodes like this, you find that your dog comes running to the front door even when you pick up the leash to put it back in the closet. In this ex- ample, what is the conditioned stimulus?
a. going for a walk b. the sound of the leash
c. the front door d. the dog runs to the door
3. A child has been classically conditioned to fear a white rat. If the child does not show fear when shown a black rat, this is called
a. stimulus generalization. b. stimulus discrimination.
c. spontaneous recovery. d. extinction.
4. During the cold winter, you have stopped taking your dog for walks. What’s more, your dog has gotten used to the fact that when you accidentally rattle his leash, he isn’t going for a walk, and subsequently he doesn’t come running to the front door. What has occurred?
a. stimulus generalization b. stimulus discrimination
c. spontaneous recovery d. extinction
5. Rhonda had tartar sauce with her fish one night. The next morn- ing she was nauseated and sick for much of the day. The next time she was offered the chance to go out for fish, she felt
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queasy and declined. Her queasiness at the thought of fish with tartar sauce was probably due to
a. higher-order conditioning. b. a conditioned taste aversion. c. stimulus substitution. d. stimulus generalization.
6. Caitlin works in the psychology department’s rat lab. In her studies, she found that many of her lab rats would develop a conditioned taste aversion to certain foods after as little as one trial. Caitlin’s psychology professor refers to this as a classic example of
a. biological preparedness. b. psychological preparedness. c. instinctive drift. d. stimulus substitution.
7. Blake finds that if he washes his car prior to going out on the town, more of his friends want to ride along with him. What the- ory would best explain his willingness to always wash and clean his car before going out?
a. Thorndike’s law of effect b. Skinner’s theory of operant conditioning c. Pavlov’s theory of classical conditioning d. Köhler’s insight learning theory
8. In classical conditioning, behavior typically is , whereas with operant conditioning, behavior is .
a. rewarded; punished b. biological; internal
c. voluntary; involuntary d. involuntary; voluntary
9. Where do secondary reinforcers get their power from? a. Pavlov’s classical conditioning b. Thorndike’s law of effect c. Bandura’s observational theory d. Köhler’s insight theory
10. Positive reinforcement results in a in the target behavior and negative reinforcement results in a in the target behavior.
a. an increase; a decrease b. an increase; an increase
c. a decrease; a decrease d. a decrease; an increase
11. Belinda has a terrible headache. If she takes some aspirin so as to make her headache go away, this would be an example of
a. positive reinforcement. b. negative reinforcement. c. punishment. d. generalization.
12. Ben gets paid every 2 weeks. In one 2-week period, he works a total of 20 hours. During another 2-week period, he worked a total of 50 hours. Regardless of the total number of hours he works each week, he is paid every 2 weeks. What schedule of reinforcement is being used?
a. fixed ratio b. variable ratio c. fixed interval d. variable interval
13. Denise is grounded for coming home after curfew. Additionally, her parents have taken away her cell phone for a month. Losing her cell phone privileges is an example of
a. negative reinforcement. b. punishment by application. c. punishment by removal. d. learned helplessness.
14. What is the relationship between negative reinforcement and punishment?
a. Both tend to strengthen a response. b. Both tend to weaken a response. c. Negative reinforcement strengthens a response while punish-
ment weakens a response. d. Negative reinforcement weakens a response while punish-
ment strengthens a response.
15. Which of the following is an example of the use of extinction with operant conditioning?
a. A mother ignores her child’s temper tantrum so that the be- havior ultimately goes away.
b. A mother gives in to her child’s demands for candy by buying the child some chocolate so as to quiet him or her.
c. A mother spanks a child when he or she starts throwing a tantrum.
d. A mother gives a child chocolate prior to him or her asking for it so as to keep a tantrum from occurring in the first place.
16. Studies by Keller and Marian Breland found that many animals exhibit instinctive drift. What does this mean?
a. The animals studied could not learn any skills even with the use of reinforcement.
b. The animals studied would learn skills through reinforcement but eventually revert back to their genetically controlled pat- terns of behavior.
c. The animals studied would learn skills through reinforcement and they remained that way no matter how much reinforce- ment they were given.
d. The animals studied could only learn skills similar to those found in the wild.
17. Jose was lying in bed when he suddenly realized how he might deal with a fast approaching deadline at work. When his cowork- ers asked how he came up with his idea, he said, “It just came to me out of nowhere.” Psychologists would refer to this as
a. latent learning. b. learned helplessness.
c. insight learning. d. observational learning.
18. Jody failed repeatedly in college algebra. Finally, she gave up and was seriously considering dropping out of college. One day, her best friend offered to personally help her if she signed up for college algebra again, but she refused. What concept might explain her reluctance?
a. latent learning b. learned helplessness
c. insight learning d. observational learning
19. What does AMID stand for? a. Attention, Memory, Intention, Detention b. Attention, Memory, Imitation, Desire c. Ask, Memory, Imitate, Develop d. Association, Memory, Imitation, Desires
20. Darla has noticed how some of her friends have lost weight and gotten trim by exercising 1–2 hours each day. However, she has no plans to imitate their behavior. What component of Bandura’s model of observational learning will explain why Darla has not started a similar weight loss program?
a. Darla’s unconscious does not believe she can achieve the goal.
b. Darla is not motivated nor does she have the desire to begin the program.
c. Darla’s self-esteem must first be addressed. d. Darla’s unwillingness may be a sign of mental disorder.
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Watch the Video on MyPsychLab.com
CC
Most of us, at some point in our busy lives, have trouble remembering things, especially events from
the distant past. What if you could remember nearly every day of your life? This rare ability is possessed
by Brad Williams, who is known as the “Human Google.” Brad is one of a small group of individuals
with a syndrome called hyperthymesia (hı̄-p er-thı̄-mē-sē-uh). A person with hyperthymesia not only has
an astonishing and rare ability to recall specific events from his or her personal past but also spends
an unusually large amount of time thinking about that personal past. Brad can recall almost any news
event or personal event he himself has experienced, particularly specific dates—and even the weather
on those dates.
How is your memory of events? Do you find that you remember events from your past differently than others who were also present at that time?
m e m o r y6
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What are the three processes of memory and the different models of how memory works?
How are long-term memories formed, and how can this process lead to inaccuracies in memory?
How does sensory memory work? What is false-memory syndrome?
What is short-term memory, and how does it differ from working memory?
Why do we forget?
How is long-term memory different from other types of memory?
How and where are memories formed in the brain?
What are the various types of long-term memory, and how is information stored in long-term memory organized?
How does amnesia occur?
How do sleep, exercise, and diet affect memory?
How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events?
What kinds of cues help people remember?
l e a r n i n g o b j e c t i v e s
Why study memory? Without memory, how would we be able to learn anything? The ability to learn is the key
to our very survival, and we cannot learn unless we can remember what happened the
last time a particular situation arose. Why study forgetting? If we can learn about the ways
in which we forget information, we can apply that learning so that unintended forgetting
occurs less frequently.
What Is Memory?
6.1 What are the three processes of memor y and the different models of how memory works?
Is memory a place or a process? The answer to that question is not simple. In reading through this chapter, it will become clear that memory is a process but that it also has a “place” in the brain as well. Perhaps the best definition of memory is an active system that receives information from the senses, puts that information into a usable form, organizes it as it stores it away, and then retrieves the information from storage (adapted from Baddeley, 1996, 2003). Watch the Video, The Basics: Do You Remember When?: Memor y Steps and Systems, at MyPsychLab
Three Processes of MeMory
Although there are several different models of how memory works, all of them involve the same three processes: getting the information into the memory system, storing it there, and getting it back out. PuTTIng IT In: encodIng The first process in the memory system is to get sensory information (sight, sound, etc.) into a form that the brain can use. This is called encoding. Encoding is the set of mental operations that people perform on sensory information to convert that information into a form that is usable in the brain’s storage systems. For example, when people hear a sound, their ears turn the vibrations in the air into neural messages from the auditory nerve (transduction), which make it possible for the brain to interpret that sound. to Learning Objective 3.1.
It sounds like memory encoding works just like the senses—is there a difference?
Encoding is not limited to turning sensory information into signals for the brain. Encoding is accomplished differently in each of three different storage systems of memory. In one system, encoding may involve rehearsing information over and over to keep it in memory, whereas in another system, encoding involves elaborating on the meaning of the information—but let’s elaborate on that later. KeePIng IT In: sTorage The next step in memory is to hold on to the information for some period of time in a process called storage. The period of time will actually be of differ- ent lengths, depending on the system of memory being used. For example, in one system of memory, people hold on to information just long enough to work with it, about 20 seconds or so. In another system of memory, people hold on to information more or less permanently. geTTIng IT ouT: reTrIeval The biggest problem many people have is retrieval, that is, getting the information they know they have out of storage. Have you ever handed in an essay test and then remembered several other things you could have said? Retrieval problems are discussed thoroughly in a later section of this chapter.
Models of MeMory
Exactly how does memor y work? W hen the storage process occurs, where does that information go and why? Memor y experts have proposed several different ways of looking at memor y. The model that many researchers feel is the most comprehensive* and has perhaps been the most influential over the last several decades
*comprehensive: all-inclusive, covering everything.
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memory 221
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6.1 is the information-processing model. This approach focuses on the way information is handled, or processed, through three different systems of memory. The processes of encoding, storage, and retrieval are seen as part of this model.
While it is common to refer to the three systems of the information- processing model as stages of memory, that term seems to imply a sequence of events. While many aspects of memory formation may follow a series of steps or stages, there are those who see memory as a simultaneous* process, with the creation and storage of memories taking place across a series of mental networks “stretched” across the brain (McClelland & Rumelhart, 1988; Plaut & McClelland, 2010; Rumelhart et al., 1986). This simultane- ous processing allows people to retrieve many different aspects of a memory all at once, facilitating much faster reactions and decisions—something Brad Williams in our open- ing story seems to be very good at. This model of memory, derived from work in the development of artificial intelligence (AI), is called the parallel distributed processing (PDP) model. In the AI world, PDP is related to connectionism, the use of artificial neural networks to explain the mental abilities of humans (Bechtel & Abrahamsen, 2002; Clark, 1991; Marcus, 2001; Schapiro & McClelland, 2009).
The information-processing model assumes that the length of time that a memory will be remembered depends on the stage of memory in which it is stored. Other re- searchers have proposed that a memory’s duration depends on the depth (i.e., the ef- fort made to understand the meaning) to which the information is processed or encoded (Cermak & Craik, 1979; Craik & Lockhart, 1972). If the word BALL is flashed on a screen, for example, and people are asked to report whether the word was in capital let- ters or lowercase, the word itself does not have to be processed very much at all—only its visual characteristics need enter into conscious attention. But if those people were to be asked to use that word in a sentence, they would have to think about what a ball is and how it can be used. They would have to process its meaning, which requires more mental effort than processing just its “looks.” This model of memory is called the levels-of- processing model. Numerous experiments have shown that thinking about the meaning of something is a deeper level of processing and results in longer retention of the word (Cermak & Craik, 1979; Craik & Tulving, 1975; Paul et al., 2005; Watson et al., 1999).
So which model is right?
“Which model is right?” is not the correct question. The correct question is, Which model explains the findings of researchers about how memory works? The answer to that ques- tion is that all of these models can be used to explain some, if not all, research findings. Each of these views of the workings of memory can be seen as speaking to different aspects of memory. For example, the information-processing model provides a “big picture” view of how the various memory systems relate to each other—how the “memory machine” works. The PDP model is less about the mechanics of memory and more about the con- nections and timing of memory processes. The depth to which information is processed can be seen to address the strength of those parallel connections within each of the three memory systems, with strength and duration of the memory increasing as the level of pro- cessing deepens. Although the information-processing model of memory may take center stage for now, as you read this chapter, it is important to remember the concepts of the levels at which information is processed and the way that those processes may take place.
*simultaneous: all at the same time.
Like Brad Williams, the man with the amazing memory described in the opening pages of this chapter, Aurelian Hayman has been diagnosed with hyperthymesia.
222 CHAPTER 6
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The Information-Processing Model: Three Memory Systems The link between cognitive psychology and information-processing theory was discussed briefly in Chapter One. Information-processing theory, which looks at how memory and other thought processes work, bases its model for human thought on the way that a computer functions (Massaro & Cowan, 1993). Data are encoded in a manner that the computer can understand and use. The computer stores that information on a disc, hard drive, or—these days—a memory stick, and then the data are retrieved out of storage as needed. It was also information-processing theorists who first proposed that there are three stages or types of memory systems (see Figure 6.1): sensory memory, short-term memory, and long-term memory (Atkinson & Shiffrin, 1968). Explore the Concept, Information-Processing Model of Memor y, at MyPsychLab
SenSory MeMory: Why Do PeoPle Do Double TakeS?
6.2 How does sensory memory work?
Sensory memory is the first stage of memory, the point at which information enters the nervous system through the sensory systems—eyes, ears, and so on. Think of it as a door that is open for a brief time. Looking through the door, one can see many people
Pick the best answer.
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY.
6.1 Explore the Concept at MyPsychLab
C o n C e P T M a P
1. Human memory consists of multiple systems that have the ability to store information for periods of time that range from ________ to ___________.
a. seconds; hours. b. seconds; our lifetime. c. minutes; decades. d. hours; our lifetime.
2. Ruth has just finished her research paper and handed it in. As she walks out of the classroom, she realizes that there were a few more things she should have included in the paper. Ruth’s problem is in the memory process of
a. encoding. b. storage. c. retrieval. d. retention.
3. Which model of memory suggests that memory processes occur throughout a neural network simultaneously?
a. levels-of-processing model b. parallel distributed processing model c. information-processing model d. three-stage model
4. Research has demonstrated you can enhance your memory for specific words if you think about its meaning, how it can be used, and by giving a personal example of its use. This is best accounted for by which model of memory?
a. levels-of-processing model b. parallel distributed processing model c. information-processing model d. three-stage model
focuses on simultaneous processing of information across multiple neural networks
focuses on the way information is processed through different stages of memory
What is Memory?
three processes of memory
an active system that receives, organizes, stores, and retrieves information
encoding
storage
retrieval
models of memory
parallel distributed processing (PDP) model
information-processing model
levels-of-processing model focuses on the depth of processing associated with speci�c information
deeper processing associated with longer retention
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and objects, but only some of them will actually make it through the door itself. Sensory memory is a kind of door onto the world.
Information is encoded into sensory memory as neural messages in the nervous system. As long as those neural messages are traveling through the system, it can be said that people have a “memory” for that information that can be accessed if needed. For example, imagine that Elaina is driving down the street, looking at the peo- ple and cars on either side of her vehicle. All of a sudden she thinks, “What? Was that man wearing any pants?” and she looks back to check. How did she know to look back? Her eyes had already moved past the possibly pants-less person, but some part of her brain must have just processed what she saw (most likely it was the reticular formation, which notices new and important information). This is called a “double take” and can only be explained by the presence, however brief, of a memory for what she saw. to Learning Objective 2.7.
There are two kinds of sensory memory that have been studied extensively. They are the iconic (visual) and echoic (auditory) sensory memories. These and other types of memories—as well as several of the experiments that have added a great deal of information to the understanding of memory—will be discussed in the sections that follow. IconIc sensory MeMory The example of seeing the possibly pants-less per- son is an example of how visual sensory memory works. Visual sensory memory is often called iconic memory, and only lasts for a fraction of a second. Icon is the Greek word for “image.” Iconic memory was studied in several classic experi- ments by George Sperling (1960).
capacity of Iconic Memory Sperling had found in his early studies that if he presented a grid of letters using a machine that allowed very fast presenta- tion, his subjects could only remember about four or five of the letters, no matter how many had been presented.
Sperling became convinced that this method was an inaccurate measure of the ca- pacity of iconic memory because the human tendency to read from top to bottom took long enough that the letters on the bottom of the grid may have faded from memory by the time the person had “read” the letters at the top. He developed a method called the partial report method, in which he showed a grid of letters similar to those in Figure 6.2, but immediately sounded a high, medium, or low tone just after the grid was shown. Subjects were told to report the top row of letters if they heard the high tone, the middle
Figure 6.2 Iconic Memory Test
Sample grid of letters for Sperling’s test of iconic memory. To determine if the entire grid existed in iconic memory, Sperling sounded a tone associated with each row after the grid’s presentation. Participants were able to recall the letters in the row for which they heard the tone. The graph shows the decrease in the number of letters recalled as the delay in presenting the tone increased.
Rows of
Letters
Tone Signaling Which Row to Report
LHTY
EPNR Medium tone
High tone
SBAX Low tone
10
8
6
4
2
0
N u
m b
e r
o f
le tt
e rs
r e ca
ll e d
.15 .3 .5 Delay in signal (seconds)
Whole Report Level
1.0
Figure 6.1 Three-stage Process of Memory
Information enters through the sensory system, briefly registering in sensory memory. Selective attention filters the information into short-term memory, where it is held while attention (rehearsal) continues. If the information receives enough rehearsal (maintenance or elaborative), it will enter and be stored in long-term memory.
Sensory memory Selective
attention
Consolidation
Encoding
Retrieval
All information lost within a second or so.
Maintenance rehearsal
Unrehearsed information is lost in about
15 to 30 seconds.
Long- term
memory
Information is retained inde�nitely although
some information may be dif�cult to retrieve.
Short- term
memory
E xt
e rn
a l se
n so
ry e
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row for the medium tone, or the lowest row for the low tone. As they didn’t hear the tone until after the grid went away, they couldn’t look at just one row in advance.
Using this method, Sperling found that subjects could accurately report any of the three rows. This meant that the entire grid was in iconic memory and available to the subjects. The capacity of iconic memory is everything that can be seen at one time.
Duration* of iconic Memory Sperling also found that if he delayed the tone for a brief period of time, after about a second, subjects could no longer recall letters from the grid any better than they had during the whole report procedure. The iconic information had completely faded out of sensory memory in that brief time.
In real life, information that has just entered iconic memory will be pushed out very quickly by new information, a process called masking (Cowan, 1988). Research suggests that after only a quarter of a second, old information is replaced by new information.
Although it is rare, some people do have what is properly called eidetic imagery, or the ability to access a visual sensory memory over a long period of time. Although the popular term photographic memory is often used to mean this rare ability, some people claiming to have photographic memory actually mean that they have an ex- tremely good memory. Having a very good memory and having eidetic imagery ability are two very different things. People with eidetic imagery ability might be able to look quickly at a page in a book, then by focusing on a blank wall or piece of paper, “read” the words from the image that still lingers in their sensory memory. Although it might sound like a great ability to have while in college, it actually provides little advantage when taking tests, because it ’s just like having an open-book test. If a student can’t understand what’s written on the pages, having the book open is useless. It is unknown why some people have this ability, but it is more common in children and tends to di- minish by adolescence or young adulthood (Haber, 1979; Leask et al., 1969; Stromeyer & Psotka, 1971).
If iconic memory lasts such a brief time, what use is it to us?
Function of iconic Memory Iconic memor y actually ser ves a ver y important function in the visual system. Chapter Three discussed the way the eyes make tiny little movements called microsaccades that keep vision from adapting to a constant vi- sual stimulus, so that what is stared at steadily doesn’t slowly disappear. Iconic memory helps the visual system to view surroundings as continuous and stable in spite of these saccadic movements. It also allows enough time for the brain stem to decide if the information is important enough to be brought into consciousness—like the possibly pants-less person. echoIc sensory MeMory Another type of sensory memory is echoic memory, or the brief memory of something a person has heard. A good example of echoic memory is the “What?” phenomenon. You might be reading or concentrating on the television, and your parent, roommate, or friend walks up and says something to you. You sit there for a sec- ond or two, and then say “What? Oh—yes, I’m ready to eat now,” or whatever comment is appropriate. You didn’t really process the statement from the other person as he or she said it. You heard it, but your brain didn’t interpret it immediately. Instead, it took several seconds for you to realize that (1) something was said, (2) it may have been important, and (3) you’d better try to remember what it was. If you realize all this within about 4 seconds (the duration of echoic memory), you will more than likely be able to “hear” an echo of the statement in your head, a kind of “instant replay.”
Pablo Picasso was one of the most creative artists of his time. Here he is seen drawing an abstract of a woman in the air with a flashlight, using multiple exposures of the camera. What does his ability to “hold” the light image in his head long enough to complete the abstract tell us about his visual memory?
*duration: how long something lasts.
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Echoic memory’s capacity is limited to what can be heard at any one moment and is smaller than the capacity of iconic memory, although it lasts longer—about 2 to 4 seconds (Schweickert, 1993).
Echoic memory is very useful when a person wants to have meaningful conversa-tions with others. It allows the person to remember what someone said just long enough to recognize the meaning of a phrase. As with iconic memory, it also allows people to hold on to incoming auditory information long enough for the lower brain centers to determine whether or not processing by higher brain centers is needed. It is echoic memory that allows a musician to tune a musical instrument, for example. The memory of the tuning fork’s tone lingers in echoic memory long enough for the person doing the tuning to match that tone on the instrument.
What happens if the lower brain centers send the information on to the higher centers?
shorT-TerM MeMory
6.3 W hat is short-term memor y, and how does it differ from working memory?
If an incoming sensory message is important enough to enter consciousness, that message will move from sensory memory to the next stage of memory, called short-term memory (STM). Unlike sensory memory, short-term memories are held for up to 30 seconds or more. selecTIve aTTenTIon: hoW InforMaTIon enTers Selective attention is the ability to focus on only one stimulus from among all sensory input (Broadbent, 1958). It is through selective attention that information enters our STM system. In Dr. Donald E. Broadbent ’s original filter theory, a kind of “bottleneck” occurs between sensory memor y and short-term memor y. Only a stimulus that is “important ” enough ( determined by a kind of “pre-analysis” accomplished by the attention centers in the brain stem) will be selected from all of the information in sensory mem- ory to be consciously analyzed for meaning in STM. When a person is thinking actively about information, that information is said to be con- scious and is also in STM. to Learning Objective 4.1.
It is somewhat difficult to use Broadbent’s selective-attention filter to explain the “cocktail-party effect” that has been long established in studies of perception and attention (Bronkhorst & Adelbert, 2000; Cherry, 1953; Handel, 1989). If you’ve ever been at a party where there’s a lot of noise and several conversations going on in the background but you are still able to notice when someone says your name, you have experienced this effect. In this kind of a situation, the areas of the brain that are in- volved in selective attention had to be working—even though you were not consciously aware of it. Then, when that important bit of information (your name) “appeared,” those areas somehow filtered the information into your conscious awareness—in spite of the fact that you were not paying conscious atten- tion to the other background noise (Hopfinger et al., 2000; Mesgarani & Chang, 2012; Stuss et al., 2002).
Dr. Anne M. Treisman (Treisman, 2006; Triesman & Gelade, 1980) proposed that selective attention operates in a two-stage filtering process: In the first stage, incoming stimuli in sensory memory are filtered on the basis of simple physical characteristics, sim- ilar to Broadbent’s original idea. Instead of moving to STM or being lost, however, there
Once these piano strings have been attached to the tuning pins, the piano can be tuned. Tuning a piano requires the use of echoic sensory memory. What other occupations might find a good echoic memory to be an asset?
Each person at this gathering is involved in a conversation with others, with dozens of such conversations going on at the same time all around. Yet if a person in another conversation says the name of one of the people in the crowd, that person in the crowd will be able to selectively attend to his or her name. This is known as the “cocktail party effect.”
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is only a lessening (attenuation) of the “signal strength” of unselected sensory stimuli in comparison to the selected stimuli. In the second stage, only the stimuli that meet a cer- tain threshold of importance are processed. Since the attenuated stimuli are still present at this second stage, something as subjectively important as one’s own name may be able to be “plucked” out of the attenuated incoming stimuli. Even when deeply asleep, when the selective attention filter is not working at its peak level, it still functions: A sleep- ing mother will awake to her infant’s cries while sleeping through louder, less important sounds such as a passing train (LaBerge, 1980).
What happens when information does pass through the selective attention filter and into short-term memory? Short-term memory tends to be encoded primarily in auditory (sound) form. That simply means that people tend to “talk” inside their own heads. Although some images are certainly stored in STM in a kind of visual “sketch- pad” (Baddeley, 1986), auditory storage accounts for much of short-term encoding. Even a dancer planning out moves in her head will not only visualize the moves but also be very likely to verbally describe the moves in her head as she plans. An artist planning a painting certainly has visual information in STM but may also keep up an internal dialogue that is primarily auditory. Research in which participants were asked to recall numbers and letters showed that errors were nearly always made with numbers or letters that sounded like the target but not with those that looked like the target word or number (Acheson et al., 2010; Conrad & Hull, 1964). WorKIng MeMory Some memory theorists use the term working memory as another way of referring to short-term memory. We will use short-term memory to refer to sim- ple storage and working memory as relating to storage and manipulation of information (Baddeley, 2012). Short-term memory has traditionally been thought of as a thing or a place into which information is put. Working memory is more correctly thought of as an active system that processes the information present in short-term memory. Work- ing memory is thought to consist of three interrelated systems: a central executive (a kind of “CEO” or “Big Boss”) that controls and coordinates the other two systems, the visual “sketchpad” of sorts that was mentioned earlier, and a kind of auditory action “recorder” (Baddeley, 1986, 2012; Baddeley & Hitch, 1974; Baddeley & Larsen, 2007; Engle & Kane, 2004). The central executive acts as interpreter for both the visual and auditory information, and the visual and auditory information are themselves contained in short-term memory. For example, when a person is reading a book, the sketchpad will contain images of the people and events of the particular passage being read, while the recorder “plays” the dialogue in the person’s head. The central executive helps inter- pret the information from both systems and pulls it all together. In a sense, then, short- term memory can be seen as being a part of the working memory system (Acheson et al., 2010; Bayliss et al., 2005; Colom et al., 2006; Kail & Hall, 2001).
Another way to think about short-term memory is as a desk where you do your work. You might pull some files out of storage (permanent memory) or someone might hand you some files (sensory input). While the files are on your desk, you can see them, read them, and work with them (working memory). The “files” are now conscious mate- rial and will stay that way as long as they are on the desk. Less important files may get “thrown out” (forgotten as you fail to pay attention to them) while more important files might get stored away (permanent memory), where they are not conscious until they are once again retrieved-brought out of the desk. caPacITy: The MagIcal nuMber seven, or fIve, or four George Miller (1956) wanted to know how much information humans can hold in short-term memory at any one time (or how many “files” will fit on the “desk”). He reviewed several memory studies, including some using a memory test called the digit-span test, in which a series of num- bers is read to subjects in the study who are then asked to recall the numbers in order.
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Each series gets longer and longer, until the subjects cannot recall any of the numbers in order (see Figure 6.3).
What you will discover is that most everyone you test will get past the first two sequences of numbers, but some people will make errors on the six-digit span, about half of the people you test will slip up on the seven-digit span, and very few will be able to get past the nine-digit span without errors. This led Miller to conclude that the capacity of STM is about seven items or pieces of information, plus or minus two items, or from five to nine bits of information. Miller called this the magical number seven, plus or minus two. Since Miller’s review of those early studies and subsequent conclusion about the capacity of STM being about seven items, research methods have improved, as has our knowledge and understanding of memory processes. Current research suggests younger adults can hold three to five items of information at a time if a strategy of some type is not being used. When the information is in the form of longer, similar-sounding, or un- familiar words, however, that capacity reduces until it is only about four items (Cowan, 2001; Cowan et al., 2005; Palva et al., 2010).
There is a way to “fool” STM into holding more information than is usual. (Think of it as “stacking” related files on the desk.) If the bits of information are combined into meaningful units, or chunks, more information can be held in STM. If someone were to recode the last sequence of numbers as “654-789-3217,” for example, instead of 10 sepa- rate bits of information, there would only be three “chunks” that read like a phone num- ber. This process of recoding or reorganizing the information is called chunking. Chances are that anyone who can easily remember more than eight or nine digits in the digit-span test is probably recoding the numbers into chunks. To see how well you do at remember- ing numbers, participate in the Digit Span experiment.
Figure 6.3 digit-span Test
Instructions for the digit-span test: Listen carefully as the instructor reads each string of numbers out loud. As soon as each string is ended (the instructor may say “go”), write down the numbers in the exact order in which they were given.
6 8 2 5
5 7 2 1 4
3 5 9 7 2 1
9 2 5 4 6 3 8
2 8 3 7 1 5 6 9
7 3 2 4 9 6 8 5 1
6 5 4 7 8 9 3 2 1 7
Why do you ThInK They call IT “shorT TerM”? How long is the “short” of short- term memory? Research has shown that short-term memory lasts from about 12 to 30 seconds without rehearsal (Atkinson & Shiffrin, 1968; J. Brown, 1958; Peterson & Pe- terson, 1959). After that, the memory seems to rapidly “decay” or disappear. In fact, the findings of one study with mice suggest that in order to form new memories, old memo- ries must be “erased” by the formation of newly formed neurons (Kitamura et al., 2009). The hippocampus only has so much storage room, and while many of the memories
Simulate the Experiment, Digit Span, at MyPsychLab
Digit Span
Digit span refers to the number of items (usually letters or digits) that a person can hold in work- ing memory. In this experiment, you will have an opportunity to determine the approximate digit span of your working memory.
Go to the Experiment
Simulation
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formed there will be transferred to more permanent storage in other areas of the brain, some memories, without rehearsal, will decay as new neurons (and newer memories) are added to the already existing neural circuits.
What do you mean by rehearsal? How long can short-term memories last if rehearsal is a factor?
Most people realize that saying something they want to remember over and over again in their heads can help them remember it longer. (Isn’t that what most of us do when we want to remember a phone number—we keep repeating it just long enough to allow us to dial?) This is a process called maintenance rehearsal. With maintenance rehearsal, a person is simply continuing to pay attention to the information to be held in memory, and since attention is how that information got into STM in the first place, it works quite well (Atkinson & Shiffrin, 1968; Rundus, 1971). With this type of rehearsal, information will stay in short-term memory until rehearsal stops. When rehearsal stops, the memory rapidly decays and is forgotten. If anything interferes with maintenance re- hearsal, memories are also likely to be lost. For example, if someone is trying to count items by reciting each number out loud while counting, and someone else asks that per- son the time and interferes with the counting process, the person who is counting will probably forget what the last number was and have to start all over again. Short-term memory helps people keep track of things like counting.
Interference in STM can also happen if the amount of information to be held in STM exceeds its capacity. Information already in STM may be “pushed out” to make room for newer information. This is why it might be possible to remember the first few names of people you meet at a party, but as more names are added, they displace the older names. A better way to remember a person’s name is to associate the name with something about the person’s appearance, a process that may help move the name from STM into more permanent storage. This more permanent storage is long-term memory, which is the topic of the next section.
Working memory is an important area of research and has implications for under- standing not only intelligence but also learning and attention disorders such as attention- deficit/hyperactivity disorder, and various dementia-related memory problems (Alloway et al., 2009; Kensinger et al., 2003; Martinussen et al., 2005). Researchers have trained mice to improve their working memory and found that the mice become more intelligent with improved working memory (e.g., Light et al., 2010). Other researchers have found that working memory is helpful in solving mathematical problems, but may actually hurt the ability to solve creative problems (Wiley & Jarosz, 2012). Creative problem solving seems to benefit from a less focused approach than the focused attention taking place in working memory.
long-TerM MeMory
6.4 How is long-term memory different from other types of memory?
The third stage of memory is long-term memory (LTM), the system into which all the information is placed to be kept more or less permanently. In terms of capacity, LTM seems to be unlimited for all practical purposes (Bahrick, 1984; Barnyard & Grayson, 1996). Think about it: Would there ever really come a time when you could not fit one more piece of information into your head? When you could learn nothing more? If hu- mans lived much longer lives, there might be a finite end to the capacity of LTM stores. But in practical terms, there is always room for more information (in spite of what some students may believe).
It is very important for this pharmacist to count out the number of pills in the prescription accurately. Short-term memory allows her to remember the last number she counted, but if she is interrupted, she will have to start all over again. Short-term memory is very susceptible to interference.
This woman must hold the phone number she is reading in short-term memory long enough to dial it on her phone.
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duraTIon As for duration, the name long term says it all. There is a relatively permanent physical change in the brain itself when a memory is formed. That means that many of the memories people have stored away for a long, long time—even since childhood— may still be there. That does not mean that people can always retrieve those memories. The memories may be available but not accessible, meaning that they are still there, but for various reasons (discussed later under the topic of forgetting) people cannot “get to” them. It’s like knowing that there is a certain item on the back of the top shelf of the kitchen cabinet but having no ladder or step stool to reach it. The item is there (avail- able), but you can’t get to it (not accessible).
“Long term” also does not mean that all memories are stored forever; our personal memories are too numerous to be permanently retained, for example. Nor do we store every single thing that has ever happened to us. We only store long-lasting memories of events and concepts that are meaningful and important to us.
I once memorized a poem by repeating it over and over— that’s maintenance rehearsal, right? Since I still remember most of the poem, it must be in long-term memory. Is maintenance rehearsal a good way to get information into long-term memory?
Information that is rehearsed long enough may actually find its way into long-term memory. After all, it’s how most people learned their Social Security number and the letters of the alphabet (although people cheated a little on the latter by putting the alphabet to mu- sic, which makes it easier to retrieve). Most people tend to learn poems and the multiplica- tion tables by maintenance rehearsal, otherwise known as rote learning. Rote is like “rotating” the information in one’s head, saying it over and over again. But maintenance rehearsal is not the most efficient way of putting information into long-term storage, because to get the information back out, one has to remember it almost exactly as it went in. Try this: What is the 15th letter of the alphabet? Did you have to recite or sing through the alphabet song to get to that letter? Watch the Video, What’s in It for Me?: Making It Stick, at MyPsychLab
Although many long-term memories are encoded as images (think of the Mona Lisa), sounds, smells, or tastes (Cowan, 1988), in general, LTM is encoded in meaningful form, a kind of mental storehouse of the meanings of words, concepts, and all the events that people want to keep in mind. Even the images, sounds, smells, and tastes involved in these events have some sort of meaning attached to them that gives them enough importance to be stored long term. If STM can be thought of as a working “surface” or desk, then LTM can be thought of as a huge series of filing cabi- nets behind the desk, in which files are stored in an organized fashion, according to meaning. Files have to be placed into the cabinets in a certain organized fashion to be useful—how could anyone ever re- member any kind of information quickly if the files were not in some order? The best way to encode information into LTM in an organized fashion is to make it meaningful through elaborative rehearsal. elaboraTIve rehearsal Elabora- tive rehearsal is a way of transferring information from ST M into LT M by making that information mean- ingful in some way (Postman, 1975). The easiest way to do this is to con-
These students are rehearsing for a concert. They will use maintenance rehearsal (repeating the musical passages over and over) until they can play their parts perfectly. The movements of their fingers upon their instruments will be stored in long-term memory. How is this kind of long-term memory different from something like the memorized lines of one’s part in a play?
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nect new information with something that is already well known (Craik & Lockhart, 1972; Postman, 1975). For example, the French word maison means “house.” A person could try to memorize that (using maintenance rehearsal) by saying over and over, “ Maison means house, maison means house.” But it would be much easier and more efficient if that person simply thought, “Maison sounds like masons, and masons build houses.” That makes the meaning of the word tie in with something the person already knows ( masons, who lay stone or bricks to build houses) and helps in remembering the French term.
As discussed in the beginning of this chapter, Craik and Lockhart (1972) theorized that information that is more “deeply processed,” or processed according to its mean- ing rather than just the sound or physical characteristics of the word or words, will be remembered more efficiently and for a longer period of time. As the levels-of-processing approach predicts, elaborative rehearsal is a deeper kind of processing than maintenance rehearsal and so leads to better long-term storage (Craik & Tulving, 1975).
I can remember a lot of stuff from my childhood. Some of it is stuff I learned in school and some of it is more personal, like the first day of school. Are these two different kinds of long-term memories?
TyPes of long-TerM InforMaTIon
6.5 What are the various types of long-term memory, and how is information stored in long-term memory organized?
Long-term memories include general facts and knowledge, personal facts, and even skills that can be performed. Memory for skills is a type of nondeclarative memory, or implicit memory, because the skills have to be demonstrated and not reported. Memory for facts is called declarative memory, or explicit memory, because facts are things that are known and can be declared (stated outright). These two types of long-term memory are quite differ- ent, as the following sections will explain.
nondeclarative (Implicit) lTM Memories for things that people know how to do, like tying shoes and riding a bicycle, are a kind of LTM called nondeclarative (im- plicit) memory. The fact that people have the knowledge of how to tie their shoes, for example, is implied by the fact that they can actually tie them. Nondeclarative memo- ries are not only demonstrated in the performance of a task, such as procedural memory which includes skills and habits, or through priming, the improvement in identifying or processing concepts, words, or objects after having prior experience with them, but also in memory associations learned through classical or operant conditioning that may not be in conscious awareness (Schacter & Wagner, 2013; Squire & Kandel, 2009).
to Learning Objective 5.2, 5.3, 5.5. Referring back to Chapter Two, the amygdala is the most probable location for emotional associations, such as fear, and the cerebellum in the hind-brain is responsible for storage of memories of conditioned responses, skills, and habits (Debiec et al., 2010; Kandel & Siegelbaum, 2013; Squire et al., 1993).
Evidence that separate areas of the brain control nondeclarative memory comes from studies of people with damage to the hippocampal area of the brain. This dam- age causes them to have anterograde amnesia, in which new long-term declarative memories cannot be formed. (This disorder is fairly accurately represented by the character of Lenny in the 2000 motion picture Memento.) One of the more famous anterograde amnesia patients, H.M., is discussed in detail later in this chapter.
Procedural knowledge, such as tying one’s shoes, often must be learned by doing, as it is difficult to put into words. Once this child learns how to tie shoes, the knowledge will always be there to retrieve.
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In one study of procedural memory (Cohen et al., 1985), patients with this disor- der were taught how to solve a particular puzzle called the Tower of Hanoi (see Figure 6.4). Although the patients were able to learn the sequence of moves necessary to solve the puzzle, when brought back into the testing room at a later time, they could not remember ever having seen the puzzle before—or, for that matter, the examiner. Yet they were able to solve the puzzle even while claiming that they had never seen it be- fore. Their procedural memories for how to solve the puzzle were evidently formed and stored in a part of the brain separate from the part controlling the memories they could no longer form. Even people with Alzheimer’s disease, who also suffer from anterograde amnesia, do not forget how to walk, talk, fasten clothing, or even tie shoes (although they do lose motor ability because the brain eventually fails to send the proper sig- nals). These are all implicit, nondeclarative memories. In fact, it would be rare to find someone who has lost nondeclarative memory. Literally, these are the kind of memories people “never forget.”
Nondeclarative memories are not easily retrieved into conscious awareness. Have you ever tried to tell someone how to tie shoes without using your hands to show them? The subjects in the Tower of Hanoi study also provide a good example of implicit memory, as they could solve the puzzle but had no conscious knowledge of how to do so. Such knowledge is in people’s memories because they use this informa- tion, but they are often not consciously aware of this knowledge (Roediger, 1990). A memory from one’s early childhood of being frightened by a dog, for example, may not be a conscious memory in later childhood but may still be the cause of that older child’s fear of dogs. Conscious memories for events in childhood, on the other hand, are usually considered to be a different kind of long-term memory called declarative memory.
declarative (explicit) lTM Procedural memory is about the things that people can do, but declarative (explicit) memory is about all the things that people can know—the facts and information that make up knowledge. People know things such as the names of the planets in the solar system, that adding 2 and 2 makes 4, and that a noun is the name of a person, place, or thing. These are general facts, but people also know about the things that have happened to them personally. For example, I know what I ate for breakfast this morning and what I saw on the way to work, but I don’t know what you had for breakfast or what you might have seen. There are two types of declarative long- term memories, semantic and episodic (Nyberg & Tulving, 1996).
One type of declarative memory is general knowledge that anyone has the abil- ity to know. Most of this information is what is learned in school or by reading. This kind of LTM is called semantic memory. The word semantic refers to mean- ing, so this kind of knowledge is the awareness of the meanings of words, concepts, and terms as well as names of objects, math skills, and so on. This is also the type of knowledge that is used on game shows such as Jeopardy and Who Wants to Be a Mil- lionaire? Semantic memories, like procedural memories, are relatively permanent. But it is possible to “lose the way” to this kind of memory, as discussed later in the section on forgetting.
The other kind of factual memory is the personal knowledge that each person has of his or her daily life and personal history, a kind of autobiographical* memory (LeP- ort et al., 2012). Memories of what has happened to people each day, certain birthdays, anniversaries that were particularly special, childhood events, and so on are called epi- sodic memory, because they represent episodes from their lives. Unlike procedural and semantic long-term memories, episodic memories tend to be updated and revised more
Figure 6.4 Tower of hanoi
The Tower of Hanoi is a puzzle that is solved in a series of steps by moving one disk at a time. The goal is to move all of the disks from peg A to peg C; the rules are that a larger disk cannot be moved on top of a smaller one and a disk cannot be moved if there are other disks on top of it. Amnesic patients were able to learn the procedure for solving the puzzle but could not remember that they knew how to solve it.
B CA
1 2 3
*autobiographical: the story of a person’s life as told by that person.
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or less constantly. You can probably remember what you had for breakfast today, but what you had for breakfast 2 years ago on this date is most likely a mystery. Episodic memories that are especially meaningful, such as the memory of the first day of school or your first date, are more likely to be kept in LTM (although these memories may not be as exact as people sometimes assume they are). The updating process is a kind of survival mechanism, because although semantic and procedural memories are useful and necessary on an ongoing basis, no one really needs to remember every little detail of every day. As becomes obvious later, the ability to forget some kinds of information is very necessary.
Episodic and semantic memories are explicit memories because they are eas- ily made conscious and brought from long-term storage into short-term memory. The knowledge of semantic memories such as word meanings, science concepts, and so on can be brought out of the “filing cabinet” and placed on the “desk” where that knowledge becomes explicit, or obvious. The same is often true of personal, episodic memories.
But sometimes I can’t remember all the names of the planets or what I had for breakfast yesterday. Doesn’t that make these memories implicit instead of explicit?
The difference between implicit memories, such as how to balance on a bicycle, and explicit memories, such as naming all the planets, is that it is impossible or extremely difficult to bring implicit memories into consciousness. Explicit memories can be forgot- ten but always have the potential to be made conscious. When someone reminds you of what you had for breakfast the day before, for example, you will remember that you had that knowledge all along—it was just temporarily “mislaid.” For a look at the connections among all these types of LTM, see Figure 6.5. long-TerM MeMory organIzaTIon As stated before, LTM has to be fairly well or- ganized for retrieval to be so quick. Can you remember the name of your first-grade teacher? If you can, how long did it take you to pull that name out of LTM and pull it into STM? It probably took hardly any time at all.
Research suggests that long-term memory is organized in terms of related mean- ings and concepts (Collins & Loftus, 1975; Collins & Quillian, 1969). In their origi- nal study, Allan Collins and M. Ross Quillian (1969) had subjects respond “true” or “false” as quickly as possible to sentences such as “a canary is a bird” and “a canary is an animal.” Looking at Figure 6.6, it is apparent that information exists in a kind of
Figure 6.5 Types of long-Term Memories
Long-term memory can be divided into declarative memories, which are factual and typically conscious (explicit) memories, and nondeclarative memories, which are skills, habits, and conditioned responses that are typically unconscious (implicit). Declarative memories are further divided into episodic memories (personal experiences) and semantic memories (general knowledge).
Declarative memory (Explicit memory)
Episodic memory Events experienced
by a person
Semantic memory Facts, general
knowledge
Nondeclarative memory (Implicit memory)
Motor skills, habits, classically conditioned re�exes
Long-term memory
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network, with nodes (focal points) of related information linked to each other in a kind of hierarchy.* To verify the statement “a canary is a bird” requires moving to only one node, but “a canary is an animal” would require moving through two nodes and should take longer. This was exactly the result of the 1969 study, leading the research- ers to develop the semantic network model, which assumes that information is stored in the brain in a connected fashion with concepts that are related to each other stored physically closer to each other than concepts that are not highly related (Collins & Quillian, 1969).
The parallel distributed processing model (Rumelhart et al., 1986) discussed ear- lier in this chapter can be used to explain how rapidly the different points on the net- works can be accessed. Although the access of nodes within a particular category (for example, birds) may take place in a serial fashion, explaining the different response times in the Collins and Quillian (1969) study, access across the entire network may take place in a parallel fashion, allowing several different concepts to be targeted at the same time (for example, one might be able to think about birds, cats, and trees simultaneously).
Perhaps the best way to think of how information is organized in LTM is to think about the Internet. A person might go to one Web site and from that site link to many other related sites. Each related site has its own specific information but is also linked to many other related sites, and a person can have more than one site open at the same time. This may be very similar to the way in which the mind organizes the information stored in LTM.
*hierarchy: a ranked and ordered list or series.
Figure 6.6 an example of a semantic network
In the semantic network model of memory, concepts that are related in meaning are thought to be stored physically near each other in the brain. In this example, canary and ostrich are stored near the concept node for “bird,” whereas shark and salmon are stored near “fish.” But the fact that a canary is yellow is stored directly with that concept.
Canary Ostrich Shark
Can sing
Is yellow
Has long thin legs
Is tall
Can't y
Can bite
Is dangerous Salmon
Is pink
Is edible
Swims upstream to lay eggs
Bird
Animal
Has skin
Can move around
Eats
Breathes
Has wings
Can y
Has feathers
Has �ns
Can swim
Has gillsFish
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1. _________ memories are said to linger in the mind for a few seconds, allowing people the chance to keep with the flow of conversations and remember what was just said.
a. Iconic b. Echoic c. Short-term d. Long-term
2. Information enters into short-term memory through a process known as ______________.
a. recency effect b. primacy effect c. selective attention d. repetition
3. Of the following, which is the most similar to the concept of long-term memory?
a. a computer hard drive b. a computer monitor c. a computer mouse d. a computer keyboard
4. Amber meets a cute guy named Carson at a party. She wants to make sure she remembers his name so she reminds herself that he has the same name as the capital of Nevada (Carson City). This transferring of information from short-term memory to long-term memory is an example of what type of rehearsal?
a. repetitive b. imagery c. elaborative d. maintenance
5. Brenda has been able to tie her shoes since she was 4 but now finds it difficult to explain to her baby brother how to tie his shoes but she can easily demonstrate it for him. Brenda’s memory for shoe-tying is best characterized as a __________ memory.
a. declarative (explicit) b. semantic c. episodic d. nondeclarative (implicit)
6. When you take your final exam in your psychology class, what type of memory will you most certainly need to access to answer each question?
a. procedural b. semantic c. episodic d. working
THINkINg CRITICALLY: In thinking about a typical day, how do you use each type of memory: procedural, episodic, and semantic?
PRACTiCE quiz How Much Do You Remember? Pick the best answer.
The Information-Processing Model (proposes three stages that vary both in duration and capacity; information must be processed effectively at earlier stages before long-term storage occurs)
iconic (visual)
echoic (auditory)
semantic: general knowledge/meaning
episodic: episodes/events from one’s life
nondeclarative: implicit memory for skills, habits, and learned responses; likely involves amygdala and cerebellum
declarative: explicit memory for facts and information; involves widespread cortical areas
semantic network model can explain how information is stored in connected fashion
parallel distributed processing model can be used to explain speed at which different points can be accessed
capacity limited, duration ,1 sec to 4 sec sensory memory
capacity limited (3 –5 items), duration 12–30 secs without rehearsal
short-term and working memory
capacity seemingly unlimited, duration relatively permanent
long-term memory
associated with physical changes in the brain; hippocampus and cortex involved in consolidation of information from short-term to long-term memory
different types, based on information stored; different brain areas associated with each
organized in terms of related meanings and concepts
chunking and maintenance rehearsal can be used to increase capacity and duration, respectively
elaborative rehearsal can lead to better long-term storage
maintenance rehearsal differs from elaborative rehearsal
Explore the Concept at MyPsychLab
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getting It out: retrieval of long-Term Memories
My problem isn’t so much getting information into my head; it’s finding it later that’s tough.
Oddly enough, most people’s problems with getting information stored in LTM back out again has to do with how they put that information into LTM. Take the survey What Do You Remember? to learn more about what factors influence your own memories of events.
Simulate the Experiment, What Do You Remember?, on MyPsychLab
reTrIeval cues
6.6 What kinds of cues help people remember?
Remember the previous discussion about maintenance rehearsal versus elaborative re- hearsal? One of the main reasons that maintenance rehearsal is not a very good way to get information into LTM is that saying something over and over gives only one kind of retrieval cue (a stimulus for remembering), the sound of the word or phrase. When people try to remember a piece of information by thinking of what it means and how it fits in with what they already know, they are giving themselves cues for meaning in addi- tion to sound. The more cues stored with a piece of information, the easier the retrieval of that information will be (Roediger, 2000; Roediger & Guynn, 1996). to Learning Objective PIA.7. Furthermore, we are not always aware of what cues are being associated. Remember from the discussion of nondeclarative memory, priming can occur where experience with information or concepts can improve later performance. And in many situations, we are not aware the improvement has taken place.
Although most people would assume that cues for retrieval would have to be di- rectly related to the concepts being studied, the fact is that almost anything in one’s sur- roundings is capable of becoming a cue. If you usually watch a particular television show while eating peanuts, for example, the next time you eat peanuts you might find yourself thinking of the show you were watching. This connection between surroundings and re- membered information is called encoding specificity.
What Do You Remember? This survey asks you about your experience with and attitudes towards different types of memories, various techniques for improving memory, and memory problems
Go to the Experiment
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encodIng sPecIfIcITy: conTexT effecTs on MeM-
ory reTrIeval Have you ever had to take a test in a different classroom than the one in which you learned the material being tested? Do you think that your per- formance on that test was hurt by being in a differ- ent physical context? Researchers have found strong evidence for the concept of encoding specificity, the tendency for memory of any kind of information to be improved if retrieval conditions are similar to the con- ditions under which the information was encoded (Tul- ving & Thomson, 1973). These conditions, or cues, can be internal or external. Context-dependent learning may refer to the physical surroundings a person is in when they are learning specific information. For example, en- coding specificity would predict that the best place to take one’s chemistry test is in the same room in which
you learned the material. Also, it’s very common to walk into a room and know that there was something you wanted, but in order to remember it, you have to go back to the room you started in to use your surroundings as a cue for remembering.
In one study, researchers had students who were learning to scuba dive in a pool also learn lists of words while they were either out of the pool or in the pool under the water (Godden & Baddeley, 1975). Subjects were then asked to remember the two lists in each of the two conditions. Words that were learned while out of the pool were remembered sig- nificantly better when the subjects were out of the pool, and words that were learned under- water were more easily retrieved if the subjects were underwater while trying to remember. encodIng sPecIfIcITy: sTaTe-dePendenT learnIng Physical surroundings at the time of encoding a memory are not the only kinds of cues that can help in retrieval. In another form of encoding specificity called state-dependent learning, memories formed during a particular physiological or psychological state will be easier to remember while in a similar state. For example, when you are fighting with someone, it’s much easier to remember all of the bad things that person has done than to remember the good times. In one study (Eich & Metcalfe, 1989), researchers had subjects try to remember words that they had read while listening to music. Subjects read one list of words while listening to sad music (influencing their mood to be sad) and another list of words while listening to happy music. When it came time to recall the lists, the researchers again manipulated the mood of the subjects. The words that were read while subjects were in a happy mood were remembered better if the manipulated mood was also happy but far less well if the mood was sad. The reverse was also true.
recall and recognITIon
6.7 How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events?
Why do multiple-choice tests seem so much easier than essay tests?
There are two kinds of retrieval of memories, recall and recognition. It is the difference be- tween these two retrieval methods that makes some kinds of exams seem harder than others. In recall, memories are retrieved with few or no external cues, such as filling in the blanks on an application form. Recognition, on the other hand, involves looking at or hearing information and matching it to what is already in memory. A word-search puzzle, in which the words are already written down in the grid and simply need to be circled, is an example of recognition. The following section takes a closer look at these two important processes.
When this bride and groom dance together later on in their marriage, they will be able to recall this moment at their wedding and the happiness they felt at that time. State-dependent learning makes it easier for people to recall information stored while in a particular emotional state (such as the happiness of this couple) if the recall occurs in a similar emotional state.
The results of the godden and Baddeley (1975) study indicated the retrieval of words learned while underwater was higher when the retrieval also took place underwater. Similarly, words learned while out of water (on land) were retrieved at a higher rate out of the water.
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recall: hMM … leT Me ThInK When someone is asked a question such as “Where were you born?” the question acts as the cue for retrieval of the answer. This is an example of recall, as are essay question, short-answer, and fill-in-the-blank tests that are used to measure a person’s memory for information (Borges et al., 1977; Gillund & Shiffrin, 1984; Raaijmakers & Shiffrin, 1992).
retrieval failure: It’s right on the Tip of My Tongue Whenever people find them- selves struggling for an answer, recall has failed (at least temporarily). Sometimes the answer seems so very close to the surface of conscious thought that it feels like it’s “on the tip of the tongue.” (If people could just get their tongues out there far enough, they could read it.) This is sometimes called the tip of the tongue (TOT) phenomenon (Brown & McNeill, 1966; Burke et al., 1991). Although people may be able to say how long the word is or name letters that start or even end the word, they cannot retrieve the sound or actual spelling of the word to allow it to be pulled into the auditory “re- corder” of STM so that it can be fully retrieved. This particular memory problem gets more common as we get older, although it should not be taken as a sign of oncoming dementia unless the increase is sudden (Osshera et al., 2012).
How can a person overcome TOT? The best solution is the one “everyone” seems to know: Forget about it. When you “forget about it,” the brain apparently continues to work on retrieval. Sometime later (perhaps when you run across a similar-sounding word in your surroundings), the word or name will just “pop out.” This can make for interesting conversations, because when that particular word does “pop out,” it usually has little to do with the current conversation.
The serial Position effect Another interesting feature of recall is that it is often subject to a kind of “prejudice” of memory retrieval, in which information at the begin- ning and the end of a list, such as a poem or song, tends to be remembered more easily and accurately. This is called the serial position effect (Murdock, 1962).
A good demonstration of this phenomenon involves instructing people to listen to and try to remember words that are read to them that are spaced about 4 or 5 seconds apart. People typically use maintenance rehearsal by repeating each word in their heads. They are then asked to write as many of the words down as they can remember. If the frequency of recall for each word in the list is graphed, it will nearly always look like the graph in Figure 6.7 on the next page. To try this demonstration for yourself, participate in the Serial Position Effect experiment.
Simulate the Experiment, Serial Position Effect, on MyPsychLab
Serial Position Effect
In this experiment, you will view 5 lists of words. Each list will consist of 12 words and each word will appear for 1 second. After all words have been presented for each list, you will be asked to recall as many of the words as possible.
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Words at the very beginning of the list tend to be remembered better than those in the middle of the list. This effect is called the primacy effect and is due to the fact that the first few words, when the listener has noth- ing already in STM to interfere with their rehearsal, will receive far more rehearsal time than the words in the middle, which are con- stantly being replaced by the next word on the list (Craik, 1970; Murdock, 1962).
At the end of the graph there is an- other increase in recall. This is the recency effect; it is usually attributed to the fact that the last word or two was just heard and is still in short-term memory for easy retrieval, with no new words entering to push the most re- cent word or words out of memor y (Bjork & Whitten, 1974; Murdock, 1962). The se- rial position effect works with many differ- ent kinds of information. In fact, business schools often teach their students that they should try not to be “in the middle” for job interviews. Going first or last in the inter- view process is much more likely to make a person’s interview more memorable.
Can knowledge of the serial position ef- fect be of help to students trying to remember
the information they need for their classes? Yes—students can take advantage of the re- cency effect by skimming back over their notes just before an exam. Knowing that the middle of a list of information is more likely to be forgotten means that students should pay more attention to that middle, and breaking the study sessions up into smaller seg- ments helps reduce the amount of “middle to muddle.” (Students can also use mnemonic strategies to help offset this memory problem, as well as others. to Learning Objective PIA.7.)
recognITIon: hey, don’T I KnoW you froM soMeWhere? The other form of memory retrieval is recognition, the ability to match a piece of information or a stimu- lus to a stored image or fact (Borges et al., 1977; Gillund & Shiffrin, 1984; Raaijmak- ers & Shiffrin, 1992). Recognition is usually much easier than recall because the cue is the actual object, word, sound, and so on, that one is simply trying to detect as familiar and known. Examples of tests that use recognition are multiple-choice, matching, and true–false tests. The answer is right there and simply has to be matched to the infor- mation already in memory.
Recognition tends to be very accurate for images, especially human faces. In one study, over 2,500 photographs were shown to participants at the rate of one every 10 sec- onds. Participants were then shown pairs of photographs in which one member of each pair was one of the previously seen photographs. Accuracy for identifying the previous photos was between 85 to 95 percent (Standing et al., 1970).
Recognition isn’t foolproof, however. Sometimes, there is just enough similarity be- tween a stimulus that is not already in memory and one that is in memory so that a false positive occurs (Muter, 1978). A false positive occurs when a person thinks that he or she
Figure 6.7 serial Position effect
In the serial position effect, information at the beginning of a list will be recalled at a higher rate than information in the middle of the list (primacy effect), because the beginning information receives more rehearsal and may enter LTM. Information at the end of a list is also retrieved at a higher rate (recency effect), because the end of the list is still in STM, with no information coming after it to interfere with retrieval.
70 Primacy effect
Recency effect
Position in list
60
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0 2 4 6 8 10 12 14
P e rc
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t co
rr e ct
These people are waiting to audition for a play. The person who auditioned first and the one who auditioned last have the greatest chance of being remembered when the time comes for the director to choose. The serial position effect will cause the impression made by the actors who come in the “middle” to be less memorable.
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has recognized (or even recalled) something or someone but in fact does not have that something or someone in memory.
False positives can become disastrous in certain situations. In one case, in a series of armed robberies in Delaware, word had leaked out that the suspect sought by police might be a priest. When police put Father Ber- nard Pagano in a lineup for witnesses to identify, he was the only one in the lineup wearing a priest’s collar. Seven eyewitnesses identified him as the man who had robbed them. Fortunately for Father Pagano, the real robber con- fessed to the crimes halfway through Pagano’s trial (Lof- tus, 1987). Eyewitness recognition can be especially prone to false positives, although most people seem to think that “seeing is believing.” For more about the problems with eyewitnesses, see the following Classic Studies in Psychology.
©The New Yorker Collection 1988 Lee Lorenz from cartoonbank.com. All Rights Reserved.
classic studies in psychology
Elizabeth Loftus and Eyewitnesses Elizabeth Loftus is a distinguished professor of social ecology, a professor of law, and a pro- fessor of cognitive science at the University of California in Irvine. For over 30 years, Dr. Loftus has been one of the world’s leading researchers in the area of memory. Her focus has been on the accuracy of recall of memories—or rather, the inaccuracies of memory retrieval. She has been an expert witness or consultant in hundreds of trials, including that of Ted Bundy, the serial killer who eventually was executed in Florida (Neimark, 1996).
Loftus and many others have demonstrated time and again that memory is not an un- changing, stable process but rather is a constantly changing one. People continually update and revise their memories of events without being aware that they are doing so, and they incorporate information gained after the actual event, whether correct or incorrect.
Here is a summary of one of Loftus’s classic studies concerning the ways in which eyewit- ness testimony can be influenced by information given after the event in question (Loftus, 1975).
In this experiment, Loftus showed subjects a 3-minute video clip taken from the movie Diary of a Student Revolution. In this clip, eight demonstrators run into a classroom and eventually leave after interrupting the professor’s lecture in a noisy confrontation. At the end of the video, two questionnaires were distributed containing one key question and 90 “filler” questions. The key question for half of the subjects was, “Was the leader of the four demonstrators who en- tered the classroom a male?” The other half were asked, “Was the leader of the twelve demon- strators who entered the classroom a male?” One week later, a new set of questions was given to all subjects in which the key question was, “How many demonstrators did you see entering the classroom?” Subjects who were previously asked the question incorrectly giving the number as “four” stated an average recall of 6.4 people, whereas those who were asked the question incorrectly giving the number as “twelve” recalled an average of 8.9 people. Loftus concluded that subjects were trying to compromise the memory of what they had actually seen—eight
Dr. Elizabeth Loftus is an internationally known expert on the accuracy of eyewitness testimony. She is often called on to testify in court cases.
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auToMaTIc encodIng: flashbulb MeMorIes
Although some long-term memories need extensive maintenance rehearsal or effortful encoding in the form of elaborative rehearsal to enter from STM into LTM, many other kinds of long-term memories seem to enter permanent storage with little or no effort at all, in a kind of automatic encoding (Kvavilashvili et al., 2009; Mandler, 1967; Schneider et al., 1984). People unconsciously notice and seem able to remember a lot of things, such as the passage of time, knowledge of physical space, and frequency of events. For example, a person might make no effort to remember how many times cars have passed down the street but when asked can give an answer of “often,” “more than usual,” or “hardly any.”
A special kind of automatic encoding takes place when an unexpected event or episode in a person’s life has strong emotional associations, such as fear, horror, or joy. Memories of highly emotional events can often seem vivid and detailed, as if the person’s mind took a “flash picture” of the moment in time. These kinds of memories are called flashbulb memories (Neisser, 1982; Neisser & Harsch, 1992; Winningham et al., 2000).
Many people share certain flashbulb memories. People of the “baby boomer” gen- eration remember exactly where they were when the news came that President John F. Kennedy had been shot. Younger generations may remember the explosions of the space shuttles Challenger and Columbia and certainly remember the horrific events of Septem- ber 11, 2001, and the disastrous Hurricane Katrina. But personal flashbulb memories also exist. These memories tend to be major emotional events, such as the first date, an embarrassing event, or a particularly memorable birthday party.
Why do flashbulb memories seem so vivid and exact? The answer lies in the emo- tions felt at the time of the event. Emotional reactions stimulate the release of hormones that have been shown to enhance the formation of long-term memories (Dolcos et al.,
2005; McEwen, 2000; McGaugh, 2004; Sharot et al., 2004). But is this kind of memory really all that accurate? Although some researchers have found evidence for a high degree of accuracy in flashbulb memories of major events, such as the election of President Barack Obama in November 2008 or the death of pop legend Michael Jackson in June 2009, others have found that while flashbulb memories are often convincingly real, they are just as subject to decay and alterations over time as other kinds of memories (Neisser & Harsch, 1992). Apparently, no memories are completely accurate after the passage of time. The next section will discuss some of the reasons for faulty memories. Watch the Video, Thinking Like a Psychologist: Police Line-Up, at MyPsychLab
demonstrators—with later information. This study, along with the Father Pagano story and many others, clearly demonstrates the heart of Loftus’s research: What people see and hear about an event after the fact can easily affect the accuracy of their memories of that event.
Questions for further discussion
1. How might police officers taking statements about a crime avoid getting inaccurate in- formation from eyewitnesses?
2. The Innocence Project (www.innocenceproject.org) helps prisoners prove their innocence through DNA testing. More than 300 people in the United States have been freed by this testing, and the average time they served in prison before release is 13 years. Is eyewitness testimony enough, or should DNA evidence be required for sending someone to prison?
Fans of entertainer Michael Jackson may remember the moment they heard of his death on June 25, 2009. Events like this are so emotional for many people that the memories for the event are stored automatically, as if the mind had taken a “flash” picture of that moment in time. Such “flashbulb” memories seem to be very accurate but are actually no more accurate than any other memory.
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The reconstructive nature of long-Term Memory retrieval: how reliable are Memories?
I think my memory is pretty good, but my brother and I often have arguments about things that happened when we were kids. Why don’t we have the same exact memories? We were both there!
People tend to assume that their memories are accurate when, in fact, memories are re- vised, edited, and altered on an almost continuous basis. The reason for the changes that
6.76.6
1. What concept suggests that the best place to study for your psychology final to ensure good retrieval of concepts is your psychology classroom?
a. serial position effect b. encoding specificity c. tip of the tongue phenomenon d. automatic encoding
2. Jaclynn had written a grocery list but accidentally left it at home. Trying to remember the list, Jaclynn remembers what was at the beginning of the list and what was at the end but not those things in the middle. This is an example of the
a. encoding specificity effec. b. serial position effect. c. tip-of-the-tongue effect. d. flashbulb memory.
3. Multiple-choice test questions typically rely on ____________ while essay questions rely on ____________.
a. rehearsal; recall b. relearning; rehearsing c. recall; recognition d. recognition; recall
4. Studies by Elizabeth Loftus find that memory a. is like a camera that can take pictures for people to
recall and review as needed. b. is surprisingly inaccurate up to age 12, at which time
people begin to show vast improvements. c. is highly influenced by culture and that today’s technol-
ogy is having a negative effect on memory. d. is highly fluid and can be altered by the person even
when the person is unaware he or she is doing it.
5. Felisha can recall with great detail the day of her wedding and all that occurred. What might psychologists say about these particular flashbulb memories?
a. The memories were likely enhanced in part by the hormones released during emotional moments.
b. The memories should last up to 15–20 years. c. The memories are unusually accurate. d. The memories are stored as procedural memories.
PRActice quiz How Much Do You Remember? Pick the best answer.
Explore the Concept at MyPsychLab
c o n c e P T M a P
Retrieval of Long-Term Memories
automatic encoding
recall vs. recognition
false positives can occur (e.g., eyewitness testimony)
strong emotional associations can lead to vivid and detailed “�ashbulb” memories
more cues stored with a piece of information, the easier the retrieval
improved memory for information if physical surroundings are similar to those when the memory was �rst formed
improved memory for information if physiological or psychological state is similar to that when the memory was �rst formed
retrieval cues
encoding speci city
context-dependent learning
state-dependent learning
getting it out
recall: few or no external cues required
recognition: match incoming sensory information (e.g., see or hear) to what is already in memory
retrieval failure: (e.g., “tip of the tongue”)
serial position effect: memory improved for items at beginning (primacy) and end (recency) of a list
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occur in memory has to do with the way in which memories are formed as well as how they are retrieved.
consTrucTIve ProcessIng of MeMorIes
6.8 How are long-term memories formed, and how can this process lead to inaccu- racies in memory?
Many people have the idea that when they recall a memory, they are recalling it as if it were an “instant replay.” As new memories are created in LTM, old memories can get “lost,” but they are more likely to be changed or altered in some way (Baddeley, 1988). In reality, memories (including those very vivid flashbulb memories) are never quite accu- rate, and the more time that passes, the more inaccuracies creep in. The early twentieth- century memory schema theorist Sir Frederic Bartlett (1932) saw the process of memory as more similar to creating a story than reading one already written. He viewed memory as a problem-solving activity in which the person tries to retrieve the particulars of some past event (the problem) by using current knowledge and inferring from evidence to cre- ate the memory (the solution) (Kihlstrom, 2002).
Elizabeth Loftus, along with other researchers (Hyman, 1993; Hyman & Loftus, 1998, 2002), has provided ample evidence for the constructive processing view of memory retrieval. In this view, memories are literally “built,” or reconstructed, from the information stored away during encoding. Each time a memory is retrieved, it may be altered or revised in some way to include new information, or to exclude details that may be left out of the new reconstruction.
An example of how memories are reconstructed occurs when people, upon learning the details of a particular event, revise their memories to reflect their feeling that they “knew it all along.” They will discard any incorrect information they actually had and replace it with more accurate information gained after the fact. This tendency of people to falsely believe that they would have accurately predicted an outcome without having been told about it in advance is called hindsight bias (Bahrick et al., 1996; Hoffrage et al., 2000). People who have ever done some “Monday morning quarterbacking” by say- ing that they knew all along who would win the game have fallen victim to hindsight bias.
MeMory reTrIeval ProbleMs
Some people may say that they have “total recall.” What they usu- ally mean is that they feel that their memories are more accurate than
those of other people. As should be obvious by now, true total recall is not a very likely ability for anyone to have. Here are some reasons why people have trouble recalling infor- mation accurately. The MIsInforMaTIon effecT Police investigators sometimes try to keep eyewitnesses to crimes or accidents from talking with each other. The reason is that if one person tells the other about something she has seen, the other person may later “remember” that same detail, even though he did not actually see it at the time. Such false memories are created by a person being exposed to information after the event. That misleading information can become part of the actual memory, affecting its accuracy (Loftus et al., 1978). This is called the misinformation effect. Loftus, in addition to her studies concerning eyewit- ness testimony, has also done several similar studies that demonstrate the misinformation effect. In one study, subjects viewed a slide presentation of a traffic accident. The actual slide presentation contained a stop sign, but in a written summary of the presentation, the sign was referred to as a yield sign. Subjects who were given this misleading information
These men may engage in “Monday morning quarterbacking” as they apply hindsight to their memories of this game. Their memories of the game may be altered by information they get afterward from the television, newspapers, or their friends.
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after viewing the slides were far less accurate in their memories for the kind of sign pres- ent than were subjects given no such information. One of the interesting points made by this study is that information that comes not only after the original event but also in an entirely different format (i.e., written instead of visual) can cause memories of the event to be incorrectly reconstructed.
relIabIlITy of MeMory reTrIeval
6.9 What is false-memory syndrome?
If memory gets edited and changed when individuals are in a state of waking conscious- ness, alert and making an effort to retrieve information, how much more might memory be changed when individuals are being influenced by others or in an altered state of conscious, such as hypnosis? False-memory syndrome refers to the creation of inaccurate or false memories through the suggestion of others, often while the person is under hypno- sis (Hochman, 1994).
For example, research has shown that, although hypnosis may make it easier to recall some real memories, it also makes it easier to create false memories. Hypnosis also has been found to increase the confidence people have in their memories, regardless of whether those memories are real or false (Bowman, 1996). False memories have been ac- cidentally created by therapists’ suggestions during hypnotic therapy sessions. to Learning Objective 4.6. For more information on false-memory syndrome, visit the Web site at www.fmsfonline.org
Research suggests that false memories are created in the brain in much the same way as real memories are formed, especially when visual images are involved (Gon- salves et al., 2004). Researchers, using fMRI scans, looked at brain activity of indi- viduals who were looking at real visual images and then were asked to imagine looking at visual images. They found that these same individuals were often unable to later distinguish between the images they had really seen and the imagined images when asked to remember which images were real or imagined. This might explain why ask- ing people if they saw a particular person at a crime scene (causing them to imagine the image of that person) might affect the memories those people have of the crime when questioned sometime later—the person they were asked to think about may be falsely remembered as having been present. Other evidence suggests that false memories have much in common with the confabulations (stories that are made up but not intended to deceive) of people with dementia-related memory problems, and that both forms of false memories involve a lower than normal level of activity in the part of the frontal lobe associated with doubt and skepticism (Mendez & Fras, 2011). Clearly, memories obtained through hypnosis should not be considered accurate without solid evidence from other sources.
But I’ve heard about people who under hypnosis remember being abused as children. Aren’t those memories sometimes real?
The fact that some people recover false memories under certain conditions does not mean that child molestation does not really happen; nor does it mean that a per- son who was molested might not push that unwanted memory away from conscious thought. Molestation is a sad fact, with one conservative estimate stating that nearly 20 percent of all females and 7 percent of all males have experienced molestation dur- ing childhood (Abel & Osborn, 1992). There are also many therapists and psychologi- cal professionals who are quite skilled at helping clients remember events of the past without suggesting possible false memories, and they find that clients do remember
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information and events that were true and able to be verified but were previously unavailable to the client (Dalenberg, 1996). False- memory syndrome is not only harmful to the persons directly in- volved but also makes it much more difficult for genuine victims of molestation to be believed when they do recover their memories of the painful traumas of childhood.
So can we trust any of our memories at all? There is evidence to suggest that false memories cannot be created for just any kind of memory content. The memories must at least be plausible, according to the research of cognitive psychologist and memory expert Kathy Pezdek, who with her colleagues has done several studies demon- strating the resistance of children to the creation of implausible false memories (Hyman et al., 1998; Pezdek et al., 1997; Pezdek & Hodge, 1999).
In the 1999 study, Pezdek and Hodge asked children to read five different summaries of childhood events. Two of these events were false, but only one of the two false events was plausible (e.g., getting lost). Although the children all were told that all of the events happened to them as small children, the results indi- cated that the plausible false events were significantly more likely to be “remembered” as false memories than were the implausible false events (e.g., getting a rectal enema). A second experiment (Pezdek & Hodge, 1999) found similar results: Children were significantly less likely to form a false memory for an implausible false event than for a plausible false event.
The idea that only plausible events can become false memories runs contrary to the earlier work of Loftus and colleagues and to research concerning some very implausible false memories that have been successfully implanted, such as a memory for satanic ritu- als and alien abductions (Mack, 1994). Loftus and colleagues (Mazzoni et al., 2001) con- ducted several experiments in which they found that implausible events could be made more plausible by having the experimenters provide false feedback to the participants, who read articles telling of the implausible events as if they had actually happened to other people. The false feedback involved telling the participants that their responses to a questionnaire about fears were typical of people who had been through one of the false events (much as a well-meaning therapist might suggest to a client that certain anxiet- ies and feelings are typical of someone who has been abused). These manipulations were so successful that participants not only developed false memories for the events but also even contradicted their own earlier statements in which they denied having these experi- ences in childhood. The researchers concluded that there are two steps that must occur before people will be likely to interpret their thoughts and fantasies about false events as true memories: 1. The event must be made to seem as plausible as possible. 2. Individuals are given information that helps them believe that the event could have
happened to them personally. The personality of the individual reporting such a memory also matters, it seems.
In one study, people who claimed to have been abducted by aliens (an implausible event) were compared to a control group with no such memories on a measure of false-memory recall and false recognition. Those who reported recovered memories of alien abduction were far more likely to recall or recognize items that were false than were the controls (Clancy et al., 2002). Other variables that predicted a higher false recall and recognition response were susceptibility to hypnosis, symptoms of depression, and the tendency to exhibit odd behavior and unusual beliefs (such as past-life regression or the healing abil- ity of crystals).
As this young woman observes the activity outside the window, she is storing some of the things she sees into memory while ignoring others. If she were to witness a crime, how would investigators know if her memories of the events were accurate or not? Would hypnotizing her to help her remember be effective? Why or why not?
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What Were We Talking about? forgetting
Why do we forget things? And why do we forget some things but not others?
6.10 Why do we forget?
You may think that being able to remember everything like Brad Williams, the Human Google of the opening story, would be wonderful. But it’s important to consider that people with hyperthymesia not only have the ability to remember nearly everything, but also have the inability to forget. The video The Big Picture: The Woman Who Cannot Forget describes the case of Jill Price, a woman who remembers every detail of her life, both the good and the bad.
6.96.8 Explore the Concept at MyPsychLab
c o n c e P T M a P
constructive processing of memories
memories are rarely completely accurate and become less accurate over time
Loftus and others have suggested that memory retrieval is a constructive process; memories are “built” at time of retrieval
memory retrieval problems
misinformation effect: incorporation of inaccurate information into actual memory
reliability of memory retrieval: false memories can result from change in both waking, conscious states and in altered states (e.g., hypnosis)
The Reconstructive Nature of Long-Term Memory
in�uenced by plausibility of event and individual receiving collaborative feedback that makes it easier to believe
1. Studies show that as time passes, memories a. tend to become more and more inaccurate. b. increase in accuracy since the body is now calm and
relaxed. c. will remain like an “instant replay” no matter what
occurs. d. stay the same and show no change in accuracy.
2. In Loftus’s 1978 study, subjects viewed a slide presentation of an accident. Later, some of the subjects were asked a question about a yield sign when the actual slides contained pictures of a stop sign. When presented with this inaccurate information, how did these subjects typically respond?
a. Most corrected Loftus and recalled seeing a stop sign. b. Many began seeing both a stop sign and a yield sign. c. Many subjects’ overall accuracy dropped when
confronted with conflicting information. d. Subjects were confused, but only briefly, at which point
their accuracy of recalling the event returned.
3. Aaron has no memory of how he got home from a party. He then convinces himself that he must have been abducted by aliens while walking home. Subsequently, he is hypnotized in an attempt to help increase his memories of that evening. Based on the research of memory recall through hypnosis, what might we learn?
a. Aaron may unknowingly create false memories of what happened that night to justify his belief.
b. Aaron will be less confident of his memories from the evening.
c. Hypnosis makes it harder to for Aaron to recall memories of the evening in general.
d. Aaron will not be able to recall the evening but will have memories of being in the womb.
4. A key component for any person to believe that a false event is in fact true is to make sure that the false information is
a. as plausible as possible. b. introduced as soon after the event as possible. c. introduced by a source perceived as trustworthy. d. introduced no sooner than 24 hours after the event but
no later than 15 days.
Pick the best answer.
PRActice quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY.
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That is the same problem experienced in the case of A. R. Luria’s (1968) famous mnemonist, Mr. S. (A mnemonist is a memory expert or someone with exceptional memory ability.) Mr. S. was a performing mnemonist, astonishing his audiences with lists of numbers that he memorized in minutes. But Mr. S. found that he was unable to forget the lists. He also could not easily separate important memories from trivial ones, and each time he looked at an object or read a word, images stimulated by that object or word would flood his mind. He eventually invented a way to “forget” things—by writing them on a piece of paper and then burning the paper (Luria, 1968).
The ability to forget seems necessary to one’s sanity if the experience of Mr. S. is any indicator. But how fast do people forget things? Are there some things that are harder or easier to forget?
Ebbinghaus and thE ForgEtting CurvE
Hermann Ebbinghaus (1913) was one of the first researchers to study forgetting. Be- cause he did not want any verbal associations to aid him in remembering, he created several lists of “nonsense syllables,” pronounceable but meaningless (such as GEX and WOL). He memorized a list, waited a specific amount of time, and then tried to retrieve the list, graphing his results each time. The result has become a familiar graph: the curve of forgetting. This graph clearly shows that forgetting happens quickly within the first hour after learning the lists and then tapers off gradually. (See Figure 6.8.) In other words, forgetting is greatest just after learning. This curve can be applied to other types of information as well. Although meaningful material is forgotten much more slowly and much less completely, the pattern obtained when testing for forgetting is similar ( Conway et al., 1992).
In his early studies, Ebbinghaus (1885) found that it is also important not to try to “cram” information you want to remember into your brain. Research has found that spacing out one’s study sessions, or distributed practice, will produce far better retrieval of informa- tion studied in this way than does massed practice, or the attempt to study a body of material all at once. For example, studying your psychology material for 3 hours may make you feel that you’ve done some really hard work, and you have. Unfortunately, you won’t remember as much of what you studied as you would if you had shorter study times of 30 minutes to an hour followed by short breaks (Cepeda et al., 2006; Dempster & Farris, 1990; Donovan & Radosevich, 1999; Simon & Bjork, 2001). to Learning Objective PIA.5.
Watch the Video, The Big Picture: The Woman Who Cannot Forget, at MyPsychLab
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encodIng faIlure
There are several reasons why people forget things. One of the simplest is that some things never get encoded in the first place. Your friend, for example, may have said something to you as he walked out the door, and you may have heard him, but if you weren’t paying attention to what he said, it would not get past sensory memory. This isn’t forgetting so much as it is encoding failure, the failure to process information into memory. Researchers (Nickerson & Adams, 1979) developed a test of long-term memory using images of a common object for many people, a penny. Look at Figure 6.9. Which view of a stop sign is the correct one? People see stop signs nearly every day, but how many people actually look at them that closely so the information is encoded into long-term memory?
MeMory Trace decay Theory
One of the older theories of forgetting involves the concept of a memory trace. A memory trace is some physical change in the brain, perhaps in a neuron or in the activity between neurons, which occurs when a memory is formed (Brown, 1958; Peterson & Peterson, 1959). Over time, if these traces are not used, they may decay, fading into nothing. It would be similar to what happens when a number of people walk across a particular patch of grass, causing a path to appear in which the grass is trampled down and perhaps turning brown. But if people stop using the path, the grass grows back and the path disappears.
Forgetting in sensory memory and short-term memory seems easy to explain as decay: Information that is not brought to attention in sensory memory or continuously rehearsed in STM will fade away. But is decay a good explanation for forgetting from long-term memory? When referring to LTM, decay theory is usually called disuse, and the phrase “use it or lose it” takes on great meaning (Bjork & Bjork, 1992). Although the
Figure 6.8 curve of forgetting
Ebbinghaus found that his recall of words from his memorized word lists was greatest immediately after learning the list but rapidly decreased within the first hour. After the first hour, forgetting leveled off.
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Figure 6.9 stop!
Many people look at stop signs multiple times a day. Which of these stop signs is closest to an actual stop sign? The answer can be found on the next page.
The fact that this woman can remember the things shown in the pictures even after many years makes it unlikely that the memory trace decay theory can explain all forgetting in long-term memory.
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fading of information from LTM through disuse sounds logical, there are many times when people can recall memories they had assumed were long forgotten. There must be other factors involved in the forgetting of long-term memories.
InTerference Theory
A possible explanation of LTM forgetting is that although most long-term memories may be stored more or less permanently in the brain, those memories may not always be accessible to at- tempted retrieval because other information interferes (Anderson & Neely, 1995). (And even memories that are accessible are subject to constructive processing, which can lead to inaccurate recall.) An analogy might be this: The can of paint that Phillip wants may very well be on some shelf in his storeroom, but there’s so much other junk in its way that he can’t see it and can’t get to it. In the case of LTM, interference can come from two different “directions.” ProacTIve InTerference Have you ever switched from driving
a car with the gearshift on the wheel to one with the gearshift on the floor of the car? If the answer is yes, you probably found that you had some trouble when you first got into the new car. You may have grabbed at the wheel instead of reaching to the gearshift on the floor. The reason you reached for the gearshift in the “old” place is called proactive interference: the tendency for older or previously learned material to interfere with the learning (and subsequent retrieval) of new material. (See Figure 6.10.)
Another example of proactive interference often occurs when someone gets a new cell phone number. People in this situation often find themselves remembering their old cell phone number or some of its digits instead of the new cell phone number when they are trying to give the new number to friends. reTroacTIve InTerference When newer information interferes with the retrieval of older information, this is called retroactive interference. (See Figure 6.10.) What happens when you change back from the car with the gearshift on the floor to the older car with the gearshift on the wheel? You’ll probably reach down to the floor at least once or twice because the newer skill retroactively interferes with remembering the old way of doing it.
How might interference work in each of the following cases? 1. Moving from the United States to England, where people drive on the left instead
of the right side of the road. 2. Trying to program your old DVR after having the new one for a year. 3. Moving from one operating system to a different one, such as from Windows to Mac.
The different ways that forgetting occurs are summarized in Table 6.1.
Figure 6.10 Proactive and retroactive Interference
If a student were to study for a French exam and then a Spanish exam, interference could occur in two directions. When taking the Spanish exam, the French information studied first may proactively interfere with the learning of the new Spanish information. But when taking the French exam, the more recently studied Spanish information may retroactively interfere with the retrieval of the French information.
French, learned beforehand, interferes proactively
Study French Study Spanish Spanish Test
Proactive Interference
Spanish, learned afterwards, interferes retroactively
Study French Study Spanish French Test
Retroactive Interference
Table 6.1
Reasons for Forgetting
reason description
Encoding Failure The information is not attended to and fails to be encoded.
Decay or Disuse Information that is not accessed decays from the storage system over time.
Proactive Interference Older information already in memory interferes with the learning of newer information.
Retroactive Interference Newer information interferes with the retrieval of older information.
The answer to Figure 6.9 is the middle right image.
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neuroscience of Memory
6.11 How and where are memories formed in the brain?
Researchers have evidence that specific areas of the brain may be the places in which memories are physically formed and that these areas are different for different types of memory. For example, procedural memories seem to be stored in the cerebellum (Boyd & Winstein, 2004; Daum & Schugens, 1996). Research involving PET scanning techniques strongly suggests that short-term memories are stored in the prefrontal cortex (the very front of the frontal lobe) and the temporal lobe (Goldman-Rakic, 1998; Rao et al., 1997). Memories of fear seem to be stored in the amygdala (Debiec et al., 2010). Watch the Video, The Basics: Do You Remember When?: Neural Basis of Memory, at MyPsychLab
As for semantic and episodic long-term memories, evidence suggests that these memories are also stored in the frontal and temporal lobes but not in exactly the same places, nor in the same location as short-term memories (Weis et al., 2004).
All that explains is the “where” of memory. Did scientists ever find out the “what” or the exact physical change that happens in the brain when memories are stored?
neural acTIvITy, sTrucTure, and ProTeIns In MeMory forMaTIon
Several studies have offered evidence that memory is not simply one physical change but many: changes in the number of receptor sites, changes in the sensitivity of the syn- apse through repeated stimulation (called long-term potentiation), and changes in the dendrites and specifically in the proteins within the neurons (Alkon, 1989; Kandel & Schwartz, 1982; Squire & Kandel, 1999). Researchers have identified a specific protein in mammals, 4E-BP2, which seems to control the production of new nervous-system proteins (Bidinosti et al., 2010). Protein molecules are necessary for all cellular activity— including the very important one of strengthening the connections and communications between neurons. The mammalian brain modifies 4E-BP2 in a certain way, affecting its normal function. This alteration and the other changes that take place as a memory is forming are called consolidation (Deger et al., 2012; Griggs et al., 2013; Krüttner et al., 2012). Consolidation may take only a few minutes for some memories, such as learn- ing a new friend’s name, but may take years for others, such as learning a new language (Dudai, 2004).
The hIPPocaMPus and MeMory
In the discussion of the hippocampus (a part of the limbic system) in Chapter Two, it was identified as the part of the brain that is responsible for the formation of new long-term declarative memories. One of the clearest pieces of evidence of this function comes from the study of a man known as H.M. (Milner et al., 1968).
H.M. was 16 when he began to suffer from severe epileptic seizures. Eleven years later, H.M.’s hippocampi and adjacent medial temporal lobe structures were removed in an experimental operation that the surgeon hoped would stop his seizures. The last thing H.M. could remember was being rolled to the operating room, and from then on his ability to form new declarative memories was profoundly impaired. The hippocampus was not the source of his problem (his seizures were reduced but not eliminated), but it was apparently the source of his ability to consolidate and store any new factual informa- tion he encountered, because without either hippocampus, he was completely unable to remember new events or facts. Consolidation had become impossible. He had a maga- zine that he carried around, reading and rereading the stories, because each time he did
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so the stories were completely new to him. As with most amnesic patients of this type (although H.M.’s case was quite severe), his procedural memory was still intact. It was only new declarative memory—both semantic and episodic—that was lost. H.M., who can now be revealed as Henry Gustav Molaison, died in December 2008 at the age of 82. His experience and his brain will continue to educate students and neuroscientists, as he agreed many years ago that his brain would be donated for further scientific study upon his death. It has now been cut into 2,401 slices, each about the width of a human hair, in preparation for further study. You can read more about H.M.’s contributions to science at Suzanne Corkin’s Web site at http://web.mit.edu/bnl/publications.htm. To learn about the H.M. postmortem project being conducted at the University of California San Diego, watch the video Special Topics: When Memory Fails or go to http://thebrainobservatory. ucsd.edu (Carey, 2009).
When MeMory faIls: organIc aMnesIa
6.12 How does amnesia occur?
From movies and TV, many people are familiar with the concept of repression, a type of psychologically motivated forgetting in which a person supposedly cannot remem- ber a traumatic event. to Learning Objective 14.7. But what about an inabil- ity to remember brought about by some physical cause? There are two forms of severe loss of memory disorders caused by problems in the functioning of the memory areas of the brain. These problems can result from concussions, brain injuries brought about by trauma, alcoholism (Korsakoff ’s syndrome), or disorders of the aging brain. reTrograde aMnesIa If the hippocampus is that important to the formation of de- clarative memories, what would happen if it got temporarily “disconnected”? People who are in accidents in which they received a head injury often are unable to recall the ac- cident itself. Sometimes they cannot remember the last several hours or even days be- fore the accident. This type of amnesia (literally, “without memory”) is called retrograde amnesia, which is loss of memory from the point of injury backwards (Hodges, 1994).
Watch the Video, Special Topics: When Memory Fails, at MyPsychLab
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What apparently happens in this kind of memory loss is that the consolidation process, which was busy making the physical changes to allow new memories to be stored, gets disrupted and loses everything that was not already nearly “finished.”
Think about this: You are working on your computer, trying to finish a history pa- per that is due tomorrow. Your computer saves the document every 10 minutes, but you are working so furiously that you’ve written a lot in the last 10 minutes. Then the power goes out—horrors! When the power comes back on, you find that while all the files you had already saved to your disc are still intact,* your history paper is missing that last 10 minutes’ worth of work. This is similar to what happens when someone’s consolidation process is disrupted. All memories that were in the process of being stored—but are not yet permanent—are lost.
One of the therapies for severe depression is ECT, or electroconvulsive therapy. to Learning Objective 15.9. In one study with depressed patients who were be-
ing treated with ECT (Squire et al., 1975), participants were tested for their memory of certain television programs both before and after the treatment. Before treatment, recent programs were recalled in more detail and more often than older ones. But after treat- ment, these patients seemed to forget the last 3 years of programs, remembering only the older ones. Not only does this indicate that memories are lost when consolidation is in- terrupted (as it is by the seizure caused by the treatment) but also that consolidation may take not just days or months but sometimes years to be completed. anTerograde aMnesIa Concussions can also cause a more temporary version of the kind of amnesia experienced by H.M. This kind of amnesia is called anterograde amne- sia, or the loss of memories from the point of injury or illness forward (Squire & Slater, 1978). People with this kind of amnesia, like H.M., have difficulty remembering any- thing new. This is also the kind of amnesia most often seen in people with senile demen- tia, a mental disorder in which severe forgetfulness, mental confusion, and mood swings are the primary symptoms. (Dementia patients also may suffer from retrograde amnesia in addition to anterograde amnesia.) If retrograde amnesia is like losing a document in the computer because of a power loss, anterograde amnesia is like discovering that your hard drive has become defective—you can read data that are already on the hard drive, but you can’t store any new information. As long as you are looking at the data in your open computer window (i.e., attending to it), you can access it, but as soon as you close that window (stop thinking about it), the information is lost, because it was never trans- ferred to the hard drive (long-term memory). This makes for some very repetitive con- versations, such as being told the same story or being asked the same question numerous times in the space of a 20-minute conversation. alzheIMer’s dIsease Nearly 5.3 million Americans have Alzheimer’s disease (Alzheim- er’s Association, 2010). It is the most common type of dementia found in adults and the elderly, accounting for nearly 60 to 80 percent of all cases of dementia. It is estimated that 1 out of 8 people over the age of 65 has Alzheimer’s disease. It has also become the third leading cause of death in late adulthood, with only heart disease and cancer respon- sible for more deaths (Alzheimer’s Association, 2010; Antuono et al., 2001).
With Alzheimer’s disease, the primary memory problem, at least in the beginning, is anterograde amnesia. Memory loss may be rather mild at first but becomes more severe over time, causing the person to become more and more forgetful about everyday tasks. Eventually more dangerous forgetting occurs, such as taking extra doses of medication or leaving some- thing cooking on the stove unattended. As Alzheimer’s disease progresses, memories of the past seem to begin “erasing” as retrograde amnesia also takes hold. It is a costly disease to care for, and caregivers often face severe emotional and financial burdens in caring for a loved one who is slowly becoming a stranger.
*intact: whole or complete.
Major League Baseball outfielder Johnny Damon (seen here colliding with player Damian Jackson) suffered a concussion after this injury. Concussions such as this can “wipe out” whatever was in the process of being consolidated into long-term memory. Which type of amnesia would you expect Johnny Damon to have—retrograde or anterograde?
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What causes Alzheimer’s disease is not completely un- derstood. W hile it is normal for the brain to begin to form beta-amyloid protein deposits (plaques) and for strands of the protein tau to become twisted (“tangles”), people who suffer from Alzheimer’s disease are found to have far more of these physical signs of an aging brain (Chen et al., 2012; Lim et al., 2012). One of the neurotrans- mitters involved in the formation of memories in the hippocampus is acetylcholine, and the neurons that produce this chemical break down in the early stages of the disease (Martyn et al., 2012). While one early-onset form of
Alzheimer’s appears to be genetic and involves several different genetic variations, this seems to be the case for fewer than 5 percent of the total cases of the disease (Alzheimer’s Association, 2010; Bertram & Tanzi, 2005). The sad truth is that there is not one cause but many, and even those who do NOT have Alzheimer’s disease are not safe from other forms of dementia, such as dementia caused by strokes, dehydration, medications, and so on.
Treatments can slow but not halt or reverse the course of the disease. Five drugs are currently approved for treatment, but as yet only slow down the symptoms for an average of 6 to 12 months. What is known is that the risk factors for Alzheimer’s (and many other forms of dementia) are something that can be managed: high cholesterol, high blood pressure, smoking, obesity, Type II diabetes, and lack of exercise all contribute (Alzheimer’s Association, 2010; Sweat, 2010). Keeping the brain mentally active is also a way to help prolong good cognitive health. One study’s findings indicate that continued everyday learning stimulates brain-derived neurotrophic factors (BDNF), a key protein involved in the formation of memories (L. Y. Chen et al., 2010). A more recent study suggests that a drug intended for use in treating diabetes, AC253, may be able to re- store memory to Alzheimer’s affected brain cells (Kimura et al., 2012), while another new drug, ORM-12741, also shows promise (Rouru et al., 2013).
People with dementia or traumatic brain injuries may end up with both types of amnesia. In a study of a recent case of anterograde amnesia, a musician suffering brain damage from a bad case of encephalitis (brain inflammation) no longer remembers his past life, friends, or relatives (retrograde amnesia) and can no longer learn new informa- tion (anterograde amnesia). Yet he can still play his cello, read music, and can not only play pieces from before his brain injury but can also learn new pieces (Finke et al., 2012). These are procedural skills, and this type of memory is typically unaffected by amnesia, suggesting that a different area of the brain is involved.
I’ve tried to remember things from when I was a baby, but I don’t seem to be able to recall much. Is this some kind of amnesia, too?
InfanTIle aMnesIa What is the earliest memory you have? Chances are you can- not remember much that happened to you before age 3. When a person does claim to
To track the cell death that occurs in Alzheimer’s disease, researchers used MRI technology to scan both patients with Alzheimer’s disease and normal elderly subjects. Using supercomputers, the UCLA team created color-coded maps that revealed the degenerative sequence of the disease through novel brain-mapping methods. The wave of gray matter loss was strongly related to the progressive decline in cognitive functioning that is a key feature of the disease. Other researchers have used PET scans, as in the image above, to illustrate differences in brain activity between individuals with and without Alzheimer’s disease.
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“ remember” some event from infancy, a little investigation usually reveals that the “mem- ory” is really based on what family members have told the person about that event and is not a genuine memory at all. This type of “manufactured” memory often has the qual- ity of watching yourself in the memory as if it were a movie and you were an actor. In a genuine memory, you would remember the event through your own eyes—as if you were the camera.
Why can’t people remember events from the first 2 or 3 years of life? One explanation of infantile amnesia involves the type of memory that exists in the first few years of life, when a child is still considered an infant. Early memories tend to be implicit and, as stated earlier in this chapter, implicit memories are difficult to bring to consciousness. Explicit memory, which is the more verbal and conscious form of memory, does not really develop until after about age 2, when the hippocampus is more fully developed and language skills blossom (Carver & Bauer, 2001). Watch the Video, Kimberley Cuevas: Learning and Memory in Infants, at MyPsychLab
Katherine Nelson (1993) also gives credit to the social relationships that small children have with others. As children are able to talk about shared memories with adults, they begin to develop their autobiographical memory, or the memory for events and facts related to one’s personal life story.
proactive: previously learned
retroactive: newly acquired
Forgetting (originally studied by Ebbinghaus in 1913, research produced forgetting curve)
distributed practice produces far better retrieval than massed practice (cramming)
encoding failure nonattended information is not encoded into memory
memory trace decay over time, if not used, neuronal connections can weaken or decay
interference other information interferes with accurate retrieval
Neuroscience of Memory organic amnesia: caused by problems in brain function associated with brain trauma, disease, or aging
amnesia
retrograde
anterograde patient H. M. is a classic case study
infantile amnesia: memories before age 3 are likely implicit, not explicit
procedural memories: cerebellum
short-term memories: prefrontal cortex and temporal lobesdifferent brain areas are associated with different types of memory
several physical changes in brain are associated with memory formation (consolidation)
hippocampus plays a vital role in the formation of new declarative long-term memories
semantic and episodic long-term memories: frontal and temporal lobes (different locations than short-term memories)
changes at receptor (long-term potentiation)
changes in dendrites
6.11 6.126.10
(continued )
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c o n c e P T M a P
254 CHAPTER 6
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applying Psychology to everyday life: health and Memory
6.13 How do sleep, exercise, and diet affect memory?
Several recent studies highlight three important factors in improving or maintaining your memory’s health: getting enough sleep, moderate exercise, and a diet high in DHA.
Sleep: As discussed in the chapter on consciousness, sleep is an important part of how the brain functions, particularly in forming memories. Recent studies have found that: 1. Memories that are rehearsed during sleep as well as during waking are more likely
to be consolidated and therefore remembered better later on (Oudiette et al., 2013). This isn’t really news for memories that already have high value, such as memories associated with making more money. But researchers found that by pair- ing lower-value memories with a characteristic sound and then playing that sound back to the sleeping participants, those low-value items were better recalled—even better than when those same sound cues were played during waking periods. Sleep is necessary to rehearse and consolidate the things we want to remember from our waking day.
2. Can you learn while asleep? That has long been a hope of many a college student who has played a recording of lectures while sleeping, but has never worked. It turns out that the mistake was not in trying to learn while asleep, but trying to learn something new while asleep. Participants in one study learned how to play two previously unfamiliar tunes. They were then allowed to take a 90-minute nap, during which researchers (using information from an EEG) presented one of the tunes they had practiced during slow-wave sleep, a stage of sleep associated
1. Raven has just finished learning a list of nonsense words given to her by her psychology instructor as part of a class activity. She had 100 percent recall at the end of class. Ac- cording to Ebbinghaus’s curve of forgetting, how quickly will Raven likely forget about 40 percent of the information she has just learned?
a. within the first 20 minutes after leaving the class b. within the first day after leaving the class c. nearly a week after the class d. nearly a month after the class
2. Collin is asked to repeat what his mother just told him. He says he “forgot” but in reality Collin wasn’t paying attention to his mother at all. This is an example of the __________ explanation of forgetting.
a. interference b. memory trace c. encoding failure d. repression
3. Shantel spent a year living abroad in Spain. During that time, her ability to read and speak Spanish grew tremen- dously. However, now, two years later, Shantel feels she can no longer travel there because she can barely remember a thing. Her problem is most likely due to
a. encoding failure. b. retroactive interference. c. proactive interference. d. decay theory.
4. Henry gustav Molaison (H.M.) suffered from profound an- terograde amnesia after his ________________ were surgi- cally removed in an attempt to control his seizures.
a. hippocampi b. amygdalae c. frontal lobes d. thalami
5. Which neurotransmitter is no longer readily produced in Al- zheimer’s patients?
a. dopamine b. endorphins c. gABA d. acetylcholine
Pick the best answer.
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY.
memory 255
6.1
6.2
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6.5
6.6
6.7
6.8
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with memory consolidation. Sure enough, the tune presented during sleep was re- membered significantly better than the one that was not presented (Antony et al., 2012).
3. Sleep deprivation severely interferes with the functioning of the hippocampus, the part of the brain that is vital for forming new memories (Basner et al., 2013; Poe et al., 2010). to Learning Objective 2.8. People who live a lifestyle that is typically sleepdeprived—such as college students, doctors, nurses, and so on—are doing their memories no favors. Exercise: It turns out that even brief exercise can be good for your memory. Re-
searchers had people 50 to 85 years old look at pleasant images, such as photos of ani- mals and nature scenes (Segal et al., 2012). Some of these participants also had memory deficits. Immediately after viewing the pictures, half of the participants rode a stationary exercise bicycle for 6 minutes. One hour later all participants were given a surprise re- call test on the previously viewed pictures. Regardless of memory impairment, the par- ticipants who exercised showed substantially improved memory when compared to those who did not exercise. The possible explanation for this improved memory may lie in the extra norepinephrine released during exercise. Norepinephrine, a neurotransmitter found in the brain, plays a strong role in the formation of memories.
Diet: How many times have you heard that fish is brain food? Well, it turns out that it probably is brain food, at least when it comes to improving memory. Fish, particu- larly salmon, bluefin or albacore tuna, and swordfish, have high levels of an omega-3 fatty acid called DHA (docosahexaenoic acid). In a recent study, researchers fed a high-DHA diet to lab animals and found that, when compared to lab animals not fed the special diet, there was a 30 percent increase in DHA levels in the hippocampus of the brain (Connor et al., 2012). DHA appears to help memory cells communicate with each other better, resulting in improved memory function. Other foods high in DHA include ground flax seeds, walnuts, grass-fed beef, and soybeans, and of course there are numerous fish oil supplements on the market.
Questions for further discussion
1. Why do you think learning something new while asleep does not work?
2. What might be the dangers in using supplements to get DHA in your diet?
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Writing Prompt
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You are reading your textbook and studying for an upcoming exam in psychology. Identify and describe each step in the process required for remembering informa- tion from your textbook in order to do well on the exam. Discuss a strategy for improving memory and provide an example of how it could help you on the exam.
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256 CHAPTER 6
What Is Memory?
6.1 What are the three processes of memory and the differ- ent models of how memory works? • Memory can be defined as an active system that receives infor-
mation from the senses, organizes and alters it as it stores it away, and then retrieves the information from storage.
• The three processes are encoding, storage, and retrieval. • In the levels-of-processing model of memory, information that
gets more deeply processed is more likely to be remembered. • In the parallel distributed processing model of memory, infor-
mation is simultaneously stored across an interconnected neu- ral network that stretches across the brain.
The Information-Processing Model: Three Memory systems
6.2 How does sensory memory work? • Iconic memory is the visual sensory memory, in which an after-
image or icon will be held in neural form for about one-fourth to one-half second.
• Echoic memory is the auditory form of sensory memory and takes the form of an echo that lasts for up to 4 seconds.
6.3 W hat is short-term memor y, and how does it differ from working memory? • Short-term memory is where information is held while it is
conscious and being used. It holds about three to five items of information and lasts about 30 seconds without rehearsal.
• STM can be lost through failure to rehearse, decay, interference by similar information, and the intrusion of new information into the STM system, which pushes older information out.
6.4 How is long-term memory different from other types of memory? • Long-term memory is the system in which memories that are to
be kept more or less permanently are stored and is unlimited in capacity and relatively permanent in duration.
• Information that is more deeply processed, or processed ac- cording to meaning, will be retained and retrieved more effi- ciently.
6.5 W hat are the various types of long-term memor y, and how is inf or mat ion stored in long-ter m memor y organized? • Nondeclarative, or implicit, memories are memories for skills,
habits, and conditioned responses. Declarative, or explicit,
memories are memories for general facts and personal expe- riences and include both semantic memories and episodic memories.
• Implicit memories are difficult to bring into conscious aware- ness, whereas explicit memories are those that a person is aware of possessing.
• LTM is organized in the form of semantic networks, or nodes of related information spreading out from a central piece of knowledge.
getting It out: retrieval of long-Term Memories
6.6 What kinds of cues help people remember? • Retrieval cues are words, meanings, sounds, and other stimuli
that are encoded at the same time as a new memory. • Encoding specificity occurs when context-dependent in-
formation becomes encoded as retrieval cues for specific memories.
• State-dependent learning occurs when physiological or psy- chological states become encoded as retrieval cues for memo- ries formed while in those states.
6.7 How do the retrieval processes of recall and recognition differ, and how reliable are our memories of events? • Recall is a type of memory retrieval in which the information to
be retrieved must be “pulled” out of memory with few or no cues, whereas recognition involves matching information with stored images or facts.
• The serial position effect, or primacy or recency effect, oc- curs when the first items and the last items in a list of infor- mation are recalled more efficiently than items in the middle of the list.
• Loftus and others have found that people constantly update and revise their memories of events. Part of this revision may include adding information acquired later to a previous memory. That later information may also be in error, further contaminating the earlier memory.
• Automatic encoding of some kinds of information requires very little effort to place information into long-term memory.
• Memory for particularly emotional or traumatic events can lead to the formation of flashbulb memories, memories that seem as vivid and detailed as if the person were looking at a snapshot of the event but that are no more accurate than any other memories.
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memory 257
The reconstructive nature of long-Term Memory retrieval: how reliable are Memories?
6.8 How are long-term memories formed, and how can this process lead to inaccuracies in memory? • Memories are reconstructed from the various bits and pieces of
information that have been stored away in different places at the time of encoding in a process called constructive processing.
• Hindsight bias occurs when people falsely believe that they knew the outcome of some event because they have included knowledge of the event’s true outcome into their memories of the event itself.
• The misinformation effect refers to the tendency of people who are asked misleading questions or given misleading information to incorporate that information into their memories for a par- ticular event.
6.9 What is false-memory syndrome? • Rather than improving memory retrieval, hypnosis makes the cre-
ation of false memories more likely. • False-memory syndrome is the creation of false or inaccurate
memories through suggestion, especially while hypnotized. • Pezdek and colleagues assert that false memories are more likely
to be formed for plausible false events than for implausible ones.
What Were We Talking about? forgetting
6.10 Why do we forget? • Ebbinghaus found that information is mostly lost within 1 hour
after learning and then gradually fades away. This is known as the curve of forgetting.
• Some “forgetting” is actually a failure to encode information. • Memory trace decay theory assumes the presence of a physical
memory trace that decays with disuse over time. • Forgetting in LTM is most likely due to proactive or retroactive
interference.
neuroscience of Memory
6.11 How and where are memories formed in the brain?
• Evidence suggests that procedural memories are stored in the cer- ebellum, whereas short-term memories are stored in the prefrontal and temporal lobes of the cortex.
• Semantic and episodic memories may be stored in the frontal and temporal lobes as well but in different locations than short- term memory, whereas memory for fear of objects is most likely stored in the amygdala.
• Consolidation consists of the physical changes in neurons that take place during the formation of a memory.
• The hippocampus appears to be responsible for the formation of new long-term declarative memories. If it is removed, the ability to store anything new is completely lost.
6.12 How does amnesia occur? • In retrograde amnesia, memory for the past (prior to the injury) is
lost, which can be a loss of only minutes or a loss of several years. • ECT, or electroconvulsive therapy, can disrupt consolidation and
cause retrograde amnesia. • In anterograde amnesia, memory for anything new becomes im-
possible, although old memories may still be retrievable. • The primary memory difficulty in Alzheimer’s disease is antero-
grade amnesia, although retrograde amnesia can also occur as the disease progresses.
• Alzheimer’s disease has multiple causes, many of which are not yet identified.
• There are various drugs in use or in development for use, with the hopes of slowing, or possibly in the future halting, the pro- gression of Alzheimer’s disease.
• Most people cannot remember events that occurred before age 2 or 3. This is called infantile amnesia and is most likely due to the implicit nature of infant memory.
applying Psychology to everyday life: health and Memory
6.13 How do sleep, exercise, and diet affect memory? • Good nutrition, physical exercise, and adequate sleep contribute to
memory functions. • Research results suggest diets high in omega-3s, and espe-
cially DHA, may help hippocampal cells communicate better, whereas norepinephrine release during physical exercise appears to strengthen memories. Sleep is a critical component, both in the consolidation of memories and normal functioning of the hippocampus.
Chapter Test:
1. The steps to memory can best be described as follows: a. finding it, using it, storing it, using it again. b. putting it in, keeping it in, getting it out. c. sensing it, perceiving it, remembering it, forgetting it. d. a series of passive data files.
2. According to Sperling, what is the capacity of iconic memory? a. Everything that can be seen at one time. b. Everything that can be heard in one minute. c. Everything that can be sensed in one second. d. Everything that can be perceived in a lifetime.
test YouRsElF AnsweRs AvAilAble in AnsweR keY.
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258 CHAPTER 6
3. Which type of memory best explains the “What?” phenomenon? a. iconic sensory memory b. echoic sensory memory c. short-term memory d. tactile sensory memory
4. For information to travel from sensory memory to short-term mem- ory, it must first be ______________ and then encoded primarily into _______________ form.
a. unconsciously chosen; auditory b. selectively attended to; visual c. biologically chosen; visual d. selectively attended to; auditory
5. You are introduced to someone at a party. While talking with the person, you realize that you have already forgotten the person’s name. What amount of time does it typically take before such infor- mation is lost from short-term memory?
a. approximately ¼ of a second b. usually no more than 4 seconds c. typically between 12 and 30 seconds d. Short-term memories typically last a lifetime.
6. Early studies of the capacity of short-term memory suggested that most people could remember approximately ______________ bits of information.
a. two b. three c. seven d. ten
7. Mary has just met an attractive man named Austin at a party. She wants to make sure she remembers his name. What should she do?
a. Mary should repeat the name continuously so as to commit it to long-term memory.
b. Mary should chunk it by remembering the first three letters as a set and then remembering the remaining letters as a set.
c. Mary should make it more meaningful. For example, she might remind herself that Austin has the same name as the capital of Texas.
d. Mary should create a song to help her remember his name.
8. __________ memory includes what people can do or demonstrate, whereas ______________ memory is about what people know and can report.
a. nondeclarative; declarative b. declarative; nondeclarative c. semantic; procedural d. episodic; semantic
9. The semantic network model of memory suggests that the ______ nodes you must pass through to access information, the longer it will take for you to recall information.
a. fewer b. more c. bigger the d. more complex the
10. Phineas walks out of his office and into the conference room. How- ever, after he leaves his office, he forgets what he was coming into the conference room for. According to the encoding specificity hy- pothesis, what should Phineas do to regain his lost memory?
a. Phineas should return to his office to help him remember what he had forgotten.
b. Phineas should ask someone else, “What did I come in here for?”
c. Phineas should remain in the conference room and simply relax so that his memory should return.
d. Phineas should consider seeing a doctor, since such memory loss can be a sign of mental illness.
11. Which of the following is an example of a test using recognition? a. short answer b. essay c. fill in the blanks d. true–false
12. When creating a presentation, many public speaking instructors will tell you to develop a strong opening or attention getter to your presentation as well as a good summary and finish. What aspect of memory best explains these suggestions?
a. parallel distributing processing model of memory b. chunking c. elaborative rehearsal theory d. serial position phenomenon
13. Your mother tells you to dress for success at your interview because it’s all about “first impressions.” In other words, she is telling you that people often remember what they see first. This belief is in line with what element of memory?
a. the primacy effect b. the tip of the tongue phenomenon c. the recency effect d. the power of false positives
14. Research by Elizabeth Loftus shows that eyewitness recognition is very prone to what psychologists call
a. automatic encoding. b. a false positive. c. a flashbulb memory. d. a recency effect
15. The tendency of certain elements to enter long-term memory with little or no effort to encode and organize them is what defines
a. encoding specificity. b. automatic encoding. c. flashbulb memories. d. eidetic imagery.
16. The ability to remember where you were and what you were doing when the United States was attacked on September 11, 2001, is an example of
a. eyewitness testimony. b. encoding specificity hypothesis. c. false-memory syndrome. d. flashbulb memory.
memory 259
17. In Hermann Ebbinghaus’s classic study on memory and the forgetting curve, how long after learning the lists does most forgetting happen?
a. Forgetting started immediately. b. one hour c. five hours d. nine hours
18. You are surprised by the fact that you cannot remember if Abraham Lincoln’s head faces the left or the right on a penny. This is all the more surprising given the fact that you work with money at your job on nearly a daily basis. What would best explain such an inability to recall this information?
a. encoding failure b. decay theory c. interference theory d. distributed practice effect
19. Henry gustav Molaison, infamously known as H.M., was unable to form new declarative memories. He suffered from what psycholo- gists call
a. psychogenic amnesia. b. retrograde amnesia. c. retroactive amnesia. d. anterograde amnesia.
20. Your English instructor has given you an assignment to write down your most favorite memory from when you were 12 months old. What might you tell him?
a. Memories from this time are exceptionally vivid because of the exciting nature of childhood.
b. Students will not be able to recall such memories if they had yet to develop the ability to talk by age one.
c. Students’ memories are detailed but often inaccurate. d. Students will probably not be able to recall events from such
an early age.
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260
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7 c o g n i t i o n : t h i n k i n g , i n t e l l i g e n c e , a n d l a n g u a g e Think about how you interact with the world around you. How often do you simply respond, without
knowing how or why you do the things you do, say, or think? How much of your conscious experience
involves effortful, mindful attention, and decision making? These two types of thinking, sometimes
referred to as System 1 and System 2, characterize much of how we think and process information
(Kahneman, 2011; Stanovich & West, 2000). System 1, which involves making quick decisions and us-
ing cognitive shortcuts, is guided by our innate abilities and personal experiences. System 2, which is
relatively slow, analytical, and rule-based, is dependent more on our formal educational experiences.
Overall, our thinking has to be governed by the interplay between the two.
Do you tend to rely more on instinctual (System 1) or deliberate (System 2) thought processes? How do your thought processes and decision making strategies vary depending on the situation?
261
Why study the nature of thought? To fully understand how we do any of the things we do (such as learning, remembering, and
behaving), we need to understand how we think. How do we organize our thoughts? How
do we communicate those thoughts to others? What do we mean by intelligence? Why are
some people able to learn so much faster than others?
l e a r n i n g o b j e c t i v e s
7.1 7.7
7.2 7.8
7.3 7.9
7.4 7.10
7.5 7.11
7.6
How are mental images and concepts involved in the process of thinking?
What defines giftedness, and how are giftedness and emotional intelligence related to success in life?
What are the methods people use to solve prob- lems and make decisions?
What is the influence of heredity and environment on the development of intelligence?
Why does problem solving sometimes fail, and what is meant by creative thinking?
How is language defined, and what are its different elements and structure?
How do psychologists define intelligence, and how do various theories of intelligence differ?
Does language influence the way people think, and are animals capable of learning language?
How is intelligence measured, how are intelligence tests constructed, and what role do these tests play in neuropsychology?
What are some ways to improve thinking?
What is intellectual disability and what are its causes?
How People Think What does it mean to think? People are thinking all the time and talking about think- ing as well: “What do you think?” “Let me think about that.” “I don’t think so.” So, what does it mean to think? Thinking, or cognition (from a Latin word meaning “to know”), can be defined as mental activity that goes on in the brain when a person is processing information—organizing it, understanding it, and communicating it to others. Thinking includes memory, but it is much more. When people think, they are not only aware of the information in the brain but also are making decisions about it, comparing it to other information, and using it to solve problems.
Thinking also includes more than just a kind of verbal “stream of consciousness.” When people think, they often have images as well as words in their minds.
MENTAL IMAGERY
7.1 How are mental images and concepts involved in the process of thinking?
As stated in Chapter Six, short-term memories are encoded in the form of sounds and also as visual images, forming a mental picture of the world. Thus, mental images (representations that stand in for objects or events and have a picturelike quality) are one of several tools used in the thought process.
Here’s an interesting demonstration of the use of mental images. Get several peo- ple together and ask them to tell you as fast as they can how many windows are in the place where they live. Usually you’ll find that the first people to shout out an answer have fewer windows in their houses than the ones who take longer to respond. You’ll also notice that most of them look up, as if looking at some image that only they can see. If asked, they’ll say that to determine the number of windows, they pictured where they live and simply counted windows as they “walked through” the image they created in their mind.
So more windows means more time to count them in your head? I guess mentally “walking” through a bigger house in your head would take longer than “walking” through a smaller one.
That’s what researchers think, too. They have found that it does take longer to view a mental image that is larger or covers more distance than a smaller, more com- pact one (Kosslyn et al., 2001; Ochsner & Kosslyn, 1994). In one study (Kosslyn et al., 1978), participants were asked to look at a map of an imaginary island (see Figure 7.1). On this map were several landmarks, such as a hut, a lake, and a grassy area. After view- ing the map and memorizing it, participants were asked to imagine a specific place on the island, such as the hut, and then to “look” for another place, like the lake. When they mentally “reached” the second place, they pushed a button that recorded reac- tion time. The greater the physical distance on the map between the two locations, the longer it took participants to scan the image for the second location. The participants were apparently looking at their mental image and scanning it just as if it were a real, physical map.
People are even able to mentally rotate, or turn, images (Shepherd & Metzler, 1971). Kosslyn (1983) asked participants questions such as the following: “Do frogs have lips and a stubby tail?” He found that most participants reported visualizing a frog, start- ing with the face (“no lips”), then mentally rotating the image so it was facing away from
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Figure 7.1 Kosslyn’s Fictional Island
In Kosslyn’s 1978 study, participants were asked to push a button when they had imagined themselves moving from one place on the island to another. As the graph below the picture shows, participants took longer times to complete the task when the locations on the image were farther apart. Source: Kosslyn et al. (1978).
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cognition: thinking, intelligence, and language 263
7.2
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7.1 them, and then “zooming in” to look for the stubby tail (“yes, there it is”). A very impor- tant aspect of the research on mental rotation is that we tend to engage mental images in our mind much like we engage or interact with physical objects. When we rotate an object in our minds (or in other ways interact with or manipulate mental images), it is not in- stantaneous—it takes time, just as it would if we were rotating a physical object with our hands. To see how well you are able to mentally rotate images, try the Mental Rotation experiment.
Mental Rotation
In this experiment, we will ad- dress your ability to mentally rotate objects in your mind. You will be presented with two ob- jects, and asked to determine if the objects are the same except for their orientation.
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In the brain, creating a mental image is almost the opposite of seeing an actual image. With an actual image, the information goes from the eyes to the visual cor- tex of the occipital lobe and is processed, or interpreted, by other areas of the cortex that compare the new information to information already in memory. to Learning Objective 2.9. In creating a mental image, areas of the cortex associated with stored knowledge send information to the visual cortex, where the image is perceived in the “mind’s eye” (Kosslyn et al., 1993; Sparing et al., 2002). PET scans show areas of the visual cortex being activated during the process of forming an im- age, providing evidence for the role of the visual cortex in mental imagery (Kosslyn et al., 1993, 1999, 2001). Watch the Video, Special Topics: Mental Imager y: In the Mind’s Eye, at MyPsychLab
Through the use of functional magnetic resonance imagery (fMRI), research- ers have been able to see the overlap that occurs in brain areas activated during visual mental imagery tasks as compared to actual tasks involving visual perception (Ganis et al., 2004). During both types of tasks, activity was present in the frontal cortex (cogni- tive control), temporal lobes (memory), parietal lobes (attention and spatial memory), and occipital lobes (visual processing). However, the amount of activity in these ar- eas differed between the two types of tasks. For example, activity in the visual cortex was stronger during perception than in imagery, suggesting sensory input activates this area more strongly than memory input. And an important finding overall, those areas activated during visual imagery were a subset of those activated during visual
264 CHAPTER 7
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7.1 perception, with the greatest similarity in the frontal and parietal regions rather than the temporal and occipital regions. What does this mean? Simply that there is com- monality between the processes of visual imagery and visual perception but it is not a complete overlap, and, as the authors point out, the greater overlap was not in the temporal and occipital regions (memory and vision functions) that might be assumed to be the most likely areas of overlap given the visual nature of the tasks ( Ganis et al., 2004).
CONCEPTS AND PROTOTYPES
Images are not the only way we think, are they?
Mental images are only one form of mental representation. Another aspect of thought processes is the use of concepts. Concepts are ideas that represent a class or category of objects, events, or activities. People use concepts to think about objects or events without having to think about all the specific examples of the category. For example, a person can think about “fruit” without thinking about every kind of fruit there is in the world, which would take far more effort and time. This ability to think in terms of concepts allows us to communicate with each other: If I mention a bird to you, you know what I am referring to, even if we aren’t actually thinking of the same type of bird.
Concepts not only contain the important features of the objects or events people want to think about, but also they allow the identification of new objects and events that may fit the concept. For example, dogs come in all shapes, sizes, colors, and lengths of fur. Yet most people have no trouble recognizing dogs as dogs, even though they may never before have seen that particular breed of dog. Friends of the author have a dog called a briard, which is a kind of sheepdog. In spite of the fact that this dog is easily the size of a small pony, the author had no trouble recognizing it as a dog, albeit a huge and extremely shaggy one.
Concepts can have very strict definitions, such as the concept of a square as a shape with four equal sides. Concepts defined by specific rules or features are called formal con- cepts and are quite rigid. To be a square, for example, an object must be a two-dimensional figure with four equal sides and four angles adding up to 360 degrees. Mathematics is full of formal concepts. For example, in geometry there are triangles, squares, rectangles,
Both of these animals are dogs. They both have fur, four legs, a tail—but the similarities end there. With so many variations in the animals we call “dogs,” what is the prototype for “dog”?
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7.1 polygons, and lines. In psychology, there are double-blind experiments, sleep stages, and conditioned stimuli, to name a few. Each of these concepts must fit very specific features to be considered true examples.
But what about things that don’t easily fit the rules or features? What if a thing has some, but not all, features of a concept?
People are surrounded by objects, events, and activities that are not as clearly de- fined as formal concepts. What is a vehicle? Cars and trucks leap immediately to mind, but what about a bobsled, or a raft? Those last two objects aren’t quite as easy to classify as vehicles immediately, but they fit some of the rules for “vehicle.” These are examples of natural concepts, concepts people form not as a result of a strict set of rules, but rather as the result of experiences with these concepts in the real world (Ahn, 1998; Barton & Komatsu, 1989; Rosch, 1973). Formal concepts are well defined, but natural concepts are “fuzzy” (Hampton, 1998). Natural concepts are important in helping people understand their surroundings in a less structured manner than school-taught formal concepts, and they form the basis for interpreting those surroundings and the events that may occur in everyday life.
When someone says “fruit,” what’s the first image that comes to mind? More than likely, it’s a specific kind of fruit like an apple, pear, or orange. It’s less likely that some- one’s first impulse will be to say “guava” or “papaya,” or even “banana,” unless that person comes from a tropical area. In the United States, apples are a good example of a proto- type, a concept that closely matches the defining characteristics of the concept (Mervis & Rosch, 1981; Rosch, 1977). Fruit is sweet, grows on trees, has seeds, and is usually round—all very applelike qualities. Coconuts are sweet and they also grow on trees, but many people in the Northern Hemisphere have never actually seen a coconut tree. They have more likely seen countless apple trees. So people who do have very different expe- riences with fruit, for instance, will have different prototypes, which are the most basic examples of concepts.
What about people who live in a tropical area? Would their prototype for fruit be different? And would people’s prototypes vary in other cultures?
More than likely, prototypes develop according to the exposure a person has to ob- jects in that category. So someone who grew up in an area where there are many coconut trees might think of coconuts as more prototypical than apples, whereas someone grow- ing up in the northwestern United States would more likely see apples as a prototypical fruit (Aitchison, 1992). Culture also matters in the formation of prototypes. Research on concept prototypes across various cultures found greater differences and variations in prototypes between cultures that were dissimilar, such as Taiwan and America, than between cultures that are more similar, such as Hispanic Americans and non–Hispanic Americans living in Florida (Lin et al., 1990; Lin & Schwanenflugel, 1995; Schwanen- flugel & Rey, 1986).
How do prototypes affect thinking? People tend to look at potential examples of a concept and compare them to the prototype to see how well they match—which is why it takes most people much longer to think about olives and tomatoes as fruit because they aren’t sweet, one of the major characteristics of the prototype of fruit (Rosch & Mervis, 1975). As the video The Basics: The Mind Is What the Brain Does explains, we use a combination of cognitive processes including concepts, prototypes, and mental images to identify objects in our daily lives.
A duck-billed platypus is classified as a mammal yet shares features with birds, such as webbed feet and a bill, and it also lays eggs. The platypus is an example of a “fuzzy” natural concept. Courtesy of Dave Watts, Nature Picture Library.
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No matter what type, concepts are one of the ways people deal with all the infor- mation that bombards* their senses every day, allowing them to organize their percep- tions of the world around them. This organization may take the form of schemas, mental generalizations about objects, places, events, and people (for example, one’s schema for “library” would no doubt include books and bookshelves), or scripts, a kind of schema that involves a familiar sequence of activities (for example, “going to a movie” would include traveling there, getting the ticket, buying snacks, finding the right theater, etc.). Concepts not only help people think, but also they are an important tool in problem solv- ing, a type of thinking that people engage in every day and in many different situations.
PROBLEM-SOLVING AND DECISION-MAKING STRATEGIES
7.2 What are the methods people use to solve problems and make decisions?
Problem solving is certainly a big part of any college student’s life. Is there any one “best” way to go about solving a problem?
Think about it as you read on and solve the following: Put a coin in a bottle and then cork the opening. How can you get the coin out of the bottle without pulling out the cork or breaking the bottle? (For the solution, see the section on Insight.)
As stated earlier, images and concepts are mental tools that can be used to solve prob- lems and make decisions. For the preceding problem, you are probably trying to create an image of the bottle with a coin in it. Problem solving occurs when a goal must be reached by thinking and behaving in certain ways. Problems range from figuring out how to cut a recipe in half to understanding complex mathematical proofs to deciding what to major in at col- lege. Problem solving is one aspect of decision making, or identifying, evaluating, and choos- ing among several alternatives. There are several different ways in which people can think in order to solve problems. Watch the Video, In the Real World: Changing Your Mind, at MyPsychLab TRIAL AND ERROR (MECHANICAL SOLuTIONS) One method is to use trial and error, also known as a mechanical solution. Trial and error refers to trying one solution after another
Watch the Video, The Basics: The Mind Is What the Brain Does, at MyPsychLab
CC
This child may try one piece after another until finding the piece that fits. This is an example of trial-and-error learning. *bombards: attacks again and again.
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until finding one that works. For example, if Shelana has forgotten the PIN for her online banking Web site, she can try one combination after another until she finds the one that works, if she has only a few such PINs that she normally uses. Mechanical solutions can also involve solving by rote, or a learned set of rules. This is how word problems were solved in grade school, for example. One type of rote solution is to use an algorithm. ALGORITHMS Algorithms are specific, step-by-step procedures for solving certain types of problems. Algorithms will always result in a correct solution, if there is a correct solu- tion to be found, and you have enough time to find it. Mathematical formulas are al- gorithms. When librarians organize books on bookshelves, they also use an algorithm: Place books in alphabetical order within each category, for example. Many puzzles, like a Rubik’s Cube®, have a set of steps that, if followed exactly, will always result in solving the puzzle. But algorithms aren’t always practical to use. For example, if Shelana didn’t have a clue what those four numbers might be, she might be able to figure out her forgotten PIN by trying all possible combinations of four digits, 0 through 9. She would eventually find the right four-digit combination—but it might take a very long while! Computers, however, can run searches like this one very quickly, so the systematic search algorithm is a useful part of some computer programs. HEuRISTICS Unfortunately, humans aren’t as fast as computers and need some other way to narrow down the possible solutions to only a few. One way to do this is to use a heuristic. A heuristic, or “rule of thumb,” is a simple rule that is intended to apply to many situations. Whereas an algorithm is very specific and will always lead to a solution, a heuristic is an educated guess based on prior experiences that helps narrow down the possible solutions for a problem. For example, if a student is typing a paper in a word-processing program and wants to know how to format the page, he or she could try to read an entire manual on the word-processing program. That would take a while. Instead, the student could use an Internet search engine or type “format” into the help feature’s search program. Doing either action greatly reduces the amount of information the student will have to look at to get an answer. Using the help feature or clicking on the appropriate toolbar word will also work for similar problems. Watch the Video, What’s in It for Me?: Making Choices, at MyPsychLab
Representativeness Heuristic Will using a rule of thumb always work, like algo- rithms do? Using a heuristic is faster than using an algorithm in many cases, but unlike algorithms, heuristics will not always lead to the correct solution. What you gain in speed is sometimes lost in accuracy. For example, a representativeness heuristic is used for categorizing objects and simply assumes that any object (or person) that shares charac- teristics with the members of a particular category is also a member of that category. This is a handy tool when it comes to classifying plants but doesn’t work as well when applied to people. The representativeness heuristic can cause errors due to ignoring base rates, the actual probability of a given event. Are all people with dark skin from Africa? Does everyone with red hair also have a bad temper? Are all blue-eyed blondes from Sweden? See the point? The representativeness heuristic can be used—or misused—to create and sustain stereotypes (Kahneman & Tversky, 1973; Kahneman et al., 1982).
Availability Heuristic Another heuristic that can have undesired outcomes is the availability heuristic, which is based on our estimation of the frequency or likelihood of an event based on how easy it is to recall relevant information from memory or how easy it is for us to think of related examples (Tversky & Kahneman, 1973). Imagine, for example, that after you have already read this entire textbook (it could happen!) you are asked to estimate how many words in the book start with the letter K and how many have the letter K as the third letter in the word. Which place do you think is more frequent, the first letter or as the third letter? Next, what do you think the ratio of the more frequent placement is to the less frequent placement? What is easier to think of, words that begin with the letter K or words that have K as the third letter? Tversky & Kahneman (1973) asked this same question of 152 participants for five consonants (K, N, L, R, V) that appear more frequently in the third posi- tion as compared to the first in a typical text. Sixty-nine percent of the participants indicated
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that the first position was the more frequent placement and the median estimated ratio was 2:1 for the letter K—however, there are typically twice as many words with K as the third letter as compared to the first. Can you think of an example where you may have used the availability heuristic and it did not work in your favor?
Working Backward A useful heuristic that does work much of the time is to work backward from the goal. For example, if you want to know the shortest way to get to the new coffee shop in town, you already know the goal, which is finding the coffee shop. There are probably several ways to get there from your house, and some are shorter than others. Assuming you have the address of the store, for many the best way to determine the shortest route is to look up the location of the store on an Internet map, a GPS, or a smartphone, and compare the different routes by the means of travel (walking versus driving). People actually used to do this with a physical map and compare the routes manually! Think about it, does technology help or hinder some aspects of problem solv- ing? What are, if any, the benefits to using technology for solving some problems as com- pared to actively engaging in problem solving as a mental challenge?
What if my problem is writing a term paper? Starting at the end isn’t going to help me much!
Subgoals Sometimes it’s better to break a goal down into subgoals, so that as each subgoal is achieved, the final solution is that much closer. Writing a term paper, for example, can seem overwhelming until it is broken down into steps: Choose a topic, research the topic, organize what has been gathered, write one section at a time, and so on, to Learning Objective PIA.6. Other examples of heuristics include making diagrams to help organize the information concerning the problem or testing possible solutions to the problem one by one and eliminating those that do not work.
Sometimes I have to find answers to problems one step at a time, but in other cases the answer seems to just “pop” into my head all of a sudden. Why do some answers come so easily to mind?
INSIGHT When the solution to a problem seems to come suddenly to mind, it is called in- sight. Chapter Five contained a discussion of Köhler’s (1925) work with Sultan the chimpan- zee, which demonstrated that even some animals can solve problems by means of a sudden insight. to Learning Objective 5.11. In humans, insight often takes the form of an “aha!” moment—the solution seems to come in a flash. A person may realize that this problem is similar to another one that he or she already knows how to solve or might see that an object can be used for a different purpose than its original one, like using a dime as a screwdriver.
Remember the problem of the bottle discussed earlier in this chapter? The task was to get the coin out of the bottle without removing the cork or breaking the bottle. The answer is simple: Push the cork into the bottle and shake out the coin. Aha!
Insight is not really a magical process, although it can seem like magic. What usu- ally happens is that the mind simply reorganizes a problem, sometimes while the person is thinking about something else (Durso et al., 1994).
Here’s a problem that can be solved with insight: Marsha and Marjorie were born on the same day of the same month of the same year to the same mother and the same father yet they are not twins. How is that possible? Think about it and then look for the answer in the section on Mental Sets.
In summary, thinking is a complex process involving the use of mental imagery and various types of concepts to organize the events of daily life. Problem solving is a special type of thinking that involves the use of many tools, such as trial-and-error thinking, al- gorithms, and heuristics, to solve different types of problems Watch the Video, The Big Picture: I Am, Therefore I Think, at MyPsychLab.
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Smartphones and other portable devices provide tools for easy navigation. How might the use or overuse of these tools affect our ability to navigate when we do not have access to them?
One rule of thumb, or heuristic, involves breaking down a goal into subgoals. This woman is consulting the map to see which of several possible paths she needs to take to get to her goal destination.
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as opposed to seeing actual image (eyes visual cortex other cortical areas), cortical areas associated with stored knowledge send info to visual cortex
vary according to personal experience, knowledge, and culture
trying one solution after another until one works
problem solving and decision making
mental images are representations for objects or events used in mental activities
mental images are interacted with in similar ways as physical objects (e.g., scanning a map or rotating an object)
mental images are processed in the brain slightly differently than actual objects
simple rules intended to apply to many situations
educated guesses based on prior experience
generally faster than algorithms but will not always lead to correct solution
trial and error
algorithms
heuristics
“aha!” moments when solution seems to appear in a �ash
usually based on reorganization of information
speci�c, step-by-step procedures for solving certain problems
always result in correct solution if there is one
thinking and behaving in certain ways to reach a goal
can involve different strategies, logical methods (convergent thinking)
insight
mental imagery
are ideas that represent a class or category of objects, events, or activities
are used to interact and organize information without having to think about or process every speci�c example of the category
can represent different levels of objects or events
can be well-de�ned based on strict criteria (formal), or fuzzy, based on personal experience (natural)
are represented by prototypes, best examples of the de�ning characteristics
are an important tool in problem solving
conceptsHow People Think thinking (cognition) refers to mental activities that occur in the brain when processing, organizing, understanding, or communicating information to others
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1. What is thinking? a. mental activity that involves processing, organizing,
understanding, and communicating information b. spontaneous, non-directed, and unconscious mental
activity c. simply and succinctly, it is only our ability to remember d. all mental activity except memory
2. In the brain, the process of creating a mental image is ______________ how we see an actual image.
a. identical to c. almost the opposite of b. similar to d. nothing like
3. People in the United States often think of a sports car when asked to envision a fun, fast form of travel. In this example, a sports car would be considered a
a. prototype. c. formal concept. b. natural concept. d. mental image.
4. What method of problem solving guarantees a solution? a. heuristic c. trial-and-error solution b. algorithm d. insight
5. What type of problem-solving strategy would be best if you are giving directions to a coffee shop that you currently are at?
a. trial and error c. representative heuristic b. availability heuristic d. work backward from the
goal
6. While taking a shower, Miguel suddenly realizes the solu- tion to a problem at work. When later asked how he solved this problem, Miguel said, “The answer just seemed to pop into my head.” Miguel’s experience is an example of
a. a mechanical solution. c. an algorithm. b. a heuristic. d. insight.
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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PROBLEMS wITH PROBLEM SOLVING AND DECISION MAKING
7.3 Why does problem solving sometimes fail, and what is meant by creative thinking?
Using insight to solve a problem is not always foolproof. Sometimes a solution to a prob- lem remains just “out of reach” because the elements of the problem are not arranged properly or because people get stuck in certain ways of thinking that act as barriers to solving problems. Such ways of thinking occur more or less automatically, influencing attempts to solve problems without any conscious awareness of that influence. Here’s a classic example:
Two strings are hanging from a ceiling but are too far apart to allow a person to hold one and walk to the other. (See Figure 7.2.) Nearby is a table with a pair of pliers on it. The goal is to tie the two pieces of string together. How? For the solution to this problem, read on.
People can become aware of automatic tendencies to try to solve problems in ways that are not going to lead to solutions and in becoming aware can abandon the “old” ways for more appropriate problem-solving methods. Three of the most common barriers* to successful problem solving are functional fixedness, mental sets, and confirmation bias. FuNCTIONAL FIxEDNESS One problem-solving difficulty involves thinking about objects only in terms of their typical uses, which is a phenomenon called functional fixedness (literally, “fixed on the function”). Have you ever searched high and low for a screwdriver to fix something around the house? All the while there are several objects close at hand that could be used to tighten a screw: a butter knife, a key, or even a dime in your pocket. Because the tendency is to think of those objects in terms of cooking, unlocking, and spending, we sometimes ignore the less obvious possible uses. The string problem introduced before is an example of functional fixedness. The pair of pliers is of- ten seen as useless until the person realizes it can be used as a weight. (See answer in the section on Creativity.)
Alton Brown, renowned chef and star of the Food Network’s Good Eats cooking show, is a big fan of what he calls “multitaskers,” kitchen items that can be used for more than one purpose. For example, a cigar-cutter can become a tool for cutting carrots, green onions, and garlic. Obviously, Chef Brown is not a frequent victim of functional fixedness. MENTAL SETS Functional fixedness is actually a kind of mental set, which is defined as the tendency for people to persist in using problem-solving patterns that have worked for them in the past. Solutions that have worked in the past tend to be the ones people try first, and people are often hesitant or even unable to think of other possibilities. Look at Figure 7.3 and see if you can solve the dot problem.
People are taught from the earliest grades to stay within the lines, right? That tried- and-true method will not help in solving the dot problem. The solution involves drawing the lines beyond the actual dots, as seen in the solution in the section on Creativity.
Answer to insight problem: Marsha and Marjorie are two of a set of triplets. Gotcha! CONFIRMATION BIAS Another barrier to effective decision making or problem solving is confirmation bias, the tendency to search for evidence that fits one’s beliefs while ignoring any evidence to the contrary. This is similar to a mental set, except that what is “set” is a belief rather than a method of solving problems. Believers in ESP tend to remember the few studies that seem to support their beliefs and psychic predictions that
Figure 7.2 The String Problem
How do you tie the two strings together if you cannot reach them both at the same time?
The string problem: How do you tie the two strings together if you cannot reach them both at the same time?
*barrier: something that blocks one’s path; an obstacle preventing a solution.
Figure 7.3 The Dot Problem
Can you draw four straight lines so that they pass through all nine dots without lifting your pencil from the page and without touching any dot more than once?
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worked out while at the same time “forgetting” the cases in which studies found no proof or psychics made predictions that failed to come true. They remember only that which confirms their bias toward a belief in the existence of ESP. Another example is that peo- ple who believe that they are good multitaskers and can safely drive a motor vehicle while talking or texting on their cell phones may tend to remember their own personal experiences, which may not include any vehicle accidents or “near-misses” (that they are aware of ). While it might be tempting to think of one’s self as a “supertasker,” recent research suggests otherwise. When tested on driving simulators while having to perform successfully on two attention-demanding tasks, over 97 percent of individuals are unable to do so without significant impacts on their performance. During the dual-task condi- tion, only 2.5 percent of individuals were able to perform without problems (Watson & Strayer, 2010). This specific example can be quite dangerous, as it is estimated that at least 28 percent of all traffic crashes are caused by drivers using their cell phone and or texting (National Safety Council, 2010).
CREATIVITY
So far, we’ve only talked about logic and pretty straightforward thinking. How do people come up with totally new ideas, things no one has thought of before?
Not every problem can be answered by using information already at hand and the rules of logic in applying that information. Sometimes a problem requires coming up with entirely new ways of looking at the problem or unusual, inventive solutions. This kind of thinking is called creativity: solving problems by combining ideas or behavior in new ways (Csikszentmihalyi, 1996; pronounced chı̆ck-sĕnt-mē-HĪ-ē). Before we learn more, take the survey experiment What Is Creativity? to examine your own beliefs about creativity.
The driver of this train was texting from his cell phone immediately before this crash that killed 25 people and injured more than 130 others.
What is Creativity?
This survey asks about your experiences with being creative and your beliefs about the creative process and creative people.
Go to the Experiment
Simulation
Simulate the Experiment, What Is Creativity?, on MyPsychLab
The logical method for problem solving that has been discussed so far is based on a type of thinking called convergent thinking. In convergent thinking, a problem is seen as having only one answer and all lines of thinking will eventually lead to (converge on) that single answer by using previous knowledge and logic (Ciardiello, 1998). For example, the question “In what ways are a pencil and a pen alike?” can be answered by listing the
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features that the two items have in common: Both can be used to write, have similar shapes, and so on, in a simple comparison process. Convergent thinking works well for routine problem solving but may be of little use when a more creative solution is needed.
Divergent thinking is the reverse of convergent thinking. Here a person starts at one point and comes up with many different, or divergent, ideas or possibilities based on that point (Finke, 1995). For example, if someone were to ask the question, “What is a pencil used for?” the convergent answer would be “to write.” But if the question is put this way: “How many different uses can you think of for a pencil?” the answers multiply: “writing, poking holes, a weight for the tail of a kite, a weapon.” Divergent thinking has been attributed not only to creativity but also to intelligence (Guilford, 1967).
What are the characteristics of a creative, divergent thinker? Theorists in the field of creative thinking have found through examining the habits of highly creative people that the most productive periods of divergent thinking for those people tend to occur when they are doing some task or activity that is more or less automatic, such as walking or swimming (Csikszentmihalyi, 1996; Gardner, 1993a; Goleman, 1995). These auto- matic tasks take up some attention processes, leaving the remainder to devote to creative thinking. The fact that all of one’s attention is not focused on the problem is actually a benefit, because divergent thinkers often make links and connections at a level of con- sciousness just below alert awareness, so that ideas can flow freely without being cen- sored* by the higher mental processes (Goleman, 1995). In other words, having part of one’s attention devoted to walking, for example, allows the rest of the mind to “sneak up on” more creative solutions and ideas.
Divergent thinkers will obviously be less prone to some of the barriers to problem solving, such as functional fixedness. For example, what would most people do if it sud- denly started to rain while they are stuck in their office with no umbrella? How many people would think of using a see-through vinyl tote bag as a makeshift umbrella?
Creative, divergent thinking is often a neglected topic in the education of young people. Although some people are naturally more creative, it is possible to develop one’s creative ability. The ability to be creative is important—coming up with topics for a re- search paper, for example, is something that many students have trouble doing. Cross- cultural research (Basadur et al., 2002; Colligan, 1983) has found that divergent thinking and problem-solving skills cannot be easily taught in the Japanese or Omaha Native American cultures, for example. In these cultures, creativity in many areas is not normally prized and the preference is to hold to well-established, cultural traditions, such as tradi- tional dances that have not varied for centuries. See Table 7.1 for some ways to become a more divergent thinker.
*censored: blocked from conscious awareness as unacceptable thoughts.
Solution to the String Problem The solution to the string problem is to use the pliers as a pendulum to swing the second string closer to you.
The solution to the string problem is to use the pliers as a pendulum to swing the second string closer to you.
Solution to the Dot Problem When people try to solve this problem, a mental set causes them to think of the dots as representing a box, and they try to draw the line while staying in the box. The only way to connect all nine dots without lifting the pencil from the paper is to draw the lines so they extend out of the box of dots— literally “thinking outside the box.”
Incorrect solutions
A correct solution
Table 7.1
Stimulating Divergent Thinking
Brainstorming Generate as many ideas as possible in a short period of time, without judging each idea’s merits until all ideas are recorded.
Keeping a Journal Carry a journal to write down ideas as they occur or a recorder to capture those same ideas and thoughts.
Freewriting Write down or record everything that comes to mind about a topic without revising or proofreading until all of the information is written or recorded in some way. Organize it later.
Mind or Subject Mapping Start with a central idea and draw a “map” with lines from the center to other related ideas, forming a visual representation of the concepts and their connections.
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Many people have the idea that creative people are also a little different from other people. There are artists and musicians, for example, who actually encourage others to see them as eccentric. But the fact is that creative people are actually pretty normal. Accord- ing to Csikszentmihalyi (1997): 1. Creative people usually have a broad range of knowledge about a lot of subjects and
are good at using mental imagery. 2. Creative people aren’t afraid to be different—they are more open to new experi-
ences than many people, and they tend to have more vivid dreams and daydreams than others do.
3. Creative people value their independence. 4. Creative people are often unconventional in their work, but not otherwise.
Cynthia Breazeal is a researcher at the Artificial Intelligence Lab at M.I.T. Here she is pictured with the robot she designed called Kismet. Designed to help with the study of infant emotional expressions, Kismet can display several “moods” on its face as emotional expressions. This is divergent thinking at its best—a “baby” that won’t cry, wet, or demand to be fed.
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C O N C E P T M A P
Problem Solving and Decision Making
less prone to common barriers of problem solving
can be stimulated (see Table 7.1)
consists of new ways of combining ideas or behavior
typically the result of divergent thinking creativity
solutions to problems are not always apparent
problems can be caused by three common barriers
problems with problem solving
functional xedness: only thinking about objects in terms of their typical uses
mental set: a tendency to persist in using problem-solving patterns that have worked in the past
con rmation bias: a tendency to search for evidence that �ts your beliefs while ignoring evidence to the contrary
1. Alicia leaves her office building only to find it is raining. She returns to her office and gets a trash bag out of the supply cabinet. Using a pair of scissors, she cuts the bag so that she can put her head and arms through the bag with- out getting wet. In using the trash bag as a makeshift rain jacket, Alicia has overcome
a. functional fixedness. c. creativity bias. b. confirmation bias. d. confirmation fixedness.
2. Randall believes that aliens are currently living deep under the ocean. When looking for information about this on the Internet, he ignores any sites that are skeptical of his belief and only visits sites that support his belief. This is an example of
a. functional fixedness. c. creativity bias. b. confirmation bias. d. confirmation fixedness.
3. If you ask someone to give you as many uses as possible for a piece of paper, what type of thinking is being used?
a. divergent b. functional fixedness c. convergent d. mental-set
4. Which of the following is the best way to encourage divergent, creative thinking?
a. Go for a walk or engage in some other automatic activity.
b. Stare at a blank sheet of paper until a new, innovative solution comes to mind.
c. Engage in many activities simultaneously. d. Force yourself to think of something new and creative.
Practice quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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Intelligence What does it mean to be “smart”? Is this the same as being intelligent? It is likely the answer depends on the immediate task or context. What exactly do we mean by the term intelligence? Before we attempt to answer these questions, take the survey experiment What Is Intelligence? to discover more about your own notions of intelligence.
What is Intelligence?
This survey asks you about your experiences exploring your own intelligence as well as your attitudes about the nature of intelligence and its outcomes.
Go to the Experiment
Simulation
Simulate the Experiment, What Is Intelligence?, on MyPsychLab
DEFINITION
7.4 How do psychologists define intelligence, and how do various theories of intelligence differ?
Is intelligence merely a score on some test, or is it practical knowledge of how to get along in the world? Is it making good grades or being a financial success or a social success? Ask a dozen people and you will probably get a dozen different answers. Psychologists have come up with a workable definition that combines many of the ideas just mentioned: They define intelligence as the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems (Sternberg & Kaufman, 1998; Wechsler, 1975). These are the characteristics that individuals need in order to survive in their culture. Watch the Video, The Big Picture: What Is Intelligence? at MyPsychLab
THEORIES OF INTELLIGENCE
Although we have defined intelligence in a general way, there are differing opinions of the specific knowledge and abilities that make up the concept of intelligence. In the fol- lowing section, we will discuss three theories that offer different explanations of the na- ture and number of intelligence-related abilities. SPEARMAN’S G FACTOR Charles Spearman (1904) saw intelligence as two different abil- ities. The ability to reason and solve problems was labeled g factor for general intelligence, whereas task-specific abilities in certain areas such as music, business, or art are labeled s factor for specific intelligence. A traditional IQ test would most likely measure g factor, but Spearman believed that superiority in one type of intelligence predicts superiority overall. Although his early research found some support for specific intelligences, other research- ers (Guilford, 1967; Thurstone, 1938) felt that Spearman had oversimplified the concept of intelligence. Intelligence began to be viewed as composed of numerous factors. In fact, Guilford (1967) proposed that there were 120 types of intelligence.
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This child is displaying only one of the many forms that intelligence can take, according to Gardner’s multiple intelligences theory.
Gardner’s Multiple intelliGences One of the later theorists to propose the existence of several kinds of intelligence is Howard Gardner (1993b, 1999a). Although many people use the terms reason, logic, and knowledge as if they are the same ability, Gardner believes that they are different aspects of intelligence, along with several other abilities. He originally listed seven different kinds of intelligence but later added an eighth type and then proposed a tentative ninth (Gardner, 1998, 1999b). The nine types of intelligence are described in the video The Basics: Theories of Intelligence: Gardner’s Theory and summarized in Table 7.2.
The idea of multiple intelligences has great appeal, especially for educators. How- ever, some argue that there are few scientific studies providing evidence for the concept of multiple intelligences (Waterhouse, 2006a, 2006b), while others claim that the evi- dence does exist (Gardner & Moran, 2006). Some critics propose that such intelligences are no more than different abilities and that those abilities are not necessarily the same thing as what is typically meant by intelligence (E. Hunt, 2001).
Watch the Video, The Basics: Theories of Intelligence: Gardner’s Theory, at MyPsychLab
CC
table 7.2
Gardner’s Nine Intelligences
type of intelliGence description saMple occupation
Verbal/linguistic Ability to use language Writers, speakers
Musical Ability to compose and/or perform music Musicians, even those who do not read musical notes but can perform and compose
Logical/mathematical Ability to think logically and to solve mathematical problems Scientists, engineers
Visual/spatial Ability to understand how objects are oriented in space Pilots, astronauts, artists, navigators
Movement Ability to control one’s body motions Dancers, athletes
Interpersonal Sensitivity to others and understanding motivation of others Psychologists, managers
Intrapersonal Understanding of one’s emotions and how they guide actions Various people-oriented careers
Naturalist Ability to recognize the patterns found in nature Farmers, landscapers, biologists, botanists
Existentialist (a candidate intelligence)
Ability to see the “big picture” of the human world by asking questions about life, death, and the ultimate reality of human existence
Various careers, philosophical thinkers
Source: Gardner, 1998, 1999b.
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STERNBERG’S TRIARCHIC THEORY Robert Sternberg (1988, 1997b) has theorized that there are three kinds of intelligence. Called the triarchic theory of intel- ligence (triarchic means three), this theory includes analytical, creative, and practical intelligence. Analyti- cal intelligence refers to the ability to break problems down into component parts, or analysis, for problem solving. This is the type of intelligence that is measured by intelligence tests and academic achievement tests, or “book smarts” as some people like to call it. Creative intelligence is the ability to deal with new and differ- ent concepts and to come up with new ways of solv- ing problems (divergent thinking, in other words); it also refers to the ability to automatically process cer- tain aspects of information, which frees up cognitive resources to deal with novelty (Sternberg, 2005). Prac- tical intelligence is best described as “street smarts,” or the ability to use information to get along in life. People with a high degree of practical intelligence know how to be tactful, how to manipulate situations to their advantage, and how to use inside information to increase their odds of success.
How might these three types of intelligence be illustrated? All three might come into play when planning and completing an experiment. For example:
• Analytical: Being able to run a statistical analysis on data from the experiment. • Creative: Being able to design the experiment in the first place. • Practical: Being able to get funding for the experiment from donors.
Practical intelligence has become a topic of much interest and research. Sternberg (1996, 1997a, b) has found that practical intelligence predicts success in life but has a sur- prisingly low relationship to academic (analytical) intelligence. In fact, the higher one’s degree of practical intelligence, the less likely that person is to succeed in a university or other academic setting. Watch the Video, The Basics: Theories of Intelligence: Sternberg’s Theory, at MyPsychLab
MEASuRING INTELLIGENCE
7.5 How is intelligence measured, how are intelligence tests constructed, and what role do these tests play in neuropsychology?
The history of intelligence testing spans the twentieth century and has at times been marked by controversies and misuse. A full history of how intelligence testing developed would take at least an entire chapter, so this section will discuss only some of the better known forms of testing and how they came to be. Watch the Video, Special Topics: Intel- ligence Testing, Then and Now, at MyPsychLab
It doesn’t sound like intelligence would be easy to measure on a test—how do IQ tests work, anyway?
The measurement of intelligence by some kind of test is a concept that is less than a century old. It began when educators in France realized that some students needed more help with learning than others did. They thought that if a way could be found to identify these students more in need, they could be given a different kind of education than the more capable students.
Sternberg’s practical intelligence is a form of “street smarts” that includes the ability to adapt to one’s environment and solve practical problems. These girls are giving their younger brother a drink of water by using a folded leaf as an impromptu cup.
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BINET’S MENTAL ABILITY TEST In those early days, a French psychologist named Alfred Binet was asked by the French Ministry of Education to design a formal test of in- telligence that would help identify children who were unable to learn as quickly or as well as others, so that they could be given remedial education. Eventually, he and col- league Théodore Simon came up with a test that not only distinguished between fast and slow learners but also between children of different age groups as well (Binet & Simon, 1916). They noticed that the fast learners seemed to give answers to questions that older children might give, whereas the slow learners gave answers that were more typical of a younger child. Binet decided that the key element to be tested was a child’s mental age, or the average age at which children could successfully answer a particular level of questions. STANFORD-BINET AND IQ Lewis Terman (1916), a researcher at Stanford University, adopted German psychologist William Stern’s method for comparing mental age and chronological age (number of years since birth) for use with the translated and revised Bi- net test. Stern’s (1912) formula was to divide the mental age (MA) by the chronological age (CA) and multiply the result by 100 to get rid of any decimal points. The resulting score is called an intelligence quotient, or IQ. (A quotient is a number that results from dividing one number by another.)
IQ = MA/CA × 100 For example, if a child who is 10 years old takes the test and scores a mental age of 15
(is able to answer the level of questions typical of a 15-year-old), the IQ would look like this: IQ = 15/10 × 100 = 150
The quotient has the advantage of allowing testers to compare the intelligence lev- els of people of different age groups. While this method works well for children, it pro- duces IQ scores that start to become meaningless as the person’s chronological age passes 16 years. (Once a person becomes an adult, the idea of questions that are geared for a particular age group loses its power. For example, what kind of differences would there be between questions designed for a 30-year-old versus a 40-year-old?) Most intelligence tests today, such as the Stanford-Binet Intelligence Scales, Fifth Edition (SB5) (Roid, 2003) and the Wechsler tests (see the following section), use age-group comparison norms in- stead. The SB5 is often used by educators to make decisions about the placement of students into special educational programs, both for those with disabilities and for those with exceptionalities. Many children are given this test in the second grade, or age 7 or 8. The SB5 yields an overall estimate of intelligence, verbal and nonverbal domain scores, all comprised of five primary areas of cognitive ability—fluid reasoning, knowledge, quantitative processing, visual–spatial processing, and working memory (Roid, 2003). See Table 7.3 for descriptions of some items similar to those from the SB5.
Table 7.3
Paraphrased Sample items From the Stanford-Binet intelligence Test
AGE* TYPE OF ITEM PARAPHRASED SAMPLE ITEM
2 Board with three differently shaped holes
Child can place correct shape into matching hole on board.
4 Building block bridge Child can build a simple bridge out of blocks after being shown a model.
7 Similarities Child can answer such questions as “In what way are a ship and a car alike?”
9 Digit reversal Child can repeat four digits backward.
Average adult Vocabulary Child can define 20 words from a list.
*Age at which item typically is successfully completed.
Source: Roid, G. H. (2003).
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THE wECHSLER TESTS Although the original Stanford-Binet Test is now in its fifth edition and includes different questions for people of different age groups, it is not the only IQ test that is popular today. David Wechsler (Wechsler, 2002, 2003, 2008) was the first to devise a series of tests designed for specific age groups. Originally dissatisfied with the fact that the Stanford-Binet was designed for children but being administered to adults, he developed an IQ test specifically for adults. He later designed tests specifi- cally for older school-age children and preschool children, as well as those in the early grades. The Wechsler Adult Intelligence Scale (WAIS-IV ), Wechsler Intelligence Scale for Children (WISC-IV ), and the Wechsler Preschool and Primary Scale of Intelli- gence (WPPSI-IV ) are the three versions of this test, and in the United States these tests are now used more frequently than the Stanford-Binet. In earlier editions, another way these tests differed from the Stanford-Binet was by having both a verbal and perfor- mance (nonverbal) scale, as well as providing an overall score of intelligence (the original Stanford-Binet was composed predominantly of verbal items). While still using both verbal and nonverbal items, the WISC-IV and WAIS-IV organize items into four index scales that provide an overall score of intelligence and index scores related to four spe- cific cognitive domains—verbal comprehension, perceptual reasoning, working memory, and processing speed. Table 7.4 has sample items for each of the four index scales from the WAIS-IV. TEST CONSTRuCTION: GOOD TEST, BAD TEST? All tests are not equally good tests. Some tests may fail to give the same results on different occasions for the same person when that
Table 7.4
Simulated Sample items From the Wechsler Adult intelligence Scale (WAiS-iV)
SIMuLATED SAMPLE TEST ITEMS
Verbal Comprehension index
Similarities In what way are a circle and a triangle alike? In what way are a saw and a hammer alike?
Vocabulary What is a hippopotamus? What does “resemble” mean?
Information What is steam made of? What is pepper? Who wrote Tom Sawyer? Perceptual Reasoning index
Block Design After looking at a pattern or design, try to arrange small cubes in the same pattern.
Matrix Reasoning After looking at an incomplete matrix pattern or series, select an option that completes the matrix or series.
Visual Puzzles Look at a completed puzzle and select three components from a set of options that would re-create the puzzle, all within a specified time limit.
Working Memory index
Digit Span Recall lists of numbers, some lists forward and some lists in reverse order, and recall a mixed list of numbers in correct ascending order.
Arithmetic Three women divided 18 golf balls equally among themselves. How many golf balls did each person receive? If two buttons cost $0.15, what will be the cost of a dozen buttons?
Processing Speed index
Symbol Search Visually scan a group of symbols to identify specific target symbols, within a specified time limit.
Coding Learn a different symbol for specific numbers and then fill in the blank under the number with the correct symbol. (This test is timed.)
Simulated items and descriptions similar to those in the Wechsler Adult Intelligence Scale—Fourth Edition (2008).
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person has not changed—making the test useless. These would be considered unreliable tests. Reliability of a test refers to the test producing consistent results each time it is given to the same individual or group of people. For example, if Nicholas takes a person- ality test today and then again in a month or so, the results should be very similar if the personality test is reliable. Other tests might be easy to use and even reliable, but if they don’t actually measure what they are supposed to measure, they are also useless. These tests are thought of as “invalid” (untrue) tests. Validity is the degree to which a test actu- ally measures what it’s supposed to measure. Another aspect of validity is the extent that an obtained score accurately reflects the intended skill or outcome in real-life situations, or ecological validity, not just validity for the testing or assessment situation. For example, we hope that someone who passes his or her test for a driver’s license will also be able to safely operate a motor vehicle when they are actually on the road. When evaluating a test, consider what a specific test score means and to what, or to whom, it is compared.
Take the hypothetical example of Professor Stumpwater, who—for reasons best known only to him—believes that intelligence is related to a person’s golf scores. Let’s say that he develops an adult intelligence test based on golf scores. What do we need to look at to determine if his test is a good one?
Standardization of Tests First of all, we would want to look at how he tried to standardize his test. Standardization refers to the process of giving the test to a large group of people that represents the kind of people for whom the test is designed. One aspect of standardization is in the establishment of consistent and standard methods of test administration. All test subjects would take the test under the same conditions. In the professor’s case, this would mean that he would have his sample members play the same number of rounds of golf on the same course under the same weather conditions, and so on. Another aspect addresses the comparison group whose scores will be used to compare individual test results. Standardization groups are chosen randomly from the population for whom the test is intended and, like all samples, must be representative of that population. to Learning Objectives A.1 and 1.8. If a test is designed for children, for example, then a large sample of randomly selected children would be given the test.
Norms The scores from the standardization group would be called the norms, the standards against which all others who take the test would be compared. Most tests of intelligence follow a normal curve, or a distribution in which the scores are the most frequent around the mean, or average, and become less and less frequent the further from the mean they occur (see Figure 7.4). to Learning Objectives A.2, A.3, and A.4.
Figure 7.4 The Normal Curve
The percentages under each section of the normal curve represent the percentage of scores falling within that section for each standard deviation (SD) from the mean. Scores on intelligence tests are typically represented by the normal curve. The dotted vertical lines each represent one standard deviation from the mean, which is always set at 100. For example, an IQ of 115 on the Wechsler represents one standard deviation above the mean, and the area under the curve indicates that 34.13 percent of the population falls between 100 and 115 on this test.
to Learning Objectives A.2, A.3, A.4 and 1.8. Note: The figure shows the mean and standard deviation for the Stanford-Binet Fourth Edition (Stanford-Binet 4). The Stanford-Binet Fifth Edition was published in 2003 and now has a mean of 100 and a standard deviation of 15 for composite scores.
-3 55 52
0.135
-4 40 36
0.003
-2 70 68
2.275
-1 85 84
15.856
0 100 100
50.00
1 115 116
84.134
2 130 132
97.725
3 145 148
99.865
4 160 164
99.997
Standard Deviations Wechsler IQ Stanford-Binet 4 IQ Cumulative %
34.13%
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On the Wechsler IQ test, the percentages under each section of the normal curve represent the percentage of scores falling within that section for each standard deviation (SD) from the mean on the test. The standard deviation is the average variation of scores from the mean. to Learning Objective A.4.
In the case of the professor’s golf test, he might find that a certain golf score is the average, which he would interpret as average intelligence. People who scored extremely well on the golf test would be compared to the average, as well as people with unusually poor scores.
The normal curve allows IQ scores to be more accurately estimated than the old IQ scoring method formula devised by Stern. Test designers replaced the old ratio IQ of the earlier versions of IQ tests with deviation IQ scores, which are based on the nor- mal curve distribution (Eysenck, 1994): IQ is assumed to be normally distributed with a mean IQ of 100 and a typical standard deviation of about 15 (the standard deviation can vary according to the particular test). An IQ of 130, for example, would be two standard deviations above the mean, whereas an IQ of 70 would be two standard deviations below the mean, and in each case the person’s score is being compared to the population’s aver- age score.
With respect to validity and reliability, the professor’s test fares poorly. If the re- sults of the professor’s test were compared with other established intelligence tests, there would probably be no relationship at all. Golf scores have nothing to do with intelligence, so the test is not a valid, or true, measure of intelligence.
On the other hand, his test might work well for some people and poorly for oth- ers on the question of reliability. Some people who are good and regular golfers tend to score about the same for each game that they play, so for them, the golf score IQ would be fairly reliable. But others, especially those who do not play golf or play infrequently, would have widely varying scores from game to game. For those people, the test would be very unreliable, and if a test is unreliable for some, it’s not a good test.
A test can fail in validity but still be reliable. If for some reason Professor Stump- water chose to use height as a measure of intelligence, an adult’s score on Stumpwater’s “test” would always be the same, as height does not change by very much after the late teens. But the opposite is not true. If a test is unreliable, how can it accurately measure what it is supposed to measure? For example, adult intelligence remains fairly constant. If a test meant to measure that intelligence gave different scores at different times, it’s obvi- ously not a valid measure of intelligence.
Just because an IQ test gives the same score every time a per- son takes it doesn’t mean that the score is actually measuring real intelligence, right?
That’s right—think about the definition of intelligence for a moment: the abil- ity to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems. How can anyone define what “effec- tive use of resources” might be? Does everyone have access to the same resources? Is everyone’s “world” necessarily perceived as being the same? Intelligence tests are useful measuring devices but should not necessarily be assumed to be measures of all types of intelligent behavior, or even good measures for all groups of people, as the next section discusses. IQ TESTS AND CuLTuRAL BIAS The problem with trying to measure intelligence with a test that is based on an understanding of the world and its resources is that not everyone comes from the same “world.” People raised in a different culture, or even a different economic situation, from the one in which the designer of an IQ test is raised are not likely to perform well on such a test—not to mention the difficulties of taking a test that
How might these two women, apparently from different cultures, come to an agreement on what best defines intelligence?
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is written in an unfamiliar language or dialect. In the early days of immigration, people from non-English-speaking countries would score very poorly on intelligence tests, in some cases being denied entry to the United States on the basis of such tests (Allen, 2006).
It is very difficult to design an intelligence test that is completely free of cultural bias, a term referring to the tendency of IQ tests to reflect, in language, dialect, and con- tent, the culture of the person or persons who designed the test. A person who comes from the same culture (or even socioeconomic background) as the test designer may have an unfair advantage over a person who is from a different cultural or socioeconomic background (Helms, 1992). If people raised in an Asian culture are given a test designed within a traditional Western culture, many items on the test might make no sense to them. For example, one kind of question might be: Which one of the five is least like the other four?
DOG—CAR—CAT—BIRD—FISH
The answer is supposed to be “car,” which is the only one of the five that is not alive. But a Japanese child, living in a culture that relies on the sea for so much of its food and culture, might choose “fish,” because none of the others are found in the ocean. That child’s test score would be lower but not because the child is not intelligent.
In 1971, Adrian Dove designed an intelligence test to highlight the problem of cultural bias. Dove, an African American sociologist, created the Dove Counterbalance General Intelligence Test (later known as the Chitling Test) in an attempt to demonstrate that a significant language/dialect barrier exists among children of different backgrounds. Questions on this test were derived from the African-American culture and asked for information that would not be knowledge readily available to non-African-Americans. For example, one question asks about the proper length of time for cooking chitlings (the answer is 24 hours, just so you know).
Anyone not part of the African American culture of the southeastern United States in the 1960s and 1970s will probably score very poorly on this test, including African American people from different geographical regions. The point is simply this: Tests such as these are created by people who are from a particular culture and background. Test questions and answers that the creators might think are common knowledge may relate to their own experiences and not to people of other cultures, backgrounds, or so- cioeconomic levels.
Attempts have been made to create intelligence tests that are as free of cultural in- fluences as is humanly possible. Many test designers have come to the conclusion that it may be impossible to create a test that is completely free of cultural bias (Carpenter et al., 1990). Instead, they are striving to create tests that are at least culturally fair. These tests use questions that do not create a disadvantage for people whose culture differs from that of the majority. Many items on a “culture-fair” test require the use of nonverbal abilities, such as rotating objects, rather than items about verbal knowledge that might be cultur- ally specific.
If intelligence tests are so flawed, why do people still use them?
uSEFuLNESS OF IQ TESTS IQ tests are generally valid for predicting academic success and job performance (Sackett et al., 2008). This may be more true for those who score at the higher and lower ends of the normal curve. (For those who score in the average range of IQ, the predictive value is less clear.) The kinds of tests students are given in school are often similar to intelligence tests, and so people who do well on IQ tests typi- cally do well on other kinds of academically oriented tests as well, such as the SAT, the
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American College Test (ACT), the Graduate Record Exam (GRE), and actual college examinations. These achievement tests are very similar to IQ tests but are administered to groups of people rather than to individuals. However, recent research suggests skills in self-regulation or levels of motivation may impact IQ measures and raises concerns about situations or circumstances where IQ scores may not be unbiased predictors of academic or job success (Duckworth et al., 2011; Duckworth & Seligman, 2005; Nisbett et al., 2012). Watch the Video, Thinking Like a Psychologist: Intelligence Tests and Success, at MyPsychLab
Intelligence testing also plays an important role in neuropsychology, where spe- cially trained psychologists use intelligence tests and other forms of cognitive and be- havioral testing to assess neurobehavioral disorders in which cognition and behavior are impaired as the result of brain injury or brain malfunction (National Academy of Neuropsychology, 2001). As part of their profession, neuropsychologists use intelligence testing in diagnosis (e.g., head injury, learning disabilities, neuropsychological disor- ders), tracking progress of individuals with such disorders, and in monitoring possible recovery. For more on neuropsychological assessment, see the Psychology in the News section.
psychology in the news
Neuropsychology Sheds Light on Head Injuries Many of the topics in this chapter are related to the interests of cognitive psy- chologists, cognitive neuroscientists, and neuropsychologists alike, but here we will expand on the work of clinical neuropsychologists to Learning Objec-
tive B.5, who often work with individuals who have traumatic brain injury (TBI). Unlike a bro- ken limb or other bodily injury that might result in a temporary loss of function, many traumatic brain injuries not only have immediate effects but can also be permanent, impact- ing the day-to-day functioning of both individuals and their loved ones for the rest of their lives. Depending on the area or areas of the brain injured and the severity of the trauma, some possible outcomes might include difficulty thinking, speech disturbances, memory problems, reduced attention span, headaches, sleep disturbances, frustration, mood swings, and personality changes. Not only do these outcomes negatively impact formal tests of in- telligence, the deficits from such injuries may also affect thinking, problem solving, and cog- nition in general.
Mild traumatic brain injury, or concussion, is an impairment of brain function for minutes to hours following a head injury. Concussions may include a loss of consciousness for up to 30 minutes, “seeing stars,” headache, dizziness, and sometimes nausea or vomiting (Blumen- feld, 2011; Ruff et al., 2009). Amnesia for the events immediately before or after the accident is also a primary symptom and more likely to be anterograde in nature. to Learning Objective 6.5 and 6.12. With regard to concussions and other levels of traumatic brain injury, athletes and military personnel have been of particular interest to neuropsychologists, as they have been a vehicle for new findings about different types of injuries and the effects of re- peated injury on long-term outcomes.
Athletics In high school athletes, concussions account for approximately 9 percent of all high school sports-related injuries; a recent survey of 15 college-level sports over a 16-year period found the rate of concussions has increased significantly (Gessel et al., 2007; Hootman et al., 2007). Cheerleading also has its share of head injuries, as concussions are among the five most common injuries reported in a sample of 412 cheerleading teams ranging from elementary school to college (Shields & Smith, 2009).
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The effects of repeated concussions and the long-term effects of head injuries in gen- eral are of particular interest to neuropsychologists and other health professionals because the potential issues (memory problems, changes in personality, etc.) may not be evident until many years later. American football is one sport in which athletes may have extended playing careers. The possibility of an increased risk for depression, dementia, or other neu- rological risks for these athletes after they have quit playing has spawned ongoing research with professional football players (Guskiewicz et al., 2007; G. Miller, 2009; Hazrati et al., 2013). Former players who had three or more concussions were 3 times more likely to have significant memory problems and 5 times more likely to be diagnosed with mild cognitive impairment, often a precursor to Alzheimer’s disease. Additional research suggests that some players develop high concentrations of the protein tau ( to Learning Objec- tive 6.12 ), which has also been associated with Alzheimer’s disease (Guskiewicz et al., 2005; McKee et al., 2009). Increased body weight is also being investigated as a dangerous com- bination for professional football players, as this can interfere with normal blood brain flow and may increase the negative consequences of repeated brain trauma (Willeumier et al., 2012). Researchers are also working to determine if there is something unique in the type of brain pathology that results in dementia as the result of a traumatic brain injury (TBI) when compared to the type of neuronal degeneration that results in Alzheimer’s disease--in addi- tion to professional athletes, individuals in the military are also at higher risk of TBI-related dementia (Goldstein et al., 2012; Shively et al., 2012).
Military Historically, many military conflicts have been associated with a “signature wound,” which is an injury that is suffered by a substantial number of veterans from that particular war. The wound may be physical or psychological in nature. For instance, “shell shock” is often associated with many veterans of World War I. For the Vietnam War, post- traumatic stress disorder is the pervasive injury that comes to mind. In the ongoing conflicts in Iraq and Afghanistan, the signature wound may be TBI (E. Jones et al., 2007; Okie, 2005). The degree of brain injuries being sustained range from mild to moderate to severe, and over 50 percent are considered to be moderate to severe (Okie, 2005). In some studies, more than 15 percent of soldiers returning from Iraq report experiencing a mild traumatic brain injury, most likely the result of high intensity combat or a blast mechanism (Hoge et al., 2008). Many of these blast injuries are caused by IEDs, or “improvised explosive devices.” The prevalence of IEDs is currently greater in Iraq than it is in Afghanistan, with troops in Iraq being approximately 1.7 times more likely to be hospitalized with traumatic brain injury. Unfortunately, it is a trend that appears to be increasing (Wojcik et al., 2010). The pervasive- ness of IEDs in Iraq has generated new areas of research with the goal of improving the lives of the injured by understanding the unique outcomes and consequences associated with this particular type of head injury, as it appears to impact the brain in ways not seen in other types of head injury. For example, both resting state and specific task-based fMRI protocols may prove beneficial in understanding the brain and functional changes that occur in blast TBI (Graner et al., 2013).
To learn more about traumatic brain injury:
National Institute of Neurological Disorders and Stroke www.ninds.nih.gov/ disorders/tbi/tbi.htm
To learn more about blast injuries:
Centers for Disease Control and Prevention www.bt.cdc.gov/masscasualties/explosions.asp
Questions for Further Thought
1. Do you know someone with a TBI? How has the injury affected his or her life?
2. Who do you think has a better chance of recovery from a TBI, a child or and adult? Why?
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Intelligence (the ability to learn from one’s experiences, acquire knowledge, and use resources effectively)
(see Table 7.2)
uses a variety of verbal and performance subtests to provide an overall score of intelligence and index scores related to four speci�c cognitive domains (see Table 7.4)
key element to be tested was child’s mental age
now uses age-group comparison norms as the Wechsler does
Spearman’s g factor: intelligence comprises two different abilities
Gardner’s multiple intelligences: overall intelligence comprises nine different types
Sternberg’s triarchic theory: intelligence comprises three different aspects
theories
g factor: general intelligence
s factor: speci�c intelligence
Terman (researcher at Stanford) translated and revised Binet’s test
�rst test to adopt intelligence quotient (IQ): IQ 5 mental age/chronological age 3 100
uses a variety of verbal and nonverbal subtests to provide an overall estimate of intelligence and scores related to �ve areas of cognition (see Table 7.3)
good tests are both valid and reliable
standardized administration, scoring, and comparison against norms
intelligence is assumed to follow a normal curve
is challenging
Measuring Intelligence
�rst formal test created by Alfred Binet and Theodore Simon to help identify French students who needed more help with learning
test construction
Binet’s Mental Ability Test
Stanford-Binet
Wechsler Tests
analytical
creative
practical
tests
different de�nitions of intelligence and multiple ways to assess them
dif�cult to design tests that are completely free of cultural bias
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1. In Gardner’s view, effective counseling psychologists and managers would likely be high in __________ intelligence.
a. verbal/linguistic c. interpersonal b. visual–spatial d. intrapersonal
2. According to Sternberg, which type of intelligence has a low relationship to academic success and would be the most difficult to measure in the classroom?
a. practical b. creative c. analytical d. verbal
3. By what age do IQ scores start to become meaningless? a. 5 c. 16 b. 10 d. 30
4. Liv is 4 years old. The intelligence test that would most likely be used to determine her IQ is the
a. WAIS-IV. b. WISC-IV. c. WPPSI-IV. d. Dove Test.
5. Professor Becker designed an IQ test. To validate this test, the professor should be careful to do which of the following?
a. Give the test at least twice to the same group to ensure accuracy.
b. Select the people in the sample from the population of people for whom the test is designed.
c. Select only university professors to take the test so that they can critique the questions on the test.
d. Strive to make sure that the test measures what it is sup- posed to measure.
6. In terms of differing cultures, what should be the goal of ev- ery test designer?
a. to create a test free of cultural bias b. to create a test that is culturally fair c. to create a test with no questions involving culture d. to create a series of culture-varied tests
THINKING CRITICALLy: What kind of questions would you include on an intelligence test to minimize cultural bias?
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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ExTREMES OF INTELLIGENCE
Another use of IQ tests is to help identify people who differ from those of average in- telligence by a great degree. Although one such group is composed of those who are sometimes called “geniuses” (who fall at the extreme high end of the normal curve for in- telligence), the other group is made up of people who, for various reasons, are considered intellectually disabled and whose IQ scores fall well below the mean on the normal curve.
INTELLECTuAL DISABILITY
7.6 What is intellectual disability and what are its causes?
Intellectual disability (intellectual developmental disorder) (formerly mental retarda- tion or developmentally delayed) is a neurodevelopmental disorder and is defined in several ways. First, the person exhibits deficits in mental abilities, which is typically associated with an IQ score approximately two standard deviations below the mean on the nor- mal curve, such as below 70 on a test with a mean of 100 and standard deviation of 15. Second, the person’s adaptive behavior (skills that allow people to live independently, such as being able to work at a job, communicate well with others, and grooming skills such as being able to get dressed, eat, and bathe with little or no help) is severely below a level appropriate for the person’s age. Finally, these limitations must begin in the developmen- tal period. Intellectual disability occurs in about 1 percent of the population (American Psychiatric Association, 2013).
So how would a professional go about deciding whether or not a child has an intellectual disability? Is the IQ test the primary method?
Diagnosis Previous editions of the Diagnostic and Statistical Manual of Mental Disorders (DSM) relied heavily on IQ tests for determining the diagnosis of mental retardation and level of severity. This has changed with the release of the newest edi- tion in 2013, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013) and is consistent with recommen- dations from the American Association on Intellectual and Developmental Disabili- ties (AAIDD) (AAIDD, 2009; Schalock et al., 2010). Recognizing tests of IQ are less valid as one approaches the lower end of the IQ range, and the importance of adaptive living skills in multiple life areas, levels of severity are now based on level of adaptive functioning and level of support the individual requires (American Psychi- atric Association, 2013). Thus, a DSM-5 diagnosis of intellectual disability is based on deficits in intellectual functioning, determined by standardized tests of intelligence and clinical assessment, which impact adaptive functioning across three domains. The domains include: conceptual (memory, reasoning, language, reading, writing, math, and other academic skills), social (empathy, social judgement, interpersonal communica- tion, and other skills that impact the ability to make and maintain friendships), and practical (self-management skills that affect personal care, job responsibilities, school, money management, and other areas) (American Psychiatric Association, 2013). Previ- ous editions indicated these deficits must occur prior to 18 years of age, but the DSM-5 removes the specific age criteria, specifying symptoms must begin during the develop- mental period.
Intellectual disability can vary from mild to profound. According to the DSM-5 (American Psychiatric Association, 2013), individuals with mild intellectual disability may not be recognized as having deficits in the conceptual domain until they reach school age where learning difficulties become apparent; as an adult, they are likely to be fairly concrete thinkers. In the social domain, they are at risk of being manipulated as social judgment and interactions are immature as compared to same-age peers. In the practical
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domain, they are capable of living independently with proper supports in place but will likely require assistance with more complex life skill such as health care decisions, legal issues, or raising a family (American Psychiatric Association, 2013). This category makes up the vast majority of those with intellectual disabilities. Other classifications in order of severity are moderate, severe, and profound. Conceptually, individuals with profound intellectual disability have a very limited ability to learn beyond simple matching and sorting tasks and socially, have very poor communication skills, although they may rec- ognize and interact nonverbally with well-known family members and other caretakers. In the practical domain, they may be able to participate by watching or assisting, but are likely totally dependent upon on others for all areas of their care (American Psychiatric Association, 2013). All of these skill deficits are likely compounded by multiple physical or sensory impairments.
Causes What causes intellectual disability? Unhealthy living conditions can affect brain development. Examples of such conditions are lead poisoning from eating paint chips (Lanphear et al., 2000), exposure to PCBs (Darvill et al., 2000), prena- tal exposure to mercury (Grandjean et al., 1997), as well as other toxicants (Ericksson et al., 2001; Eskenazi et al., 1999; Schroeder, 2000). Deficits may also be attributed to factors resulting in inadequate brain development or other health risks associated with poverty. Examples include malnutrition, health consequences as the result of not having adequate access to health care, or lack of mental stimulation through typical cultural and educational experiences.
Some of the biological causes of intellectual disability include Down syndrome ( to Learning Objective 8.3), fetal alcohol syndrome, and fragile X syndrome. Fetal alcohol syndrome is a condition that results from exposing a developing embryo to alcohol, and intelligence levels can range from below average to levels associated with in- tellectual disability (Olson & Burgess, 1997). In fragile X syndrome, a male has a defect in a gene on the X chromosome of the 23rd pair, leading to a deficiency in a protein needed for brain development. Depending on the severity of the damage to this gene, symptoms of fragile X syndrome can range from mild to severe or profound intellectual disability (Dykens et al., 1994; Valverde et al., 2007).
There are many other causes of intellectual disability (Murphy et al., 1998). Lack of oxygen at birth, damage to the fetus in the womb from diseases, infections, or drug use by the mother, and even diseases and accidents during childhood can lead to intellectual disability.
One thing should always be remembered: Intellectual disability affects a person’s intellectual capabilities and adaptive behaviors. Individuals with an intellectual disability are just as responsive to love and affection as anyone else and need to be loved and to have friends just as all people do. Intelligence is only one characteristic; warmth, friendli- ness, caring, and compassion also count for a great deal and should not be underrated.
GIFTEDNESS
7.7 What defines giftedness, and how are giftedness and emotional intelligence related to success in life?
At the other end of the intelligence scale* are those who fall on the upper end of the normal curve (see Figure 7.4), above an IQ of 130 (about 2 percent of the popula- tion). The term applied to these individuals is gifted, and if their IQ falls above 140 to 145 (less than half of 1 percent of the population), they are often referred to as highly advanced or geniuses.
This middle-aged man, named Jack, lives in a small town in Arkansas and serves as a deacon in the local church. He is loved and respected and leads what, for him, is a full and happy life. Jack also has Down syndrome but he has managed to find his place in the world.
*scale: a graded series of tests or performances used in rating individual intelligence or achievement.
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I’ve heard that geniuses are sometimes a little “nutty” and odd. Are geniuses, especially the really high-IQ ones, “not playing with a full deck,” as the saying goes?
People have long held many false beliefs about people who are very, very intelligent. Such beliefs have included that gifted people are weird and socially awkward, physically weak, and more likely to suffer from mental illnesses. From these beliefs come the “mad scientist” of the cinema and the “evil geniuses” of literature.
These beliefs were shattered by a groundbreaking study that was initiated in 1921 by Lewis M. Terman, the same individual responsible for the development of the Stan- ford-Binet Test. Terman (1925) selected 1,528 children to participate in a longitudinal study. to Learning Objective 8.1. These children, 857 boys and 671 girls, had IQs (as measured by the Stanford-Binet) ranging from 130 to 200. The early findings of this major study (Terman & Oden, 1947) demonstrated that the gifted were socially well adjusted and often skilled leaders. They were also above average in height, weight, and physical attractiveness, putting an end to the myth of the weakling genius. Terman was able to demonstrate not only that his gifted children were not more susceptible to mental illness than the general population, but he was also able to show that they were actually more resistant to mental illnesses than those of average intelligence. Only those with the highest IQs (180 and above) were found to have some social and behavioral adjustment problems as children ( Janos, 1987).
Terman’s “Termites,” as they came to be called, were also typically successful as adults. They earned more academic degrees and had higher occupational and financial success than their average peers (at least, the men in the study had occupational suc- cess—women at this time did not typically have careers outside the home). Research- ers Zuo and Cramond (2001) examined some of Terman’s gifted people to see if their identity formation as adolescents was related to later occupational success. to Learning Objective 8.8. They found that most of the more successful “Termites” had in fact successfully achieved a consistent sense of self, whereas those who were less successful had not done so. For more on Terman’s famous study, see Classic Studies in Psychology.
Stanford University psychologist Lewis Terman is pictured at his desk in 1942. Terman spent a good portion of his career researching children with high IQ scores and was the first to use the term gifted to describe these children.
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classic studies in psychology
Terman’s “Termites”
Terman’s (1925) longitudinal study is still going on today, although many of his original sub- jects have passed away and those who remain are in their 90s. Terman himself died in 1956, but several other researchers (including Robert Sears, one of the original “Termites”) have kept track of the remaining “Termites” over the years (Holahan & Sears, 1996).
As adults, the “Termites” were relatively successful, with a median income in the 1950s of $10,556, compared to the national median at that time of $5,800 a year. Most of them graduated from college, many earning advanced degrees. Their occupations included doc- tors, lawyers, business executives, university professors, scientists, and even one famous sci- ence fiction writer and an Oscar-winning director (Edward Dmytryk, director of The Caine Mutiny in 1954, among others).
By 2000, only about 200 “Termites” were still living. Although the study was marred by several flaws, it still remains one of the most important and rich sources of data on an entire generation. Terman’s study was actually the first truly longitudinal study ( to Learn- ing Objective 8.1) ever to be accomplished, and scientists have gotten data about the effects of phenomena such as World War II and the influence of personality traits on how long one lives from the questionnaires filled out by the participants over the years.
Terman and Oden (1959) compared the 100 most successful men in the group to the 100 least successful by defining “successful” as holding jobs that related to or used their intellec- tual skills. The more successful men earned more money, had careers with more prestige, and were healthier and less likely to be divorced or alcoholics than the less successful men. The IQ scores were relatively equal between the two groups, so the differences in success in life had to be caused by some other factor or factors. Terman and Oden found that the successful adults were different from the others in three ways: They were more goal oriented, more persistent in pursuing those goals, and were more self-confident than the less successful “Termites.”
What were the flaws in this study? Terman acquired his participants by getting recommen- dations from teachers and principals, not through random selection, so that there was room for bias in the pool of participants from the start. It is quite possible that the teachers and principals were less likely, especially in 1921, to recommend students who were “troublemak- ers” or different from the majority. Consequently, Terman’s original group consisted of almost entirely White, urban, and middle-class children, with the majority (857 out of 1,528) being male. There were only 2 African Americans, 6 Japanese Americans, and 1 Native American.
Another flaw is the way Terman interfered in the lives of his “children.” In any good research study, the investigator should avoid becoming personally involved in the lives of the participants in the study to reduce the possibility of biasing the results. Terman seemed to find it nearly im- possible to remain objective (Leslie, 2000). He became like a surrogate father to many of them.
Flawed as it may have been, Terman’s groundbreaking study did accomplish his original goal of putting to rest the myths that existed about genius in the early part of the twentieth century. Gifted children and adults are no more prone to mental illnesses or odd behavior than any other group, and they also have their share of failures as well as successes. Genius is obviously not the only factor that influences success in life—personality and experiences are strong factors as well. For example, the homes of the children in the top 2 percent of Ter- man’s group had an average of 450 books in their libraries, a sign that the parents of these children valued books and learning, and these parents were also more likely to be teach- ers, professionals, doctors, and lawyers. The experiences of these gifted children growing up would have been vastly different from those in homes with less emphasis on reading and lower occupational levels for the parents.
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Questions for Further Discussion
1. In Terman and Oden’s 1959 study of the successful and unsuccessful “Termites,” what might be the problems associated with the definition of “successful” in the study?
2. Thinking back to the discussion of research ethics in Chapter One ( to Learning Objective 1.13), what ethical violations may Terman have committed while involved in this study?
3. If gifted children thrive when growing up in more economically sound and educationally focused environments, what should the educational system strive to do to nourish the gifted? Should the government get involved in programs for the gifted?
A book by Joan Freeman called Gifted Children Grown Up (Freeman, 2001) de- scribes the results of a similar longitudinal study of 210 gifted and nongifted children in Great Britain. One of the more interesting findings from this study is that gifted children who are “pushed” to achieve at younger and younger ages, sitting for exams long before their peers would do so, often grow up to be disappointed, somewhat unhappy adults. Freeman points to differing life conditions for the gifted as a major factor in their suc- cess, adjustment, and well-being: Some lived in poverty and some in wealth, for example. Yet another longitudinal study (Torrance, 1993) found that in both gifted students and gifted adults there is more to success in life than intelligence and high academic achieve- ment. In that study, liking one’s work, having a sense of purpose in life, a high energy level, and persistence were also very important factors. If the picture of the genius as mentally unstable is a myth, so, too, is the belief that being gifted will always lead to suc- cess, as even Terman found in his original study. EMOTIONAL INTELLIGENCE What about people who have a lot of “book smarts” but not much common sense? There are some people like that, who never seem to get ahead in life, in spite of having all that so-called intelligence. It is true that not everyone who is intellectually able is going to be a success in life (Mehrabian, 2000). Sometimes the people who are most successful are those who didn’t do all that well in the regular aca- demic setting.
One explanation for why some people who do poorly in school succeed in life and why some who do well in school don’t do so well in the “real” world is that success relies on a certain degree of emotional intelligence, the accurate awareness of and ability to manage one’s own emotions to facilitate thinking and attain specific goals, and the abil- ity to understand what others feel (Mayer & Salovey, 1997; Mayer, Salovey, et al., 2008).
The concept of emotional intelligence was first introduced by Peter Salovey and John Mayer (1990) and later popularized by Dan Goleman (1995). And while Goleman originally suggested emotional intelligence was a more powerful influence on success in life than more traditional views of intelligence, his work and the work of others used the term in a variety of different ways than originally proposed, and claims by some were not backed by scientific evidence. For example, emotional intelligence is not the same as having high self-esteem or being optimistic. One who is emotionally intelligent possesses self-control of emotions such as anger, impulsiveness, and anxiety. Empathy, the ability to understand what others feel, is also a component, as are an awareness of one’s own emo- tions, sensitivity, persistence even in the face of frustrations, and the ability to motivate oneself (Salovey & Mayer, 1990; Mayer & Salovey, 1997).
That all sounds very nice, but how can anything like this be measured?
Is there research to support this idea? In one study, researchers asked 321 par- ticipants to read passages written by nonparticipants and tr y to guess what the
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nonparticipants were feeling while they were writing (Mayer & Geher, 1996). The as- sumption was that people who were good at connecting thoughts to feelings would also have a high degree of empathy and emotional intelligence. The participants who more correctly judged the writers’ emotional experiences (assessed by both how well each participant’s emotional judgments agreed with a group consensus and the nonpartici- pant’s actual report of feelings) also scored higher on the empathy measure and lower on the defensiveness measure. These same participants also had higher SAT scores (self-reported), leading Mayer and colleagues to conclude not only that emotional in- telligence is a valid and measurable concept but also that general intelligence and emo- tional intelligence may be related: Those who are high in emotional intelligence are also smarter in the traditional sense (Mayer et al., 2000). A more recent review found individuals with higher emotional intelligence tended to have better social relationships for both children and adults, better family and intimate relationships, were perceived more positively by others, had better academic achievement, were more successful at work, and experienced greater psychological well-being (Mayer, Roberts, et al., 2008).
THE NATuRE/NuRTuRE CONTROVERSY REGARDING INTELLIGENCE
7.8 What is the influence of heredity and environment on the development of intelligence?
Are people born with all of the “smarts” they will ever have, or does experience and learn- ing count for something in the development of intellect? The influence of nature (hered- ity or genes) and nurture (environment) on personality traits has long been debated in the field of human development, and intelligence is one of the traits that has been ex- amined closely. to Learning Objective 8.2. Watch the Video, What’s in It for Me?: How Resilient Are You?, at MyPsychLab
TwIN AND ADOPTION STuDIES The problem with trying to separate the role of genes from that of environment is that controlled, perfect experiments are neither practical nor ethical. Instead, researchers find out what they can from natural experiments, circum- stances existing in nature that can be examined to understand some phenomenon. Twin studies are an example of such circumstances.
Identical twins are those who originally came from one fertilized egg and, there- fore, share the same genetic inheritance. Any differences between them on a certain trait, then, should be caused by environmental factors. Fraternal twins come from two different eggs, each fertilized by a different sperm, and share only the amount of genetic material that any two siblings would share. to Learning Objective 8.3. By comparing the IQs of these two types of twins reared together (similar environments) and reared apart (different environments), as well as persons of other degrees of relat- edness, researchers can get a general, if not exact, idea of how much influence heredity has over the trait of intelligence (see Figure 7.5). As can be easily seen from the chart, the greater the degree of genetic relatedness, the stronger the correlation is between the IQ scores of those persons. The fact that genetically identical twins show a correlation of 0.86 means that the environment must play a part in determining some aspects of intelligence as measured by IQ tests. If heredity alone were responsible, the correlation between genetically identical twins should be 1.00. At this time, researchers have deter- mined that the estimated heritability (proportion of change in IQ within a population that is caused by hereditary factors) for intelligence is about .50 or 50 percent (Plomin & DeFries, 1998; Plomin & Spinath, 2004). Furthermore, the impact of genetic factors increases with increasing age, but the set of genes or genetic factors remain the same. The effects of the same set of genes becomes larger with increasing age (Posthuma et al., 2009).
Emotional intelligence includes empathy, which is the ability to feel what others are feeling. This doctor is not only able to listen to her patient’s problems but also is able to show by her facial expression, body language, and gestures that she understands how the patient feels.
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Wait a minute—if identical twins have a correlation of .86, wouldn’t that mean that intelligence is 86 percent inherited?
Although the correlation between identical twins is higher than the estimated her- itability of .50, that similarity is not entirely due to the twin’s genetic similarity. Twins who are raised in the same household obviously share very similar environments as well. Even twins who are reared apart, as seen in adoption studies, are usually placed in homes that are similar in socioeconomic and ethnic background—more similar than one might think. So when twins who are genetically similar are raised in similar environments, their IQ scores are also going to be similar. However, similar environmental influences become less important over time (where genetic influences increase over time), account- ing for only about 20 percent of the variance in intelligence by age 11 or 12 (Posthuma et al., 2009). In turn, environmental influences tend not to be a factor by adolescence, and with the increasing impact of genetic factors, it has been suggested that the herita- bility of intelligence might be as high as .91 or 91 percent by the age of 65 (Posthuma et al., 2009).
One of the things that people need to understand about heritability is that esti- mates of heritability apply only to changes in IQ within a group of people, not to the indi- vidual people themselves. Each individual is far too different in experiences, education, and other nongenetic factors to predict exactly how a particular set of genes will interact with those factors in that one person. Only differences among people in general can be inves- tigated for the influence of genes (Dickens & Flynn, 2001). Genes always interact with environmental factors, and in some cases extreme environments can modify even very heritable traits, as would happen in the case of a severely malnourished child’s growth pattern. Enrichment, on the other hand, could have improved outcomes. Some observa- tions suggest IQ scores are steadily increasing over time, from generation to generation, in modernized countries, a phenomena called the Flynn effect (Flynn, 2009).
Figure 7.5 Correlations Between IQ Scores of Persons with Various Relationships
In the graph on the left, the degree of genetic relatedness seems to determine the agreement (correlation) between IQ scores of the various comparisons. For example, identical twins, who share 100 percent of their genes, are more similar in IQ than fraternal twins, who share only about 50 percent of their genes, even when raised in the same environment. In the graph on the right, identical twins are still more similar to each other in IQ than are other types of comparisons, but being raised in the same environment increases the similarity considerably.
Identical twins together
.1 .2 .3 .4 .5 .6
Correlations
.7 .8 .9 1
Type of comparison Nature’s in uence
Fraternal twins together
Biological siblings together Unrelated individuals together
Biological parents and children together Adoptive parents and children together
Identical twins together
.1 .2 .3 .4 .5 .6
Correlations
.7 .8 .9 1
Type of comparison Nurture’s in uence
Identical twins apart
Biological siblings together Biological siblings apart
Biological parents and children together Biological parents and children apart
Unrelated individuals together Unrelated individuals apart
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THE BELL CuRVE AND MISINTERPRETATION OF STATISTICS One of the other factors that has been examined for possible heritable differences in performance on IQ tests is the concept of race. (The term race is used in most of these investigations as a way to group people with common skin colors or facial features, and one should always be mindful of how suspect that kind of classification is. Cultural background, educational experiences, and socioeconomic factors typically have far more to do with similarities in group perfor- mances than does the color of one’s skin.) In 1994, Herrnstein and Murray published the controversial book The Bell Curve, in which they cite large numbers of statistical studies (never published in scientific journals prior to the book) that led them to make the claim that IQ is largely inherited. These authors go further by also implying that people from lower economic levels are poor because they are unintelligent.
In their book, Herrnstein and Murray made several statistical errors and ignored the effects of environment and culture. First, they assumed that IQ tests actually do measure intelligence. As discussed earlier, IQ tests are not free of cultural or socioeconomic bias. Fur- thermore, as the video In the Real World: Intelligence Tests and Stereotypes explains, just being aware of negative stereotypes can result in an individual scoring poorly on intelligence tests, a response called stereotype threat (Steele & Aronson, 1995). So all they really found was a correlation between race and IQ, not race and intelligence. Second, they assumed that intelli- gence itself is very heavily influenced by genetics, with a heritability factor of about .80. The current estimate of the heritability of intelligence is about .50 (Plomin & DeFries, 1998).
Watch the Video, In the Real World: Intelligence Tests and Stereotypes, at MyPsychLab
Herrnstein and Murray also failed to understand that heritability only applies to differences that can be found within a group of people as opposed to those between groups of people or individuals (Gould, 1981). Heritability estimates can only be made truly from a group that was exposed to a similar environment.
One of their findings was that Japanese Americans are at the top of the IQ lad- der, a finding that they attribute to racial and genetic characteristics. They seem to ig- nore the cultural influence of intense focus on education and achievement by Japanese American parents (Neisser et al., 1996). Scientists (Beardsley, 1995; Kamin, 1995) have concluded that, despite the claims of The Bell Curve, there is no real scientific evidence for genetic differences in intelligence between different racial groups. A series of studies, using blood-group testing for racial grouping (different racial groups have different rates of certain blood groups, allowing a statistical estimation of ancestry), found no significant relationship between ethnicity and IQ (Neisser et al., 1996).
Although The Bell Curve stated that Japanese Americans are genetically superior in intelligence, the book’s authors overlook the influence of cultural values. Many Japanese American parents put much time and effort into helping their children with schoolwork.
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nature vs. nurture
individual differences IQ tests can be used to identify individuals who differ signi cantly from those of average intelligence
giftedness
intellectual disability/ intellectual developmental disorder
emotional intelligence
criteria
classi cations
causal factors
awareness of and ability to manage one’s own emotions, self-motivation, empathy, and social skills
may be related to traditional intelligence but data is still being collected
typically grow up to be well-adjusted adults EXCEPT when “pushed” to achieve at younger and younger ages
extreme geniuses may experience social and behavioral adjustment issues as children
environmental
biological
toxins such as lead or mercury
poverty
IQ . 130 (2 SD above mean)
IQ . 140 are called geniuses criteria
characteristics
Intelligence
current heritability estimate is about .50
correlation is not 1.00, so environment also has to play a part
IQ , 70 (2 SD below mean)
adaptive skills signi cantly below age-appropriate level
onset of de cits must occur during childhood or adolescence
Down syndrome
fetal alcohol syndrome
fragile X syndrome
identical twins reared together show a correlation of .86 between their IQs
heritability estimates apply within groups of people, not between groups, not to individuals, and only in a general sense
range from mild to profound, depending on severity
of de cts or level of support required
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1. Kyle, age 13, has an intellectual disability complicated by multiple physical and sensory impairments that significantly impact his skills of daily living and ability to communicate. He is unable to take care of himself in any area of life. Kyle would most likely be classified with __________ intellectual disability.
a. mild c. severe b. moderate d. profound
2. Lewis Terman’s study provided evidence that individuals with high IQs
a. are generally weaker and lack social skills. b. are no better at excelling in their careers than others with
average IQs. c. show little to no signs of mental illness or adjustment
problems. d. have more problems with interpersonal relationships
except for those with IQs over 180.
3. What were some of the differences between the 100 most suc- cessful men and the 100 least successful men in Terman’s study?
a. The successful men had higher IQ scores and better parental upbringing.
b. The successful men had higher IQ scores and no family history of mental illness.
c. The successful men had no family history of mental ill- ness and were more motivated in general.
d. The successful men had clearly defined goals and more motivation to achieve them.
4. In recent studies, what do some researchers argue is a more accurate means of gauging success in relationships and careers?
a. intellectual intelligence b. emotional intelligence c. heredity studies d. stress surveys
5. Which of the following would be an example of a stereotype threat?
a. Joaquim, who believes IQ tests are unfair to Hispanics, something that his IQ score seems to reflect
b. Jasmine, who feels she must excel on her IQ test c. Tiana, who believes that all testing, no matter the type,
is stereotypical and biased d. Malik, who believes that tests are equal but must excel
so as not to be stereotyped by his friends
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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Language
7.9 How is language defined, and what are its different elements and structure?
Language is a system for combining symbols (such as words) so that an infinite* number of meaningful statements can be made for the purpose of communicating with others. Language allows people not only to communicate with one another but also to represent their own internal mental activity. In other words, language is a very important part of how people think.
THE LEVELS OF LANGuAGE ANALYSIS
The structures of languages all over the world share common characteristics. They con- sist of the sounds that exist within a language, word meanings, word order, the rules for making words into other words, the meanings of sentences and phrases, and the rules for practical communication with others. GRAMMAR Grammar is the system of rules governing the structure and use of a lan- guage. According to famed linguist Noam Chomsky (Chomsky, 2006; Chomsky et al., 2002), humans have an innate ability to understand and produce language through a device he calls the language acquisition device, or LAD. He defined the LAD as an innate “program” that contained a schema for human language. The children matched the lan- guage they heard against this schema and, thus, language developed in a well-researched sequence (Chomsky, 1957, 1964, 1981, 1986). While humans may learn the specific lan- guage (English, Spanish, Mandarin, etc.) through the processes of imitation, reinforce- ment, and shaping, to Learning Objectives 5.5, 5.9, and 5.12, the complexities of the grammar of a language are, according to Chomsky, to some degree “wired in” to the developing brain. The LAD “listens” to the language input of the infant’s world and then begins to produce language sounds and eventually words and sentences in a pat- tern found across cultures. This pattern is discussed in greater detail in the next chapter.
to Learning Objective 8.6. Grammar includes phonemes (the basic sounds of language), morphology (the study of the formation of words), rules for the order of words known as syntax, and pragmatics (the practical social expectations and uses of language). PHONEMES Phonemes are the basic units of sound in a language. The a in the word car is a very different phoneme from the a in the word day, even though it is the same letter of the alphabet. The difference is in how we say the sound of the a in each word. Pho- nemes are more than just the different ways in which we pronounce single letters, too. Th, sh, and au are also phonemes. Phonemes for different languages are also different, and one of the biggest problems for people who are trying to learn another language is the inability to both hear and pronounce the phonemes of that other language. Although infants are born with the ability to recognize all phonemes (Werker & Lalonde, 1988), after about 9 months, that ability has deteriorated and the infant recognizes only the phonemes of the language to which the infant is exposed (Boyson-Bardies et al., 1989). MORPHEMES Morphemes are the smallest units of meaning within a language. For ex- ample, the word playing consists of two morphemes, play and ing. SYNTAx Syntax is a system of rules for combining words and phrases to form gram- matically correct sentences. Syntax is quite important, as just a simple mix-up can cause sentences to be completely misunderstood. For example, “John kidnapped the boy” has a different meaning from “John, the kidnapped boy,” although all four words are the same (Lasnik, 1990). Another example of the importance of syntax can be found in the lobby
*infinite: unlimited, without end.
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of a Moscow hotel across from a monastery: “You are welcome to visit the cemetery where famous composers, artists, and writers are buried daily except Thursday.” So if people want to watch fa- mous composers, artists, and writers being buried, they should not go to this monastery on Thursday. SEMANTICS Semantics are rules for determining the meaning of words and sentences. Sentences, for example, can have the same semantic meaning while having different syntax: “Johnny hit the ball” and “the ball was hit by Johnny.” PRAGMATICS The pragmatics of language has to do with the practical aspects of communicating with others, or the social “niceties” of language. Simply put, pragmatics involves knowing things like how to take turns in a conversation, the use of gestures to emphasize a point or indicate a need for more information, and the different ways in which one speaks to different people (Yule, 1996). For example, adults speak to small children differ- ently than they do to other adults by using sim- pler words. Both adults and children use higher pitched voices and many repeated phrases when talking to infants; such child-directed speech plays an important role in the development of language in children. Part of the pragmatics of language includes knowing just what rhythm and emphasis to use when communicating with others, called intonation. When speaking to infants, adults and children are chang- ing the inflection when they use the higher pitch and stress certain words differently than others. Some languages, such as Japanese, are highly sensitive to intonation, meaning that changing the stress or pitch of certain words or syllables of a particular word can change its meaning entirely (Beckman & Pierrehumbert, 1986). For example, the Japanese name “Yoshiko” should be pronounced with the accent or stress on the first syllable: YO-she- koh. This pronunciation of the name means “woman-child.” But if the stress is placed on the second syllable (yo-SHE-ko), the name means “woman who urinates.” Watch the Video, Susan Goldwin-Meadow: The Role of Gesture in Thinking, at MyPsychLab
THE RELATIONSHIP BETwEEN LANGuAGE AND THOuGHT
7.10 Does language influence the way people think, and are animals capable of learning language?
As with the controversy of nature versus nurture, researchers have long debated the re- lationship between language and thought. Does language actually influence thought, or does thinking influence language?
Two very influential developmental psychologists, Jean Piaget and Lev Vygotsky, of- ten debated the relationship of language and thought (Duncan, 1995). Piaget (1926, 1962) theorized that concepts preceded and aided the development of language. For example, a child would have to have a concept or mental schema for “mother” before being able to learn the word “mama.” In a sense, concepts become the “pegs” upon which words are “hung.” Piaget also noticed that preschool children seemed to spend a great deal of time talking to themselves—even when playing with another child. Each child would be talking about something totally unrelated to the speech of the other, in a process Piaget called collective monologue. Piaget believed that this kind of nonsocial speech was very egocentric (from the
Pragmatics involves the practical aspects of communicating. This young mother is talking and then pausing for the infant’s response. In this way, the infant is learning about taking turns, an important aspect of language development. What kinds of games do adults play with infants that also aid the development of language?
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child’s point of view only, with no regard for the listener), and that as the child became more socially involved and less egocentric, these nonsocial speech patterns would reduce.
Vygotsky, however, believed almost the opposite. He theorized that language actu- ally helped develop concepts and that language could also help the child learn to con- trol behavior—including social behavior (Vygotsky, 1962, 1978, 1987). For Vygotsky, the word helped form the concept: Once a child had learned the word “mama,” the vari- ous elements of “mama-ness”—warm, soft, food, safety, and so on—could come together around that word. Vygotsky also believed that the “egocentric” speech of the preschool child was actually a way for the child to form thoughts and control actions. This “private speech” was a way for children to plan their behavior and organize actions so that their goals could be obtained. Since socializing with other children would demand much more self-control and behavioral regulation on the part of the preschool child, Vygotsky be- lieved that private speech would actually increase as children became more socially active in the preschool years. This was, of course, the opposite of Piaget’s assumption, and the evidence seems to bear out Vygotsky’s view: Children, especially bright children, do tend to use more private speech when learning how to socialize with other children or when working on a difficult task (Berk, 1992; Berk & Spuhl, 1995; Bivens & Berk, 1990). LINGuISTIC RELATIVITY HYPOTHESIS The hypothesis that language shapes and influences thoughts was accepted by many theorists, with a few notable exceptions, such as Piaget. One of the best-known versions of this view is the Sapir-Whorf hypothesis (named for the two theorists who developed it, Edward Sapir and his student, Benjamin Lee Whorf ). This hypothesis assumes that the thought processes and concepts within any culture are determined by the words of the culture (Sapir, 1921; Whorf, 1956). It has come to be known as the linguistic relativity hypothesis, meaning that thought pro- cesses and concepts are controlled by (relative to) language. That is, the words people use determine much of the way in which they think about the world around them.
One of the most famous examples used by Whorf to support this idea was that of the Inuits, Native Americans living in the Arctic. Supposedly, the Inuits have many more words for snow than do people in other cultures. One estimate was 23 different words, whereas other estimates have ranged in the hundreds. Unfortunately, this anecdotal evi- dence has turned out to be false, being more myth than reality (Pullum, 1991). In fact, English speakers also have many different words for snow (sleet, slush, powder, dusting, and yellow to name a few).
Is there evidence for the linguistic relativity hypothesis? Neither Sapir nor Whorf provided any scientific studies that would support their proposition. There have been nu- merous studies by other researchers, however. For example, in one study researchers as- sumed that a language’s color names would influence the ability of the people who grew up with that language to distinguish among and perceive colors. The study found that basic color terms did directly influence color recognition memory (Lucy & Shweder, 1979). But an earlier series of studies of the perception of colors by Eleanor Rosch-Heider and others (Rosch-Heider, 1972; Rosch-Heider & Olivier, 1972) had already found just the opposite effect: Members of the Dani tribe, who have only two names for colors, were no different in their ability to perceive all of the colors than were the English speakers in the study. More recent studies (Davies et al., 1998a, 1998b; Laws et al., 1995; Pinker & Bloom, 1990) support Rosch-Heider’s findings and the idea of a cognitive universalism (concepts are universal and influence the development of language) rather than linguistic relativity.
Other research suggests that although the linguistic relativity hypothesis may not work for fine perceptual discriminations such as those in the Rosch-Heider studies, it may be an appropriate explanation for concepts of a higher level. In one study, researchers showed pictures of two animals to preschool children (Gelman & Markman, 1986). The pictures were of a flamingo and a bat. The children were told that the flamingo feeds its baby mashed-up food but the bat feeds its baby milk. Then they were shown a picture of
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a blackbird (which looked more like the bat than the flamingo). Half of the children were told that the blackbird was a bird, while the other children were not. When asked how the blackbird fed its baby, the children who had been given the bird label were more likely to say that it fed its baby mashed-up food than were the children who were not given the la- bel, indicating that the preschoolers were making inferences about feeding habits based on category membership rather than perceptual similarity—the word bird helped the children who were given that label to place the blackbird in its proper higher level category.
Research continues in the investigation of relationships between language and thought, and appears to support linguistic relativity and how language can shape our thoughts about space, time, colors, and objects (Boroditsky, 2001, 2009). However, re- searchers do not always agree, and for some studies that offer support, there are others that reinterpret the data, fail to replicate, or offer critiques of the original studies, so find- ings are sometimes still in question ( J. Y. Chen, 2007; January & Kako, 2007).
Psychologists cannot deny the influence of language on problem solving, cognition, and memory. Sometimes a problem can simply be worded differently to have the solution become obvious, and memory ( to Learning Objective 6.5) is certainly stored in terms of the semantics of language. Language can definitely influence the perception of others as well—“computer geek” and “software engineer” might be used to describe the same person, but one phrase is obviously less flattering and the image brought to mind is different for the two terms. In the end, trying to determine whether language influences thoughts or thoughts influence language may be like trying to determine which came first, the chicken or the egg.
I’ve heard that chimpanzees can be taught to use sign language. Is this for real, or are the chimps just performing tricks like the ani- mals in the circus or the zoo?
ANIMAL STuDIES IN LANGuAGE There are really two questions about animals and language. The first is “Can animals communicate?” and the second is “Can animals use language?” The answer to the first question is a definite “Yes.” Animals communicate in many ways. They use sounds such as the rattle of a rattlesnake or the warning growl of an angry dog. There are also physical behaviors, such as the “dance” of honeybees that tells the other bees where a source of pollen is (Gould & Gould, 1994). But the answer to the second question is more complicated, because language is defined as the use of symbols, and symbols are things that stand for something else. Words are symbols, and gestures can be symbols. But the gestures used by animals are instinctual, meaning they are controlled by the animal’s ge- netic makeup. The honeybee doing the “dance” is controlled completely by instinct, as is the growling dog. In human language, symbols are used quite deliberately and voluntarily, not by instinct, and abstract symbols have no meaning until people assign meaning to them. (Although Chomsky’s innate language acquisition device might lead some to think that language for humans is instinctual, it should be noted that the infant’s production of speech sounds becomes quite deliberate within a short period of time.)
Can animals be taught to use symbols that are abstract? There have been attempts to teach animals (primates and dolphins) how to use sign language (as animals lack the vocal structure to form spoken words), but many of these attempts were simply not “good science.” The most successful of these experiments (which is not without its critics as well) has been with Kanzi, a bonobo chimpanzee trained to press abstract symbols on a com- puter keyboard (Savage-Rumbaugh & Lewin, 1994). Kanzi actually was not the original subject of the study—his mother, Matata, was the chimp being trained. She did not learn many of the symbols, but Kanzi watched his mother use the keyboard and appeared to learn how to use the symbols through that observation. At last count, Kanzi could un- derstand about 150 spoken English words. Trainers who speak to him are not in his view,
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so he is not responding to physical cues or sym- bols. He has managed to follow correctly complex instructions up to the level of a 2-year-old child (Savage-Rumbaugh et al., 1998). The most recent studies with Kanzi have him making sounds that seem to have consistent meaning across different situations (Tagliatatela et al., 2003). Nearly 100 videotaped hours of Kanzi engaged in day-to-day activities were analyzed for these sounds. The re- searchers were able to identify four sounds that seemed to represent banana, grapes, juice, and the word yes. (However, remember that four sounds do not come close to making an entire language.)
Watch the Video, Classic Footage of Chimpanzees and Sign Language, at MyPsychLab
Other studies, with dolphins (Herman et al., 1993) and with parrots (Pepperberg, 1998, 2007), have also met with some success. Is it real language? The answer seems to be a qualified “yes.” The qualification is that none of the animals that have achieved suc- cess so far can compare to the level of language development of a 3-year-old human child (Pinker, 1995). However, linguists still debate whether these animals are truly learning language if they are not also learning how to use syntax—combining words into gram- matically correct sentences as well as being able to understand the differences between sentences such as “The girl kissed the boy” and “The boy kissed the girl.” As yet, there is no conclusive evidence that any of the animals trained in language have been able to master syntax (Demers, 1988; Johnson, 1995; Pinker, 1995).
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C O N C E P T M A P
the relationship between language and thought
levels of language analysis language structures worldwide share common characteristics
grammar
syntax
morphemes
semantics
phonemes
pragmatics
taking turns
use of gestures
different ways of speaking to different people
smallest units of meaning within a language
system of rules governing structure and use of language
according to Chomsky, humans have an innate ability, language acquisition device (LAD) to understand and produce language
Language
social “niceties” or practical aspects of communicating with others
basic units of sound in a language
rules for combining words and phrases
does language in�uence thought or does thinking in�uence language?
linguistic relativity hypothesis
animal studies in language
relationship has been debated
Piaget believed that concepts preceded, and aided, language development
Vgotsky believed that language helps develop concepts and helps the child learn to control behavior
words people use determine the way they think about the world; originally proposed by Sapir and Whorf; may apply more to higher level concepts
suggests that some concepts are universal and in�uence the development of language
all animals can communicate, their use of language is still under investigation
some success (chimpanzees, parrots, dolphins), may approach level of 3-year-old human, no conclusive evidence of syntax mastery
rules for determining the meaning of words and sentences
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Kanzi looks at the keyboard used in teaching language to chimpanzees. Kanzi’s language abilities were learned through watching researchers train his mother rather than directly—much as a human infant learns through listening to the speech of adults.
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Applying Psychology to Everyday Life: Mental and Physical Exercises Combine for Better Cognitive Health
7.11 What are some ways to improve thinking?
You may have heard the saying “use it or lose it” and likely think of it in terms of main- taining physical fitness. But it is not limited to that; in many regards, the saying applies as well to our ability to maintain cognitive fitness. However, just as there is a difference between physical activity and physical exercise, there is a difference in mental activity and mental exercise.
Quite a few computerized brain-training programs and devices have hit the mar- ket in the last few years. In addition, a lot of attention in the media has focused on the benefits of specific computer-based brain exercises you can do to improve your cognitive fitness. While some are more scientifically grounded and offer the possibility of real ben- efits, many more appear to be riding the current wave of interest and may not be useful. For some individuals, practicing certain mental skills through cognitive exercises appears to help with those same skills when tested later. In general, however, research has not identified any benefits that transfer to untrained areas (A. M. Owen et al., 2010). Just as being physically active in general will not make you an Olympic athlete, to tune up your cognitive fitness you have to perform proper, focused cognitive exercises.
Wait a minute! You just said most skills don’t transfer. That’s correct, some do not, but just as in physical training, if you select the proper foundational exercises, you can benefit higher-level cognitive functions. For example, impaired verbal working memory is one of the cognitive dysfunctions in schizophrenia. Deficits in early auditory process- ing are also present and have negative implications for both verbal learning and memory, and for understanding the semantics and emotional content of speech (M. Fisher et al., 2009). Imagine the difficulty you would have if you could not follow a conversation with another person because you could not remember what they just said or because you could not comprehend the meaning or the emotions they were expressing in their speech.
In a recent study, it was found that for a group of individuals with schizophrenia, computerized cognitive exercises that placed increasing demands on auditory perception (a foundational skill) were beneficial (M. Fisher et al., 2009). Those same individuals later
1. The basic units of sound in a language are known as a. grammar. b. morphemes. c. syntax. d. phonemes.
2. According to Noam Chomsky, what is a language acquisition device?
a. an environmental entity that allows people to learn for- eign languages
b. a biological element of the brain that allows us to learn language
c. a learning method that many can use to understand the language of infants and small children
d. a part of the brain that develops during puberty that allows teens and adults to formulate questions and engage others
3. Researchers believe that up to the age of ______, indi- viduals possess the ability to understand phonemes of all languages.
a. 3 months b. 9 months c. 2 years d. 7 years
4. ___________ believed that language helps to develop con- cepts, whereas ___________ believed that concepts must be developed first if language is to follow.
a. Vygotsky; Piaget b. Chomsky; Sapir and Whorf c. Piaget; Rosch-Heider d. Sapir and Whorf; Vygotsky
PRACTiCE quiz How Much Do You Remember? AnsweRs AvAilAble in AnsweR keY. Pick the best answer.
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demonstrated significant progress in verbal working memory and global cognition tasks (higher-level skills). Although the cognitive exercise group originally received daily training for 10 weeks, when some participants were studied 6 months later, the researchers found that some of the gains were still evident and that gains overall were positively correlated with im- proved quality of life at the 6-month assessment point (Fisher et al., 2009). The authors ac- knowledged that some of the positive effects might have been due to the number of hours of training and the amount of repetition (the authors noted that each exercise was practiced for thousands of trials!). Furthermore, approximately 16 hours were devoted to tasks that had word stimuli or a learning/memory component, while over 30 hours were spent performing tasks that focused on auditory perception, which also engaged working memory.
The noting of the auditory perception tasks involving working memory ( to Learning Objective 6.3) in the M. Fisher et al. (2009) study is very interesting, especially in light of research suggesting challenging, adaptive training in working memory appears to improve fluid intelligence in young adults ( Jaeggi et al., 2008). However, recent research sug- gests training in working memory may improve working memory capacity on related tasks, but on measures of fluid intelligence, these improvements do not generalize (Harrison et al., 2013). Fluid intelligence is the ability to adapt and deal with new problems or challenges the first time you encounter them, without having to depend on knowledge you already possess.
What else can you do more generally to benefit your cognitive health? Exercise! And this time, we are referring to physical exercise. Physical activity and specifically aerobic fitness has repeatedly been demonstrated to be associated with improved cognitive func- tion across the life span. A physically active lifestyle and greater aerobic fitness has been implicated with better executive control and memory processes in preadolescent children (Chaddock et al., 2010; Hillman et al., 2009), better educational outcomes later in life and improved affect and visuospatial memory in young adults (Åberg et al., 2009; Stroth et al., 2009), increased hippocampal volume (associated with better memory) in elderly adults (Erickson et al., 2009), and as a useful intervention in a group of individuals at high risk of cognitive decline or impairment, especially for females in the group (Baker et al., 2010).
At least one possible benefit of regular aerobic activity is promoting or maintain- ing functional connectivity among key brain areas of the frontal, temporal, and parietal lobes (Voss et al., 2010). The increases in oxygen and blood flow to the brain play key roles. Other benefits include increased levels of mood-related neurotransmitters includ- ing serotonin, norepinephrine, and dopamine, along with neurogenesis in specific brain areas including the hippocampus (Ratey & Hagerman, 2008). In another study, 3 months of aerobic activity and increased fitness were associated with small increases in the size of the hippocampus and improved memory in individuals with schizophrenia. Interestingly, controls without schizophrenia in this research also showed increases in their hippocampi associated with increases in aerobic fitness (Pajonk et al., 2010).
So instead of “use it or lose it,” perhaps a better saying to keep in mind is “what is good for the heart or body is also good for the mind.” If you want to learn more, an interesting overview of research related to exercise and brain health can be found in the book Spark: The Revolutionary New Science of Exercise and the Brain by John Ratey and Eric Hagerman (2008).
Questions for Further Discussion
1. Aside from those involving working memory, what other kinds of focused mental exer- cises might help to keep the brain fit?
2. Should doctors suggest aerobic exercise for their patients interested in maintaining or improving their cognitive functions? What about psychologists working with individuals who have mood or anxiety disorders, or clients with attention problems?
3. Based on this information, what might the implications be for schools that are reducing or eliminating their physical education requirements? What about college students who may experience a decrease in physical activity as compared to when they were in high school?
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Write the Response on MyPsychLab
How People Think
• Thinking (cognition) is mental activity that occurs in the brain when information is being organized, stored, communicated, or processed.
7.1 How are mental images and concepts involved in the process of thinking? • Mental images represent objects or events and have a picturelike
quality. • Concepts are ideas that represent a class or category of events,
objects, or activities. • Prototypes are examples of a concept that more closely match
the defining characteristics of that concept.
7.2 What are the methods people use to solve problems and make decisions? • Problem solving consists of thinking and behaving in certain
ways to reach a goal. • Mechanical solutions include trial-and-error learning and rote
solutions. • Algorithms are a type of rote solution in which one follows
step-by-step procedures for solving certain types of problems. • A heuristic or “rule of thumb” is a strategy that narrows down
the possible solutions for a problem. • Insight is the sudden perception of a solution to a problem. 7.3 Why does problem solving sometimes fail, and what is meant by creative thinking? • Functional fixedness is the tendency to perceive objects as having
only the use for which they were originally intended and, therefore, failing to see them as possible tools for solving other problems.
• Confirmation bias is the tendency to search for evidence that confirms one’s beliefs, ignoring any evidence to the contrary.
• Divergent thinking involves coming up with as many differ- ent answers as possible. This is a kind of creativity (combining ideas or behavior in new ways).
• Creative people are usually good at mental imagery and have knowledge on a wide range of topics, are unafraid to be differ- ent, value their independence, and are often unconventional in their work but not in other areas.
Intelligence
7.4 How do psychologists define intelligence, and how do various theories of intelligence differ? • Intelligence is the ability to understand the world, think
rationally or logically, and use resources effectively when faced with challenges or problems.
• Spearman proposed general intelligence, or g factor, as the ability to reason and solve problems, whereas specific intelligence, or s factor, includes task-specific abilities in certain areas such as music, business, or art.
• Gardner proposed nine different types of intelligence, ranging from verbal, linguistic, and mathematical to interpersonal and intrapersonal intelligence.
• Sternberg proposed three types of intelligence: analytical, creative, and practical.
7.5 How is intelligence measured, how are intelligence tests constr ucted, and what role do these tests play in neuropsychology? • The Stanford-Binet Intelligence Test yields an IQ score that was
once determined by dividing the mental age of the person by the chronological age and multiplying that quotient by 100 but now involves comparing a person’s score to a standardized norm.
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How might you determine whether flute-playing ability is a highly heritable trait? If you want to improve your flute playing and someone tells you that musical ability is heritable, should you stop practicing?
302 CHAPTER 7
• The Wechsler Intelligence Tests yield four index scores derived from both verbal and nonverbal subtests and an overall score of intelligence.
• Standardization, validity, and reliability are all important fac- tors in the construction of an intelligence test.
• Deviation IQs are based on the normal curve, defining differ- ent levels of intelligence based on the deviation of scores from a common mean.
• IQ tests are often criticized for being culturally biased. • Neuropsychologists play an important role in the care of indi-
viduals with traumatic brain injury and other conditions where brain functioning has been negatively impacted.
• Concussion, or mild traumatic brain injury, affects the lives of many athletes and military personnel.
7.6 What is intellectual disability and what are its causes? • Intellectual disability is a neurodevelopmental condition in
which IQ falls below 70 and adaptive behavior across conceptual, social, and practical domains of life is severely deficient for a per- son of a particular chronological age. Symptoms must also first be present during the developmental period.
• The four levels of intellectual disability are mild, moderate, se- vere, and profound. These are determined by the level of adap- tive functioning and level of supports the individual needs in their daily life.
• Causes of intellectual disability include deprived environments as well as chromosome and genetic disorders and dietary deficiencies.
7.7 What defines giftedness, and how are giftedness and emotional intelligence related to success in life? • Gifted persons are defined as those having IQ scores at the up-
per end of the normal curve (130 or above). • Emotional intelligence involves being able to reach goals and
engage in productive thinking through accurate awareness and effective management of our own emotions. It also involves our ability to understand what others feel.
• Terman conducted a longitudinal study that demonstrated that gifted children grow up to be successful adults for the most part.
• Terman’s study has been criticized for a lack of objectivity be- cause Terman became too involved in the lives of several of his participants, even to the point of intervening on their behalf.
7.8 What is the influence of heredity and environment on the development of intelligence? • Stronger correlations are found between IQ scores as genetic re-
latedness increases. Heritability of IQ is estimated at .50.
• In 1994, Herrnstein and Murray published The Bell Curve, in which they made widely criticized claims about the heritability of intelligence.
Language
7.9 How is language defined, and what are its different ele- ments and structure? • Language is a system for combining symbols so that an infinite
number of meaningful statements can be created and communi- cated to others.
• Grammar is the system of rules by which language is governed and includes the rules for using phonemes, morphemes, and syntax. Pragmatics refers to practical aspects of language.
7.10 Does language influence the way people think, and are animals capable of learning language? • Sapir and Whorf originally proposed that language controls and
helps the development of thought processes and concepts, an idea that is known as the linguistic relativity hypothesis.
• Other researchers have found evidence that concepts are uni- versal and directly influence the development of language, called the cognitive universalism viewpoint.
• Studies with chimpanzees, parrots, and dolphins have been somewhat successful in demonstrating that animals can de- velop a basic kind of language, including some abstract ideas.
• Controversy exists over the lack of evidence that animals can learn syntax, which some feel means that animals are not truly learning and using language.
Applying Psychology to Everyday Life: Men- tal and Physical Exercises Combine for Bet- ter Cognitive Health
7.11 What are some ways to improve thinking? • Both specific mental exercises (such as those involving working
memory) and physical exercise promoting aerobic fitness are important for optimal cognitive functioning.
Pick the best answer.
1. Kahneman describes System 1 processes as a. mental actions that are completely involuntary. b. mental actions that require conscious focus. c. mental actions that result from unconscious forces. d. mental actions that are based off internal biological changes.
2. Research suggests we engage mental images in our mind ____________ the way we engage or interact with physical objects.
a. a little like b. much like c. not at all like d. randomly and completely different than
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3. A psychologist asks people to envision a circle. Next he asks them to draw the circle they envisioned. When comparing the pictures, almost all circles look identical. The fact that a circle typically fits a specific and rigid set of rules is an example of a
a. formal concept. c. fuzzy concept. b. natural concept. d. prototype.
4. Trial and error is sometimes referred to as a(n) a. algorithm. b. heuristic. c. rule of thumb. d. mechanical solution.
5. John and Karen bought a new house with an unfinished basement. To determine how they want to finish it, they lay down tape on the floor showing where walls will go and rooms will be. This process of problem solving is known as
a. representativeness heuristic. b. trial and error. c. working backwards from the goal. d. algorithms.
6. One day at work, Pauline’s earing fell on the floor and she was unable to find the back. To keep from losing her earing, Pauline reinserted it and used part of a pencil eraser to keep the earing in place. Using a pencil eraser as a temporary earing back showed that Pauline overcame
a. a mental set. b. functional fixedness. c. confirmation bias. d. transformation bias.
7. Which of the following questions would be more likely to produce divergent thinking?
a. “What is a clothes hanger?” b. “How do you spell clothes hanger?” c. “How many uses can you think of for a clothes hanger?” d. “What does a clothes hanger typically look like?”
8. Which type of intelligence, according to Howard Gardner, would most likely be present in farmers, landscapers, and biologists?
a. naturalist c. existentialist b. visual/spatial d. movement
9. According to Sternberg, “book smarts” is another way of talking about which kind of intelligence?
a. analytical c. practical b. creative d. emotional
10. Which of the following tests came first? a. The Wechsler tests c. The ACT b. The Stanford Binet d. Binet’s mental ability test
11. Dr. Davenport gives all her classes 45 minutes to complete their psychology test regardless of if the class meets for 50 minutes, 75 minutes, or even 3 hours. Such a technique ensures test
a. reliability. b. validity. c. norms. d. standardization
12. In contrast to comparing mental age to chronological age, most modern tests of intelligence use ____________.
a. Stern’s formula b. age-group comparison norms c. creativity assessments d. emotional assessments
13. The goal of all test developers is to ____________ cultural bias in their intelligence tests.
a. maximize c. minimize b. eliminate d. hide
14. Dr. Miller works with children who have grown up in poor socioeconomic conditions. Many of her clients come from homes that do not emphasize education or social involvement, and opportunities for advancement are practically nonexistent. Many are malnourished, have been exposed to a variety of environmental toxins, and have multiple infections without adequate or timely health care. What might these children be at risk for?
a. intellectual disability b. genetic inhibition c. organically induced deprivation d. increased emotional intelligence
15. Dr. Thomas has found that William, her patient, has a defect in a gene on the X chromosome of his 23rd pair, which has resulted in a deficiency of a protein needed for William’s brain development. William most likely suffers from
a. Down syndrome. b. cretinism. c. fragile X syndrome. d. fetal alcohol syndrome.
16. In Terman’s study of gifted children, mental health issues and rela- tionship problems only occurred in those with IQs of
a. 150 or higher. b. 180 or higher. c. 100 or lower. d. 45 or lower.
17. What may be the best predictor of why some people do not excel in school but essentially succeed in their life and career choices?
a. cretinism b. phonemes c. one’s intelligence quotient d. emotional intelligence
18. What does the Flynn effect theorize? a. Intelligence scores are steadily increasing in modernized
countries. b. Intelligence scores are decreasing due to an overreliance on
technology. c. Intelligence scores are relatively stable in contrast to improve-
ment in our educational system. d. Intelligence scores are meaningless and should be
abandoned.
19. Edward Sapir and Benjamin Whorf theorized that ____________, a concept reflected in their linguistic relativity hypothesis.
a. language shapes thoughts b. thoughts shape language c. language and thought develop independently d. language and thought influence each other
20. Cognitive universalism tends to ____________ the linguistic relativity hypothesis.
a. contradict b. support c. add further proof to d. mildly downplay
8 d e v e l o p m e n t a c r o s s t h e l i f e s p a n At a time when many teenagers are hanging out at the mall with friends, 16-year-old Jessica Watson was on a mis-
sion to become the youngest individual to sail nonstop and unassisted around the world. She left Sydney, Australia,
on October 18, 2009 and returned seven months later, on May 15, 2010, unofficially breaking the previous record
(Marks, 2010; Munoz, 2010). Watson’s record will remain unrecognized, however.The World Speed Sailing Record
Council did away with its “youngest” category to discourage what it considers dangerous and foolhardy attempts
by those who are too young. Adolescence is one among many stages of life that we will explore in this chapter.
While we will focus on several of the common features of human development in all of those stages, the story of
Jessica Watson should be a reminder that each of us is an individual, with different motivations, goals, and desires.
How have you changed since your early teenage years? In what ways are you similar to other individuals of your age and in what ways are you different and unique?
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Why study human development? Beginning to understand how we come to be the people we are is a critical step in under-
standing ourselves as we are today, and who we may become as we grow older. From the
moment of conception, each of us is headed down a pathway of change, influenced by our
biology, environment, and social interactions, to a final destination that is the same for all of us.
The twists and turns of the pathway are what make each of us unique individuals. In this chap-
ter, we’ll look at the influences that help determine our developmental pathway through life.
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What are some of the special research designs used to study development?
How do infants and children develop personalities and form relationships with others, and what are Erikson’s stages of psychosocial development for children?
What is the relationship between heredity and environmental factors in determining development?
What are the physical, cognitive, and personality changes that occur in adolescence, including concepts of morality and Erikson’s search for identity?
How do chromosomes, genes, and DNA determine a person’s characteristics or disorders?
What are the physical, cognitive, and personal- ity changes that occur during adulthood and aging, including Erikson’s last three psychosocial stages, and patterns of parenting?What happens during conception and prena-
tal development and what are some prenatal hazards? How do psychologists explain why aging occurs,
and what are the stages of death and dying?
What kind of physical changes take place in infancy and childhood?
What are two ways of looking at cognitive development, how does language develop, and what is autism spectrum disorder?
What are some cross-cultural differences in views of death and dying?
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Issues in Studying Human Development What is development? In the context of life, human development is the scientific study of the changes that occur in people as they age, from conception until death. This chapter will touch on almost all of the topics covered in the other chapters of this text, such as personality, cognition, biological processes, and social interactions. But here, all of those topics will be studied in the context of changes that occur as a result of the process of hu- man development.
ReSeaRcH DeSIgnS
8.1 What are some of the special research designs used to study development?
As briefly discussed in Chapter One, research in human development is affected by the problem of age. In any experiment, the participants who are exposed to the indepen- dent variable (the variable in an experiment that is deliberately manipulated by the ex- perimenter) should be randomly assigned to the different experimental conditions. The challenge in developmental research is that the age of the people in the study should always be an independent variable, but people cannot be randomly assigned to different age-groups.
There are some special designs that are used in researching age-related changes: the longitudinal design, in which one group of people is followed and assessed at different times as the group ages; the cross-sectional design, in which several different age-groups are studied at one time; and the cross-sequential design, which is a combination of the longitudinal and cross-sectional designs (Baltes et al., 1988; Schaie & Willis, 2010).
The longitudinal design has the advantage of looking at real age-related changes as those changes occur in the same individuals. Disadvantages of this method are the lengthy amount of time, money, and effort involved in following participants over the years, as well as the loss of participants when they move away, lose interest, or die. The cross-sectional design has the advantages of being quick, relatively inexpensive, and easier to accomplish than the longitudinal design. Its main disadvantage is that the study no longer compares an individual to that same individual as he or she ages; instead, individ- uals of different ages are being compared to one another. Differences between age-groups are often a problem in developmental research. For example, if comparing the IQ scores of 30-year-olds to 80-year-olds to see how aging affects intelligence, questions arise con- cerning the differing educational experiences and opportunities those two age-groups have had that might affect IQ scores, in addition to any effects of aging. This is known as the cohort effect, the particular impact on development that occurs when a group of people share a common time period or common life experience (for example, having been born in the same time period or having gone through a specific historical event together). Table 8.1 shows a comparison between examples of a longitudinal design, a cross-sectional design, and a cross-sequential design.
In studying human development, developmental psychologists have outlined many theories of how these age-related changes occur. There are some areas of controversy, however, and one of these is the issue of nature versus nurture.
natuRe VeRSuS nuRtuRe
8.2 W hat is the relationship between heredity and environmental factors in determining development?
Nature refers to heredity, the influence of inherited characteristics on personality, physi- cal growth, intellectual growth, and social interactions. Nurture refers to the influence
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of the environment on all of those same things and includes parenting styles, physical surroundings, economic factors, and anything that can have an influence on develop- ment that does not come from within the person. Watch the Video, The Big Picture: Genes, Evolution, and Human Behavior, at MyPsychLab
So, is a person like Hitler born that way, or did something happen to make him the person he was?
How much of a person’s personality and behavior is determined by nature and how much is determined by nurture? This is a key question, and the answer is quite compli- cated. It is also quite important: Are people like Hitler, or Dzhokhar Tsarnaev (the young- est of the two brothers responsible for the bombings at the 2013 Boston Marathon) the result of bad genes, bad parenting, or life-altering experiences in childhood? How much of Stephen Hawking’s genius is due to his genetic inheritance? What part did the parenting choices of his family play? Or are his cognitive abilities the unique combination of both hereditary and environmental influences? After many years of scientific research, most developmental psychologists now agree that the last possibility is the most likely explana- tion for most of human development: All that people are and all that people become is the product of an interaction between nature and nurture (Davis et al., 2012; Insel & Wang, 2010; Ridley, 1999; Sternberg & Grigorenko, 2006). This does not mean that the nature versus nurture controversy no longer exists; for example, intelligence is still a “hot topic” with regard to how much is inherited and how much is learned. Researchers and theorists assume a large genetic influence (Bouchard & Segal, 1985; Herrnstein & Murray, 1994; Jensen, 1969; Johnson et al., 2007; Kristensen & Bjerkedal, 2007), whereas many believe that culture, economics, nutrition in early childhood, and educational opportunities have a greater impact (Gardner et al., 1996; Gould, 1996; Rose et al., 1984; Wahlsten, 1997).
Behavioral genetics is a field in the investigation of the origins of behavior in which researchers try to determine how much of behavior is the result of genetic inheritance and how much is due to a person’s experiences. As the video The Basics: Genetic Mechanisms and Behavioral Genetics : Use of Family and Twin Studies explains, behavioral geneticists use a variety of methods to determine this, including family, twin, and adoption studies. For more information on the influence of genetics on behavior, go to the National Institutes of Health Office of Behavioral and Social Sciences Research site at obssr.od.nih.gov.
table 8.1
A Comparison of Three Developmental Research Designs
cROSS-SectIOnaL DeSIgn
Different participants of various ages are compared at one point in time to determine age-related differences.
Group One: 20-year-old participants Group Two: 40-year-old participants Group Three: 60-year-old participants
Research done in 2014
LOngItuDInaL DeSIgn
The same participants are studied at various ages to determine age-related changes.
Study One: 20-year-old participants Study Two: Same participants at 40 years old Study Three: Same participants are now 60
years old
Research done in 1974 Research done in 1994 Research done in 2014
cROSS-SeQuentIaL DeSIgn
Different participants of various ages are compared at several points in time, to determine both age-related differences and age-related changes.
Study One: Group One: 20-year-old participants Group Two: 40-year-old participants Study Two: Group One: Participants will be 25 years old Group Two: Participants will be 45 years old
Research done in 2014 Research to be done in 2019
308 CHAPTER 8
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8.3
the Basic Building Blocks of Development
8.3 How do chromosomes, genes, and DNA determine a person’s characteristics or disorders?
Any study of the human life span must begin with looking at the complex material con- tained in the cells of the body that carries the instructions for life itself. After discussing the basic building blocks of life, we will discuss how the processes of conception and the development of the infant within the womb take place.
cHROmOSOmeS, geneS, anD Dna
Genetics is the science of heredity. Understanding how genes transmit human character- istics and traits involves defining a few basic terms.
DNA (deoxyribonucleic acid) is a very special kind of molecule (the smallest par- ticle of a substance that still has all the properties of that substance). DNA consists of two very long sugar–phosphate strands, each linked together by certain chemical ele- ments called amines or bases arranged in a particular pattern. (See Figure 8.1 for a rep- resentation of DNA.) The amines are organic structures that contain the genetic codes for building the proteins that make up organic life (hair coloring, muscle, and skin, for example) and that control the life of each cell. Each section of DNA containing a certain sequence (ordering) of these amines is called a gene. These genes are located on rod- shaped structures called chromosomes, which are found in the nucleus of a cell.
Humans have a total of 46 chromosomes in each cell of their bodies (with the exception of the egg and the sperm). Twenty-three of these chromosomes come from the mother’s egg and the other 23 from the father’s sperm. Most characteristics are de- termined by 22 such pairs, called the autosomes. The last pair determines the sex of the person. The two chromosomes of this pair are called the sex chromosomes. Two X-shaped chromosomes indicate a female while an X and a Y indicate a male.
DOmInant anD ReceSSIVe geneS
The 46 chromosomes can be arranged in pairs, with one member of each pair coming from the mother and the other member from the father. Let’s consider just one of these pairs for the moment.
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Figure 8.1 Dna molecule
In this model of a DNA molecule, the two strands making up the sides of the “twisted ladder” are composed of sugars and phosphates. The “rungs” of the ladder that link the two strands are amines. Amines contain the genetic codes for building the proteins that make up organic life.
development across the life span 309
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In this particular pair of chromosomes, assume that there is a gene for hair color on each chromosome. The observable color of the person’s hair will be determined by those two genes, one gene from each parent. If both genes are for brown hair, the person will obviously have brown hair, right? And if both are for blond hair, the person’s hair will be blond.
©Thaves. Reprinted by permission.
But what if one gene is for brown hair and the other is for blond hair?
The answer lies in the nature of each gene. Some genes that are more active in in- fluencing the trait are called dominant. A dominant gene will always be expressed in the observable trait, in this case, hair color. A person with a dominant gene for brown hair color will have brown hair, no matter what the other gene is, because brown is the most dominant of all the hair colors.
Some genes are less active in influencing the trait and will only be expressed in the observable trait if they are paired with another less active gene. These genes tend to recede, or fade, into the background when paired with a more dominant gene, so they are called recessive. Blond is the most recessive hair color and it will only show up as a trait if that person receives a blond-hair-color gene from each parent.
What about red hair? And how come some people have a mixed hair color, like strawberry blond?
In reality, the patterns of genetic transmission of traits are usually more compli- cated. Almost all traits are controlled by more than one pair of genes in a process called polygenic inheritance. (Polygenic means “many genes.”) Sometimes certain kinds of genes tend to group themselves with certain other genes, like the genes for blond hair and blue eyes. Other genes are so equally dominant or equally recessive that they combine their traits in the organism. For example, genes for blond hair and red hair are recessive. When a child inherits one of each from his or her parents, instead of one or the other control- ling the child’s hair color, they may blend together to form a strawberry-blond mix.
genetIc anD cHROmOSOme PROBLemS
Several genetic disorders are carried by recessive genes. Diseases carried by reces- sive genes are inherited when a child inherits two recessive genes, one from each par- ent. Examples of disorders inherited in this manner are cystic fibrosis (a disease of the respiratory and digestive tracts), sickle-cell anemia (a blood disorder), Tay-Sachs disorder (a fatal neurological disorder), and phenylketonuria (PKU), in which an infant is born without the ability to break down phenylalanine, an amino acid controlling coloring of the skin and hair. If levels of phenylalanine build up, brain damage can occur; if untreated, it can result in severe intellectual disabilities. Figure 8.2 on the next page illustrates a typical pattern of inheritance for dominant and recessive genes using the example of PKU.
Sometimes the chromosome itself is the problem. Although each egg and each sperm are only supposed to have 23 chromosomes, in the creation of these cells a
310 CHAPTER 8
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chromosome can end up in the wrong cell, leaving one cell with only 22 and the other with 24. If either of these cells survives to “mate,” the missing or extra chromosome can cause mild to severe problems in development (American Academy of Pediatrics, 1995; Barnes & Carey, 2002; Centers for Disease Control and Prevention, 2009c; Gardner & Sutherland, 1996).
Examples of chromosome disorders include Down syndrome, a disorder in which there is an extra chromosome in what would normally be the 21st pair. Symptoms commonly include the physical characteristics of almond-shaped, wide-set eyes, as well as intellectual
disability (Barnes & Carey, 2002; Hernandez & Fisher, 1996). Other chromosome disorders occur when there is an extra sex chromosome in the 23rd pair, such as Klinefelter’s syndrome, in which the 23rd set of sex chromosomes is XXY, with the extra X producing a male with reduced masculine characteristics, en- larged breasts, obesity, and excessive height (Bock, 1993); and Turner’s syndrome, in which the 23rd pair is actually missing an X, so that the result is a lone X chromosome (Ranke & Saenger, 2001). These females tend to be very short, infertile, and sexually underdeveloped (American Academy of Pediatrics, 1995; Hong et al., 2009; Rovet, 1993).
Figure 8.2 Dominant and Recessive genes and PKu
This figure shows the variation of one or two parents carrying recessive genes and the result of this in their offspring. (a) If only one parent carries the PKU gene, their children might be carriers, but will not have PKU. (b) Only if both parents are carriers of PKU will a child have the 1 in 4 possibility of having PKU.
Carries recessive PKU gene
Does not carry recessive PKU gene
Normal Normal Carrier Carrier
Mother Father
Mother contributes either P or p
Father contributes either P or P
Result: No child will be af�icted with PKU, although 2 in 4 will carry the recessive genea.
PP PP
PP pP pP
Carries recessive PKU gene
Carries recessive PKU gene
Normal Carrier Carrier Af�icted with PKU
Mother Father
Mother contributes either P or p
Father contributes either P or p
Result: 1 in 4 children will inherit two dominant genes and will not have PKU; 2 in 4 will inherit one recessive gene and not be af�icted with PKU but will carry the recessive gene; and 1 in 4 will have PKU
b.
PP Pp
Pp
Pp
Pp
pP pp
Down syndrome is a form of intellectual disability caused by an extra chromosome 21.
8.3
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1. In a __________ design, one group of people is followed and assessed at different times as the group ages.
a. longitudinal b. cross-sectional c. cross-sequential d. cross-longitudinal
2. The cognitive and social changes students go through because they are born and grow up in an age of smartphones would be referred to as a(n)
a. experimental group. b. control group. c. dominance effect. d. cohort effect.
3. Brandy has naturally blond hair. Based on this information, what do we know about Brandy’s parents?
a. At least one of her parents has a recessive gene for blond hair.
b. Each of her parents must have one recessive gene for blond hair.
c. Each of her parents must have one dominant gene for brown hair.
d. Neither of her parents has a recessive gene for blond hair.
4. When sets of genes group together, the result can be multiple traits expressed as a single dominant trait. This is best explained by the process known as
a. dominant inheritance. b. recessive inheritance. c. polygenetic inheritance. d. amines.
5. Which of the following is a disorder resulting from recessive inheritance?
a. Turner’s syndrome b. Klinefelter’s syndrome
c. cystic fibrosis d. Down syndrome
6. Which disorder is characterized by having only one X chromosome in the 23rd pairing?
a. Tay-Sachs b. Turner’s syndrome
c. Klinefelter’s syndrome d. PKU
ThINKINg CRITICAlly: The time is coming when choosing the genetic traits of your child is going to be possible. What kinds of ethical and practical problems may arise from this development?
PRACTiCE quiz How Much do You Remember? answeRs available in answeR KeY. Pick the best answer.
8.1 8.2 8.3 Explore the Concept at MyPsychLab
c O n c e P t m a P
Basic Building Blocks of Development
longitudinal: one group of people is followed and assessed at different times as they age
cross-sectional: several different age-groups are studied at one time
cross-sequential: combination of longitudinal and cross-sectional
speci�c physical and behavioral traits are dependent upon pairing of genes; more active genes are dominant, others are recessive (see Figure 8.2)
most traits are polygenetic
genetic disorders carried by recessive genes are expressed when a child gets two recessive genes
issue may also occur if chromosomes having an extra or a missing pair
genetics is the science of heredity
DNA (deoxyribonucleic acid): contains genetic codes and chromosomes
both dominant and recessive genes determine physical and behavioral traits
genetic and chromosome problems can cause a variety of disorders
research designs
nature refers to heredity and the in�uence of inherited characteristics on personality, growth, intellect, social skills, etc.; behavioral genetics is relatively new �eld that attempts to identify genetic basis of behavior
nurture refers to in�uence of the environment on inherited traits including parenting styles, socioeconomic status, physical surroundings, etc.
most developmental psychologists agree that the most likely explanation for most human development is based on the interaction between nature and nurture
aside from egg and sperm, humans have 46 chromosomes in each cell of the body
individual gets 23 chromosomes from mother's egg and 23 from father's sperm
most characteristics are determined by 22 such pairs (autosomes); the last pair determines sex of the person (sex chromosomes)
nature vs. nurture debateIssues in Studying
Human Development (scienti�c study of changes that occur in people as they age)
8.3
312 CHAPTER 8
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8.4
Prenatal Development
8.4 What happens during conception and prenatal development and what are some prenatal hazards?
From conception to the actual birth of the baby is a period of approximately 9 months, during which a single cell becomes a complete infant. It is also during this time that many things can have a positive or negative influence on the devel- oping infant.
FeRtILIzatIOn, tHe zygOte, anD twInnIng
When an egg (also called an ovum) and a sperm unite in the process of fertilization, the resulting single cell will have a total of 46 chromosomes and is called a zygote. Normally, the zygote will begin to divide, first into two cells, then four, then eight, and so on, with each new cell also having 46 chromosomes, because the DNA molecules produce dupli- cates, or copies, of themselves before each division. (This division process is called mito- sis.) Eventually, the mass of cells becomes a baby. Sometimes this division process doesn’t work exactly this way, and twins or multiples are the result.
There are actually two kinds of twins (see Figure 8.3). Twins who are commonly referred to as “identical” are monozygotic twins, meaning that the two babies come from one (mono) fertilized egg (zygote). Early in the division process, the mass of cells splits completely—no one knows exactly why—into two separate masses, each of which will develop into a separate infant. The infants will be the same sex and have identical features because they each possess the same set of 46 chromosomes. The other type of twin is more an accident of timing and is more common in women who are older and who are from certain ethnic groups (Allen & Parisi, 1990; Bonnelykke, 1990; Imaizumi, 1998). A woman’s body may either release more than one egg at a time or release an egg in a later ovulation period after a woman has already conceived once. If two eggs are fertilized, the woman may give birth to fraternal or dizygotic twins (two zygotes), or possibly triplets or some other multiple number of babies (Bryan & Hallett, 2001). This is also more likely to happen to women who are taking fertility drugs to help them get pregnant.
For developmental psychologists, twins provide an important way to look at the contribution of nature and nurture to human development. Researchers may seek out genetically identical twins who have been separated at birth, looking at all the ways those twins are alike in spite of being raised in different environments. It should be noted that the environments in which children are raised within a particular culture are not neces- sarily that much different, so twin studies are not a perfect method. Researchers may also
compare children who are adopted to their adoptive parents (an environmental influence) and to their biological parents (the genetic influences). to Learning Objective 13.7.
Sometimes in the twinning process, the mass of cells does not completely split apart. When this occurs, conjoined twins will result, and they will be joined at the point where the two cell masses re- mained “stuck.” This joining may involve only soft tissues or may involve the sharing of certain body parts, like in the case of Abby and Brittany, who are discussed in the Psychology in the News section that follows. It is estimated that conjoined twins are born in only 1 in 100,000 births, and their survival is also rare (Martínez-Frías et al., 2009).
Figure 8.3 monozygotic and Dizygotic twins
Because identical twins come from one fertilized egg (zygote), they are called monozygotic. Fraternal twins, who come from two different fertilized eggs, are called dizygotic.
Identical twins
1 Accounting for about 1 in 250 births, these are created when a single egg is fertilized by one sperm.
The egg splits into halves. Each develops into a fetus with the same genetic composition. 2
Fraternal twins
1 Twice as common as identicals, fraternals arise when two eggs are released at once.
If both are fertilized by separate sperm, two fetuses form. Gene- tically they are just ordinary siblings. 2l
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psychology in the news
Abby and Brittany Hensel, Together for Life While growing up Brittany loved milk. Her twin sister, Abigail (Abby), despised milk and preferred orange juice. Abby liked
blue, Brittany liked pink. Abby liked oyster crackers in her soup but Brittany hated them. Brittany liked a full-course meal, Abby preferred pasta. Both were good with academics: Abby preferred math and Brit- tany preferred reading.
Abby and Brittany Hensel sound like many other siblings, each with separate likes and dislikes as well as different interests. But Abby and Brittany are not sep- arate and can never truly be separate, for they share one lower body. No more than four sets of surviving conjoined twins in recorded history have this condi- tion, called dicephaly. In the case of Abby and Brittany, each girl has her own heart, stomach, and pair of lungs. Their spines are joined at the pelvis, and below the waist they have only one set of organs. Each controls one arm and one leg on one side of the body, yet they somehow manage to move as one (Kaveny, 2001; Miller & Doman, 1996).
As teenagers, the girls played sports, swam, and put on makeup just like any other girls their age. In 2012, they became the stars of their own reality television show, Abby & Brittany: Joined for Life (Camacho, 2012). In Season One, the show followed them as they gradu- ated from college with teaching degrees, vacationed in London, England, went on job inter- views, moved to a new house, and prepared for their first teaching job. They are healthy and seem to be both happy and well adjusted, surrounded by friends and a loving mother, father, younger brother, and sister.
Questions for Further Discussion
1. What kinds of challenges might Abby and Brittany have as they enter the workforce?
2. How can conjoined twins have different personalities?
tHe geRmInaL PeRIOD
Once fertilization has taken place, the zygote begins dividing and moving down to the uterus, the muscular organ that will contain and protect the developing organism. This process takes about a week, followed by about a week during which the mass of cells, now forming a hollow ball, firmly attaches itself to the wall of the uterus. This 2-week period is called the germinal period of pregnancy. The placenta also begins to form during this period. The placenta is a specialized organ that provides nourishment and filters away the developing baby’s waste products. The umbilical cord also begins to develop at this time, connecting the organism to the placenta.
How does a mass of cells become a baby, with eyes, nose, hands, feet, and so on? How do all those different things come from the same original single cell?
During the germinal period, the cells begin to differentiate, or develop into spe- cialized cells, in preparation for becoming all the various kinds of cells that make up
Abby and Brittany hensel are conjoined twins who share one body from the waist down but are two distinctly different individuals.
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the human body—skin cells, heart cells, and so on. Perhaps the most important of these cells are the stem cells, which stay in a somewhat immature state until needed to produce more cells. Researchers are looking into ways to use stem cells found in the umbilical cord to grow new organs and tissues for transplant or to repair neurological damage (Chen & Ende, 2000; Holden & Vogel, 2002; Lu & Ende, 1997). to Learning Objective 2.3.
tHe emBRyOnIc PeRIOD
Once firmly attached to the uterus, the developing organism is called an embryo. The embr yonic period will last from 2 weeks after conception to 8 weeks, and during this time the cells will continue to specialize and become the various organs and struc- tures of a human infant. By the end of this period, the embryo is about 1-inch long and has primitive eyes, nose, lips, teeth, and little arms and legs, as well as a beating heart. Although no organ is fully developed or completely functional at this time, nearly all are “there.” cRItIcaL PeRIODS As soon as the embryo begins to receive nourishment from the mother through the placenta, it becomes vulnerable to hazards such as diseases of the mother, drugs, and other toxins that can pass from the mother through the placenta to the developing infant. Because of this direct connection between mother and embryo and the fact that all major organs are in the process of forming, we can clearly see the effects of critical periods, times during which some environmental influences can have an im- pact—often devastating—on the development of the infant. The structural development of the arms and legs, for example, is only affected during the time that these limbs are developing (3 to 8 weeks), whereas the heart’s structure is most affected very early in this period (2 to 6 weeks). Other physical and structural problems can occur with the central nervous system (2 to 5 weeks), eyes (3 to 8 weeks), and the teeth and roof of the mouth (about 7 to 12 weeks).
PRenataL HazaRDS: teRatOgenS Any substance such as a drug, chemical, virus, or other factor that can cause a birth defect is called a teratogen. Table 8.2 shows some common teratogens and their possible negative effects on the developing embryo.
One of the more common teratogens is alcohol. Consumption of alcohol during pregnancy, particularly during the critical embryonic period, can lead to fetal alcohol syndrome (FAS), a series of physical and mental defects including stunted growth, facial deformities, and brain damage (Ethen et al., 2008; Guerri, 2002). Exposure to alcohol in early pregnancy is the leading known cause of intellectual disability (previously called mental retardation) in the Western hemisphere (Abel & Sokol, 1987; Caley et al., 2005). FAS is part of a larger category of permanent birth defects due to maternal alcohol use
The three periods of pregnancy are the germinal period, lasting about 2 weeks, the embryonic period, from about 2 to 8 weeks, and the fetal period, which lasts from 8 weeks until the end of pregnancy.
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during pregnancy called fetal alcohol spectrum disorders (FASD). So how much alcohol is safe to drink while pregnant? The answer is clearly “none!”
tHe FetaL PeRIOD: gROw, BaBy, gROw
The fetal period is a period of tremendous growth lasting from about 8 weeks after con- ception until birth. The length of the developing organism (now referred to as a fetus) increases by about 20 times and its weight increases from about 1 ounce at 2 months to an average of a little over 7 pounds at birth. The organs, while accomplishing most of their differentiation in the embryonic period, continue to develop and become functional. At this time, teratogens will more likely affect the physical functioning (physiology) of the organs rather than their structure. The functioning of the central nervous system, for example, is vulnerable throughout the fetal period, as are the eyes and the external sexual organs.
The last few months continue the development of fat and the growth of the body, until about the end of the 38th week. At 38 weeks, the fetus is considered full term. Most babies are born between 38 and 40 weeks. Babies born before 38 weeks are called preterm and may need life support to survive. This is especially true if the baby weighs less than 5½ pounds at birth. How early can an infant be born and still survive? The age of viability (the point at which it is possible for an infant to survive outside the womb) is between 22 and 26 weeks, with the odds of survival increasing from 10 percent at 22 weeks up to about 85 percent at 26 weeks (National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 2006).
The most likely time for a miscarriage, or spontaneous abortion, is in the first 3 months, as the organs are forming and first becoming functional (Katz, 2007; Speroff et al., 1999). Some 15 to 20 percent of all pregnancies end in miscarriage, many so early that the mother may not have even known she was pregnant (Hill, 1998; Medical Economics Staff, 1994). When a miscarriage occurs, it is most likely caused by a genetic defect in the way the embryo or fetus is developing that will not allow the infant to survive. In other words, there isn’t anything that the mother did wrong or that could have been done to prevent the miscarriage.
table 8.2
Common Teratogens
teRatOgenIc agent eFFect On DeVeLOPment
Measles, Mumps, and Rubella Blindness, deafness, heart defects, brain damage
Marijuana Irritability, nervousness, tremors; infant is easily disturbed, startled
Cocaine Decreased height, low birth weight, respiratory problems, seizures, learning difficulties; infant is difficult to soothe
Alcohol Fetal alcohol syndrome (intellectual disability, delayed growth, facial malformation), learning difficulties, smaller than normal heads
Nicotine Miscarriage, low birth weight, stillbirth, short stature, intellectual disability, learning disabilities
Mercury Intellectual disability, blindness
Vitamin A (high doses) Facial, ear, central nervous system, and heart defects
Caffeine Miscarriage, low birth weight
Toxoplasmosis Brain swelling, spinal abnormalities, deafness, blindness, intellectual disability
High Water Temperatures Increased chance of neural tube defects
Sources: March of Dimes Foundation (2009); Organization of Teratology Information Specialists (2011); Shepard, T. H. (2001).
This pregnant woman is getting a sonogram. Sonograms allow doctors to see any physical deformities and make accurate measurements of gestational age without risk to the mother or the fetus.
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once attached to the uterus, developing organism is called an embryo
embryonic period (2 weeks after conception to 8 weeks)
cell differentiation is the process that results in specialized cells for all of the various parts of the body
germinal period (2-week period following fertilization)
fetal period (from about 8 weeks to birth)
egg and sperm unite through process of fertilization, resulting in a single cell (zygote) that has 46 chromosomes
through mitosis, zygote begins to divide, into two cells, then four, etc., until baby is formed
zygote continues dividing and moving toward the uterus; the placenta and umbilical cord also develop during this time cell specialization
continues to occur, resulting in the preliminary versions of various organs
embryo is vulnerable to hazards such as diseases and substances ingested by the mother as it receives nourishment through the placenta
developing organism now called a fetus; time of tremendous growth and development
organs continue to develop and become fully functional
miscarriages (spontaneous abortions) are most likely to occur in the �rst three months
full-term birth occurs around end of 38th week
alterations in mitosis can result in twins or multiples
fertilization, the zygote, and twinning
Prenatal Development
from conception to birth of the baby is approximately 9 months in humans
8.4
1. Which term best describes Abby and Brittany hensel? a. They are monozygotic twins. b. They are dicephalic twins. c. They are dizygotic twins. d. They are technically not twins at all.
2. What is the function of the placenta? a. It helps the zygote to divide. b. It assists the zygote in its movement towards the uterus. c. It provides nourishment to the developing baby. d. It effectively keeps out all teratogens.
3. The 2nd week through the 8th week of pregnancy is commonly referred to as the __________ stage.
a. fetal b. embryonic
c. placental d. germinal
4. Which of the following is one of the most common teratogens and can result in a malformed head and brain damage?
a. alcohol b. caffeine c. cocaine d. mercury
5. When do most miscarriages occur? a. In the last three months b. In the first three months c. After the 5th month d. In the first week after conception
PRactice quiz How Much do You Remember? answeRs available in answeR KeY. Pick the best answer.
Explore the Concept at MyPsychLab
c O n c e P t m a P
8.4
Infancy and childhood Development
What can babies do? Aren’t they pretty much unaware of what’s going on around them at first?
Surprisingly, babies can do a lot more than researchers used to believe they could. A lot of the early research on infants just after birth was done on babies who were still very drowsy from the general anesthesia that was administered to their mothers during the labor process. Drowsy babies don’t tend to respond well, as one might imagine. Since
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those early days, researchers have developed ways of studying what infants cannot tell us in words. Two common methods are the use of preferential looking and habituation. Pref- erential looking assumes that the longer an infant spends looking at a stimulus, the more the infant prefers that stimulus over others (Fantz, 1961). Habituation is the tendency for infants (and adults) to stop paying attention to a stimulus that does not change. By exposing the infant to an unchanging sound or picture, for example, researchers can wait for the infant to habituate (look away) and then change the stimulus. If the infant re- acts (dishabituates), the infant is capable of detecting that change (Columbo & Mitchell, 2009). In the next few sections, it becomes obvious that infants accomplish a great deal throughout infancy, even in the first few days of life on the “outside.”
PHySIcaL DeVeLOPment
8.5 What kind of physical changes take place in infancy and childhood?
Immediately after birth, several things start to happen. The respiratory system begins to function, filling the lungs with air and putting oxygen into the blood. The blood now circulates only within the infant ’s system because the umbilical cord has been cut. Body temperature is now regulated by the infant ’s own activity and body fat (which acts as insulation), rather than by the amniotic fluid. The digestive system probably takes the longest to adjust to life outside the womb. This is another rea- son for the baby’s excess body fat. It provides fuel until the infant is able to take in enough nourishment on its own. That is why most babies lose a little weight in the first week after birth. ReFLexeS Babies come into this world able to interact with it. Infants have a set of innate (existing from birth), involuntary behavior patterns called reflexes. Until a baby is capable of learning more complex means of interaction, reflexes help the infant to survive. Figure 8.4 on the next page shows five infant reflexes. Pediatricians use these and other reflexes to determine whether or not a newborn’s nervous system is working properly. mOtOR DeVeLOPment: FROm cRawLIng tO a BLuR OF mOtIOn Infants manage a tremendous amount of development in motor skills from birth to about 2 years of age. Figure 8.5 (which appears a couple of pages later) shows some of the major physical milestones of infancy. When looking at the age ranges listed, remember that even these ranges are averages based on large samples of infants. An infant may reach these milestones earlier or later than the average and still be considered to be developing normally. BRaIn DeVeLOPment At birth, an infant’s brain consists of over 100 billion neurons. Rapid and extensive growth of these neurons occurs as the brain triples in weight from birth to age 3 years, with much of the increase caused by growth of new dendrites, axon terminals, and increasing numbers of synaptic connections (Nelson, 2011). Surprisingly, the development of the infant brain after birth involves a necessary loss of neurons called syn- aptic pruning, as unused synaptic connections and nerve cells are cleared away to make way for functioning connections and cells (Couperus & Nelson, 2006; Graven & Browne, 2008; Kozberg et al., 2013). This process is similar to weeding your garden—you take out the weeds to make room for the plants that you want.
BaBy, can yOu See me? BaBy, can yOu HeaR me? SenSORy DeVeLOPment
I’ve heard that babies can’t see or hear very much at birth. Is that true?
Although most infant sensor y abilities are fairly well developed at birth, some require a bit more time to reach “full power.” By using techniques such as the
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habituation method discussed earlier, researchers have found that the sense of touch is the most well developed, which makes perfect sense when one realizes how much skin-to-womb contact the baby has had in the last months of pregnancy. The sense of smell is also highly developed. Breast-fed babies can actually tell the difference between their own mother’s milk scent and another woman’s milk scent within a few days after birth.
Taste is also nearly fully developed. At birth, infants show a preference for sweets (and human breast milk is very sweet) and by 4 months have developed a preference for salty tastes (which may come from exposure to the salty taste of their mother’s skin). Sour and bitter, two other taste sensations, produce spitting up and the making of horrible faces (Ganchrow et al., 1983).
Hearing is functional before birth but may take a little while to reach its full po- tential after the baby is born. The fluids of the womb first must clear out of the auditory canals completely. From birth, newborns seem most responsive to high pitches, as in a woman’s voice, and low pitches, as in a man’s voice.
The least functional sense at birth is vision. The eye is quite a complex organ. to Learning Objective 3.2. The rods, which see in black and white and have
little visual acuity, are fairly well developed at birth, but the cones, which see color and provide sharpness of vision, will take about another 6 months to fully develop. So, the newborn has relatively poor color perception when compared to sharply contrasting lights and darks until about 2 months of age (Adams, 1987) and has fairly “fuzzy” vision, much as a nearsighted person would have. The lens of the newborn stays fixed until the
Figure 8.4 Five Infant Reflexes
Shown here are (a) grasping reflex; (b) startle reflex (also known as the Moro reflex); (c) rooting reflex (when you touch a baby‘s cheek it will turn toward your hand, open its mouth, and search for the nipple); (d) stepping reflex; and (e) sucking reflex. These infant reflexes can be used to check the health of an infant’s nervous system. If a reflex is absent or abnormal, it may indicate brain damage or some other neurological problem.
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d.
b. c.
e.
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8.11muscles that hold it in place mature. Until then the newborn is unable to shift what little focus it has from close to far. Thus, newborns actually have a fixed distance for clear vi- sion of about 7 to 10 inches, which is the distance from the baby’s face to the mother’s face while nursing (Slater, 2000).
Newborns also have visual preferences at birth, as discovered by researchers using preferential looking, measures of the time that infants spent looking at certain visual stimuli (Fantz, 1961). They found that infants prefer to look at complex patterns rather than simple ones, three dimensions rather than two, and that the most preferred visual stimulus was a human face. The fact that infants prefer human voices and human faces (DeCasper & Fifer, 1980; DeCasper & Spence, 1986; Fantz, 1964; Maurer & Young, 1983) makes it easier for them to form relationships with their caregivers and to develop language later on. Infants’ preference for seeing things in three dimensions suggests that they possess depth perception. The following classic experiment provided evidence for that assumption.
Figure 8.5 Six motor milestones
Shown here are (a) raising head and chest—2 to 4 months, (b) rolling over—2 to 5 months, (c) sitting up with support—4 to 6 months, (d) sitting up without support—6 to 7 months, (e) crawling—7 to 8 months, and (f) walking—8 to 18 months. The motor milestones develop as the infant gains greater voluntary control over the muscles in its body, typically from the top of the body downward. This pattern is seen in the early control of the neck muscles and the much later development of control of the legs and feet.
a.
d.
b.
e. f.
c.
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classic studies in psychology
The Visual Cliff Eleanor Gibson and her fellow researcher, Michael Walk, wondered if infants could perceive the world in three dimensions, and so they devised a way to test babies for depth perception (Gibson & Walk, 1960). They built a special table (see Figure 8.6,
on the next page) that had a big drop on one side. The surface of the table on both the top
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Figure 8.6 the Visual cliff experiment
In the visual cliff experiment, the table has both a shallow and a “deep” side, with glass covering the entire table. When an infant looks down at the deep-appearing side, the squares in the design on the floor look smaller than the ones on the shallow side, forming a visual cue for depth. Notice that this little girl seems to be very reluctant to cross over the deep-appearing side of the table, gesturing to be picked up, instead.
Glass only
Deep side Shallow side
Glass over patterned surface
Floor pattern seen through glass
and the drop to the floor were covered in a patterned tablecloth, so that the different size of the patterns would be a cue for depth (remember, in size constancy, if something looks smaller, people assume it is farther away from them) to Learning Objective 3.8. The whole table was then covered by a clear glass top, so that a baby could safely be placed on or crawl across the “deep” side.
The infants tested in this study ranged from 6 months to 14 months in age. They were placed on the middle of the table and then encouraged (usually by their mothers) to crawl over either the shallow side or the deep side. Most babies—81 percent—refused to crawl over the deep side, even though they could touch it with their hands and feel that it was solid. They were upset and seemed fearful when encouraged to crawl across. Gibson and Walk interpreted this as a very early sign of the concept of depth perception.
Questions for Further Discussion
1. Does the fact that 19 percent of the infants did crawl over the deep side of the visual cliff necessarily mean that those infants could not perceive the depth?
2. What other factors might explain the willingness of the 19 percent to crawl over the deep side?
3. Are there any ethical concerns in this experiment?
4. Ducks aren’t bothered by the visual cliff at all—why might that be?
cOgnItIVe DeVeLOPment
8.6 What are two ways of looking at cognitive development, how does language develop, and what is autism spectrum disorder?
By the time the average infant has reached the age of 1 year, it has tripled its birth weight and added about another foot to its height. The brain triples its weight in the first 2 years, reaching about 75 percent of its adult weight. By age 5, the brain is at 90 percent of its adult weight. This increase makes possible a tremendous amount of major advances in cognitive development, including the development of thinking, problem solving, and memory.
PIaget’S tHeORy: FOuR StageS OF cOgnItIVe DeVeLOPment One of the three ways of examining the development of cognition that we will discuss in this chapter is found in the work of Jean Piaget. Early researcher Jean Piaget developed his theory from detailed
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observations of infants and children, most especially his own three children. Piaget made significant contributions to the understanding of how children think about the world around them; his theory shifted the commonly held view that children’s thinking was that of “little adults” toward recognition that it was actually quite different from adult thinking. Piaget believed that children form mental concepts or schemes as they experience new situ- ations and events. For example, if Sandy points to a picture of an apple and tells her child, “that’s an apple,” the child forms a scheme for “apple” that looks something like that picture. Piaget also believed that children first try to understand new things in terms of schemes they already possess, a process called assimilation. The child might see an orange and say “apple” because both objects are round. When corrected, the child might alter the scheme for apple to include “round” and “red.” The process of altering or adjusting old schemes to fit new information and experiences is accommodation (Piaget, 1952, 1962, 1983).
Piaget also proposed that there are four distinct stages of cognitive development that occur from infancy to adolescence, as shown in the video The Basics: How Thinking Develops: Piaget’s Stages and in Table 8.3 (Piaget, 1952, 1962, 1983).
table 8.3
Piaget’s Stages of Cognitive Development
Stage age cOgnItIVe DeVeLOPment
Sensorimotor Birth to 2 years old Children explore the world using their senses and ability to move. They develop object permanence and the understanding that concepts and mental images represent objects, people, and events.
Preoperational 2 to 7 years old Young children can mentally represent and refer to objects and events with words or pictures and they can pretend. However, they can’t conserve, logically reason, or simultaneously consider many characteristics of an object.
Concrete Operations 7 to 12 years old Children at this stage are able to conserve, reverse their thinking, and classify objects in terms of their many characteristics. They can also think logically and understand analogies but only about concrete events.
Formal Operations 12 years old to adulthood
People at this stage can use abstract reasoning about hypothetical events or situations, think about logical possibilities, use abstract analogies, and systematically examine and test hypotheses. Not everyone can eventually reason in all these ways.
Watch the Video, The Basics: How Thinking Develops : Piaget’s Stages, at MyPsychLab
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The Sensorimotor Stage The sensorimotor stage is the first of Piaget’s stages. It concerns infants from birth to age 2. In this stage, infants use their senses and motor abilities to learn about the world around them. At first, infants only have the involuntary reflexes present at birth to interact with objects and people. As their sensory and mo- tor development progresses, they begin to interact deliberately with objects by grasping, pushing, tasting, and so on. Infants move from simple repetitive actions, such as grabbing their toes, to complex patterns, such as trying to put a shape into a sorting box.
By the end of the sensorimotor stage, infants have fully developed a sense of object permanence, the knowledge that an object exists even when it is not in sight. For ex- ample, the game of “peek-a-boo” is important in teaching infants that Mommy’s smiling face is always going to be behind her hands. This is a critical step in developing language (and eventually abstract thought), as words themselves are symbols of things that may not be present. Symbolic thought, which is the ability to represent objects in one’s thoughts with symbols such as words, becomes possible by the end of this stage, with children at 2 years old capable of thinking in simple symbols and planning out actions.
Why is it so easy for children to believe in Santa Claus and the Tooth Fairy when they’re little?
The Preoperational Stage The preoperational stage (ages 2–7) is a time of developing language and concepts. Children, who can now move freely about in their world, no longer have to rely only on senses and motor skills but now can ask questions and explore their surroundings more fully. Pretending and make-believe play become possible because children at this stage can understand, through symbolic thinking, that a line of wooden blocks can “stand in” for a train. They are limited, however, in several ways. They are not yet capable of logical thought—they can use simple mental concepts but are not able to use those concepts in a more rational, logical sense. They believe that anything that moves is alive, a quality called animism. They tend to believe that what they see is literally true, so when children of this age see Santa Claus in a book, on television, or at the mall, Santa Claus becomes real to them. It doesn’t occur to them to think about how Santa might get to every child’s house in one night or why those toys he delivers are the same ones they saw in the store just last week.
Another limitation is egocentrism, the inability to see the world through any- one else’s eyes but one’s own. For the preoperational child, everyone else must see what the child sees, and what is important to the child must be important to everyone else. For example, 2-year-old Hiba, after climbing out of her crib for the third time, was told by her mother, “I don’t want to see you in that living room again tonight!” So Hiba’s next appearance was made with her hands over her eyes—if she couldn’t see her mother, her mother couldn’t see her. Egocentrism is not the same as being egotistical or selfish—it would also be egocentric, but completely unselfish, if 4-year-old Jamal wants to give his grandmother an action figure for her birthday because that’s what he would want.
Remember that children in this stage are also overwhelmed by appearances. A child who complains that his piece of pie is smaller than his brother’s may be quite happy once his original piece is cut into two pieces—now he thinks he has “more” than his brother. He has focused only on the number of pieces, not the actual amount of the pie. Focusing only on one feature of some object rather than taking all features into consideration is called centration. In the coin example in Figure 8.7, children of this stage will focus (or center) on the length of the top line of coins only and ignore the number of coins. Centra- tion is one of the reasons that children in this stage often fail to understand that chang- ing the way something looks does not change its substance. The ability to understand that altering the appearance of something does not change its amount (as in the coin example), its volume, or its mass is called conservation.
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Preoperational children fail at conservation not only because they centrate (focus on just one feature, such as the number of pieces of pie) but also because they are unable to “mentally reverse” actions. This feature of preoperational thinking is called irreversibility. For example, if a preoperational child sees liquid poured from a short, wide glass into a tall, thin glass, the child will assume that the second glass holds more liquid. This failure to “conserve” (save) the volume of liquid as it takes on a different shape in the tall, thin glass is not only caused by the child’s centration on the height of the liquid in the second glass but also by the inability of the child to imagine pouring the liquid back into the first glass and having it be the same amount again. Similar “reasoning” causes children of this age to assume that a ball of clay, when rolled out into a “rope” of clay, is now greater in mass.
Concrete Operations In the concrete operations stage (ages 7–12), children finally become capable of conservation and reversible thinking. Centration no longer occurs as children become capable of considering all the relevant features of any given object. They begin to think more logically about beliefs such as Santa Claus and to ask questions, eventually coming to their own more rational conclusions about the fantasies of early childhood. They are in school, learning all sorts of science and math, and are con- vinced that they know more than their parents at this point.
The major limitation of this stage is the inability to deal effectively with abstract concepts. Abstract concepts are those that do not have some physical, concrete, touchable reality. For example, “freedom” is an abstract concept. People can define it, they can get a good sense of what it means, but there is no “thing” that they can point to and say, “This is freedom.” Concrete concepts, which are the kind of concepts understood by children of this age, are about objects, written rules, and real things. Children need to be able to see it, touch it, or at least “see” it in their heads to be able to understand it.
Formal Operations In the last of Piaget’s stages, formal operations (age 12 to adulthood), abstract thinking becomes possible. Teenagers not only understand concepts that have no physical reality, but also they get deeply involved in hypothetical thinking, or thinking about possibilities and even impossibilities. “What if everyone just got along?” “If women were in charge of countries, would there be fewer wars?”
Figure 8.7 conservation experiment
A typical conservation task consists of pouring equal amounts of water into two glasses of the same size and shape. When the water from one of these glasses is poured into a taller, narrower glass, children who cannot yet conserve tend to focus (centrate) on the height of the water in the second glass, assuming that the second glass now has more water than the first one. In the second example, pennies are laid out in two equal lines. When the pennies in the top line are spaced out, the child who cannot yet conserve will centrate on the top line and assume that there are actually more pennies in that line.
Type of conservation
Liquids
Number
The taller one.Two equal glasses of liquid
Two equal lines of pennies Increase spacing of pennies in one line.
Which line has more pennies?
The longer one.
Pour one into a taller, narrower glass.
Which glass contains more?
Preoperational child’s answer
Initial presentation Transformation Question
These concrete operational children, seen in a science class, have begun to think logically and are able to solve many kinds of problems that were not possible for them to solve while in the preoperational stage.
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Piaget did not believe that everyone would necessarily reach formal operations, and studies show that only about half of all adults in the United States reach this stage (Sutherland, 1992). Adults who do not achieve formal operations tend to use a more practical, down-to-earth kind of intelligence that suits their particular lifestyle. Success- ful college students, however, need formal-operational thinking to succeed in their col- lege careers, as most college classes require critical thinking, problem-solving abilities, and abstract thinking based on formal-operational skills (Powers, 1984).
Others have proposed another stage beyond formal operations, a relativistic think- ing stage found in young adults, particularly those who have found their old ways of thinking in “black and white” terms challenged by the diversity they encounter in the college environment (LaBouvie-vief, 1980, 1992; Perry, 1970). In this kind of thinking, young adults recognize that all problems cannot be solved with pure logic, and there can be multiple points of view for a single problem.
Evaluating Piaget’s Theory Piaget saw children as active explorers of their sur- roundings, engaged in the discovery of the properties of objects and organisms within those surroundings. Educators have put Piaget’s ideas into practice by allowing children to learn at their own pace, by “hands-on” experience with objects, and by teaching con- cepts that are at the appropriate cognitive level for those children (Brooks & Brooks, 1993). But Piaget’s theory has also been criticized on several points. Some researchers believe that the idea of distinct stages of cognitive development is not completely correct and that changes in thought are more continuous and gradual rather than abruptly jump- ing from one stage to another (Courage & Howe, 2002; Feldman, 2003; Schwitzgebel, 1999; Siegler, 1996). Others point out that preschoolers are not as egocentric as Piaget seemed to believe (Flavell, 1999) and that object permanence exists much earlier than Piaget thought (Aguiar & Baillargeon, 2003; Baillargeon, 1986).
VygOtSKy’S tHeORy: tHe ImPORtance OF BeIng tHeRe Russian psychologist Lev Vygotsky’s pioneering work in developmental psychology has had a profound influence on school education in Russia, and interest in his theories continues to grow throughout the world (Bodrova & Leong, 1996; Duncan, 1995). Vygotsky wrote about children’s cognitive development but differed from Piaget in his emphasis on the role of others in cognitive development (Vygotsky, 1934/1962, 1978, 1987). Whereas Piaget stressed the importance of the child’s interaction with objects as a primary factor in cognitive devel- opment, Vygotsky stressed the importance of social and cultural interactions with other people, typically more highly skilled children and adults. Vygotsky believed that chil- dren develop cognitively when someone else helps them by asking leading questions and providing examples of concepts in a process called scaffolding. In scaffolding, the more highly skilled person gives the learner more help at the beginning of the learning process and then begins to withdraw help as the learner’s skills improve (Rogoff, 1994).
Vygotsky also proposed that each developing child has a zone of proximal devel- opment (ZPD), which is the difference between what a child can do alone versus what a child can do with the help of a teacher. For example, if little Jenny can do math problems up to the fourth-grade level on her own but with the help of a teacher can successfully work problems at a sixth-grade level, her ZPD is 2 years. Suzi might be the same age as Jenny (and might even score the same on a traditional IQ test), but if Suzi can only work math problems at a fifth-grade level with the help of the teacher, Suzi’s ZPD is not as great as Jenny’s. This might be a better way of thinking about intelligence: It isn’t what you know (as measured by traditional tests), it’s what you can do.
Other researchers have applied Vygotsky’s social focus on learning to the develop- ment of a child’s memory for personal (autobiographical) events, finding evidence that children learn the culturally determined structures and purposes of personal stories from the early conversations they have with their parents. This process begins with the parent telling the story to the very young child, followed by the child repeating elements of the
This boy is helping his younger sister learn to read a book. Vygotsky’s view of cognitive development states that the help of skilled others aids in making cognitive advances such as this one.
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story as the child’s verbal abilities grow. The child reaches the final stage at around age 5 or 6 when the child creates the personal story entirely—an excellent example of scaffold- ing (Fivush et al., 1996; Fivush & Nelson, 2004; Nelson, 1993). Unlike Piaget, who saw a child’s talking to himself or herself as egocentric, Vygotsky thought that private speech was a way for the child to “think out loud” and advance cognitively. As adults, we still do this when we talk to ourselves to help solve a particular problem. Vygotsky’s ideas have been put into practice in education through the use of cooperative learning, in which children work together in groups to achieve a common goal, and in reciprocal teaching, in which teachers lead students through the basic strategies of reading until the students themselves become capable of teaching the strategies to others. StageS OF Language DeVeLOPment The development of language is a very important milestone in the cognitive development of a child because language allows children to think in words rather than just images, to ask questions, to communicate their needs and wants to others, and to form concepts (L. Bloom, 1974; P. Bloom, 2000). Language development in infancy is influenced by the language they hear, a style of speaking known as child- directed speech (the way adults and older children talk to infants and very young children, with higher pitched, repetitious, sing-song speech patterns). Infants and toddlers attend more closely to this kind of speech, which creates a learning opportunity in the dialogue between caregiver and infant (Dominey & Dodane, 2004; Fernald, 1984, 1992; Küntay & Slobin, 2002). Other researchers are looking at the infant’s use of gestures and signs (Behne et al., 2005; Lizskowski et al., 2006; Moll & Tomasello, 2007; Tomasello et al., 2007).
Watch the Video, Thinking Like a Psychologist: Multilingualism: Speaking One’s Mind, at MyPsychLab Infants also seem to understand far more than they can produce, a phenomenon known
as the receptive-productive lag (Stevenson et al., 1988). They may be able to only produce one or two words, but they understand much longer sentences from their parents and others.
There are several stages of language development that all children experience, no matter what culture they live in or what language they will learn to speak (Brown, 1973): 1. Cooing: At around 2 months of age, babies begin to make vowel-like sounds. 2. Babbling: At about 6 months, infants add consonant sounds to the vowels to make
a babbling sound, which at times can almost sound like real speech. Deaf children actually decrease their babbling after 6 months while increasing their use of primi- tive hand signs and gestures (Petitto & Marentette, 1991; Petitto et al., 2001).
3. One-word speech: Somewhere just before or around age 1, most children begin to say actual words. These words are typically nouns and may seem to represent an en- tire phrase of meaning. They are called holophrases (whole phrases in one word) for that reason. For example, a child might say “Milk!” and mean “I want some milk!” or “I drank my milk!”
4. Telegraphic speech: At around a year and a half, toddlers begin to string words together to form short, simple sentences using nouns, verbs, and adjectives. “Baby eat,” “Mommy go,” and “Doggie go bye-bye” are examples of telegraphic speech. Only the words that carry the meaning of the sentence are used.
5. Whole sentences: As children move through the preschool years, they learn to use grammatical terms and increase the number of words in their sentences, until by age 6 or so they are nearly as fluent as an adult, although the number of words they know is still limited when compared to adult vocabulary.
auStISm SPectRum DISORDeR Before leaving the topic of cognitive development in infancy, let’s briefly discuss a topic that has been making the news lately: the causes un- derlying autism spectrum disorder. Autism spectrum disorder (ASD) is a neurodevel- opmental disorder that actually encompasses a whole range of previous disorders (with what may be an equally broad range of causes), which cause problems in thinking, feeling, language, and social skills in relating to others (American Psychiatric Association, 2013);
This infant has already learned some of the basics of language, including the use of gestures to indicate meaning and enhance communication.
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Atladóttir et al., 2009; Johnson & Myers, 2007). Rumors and misinformation about the causes of autism have been circulating on the Internet for many years.
The major source of misinformation began in 1998, when British gastroenterolo- gist Dr. Andrew Wakefield published the results of two studies that seemed to link the MMR (measles, mumps, and rubella) vaccine to autism and bowel disease in children (Wakefield et al., 1998). With a sample size of only 12 children, no control groups, and with neither study being blind—single or double—the studies were quickly denounced as inadequate and dangerous by autism specialists and others (Fitzpatrick, 2004; Judelsohn, 2007; Matthew & Dallery, 2007; Novella, 2007; Stratton et al., 2001a, 2001b). to Learning Objectives 1.10 and 1.11. Nevertheless, Wakefield’s publication was followed by measles epidemics due to parents refusing the MMR inoculation for their children. The myth of a link persists, in spite of numerous studies that have consistently failed to show any link between the MMR vaccine and autism (Burns, 2010; Gilberg & Coleman, 2000; Johnson & Myers, 2007; Madsen et al., 2002; Mars et al., 1998; Taylor et al., 1999; Thompson et al., 2007). In 2004, the other authors listed on the study formally retracted the 1998 paper. In 2009, the final blow came to Wakefield’s credibility when it was dis- covered that he had falsified his data.
As a result of the British Medical Council’s investigation into Wakefield’s actions, Wakefield’s medical license was revoked in May of 2010, after the council found him guilty of “serious professional misconduct” (Meikle & Bosley, 2010).
The following section dispels a number of other myths about vaccinations and their safety.
issues in psychology
The Facts and Myths About Immunizations Many parents have become aware of misinformation that has been placed on the Internet and handed out by concerned but uninformed people, information that highlights the dangers of immunization (CDC, 2013; Stratton et al., 2001a, 2001b).
What are some of the myths parents now believe, and what are the facts?
Myth: Children who are given an immunization can get the disease itself. Fact: Most vaccines are made from dead viruses, and it is impossible to get the disease in
this way. Vaccines that use very weak live viruses (like the chicken pox vaccine) might cause a child to develop a mild version of the disease, but the risk is very small and the full-blown disease is far more serious and deadly (Centers for Disease Control and Prevention, 2004, 2011, 2013; Offit & Bell, 1998; National Institutes of Health, 1998).
Myth: If all the other children in a school are immunized, there’s no harm in not immunizing one’s own child.
Fact: If one parent is thinking like this, others are also, and this can lead to an epidemic. One such epidemic of measles happened between 1989 and 1991 in the United States, causing rates of death due to measles to increase by a large number during that period, as well as increases in rates of brain damage due to high fevers (Centers for Disease Control and Prevention, 2004, 2013; Offit & Bell, 1998; National Institutes of Health, 1998). Measles alone causes the death of 1 million children under the age of 5 each year (Centers for Disease Control and Prevention, 1999, 2000, 2004, 2013).
Myth: The vaccine isn’t 100 percent effective, so why subject a child to a painful injection? Fact: Vaccines are one of the most effective weapons we have against disease. They work
in 85 percent to 99 percent of cases and greatly reduce your child’s risk of serious ill- ness, particularly when more and more people use them (Centers for Disease Control and Prevention, 2000, 2013).
Myth: Immunizations cause bad reactions. Fact: The most common reactions to vaccines are minor, including redness and swelling
where the shot was given, fever, and rash. In rare cases immunizations can trigger
One of the most important things parents can do for the continued health and safety of their infant is to have the baby immunized, following an approved schedule for each type of vaccine. Immunizations today are safe and effective and prevent dangerous and often deadly childhood diseases, such as rubella.
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seizures or severe allergic reactions, but the risk of these is much lower than that of catching the disease if a child is not immunized (Centers for Disease Control and Pre- vention, 2011; Offit & Bell, 1998).
Myth: Immunization is not needed because these diseases have been eliminated. Fact: Even though these diseases are rare or nonexistent in the United States, they still
flourish in other parts of the world. Children must continue to be vaccinated against them because it is easy to come into contact with illnesses through travel (Centers for Disease Control and Prevention, 1994, 2011, 2013).
Questions for Further Discussion
1. What advice concerning vaccinations would you give a friend who is having a baby?
2. Should children who are not vaccinated be allowed to attend public schools?
3. What can be done to encourage parents to have their children immunized?
Explore the Concept at MyPsychLab
c O n c e P t m a P
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(continued )
Infancy and Childhood Development
immediately after birth, body systems start to function (i.e., respiratory, circulatory, temperature regulation, digestive)
babies are born with (innate) re�ex behaviors (see Fig. 8.4)
physical development
sensory development
motor development
touch, taste, and smell are well developed
hearing is functional but not fully developed
vision is least developed (rods are functional, cones take about 6 months to fully develop)
as with physical and sensory development, normal motor development is related to many factors, such as nutrition, care, and health
birth to 2 years = period of rapid development (see Fig. 8.5)
Infancy and Childhood Development: Cognitive Development
suggests children form mental concepts or schemes as they experience new situations and events
proposes four distinct stages of cognitive development that span infancy to adolescence
Piaget’s theory
Vygotsky’s theory
stresses the importance of social interactions with others, typically more highly skilled children and adults
children’s cognitive development occurs when someone helps them by asking leading questions and providing examples of concepts (scaffolding)
each child has a zone of proximal development—difference between what they can do alone vs. with aid of a teacher
language allows children to think in words, ask questions, communicate needs and wants, and form concepts
neurodevelopmental disorder that involves issues in thinking, feeling, language, and social interactions
cooing, babbling, one-word speech, telegraphic speech, whole sentences
stages of language development universal progressive stages
sensorimotor
preoperational
formal operations
concrete operations
understand new things in terms of schemes they already possess (assimilation) or through altering or adjusting old schemes to �t new information (accommodation)
autistic spectrum disorder causes are still being investigated but do not appear to be linked to childhood immunizations
see Table 8.3
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PSycHOSOcIaL DeVeLOPment
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How do infants and children develop personalities and form relationships with others, and what are Erikson’s stages of psychosocial development for children?
The psychological and social development of infants and children involves the develop- ment of personality, relationships, and a sense of being male or female. Although these processes begin in infancy, they will continue, in many respects, well into adulthood.
Why are some children negative and whiny while others are sweet and good natured?
temPeRament One of the first ways in which infants demonstrate that they have dif- ferent personalities (i.e., the long-lasting characteristics that make each person differ- ent from others) is in their temperament, the behavioral and emotional characteristics that are fairly well established at birth. Researchers (Chess & Thomas, 1986; Thomas & Chess, 1977) have identified three basic temperament styles of infants: 1. Easy: “Easy” babies are regular in their schedules of waking, sleeping, and eating
and are adaptable to change. Easy babies are happy babies and when distressed are easily soothed.
2. Difficult: “Difficult” babies are almost the opposite of easy ones. Difficult babies tend to be irregular in their schedules and are very unhappy about change of any kind. They are loud, active, and tend to be crabby rather than happy.
3. Slow to warm up: This kind of temperament is associated with infants who are less grumpy, quieter, and more regular than difficult children but who are slow to adapt to change. If change is introduced gradually, these babies will “warm up” to new people and new situations.
Of course, not all babies will fall neatly into one of these three patterns—some chil- dren may be a mix of two or even all three patterns of behavior, as Chess and Thomas (1986)
1. One way researchers study newborn development involves measuring how long infants continue to focus upon a non- changing stimulus. This technique is referred to as
a. adaptation. b. habituation c. longitudinal study. d. a cross-sectional design.
2. Which of a baby’s senses is the most well developed at birth?
a. vision b. touch c. hearing d. smell
3. In which of Piaget’s stages would a child be who has just de- veloped the ability to conserve?
a. sensorimotor b. preoperational c. concrete operations d. formal operations
4. Vygotsky defines __________ as the process of helping less as the learner improves at a given task.
a. scaffolding b. habituation c. zone of proximal development d. metamemory
5. Which of the following tends to occur first in a child’s lan- guage development?
a. telegraphic speech b. babbling c. a holophrase d. cooing
PRactice quiz How Much do You Remember? answeRs available in answeR KeY. Pick the best answer.
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discovered. Even so, longitudinal research strongly suggests that these temperament styles last well into adulthood and are strongly influenced by heredity (Kagan, 1998; Kagan et al., 2007; Korn, 1984; Scarpa et al., 1995; Schwartz et al., 2010), although they are somewhat influenced by the environment in which the infant is raised. For example, a “difficult” infant who is raised by parents who are themselves very loud and active may not be perceived as difficult by the parents, whereas a child who is slow to warm up might be perceived as dif- ficult if the parents themselves like lots of change and noise. The first infant is in a situation in which the “goodness of fit” of the infant’s temperament to the parents’ temperament is very close, but the parents of the second infant are a “poor fit” in temperament for that less active child (Chess & Thomas, 1986). A poor fit can make it difficult to form an attach- ment, the important psychosocial–emotional bond we will discuss next. attacHment The emotional bond that forms between an infant and a primary care- giver is called attachment. Attachment is an extremely important development in the social and emotional life of the infant, usually forming within the first 6 months of the infant’s life and showing up in a number of ways during the second 6 months, such as stranger anxiety (wariness of strangers) and separation anxiety (fear of being separated from the caregiver). Although attachment to the mother is usually the primary attach- ment, infants can attach to fathers and to other caregivers as well. Participate in the sur- vey experiment What Has Your Father Done for You? to reflect back on the relationship you had with your father while you were growing up.
What Has Your Father Done for You?
This survey asks you about your attitudes towards and experiences with the father gure(s) in your life (no matter what their gender or actual biological relationship to you) and how the role they’ve played in your life has affected your life-span development.
Go to the Experiment
Simulation
Simulate the Experiment, What Has Your Father Done for You? , on MyPsychLab
Attachment Styles Mary Ainsworth (Ainsworth, 1985; Ainsworth et al., 1978) devised a special experimental design to measure the attachment of an infant to the caregiver; she called it the “Strange Situation” (exposing an infant to a series of leave- takings and returns of the mother and a stranger). Through this measurement technique, Ainsworth and another colleague identified four attachment styles: Watch the Video, The Basics: Attachment, at MyPsychLab
1. Secure: Infants labeled as secure were willing to get down from their mother’s lap soon after entering the room with their mothers. They explored happily, look- ing back at their mothers and returning to them every now and then (sort of like “touching base”). When the stranger came in, these infants were wary but calm
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as long as their mother was nearby. When the mother left, the infants got upset. When the mother returned, the infants approached her, were easily soothed, and were glad to have her back.
2. Avoidant: In contrast, avoidant babies, although somewhat willing to explore, did not “touch base.” They did not look at the stranger or the mother, and reacted very little to her absence or her return, seeming to have no interest or concern.
3. Ambivalent: The word ambivalent means to have mixed feelings about something. Ambivalent babies in Ainsworth’s study were clinging and unwilling to explore, very upset by the stranger regardless of the mother’s presence, protested mightily when the mother left, and were hard to soothe. When the mother returned, these babies would demand to be picked up, but at the same time push the mother away or kick her in a mixed reaction to her return.
4. Disorganized–disoriented: In subsequent studies, other researchers (Main & Hesse, 1990; Main & Solomon, 1990) found that some babies seemed unable to decide just how they should react to the mother’s return. These disorganized–dis- oriented infants would approach her but with their eyes turned away from her, as if afraid to make eye contact. In general, these infants seemed fearful and showed a dazed and depressed look on their faces. It should come as no surprise that the mothers of each of the four types of infants
also behaved differently from one another. Mothers of secure infants were loving, warm, sensitive to their infant’s needs, and responsive to the infant’s attempts at communication. Mothers of avoidant babies were unresponsive, insensitive, and coldly rejecting. Mothers of ambivalent babies tried to be responsive but were inconsistent and insensitive to the baby’s actions, often talking to the infant about something totally unrelated to what the infant was doing at the time. Mothers of disorganized–disoriented babies were found to be abusive or neglectful in interactions with the infants.
Attachment is not necessarily the result of the behavior of the mother alone, how- ever. The temperament of the infant may play an important part in determining the re- actions of the mother (Goldsmith & Campos, 1982; Skolnick, 1986). For example, an infant with a difficult temperament is hard to soothe. A mother with this kind of in- fant might come to avoid unnecessary contact with the infant, as did the mothers of the avoidant babies in Ainsworth’s studies.
Critics of Ainsworth’s Strange Situation research focus on the artificial nature of the design and wonder if infants and mothers would behave differently in the more familiar surroundings of home, even though Ainsworth’s experimental observers also observed the infants and mothers in the home prior to the Strange Situation setting (Ainsworth, 1985). Other research has found results supporting Ainsworth’s findings in home-based assess- ments of attachment (Blanchard & Main, 1979). Other studies have also found support for the concept of attachment styles and stability of attachment over the first 6 years of life (Lutkenhaus et al., 1985; Main & Cassidy, 1988; Owen et al., 1984; Wartner et al., 1994). Even adult relationships can be seen as influenced by the attachment style of the adult—those who are avoidant tend to have numerous shallow and brief relationships with different partners, whereas those who are ambivalent tend to have repeated breakups and makeups with the same person (Bartholomew, 1990; Hazan & Shaver, 1987).
influences on Attachment As day care has become more widely acceptable and common, many parents have been concerned about the effect of day care on attachment. Psychologist Jay Belsky and colleagues (Belsky, 2005; Belsky & Johnson, 2005; Belsky et al., 2007) have studied the attachment of infants in day care and concluded that although higher quality of day care (small child-to-caregiver ratio, low turnover in care- givers, and caregivers educated in child-care techniques and theory) is important, espe- cially for cognitive development, positive development including attachment was more clearly related to the quality of parenting that the infants and toddlers received at home.
This toddler shows reluctance to explore his environment, instead clinging to his father’s leg. Such clinging behavior, if common, can be a sign of an ambivalent attachment.
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Although there are some cultural differences in attachment—such as the find- ing that mothers in the United States tend to wait for a child to express a need before trying to fulfill that need, while Japanese mothers prefer to anticipate the child’s needs (Rothbaum et al., 2000), attachment does not seem to suffer in spite of the differ- ences in sensitivity. Evidence that similar attachment styles are found in other cultures demonstrates the need to consider attachment as an important first step in forming relationships with others, one which may set the stage for all relationships that fol- low (Hu & Meng, 1996; Juffer & Rosenboom, 1997; Keromoian & Leiderman, 1986; Rothbaum et al., 2010).
Before leaving the topic of attachment, let’s take a look at one of the first studies that examined the key factors necessary for attachment.
classic studies in psychology
Harlow and Contact Comfort As psychologists began to study the development of attachment, they at first assumed that attachment to the mother occurred because the mother was associ- ated with satisfaction of primary drives such as hunger and thirst. The mother is
always present when the food (a primary reinforcer) is presented, so the mother becomes a secondary reinforcer capable of producing pleasurable feelings. to Learning Objective 5.5.
Psychologist Harry Harlow felt that attachment had to be influenced by more than just the provision of food. He conducted a number of studies of attach- ment using infant rhesus mon- keys (Harlow, 1958). Noticing that the monkeys in his lab liked to cling to the soft cloth pad used to line their cages, Harlow designed a study to examine the importance of what he termed contact comfort, the seeming attachment of the monkeys to something soft to the touch.
He isolated eight baby rhe- sus monkeys shortly after their birth, placing each in a cage with two surrogate (substitute) “mothers.” The surrogates were actually a block of wood covered in soft padding and terry cloth and a wire form, both heated from within. For half of the monkeys, the wire “mother” held the bottle from which they fed, while for the other half the soft “mother” held the bot- tle. Harlow then recorded the time each monkey spent with each “mother.” If time spent with the surrogate is taken as an indicator of attachment, then learning theory would pre- dict that the monkeys would spend more time with whichever surrogate was being used to feed them.
The results? Regardless of which surrogate was feeding them, all of the infant monkeys spent significantly more time with the soft, cloth-covered surrogate. In fact, all monkeys spent very little time with the wire surrogate, even if this was the one with the bottle. Harlow and his
The wire surrogate “mother” provides the food for this infant rhesus monkey. But the infant spends all its time with the soft, cloth-covered surrogate. According to harlow, this demonstrates the importance of contact comfort in attachment.
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colleagues concluded that “contact comfort was an important basic affectional or love vari- able” (Harlow, 1958, p. 574).
Harlow’s work represents one of the earliest investigations into the importance of touch in the attachment process and remains an important study in human development.
Questions for Further Discussion
1. Even though the cloth surrogate was warm and soft and seemed to provide contact comfort, do you think that the monkeys raised in this way would behave normally when placed into con- tact with other monkeys? how might they react?
2. What might be the implications of harlow’s work for human mothers who feed their infants with bottles rather than breast-feeding?
wHO am I?: tHe DeVeLOPment OF tHe SeLF-cOncePt Infants begin life without understanding that they are separate from their surroundings, and also from the other people in their social world. The self-concept is the image you have of yourself, and it is based on your interactions with the important people in your life. As infants experience the world around them, they slowly learn to separate “me” from both physical surround- ings and the other people in their world.
One way to demonstrate a child’s growing awareness of self is known as the rouge test. A spot of red rouge or lipstick is put on the end of the child’s nose and the child is then placed in front of a mirror. Infants from about 6 months to a little over a year will reach out to touch the image of the baby in the mirror, reacting as if to another child (Amsterdam, 1972; Courage & Howe, 2002). In fact, some infants crawl or walk to the other side of the mirror to look for the “other.” But at about 15 to 18 months of age, the infant begins to touch his or her own nose when seeing the image in the mirror, indicat- ing an awareness that the image in the mirror is the infant’s own (Nielsen et al., 2005). As the child grows, the self-concept grows to include gender (“I’m a boy” or “I’m a girl”), physical appearances (“I have brown hair and blue eyes”), and in middle childhood, per- sonality traits and group memberships (Stipek et al., 1990).
I’ve heard that you shouldn’t pick a baby up every time it cries— that if you do, it might spoil the baby.
eRIKSOn’S tHeORy Unfortunately, a lot of people have not only heard this advice but also acted on it by frequently ignoring an infant’s crying, which turns out to be a very bad thing for babies. When a baby under 6 months of age cries, it is an instinctive reaction meant to get the caregiver to tend to the baby’s needs—hunger, thirst, pain, and even loneliness. Research has shown that babies whose cries are tended to con- sistently (that is, the infant is fed when hungry, changed when wet, and so on) in the early months are more securely attached at age 1 than those infants whose caregivers frequently allow the infants to cry when there is a need for attention—hunger, pain, or wetness, for example (Brazelton, 1992; Heinicke et al., 2000). Erik Erikson, a psychody- namic theorist who emphasized the importance of social relationships in the develop- ment of personality, would certainly disagree with letting a baby “cry it out,” although allowing an infant who has been fed, changed, burped, and checked to cry on occasion will not damage attachment.
Erikson, who trained as a Freudian psychoanalyst but became convinced that social interactions were more important in development than Freud’s emphasis on sexual devel- opment, believed that development occurred in a series of eight stages, with the first four of these stages occurring in infancy and childhood (Erikson, 1950; Erikson & Erikson, 1997). (Freud’s stages of psychosexual development are covered in detail in a later chap- ter.) to Learning Objective 13.2. Each of Erikson’s stages is an emotional crisis,
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or a kind of turning point, in personality, and the crisis in each stage must be successfully met for normal, healthy psychological development.
Erikson focused on the relationship of the infant and the child to significant others in the immediate surroundings—parents and then later teachers and even peers. Table 8.4 summarizes the conflict in each of Erikson’s eight stages and some of the implica- tions for future development (Erikson, 1950; Erikson & Erikson, 1997). For now, look at the first four stages in particular.
table 8.4
Erikson’s Psychosocial Stages of Development
Stage DeVeLOPmentaL cRISIS SucceSSFuL DeaLIng wItH cRISIS unSucceSSFuL DeaLIng wItH cRISIS
1. Infant
Birth to 1 year old
Trust Versus Mistrust
Infants learn a basic sense of trust dependent upon how their needs are met.
If babies’ needs for food, comfort, and affection are met, they develop a sense of trust in people and expect those needs to be met in future.
If babies’ needs for food, comfort, and affection are not met, they develop a sense of mistrust and do not expect their needs to be met in future.
2. Toddler
1 to 3 years old
Autonomy Versus Shame and Doubt
Toddlers begin to understand that they can control their own actions.
Toddlers who are successful in controlling their own actions develop independence.
Toddlers whose attempts at being independent are blocked develop a sense of self-doubt and shame for failing.
3. Preschool Age
3 to 5 years old
Initiative Versus Guilt
Preschool children learn to take responsibility for their own behavior as they develop self-control.
If preschoolers succeed in controlling their reactions and behavior, they feel capable and develop a sense of initiative.
If preschoolers fail in controlling their reactions and behavior, they feel irresponsible, anxious, and develop a sense of guilt.
4. Elementary School Age
5 to 12 years old
Industry Versus Inferiority
The school-aged child must learn new skills in both the academic world and the social world. They compare themselves to others to measure their success or failure.
When children feel they have succeeded at learning these skills, they develop a sense of industry, making them feel competent and improving their self-esteem.
When children fail or feel that they have failed in learning these skills, they feel inferior when compared to others.
5. Adolescence
13 to early 20s
Identity Versus Role Confusion
Adolescents must decide who they are, what they believe, and what they want to be as an adult.
Adolescents who are able to define their values, goals, and beliefs will develop a stable sense of identity.
Adolescents who are unable to define themselves remain confused and may isolate themselves from others or try to be like everyone else instead of themselves.
6. Early Adulthood
20s and 30s
Intimacy Versus Isolation
Young adults face the task of finding a person with whom they can share their identity in an ongoing, close, personal relationship.
Young adults who successfully find someone and share their identities will have a fulfilling relationship founded on psychological intimacy.
Young adults who are unable to find someone (often because they do not yet have a stable identity to share) will isolate themselves and may experience loneliness, even when involved in shallow relationships with others.
7. Middle Adulthood
40s and 50s
Generativity Versus Stagnation
The focus of this task is to find a way to be a creative, productive person who is nurturing the next generation.
Adults who are able to focus on the next generation will be productive and creative, leaving a legacy for the future.
Adults who are unable to focus outside themselves will remain stagnated, self-centered, and feeling that they have not made a difference.
8. Late Adulthood
60s and beyond
Ego Integrity Versus Despair
The task in this stage involves coming to terms with the end of life, reaching a sense of wholeness and acceptance of life as it has been.
Older adults who are able to come to terms with their lives, things they have done and left undone, and able to “let go” of regrets will have a sense of completion and will see death as simply the last stage of a full life.
Older adults who have not been able to achieve identity or intimacy or generativity, who cannot let go of their regrets, will feel a sense of having left things too late and see death as coming too soon.
Derived from Erikson, 1950.
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important early concepts
psychosocial development
infants demonstrate personality through their temperament (e.g., easy, dif cult, slow to warm up), which can also affect, and is affected by, parenting and the environment
attachment (emotional bond between infant and a primary caregiver) is very important; different attachment styles have been identi ed by Ainsworth and others (e.g., secure, avoidant, ambivalent, disorganized–disoriented) that appear to be similar, but not identical, across different cultures
Erikson’s theory
suggests development occurs in a series of eight stages (see Table 8.4)
at each stage an emotional crisis must be successfully met for normal development to occur
Infancy and Childhood Development: Psychosocial Development
involves development of personality, relationships, and a sense of being male or female; process begins in infancy and continues into adulthood
1. According to Thomas and Chess, temperament styles often last _____________ and are often influenced by _____________.
a. into early childhood; the unconscious b. into early adolescence; the environment c. into early adulthood; family d. throughout adulthood; heredity
2. What kind of attachment, according to Ainsworth, is shown by a baby who clings to his or her mother, gets upset when the mother leaves, and demands to be picked up but at the same time kicks and pushes her away?
a. secure b. avoidant c. ambivalent d. disorganized–disoriented
3. Studies by harry harlow showed that the most important element to developing attachment is
a. feeding. b. physical contact. c. mental challenges. d. sleep.
4. Baby lisa is beginning to learn more about herself. When she sees herself in a mirror, she smiles and laughs but no longer needs to touch the mirror or look behind it to find the baby that she sees. Researchers would say that baby lisa is developing
a. trust versus mistrust. b. autonomy versus shame and doubt. c. awareness of herself. d. her internal identity.
5. According to Erikson, which stage results in a sense of in- dependence because of one’s ability to control their own actions?
a. trust versus mistrust b. autonomy versus shame and doubt c. initiative versus guilt d. generativity versus stagnation
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8.7 Explore the Concept at MyPsychLab
c O n c e P t m a P
adolescence
8.8 What are the physical, cognitive, and personality changes that occur in adoles- cence, including concepts of morality and Erikson’s search for identity?
Adolescence is the period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult. Although in the past, adolescence was always defined as the “teens,” from ages 13 to 19, adolescence isn’t necessarily determined by chronological age. It also concerns how a person deals with life issues such as work, family, and relationships. So although there is a clear age of onset, the end of adolescence may come earlier or later for different individuals.
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PHySIcaL DeVeLOPment
Isn’t adolescence just the physical changes that happen to your body?
The clearest sign of the beginning of adolescence is the onset of puberty, the physical changes in both primary sex characteristics (growth of the actual sex organs such as the penis or the uterus) and secondary sex characteristics (changes in the body such as the development of breasts and body hair) that occur in the body as sexual development reaches its peak. to Learning Objective 10.1. Puberty occurs as the result of a complex series of glandular activities, stimulated by the “master gland” or the pituitary gland, when the proper genetically determined age is reached. The thyroid gland increases the rate of growth, and the adrenal glands and sex glands stimulate the growth of characteristics such as body hair, muscle tissue in males, and the men- strual cycle in girls, for example (Grumbach & Kaplan, 1990; Grumbach & Styne, 1998). Puberty often begins about 2 years after the beginning of the growth spurt, the rapid period of growth that takes place at around age 10 for girls and around age 12 for boys.
In addition to an increase in height, physical characteristics related to being male or female undergo rapid and dramatic change. In fact, the rate of growth and develop- ment in puberty approaches that of development in the womb. to Learning Objective 10.1. After about 4 years, the changes of puberty are relatively complete. The development of the brain, however, continues into adulthood. In particular, the prefrontal cortex of the brain, which is responsible in part for impulse control, decision making, and the organization and understanding of information, does not stabilize in its development until we are in our 30s (Petanjek et al., 2011). It is easy to understand, then, why ado- lescents may engage in risky behavior even when they know better. Watch the Video, Special Topics: Risky Behavior and Brain Development, at MyPsychLab
cOgnItIVe DeVeLOPment
If I’m remembering correctly, teenagers should be in Piaget’s formal operations stage. So why don’t many teenagers think just like adults?
The cognitive development of adolescents is less visible than the physical development but still represents a major change in the way adolescents think about themselves, their peers and relationships, and the world around them. PIaget’S FORmaL OPeRatIOnS ReVISIteD Adolescents, especially those who receive a formal high school education, may move into Piaget’s final stage of formal operations, in
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which abstract thinking becomes possible. Teenagers begin to think about hypothetical situations, leading to a picture of what an “ideal” world would be like.
Piaget’s theory has had a tremendous impact in the education of children and in stimulating research about children’s cognitive development (Satterly, 1987). Children in different cultures usually come to understand the world in the way that Piaget de- scribed, although the age at which this understanding comes varies from one child to another.
Although headed into an adult-style of thinking, adolescents are not yet completely free of egocentric thought. At this time in life, however, their egocentrism shows up in their preoccupation* with their own thoughts. They do a lot of introspection (turning inward) and may become convinced that their thoughts are as important to others as they are to themselves. Two ways in which this adolescent egocentrism emerges are the personal fable and the imaginary audience (Elkind, 1985; Lapsley et al., 1986; Vartanian, 2000).
In the personal fable, adolescents have spent so much time thinking about their own thoughts and feelings that they become convinced that they are special, one of a kind, and that no one else has ever had these thoughts and feelings before them. “You just don’t understand me, I’m different from you” is a common feeling of teens. The personal fable is not without a dangerous side. Because they feel unique, teenagers may feel that they are somehow protected from the dangers of the world and so do not take the precautions that they should. This may result in an unwanted pregnancy, severe injury or death while racing in a car, drinking (or texting) and driving, and drug use, to name a few possibilities. “It can’t happen to me, I’m special” is a risky but common thought.
The imaginary audience shows up as extreme self-consciousness in adolescents. They become convinced that everyone is looking at them and that they are always the center of everyone else’s world, just as they are the center of their own. This explains the intense self-consciousness that many adolescents experience concerning what others think about how the adolescent looks or behaves. mORaL DeVeLOPment Another important aspect in the cognitive advances that occur in adolescence concerns the teenager’s understanding of “right” and “wrong.” Harvard University professor Lawrence Kohlberg was a developmental psychologist who, influenced by Piaget and others, outlined a theory of the development of moral thinking through looking at how people of various ages responded to stories about people caught up in moral dilemmas (see Figure 8.8 for an example of a dilemma). Kohlberg (1973) pro- posed three levels of moral development, or the knowledge of right and wrong behavior. These levels are summarized in Table 8.5, along with an example of each type of thinking. Although these stages are associated with certain age-groups, adolescents and adults can
*preoccupation: extreme or excessive concern with something.
Figure 8.8 example of a moral Dilemma
The ant worked long and hard over the summer to gather food for himself and his family. The grasshopper, who preferred to play and be lazy all summer, laughed at the ant for working so hard. The ant said, “you will be sorry this winter when you have no food.” Sure enough, when winter came the very sorry grasshopper, cold and hungry, came to the ant and begged for food and shelter. Should the ant give food and shelter to the grasshopper?
Example of a Moral Dilemma
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be found at all three levels. For example, a juvenile delinquent tends to be preconventional in moral thinking.
Kohlberg’s theory has been criticized as being male-oriented and biased toward Western cultures, especially since he used only males in his studies (Gilligan, 1982; Snarey, 1985). Carol Gilligan (1982) proposed that men and women have different perspectives on morality: Men tend to judge as moral the actions that lead to a fair or just end, whereas women tend to judge as moral the actions that are nonviolent and hurt the fewest people. Researchers, however, have not found consistent support for gender differences in moral thinking ( Walker, 1991). Another criticism is that Kohlberg’s assessment of moral development involves asking people what they think should be done in hypothetical moral dilemmas. What people say they will do and what people actually do when faced with a real dilemma are often two different things.
PSycHOSOcIaL DeVeLOPment
The development of personality and social relationships in adolescence primarily con- cerns the search for a consistent sense of self or personal identity. Watch the Video, What’s in It for Me?: Identity, at Mypsychlab
eRIKSOn’S IDentIty VeRSuS ROLe cOnFuSIOn The psychosocial crisis that must be faced by the adolescent, according to Erikson, is that of identity versus role confusion. In this stage, the teenager must choose from among many options for values in life and beliefs concerning things such as political issues, career options, and marriage (Feldman, 2003). From those options, a consistent sense of self must be found. Erikson believed that teens who have successfully resolved the conflicts of the earlier four stages are much better “equipped” to resist peer pressure to engage in unhealthy or illegal activities and find their own identity during the adolescent years. Those teens who are not as success- ful come into the adolescent years with a lack of trust in others, feelings of guilt and shame, low self-esteem, and dependency on others. Peer pressure is quite effective on teenagers who desperately want to “fit in” and have an identity of a certain sort, and who feel that others will not want to be with them unless they conform to the expectations and demands of the peer group. They play the part of the model child for the parents, the good student for the teachers, and the “cool” juvenile delinquent to their friends and will be confused about which of the many roles they play really represent their own identity. PaRent–teen cOnFLIct Even for the majority of adolescents who end up successfully finding a consistent sense of self, there will be conflicts with parents. Many researchers
table 8.5
Kohlberg’s Three Levels of Morality
LeVeL OF mORaLIty HOw RuLeS aRe unDeRStOOD examPLe
Preconventional morality (very young children)
Morality of an action is based on the consequences; actions that get rewarded are right and those that earn punishment are wrong.
A child who takes money from a parent’s wallet and does not get caught does not see that action as wrong.
conventional* morality (older children, adolescents, and most adults)
An action is morally right if it conforms to the rules of the society and wrong if it does not.
A child scolds a parent for littering because there is a sign saying not to do so.
Postconventional morality (about one fifth of the adult population)
Morality is now determined by the experiences and judgment of the person, even if that judgment disagrees with society’s rules.
A husband helps his dying wife commit suicide to end her pain, even though society considers that action to be murder.
*The term conventional refers to general standards or norms of behavior for a particular society, which will differ from one social group or culture to another.
Actresses lindsay lohan, Amanda Seyfried, lacey Chabert, and Rachel McAdams on the set of Mark S. Waters’s comedy movie Mean Girls. This movie portrays the ins and outs of peer pressure and the desire to fit in that many adolescents face.
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believe that a certain amount of “rebellion” and conflict is a necessary step in breaking away from childhood dependence on the parents and becoming a self-sufficient* adult (Bengston, 1970; Lynott & Roberts, 1997). Although many people think that these con- flicts are intense and concern very serious behavior, the reality is that most parent–teen conflict is over trivial issues—hair, clothing, taste in music, and so on. On the really big moral issues, most parents and teens would be quite surprised to realize that they are in agreement (Giancola, 2006). Watch the Video, The Big Picture: Different Perspectives on the World, at MyPsychLab
*self-sufficient: able to function without outside aid; capable of providing for one’s own needs.
psychosocial development
moral development
physical development
cognitive development
preconventional
conventional
postconventional
Adolescence (period of life from about age 13 to early 20s)
increase in height and changes in both primary and secondary sex characteristics
occurs as the result of glandular and hormonal activities
tends to occur about 2 years after beginning of growth spurt
adolescence is largely marked by the search for a consistent sense of self or personal identity
Erikson: the psychosocial crisis that must be resolved is identity vs. role confusion
parent–teen con�ict to be expected
understanding of what is “right” and “wrong”
early theory was proposed by Kohlberg; suggested three levels of moral development
some researchers (e.g., Gilligan) suggest that Kohlberg’s ideas applied more to males; others suggest that assessment was based on hypothetical, rather than real-life, dilemmas
continued maturation of the frontal lobes allows cognitive advances (e.g., abstract thought / Piaget’s formal operations)
despite advances, still have egocentric thought that emerges in a variety of ways
see Table 8.5
1. Changes in the body of young boys such as the appearance and growth of body hair is considered
a. a primary sex characteristic. b. a secondary sex characteristic. c. the final stage of puberty. d. a sign of postconventional morality.
2. “It can’t happen to me. I’m special” is a common attitude found in adolescents who have developed
a. a self-concept. b. an imaginary audience. c. a personal fable. d. a preconventional morality.
3. According to Kohlberg, about one-fifth of the adult popula- tion is at the __________ level of morality.
a. preconventional b. conventional c. postconventional d. preliminary
4. According to Erikson, the task of the adolescent is to a. find a consistent sense of self. b. develop a sense of initiative. c. find intimacy with another. d. develop a sense of industry.
5. If Colin is going to argue and disagree with his parents, which of the following topics will he typically be arguing over?
a. political beliefs b. religious beliefs c. social values d. his taste in clothes
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Explore the Concept at MyPsychLab
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What are the physical, cognitive, and personality changes that occur during adulthood and aging, including Erikson’s last three psychosocial stages, and patterns of parenting?
When exactly does adulthood begin?
Adulthood can be thought of as the period of life from the early 20s until old age and death. Exactly when adulthood begins is not always easy to determine. In some cultures, adulthood is reached soon after puberty (Bledsoe & Cohen, 1993; Ocholla-Ayayo et al., 1993). Some people feel that it begins after graduation from high school, whereas others would say adulthood doesn’t begin until after graduation from college. Others define it as the point when a person becomes totally self-sufficient with a job and a home separate from his or her parents. In that case, some people are not adults until their late 30s.
Many developmental psychologists now talk about “emerging adulthood” as a time from late adolescence through the 20s and referring to mainly those in developed coun- tries who are childless, do not live in their own home, and are not earning enough money to be independent (Arnett, 2000; Azmitia et al., 2008; Nelson et al., 2008). Decisions about identity, values, and the preparation for a career have begun to take longer and longer, and together with the downturn in the economy, many young people who would have been working and raising families a few decades ago now find that they cannot “leave the nest” so easily.
PHySIcaL DeVeLOPment: uSe It OR LOSe It
Adulthood can also be divided into at least three periods: young adulthood, middle age, and late adulthood. Physical changes in young adulthood are relatively minimal. The good news is that the 20s are a time of peak physical health, sharp senses, fewer insecuri- ties, and mature cognitive abilities. The bad news is that even in the early 20s, the signs of aging are already beginning. Oil glands in the neck and around the eyes begin to mal- function, contributing to wrinkles in those areas near the end of the 20s and beginning of the 30s. The 30s may not bring noticeable changes, but vision and hearing are beginning to decline and by around age 40, bifocal lenses may become necessary as the lens of the eye hardens, becoming unable to change its shape to shift focus. Hearing loss may begin in the 40s and 50s but often does not become noticeable until the 60s or 70s, when hear- ing aids may become necessary.
In the 40s, while most adults are able to experience some security and stability without the worries and concerns of adolescence and young adulthood, physical aging continues: Skin begins to show more wrinkles, hair turns gray (or falls out), vision and hearing decline further, and physical strength may begin to decline (Frontera et al., 1991). In the 50s, these changes continue. Throughout middle age, weight may increase as the rate at which the body functions slows down but eating increases and less time is spent exercising. Height begins to decrease, with about half an inch of height lost for every 10 years past age 40, although people with the bone-loss disease osteoporosis may lose up to 8 inches or more (Cummings & Melton, 2002). Although sexual functioning usually does not decline in middle age, opportunities for sexual activity may be fewer than in the days of young adulthood (Hodson & Skeen, 1994; Williams, 1995). Children, mortgages, and career worries can put a damper on middle-age romance. menOPauSe In a woman’s 40s, the levels of the female hormone estrogen decline as the body’s reproductive system prepares to cease that function. Some women begin to experi- ence “hot flashes,” a sudden sensation of heat and sweating that may keep them awake at night. Interestingly, in some cultures, particularly those in which the diet contains high
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amounts of soy products, hot flashes are almost nonexistent (Cassidy et al., 1994; Lock, 1994). However, a recent study suggests soy intake is not a primary factor (Gold, et al., 2013). The changes that happen at this time are called the climacteric, and the period of 5 to 10 years over which these changes occur is called perimenopause. At an average age of 51, most women will cease ovulation altogether, ending their reproductive years. The ces- sation of ovulation and the menstrual cycle is called menopause (Mishell, 2001). Many women look forward to the freedom from monthly menstruation and fear of unplanned pregnancies (Adler et al., 2000; Hvas, 2001; Leon et al., 2007).
Do men go through anything like menopause?
Men also go through a time of sexual changes, but it is much more gradual and less dramatic than menopause. In males, andropause (Carruthers, 2001) usually begins in the 40s with a decline in several hormones, primarily testosterone (the major male hormone). Physical symptoms are also less dramatic but no less troubling: fatigue, irritability, pos- sible problems in sexual functioning, and reduced sperm count. Males, however, rarely lose all reproductive ability. eFFectS OF agIng On HeaLtH It is in middle age that many health problems first occur, although their true cause may have begun in the young adulthood years. Young adults may smoke, drink heavily, stay up late, and get dark tans, and the wear and tear that this lifestyle causes on their bodies will not become obvious until their 40s and 50s.
Some of the common health problems that may show up in middle age are high blood pressure, skin cancer, heart problems, arthritis, and obesity. High blood pressure can be caused by lifestyle factors such as obesity and stress but may also be related to hereditary factors (Rudd & Osterberg, 2002). Sleep problems, such as loud snoring and sleep apnea (in which breathing stops for 10 seconds or more), may also take their toll on physical health. There is some evidence that high blood pressure and apnea are linked, although the link very well may be the common factor of obesity (Nieto et al., 2000). Statistically, the most frequent causes of death in middle age are heart disease, cancer, and stroke—in that order (McGinnis & Foege, 1993).
cOgnItIVe DeVeLOPment
During this time, intellectual abilities do not decline overall, although speed of process- ing (or reaction time) does slow down. Compared to a younger adult, a middle-aged person may take a little longer to solve a problem. However, a middle-aged person also has more life experience and knowledge to bring to bear on a problem, which counters the lack of speed. In one study (Salthouse, 1984), for example, older typists were found to outperform younger typists, even though they typed more slowly than the younger subjects. The older typists, because of years of practice, had developed a skill of looking farther ahead in the document they were typing, so that they could type more continu- ously without looking back at the document. This allowed them to complete their typing more quickly than the younger typists. cHangeS In memORy Changes in memory ability are probably the most noticeable changes in middle-aged cognition. People find themselves having a hard time recalling a particular word or someone’s name. This difficulty in retrieval is probably not evidence of a physical decline (or the beginning of Alzheimer’s disease: to Learning Objec- tive 6.12 ) but is more likely caused by the stresses a middle-aged person experiences and the sheer amount of information that a person of middle years must try to keep straight (Craik, 1994; Launer et al., 1995; Sands & Meredith, 1992). A recent study even suggests that thinking about the positive events of the past aids the formation of newer memo- ries—the areas of the brain that are linked to processing emotional content seem to have a strong connection to the areas of the brain responsible for memory formation (Addis et al., 2010). Think positive!
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HOw tO KeeP yOuR BRaIn yOung People who exercise their mental abilities have been found to be far less likely to develop memory problems or even more serious se- nile dementias, such as Alzheimer’s, in old age (Ball et al., 2002; Colcombe et al., 2003; Fiatarone, 1996). “Use it or lose it” is the phrase to remember. Working challenging crossword puzzles, for example, can be a major factor in maintaining a healthy level of cognitive functioning. Reading, having an active social life, going to plays, taking classes, and staying physically active can all have a positive impact on the continued well-being of the brain (Bosworth & Schaie, 1997; Cabeza et al., 2002; Singh-Manoux et al., 2003).
PSycHOSOcIaL DeVeLOPment
In adulthood, concerns involve career, relationships, family, and approaching old age. The late teens and early 20s may be college years for many, although other young people go to work directly from high school. The task of choosing and entering a career is very seri- ous and a task that many young adults have difficulty accomplishing. A college student may change majors more than once during the first few years of college, and even after obtaining a bachelor’s degree many may either get a job in an unrelated field or go on to a different type of career choice in graduate school. Those who are working may also change careers several times (perhaps as many as five to seven times) and may experience periods of unemployment while between jobs. eRIKSOn’S IntImacy VeRSuS ISOLatIOn: FORmIng ReLatIOnSHIPS Erikson saw the primary task in young adulthood to be that of finding a mate. True intimacy is an emo- tional and psychological closeness that is based on the ability to trust, share, and care (an ability developed during the earlier stages such as trust versus mistrust), while still maintaining one’s sense of self. to Learning Objective 12.10. Young adults who have difficulty trusting others and who are unsure of their own identities may find isola- tion instead of intimacy—loneliness, shallow relationships with others, and even a fear of real intimacy. For example, many marriages end in divorce within a few years, with one partner leaving the relationship—and even the responsibilities of parenting—to explore personal concerns and those unfinished issues of identity. eRIKSOn’S geneRatIVIty VeRSuS StagnatIOn PaRentIng In middle adulthood, persons who have found intimacy can now turn their focus outward, toward others. Erikson saw this as parenting the next generation and helping them through their cri- ses, a process he called generativity. Educators, supervisors, health-care professionals, doctors, and community volunteers might be examples of positions that allow a person to be generative.
Other ways of being generative include engaging in careers or some major life work that can become one’s legacy to the generations to come. Those who are unable to fo- cus outward and are still dealing with issues of intimacy, or even identity, are said to be stagnated. People who frequently hand the care of their children over to grandparents or other relatives so that they can go out and “have fun” may be unable to focus on anyone else’s needs but their own.
What kind of parent is the best parent—one who’s really strict or one who’s pretty easygoing?
PaRentIng StyLeS Parenting children is a very important part of most people’s mid- dle adulthood. Diana Baumrind (1967) outlined three basic styles of parenting, each of which may be related to certain personality traits in the child raised by that style of par- enting. The video In the Real World: Parenting Styles and Socialization describes each of these parenting styles in more detail and explains why goodness-of-fit, or matching the parenting style to the child’s needs, may be most important.
This middle-aged woman works on a crossword puzzle. Mental exercises such as this are one way to keep the brain healthy and fit. What might be some other ways to exercise one’s brain?
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Authoritarian parenting tends to be overly concerned with rules. This type of par- ent is stern, rigid, controlling, and uncompromising,* demands perfection, and has a ten- dency to use physical punishment. Children raised in this way are often insecure, timid, withdrawn, and resentful. As teenagers, they will very often rebel against parental author- ity in very negative and self-destructive ways, such as delinquency (criminal acts commit- ted by minor children), drug use, or premarital sex (Baumrind, 1991, 2005; Sleddens et al., 2011).
Permissive parenting occurs when parents put very few demands on their children for behavior. Permissive neglectful parents simply aren’t involved with their children, ignoring them and allowing them to do whatever they want, until it interferes with what the parent wants. At that point, this relationship may become an abusive one. Permissive indulgent parents seem to be too involved with their children, allowing their “little an- gels” to behave in any way they wish, refusing to set limits on the child’s behavior or to require any kind of obedience. Children from both kinds of permissive parenting tend to be selfish, immature, dependent, lacking in social skills, and unpopular with peers ( Baumrind, 1991, 2005; Dwairy, 2004; Sleddens et al., 2011).
Authoritative parenting involves combining firm limits on behavior with love, warmth, affection, respect, and a willingness to listen to the child’s point of view. Au- thoritative parents are more democratic, allowing the child to have some input into the formation of rules but still maintaining the role of final decision maker. Punishment tends to be nonphysical, such as restrictions, time-out, or loss of privileges. Authoritative parents set limits that are clear and understandable, and when a child crosses the limits, they allow an explanation and then agree upon the right way to handle the situation. Children raised in this style of parenting tend to be self-reliant and independent (Baumrind, 1991, 2005; Dwairy, 2004; Sleddens et al., 2011; Sorkhabi, 2005; Underwood et al., 2009). eRIKSOn’S egO IntegRIty VeRSuS DeSPaIR: DeaLIng wItH mORtaLIty As people enter the stage known as late adulthood, life becomes more urgent as the realities of physical aging and the approaching end of life become harder and harder to ignore. Erikson (1980)
*uncompromising: not making or accepting any viewpoint other than one’s own, allowing no other viewpoints.
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believed that at this time, people look back on the life they have lived in a process called a life review. In the life review people must deal with mistakes, regrets, and unfinished business. If people can look back and feel that their lives were relatively full and are able to come to terms with regrets and losses, then a feeling of ego integrity or wholeness results. Integrity is the final completion of the identity, or ego. If people have many regrets and lots of unfinished business, they feel despair, a sense of deep regret over things that will never be accomplished because time has run out.
young adulthood
middle agephysical development
cognitive development
psychosocial development
typical life concerns involve career, relationships, family, and approaching old age
Erikson’s stages (see Table 8.4)
few changes; the 20s are typically associated with peak physical and cognitive health
late adulthood
hearing and vision begin to decline; weight increase is typical; height starts to decrease
women experience menopause; men experience less dramatic change called andropause
health problems related to genetics and lifestyle when younger start to appear
cognitive skills often highest in 20s; processing and reaction time slow in middle age but are often compensated by greater life and situational knowledge
memory issues begin in middle age, likely due to stress and information overload
mental abilities aided by active cognitive engagement (challenging crossword puzzles, reading, etc.) and physical activity
further decline in hearing; may need hearing aids
physical strength declines
people with osteoporosis may lose up to 8 inches in height Adulthood (period of life from early 20s until old age and death; age of onset can vary by culture)
1. At which age does an adult’s physical senses begin to hit their peak?
a. 20s b. 30s c. 40s d. 50s
2. What is the most frequent cause of death in middle age? a. accidents b. stroke c. excessive risk taking d. heart disease
3. As Conrad has gotten older, he finds that it is becoming more difficult to remember certain words or the name of a new acquaintance. What is the most likely explanation for this change in memory?
a. Alzheimer’s disease b. the aging process c. stress d. heredity
4. According to Erikson, the primary task of early adulthood is a. completing your education. b. finding a mate. c. starting a career. d. taking care of aging parents.
5. According to Baumrind, which type of parent would most likely say, “Because I said so” or “It’s my way or the highway!”
a. authoritarian b. authoritative c. permissive neglectful d. permissive indulgent
6. As William celebrates his 70th birthday, he finds that he is happy with how things have turned out with his life. Accord- ing to Erikson, William’s life review will cause him
a. to develop a sense of ego integrity. b. a sense of despair, since such reviews often result in
depression. c. to develop an urgency to begin new projects. d. to put to writing many of his accomplishments.
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tHeORIeS OF PHySIcaL anD PSycHOLOgIcaL agIng
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How do psychologists explain why aging occurs, and what are the stages of death and dying?
Why do people age? What makes us go through so many physi- cal changes?
There are a number of theories of why people physically age. Some theories of physical aging point to biological changes in cellular structure, whereas others focus on the influ- ence of external stresses on body tissues and functioning. ceLLuLaR-cLOcK tHeORy One of the biologically based theories is the cellular-clock theory (Hayflick, 1977). In this theory, cells are limited in the number of times they can reproduce to repair damage. Evidence for this theory is the existence of telomeres, struc- tures on the ends of chromosomes that shorten each time a cell reproduces (Martin & Buckwalter, 2001). When telomeres are too short, cells cannot reproduce and damage ac- cumulates, resulting in the effects of aging. (Sounds almost like what happens when the warranty is up on a car, doesn’t it?) weaR-anD-teaR tHeORy The theory that points to outside influences such as stress, physical exertion, and bodily damage is known as the wear-and-tear theory of aging. In this theory, the body’s organs and cell tissues simply wear out with repeated use and abuse. Damaged tissues accumulate and produce the effects of aging. Collagen, for ex- ample, is a natural elastic tissue that allows the skin to be flexible. As people age, the col- lagen “wears out,” becoming less and less “stretchy” and allowing skin to sag and wrinkle (Cua et al., 1990; Kligman & Balin, 1989). (This process is not unlike what happens to the elastic in the waistband of one’s underwear over time.) FRee-RaDIcaL tHeORy The free-radical theory is actually the latest version of the wear-and- tear theory in that it gives a biological explanation for the damage done to cells over time. Free radicals are oxygen molecules that have an unstable electron (negative particle). They bounce around the cell, stealing electrons from other molecules and increasing the damage to structures inside the cell. As people get older, more and more free radicals do more and more damage, producing the effects of aging (Hauck & Bartke, 2001; Knight, 1998).
I’ve heard that most older people just want to be left alone and have some peace and quiet. Is that true?
actIVIty tHeORy Activity theory (Havighurst et al., 1968) proposes that an elderly person adjusts more positively to aging when remaining active in some way. Even if a ca- reer must end, there are other ways to stay active and involved in life. Elderly people who volunteer at hospitals or schools, those who take up new hobbies or throw themselves full time into old ones, and those who maintain their friendships with others and con- tinue to have social activities have been shown to be happier and live longer than those who withdraw themselves from activity. Contrary to the view of the elderly as voluntarily withdrawing from activities, the withdrawal of many elderly people is not voluntary at all; their lack of involvement is often because others simply stop inviting elderly people to social activities and including them in their lives.
StageS OF DeatH anD DyIng
There are several ways of looking at the process of dying. One of the more well-known theories is that of Elisabeth Kübler-Ross (Kübler-Ross, 1997), who conducted extensive interviews with dying persons and their caregivers.
Elisabeth Kübler-Ross theorized that people go through five stages of reaction when faced with death (Backer et al., 1994; Kübler-Ross, 1997). These stages are denial,
One way to age successfully and maintain psychological health is to remain active and involved in life. This woman is volunteering in a grade- school classroom as a teacher’s aide. This not only allows her to feel useful but also helps her to stay mentally alert and socially involved.
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in which people refuse to believe that the diagnosis of death is real; anger, which is re- ally anger at death itself and the feelings of helplessness to change things; bargaining, in which the dying person tries to make a deal with doctors or even with God; depression, which is sadness from losses already experienced (e.g., loss of a job or one’s dignity) and those yet to come (e.g., not being able to see a child grow up); and finally acceptance, when the person has accepted the inevitable* and quietly awaits death.
Obviously, some people do not have time to go through all of these stages or even go through them in the listed order (Schneidman, 1983, 1994). Some theorists do not agree with the stage idea, seeing the process of dying as a series of ups and downs, with hope on the rise at times and then falling, to be replaced by a rise in despair or disbelief (Corr, 1993; Maciejewski et al., 2007; Schneidman, 1983, 1994; Weisman, 1972). Still others question the idea of common reactions among dying people, stating that the par- ticular disease or condition and its treatment, the person’s personality before the terminal diagnosis, and other life history factors make the process of dying unique and unpredict- able (Kastenbaum & Costa, 1977; Zlatin, 1995). The danger in holding too strictly to a stage theory is that people may feel there is a “right” way to face death and a “wrong” way, when in fact each person’s dying process is unique. In fact, attitudes and rituals associated with death and the dying process vary from culture to culture, as discussed in the Apply- ing Psychology section at the end of this chapter.
*inevitable: something that cannot be avoided or escaped.
Adulthood: Aging
stages of death and dying (based on work of Kübler-Ross)
positive psychological adjustment associated with continued activity and involvement
denial
anger
bargaining
depression
acceptance
theories on aging vary focus from biological changes to in�uence on external stressors
cellular-clock theory wear-and-tear theory free-radical theory
activity theory
1. The structures on the ends of chromosomes that shorten each time a cell reproduces are called
a. telomeres. b. collagen. c. free radicals. d. DNA.
2. Which theory of aging is compared to the limited number of repairs you can have before your car’s warranty runs out?
a. wear-and-tear theory b. cellular-clock theory c. free-radical theory d. activity theory
3. According to research, the reason many older people are no longer involved in their community is because
a. they are not asked to take part. b. they quite often are unable to take part. c. they do not wish to be involved. d. they die.
4. What stage might terminally ill patients be in if they refuse to write a last will and testament because they believe that in doing so, they are admitting they will die?
a. bargaining b. anger c. depression d. denial
ThINKINg CRITICAlly: What are your thoughts on the need for closure in dealing with someone’s death? Do you think it is always necessary?
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applying Psychology to everyday Life: cross-cultural Views on Death
8.11 What are some cross-cultural differences in views of death and dying?
In the 1987 movie The Princess Bride, a character called Miracle Max (wonderfully played by comedian and actor Billy Crystal) says, “It just so happens that your friend here is only MOSTLY dead. There’s a big difference between mostly dead and all dead. Mostly dead is slightly alive.” As it turns out, that far-fetched idea of “mostly dead” is not unheard of in other cultures. While Westerners see a person as either dead or alive, in some cultures a person who, by Western standards is clearly alive, is mourned as already dead—as is the case in many Native American cultures. Let’s take a look at three diverse cultures and their views on death and dying, remembering to contrast them with what you know of death and funeral rites common in your own culture. • In a wealthy Hindu family in India, the dying person is surrounded by family mem-
bers, even while in the hospital. In addition, many visitors will attend to the dying person, creating a nearly constant flow of visitors in and out of the room. Once the person has passed away, preparations for the funeral period—which can take nearly 2 weeks—are begun. The body is not sent to a funeral home, but rather is taken into the family home until the actual day of the funeral, where a cremation will take place. During the funeral preparation period, visitors and family stream in and out of the deceased’s home and an abundance of food—all vegetarian at this time—is prepared and eaten. Until the day of the funeral, mattresses are placed on the floor, and all but the very old and infirm are expected to sleep there; the body of the deceased is also placed on the floor. The family members themselves will even- tually wash the body in preparation for wrapping and the trip to the crematorium (Parkes et al., 1997). In Hinduism, it is believed that
the dead person’s soul will be reincarnated at either a higher level or a lower level of status, depending upon how the person lived his or her life.
• In the culture of the Northern Cheyenne Native American tribe, death is consid- ered only the end of the physical body, while the self and one’s Cheyenne nature will persist. The very old and the very young are said to be “close to the spirit,” meaning that the infant has just come from the nonphysical world and the aged person is close to returning to it. The Cheyenne, like the Hindi, also believe in rein- carnation, so many infants are seen to be the living embodiment of ancestors. Death itself is a long process, with various aspects of one’s spirit leaving at different times. The first such “leaving” results in changes in the behavior and the mental activity of the dying person, but the person may still be able to walk and communicate. The second leads to loss of the senses, then consciousness, and finally, breathing. The very last essence to leave is the life principle, the first life given into an infant but the last to leave. This life principle stays in the skeleton until the bones begin to crumble into dust. Thus some Cheyenne believe that bones can become alive again (Strauss, 2004).
• In Navajo culture, a person who has died is believed to be in the underworld. Thus it is deemed possible for a dead person to visit the living; this is a feared situation, so the living try to avoid looking at the dead, and only a few people are permitted
The washed and wrapped body of a hindu man is being carried to the crematorium by his family members.
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to touch or handle the body. A dying person is usually taken to a place removed from others, with only one or two very close relatives staying with the dying per- son—because to do so is to risk exposure to evil spirits. If a person dies in his or her own home, the home is destroyed—no one is allowed to live there afterward. At the time of death, two men prepare the body for burial, but prior to that ritual they must strip down to only their moccasins, and then cover themselves in ashes, which serves to protect them from the evil spirits. The body is then washed and dressed. Two additional men dig the grave; only these four men will attend the burial, which is held as quickly as possible—usually the next day. The men carry the body on their shoulders to the grave, warning others to stay away from the area. The de- ceased is then buried along with all his or her belongings, the dirt is returned to the grave, and all footprints are swept away. Even the tools used to dig the grave are destroyed (Downs, 1984).
Questions for Further Discussion
1. How has your own experience with death, if any, affected you and your outlook on life? What were the cultural trappings of the days leading up to the death and/or the funeral arrangements?
2. How do the customs of the wealthy Hindu family differ from those of the Cheyenne, and how are they alike? How do the two Native American cultures differ?
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Using specific examples, differentiate between the thinking patterns of a 3-year-old preschooler and a 9-year-old student, according to Piaget’s theory of cognitive development.
Issues in Studying Human Development
8.1 What are some of the special research designs used to study development? • Three special methods used in developmental research are the
longitudinal design, the cross-sectional design, and the cross- sequential design.
8.2 What is the relationship between heredity and environ- mental factors in determining development? • Behavioral genetics is a field investigating the relative contri-
butions to development of heredity (nature) and environment (nurture). Most developmental psychologists agree that devel- opment is a product of an interaction between nature and nur- ture.
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348 CHAPTER 8
the Basic Building Blocks of Development
8.3 How do chromosomes, genes, and DNA determine a person’s characteristics or disorders, and what causes multiple births? • Dominant genes control the expression of a trait, whereas re-
cessive gene traits are only expressed when paired with another recessive gene for the same trait. Almost all traits are the result of combinations of genes working together in a process called polygenic inheritance.
• Chromosome disorders include Down syndrome, Klinefelter’s syndrome, and Turner’s syndrome, whereas genetic disorders include PKU, cystic fibrosis, sickle-cell anemia, and Tay-Sachs disease.
Prenatal Development
8.4 What happens during conception and prenatal develop- ment and what are some prenatal hazards? • The fertilized egg cell is called a zygote and divides into many
cells, eventually forming the baby. • Monozygotic twins are formed when the zygote splits into two
separate masses of cells, each of which will develop into a baby identical to the other. When the two masses do not fully sepa- rate, conjoined twins occur.
• Dizygotic twins are formed when the mother’s body releases multiple eggs and at least two are fertilized, or when another ovulation occurs even though the mother has already become pregnant.
• The germinal period is the first 2 weeks of pregnancy in which the dividing mass of cells moves into the uterus.
• The embryonic period begins at 2 weeks after conception and ends at 8 weeks. The vital organs and structures of the baby form during this period, making it a critical one when terato- gens may adversely affect the development of those developing organs and structures.
• The fetal period is from the beginning of the 9th week un- til the birth of the baby. During the fetal period, tremendous growth occurs, length and weight increase, and organs continue to become fully functional.
Infancy and childhood Development
8.5 What kind of physical changes take place in infancy and childhood? • Four critical areas of adjustment for the newborn are respiration,
digestion, circulation, and temperature regulation. • Infants are born with reflexes that help the infant survive until
more complex learning is possible. These reflexes include suck- ing, rooting, Moro (startle), grasping, and stepping.
• The senses, except for vision, are fairly well developed at birth. Vision is blurry and lacking in full color perception until about 6 months of age. Gross and fine motor skills develop at a fast pace during infancy and early childhood.
8.6 What are two ways of looking at cognitive development, how does language develop, and what is autism spectrum disorder? • Piaget’s stages include the sensorimotor stage of sensory and
physical interaction with the world, preoperational thought in which language becomes a tool of exploration, concrete op- erations in which logical thought becomes possible, and formal operations in which abstract concepts are understood and hypo- thetical thinking develops.
• Vygotsky believed that children learn best when being helped by a more highly skilled peer or adult in a process called scaf- folding. The zone of proximal development is the difference between the mental age of tasks the child performs without help and those the child can perform with help.
• The stages of language development are cooing, babbling, one-word speech (holophrases), telegraphic speech, and whole sentences.
• Autism spectrum disorder (ASD) is a neurodevelopmental disorder, which involves impairments in thinking, feeling, lan- guage, and social skills in relating to others.
8.7 How do infants and children develop personalities and form relationships with others, and what are Erikson’s stages of psychosocial development for children? • The three basic infant temperaments are easy (regular, adaptable,
and happy), difficult (irregular, nonadaptable, and irritable), and slow to warm up (need to adjust gradually to change).
• The four types of attachment are secure, avoidant (unattached), ambivalent (insecurely attached), and disorganized–disoriented (insecurely attached and sometimes abused or neglected).
• Harlow’s classic research with infant rhesus monkeys demon- strated the importance of contact comfort in the attachment process, contradicting the earlier view that attachment was merely a function of associating the mother with the delivery of food.
• In trust versus mistrust, the infant must gain a sense of predict- ability and trust in caregivers or risk developing a mistrustful nature; in autonomy versus shame and doubt the toddler needs to become physically independent.
• In initiative versus guilt, the preschool child is developing emotional and psychological independence; in industry versus inferiority, school-age children are gaining competence and developing self- esteem.
adolescence
8.8 W hat are the physical, cognitive, and personality changes that occur in adolescence, including concepts of morality and Erikson’s search for identity? • Adolescence is the period of life from about age 13 to the early
20s during which physical development reaches completion. • Puberty is a period of about 4 years during which the sexual
organs and systems fully mature and during which secondary
development across the life span 349
sex characteristics such as body hair, breasts, menstruation, deepening voices, and the growth spurt occur.
• Adolescents engage in two kinds of egocentric thinking called the imaginary audience and the personal fable.
• Kohlberg proposed three levels of moral development: precon- ventional morality, conventional morality, and postconventional morality. Gilligan suggested that Kohlberg’s ideas applied more to males.
• In Erikson’s identity versus role confusion crisis, the job of the adolescent is to achieve a consistent sense of self from among all the roles, values, and futures open to him or her.
adulthood
8.9 What are the physical, cognitive, and personality changes that occur during adulthood and aging, including Erikson’s last three psychosocial stages, and patterns of parenting? • Adulthood begins in the early 20s and ends with death in old
age. It can be divided into young adulthood, middle adulthood, and late adulthood.
• The 20s are the peak of physical health; in the 30s the signs of aging become more visible, and in the 40s visual problems may occur, weight may increase, strength may decrease, and height begins to decrease.
• Women experience a physical decline in the reproductive sys- tem called the climacteric, ending at about age 50 with meno- pause, when a woman’s reproductive capabilities are at an end. Men go through andropause, a less dramatic change in testos- terone and other male hormones, beginning in the 40s.
• Many health problems such as high blood pressure, skin can- cers, and arthritis begin in middle age, with the most common causes of death in middle age being heart disease, cancer, and stroke.
• Reaction times slow down, but intelligence and memory re- main relatively stable.
• Erikson’s crisis of young adulthood is intimacy versus isolation, in which the young adult must establish an intimate relation- ship, usually with a mate.
• The crisis of middle adulthood is generativity versus stagna- tion, in which the task of the middle-aged adult is to help the next generation through its crises, either by parenting, mentor- ing, or a career that leaves some legacy to the next generation.
• Baumrind proposed three parenting styles: authoritarian (rigid and uncompromising), authoritative (consistent and strict but warm and flexible), and permissive (either indifferent and un- concerned with the daily activities of the child or indulgent and unwilling to set limits on the child).
• Erikson’s final crisis is integrity versus despair, in which an older adult must come to terms with mortality.
8.10 How do psychologists explain why aging occurs, and what are the stages of death and dying? • Research strongly indicates that remaining active and involved
results in the most positive adjustment to aging; this is a compo- nent of activity theory.
• The cellular-clock theory is based on the idea that cells only have so many times that they can reproduce; once that limit is reached, damaged cells begin to accumulate.
• The wear-and-tear theory of physical aging states that as time goes by, repeated use and abuse of the body’s tissues cause it to be unable to repair all the damage.
• The free-radical theory states that oxygen molecules with an unstable electron move around the cell, damaging cell struc- tures as they go.
• The five stages of reaction to death and dying are denial, anger, bargaining, depression, and acceptance.
applying Psychology to everyday Life: cross-cultural Views on Death
8.11 What are some cross-cultural differences in views of death and dying? • In wealthy Hindu families, a dying person is surrounded by
family and friends and then honored with a funeral process of nearly 2 weeks.
• In Northern Cheyenne culture, death is seen as part of the pro- cess of the life cycle, and takes place in three stages.
• In Navajo culture, the dead are believed to move to the under- world, and contact with the body is strictly limited for fear of luring evil spirits to the world of the living.
Pick the best answer.
1. The thinking and attitudes of many who survived the Depression of the 1930s changed them for the rest of their lives. This would be an example of a
a. cohort effect. b. cultural group. c. longitudinal group. d. cross-sequential group.
2. If a person has one gene for blue eyes but actually has brown eyes, blue eyes must be a __________ trait.
a. dominant b. recessive c. sex-linked d. polygenic
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350 CHAPTER 8
3. In __________ syndrome, the 23rd pair of chromosomes consists of an XXy pairing, resulting in reduced masculine characteristics and excessive height.
a. PKU b. Down c. Klinefelter’s d. Turner’s
4. Which of the following represents the fertilization process for monozygotic twins?
a. One egg is fertilized by two different sperm. b. One egg splits and is then fertilized by two different sperm. c. One egg is fertilized by one sperm and then splits. d. Two eggs are fertilized by the same sperm.
5. What part of an infant’s body is said to stay in an immature state until needed to produce more cells?
a. uterus b. stem cells c. umbilical cord d. placenta
6. Based on today’s science and medicine, when does the age of vi- ability begin?
a. between 8 and 12 weeks b. between 12 and 18 weeks c. between 22 and 26 weeks d. between 28 and 36 weeks
7. Dr. Kahn measures how long baby lydia looks at a particular stimu- lus. The technique is known as
a. preferential looking. b. dishabituation. c. habituation. d. stimulus discrimination.
8. At what age can the typical infant roll over? a. 2 months b. 5 weeks c. 8 months d. 12 months
9. Studies of the infant brain show signs of what scientists call synaptic pruning. What occurs during this process?
a. The brain creates additional neural connections by removing parts of the surrounding bone.
b. Unused synaptic connections and nerve cells are cleared out to make way for new cells.
c. New cells work to “rewrite” old cells and ultimately change their functioning.
d. New cells will not develop until the body makes sufficient physical space within the brain.
10. In which of Piaget’s stages does the child become capable of un- derstanding conservation?
a. sensorimotor b. preoperational c. formal operations d. concrete operations
11. Monique says “milk” when she wants her milk from the kitchen counter. Subsequently, she says “milk” after she has had a drink. Using a single phrase to mean different things is an example of
a. telephrase. b. private speech. c. holophrase. d. public speech.
12. Which of the following is a myth regarding immunizations? a. Most immunizations are made up of dead viruses. b. If all the other children in a school are immunized, there is re-
ally no harm in not immunizing one’s own child. c. Vaccines work in up to 99 percent of cases. d. Only in rare cases do immunizations trigger seizures.
13. In the Strange Situation, __________ babies would cry when their mother left the room but were happy upon her return.
a. secure b. avoidant c. ambivalent d. disorganized–disoriented
14. What is a new explanation as to why teenagers and young adults may engage in risky and dangerous behavior?
a. Such behavior is due to the tremendous pressure applied by peers.
b. Such behavior is actually hereditary. c. Such behavior may be due to unbalanced levels of
hormones in the body. d. Such behavior may be due to the incomplete development
of the prefrontal cortex.
15. Samantha enters a classroom where two students are talking. When they stop their discussion, Samantha is certain they must have been talking about her. Such a belief is an example of
a. the imaginary audience. b. the personal fable. c. abstract egocentrism. d. formal operations.
16. What cognitive changes occurring during middle adulthood are the most noticeable?
a. Changes in memory begin to occur. b. Problem-solving skills diminish. c. hearing begins to decline. d. hair begins to turn gray.
17. Independence and self-reliance in the teenage years is the most likely due to __________ parenting.
a. authoritarian b. authoritative c. permissive neglectful d. permissive indulgent
18. The crisis of late adulthood, according to Erikson, is a. identity versus role confusion. b. generativity versus stagnation. c. intimacy versus isolation. d. integrity versus despair.
development across the life span 351
19. Which theory of aging states that unstable oxygen molecules tend to steal electrons as they bounce around, thus causing damage to surrounding cells?
a. cellular-clock theory b. wear-and-tear theory c. free-radical theory d. activity theory
20. Kip is worried that he is losing his mind because he finds himself angry at a friend who died in an automobile accident. Based on Kübler-Ross’s research, what might you tell him?
a. Anger of this type is self-destructive and unhealthy. b. Anger is usually a mask to your true feelings of sadness. c. Anger towards a deceased individual is simply not normal and
may require psychological counseling. d. Anger is a normal reaction to death and not a sign of mental
illness.
9 m o t i v a t i o n a n d e m o t i o n Jennifer got excellent grades in high school. She was involved in a variety of activities, but her classes
always came first and she earned an academic scholarship to college. The scholarship required her
to maintain a 3.0 GPA—something that she didn’t think would be too difficult. Jennifer really enjoyed
her college courses as well as the newfound freedoms of college life. With the abundance of social
opportunities, she found several new activities to pursue and devoted less time to studying. She was
shocked when she got a D on her first exam. She vowed to do better, but finished the semester with
only a 2.0 GPA and lost her scholarship.
With the help of her academic advisor, Jennifer was able to identify time-management and study
strategies and learn to balance her academic and social lives. Her renewed focus enabled her to raise
her GPA, later regain and maintain her scholarship, and ultimately graduate.
As a busy college student, how do you stay motivated to succeed?
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CC
Why study motivation and emotion? The study of motivation not only helps us understand why we do the things we do but also
why our behaviors can change when our focus shifts or gets redirected. Emotions are a part
of everything we do, affecting our relationships with others and our own health, as well as
influencing important decisions. In this chapter, we will explore the motives behind our ac-
tions and the origins and influences of emotions.
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How do psychologists define motivation, and what are the key elements of the early instinct and drive-reduction approaches to motivation?
What are some biological, social, and cultural factors that contribute to obesity?
What are the characteristics of the three types of needs?
What are the three elements of emotion?
What are the key elements of the arousal and incentive approaches to motivation?
How do the James-Lange and Cannon-Bard theories of emotion differ?
How do Maslow’s hierarchy of needs and self- determination theories explain motivation?
What are the key elements in cognitive arousal theory, the facial feedback hypothesis, and the cognitive-mediational theory of emotion?
What happens in the body to cause hunger, and how do social factors influence a person’s experience of hunger?
What are the stages of the GTD method?
Approaches to Understanding Motivation
9.1 How do psychologists define motivation, and what are the key elements of the early instinct and drive-reduction approaches to motivation?
Motivation is the process by which activities are started, directed, and continued so that physical or psychological needs or wants are met (Petri, 1996). The word itself comes from the Latin word movere, which means “to move.” Motivation is what “moves” people to do the things they do. For example, when a person is relaxing in front of the television and begins to feel hungry, the physical need for food might cause the person to get up, go into the kitchen, and search for something to eat. The physical need of hunger caused the action (getting up), directed it (going to the kitchen), and sustained the search (finding or preparing something to eat). Hunger is only one example, of course. Loneliness may lead to calling a friend or going to a place where there are people. The desire to get ahead in life motivates many people to go to college. Just getting out of bed in the morning is motivated by the need to keep a roof over one’s head and food on the table by going to work. Watch the Video, The Big Picture: Motivation and Emotion, at MyPsychLab
There are different types of motivation. Sometimes people are driven to do some- thing because of an external reward of some sort (or the avoidance of an unpleasant consequence, as when someone goes to work at a job to make money and avoid losing possessions such as a house or a car). to Learning Objective 5.5. In extrinsic motivation, a person performs an action because it leads to an outcome that is separate from the person (Ryan & Deci, 2000). Other examples would be giving a child money for every A received on a report card, offering a bonus to an employee for increased perfor- mance, or tipping a server in a restaurant for good service. The child, employee, and server are motivated to work for the external or extrinsic rewards. In contrast, intrinsic motiva- tion is the type of motivation in which a person performs an action because the act itself is fun, rewarding, challenging, or satisfying in some internal manner. Both outcome and level of effort can vary depending on the type of motivation. Psychologist Teresa Amabile (Amabile et al., 1976) found that children’s creativity was affected by the kind of motiva- tion for which they worked: Extrinsic motivation decreased the degree of creativity shown in an experimental group’s artwork when compared to the creativity levels of the children in an intrinsically motivated control group. To learn more about the factors motivating your behavior, participate in the survey experiment What Motivates You?
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motivation and emotion 355
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9.1 InStInCtS And the evolUtIonAry ApproACh
Early attempts to understand motivation focused on the biologically de- termined and innate patterns of behavior called instincts that exist in both people and animals. Just as animals are governed by their instincts to per- form activities such as migrating, nest building, mating, and protecting their territory, evolutionary theorists proposed that human beings may also be governed by similar instincts ( James, 1890; McDougall, 1908). For instance, according to these theorists, the human instinct to reproduce is responsible for sexual behavior, and the human instinct for territorial protection may be related to aggressive behavior.
William McDougall (1908) actually proposed a total of 18 instincts for humans, including curiosity, flight (running away), pugnacity (aggressiveness), and acquisition (gathering possessions). As the years progressed, psychologists added more and more instincts to the list until there were thousands of pro- posed instincts. However, none of these early theorists did much more than give names to these instincts. Although there were plenty of descriptions, such as “submissive people possess the instinct of submission,” there was no attempt to explain why these instincts exist in humans, if they exist at all (Petri, 1996).
Instinct approaches have faded away because, although they could describe human behavior, they could not explain it. But these approaches did accomplish one important thing by forcing psychologists to realize that some human behavior is controlled by he- reditary factors. This idea remains central in the study of human behavior today. For example, research on the genetics of both cognitive and behavioral traits suggests that hereditary factors can account for more than 50 percent of the variance in some aspects of human cognition, temperament, and personality; and much of this variance is due to the influence of multiple genes or hereditary factors, not just one (Kempf & Weinberger, 2009; Plomin et al., 1994; Plomin & Spinath, 2004).
ApproACheS BASed on needS And drIveS
The next approach to understanding motivation focuses on the concepts of needs and drives. A need is a requirement of some material (such as food or water) that is essential for survival of the organism. When an organism has a need, it leads to a psychological tension as well as a physical arousal that motivates the organism to act in order to fulfill the need and reduce the tension. This tension is called a drive (Hull, 1943). drIve-redUCtIon theory Drive-reduction theory pro- poses just this connection between internal physiological states and outward behavior. In this theory, there are two kinds of drives. Primary drives are those that involve sur- vival needs of the body such as hunger and thirst, whereas acquired (secondary) drives are those that are learned through experience or conditioning, such as the need for money or social approval, or the need of recent former smokers to have something to put in their mouths. If this sounds familiar, it should. The concepts of primary and secondary reinforcers from Chap- ter Five are related to these drives. Primary reinforcers satisfy primary drives, and second- ary reinforcers satisfy acquired, or secondary, drives. to Learning Objective 5.5.
This theory also includes the concept of homeostasis, or the tendency of the body to maintain a steady state. One could think of homeostasis as the body’s version of a thermostat— thermostats keep the temperature of a house at a constant level, and homeostasis does the same thing for the body’s functions. When there is a primary drive need, the body is in a state of imbalance. This stimulates behavior that brings the body back into balance, or homeostasis. For example, if Jarrod’s body needs food, he feels hunger and the state of tension/arousal associated with that need. He will then seek to restore his homeostasis by eating something, which is the behavior stimulated to reduce the hunger drive (see Figure 9.1).
“How much would you pay for all the secrets of the universe? Wait, don’t answer yet. You also get this six- quart covered combination spaghetti pot and clam steamer. Now, how much would you pay?” ©The New Yorker Collection 1981 Michael Maslin from
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Figure 9.1 homeostasis
In homeostasis, the body maintains balance in its physical states. For example, this diagram shows how increased hunger (a state of imbalance) prompts a person to eat. Eating increases the level of glucose (blood sugar), causing the feelings of hunger to reduce. After a period without eating, the glucose levels become low enough to stimulate the hunger drive once again, and the entire cycle is repeated.
Increased hunger
Eat Glucose raised
Glucose lowered
Hunger diminished
Don’t eat
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Although drive-reduction theory works well to explain the actions people take to reduce tension created by needs, it does not explain all human motivation. Why do people eat when they are not really hungry? People don’t always seek to reduce their inner arousal either—sometimes they seek to increase it. Bungee-jumping, parachuting as a recreation, rock climbing, and watching horror movies are all activities that increase the inner state of tension and arousal, and many people love doing these activities. Why would people do such things if they don’t reduce some need or restore homeostasis? The answer is complex: There are different types of needs, different effects of arousal, different incentives, and different levels of importance attached to many forms of behavior. The following theories explore some of these factors in motivation. Watch the Video, The Basics: Theories of Emotion and Motivation: Two Theories of Motivation, at MyPsychLab
dIfferent StrokeS for dIfferent folkS: pSyChologICAl needS
9.2 What are the characteristics of the three types of needs?
Obviously, motivation is about needs. Drive-reduction theory talks about needs, and other theories of motivation include the concept of needs. In many of these theories, most needs are the result of some inner physical drive (such as hunger or thirst) that de- mands to be satisfied, but other theories examine our psychological needs.
McClelland’s Theory: Affiliation, Power, and Achievement Needs Har vard University psychologist David C. McClelland (1961, 1987) proposed a theory of motivation that highlights the importance of three psychological needs not typically considered by the other theories: affiliation, power, and achievement.
According to McClelland, human beings have a psychological need for friendly social interactions and relationships with others. Called the need for affiliation ( abbreviated as nAff in McClelland’s writings), people high in this need seek to be liked by others and to be held in high regard by those around them. This makes high affiliation people good team players, whereas a person high in achievement just might run over a few team members on the way to the top.
A second psychological need proposed by McClelland is the need for power (nPow). Power is not about reaching a goal but about having control over other
(left) The human body needs water , especially when a person is working hard or under stress, as this man appears to be. Thirst is a survival need of the body, making it a primary drive, according to drive-reduction theory. What other kinds of needs might be primary drives?
(right) Some people are driven to do strenuous, challenging activities even when there is no physical need to do so. When a drive is acquired through learning, it is called an acquired or secondary drive. Fulfilling an acquired drive provides secondary reinforcement. What might this rock climber find reinforcing about scaling this steep cliff?
motivation and emotion 357
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people. People high in this need would want to have influence over others and make an impact on them. They want their ideas to be the ones that are used, regardless of whether or not their ideas will lead to success. Status and prestige are important, so these people wear expensive clothes, live in expensive houses, drive fancy cars, and dine in the best restaurants. Whereas someone who is a high achiever may not need a lot of money to validate the achievement, someone who is high in the need for power typically sees the money (and cars, houses, jewelry, and other “toys”) as the achievement.
The need for achievement (nAch) involves a strong desire to succeed in attain- ing goals, not only realistic ones but also challenging ones. People who are high in nAch look for careers and hobbies that allow others to evaluate them because these high achievers also need to have feedback about their performance in addition to the achievement of reaching the goal. Although many of these people do become wealthy, famous, and publicly successful, others fulfill their need to achieve in ways that lead only to their own personal success, not material riches—they just want the chal- lenge. Achievement motivation appears to be strongly related to success in school, occupational success, and the quality and amount of what a person produces (Collins et al., 2004; Gillespie et al., 2002; Spangler, 1992).
How do people get to be high achievers?
Personality and nAch: Carol Dweck’s Self-Theory of Motivation According to motivation and personality psychologist Carol D weck (1999), the need for achievement is closely linked to personality factors, including a person’s view of how self (the beliefs a person holds about his or her own abilities and relationships with others) can affect the individual’s perception of the success or failure of his or her actions. This concept is related to the much older notion of locus of control, in which people who assume that they have control over what happens in their lives are consid- ered to be internal in locus of control, and those who feel that their lives are controlled by powerful others, luck, or fate are considered to be external in locus of control (A. P. MacDonald, 1970; Rotter, 1966).
Dweck has amassed a large body of empirical research, particularly in the field of education, to support the idea that people’s “theories” about their own selves can affect their level of achievement motivation and their willingness to keep trying to achieve suc- cess in the face of failure (Dweck, 1986; Dweck & Elliott, 1983; Dweck & Leggett, 1988; Elliott & Dweck, 1988). According to this research, people can form one of two belief systems about intelligence, which in turn affects their motivation to achieve. Those who believe intelligence is fixed and unchangeable often demonstrate an external locus of control when faced with difficulty, leading them to give up easily or avoid situations in which they might fail—often ensuring their own failure in the process (Dweck & Molden, 2008). They are prone to developing learned helplessness, the tendency to stop trying to achieve a goal because past failure has led them to believe that they cannot suc- ceed. to Learning Objective 5.11. Their goals involve trying to “look smart” and to outperform others (“See, at least I did better than she did”). For example, a stu- dent faced with a big exam may avoid coming to class that day, even though that might mean getting an even lower score on a makeup exam. Watch the Video, Carol Dweck: Mixed Emotions, at MyPsychLab
This does not mean that students with this view of intelligence are always unsuc- cessful. In fact, Dweck’s research (1999) suggests that students who have had a long his- tory of successes may be most at risk for developing a learned helplessness after a big failure, precisely because their previous successes have led them to believe in their own fixed intelligence. For example, a child who had never earned anything less than an A in
Sean Combs at the Cannes International Film Festival. Many people who are as wealthy as him continue to buy new houses, businesses, clothing, and cars (among other things) even though they do not need them. Such actions are examples of the need for power. How might this need for power be expressed in a person’s relationships with others, such as a spouse, employee, or friend?
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school who then receives his first C might become depressed and refuse to do any more homework, ensuring future failure.
The other type of person believes that intelligence is changeable and can be shaped by experiences and effort in small increases, or increments. These people also tend to show an internal locus of control, both in believing that their own actions and efforts will improve their intelligence, and in taking control or increasing their efforts when faced with challenges (Dweck & Molden, 2008). They work at devel- oping new strategies and get involved in new tasks, with the goal of increasing their “smarts.” They are motivated to master tasks and don’t allow failure to destroy their confidence in themselves or prevent them from trying again and again, using new strategies each time.
Based on this and other research, Dweck recommends that parents and teachers praise efforts and the methods that children use to make those efforts, not just successes or ability. Instead of saying, “You’re right, how smart you are,” the parent or teacher should say something such as, “You are really thinking hard,” or “That was a very clever way to think about this problem.” In the past, teachers and parents have been told that praise is good and criticism is bad—it might damage a child’s self-esteem. Dweck believes that constructive criticism, when linked with praise of effort and the use of strategies, will be a better influence on the child’s self-esteem and willingness to challenge themselves than endless praise that can become meaningless when given indiscriminately (Gunderson et al., 2013).
Many people are driven by a need to attain both realistic and challenging goals. This young girl seems eager to provide an answer to the teacher’s question, and the teacher’s positive feedback will help foster the girl’s need for achievement.
instinct
drive reduction
intrinsic: actions are rewarding or satisfying in and of themselves
extrinsic: actions are performed because they lead to some sort of external outcome
biologically determined/innate patterns of behavior
old approach: instincts are mainly descriptions, not explanations; idea that some behavior is hereditary remains an important focus
psychological needs have been highlighted in some theories (e.g., McClelland)
Dweck suggests that the need for achievement is linked to a person’s view of self (�xed or changeable) and locus of control
need: requirement for something essential for survival; existence of need leads to psychological tension (drive) and physical arousal; satisfying need reduces drive/tension
primary drives involve survival needs (e.g., hunger, thirst) and maintaining homeostasis
secondary (acquired) drives are learned through experience or conditioning (e.g., money, social approval)
psychological needs need for achievement (nAch)
need for af�liation (nAff)
need for power (nPow)
types
Approaches to Understanding Motivation (process by which activities are started, directed, and continued so that physical or psychological needs or wants are met)
9.2 9.1 C o n C e p t M A p
Explore the Concept at MyPsychLab
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AroUSAl ApproACheS
9.3 What are the key elements of the arousal and incentive approaches to motivation?
Another explanation for human motivation involves the recognition of yet another type of need, the need for stimulation. A stimulus motive is one that appears to be un- learned but causes an increase in stimulation. Examples would be curiosity, playing, and exploration. optIMUM AroUSAl In arousal theory, people are said to have an optimal (best or ideal) level of tension. Task performances, for example, may suffer if the level of arousal is too high (such as severe test anxiety) or even if the level of arousal is too low (such as bore- dom). For many kinds of tasks, a moderate level of arousal seems to be best. This relation- ship between task performance and arousal has been explained by the Yerkes-Dodson law (Teigen, 1994; Yerkes & Dodson, 1908), although Yerkes and Dodson formulated the law referring to stimulus intensity, not arousal level (Winton, 1987).
Of special interest to both sports psychologists and social psychologists, this arousal effect appears to be modified by the difficulty level of the task: Easy tasks demand a somewhat “high–moderate” level for optimal performance, whereas diffi- cult tasks require a “low–moderate” level. Figure 9.2 shows this relation- ship in graphic form. A sports psychologist might work with an athlete to help them get “in the zone,” where they are in that specific zone of arousal (not too low and not too high) and state of mental focus so as to maxi- mize their athletic skills and performance. Social psychologists also examine the effect of the presence of other people on the facilitation or impairment of an individual’s performance. to Learning Objective 12.1. For example, imagine someone in a classroom speaking to a classmate seated nearby. The act of speaking directly to another person is a fairly easy task for many people and is accomplished without any difficulty or errors. However, ask that same individual to stand, turn, and address the entire classroom of students, and all of a sudden his or her arousal level spikes; many individuals
1. Motivation is the process by which activities are _______, __________, and __________to meet a person’s physical or psychological requirements.
a. started; directed; continued b. sensed; perceived; created c. created; developed; acted upon d. desired; directed; developed
2. If a person carries out a behavior to receive an outcome that is separate from the person, this is known as
a. intrinsic motivation. b. extrinsic motivation. c. drive-reduction motivation. d. instinctual motivation.
3. William McDougall’s original research on instinctual motivation proposed a total of __________ instincts for humans, whereas later researchers believed there were __________.
a. 5; 25 c. 18; thousands b. 18; 50 d. 100; millions
4. What motivational theory relies heavily on the concept of homeostasis?
a. instinctual theory b. need for affiliation theory c. drive-reduction theory d. need for achievement theory
5. People high in the need for __________ want to be liked by others and are good team players.
a. achievement c. power b. affiliation d. emotion
6. According to research by Carol Dweck, which of the follow- ing would be the best phrase to reinforce a child’s behavior?
a. I’m proud of the way you tried to solve that problem. b. Good job. You got the right answer. c. Well done. But you must try even harder next time. d. Excellent. Now go out and do it again.
THINkING CRITICAllY: Which of the three types of needs currently drive you? Will that have to change once you find a career-oriented job?
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
Figure 9.2 Arousal and performance
The optimal level of arousal for task performance depends on the difficulty of the task. We generally perform easy tasks well if we are at a high–moderate level of arousal (green) and accomplish difficult tasks well if we are at a low– moderate level.
High
Low Arousal Level
High
P e rf
o rm
a n
ce
Low
Easy taskDif�cult task
360 CHAPTER 9
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in a similar situation may find themselves unable to put words together well enough to form coherent sentences, or to pronounce words correctly—in essence, they may become “tongue-tied,” all because their arousal level has gotten too high.
Maintaining an optimal level of arousal, then, may involve reducing tension or cre- ating it (Hebb, 1955). For example, husbands or wives who are underaroused may pick a fight with their spouse. Students who experience test anxiety (a high level of arousal) may seek out ways to reduce that anxiety to improve their test performance. Students who are not anxious at all may not be motivated to study well, thus lowering their test performance. Many arousal theorists believe that the optimal level of arousal for most people under normal circumstances is somewhere in the middle, neither too high nor too low.
If people are supposed to be seeking a level of arousal some- where around the middle, why do some people love to do things like bungee-jumping?
Even though the average person might require a moderate level of arousal to feel content, there are some people who need less arousal and some who need more. The person who needs more arousal is called a sensation seeker (Zuckerman, 1979, 1994). Sensation seekers seem to need more complex and varied sensory experiences than do other people. The need does not always have to involve danger. For example, students who travel to other countries to study tend to score higher on scales of sensation seek- ing than do students who stay at home (Schroth & McCormack, 2000). Sensation seeking may be related to temperament. Learning Objective 8.7. Table 9.1 has some sample items from a typical sensation-seeking scale.
In one study (Putnam & Stifter, 2002), researchers found evidence of “sensation- seeking” behavior in children as young as age 2. In this study, 90 children were studied at the ages of 6, 12, 24, and 25 months. In a test of the youngest participants, the babies were shown two sets of toys: a block, a plate, and a cup; or a flashing light, a toy beeper, and a wind-up dragon. The first set was considered a low-intensity stimulus whereas the second set was labeled a high-intensity stimulus. The infants who reached out for the toys more quickly, and reached for the high-intensity toys in particular, were high sensa- tion seekers.
Is the tendency to be a sensation seeker something people have when they are born? Although it is tempting to think of 6-month-old children as having little in the way of experiences that could shape their personalities, the fact is that the first
table 9.1
Sample items From the Zuckerman-Kuhlman Personality Questionnaire
SCAle IteM SenSAtIon SeekIng
I sometimes do “crazy” things just for fun. High
I prefer friends who are excitingly unpredictable. High
I am an impulsive person. High
Before I begin a complicated job, I make careful plans. Low
I usually think about what I am going to do before doing it. Low
Source: Adapted from Zuckerman, M. (2002).
Does this look fun? If so, you may score relatively higher in sensation seeking.
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6 months of life is full of experiences that might affect children’s choices in the future. For example, a very young infant might, while being carried, stick a hand into some place that ends up causing pain. This experience might affect that infant’s willingness in the future to put his or her hand in something else through the simple learning process of operant conditioning. to Learning Objective 5.5. In a longitudinal study taking place over about 4 years, researchers found that adolescents who played video games in which high risk-taking is positively presented became more likely to engage in risky behavior and had increased scores on levels of sensation seeking (Hull et al., 2012).
InCentIve ApproACheS
Last Thanksgiving, I had eaten about all I could. Then my aunt brought out a piece of her wonderful pumpkin pie and I couldn’t resist—I ate it, even though I was not at all hungry. What makes us do things even when we don’t have the drive or need to do them?
It’s true that sometimes there is no physical need present, yet people still eat, drink, or react as if they did have a need. Even though that piece of pie was not necessary to reduce a hunger drive, it was very rewarding, wasn’t it? And on past occasions, that pie was also delicious and rewarding, so there is anticipation of that reward now. The pie, in all its glorious promise of flavor and sweetness, becomes, in itself, an incentive to eat. Incen- tives are things that attract or lure people into action.
In incentive approaches, behavior is explained in terms of the external stimulus and its rewarding properties. These rewarding properties exist independently of any need or level of arousal and can cause people to act only upon the incentive. Thus, incentive theory is actually based, at least in part, on the principles of learning that were discussed in Chapter Five. to Learning Objective 5.5.
By itself, the incentive approach does not explain the motivation behind all behav- ior. Many theorists today see motivation as a result of both the “push” of internal needs or drives and the “pull” of a rewarding external stimulus. For example, sometimes a person may actually be hungry (the push) but choose to satisfy that drive by selecting a candy bar instead of a celery stick. The candy bar has more appeal to most people, and it, therefore, has more pull than the celery. (Frankly, to most people, just about anything has more pull than celery.)
hUMAnIStIC ApproACheS
9.4 How do maslow’s hierarchy of needs and self-determination theories explain motivation?
Some final approaches to the study of motivation are humanistic in nature. One of the classic humanistic approaches is that of Maslow, while a more modern approach is repre- sented by self-determination theory.
MASlow’S hIerArChy of needS The first humanistic theory is based on the work of Abraham Maslow (1943, 1987). As explained in the video What’s In It For Me?: Meeting Our Needs: Maslow’s Hierarchy, Maslow proposed that there are several levels of needs that a person must strive to meet before achieving the highest level of personality fulfill- ment. According to Maslow, self-actualization is the point that is seldom reached—at which people have satisfied the lower needs and achieved their full human potential.
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These needs include both fundamental deficiency needs, such as the need for food or water, and growth needs, such as the
desire for having friends or feeling good about oneself (Maslow, 1971; Maslow & Lowery, 1998). For a per-
son to achieve self-actualization, which is one of the highest level of growth needs, the primary, funda-
mental needs must first be fulfilled. Figure 9.3 shows the typical way to represent Maslow’s
series of needs as a pyramid with the most basic needs for survival at the bottom
and the highest needs at the top. This type of ranking is called a hierarchy.*
The only need higher than self- actualization is transcendence,
a search for spiritual meaning beyond one’s immediate
self that Maslow added many years after his
original hierarchy was formulated.
P e o p l e move up the
pyramid as the y go
*hierarchy: a graded or ranked series.
Watch the Video, What’s In It For Me?: Meeting Our Needs: Maslow’s Hierarchy, at MyPsychLab
CC
Figure 9.3 Maslow’s hierarchy of needs
Maslow proposed that human beings must fulfill the more basic needs, such as physical and security needs, before being able to fulfill the higher needs of self- actualization and transcendence.
Self-actualization needs: to �nd self-ful�llment and
realize one’s potential
Transcendence needs: to
�nd spiritual meaning beyond one’s
immediate self
Aesthetic needs: to appreciate symmetry, order, and beauty
Cognitive needs: to know, understand, and explore
Esteem needs: to achieve, be competent, gain approval and recognition
Belongingness and love needs: to be with others, be accepted, and belong
Safety needs: to feel secure and safe, out of danger
Physiological needs: to satisfy hunger, thirst, fatigue, etc.
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through life, gaining wisdom and the knowledge of how to handle many different situa- tions. But a shift in life’s circumstances can result in a shift down to a lower need. Mov- ing up and down and then back up can occur frequently—even from one hour to the next. Times in a person’s life in which self-actualization is achieved, at least temporarily, are called peak experiences. For Maslow, the process of growth and self-actualization is the striving to make peak experiences happen again and again.
Does this theory apply universally?
Maslow’s theory has had a powerful influence on the field of management (Heil et al., 1998) and has spawned new ideas and concepts of what might be an appropriate re- vised hierarchy. to Learning Objective B.7. In spite of this influence, Maslow’s theory is not without its critics. There are several problems that others have highlighted, and the most serious is that there is little scientific support (Drenth et al., 1984). Like Sigmund Freud, Maslow developed his theory based on his personal observations of peo- ple rather than any empirically gathered observations or research. Although many people report that while they were starving, they could think of nothing but food, there is anec- dotal evidence in the lives of many people, some of them quite well known, that the lower needs do not have to be satisfied before moving on to a higher need (Drenth et al., 1984). For example, artists and scientists throughout history have been known to deny their own physical needs while producing great works (a self-actualization need).
Maslow’s work was also based on his studies of Americans. Cross-cultural research suggests that the order of needs on the hierarchy does not always hold true for other cul- tures, particularly those cultures with a stronger tendency than the culture of the United States to avoid uncertainty, such as Greece and Japan. In those countries security needs are much stronger than self-actualization needs in determining motivation (Hofstede, 1980; Hofstede et al., 2002). This means that people in those cultures value job secu- rity more than they do job satisfaction (holding an interesting or challenging job). In countries such as Sweden and Norway, which stress the quality of life as being of greater importance than what a person produces, social needs may be more important than self- actualization needs (Hofstede et al., 2002). to Learning Objective 13.7.
Other theorists (Alderfer, 1972; Kenrick et al., 2010) have developed and refined Maslow’s hierarchy. Douglas Kenrick and colleagues have suggested a modification to Maslow’s original hierarchy that encompasses aspects of evolutionary biology, anthropol- ogy, and psychology. Their modification incorporates dynamics between internal motives and environmental threats and opportunities (Kenrick et al., 2010). However, their revi- sion has not been without critique and has spawned further contemplation. Some ele- ments of Kenrick’s theory have been challenged, including a questioning of its focus on evolutionary aspects instead of human cultural influences (Kesebir et al., 2010), and its removal of self-actualization from both the pinnacle of the pyramid and from the hier- archy altogether as a stand-alone motive (Peterson & Park, 2010). Just as there are many aspects to motivation, any revision or discussion of an appropriate hierarchy of needs will need to take into account a wide variety of opinions and viewpoints.
Self-deterMInAtIon theory (Sdt) Another theory of motivation that is similar to Maslow’s hierarchy of needs is the self-determination theory (SDT) of Richard Ryan and Edward Deci (2000). In this theory, there are three inborn and universal needs that help people gain a complete sense of self and whole, healthy relationships with others. The three needs are autonomy, or the need to be in control of one’s own behavior and goals (i.e., self-determination); competence, or the need to be able to master the challeng- ing tasks of one’s life; and relatedness, or the need to feel a sense of belonging, intimacy, and security in relationships with others. These needs are common in several theories of personality; the relatedness need is, of course, similar to Maslow’s belongingness and love needs, and both autonomy and competence are important aspects of Erikson’s theory
In the movie Castaway, Tom Hanks’s character is stranded on a deserted island. His first concern is to find something to eat and fresh water to drink—without those two things, he cannot survive. Even while he is building a crude shelter, he is still thinking about how to obtain food. Once he has those needs met, however, he gets lonely. He finds a volleyball, paints a handprint and then a crude face on it, and names it “Wilson.” He talks to the volleyball as if it were a person, at first as a kind of way to talk out the things he needs to do and later as a way of staying relatively sane. The need for companionship is that strong.
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of psychosocial personality development (Erikson, 1950, 1980). to Learning Objective 8.7.
Ryan, Deci, and their colleagues (Deci et al., 1994; Ryan & Deci, 2000) believe that satisfying these needs can best be accomplished if the person has a supportive environment in which to develop goals and relationships with others. Such satisfaction will not only fos- ter healthy psychological growth but also increase the individual’s intrinsic motivation (ac- tions are performed because they are internally rewarding or satisfying). Evidence suggests that intrinsic motivation is increased or enhanced when a person not only feels competence (through experiencing positive feedback from others and succeeding at what are perceived to be challenging tasks) but also a sense of autonomy or the knowledge that his or her actions are self-determined rather than controlled by others (deCharms, 1968; Deci & Ryan, 1985).
Previous research has found a negative impact on intrinsic motivation when an ex- ternal reward is given for the performance (Deci et al., 1999), but while other studies find negative effects only for tasks that are not interesting in and of themselves (Cameron et al., 2001). When the task itself is interesting to the person (as might be an assignment that an instructor or manager has explained in terms of its importance and future value), external rewards may increase intrinsic motivation, at least in the short term. Although this finding is intriguing, further research is needed to determine if the long-term effects of extrinsic rewards on intrinsic motivation are consistently negative, as the bulk of the research has shown up to now.
But don’t we sometimes do things for both kinds of motives?
There are usually elements of both intrinsic and extrinsic motives in many of the things people do. Most teachers, for example, work for money to pay bills (the extrinsic motive) but may also feel that they are helping young children to become better adults in the future, which makes the teachers feel good about themselves (the intrinsic motive).
How universal are these three needs? Some cultures, such as the United States and Great Britain, are individualistic, stressing the needs of the individual over the group, in- dependence, and self-reliance. Other cultures are collectivistic, such as those in Japan and China, and stress strong social ties, interdependence, and cooperation. Cross-cultural re- search indicates that even across such different cultures, the needs for autonomy, mastery, and belongingness are of similar importance (Chirkov, 2009; Chirkov et al., 2011; Ryan et al., 1999; Sheldon, 2012).
“That is the correct answer, Bill, but I’m afraid you don’t win anything for it.” ©The New Yorker Collection 1986 lee lorenz from cartoonbank.com. All Rights Reserved.
Explore the Concept at MyPsychLab
C o n C e p t M A p
Approaches to Understanding Motivation (continued)
arousal theory suggests people have an optimal level of tension that they work to maintain
a moderate level is most commonly sought, but that level can range from low to high (sensation seeking)
arousal need for stimulation
based in part on principles of learningincentive things that attract or lure people into action, most often due to rewarding properties
other modi�cations differ in number of levels and areas of focus
self-determination theory: similar to Maslow’s hierarchy, three universal needs are autonomy, competence, and relatedness
humanistic based primarily on Maslow’s hierarchy of needs; primary, basic needs must be met before higher levels can be met (see Fig. 9.3)
9.4 9.3
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what, hungry Again? why people eat Satisfying hunger is one of our most primary needs. The eating habits of people today have become a major concern and a frequent topic of news programs, talk shows, and scientific research. Countless pills, supplements, and treatments are available to “help” people eat less and others to eat more. Eating is not only a basic survival behavior that re- duces a primary drive; it is also a form of entertainment for many, and the attractive pre- sentations and social environment of many eating experiences are a powerful incentive.
phySIologICAl CoMponentS of hUnger
9.5 What happens in the body to cause hunger, and how do social factors influence a person’s experience of hunger?
Why do we eat? What causes us to feel hungry in the first place?
There are actually several factors involved in the hunger drive. Walter Cannon (Cannon & Washburn, 1912) believed that stomach contractions, or “hunger pangs,” caused hunger and that the presence of food in the stomach would stop the contractions and appease the hunger drive. Oddly enough, having an empty stomach is not the decid- ing factor in many cases. Although the stomach does have sensory receptors that respond to the pressure of the stretching stomach muscles as food is piled in and that send signals to the brain indicating that the stomach is full (Geliebter, 1988), people who have had their stomachs removed still get hungry ( Janowitz, 1967). horMonAl InflUenCeS One factor in hunger seems to be the insulin response that occurs after we begin to eat. Insulin and glucagon are hormones that are secreted by the pancreas to control the levels of fats, proteins, and carbohydrates in the whole body, including glucose (blood sugar). Insulin reduces the level of glucose in the bloodstream, for example, whereas glucagon increases the level. Insulin, normally released in greater amounts after eating has begun, causes a feeling of more hunger because of the drop in blood sugar levels. Carbohydrates, especially those that are simple or highly refined (such
1. According to arousal theory, people are motivated towards __________ level of arousal.
a. their highest b. their lowest c. their optimum d. their minimal
2. In terms of arousal and task difficulty, easy tasks typically de- mand a __________ level for optimal performance, whereas difficult tasks require a __________ level.
a. high–moderate; low–moderate b. low–moderate; high–moderate c. either a high or low; medium d. low; low
3. In the strictest sense, what is incentive theory based on? a. sensation and perception b. learning theory c. social conformity d. internal unconscious forces
4. In Maslow’s theory, how often do people reach a point of self-actualization?
a. Most people reach a state of self-actualization before they reach adulthood.
b. Most people reach a state of self-actualization as they finish adolescence.
c. Seldom, although there are times in a person’s life when they are self-actualized at least temporarily.
d. No one ever reaches the ultimate state. Our motivations express themselves in how we try to attain it.
5. In Ryan and Deci’s self-determination theory, what is the key to achieving one’s needs for autonomy, competence, and relatedness?
a. an instinctual motivation b. support from others around you c. a motivation often driven by heredity d. a driving desire not to be a failure
THINkING CRITICAllY: What motivates you while you are in this psychology course?
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
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as table sugar, fruit drinks, white flour, and white bread or pasta), cause the insulin level to spike even more than other foods do because there is such a large amount of glucose re- leased by these foods at one time. High blood sugar leads to more insulin released, which leads to a low blood sugar level, increased appetite, and the tendency to overeat. That is the basic principle behind many of the diets that promote low-carbohydrate intake. The proponents of these diets argue that if people control the carbohydrates, they can control the insulin reaction and prevent hunger cravings later on.
In recent years, a hormone called leptin has been identified as one of the factors that controls appetite. When released into the bloodstream, leptin signals the hypothala- mus that the body has had enough food, reducing appetite and increasing the feeling of being full, or satiated. the role of the hypothAlAMUS The stomach and the pancreas are only two of the body parts involved in hunger. In Chapter Two the role of the hypothalamus in control- ling many kinds of motivational stimuli, including hunger, was seen as a result of its influence on the pituitary. But the hypothalamus itself has different areas, controlled by the levels of glucose and insulin in the body, which appear to control eating behavior. Explore the Concept, The Effects of the Hypothalamus on Eating Behavior, at MyPsychLab
The ventromedial hypothalamus (VMH) may be involved in stopping the eating re- sponse when glucose levels go up (Neary et al., 2004). In one study, rats whose VMH ar- eas (located toward the bottom and center of the hypothalamus) were damaged would no longer stop eating—they ate and ate until they were quite overweight (Hetherington & Ranson, 1940). (See Figure 9.4 for a picture of a rat with this kind of damage.) However, they did not eat everything in sight. They actually got rather picky, only overeating on food that appealed to them (Ferguson & Keesey, 1975; Parkinson & Weingarten, 1990). In fact, if all the food available to them was unappealing, they did not become obese and in some cases even lost weight.
Another part of the hypothalamus, located on the side and called the lateral hypo- thalamus (LH), seems to influence the onset of eating when insulin levels go up (Neary et al., 2004). Damage to this area caused rats to stop eating to the point of starvation. They would eat only if force-fed and still lost weight under those conditions (Anand & Brobeck, 1951; Hoebel & Teitelbaum, 1966). weIght Set poInt And BASAl MetABolIC rAte Obviously, the role of the hypo- thalamus in eating behavior is complex. Some researchers (Leibel et al., 1995; Nisbett, 1972) believe that the hypothalamus affects the particular level of weight that the body tries to maintain, called the weight set point. Injury to the hypothalamus does raise or lower the weight set point rather dramatically, causing either drastic weight loss or weight gain.
Metabolism, the speed at which the body burns available energy, and exercise also play a part in the weight set point. Some people are no doubt genetically wired to have faster metabolisms, and those people can eat large amounts of food without gaining weight. Others have slower metabolisms and may eat a normal or even less than nor- mal amount of food and still gain weight or have difficulty losing it (Bouchard et al., 1990). (Some people swear they can gain weight just by looking at a piece of cake!) Regu- lar, moderate exercise can help offset the slowing of metabolism and the increase in the weight set point that comes with it (Tremblay et al., 1999).
The rate at which the body burns energy when a person is resting is called the basal metabolic rate (BMR) and is directly tied to the set point. If a person’s BMR decreases (as it does in adulthood and with decreased activity levels), that person’s weight set point increases if the same number of calories is consumed. Table 9.2 shows the changes in BMR of a typical woman and man as age increases from 10 years to 80 years. Notice that the BMR decreases more dramatically as the age of the person increases. Adolescents typically have a very high BMR and activity level and, therefore, a lower weight set point,
Figure 9.4 obese laboratory rat
The rat on the left has reached a high level of obesity because its ventromedial hypothalamus has been deliberately damaged in the laboratory. The result is a rat that no longer receives signals of being satiated, and so the rat continues to eat and eat and eat.
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meaning they can eat far more than an adult of the same size and not gain weight. But when that adolescent becomes an adult, the BMR begins to decline. Adults should re- duce the number of calories they consume and exercise most every day, but the tendency is to eat more and move less as income levels and job demands increase. Even if the eat- ing habits of the teenage years are simply maintained, excessive weight gain is not far behind. (In some people, the excessive weight gain may be mostly “behind.”)
If you would like to calculate your own BMR, there are numerous Internet sites that allow a person to enter data such as height, age, weight, and activity level. The BMR is then automatically calculated according to a standard formula. Simply type “basal met- abolic rate calculator” into your Web search engine to find these sites.
SoCIAl CoMponentS of hUnger
People often eat when they are not really hungry. There are all sorts of social cues that tell people to eat, such as the convention of eating breakfast, lunch, and dinner at certain times. A large part of that “convention” is actually the result of classical conditioning.
to Learning Objective 5.2. The body becomes conditioned to respond with the hunger reflex at certain times of the day; through association with the act of eating, those times of the day have become conditioned stimuli for hunger. Sometimes a person who has just eaten a late breakfast will still “feel” hungry at noon, simply because the clock says it’s time to eat. People also respond to the appeal of food. How many times has someone finished a huge meal only to be tempted by that luscious-looking cheesecake on the dessert cart? To see whether you have any implicit preferences toward either healthy food or junk food, participate in the experiment Implicit Association Test: Food.
table 9.2
Average Basal Metabolic Rates for a Female and Male
Age rAnge AgeS 10–18 AgeS 19–30 AgeS 31–60 AgeS 61–80
Female (5 1 /2 ft.) 1,770* 1,720 1,623 1,506
Male (6 ft.) 2,140 2,071 1,934 1,770
*Numbers in the table represent the number of calories a person needs to consume each day to maintain body weight (without exercise).
Simulate the Experiment, Implicit Association Test: Food, on MyPsychLab
Implicit Association Test: Food This Implicit Association Test asks you to classify a set of words or images into groups. Your goal is to classify items as quickly and as accurately as you can.
Go to the Experiment
Simulation
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to eat (Raynor & Epstein, 2001). In industrialized soci- eties when workers spend more hours in the workplace, there is less time available for preparing meals at home and more incentive to dine out (Chou et al., 2004). When the “dining out” choices include fast food and soft drinks, as is so often the case, obesity rates increase. In sum, as cultures become more industrialized and follow Western-culture lifestyles, negative aspects of those life- styles, such as obesity, also increase. Over the last 20 years, rates of obesity in developing countries have tri- pled. Specifically, this is a trend in countries that have adopted the Western lifestyle of lower exercise rates and overeating—especially those foods that are cheap but high in fat and calories. In China, as well as many coun- tries in the Middle East, Southeast Asia, and the Pacific Islands, 10 to 25 percent of children have been found to be overweight and another 2 to 10 percent are obese (Hossain et al., 2007).
As mentioned earlier, metabolism slows down as people age. Aside from not changing the eating habits of their youth and lowering their intake, as they earn more income people also often increase the amount of food they consume, thereby assuring a weight gain that may lead to obesity. The United States has the highest rate of obesity in the world: a third of its population is now obese (Flegal et al., 2012; Friedman, 2000, 2003; Marik, 2000; Mokdad et al., 2001).
*enticing: attractive; desirable.
Food can also be used in times of stress as a comforting routine, an immediate es- cape from whatever is unpleasant (Dallman et al., 2003). Rodin (1981, 1985) found that the insulin levels that create hunger may actually increase before food is eaten (similar to the way Pavlov’s dogs began salivating before they received their food). Like getting hun- gry at a certain time of day, this physiological phenomenon may also be due to classical conditioning: In the past, eating foods with certain visual and sensory characteristics led to an insulin spike, and this pairing occurred so frequently that now just looking at or smell- ing the food produces the spike before the food is consumed (Stockhorst, 1999). This may explain why some people (who are called “externals” because of their tendency to focus on the external features of food rather than internal hunger) are far more responsive to these external signals—they produce far more insulin in response to the anticipation of eating than do nonexternals, or people who are less affected by external cues (Rodin, 1985).
Cultural factors and gender also play a part in determining hunger and eating habits. In one study, a questionnaire about eating habits was given to both men and women from the United States and Japan. Although no significant differences in what initiates eating existed for men in either culture, women in the United States were found to be much more likely to start eating for emotional reasons, such as depression. Japanese women were more likely to eat because of hunger signals or social demands (Hawks et al., 2003). In this same study, both men and women from the United States were more likely to eat while watch- ing television or movies than were Japanese men and women. Both culture and gender must be taken into account when studying why and under what circumstances people eat.
oBeSIty
9.6 What are some biological, social, and cultural factors that contribute to obesity?
It would be nice if people all over the world ate just the amount of food that they needed and were able to maintain a healthy, normal weight. Unfortunately, that is not the case for many people. Some people weigh far more than they should, whereas others weigh far less.
Several maladaptive eating problems, including anorexia nervosa, bulimia nervosa, and binge-eating disorder, are classified as clinical (mental) disorders in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, or DSM-5 (American Psychiatric Association, 2013), which is a listing of disorders and their symptoms used by psycho- logical professionals to make a diagnosis. These disorders are discussed in a later chapter.
to Learning Objective 14.6. In this chapter, we look at the problem of obesity. Why do some people get so fat?
Is it just overeating? There are several factors that contribute to obesity, a condition in which the body weight
of a person is 20 percent or more over the ideal body weight for that person’s height. Actual definitions of obesity vary. Some definitions consider 20 to 30 percent to be overweight and limit obesity to 30 percent or more. Others state that men are obese at 20 percent over the ideal weight and women at 30 percent. However it is defined, a significant factor in obesity is hered- ity. There appear to be several sets of genes, some on different chromosomes, which influence a person’s likelihood of becoming obese (Barsh et al., 2000). If there is a history of obesity in a particular family, each family member has a risk of becoming obese that is double or triple the risk of people who do not have a family history of obesity (Bouchard, 1997). Hormones also play a role, particularly leptin, which plays an important part in controlling appetite. Problems with leptin production or detection can lead to overeating (Friedman & Halaas, 1998).
Certainly, another obesity factor is overeating. Around the world, as developing countries build stronger economies and their food supplies become stable, the rates of obesity increase dramatically and quickly (Barsh et al., 2000). Foods become more varied and enticing* as well, and an increase in variety is associated with an increase in eating beyond the physiological need
(top) Cultural factors play an important part in why people eat. Women in Japan have been found to be motivated to eat by hunger and social demands, illustrated by the interaction during a meal at this family gathering.
(bottom) Women in the United States may eat because they are depressed or for other emotional reasons, rather than just to appease hunger or as part of a social situation. Obviously, this woman does not need the social trappings of a bowl, dining table, and the company of others to motivate her eating habits—unless you count the cat.
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to eat (Raynor & Epstein, 2001). In industrialized soci- eties when workers spend more hours in the workplace, there is less time available for preparing meals at home and more incentive to dine out (Chou et al., 2004). When the “dining out” choices include fast food and soft drinks, as is so often the case, obesity rates increase. In sum, as cultures become more industrialized and follow Western-culture lifestyles, negative aspects of those life- styles, such as obesity, also increase. Over the last 20 years, rates of obesity in developing countries have tri- pled. Specifically, this is a trend in countries that have adopted the Western lifestyle of lower exercise rates and overeating—especially those foods that are cheap but high in fat and calories. In China, as well as many coun- tries in the Middle East, Southeast Asia, and the Pacific Islands, 10 to 25 percent of children have been found to be overweight and another 2 to 10 percent are obese (Hossain et al., 2007).
As mentioned earlier, metabolism slows down as people age. Aside from not changing the eating habits of their youth and lowering their intake, as they earn more income people also often increase the amount of food they consume, thereby assuring a weight gain that may lead to obesity. The United States has the highest rate of obesity in the world: a third of its population is now obese (Flegal et al., 2012; Friedman, 2000, 2003; Marik, 2000; Mokdad et al., 2001).
*enticing: attractive; desirable.
This family is becoming more typical in the United States as obesity rates continue to rise. How much of the excess weight on each of these family members is caused by poor choices in diet and lack of exercise, and how much might be caused by inherited biological factors?
psychology in the news
Cartoon Characters Influence Children’s Food and Taste Preferences
Since the 1970s, rates of obesity have doubled for American preschoolers and more than tripled for children ages 6 to 11; these alarming statistics, not surpris- ingly, are of concern to parents and health-care professionals alike. Each year, food
and beverage companies spend more than $1.6 billion targeting young consumers through television, the Internet, video games, and movie- or television-character licensing agree- ments (Roberto et al., 2010).
Many parents are all too familiar with the allure of cartoon and movie characters on a va- riety of food items. Whether it is the call of the character on the cereal box or the special toy in their child’s meal, many American children are seemingly motivated primarily by the car- toon or movie character on the product packaging or the enticing toy or gadget associated with the character. Getting the special prize or toy is one thing, but can the use of licensed characters also affect food preferences? According to researchers at Yale University and a study of forty 4- to 6-year-old children, the answer is “yes!”
The researchers paired stickers of Dora the Explorer®, Scooby Doo®, and Shrek® with three different snacks: graham crackers, gummy fruit snacks, and baby carrots. Overall children preferred the taste of food items that were presented with cartoon characters as compared to plain packag- ing; they especially preferred the taste of gummy snacks and graham crackers paired with the char- acters. Although character stickers were not enough to influence taste preferences, children were more likely to choose baby carrots with character stickers as compared to those in plain packaging.
Despite the relatively small sample size and a few other limitations noted by the re- searchers, the outcomes of this study provide preliminary support that the use of licensed
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characters can influence not only children’s eating habits but their taste preferences as well. The researchers noted that recognition of the potential negative influences toward poorer nutritional choices should be acknowledged and has implications for the continued use of such characters in the marketing of lower nutritional food items (Roberto et al., 2010). An- other study by different researchers yielded similar findings (Lapierre et al., 2011).
Questions for further discussion
1. Besides the influence of cartoon and movie characters, how might observational learning impact what a child chooses to eat?
2. This study focused on the eating habits of young children. What about teenagers and adults? Can you think of a food product or products that these age groups might be influenced to try or like as the result of influential figures (e.g., professional athletes)?
It is possible that cartoon and movie characters on fast-food packaging can not only influence what children choose to eat, but affect their taste preferences as well.
Why People Eat
hunger impacted by insulin response; insulin (normally released more after onset of eating) reduces level of glucose in bloodstream (resulting in lower blood sugar and increased hunger); glucagon increases level of glucose
ventromedial area of the hypothalamus may be involved in stopping eating when glucose level goes up; lateral hypothalamus appears to in�uence onset of eating when insulin level goes up
hunger and eating behaviors are in�uenced by social cues and convention (e.g., eating at certain times), culture, and gender
person’s weight set point and basal metabolic rate are tied to hypothalamus, and the hormone leptin appears to affect appetite
anorexia nervosa
binge-eating disorder
bulimia nervosa
maladaptive eating
obesity: body weight 20% or more over ideal (based on height); signi�cantly impacted by genetics, overeating, exercise, and changes in metabolism
to Chapter Fourteen, Psychological Disorders
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1. Damage to the __________ in rats can cause them to starve to death while damage to the __________ will cause them to eat and eat and eat.
a. pancreas; stomach b. liver; kidneys c. ventromedial hypothalamus; lateral hypothalamus d. lateral hypothalamus; ventromedial hypothalamus
2. The rate at which the body burns energy while at rest is known as
a. weight set point. b. basal metabolic rate. c. leptin. d. glucagon.
3. If calorie intake stays the same, as the basal metabolic rate decreases, the weight set point
a. decreases. b. increases. c. stays the same. d. varies up and down.
4. Jermaine eats a late breakfast at 10:00 a.m. but finds he is hungry at 11:30 a.m. when he typically eats lunch. What best explains his hunger pains only 90 minutes after eating breakfast?
a. heredity c. classical conditioning b. social pressure d. self-actualization
5. In cultures where Western lifestyles of eating and exercising have been adopted, obesity rates have _____________ over the last 20 years.
a. remained relatively stable c. doubled b. decreased slightly d. tripled
6. According to researchers at Yale, what might be one way to get children to eat more carrots?
a. Include the word “healthy” on the outside of the package.
b. Include a brief explanation of the amount of vitamins in carrots.
c. Put a prize in the package. d. Put a cartoon character on the outside of the package.
PRACTiCE quiz How Much Do You Remember? answeRs available in answeR KeY. Pick the best answer.
C o n C e p t M A p
Explore the Concept at MyPsychLab
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emotion This chapter began with an overview of the motives that drive human behavior. But people do more than just behave—they experience feelings during every human action. Human beings are full of feelings, or emotions, and although emotions may be internal processes, there are outward physical signs of what people are feeling. This section of the chapter explores the world of human emotions and how those emotions are connected to both thinking and actions. Before we begin, take a moment to take the survey experiment How Do You Deal With Your Emotions? to learn more about how you identify, express, and manage your emotions.
What part does the way we feel about things play in all of our daily activities—what exactly causes feelings?
the three eleMentS of eMotIon
9.7 What are the three elements of emotion?
The Latin root word mot, meaning “to move,” is the source of both of the words we use in this chapter over and over again—motive and emotion. Emotion can be defined as the “feeling” aspect of consciousness, characterized by three elements: a certain physi- cal arousal, a certain behavior that reveals the feeling to the outside world, and an inner awareness of the feeling. the phySIology of eMotIon Physically, when a person experiences an emotion, an arousal is created by the sympathetic nervous system. to Learning Objective 2.4.The heart rate increases, breathing becomes more rapid, the pupils dilate, and the mouth may become dry. Think about the last time you were angry and then about the last time you were frightened. Weren’t the physical symptoms pretty similar? Although facial expressions do differ among various emotional responses (Ekman, 1980; Ekman et al., 1969; Ekman & Friesen, 1978), emotions are difficult to distinguish from one another on the basis of physiological reactions alone. However, in the laboratory using devices
Simulate the Experiment, How Do You Deal With Your Emotions?, on MyPsychLab
How Do You Deal with Your Emotions? This survey asks about your experiences with identifying, expressing, and managing your emotions. An emotion is a subjective reaction to an object, event, person, or memory.
Go to the Experiment
Simulation
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to measure the heart rate, blood pressure, and skin temperature, researchers have found that different emotions may be associated with different physiological reactions: Sadness, anger, and fear are associated with greater increases in heart rate than is disgust; higher increases in skin conductance occur during disgust as compared to happiness; and anger is more often associated with vascular measures, such as higher diastolic blood pressure, as compared to fear (Larsen et al., 2008; Levenson, 1992; Levenson et al., 1992).
Which parts of the brain are involved in various aspects of emotion? As discussed in Chapter Two, the amygdala, a small area located within the limbic system on each side of the brain, is associated with emotions such as fear and pleasure in both humans and animals (Breiter et al., 1997; Davis & Whalen, 2001; Fanselow & Gale, 2003; Hurlemann et al., 2010; Ritchey et al., 2011) and is also involved in the facial expressions of human emotions (Morris et al., 1998).
When portions of the amygdala are damaged in rats, the animals cannot be clas- sically conditioned to fear new objects—they apparently cannot remember to be afraid (R. J. Davidson et al., 2000; Fanselow & Gale, 2003). In humans, damage to the amygdala has been associated with similar effects (LaBar et al., 1995) and with impairment of the ability to determine emotions from looking at the facial expressions of others (Adolphs & Tranel, 2003).
A lot of what we know about the amygdala’s role in emotion comes from the work of Dr. Joseph LeDoux and his many colleagues and students. (Note for the curious: Dr. LeDoux’s Ph.D. advisor was Dr. Michael Gazzaniga, whose work was discussed in Chapter Two.) The amygdala is a complex structure with many different nuclei and subdi- visions, whose roles have been investigated primarily through studies of fear conditioning (LeDoux & Phelps, 2008). Fear conditioning has been very helpful in relating behaviors to brain function because it results in stereotypical autonomic and behavioral responses. It is basically a classical conditioning procedure where an auditory stimulus (conditioned stimulus) is paired with foot shock (unconditioned stimulus) to elicit autonomic and behavioral conditioned responses (LeDoux, 1996; LeDoux & Phelps, 2008).
LeDoux’s work has provided many insights into the brain’s processing of emotional information and the role of the amygdala. Emotional stimuli travel to the amygdala by both a fast, crude “low road” (subcortical) and a slower but more involved cortical “high road” (LeDoux, 1996, 2007; LeDoux & Phelps, 2008). (See Figure 9.5.) The direct route allows for quick responses to stimuli that are possibly dangerous, sometimes before we actually know what the stimuli are, but with the awareness provided by the indirect cortical route (specifically, processing by the prefrontal cortex), we can override the direct route and take control of our emotional responses (LeDoux, 1996; LeDoux & Phelps, 2008; Öhman, 2008).
Thalamus
Low road
Endocrine response: Hormonal secretions
Autonomic arousal
Amygdala
High road
Cerebral cortexFigure 9.5 the “low road” and “high road” When we are exposed to an emotion-provoking stimulus (such as a shark), the neural signals travel by two pathways to the amygdala. The “low road” is the pathway underneath the cortex and is a faster, simpler path, allowing for quick responses to the stimulus, sometimes before we are consciously aware of the nature of the stimulus. The “high road” uses cortical pathways and is slower and more complex, but it allows us to recognize the threat and, when needed, take more conscious control of our emotional responses. In this particular example, the low road shouts, “Danger!” and we react before the high road says, “It’s a shark!”
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LeDoux’s work also provides a mechanism for understanding psychological disor- ders related to anxiety or fear. to Learning Objective 14.4. It is possible that the direct route may be the primary processing pathway for individuals with anxiety disor- ders and the indirect, cortical pathway is not able to override the processing initiated by the direct route. This would result in difficulty or inability to control our anxieties, or the inability to extinguish fears we’ve already acquired (LeDoux, 1996; LeDoux & Phelps, 2008).
Besides the amygdala, other subcortical and cortical areas of the brain are involved in the processing of emotional information. Research suggests that emotions may work differently depending on which side of the brain is involved. One area of investigation has been the frontal lobes. Researchers have found that positive emotions are associated with the left frontal lobe of the brain whereas negative feelings such as sadness, anxiety, and depression seem to be a function of the right frontal lobe (R. J. Davidson, 2003; Geschwind & Iacoboni, 2007; Heilman, 2002). In studies where the electrical activity of the brain has been tracked using an electroencephalograph, to Learning Ob- jective 2.6, left frontal lobe activation has been associated with pleasant emotions while right frontal lobe activity has been associated with negative emotional states (R. J. Davidson, 2003). Furthermore, increased left frontal lobe activity has been found in individuals trained in meditation, and for the participants in this study, greater left frontal lobe activity was accompanied by a reduction in their anxiety as well as a boost in their immune system (R. J. Davidson et al., 2003).
The ability to interpret the facial expressions of others as a particular emotion also seems to be a function of one side of the brain more than the other. Researchers have found that when people are asked to identify the emotion on another person’s face, the right hemisphere is more active than the left, particularly in women (Voyer & Rodgers, 2002). This difference begins weakly in childhood but increases in adulthood, with chil- dren being less able to identify negative emotions as well as they can positive emotions when compared to adults (Barth & Boles, 1999; Lane et al., 1995). This finding is con- sistent with early research that assigns the recognition of faces to the right hemisphere (Berent, 1977; Ellis, 1983).
Other types of emotional processing involve a variety of other brain areas. Have you ever been told to control your emotions? Different brain areas take primary roles based on the different ways you try to control your emotions, but there is a degree of overlap across several of the strategies. For example, some common strategies for regulating one’s emotions include distraction, reappraisal, and controlling the influence of emotions on decision making. All three of these strategies take advantage of the lateral prefrontal cor- tex and anterior cingulate cortex and, as you might expect from the discussion before, the amygdala also comes into play ( J. S. Beer, 2009).
However, distraction appears to be supported by activity in the anterior cingulate cortex, and reappraisal is supported by activity in the lateral orbitofrontal cortex; and both are accompanied by lower activity in the amygdala ( J. S. Beer, 2009). Furthermore, distraction and reappraisal may engage more brain areas in general as compared to spon- taneous control of emotions in decision making. Generally, brain areas associated with emotional control are the same brain areas responsible for control of nonemotional infor- mation ( J. S. Beer, 2009). the BehAvIor of eMotIon: eMotIonAl expreSSIon How do people behave when in the grip of an emotion? There are facial expressions, body movements, and actions that indicate to others how a person feels. Frowns, smiles, and sad expressions combine with hand gestures, the turning of one’s body, and spoken words to produce an understanding of emotion. People fight, run, kiss, and yell, along with countless other actions stemming from the emotions they feel.
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9.10 Facial expressions can vary across different cultures, although some aspects of fa- cial expression seem to be universal. (See Figure 9.6 for some examples of universal fa- cial expressions.) Charles Darwin (1898) was one of the first to theorize that emotions were a product of evolution and, therefore, universal—all human beings, no matter what their culture, would show the same facial expression because the facial muscles evolved to communicate specific information to onlookers. For example, an angry face would sig- nal to onlookers that they should act submissively or expect a fight. Although Darwin’s ideas were not in line with the behaviorist movement of the early and middle twenti- eth century, which promoted environment rather than heredity as the cause of behavior, other researchers have since found evidence that there is a universal nature to at least seven basic emotions, giving more support to the evolutionary perspective within psy- chology (Ekman, 1973; Ekman & Friesen, 1969, 1971). to Learning Objective 1.4. Even children who are blind from birth can produce the appropriate facial expres- sions for any given situation without ever having witnessed those expressions on others, which strongly supports the idea that emotional expressions have their basis in biology rather than in learning (Charlesworth & Kreutzer, 1973; Fulcher, 1942).
In their research, Ekman and Friesen found that people of many different cultures (including Japanese, European, American, and the Fore tribe of New Guinea) can consis- tently recognize at least seven facial expressions: anger, fear, disgust, happiness, surprise, sadness, and contempt (Ekman & Friesen, 1969, 1971). Although the emotions and the related facial expressions appear to be universal, exactly when, where, and how an emo- tion is expressed may be determined by the culture. Display rules that can vary from culture to culture (Ekman, 1973; Ekman & Friesen, 1969) are learned ways of controlling displays of emotion in social settings. For example, Japanese people have strict social rules about showing emotion in public situations—they simply do not show emotion, remain- ing cool, calm, and collected, at least on the outside. But if in a more private situation, as
Figure 9.6 facial expressions of emotion
Facial expressions appear to be universal. For example, these faces are consistently interpreted as showing (a) anger, (b) fear, (c) disgust, (d) happiness, (e) surprise, and (f) sadness by people of various cultures from all over the world. Although the situations that cause these emotions may differ from culture to culture, the expression of particular emotions remains strikingly the same.
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a parent scolding a child within the home, the adult’s facial expression would easily be recognized as “angry” by people of any culture. The emotion is universal and the way it is expressed on the face is universal, but whether it is expressed or displayed depends on the learned cultural rules for displaying emotion.
Display rules are different between cultures that are individualistic (placing the im- portance of the individual above the social group) and those that are collectivistic (placing the importance of the social group above that of the individual). Whereas the culture of the United States is individualistic, for example, the culture of Japan is collectivistic. At least part of the difference between the two types of display rules may be due to these cultural differences (Edelmann & Iwawaki, 1987; Hofstede, 1980; Hofstede et al., 2002).
to Learning Objective 13.7. Display rules are also different for males and females. Researchers looking at the
display rules of boys and girls found that boys are reluctant to talk about feelings in a social setting, whereas girls are expected and encouraged to do so (Polce-Lynch et al., 1998). With adults, researchers looking at the expression of anger in the workplace found that women are generally less willing than men to express negative emotions, although factors such as status complicate the findings somewhat (Domagalski & Steelman, 2007). SUBjeCtIve experIenCe: lABelIng eMotIon The third element of emotion is inter- preting the subjective feeling by giving it a label: anger, fear, disgust, happiness, sadness, shame, interest, and so on. Another way of labeling this element is to call it the “cognitive element,” because the labeling process is a matter of retrieving memories of previous similar experiences, perceiving the context of the emotion, and coming up with a solution—a label.
The label a person applies to a subjective feeling is at least in part a learned re- sponse influenced by their language and culture. Such labels may differ in people of dif- ferent cultural backgrounds. For example, researchers in one study ( J. L. Tsai et al., 2004) found that Chinese Americans who were still firmly rooted in their original Chinese culture were far more likely to use labels to describe their emotions that referred to bodily sensations (such as “dizzy”) or social relationships (such as “friendship”) than were more “Americanized” Chinese Americans and European Americans, who tended to use more directly emotional words (such as “liking” or “love”).
In another study, even the subjective feeling of happiness showed cultural differ- ences (Kitayama & Markus, 1994). In this study, Japanese students and students from the United States were found to associate a general positive emotional state with entirely different circumstances. In the case of the Japanese students, the positive state was more associated with friendly or socially engaged feelings. The students from the United States associated their positive emotional state more with feelings that were socially disengaged, such as pride. This finding is a further reflection of the differences between collectivistic and individualistic cultures. A major goal for psychologists engaged in cross-cultural re- search in emotions is to attempt to understand the meaning of other people’s mental and emotional states without interpreting them incorrectly, or misleadingly, in the language or mindset of the researchers (Shweder et al., 2008).
theorIeS of eMotIon
So which of the three elements is the most important?
In the early days of psychology, it was assumed that feeling a particular emotion led first to a physical reaction and then to a behavioral one. According to this viewpoint—we’ll call it the common sense theory of emotion—seeing a snarling dog in one’s path causes the feeling of fear, which stimulates the body to arousal, followed by the behavioral act of running; that is, people are aroused because they are afraid. (See Figure 9.7 on the next page.)
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9.8 How do the James-Lange and Cannon-Bard theories of emotion differ?
William James (1884, 1890, 1894), who was also the founder of the functionalist per- spective in the early history of psychology, to Learning Objective 1.2, disagreed with the common sense viewpoint. He believed that the order of the components of emotions was quite different. At nearly the same time, a physiologist and psychologist in Denmark, Carl Lange (1885), came up with an explanation of emotion so similar to that of James that the two names are used together to refer to the theory—the James-Lange theory of emotion. (See Figure 9.8.)
Figure 9.7 Common Sense theory of emotion
In the common sense theory of emotion, a stimulus (snarling dog) leads to an emotion of fear, which then leads to bodily arousal (in this case, indicated by shaking) through the autonomic nervous system (ANS).
FEAR
ANS arousal
Stimulus First response Second response
Common sense theory
“I’m shaking because I’m afraid.”
Snarling dog Conscious fear
Figure 9.8 james-lange theory of emotion
In the James-lange theory of emotion, a stimulus leads to bodily arousal first, which is then interpreted as an emotion.
Stimulus First response Second response
FEAR
James-Lange theory
“I’m afraid because I’m shaking.”
Snarling dog ANS arousal,
changes in body Conscious fear
In this theory, a stimulus of some sort (for example, the large snarling dog) produces a physiological reaction. This reaction, which is the arousal of the “fight-or-flight” sympa- thetic nervous system (wanting to run), produces bodily sensations such as increased heart rate, dry mouth, and rapid breathing. James and Lange believed that the physical arousal led to the labeling of the emotion (fear). Simply put, “I am afraid because I am aroused,” “I am embarrassed because my face is red,” “I am nervous because my stomach is flutter- ing,” and “I am in love because my heart rate increases when I look at her (or him).”
What about people who have spinal cord injuries that prevent the sympathetic ner- vous system from functioning? Although James-Lange would predict that these people should show decreased emotion because the arousal that causes emotion is no longer there, this does not in fact happen. Several studies of people with spinal cord injuries report that these people are capable of experiencing the same emotions after their injury as before, sometimes even more intensely (Bermond et al., 1991; Chwalisz et al., 1988).
CAnnon-BArd theory of eMotIon Physiologists Walter Cannon (1927) and Philip Bard (1934) theorized that the emotion and the physiological arousal occur more or less at the same time. Cannon, an expert in sympathetic arousal mechanisms, did not feel that the physical changes caused by various emotions were distinct enough to allow them to be perceived as different emotions. Bard expanded on this idea by stating that the sensory information that comes into the brain is sent simultaneously (by the thalamus) to both the cortex and the organs of the sympathetic nervous system. The fear and the bodily reactions are, therefore, experienced at the same time—not one after the other. “I’m afraid and running and aroused!” (See Figure 9.9.)
This theory, known as the Cannon-Bard theory of emotion, also had its critics. Lashley (1938) stated that the thalamus would have to be pretty sophisticated to make sense of all the possible human emotions and relay them to the proper areas of the cortex and
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body. It would seem that other areas of the brain must be involved in processing emotional reactions. The studies of people with spinal cord injuries, which appear to suggest that emo- tions can be experienced without feedback from the sympathetic organs to the cortex and were cited as a criticism of the James-Lange theory, seem at first to support the Cannon- Bard version of emotions: People do not need feedback from those organs to experience emotion. However, there is an alternate pathway that does provide feedback from these organs to the cortex; this is the vagus nerve, one of the cranial nerves (LeDoux, 1994). The existence of this feedback pathway makes the case for Cannon-Bard a little less convincing.
SChAChter-SInger And CognItIve AroUSAl theory of eMotIon
9.9 What are the key elements in cognitive arousal theory, the facial feedback hy- pothesis, and the cognitive-mediational theory of emotion?
The early theories talked about the emotion and the physical reaction, but what about the mental interpretation of those components? In their cognitive arousal theory (two- factor theory), Schachter and Singer (1962) proposed that two things have to happen before emotion occurs: the physical arousal and a labeling of the arousal based on cues from the surrounding environment. These two things happen at the same time, resulting in the labeling of the emotion. (See Figure 9.10.)
Figure 9.9 Cannon-Bard theory of emotion
In the Cannon-Bard theory of emotion, a stimulus leads to activity in the brain, which then sends signals to arouse the body and interpret the emotion at the same time.
FEAR
Cannon-Bard theory
“I’m shaking and feeling afraid at the same time.”
Snarling dog Subcortical
brain activity Conscious fear
ANS arousal, changes in body
Stimulus First response Second response
Figure 9.10 Schachter-Singer Cognitive Arousal theory of emotion
Schachter and Singer’s cognitive arousal theory is similar to the James-lange theory but adds the element of cognitive labeling of the arousal. In this theory, a stimulus leads to both bodily arousal and the labeling of that arousal (based on the surrounding context), which leads to the experience and labeling of the emotional reaction.
FEAR
Schachter-Singer cognitive arousal theory
“This snarling dog is dangerous
and that makes me feel afraid.”
Snarling dog ANS arousal, changes in body
Conscious fear
Cognitive appraisal
Stimulus First response Second response
For example, if a person comes across a snarling dog while taking a walk, the physical arousal (heart racing, eyes opening wide) is accompanied by the thought (cognition) that this must be fear. Then and only then will the person experience the fear emotion. In other words, “I am aroused in the presence of a scary dog; therefore, I must be afraid.” Evidence for this theory was found in what is now a classic experiment, described in the accompanying Classic Studies in Psychology. Watch the Video, The Basics: Theories of Emotion and Motivation: Three Theories of Emotion, at MyPsychLab
the fACIAl feedBACk hypotheSIS: SMIle, yoU’ll feel Better In his 1898 book The Expression of the Emotions in Man and Animals, Charles Darwin stated that facial expressions evolved as a way of communicating intentions, such as threat or fear, and that these expres- sions are universal within a species rather than specific to a culture. He also believed (as in the James-Lange theory) that when such emotions are expressed freely on the face, the emotion itself intensifies—meaning that the more one smiles, the happier one feels.
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classic studies in psychology
The Angry/Happy Man
In 1962, Stanley Schachter and Jerome Singer designed an experiment to test their theory that emotions are determined by an interaction between the physiological state of arousal and the label, or cognitive interpretation, that a person places on the arousal. Male student volunteers were told that they were going to answer a questionnaire about their reactions to a new vitamin called Suproxin. In reality, they were all injected with a drug called epinephrine, which causes physical arousal in the form of increased heart rate, rapid breathing, and a red- dened face—all responses that happen during a strong emotional reaction.
Each student then participated in one of two conditions. In one condition, a confeder- ate* posing as one of the participants started complaining about the experimenter, tearing up his questionnaire and storming out. In the other condition, there was one man who acted more like he was very happy, almost giddy and playing with some of the objects in the room. The “angry” man and the “happy” man in both conditions deliberately behaved in the two different ways as part of the experiment.
After both conditions had played out, participants in each of the two conditions were asked to describe their own emotions. The participants who had been exposed to the “angry” man interpreted their arousal symptoms as anger, whereas those exposed to the “happy” man interpreted their arousal as happiness. In all cases, the actual cause of arousal was the epinephrine and the physical symptoms of arousal were identical. The only differ- ence between the two groups of participants was their exposure to the two different con- texts. Schachter and Singer’s theory would have predicted exactly these results: Physiological arousal has to be interpreted cognitively before it is experienced as a specific emotion.
Although this classic experiment stimulated a lot of research, much of that research has failed to find much support for the cognitive arousal theory of emotion (Reisenzein, 1983, 1994). But this theory did serve to draw attention to the important role that cognition plays in determining emotions. The role of cognition in emotion has been revisited in some more modern theories of emotion, as you will see in the remainder of the chapter.
*confederate: someone who is cooperating with another person on some task.
Questions for further discussion
1. How might observing the emotions of others under more normal circumstances (i.e., not in a drugged state) affect a person’s own emotional state?
2. According to Schachter and Singer’s theory, for your first date with a person, should you choose a happy movie or a sad one?
3. In this experiment, what was the independent variable manipulated by the experiment- ers? What was the dependent variable?
4. This experiment used deception, as the participants were not told the true nature of the injection they received. What kind of ethical problems might have arisen from this deception? What problems would the experimenters have had in getting this study ap- proved by an ethics committee today?
Modern psychologists have proposed a theory of emotion that is consistent with much of Darwin’s original thinking. Called the facial feedback hypothesis, this explana- tion assumes that facial expressions provide feedback to the brain concerning the emo- tion being expressed, which in turn not only intensifies the emotion but also actually causes the emotion (Buck, 1980; Ekman, 1980; Ekman & Friesen, 1978; Keillor et al., 2002). (See Figure 9.11.)
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Figure 9.11 facial feedback theory of emotion
In the facial feedback theory of emotion, a stimulus such as this snarling dog causes arousal and a facial expression. The facial expression then provides feedback to the brain about the emotion. The brain then interprets the emotion and may also intensify it.
Facial feedback
theory
ANS arousal in face
Facial expression
Cognitive interpretation
of face motions
Stimulus First response Second response
FEAR
Does that mean that I don’t smile because I’m happy—I’m happy because I smile?
As the old song goes, “put on a happy face” and yes, you’ll feel happier, accord- ing to the facial feedback hypothesis. One fairly recent study does cast some doubt on the validity of this hypothesis, however. If the facial feedback hypothesis is correct, then people who have facial paralysis on both sides of the face should be unable to experience emotions in a normal way. But a case study conducted on just such a person revealed that although she was unable to express emotions on her paralyzed face, she could respond emotionally to slides meant to stimulate emotional reactions, just as anyone else would (Keillor et al., 2002). Clearly, the question of how much the actual facial expression de- termines the emotional experience has yet to be fully answered. lAzArUS And the CognItIve-MedIAtIonAl theory As mentioned in the Classic Studies in Psychology section, Schachter and Singer’s (1962) study stressed the impor- tance of cognition, or thinking, in the determination of emotions. One of the more mod- ern versions of cognitive emotion theories is Lazarus’s cognitive-mediational theory of emotion (1991). In this theory, the most important aspect of any emotional experience is how the person interprets, or appraises, the stimulus that causes the emotional reaction. To mediate means to “come between” and in this theory the cognitive appraisal mediates by coming between the stimulus and the emotional response to that stimulus.
For example, remember the person who encountered a snarling dog while walking through the neighborhood? According to Lazarus, the appraisal of the situation would come before both the physical arousal and the experience of emotion. If the dog is behind a sturdy fence, the appraisal would be something like “no threat.” The most likely emo- tion would be annoyance, and the physical arousal would be minimal. But if the dog is not confined, the appraisal would more likely be “danger—threatening animal!” which would be followed by an increase in arousal and the emotional experience of fear. In other words, it’s the interpretation of the arousal that results in the emotion of fear, not the labeling as in the Schachter-Singer model, and the interpretation comes first. (See Figure 9.12.)
The facial feedback hypothesis assumes that changing your own facial expression can change the way you feel. Smiling makes people feel happy, and frowning makes people feel sad. This effect seems to have an impact on the people around us as well. Is it hard for you to stay in a bad mood when the people around you are smiling and laughing?
Figure 9.12 lazarus’s Cognitive- Mediational theory of emotion
In lazarus’s cognitive-mediational theory of emotion, a stimulus causes an immediate appraisal (e.g., “The dog is snarling and not behind a fence, so this is dangerous”). The cognitive appraisal results in an emotional response, which is then followed by the appropriate bodily response.
Stimulus First response Second response
FEAR
Lazarus’s cognitive-mediational
theory Appraisal of threat
Bodily response
Not everyone agrees with this theory, of course. Some researchers believe that emo- tional reactions to situations are so fast that they are almost instantaneous, which would leave little time for a cognitive appraisal to occur first (Zajonc, 1998). Others (Kihlstrom et al., 2000) have found that the human brain can respond to a physical threat before conscious thought enters the picture. And as addressed earlier, the amygdala can prompt emotional reactions before we are consciously aware of what we are responding to (LeDoux, 1996, 2007; LeDoux & Phelps, 2008).
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Which theory is right?
Human emotions are so incredibly complex that it might not be out of place to say that all of the theories are correct to at least some degree. In certain situations, the cogni- tive appraisal might have time to mediate the emotion that is experienced (such as falling in love), whereas in other situations, the need to act first and to think and feel later is more important. (See Figure 9.13.)
Figure 9.13 Comparison of theories of emotion
These figures represent the six different theories of emotion as discussed in the text.
FEAR
FEAR
FEAR
FEAR
FEAR
FEAR
ANS arousal
Stimulus First response Second response
Common sense theory
“I’m shaking because I’m afraid.”
James-Lange theory
“I’m afraid because I’m shaking.”
Cannon-Bard theory
“I’m shaking and feeling afraid at the same time.”
Schachter-Singer cognitive arousal theory
“This snarling dog is dangerous
and that makes me feel afraid.”
Facial feedback
theory
Lazarus’s cognitive-mediational
theory
Snarling dog
Snarling dog
Snarling dog
Snarling dog
Subcortical brain activity
Conscious fear
ANS arousal, changes in body
ANS arousal, changes in body
Conscious fear
Conscious fear
Conscious fear
ANS arousal, changes in body
ANS arousal in face
Facial expression
Cognitive interpretation
of face motions
Appraisal of threat
Bodily response
Cognitive appraisal
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Emotion (is “feeling” aspect of consciousness, characterized by physiological arousal, speci�c expressive behavior, and inner awareness of feelings)
physiological arousal is created by the sympathetic nervous system and is associated with brain activity in speci c areas (e.g., the amygdala) and right or left hemisphere activity
emotional expressions can vary across cultures but some expressions seem to be universal; display rules also vary across cultures and according to gender
subjective labeling of emotion is largely a learned response, in�uenced by both language and culture
Various Theories of Emotion have been suggested, each with a slightly different focus and interpretation (see Fig. 9.13)
Lazarus’s cognitive-mediational theory places the emphasis on the cognitive appraisal and interpretation of the stimulus that causes the emotional reaction
based on ideas from Darwin, the facial feedback hypothesis suggests that facial expressions (and other behaviors) provide feedback to the brain that can intensify or cause a speci c emotion
James-Lange theory suggests that speci c stimuli result in physical arousal and leads to labeling of the emotion
Cannon-Bard theory suggests that emotion and physiological arousal occur simultaneously
cognitive arousal theory (Schacter-Singer) suggests that physiological arousal and the actual interpretation of that arousal based on cues from the environment must occur before the emotion itself is experienced
9.8 9.9 9.7
1. The phrase, “I’m embarrassed because my face is red” is best explained by which theory of emotion?
a. Cannon-Bard b. James-lange c. Schachter-Singer d. traditional theory of emotion
2. “I believe that emotions and physiological arousal tend to happen simultaneously.” Which theorist would be respon- sible for making such a statement?
a. Walter Cannon or Philip Bard b. William James or Carl lange c. Stanley Schachter or Jerome Singer d. Sigmund Freud or Erik Erikson
3. One day at school, someone collides with you in the hall and knocks you down, causing you to be angry. However, when playing football with friends, if you get knocked down, you do not express anger. What theory best explains how we label each situation and choose the appropriate emotion to show?
a. James-lange c. Schachter-Singer b. Cannon-Bard d. facial feedback
4. In Schachter and Singer’s classic study, participants who received epinephrine and were in the company of the “an- gry” research confederate interpreted their physiological arousal as __________, whereas those who were exposed to the “happy” confederate interpreted their arousal as __________.
a. anger; happiness b. happiness; anger c. happiness; happiness d. anger; anger
5. Eileen smiles wherever she goes. She smiles a lot in the classroom, which in turn prompts her fellow students to smile, making them feel happier too. This effect is best ex- plained by which of the following theories of emotion?
a. James-lange b. cognitive-mediational c. Schachter-Singer d. facial feedback
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Applying Psychology to Everyday Life: When Motivation Is Not Enough
9.10 What are the stages of the GTD method?
Now that we have discussed a variety of ways in which behavior gets initiated or main- tained, what can you do to make sure you complete the tasks you need to finish or ad- dress the commitments you’ve made? Many college students find it difficult to keep track of all of their class assignments and projects, and to remember all of the things they are supposed to do—and when to do them. Keeping on task can be especially challenging when you might not be exactly thrilled about doing some of them in the first place. As such, if motivation is not enough to help you get things accomplished, what else can you do to ensure that you do what needs to be done?
There have been a variety of time- and task-management systems developed over the years, each with a slightly different focus on various aspects of motivation. One sys- tem suggests you should first identify key principles or important areas in your life (such as family, education, career, etc.); the next step is to sort your to-do list using those key categories, ranking your tasks by priority or in the order you need to do them. Finally, keep track of each item by plotting it on your calendar. This works for some people. For others it may sound like more steps than you want to do, or feel you need to do.
The book Getting Things Done: The Art of Stress-Free Productivity by David Allen and his “Getting Things Done” (or “GTD”) methodology can provide a useful structure for a wide range of people who need help, well, in getting things done (Allen, 2001, 2008). Think back to Jennifer, the college student who ran into difficulties after starting college. With a system like GTD, she may have improved her chances of being more suc- cessful her first year.
The GTD method consists of five stages of processing your “stuff ” into actual out- comes, identifying “next actions” you can actually take to gain and maintain control of your tasks and commitments. The five stages of the GTD method are: 1. Capture anything and everything that has your attention, getting it out of your
head and physically collected in one place. This place can be a folder, notebook, computer program, spreadsheet, a set of index cards, or the like.
2. Process and define what you can take action on and identify the next steps. For example, instead of “do my research paper,” identify actionable next steps such as “pinpoint topic, collect articles, schedule meeting to discuss ideas with classmates,” for example.
3. Organize information and reminders into categories or contexts, based on how and when you need them. For example, if you need to send an email or text message to your group partners, you probably need to have your phone or computer to do so; “phone” or “computer” might be a context that you use.
4. Complete weekly reviews of your projects, next actions, and new items. To get things done, you need to review what you need to do.
5. Do your next actions, in the appropriate context or time frame for doing so. Adapted from David Allen’s Getting Things Done: The Art of Stress-Free Productivity (2001)
and Making It All Work (2008). In this discussion we’ve only highlighted aspects of one specific approach for orga-
nizing and keeping on top of all those things you need to get done. There are a variety of time- and task-management systems and tools available, many more than we can cover in this textbook, to Learning Objective PIA.2. Finding an approach or strategy that works best for you will likely pay off, not only now while you are in school but also in areas
How do you keep track of all of your class assignments, appointments, and deadlines?
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of your personal and future professional lives as well. Take some time now and investigate available strategies that will help you get organized and stay on track to meet your obliga- tions in a timely manner. If you do, the next time you find that motivation and emotion are not enough to prompt you to get what you need done taken care of, you’ll be glad you did.
Questions for further discussion:
1. Aside having a bunch of “lists” and possibly getting things done, what might be some specific personal benefits to keeping track of tasks and projects you have committed to?
2. What sort of personal barriers or roadblocks might you have to not using a time- or task- management system?
Approaches to Understanding Motivation
9.1 How do psychologists define motivation, and what are the key elements of the early instinct and drive-reduction ap- proaches to motivation? • Motivation is the process by which activities are started, directed,
and sustained so that physical and psychological needs are fulfilled.
• Instinct approaches proposed that some human actions may be motivated by instincts, which are innate patterns of behavior found in both people and animals.
• Drive-reduction approaches state that when an organism has a need (such as hunger), the need leads to psychological ten- sion that motivates the organism to act, fulfilling the need and reducing the tension.
• Primary drives involve needs of the body whereas acquired (secondary) drives are those learned through experience. Ho- meostasis is the tendency of the body to maintain a steady state.
9.2 W hat are the characteristics of the three types of needs? • The need for affiliation is the desire to have friendly social inter-
actions and relationships with others as well as the desire to be held in high regard by others.
• The need for power concerns having control over others, influ- encing them, and having an impact on them. Status and pres- tige are important to people high in this need.
• The need for achievement is a strong desire to succeed in achieving one’s goals, both realistic and challenging.
• The self-theory of emotion links the need for achievement to the concept of locus of control. A belief in control over one’s life leads to more attempts to achieve, even in the face of failure. Those who believe that they have little control over what hap- pens to them are more likely to develop learned helplessness.
9.3 What are the key elements of the arousal and incentive approaches to motivation? • In arousal theory, a person has an optimal level of arousal to
maintain. People who need more arousal than others are called sensation seekers.
• In the incentive approach, an external stimulus may be so re- warding that it motivates a person to act toward that stimulus even in the absence of a drive.
9.4 How do maslow’s hierarchy of needs and self-determi- nation theories explain motivation? • Maslow proposed a hierarchy of needs, beginning with basic phys-
iological needs and ending with transcendence needs. The more basic needs must be met before the higher needs can be fulfilled.
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Imagine you are walking alone late at night and hear footsteps behind you. Think about your emotional reaction to this situation. Consider the major theories of emotion: James-lange theory, Cannon-Bard theory, and Schachter-Singer theory. From the perspective of these major theories of emotion, describe how each would predict the sequence of events that would occur as you experience a reaction to this situation.
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• Self-determination theory (SDT) is a model of motivation in which three basic needs are seen as necessary to an individual’s successful development: autonomy, competence, and relatedness.
• Intrinsic motivation occurs when people act because the act itself is satisfying or rewarding, whereas extrinsic motivation occurs when people receive an external reward (such as money) for the act.
what, hungry Again? why people eat
9.5 What happens in the body to cause hunger, and how do social factors influence a person’s experience of hunger? • The physiological components of hunger include signals from
the stomach and the hypothalamus, and the increased secretion of insulin.
• When the basal metabolic rate slows down, the weight set point increases and makes weight gain more likely.
• The social components of hunger include social cues for when meals are to be eaten, cultural customs and food preferences, and the use of food as a comfort device or as an escape from unpleasantness.
• Some people may be externals who respond to the anticipation of eating by producing an insulin response, increasing the risk of obesity.
9.6 What are some biological, social, and cultural factors that contribute to obesity? • Maladaptive eating may lead to obesity. • A third of the population of the United States is obese.
emotion
9.7 What are the three elements of emotion? • Emotion is the “feeling” aspect of consciousness and includes
physical, behavioral, and subjective (cognitive) elements. • Physical arousal is tied to activation of the sympathetic nervous
system. • The amygdala plays a key role in emotional processing.
9.8 How do the James-Lange and Cannon-Bard theories of emotion differ? • The James-Lange theory states that a stimulus creates a physi-
ological response that then leads to the labeling of the emotion. • The Cannon-Bard theory asserts that the physiological reac-
tion and the emotion are simultaneous, as the thalamus sends sensory information to both the cortex of the brain and the organs of the sympathetic nervous system.
9.9 What are the key elements in cognitive arousal theory, the facial feedback hypothesis, and the cognitive-mediational theory of emotion? • In Schachter and Singer’s cognitive arousal theory, both the
physiological arousal and the actual interpretation of that arousal must occur before the emotion itself is experienced. This inter- pretation is based on cues from the environment.
• In the facial feedback hypothesis, facial expressions provide feedback to the brain about the emotion being expressed on the face, intensifying the emotion.
• In the cognitive-mediational theory of emotion, the cognitive component of emotion (the interpretation) precedes both the physiological reaction and the emotion itself.
Applying psychology to everyday life: when Motivation Is not enough
9.10 What are the stages of the GTD method? • Time- or task-management systems can help you keep track of
commitments and accomplish specific tasks and general goals. • The stages of the Getting Things Done (GTD) method in-
volve capturing, processing, organizing, reviewing, and doing the tasks you have committed to.
• Motivation and emotion are sometimes not enough to prompt human behavior.
Pick the best answer.
1. Eli enjoys woodcarving. Although none of his teenage friends are interested, he often spends hours creating several different pieces. His enjoyment of the task is all his own, and he rarely shows others his work. Many would call his motivation __________ in nature.
a. instinctual c. extrinsic b. arousal d. intrinsic
2. Jasmine often requires her friends’ approval when she buys new outfits. Her need is an example of a(n) __________ drive.
a. primary b. acquired (secondary) c. innate d. instinctive
3. The approach to motivation that forced psychologists to consider the value of homeostasis in motivation was the __________ ap- proach.
a. arousal b. drive-reduction c. instinct d. incentive
4. Motivational theories such as _________________ are physical in terms of their needs while __________ is based off of psychological motives.
a. drive theory; instinctual theory b. biological theory; drive theory c. drive theory; McClelland’s need theory d. need for power; drive theory
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motivation and emotion 385
5. Dodi is always looking for new hobbies. He prefers exciting hobbies that will get him noticed. In his company, Dodi constantly asks for feedback from customers so he can know what he needs to do to be the best. Dodi is high in the need for __________.
a. achievement b. affiliation c. power d. attention
6. An important component to Carol Dweck’s theory of motivation is a. one’s view of self. b. an understanding of classical conditioning and its impact on
motivation. c. the importance of heredity on biological motivations. d. an understanding of emotions.
7. According to the arousal theory, people are typically motivated to- wards __________________ point of arousal.
a. the highest b. the optimal c. the easiest d. the quickest
8. According to Maslow, what is meant by a peak experience? a. that point, even for a moment, when someone reaches a state
of self-actualization b. the point at which someone reaches transcendence c. the point at which someone begins to work through the
hierarchy d. the point at which someone must descend back down the hi-
erarchy to address a previous need which is no longer secure
9. Jacob believes he is in control of his own destiny. He feels he is se- cure in the friendships he has with others. However, he still feels the need to master many of the challenges in his own life and career. According to self-determination theory, which stage is Jacob still working to complete?
a. autonomy b. competence c. relatedness d. affiliation
10. leptin is a hormone involved in a. appetite control. b. metabolism control. c. digestion of fatty foods. d. neurotransmissions.
11. The structure in the brain that, when damaged, causes rats to eat and eat and eat is called the
a. ventromedial pituitary. b. lateral hippocampus. c. ventromedial hypothalamus. d. lateral hypothalamus.
12. The level of weight the body tries to maintain is called the a. basal metabolic rate. b. weight set point. c. basal set point. d. weight metabolic rate.
13. Studies indicate that women from __________________ are more likely to eat because their body tells them they are hungry.
a. Hungary b. the United States c. Italy d. Japan
14. Since Dillon’s family has a history of obesity, he has __________ of becoming obese compared to people without such a family history.
a. the same risk b. double or triple the risk c. five times the risk d. less risk
15. leDoux’s work on the physiology involving emotions has focused on what part of the brain?
a. thalamus b. hippocampus c. prefrontal cortex d. amygdala
16. Research on facial expressions has taught us that facial expressions are
a. inherent to a region and therefore mean different things in different countries.
b. inherent to a culture and therefore mean different things to different cultures.
c. learned. d. universal.
17. What is meant by a display rule? a. an understanding of when and under what conditions emo-
tions and feelings may be displayed within a culture b. an understanding of what behaviors can be expressed when
someone is new to a situation c. an understanding of how children are to act in the presence of
adults d. an understanding of how to hide emotions from others
18. What theory of emotion states that the emotion typically occurs before arousal and behavior?
a. the original, or common-sense, theory b. Schachter and Singer’s theory c. Cannon and Bard’s theory d. James and lange’s theory
19. Which theory of emotion relies heavily on cognition and labeling? a. the original, or common-sense, theory b. Schachter and Singer’s theory c. Cannon and Bard’s theory d. James and lange’s theory
20. The first stage of David Allen’s Getting Things Done (GTD) method is _____________ anything and everything that has your attention.
a. reviewing b. doing c. capturing d. organizing
10 s e x u a l i t y a n d g e n d e r Couvade syndrome is a gender-defying condition in which a man whose partner is pregnant may experience a kind of
“ sympathy pregnancy.” For instance, he may feel physical pain while his wife is in labor. Men in Western cultures, as their
roles as participating fathers have changed, have actually shown an increase in couvade experiences.
There are several possible explanations for couvade syndrome. Some view it as a psychiatric disorder—perhaps out of
jealousy of the attention given to the pregnant wife. Others note that it involves real biological changes. One study showed
these men produce female hormones normally associated with the production of breast milk (Storey et al., 2000). It may be
a way for some men to work through their feelings about impending fatherhood. Or it may be related to how emotionally
sensitive they are, or prone to personal distress (Kazmierczak et al., 2013). Whatever the cause or causes, couvade syndrome
remains a fascinating condition which seems to defy ordinary gender roles.
What are some cultural expectations for your gender? In what ways do you adhere to these gender roles and in what ways do you defy them?
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CC
Why study sexuality and gender? Human sexual behavior is responsible for the reproduction of the human race, but it is also
one of the most important motivators of human behavior. Gender, the psychological iden-
tification of a person as masculine or feminine, affects not only how people think of them-
selves but also their relationships with others as friends, lovers, and coworkers, and how
those others think of them as well.
l e a r n i n g o b j e c t i v e s
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What are the physical differences between females and males?
What did the early and most recent surveys of human sexual behavior reveal?
What is gender, and how can biology and learning influence gender-role development?
How do different sexual orientations develop?
How do gender roles develop, and how can they be influenced by stereotypes or an emphasis on androgyny?
How do physical and psychological sexual prob- lems differ?
How do men and women differ in thinking, social behavior, and personality?
What are sexually transmitted infections, and what can be done to prevent the spread of these disorders?
What happens in the bodies of women and men during sexual intercourse?
Figure 10.1 Male and Female Sexual Organs
These figures show the sexual organs of men and women. With the exception of breast-tissue development in the female, which occurs during puberty, all of these structures develop during the prenatal period.
Mammary gland Seminal
vesicle
Prostate gland
Vas deferens
Urethra
Penis
Scrotum Epididymis
Testis
Ovary
Uterus
Vagina
Clitoris
External genitalia
Fallopian tube
The Physical Side of Human Sexuality
10.1 What are the physical differences between females and males?
Before discussing gender and gender identity, it may help to understand the physical struc- tures of the human sexual system and the function of those structures. These structures differ for females and males and develop at different times in an individual’s life. As you read this next section, keep in mind that physical sex characteristics are not the same as the experience of gender, the psychological aspects of identifying oneself as male or female.
THe PriMary Sex CHaraCTeriSTiCS
The sexual organs include structures that are present at birth and those that develop dur- ing puberty, the period of physiological change that takes place in the sexual organs and reproductive system during late middle childhood and adolescence. to Learning Objective 8.8.
Primary sex characteristics are directly involved in human reproduction. While not fully developed until puberty, these physical characteristics are present in the infant at birth. In the female, these characteristics include the vagina (the tube leading from the outside of the body to the opening of the womb), uterus (the womb), and ovaries (the female sex glands). In males, the primary sex characteristics include the penis (the organ through which males urinate and which delivers the male sex cells or sperm), the testes or testicles (the male sex glands), the scrotum (an external pouch that holds the testes), and the pros- tate gland (a gland that secretes most of the fluid that carries the sperm). (See Figure 10.1.)
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sexuality and gender 389
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10.1 THe SeCOndary Sex CHaraCTeriSTiCS
secondary sex characteristics develop during puberty and are only indirectly involved in human reproduction. These characteristics serve to distinguish the male from the female and may act as attractants to members of the opposite sex, ensuring that sexual activity and reproduction will occur. They are also, in many cases, a physical necessity for reproduction.
FeMale SeCOndary Sex CHaraCTeriSTiCS In females, secondary sex characteristics include a growth spurt that begins at about ages 10 to 12 and finishes about 1 year fol- lowing the first menstrual cycle, in which the blood and tissue lining of the uterus exit the body through the vagina if there is no pregnancy to support. This first cycle is known as menarche and occurs at an average age of about 12 in more developed countries such as the United States.
The earlier onset of menarche in more developed countries is associated with the availability of better health care and nutrition, and, along with an increase in height and weight compared to previous generations, is an example of a secular trend, a change or series of changes that takes place over a long period of time (Bellis et al., 2006; Roche, 1979). But better physical health is not the only factor in the decrease in age of menarche. Stress, in the form of marital strife, absentee fathers, and increasing rates of divorce also plays a part in speeding up the changes of puberty (Gluckman & Hansom, 2006; Parent et al., 2003). Some of the consequences of an earlier menarche (and an earlier production of sperm in boys, as well) include the possibility of pregnancy in children at a far younger age than previously thought possible (Wellings et al., 2001). Pregnancy in adolescence is not only hard on the young mothers physically but has negative social impact—poverty, child abuse and neglect, and a failure to continue in school, to name a few (Kirchengast, 2009).
Other changes include enlarged breasts about 2 years after the growth spurt, wider hips to allow the passage of the fetus through the pelvic bones, pubic hair, and fat de- posits on the buttocks and thighs. Some secondary sex characteristics also involve the growth and development of the primary sexual organs. In females, this occurs when the mammary glands in the breasts become capable of producing milk for an infant and when the menstrual cycle begins (Kreipe, 1992; Lee, 1995).
M a l e S e C O n d a r y S e x
CHaraCTeriSTiCS The sec- ondary sex characteristics of males include a deepening voice; emergence of facial, chest, and pubic hair; and the development of coarser skin texture. These changes are also accompanied by a large increase in height that continues beyond the growth spurt of the female. The male growth spurt oc- curs about 2 years later than the female growth spurt, but males continue to gain height until the late teens. Although the larynx (voice box) increases in size in both sexes, it increases so much in males that part of the tissue forming it becomes visible under the skin of the neck in a structure known as the Adam’s apple. Primary sex characteristics also undergo changes during puberty, including the onset of the production of sperm (spermarche, occurring at a little over 14 years of age) and the growth of the penis and
Puberty changes come about 2 years earlier for girls than for boys, including the growth spurt. This dancing couple are both 13 years old, but the physical difference in height is quite obvious.
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testes, which will eventually allow the male to function sexually and to reproduce (Kreipe, 1992; Lee, 1995).
How does the person’s body know which sexual characteristics to develop? Aren’t some babies born with sex organs belonging to both sexes?
develOPMenT OF Sex CHaraCTeriSTiCS The primary sex characteristics develop as the embryo is growing in the womb as a result of the chromosomes contained within the em- bryonic cells as well as hormonal influences. At about 5 weeks of pregnancy, two organs called the gonads form in the embryo. Two sets of ducts (tubes) also develop next to the gonads, the Wolffian ducts (which can become the male sex organs) and the Müllerian ducts (which can become the female sex organs). At this point, the gonads are undiffer- entiated—neither fully male nor fully female—and the embryo could potentially become either male or female. The deciding factor is controlled by the chromosomes: If the chro- mosomes of the 23rd pair contain a Y chromosome, a gene on that Y chromosome causes the gonads to release testosterone, a male hormone or androgen. (Female hormones are called estrogens.) Testosterone causes the Wolffian ducts to develop into the male sex organs, while the Müllerian ducts deteriorate. If the 23rd pair of chromosomes contains two female or X chromosomes, the Y gene is absent so no testosterone is released, and the gonads will develop into the estrogen-secreting ovaries. The Müllerian ducts become the female sex organs while the Wolffian ducts deteriorate. Watch the Video, The Basics: Sex and Gender Differences: Development of Sex Characteristics, at MyPsychLab
On rare occasions, an infant is born with sexual organs that are ambiguous—not clearly male or female. People with this condition are referred to as intersexed or inter- sexual, meaning “between the sexes” (the term hermaphroditism was previously used). It is very rare to find a person who truly has both ovary and testicle material in their body. More commonly, the development of the external genitals is affected by either chromosome de- fects or the presence of the wrong hormones at a critical time in the development of the fetus in the womb (Hutcheson & Snyder, 2004). In this case, a female clitoris might look more like a penis, or a penis might be so small as to resemble a clitoris. Approximately 1 out of 1,500 children are born with this condition (Blackless et al., 2000; Dreger, 1998, 1999).
The Psychological Side of Human Sexuality: Gender
10.2 W hat is gender, and how can biolog y and learning influence gender-role development?
Whereas sex can be defined as the physical characteristics of being male or female, gender is defined as the psychological aspects of being male or female. The expectations of one’s culture, the development of one’s personality, and one’s sense of identity are all affected by the concept of gender. Watch the Video, The Basics: Sex and Gender Differences: Distinguishing Sex and Gender, at MyPsychLab
Gender rOleS and Gender TyPinG
Gender roles are the culture’s expectations for behavior of a person who is perceived as male or female, including attitudes, actions, and personality traits associated with a particular gender within that culture (Tobach, 2001; Unger, 1979). Gender typing is the process by which people learn their culture’s preferences and expectations for male and female behavior. The process of developing a person’s gender identity (a sense of be- ing male or female) is influenced by both biological and environmental factors (in the form of parenting and other child-rearing behaviors), although which type of factor has greater influence is still controversial.
sexuality and gender 391
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Most researchers today would agree that biology has an important role in gender identity, at least in certain aspects of gender identity and behavior (Diamond & Sig- mundson, 1997; Money, 1994; Reiner, 1999, 2000). In one study, 25 genetically male children who were born with ambiguous genitalia were surgically altered and raised as girls. Now, as older children and teenagers, they prefer male play activities such as sports. Fourteen of these children have openly declared themselves to be boys (Reiner, 2000).
Gender identity, like physical sex, is also not always as straightforward as males who are masculine and females who are feminine. People’s sense of gender identity does not al- ways match their external appearance or even the sex chromosomes that determine whether they are male or female (Califia, 1997; Crawford & Unger, 2004; White, 2000). Such people are typically termed transgendered. Biology and environment both have an influence on the concept of a person’s gender identity. In a syndrome called gender dysphoria, a person experi- ences gender incongruence, feeling that he or she is occupying the body of the other gender, or some alternative gender that is not the same as their assigned gender, and has significant distress about the incongruence (American Psychiatric Association, 2013). Although the causes of gender dysphoria are not fully understood, there is some evidence for both prena- tal influences and early childhood experiences as causes (Stein, 1984; Ward, 1992; Zhou et al., 1995). While some people with this condition feel so strongly that they are the wrong gender that they have surgery to have primary and/or secondary sexual sex characteristics of the gender they feel they were always meant to be, many others prefer to receive hormone treatment only or to embrace their identity as it is. People who choose to alter themselves physically through surgery or hormonal treatments are generally termed transsexuals.
Many Native American tribes have long recognized the role of the male winkte (a contraction of the Lakota word winyanktehca, meaning “to be as a woman or two-souls person”) in their societies. These tribes traditionally were not only tolerant of such differ- ent individuals but also had important places for them in the social structure as caretakers of children, as cooks, and as menders and creators of clothing. The winkte also performed certain rituals for bestowing luck upon a hunt (Medicine, 2002). Although some winkte (now often referred to as people with two spirits) may have been homosexuals, many were not and would now be recognized as having an alternate gender identity or gender dyspho- ria. Unfortunately, as tribes have modernized and become more integrated into the larger European-dominated culture of the United States, the tolerant attitudes of other Native Americans toward the winkte have begun to be replaced with homophobic attitudes and aggressive behavior toward those who are different in this way (Medicine, 2002).
BiOlOGiCal inFluenCeS What are the biological influences on gender? Aside from the obvious external sexual characteristics of the genitals, there are also hormonal differences between men and women. Some researchers believe that exposure to these hormones during fetal development not only causes the formation of the sexual organs but also predisposes the infant to behavior that is typically associated with one gender or the other. There have been several studies of infant girls who were exposed to androgens before birth (for example, some drugs to prevent miscarriages are male hormones). In these studies, the girls were found to be tomboys during early childhood—preferring to play with typically “boy” toys, wrestling and playing rough, and playing with boys rather than with other girls (Berenbaum & Snyder, 1995; Money & Mathews, 1982; Money & Norman, 1987). However, when these girls grew up, they became more typically “female” in their desire for marriage and motherhood, which many of these same researchers took as evidence that upbringing won out over the hormonal influences.
Was their early tomboy nature due to the influence of the male hormones?
This is difficult to prove, as the parents of these girls were told about their infants’ exposure to male hormones during the pregnancy and may have formed assumptions
This is We-Wa, a Zuni berdache (the Zuni version of winkte). This photograph was taken near the end of the 19th century.
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about the effects of such masculinizing hormones on their children. It is entirely possible that these girls were simply allowed, or even encouraged, to be more “masculine” as small children because the parents were expecting them to be masculine. As these same girls grew older, they were exposed to the gender-role expectations of teachers, friends, and the media, which may have influenced them to become more like the feminine gender stereo- type in contrast to their earlier “masculine” style of behavior. Some studies have attempted to investigate gender socialization factors by researching the behavior of non-human ani- mals. For instance, as the video The Basics: Sex and Gender Differences: Gender Socialization explains, male and female vervet monkeys, appear to prefer typically “boy” and “girl” toys, such as trucks and dolls respectively, indicating a possible biological influence.
Another study examined the way in which men and women respond to visual sex- ual stimuli and found that although men and women may report being equally aroused by erotic pictures, what happens in their brains is quite different (Hamann et al., 2004). Using a brain-scanning technique called functional magnetic resonance imaging (fMRI), the researchers found that the amygdala and hypothalamus areas of the limbic system (areas involved in emotional and sexual responses) were more strongly active in men than in women who viewed the pictures. to Learning Objective 2.8. The researchers concluded that the male brain’s enhanced reaction might be a product of natural selection, as early human males who could quickly recognize a sexually receptive female would have had a greater opportunity to mate and pass on their genes to their offspring. EnvironmEntal influEncEs Even if the girls who were exposed to androgens pre- natally were initially influenced by these hormones, it seems fairly clear that their later “reversion” to more feminine ways was at least somewhat influenced by the pressures of society. In most cultures, there are certain roles that males and females are expected to play (gender roles, in other words), and the pressure that can be brought to bear on a person who does not conform to these expectations can be tremendous. In most Western cultures, the pressure to be masculine is even greater for males than the pressure to be feminine is for girls. The term tomboy is not generally viewed as an insult, but there are
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no terms for a boy who acts in a feminine manner that are not insulting—sissy, for example, is not a nice term at all. And although studies of parents’ influence on their children’s gender typing show that both parents have an impact, they also show that the fathers are almost always more concerned about their sons showing male gender behavior than they are about their daughters showing female gender behavior (Lytton & Romney, 1991). CulTure and Gender A person’s culture is also an environmental influence. Although initial cross-cultural studies suggested that cultural differences had little effect on gender roles (Best & Williams, 2001), more recent research sug- gests that in the past few decades a change has occurred in cultures that are of different “personalities.” Cultures that are more individualistic (those stressing independence and with loose ties among individuals) and have fairly high standards of living are becoming more nontraditional, especially for women in those cultures. Re- search has shown that more traditional views of gender seem to be held by collectiv- istic cultures (those stressing interdependence and with strong ties among individuals, especially familial ties) that have less wealth, although even in these cultures, women were more likely to be less traditional than men (Forbes et al., 2009; Gibbons et al., 1991; Shafiro et al., 2003). Other studies have found that the most nontraditional ideas about gender roles and gender behavior are found in countries such as the Netherlands, Germany, Italy, and England, whereas the most traditional ideas predominate in African and Asian countries such as Nigeria, Pakistan, and Japan (Best & Williams, 2001). The United States, often seen as very nontraditional by researchers, actually was somewhere in the middle in these studies, perhaps due to the large variation in subcultures that ex- ists within this multicultural country. Environment, even in the form of culture, seems to play at least a partial and perhaps dominant role in gender behavior.
The experiment Gender and Sexuality Survey asks you about your own views on gender and what factors influence gender roles. We’ve seen how biology, envi- ronment, and culture may all have an influence on differences in gender behavior. W hat about differences that originate within the brain itself ? Are male and fe- male brains really all that different? The following special section has a few possible answers.
Although Asian cultures are often more traditional in the roles that men and women play within society, even in these cultures gender roles are becoming more flexible, as this male preschool teacher in a Chinese classroom demonstrates. Why might gender roles in these traditional countries be changing?
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Gender and Sexuality Survey This survey asks you about your attitudes toward gender, your gender- based experiences, and how gender- typing may affect you and your life.
Go to the Experiment
Simulation
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issues in psychology
Sex Differences in Science and Math: A Game Changer?
You’ve probably heard it at some point in your life: Men have better spatial ability than women. Because fields like science, technology, engineering, and math (often referred to as STEM) are heavily dependent upon having a good spatial ability,
men tend to dominate these fields. Arguments have gone back and forth on whether this dif- ference is caused by biological differences or by environmental influences (Linn & Petersen, 1985; Moffat et al., 1998; Voyer et al., 1995).
Gender roles, the cultural expectations for being male or female, would be an example of the latter, an influence of environment—upbringing and social experiences. In a recent study, researchers David Reilly and David Neumann (2013) analyzed 12 studies of a particular aspect of spatial ability (mental rotation) in males and females from high school age through young adulthood. Their findings strongly suggest that gender roles may play a very large part in the sex differences in spatial abilities.
In their findings, the researchers found that there are much larger differences in spatial ability within one gender than can be found between genders. If spatial ability is tied to biological factors associated with being male or female (genetic variations or hormonal influ- ences, for example), we would expect to see the opposite: larger differences between males and females, not within males or females. This led the researchers to look closely at the data represented by the 12 studies.
They found that men with a strong male gender identity and both men and women with an androgynous gender identity (one in which people see themselves as people first and male or female second) were superior in spatial ability to those who possessed a strong female gender identity. Through play and recreational activities such as football, baseball, soccer, and so on, boys and androgynous girls (who don’t let being a girl keep them from playing the games typically associated with boys) develop the spatial abilities that will help them excel in STEM careers. If we want to see more women going into STEM fields, the answer may lie in encouraging girls to engage in play activities that have been traditionally considered “for the boys.”
Questions for Further discussion
1. What kinds of opportunities should parents give their children to promote the develop- ment of spatial abilities?
2. Are there drawbacks to encouraging girls to play stereotypically male games?
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female: vagina, uterus, and ovaries
male: penis, testicles, scrotum, and prostate gland
The Physical Side of Human Sexuality
physical sex characteristics are not the same as gender, the psychological aspects of identifying as a male or female
gender is de�ned as the psychological aspects of being masculine or feminine and is in�uenced by culture, individual personality, and self-identity
embryonic undifferentiated gonads develop into male or female sex organs as the result of chromosomes and hormones
chromosomal or hormonal defects can result in ambiguous sex organs/ intersexed individuals
primary sexual characteristics: present at birth, directly involved in reproduction
female: breast enlargement, widening of hips, pubic hair, fat deposits on buttocks and thighs
male: deepening of voice, facial and chest hair, pubic hair, coarser skin texture, increase in height
secondary sexual characteristics: develop during puberty (indirectly involved in reproduction)
The Psychological Side of Human Sexuality: Gender
key concepts
gender roles: cultural behavioral expectations for males or females
gender typing: process by which people learn gender roles
gender identity: sense of being male or female (in�uenced by both biology and environment)
biological in�uences: sexual characteristics of the genitals, hormonal differences, and possible differences in brain structure and processing
environmental in�uences: parental in�uences and cultural expectations to adhere to gender roles
culture: individualistic/nontraditional versus collectivistic/traditional role adoption
1. The sex structures that develop during puberty are categorized as
a. primary sex characteristics. b. secondary sex characteristics. c. either primary or secondary sex characteristics. d. primary or secondary sex characteristics based on the culture.
2. Which of the following is a secondary sex characteristic? a. uterus c. enlarging breasts b. penis d. ovaries
3. People who are intersexual a. commonly have both ovaries and testes. b. are extremely rare—1 in a million births. c. have a mixture of male and female sexual characteristics. d. are people who suffer from gender dysphoria but are
physically normal.
4. The process by which people learn their culture’s preferences and expectations for male and female behavior is called
a. gender role. b. gender identity. c. gender typing. d. gender stereotyping.
5. People whose sense of gender identity does not match their external appearance are known as
a. intersexed. b. homosexual. c. hermaphrodites. d. transgendered.
6. In terms of the view of gender-role development in the United States, most scientists agree that our culture is __________, especially where women are concerned.
a. individualistic b. collectivistic c. traditional d. somewhere in the middle
ThINkINg CRITICAllY: how do you believe men and women are portrayed in today’s media? Strong? Weak? Inept and unable to take care of them- selves? Is it different for television, commercials, or movies?
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
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10.3 How do gender roles develop, and how can they be influenced by stereotypes or an emphasis on androgyny?
How do children acquire the knowledge of their society or culture’s gender-role expecta- tions? How does that knowledge lead to the development of a gender identity? Although early psychodynamic theorists such as Freud ( to Learning Objective 13.2) believed that children would learn their gender identities as a natural consequence of resolving the sexual conflicts of early childhood, many modern theorists focus on learn- ing and cognitive processes for the development of gender identity and behavior.
SOCial learninG THeOry Social learning theory, which emphasizes learning through observation and imitation of models, attributes* gender-role development to those pro- cesses. Children observe their same-sex parents behaving in certain ways and imitate that behavior. When the children imitate the appropriate gender behavior, they are reinforced
with positive attention. Inappropri- ate gender behavior is either ignored or actively discouraged (Fagot & Hagan, 1991; Mischel, 1966).
Of course, parents are not the only gender-role models available to children. In addition to older broth- ers and sisters, family friends, teach- ers, and peers, children are exposed to male and female behavior on television and in other media. In fact, television, movies, and children’s books are often filled with very traditional male and female roles. In these books, doctors are males and nurses are female far more often than the other way around, for example. Although some children’s books and television programs make a genuine effort to present males and females in nontypical occupations, there are far more that maintain tradi- tional roles for men and women.
Gender SCHeMa THeOry A theory of gender-role development that combines social learning theory with cognitive development is called gender schema theory (Bem, 1987, 1993). In this theory based on the Piagetian concept of schemes ( to Learning Objective 8.6), children develop a schema, or mental pattern, for being male or female in much the same way that they develop schemas for other concepts such as “dog,” “bird,” and “big.” As their brains mature, they become capable of distinguishing among various concepts. For example, a “dog” might at first be anything with four legs and a tail, but as a child encounters dogs and other kinds of animals and is given instruction, “dog” becomes more specific and the schema for “dog” becomes well defined.
In a similar manner, children develop a concept for “boy” and “girl.” Once that schema is in place, children can identify themselves as “boy” or “girl” and will notice other members of that schema. They notice the behavior of other “boys” or “girls” and imitate that behav- ior. They play with their parents and pick up on differences in the behavior of fathers and mothers (Lindsey et al., 2010). Rather than being simple imitation and reinforcement, as in
*attributes: explains as a cause.
As children develop the concept of gender, they begin to imitate the behavior of those they see as similar to themselves. This young girl is learning that women wear cosmetics while she plays at helping her mother put on her makeup. As she grows, she will incorporate more of her mother’s behavior and ideas about what it is to be female into her own personality.
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social learning theory, children acquire their gender-role behavior by organizing that behavior around the schema of “boy” or “girl.” Evidence for this theory includes the finding that in- fants can discriminate between male and female faces and voices before age 1 (Martin, 2000), a sign that infants are already organizing the world into those two concepts.
Gender STereOTyPinG
A stereotype is a concept that can be held about a person or group of people that is based on very superficial characteristics. A gender stereotype is a concept about males or females that assigns various characteristics to them on the basis of nothing more than being male or female. Male and FeMale Gender STereOTyPeS The male gender stereotype generally in- cludes the following characteristics: aggressive, logical, decisive, unemotional, insensitive, nonnurturing, impatient, and mechanically talented. The female stereotype typically in- cludes these characteristics: illogical, changeable, emotional, sensitive, naturally nurtur- ing, patient, and all-thumbs when it comes to understanding machines. Notice that each of these stereotypes has both positive and negative characteristics.
Some researchers believe that accepting stereotyping of any kind, even positive ste- reotyping, can lead to sexism, or prejudice about males and females. In fact, some re- searchers (Glick & Fiske, 2001) claim that acceptance of positive stereotypes can lead to benevolent sexism, prejudice that is more socially acceptable but still leads to men and women being treated unequally. Not all men are mechanically talented, nor are all women naturally nurturing, for example. A positive stereotype for men is that they are strong and protective of women, implying that women are weak and need protection, just as the positive female stereotype of natural nurturance of children implies that males cannot be nurturing. Such stereotypes, although somewhat “flattering” for the sex about whom they are held, can be harmful to the other sex. andrOGyny Psychologist Sandra Bem (1975, 1981) has developed the concept of an- drogyny to describe a characteristic of people whose personalities reflect the characteris- tics of both males and females, regardless of gender. This allows them to be more flexible in everyday behavior and career choices. People who fall into the gender-role stereotypes, according to Bem, often find themselves limited in their choices for problem solving because of the stereotype’s constraints on “proper” male or female behavior. An androgy- nous person, on the other hand, can make a decision based on the situation rather than on being masculine or feminine.
For example, let’s say that a man, through an unhappy circumstance, is left to raise his three small children. If he is a male who has “bought into” the male stereotype, he has no confidence in his ability to bring up these children by himself. He may rush into another relationship with a woman just to provide his children with a “mother.” Simi- larly, a “traditional” female who is left without a husband might have difficulty in dealing with raising sons and with a task as simple as mowing the lawn. Researchers have found that when traditional males, traditional females, and androgynous people are compared in terms of the degree of depression they experience when their lives are filled with many negative events, the androgynous people report less than half the depression exhibited by traditional men and only a third of the depression felt by traditional women (Roos & Cohen, 1987). Figure 10.2 shows the results of this study.
Gender diFFerenCeS
10.4 How do men and women differ in thinking, social behavior, and personality?
Although there are clear biological differences in males and females, even to the point of affecting the size of certain structures in the brain (Swaab et al., 2012; Zilles & Amunts, 2012), what sort of differences exist in the behavior of males and females?
Figure 10.2 depression as influenced by negative life events
The bar graph shows that men who are masculine and women who are feminine in their gender roles experience a significant increase in depression when they are exposed to an increased number of negative life events. The same is not true for people with an androgynous gender role. how might being androgynous allow a person to be more adaptable?
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Negative life events
Many
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e p
re ss
io n
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What are some of the ways in which this father may influence his sons’ gender identities as they grow up?
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Are those differences due to biology, socialization, or a combination of the two influences? COGniTive diFFerenCeS Researchers have long held that females score higher on tests of verbal abilities than do males, but that males score higher on tests of mathematical skills and spatial skills (Diamond, 1991; Voyer et al., 1995). Early explanations of these differ- ences in cognitive functioning involved physical differences in the way each sex used the two hemispheres of the brain as well as hormonal differences (Witelson, 1991). Other re- search, however, strongly suggests that psychological and social issues may be more respon- sible for these differences, as these differences have become less and less obvious (Hyde & Plant, 1995; Kimura, 1999; Voyer et al., 1995; Watt, 2000). In particular, the supposed dif- ferences in math abilities between boys and girls have now been shown to be more the ef- fect of girls’ lack of confidence rather than any biological difference in the working of the brain (American Association of University Women, 1992, 1998; Else-Quest et al., 2010; Sadker & Sadker, 1994). That the disparities (which are actually quite small) seem to be disappearing as society has begun to view the two genders as more equal in ability is taken as a sign that more equal treatment in society has reduced the gender difference. SOCial and PerSOnaliTy diFFerenCeS The differences normally cited between men and women in the ways they interact with others and in their personality traits are often
the result of stereotyped thinking about the sexes. It is difficult to demon- strate differences that are not caused by the way boys and girls are socialized as they grow up. Boys are taught to hold in their emotions, not to cry, to be “strong” and “manly.” Girls are encouraged to form emotional attachments, be emotional, and be open about their feelings with others.
In communication, research suggests that when men talk to each other, they tend to talk about current events, sports, and other events. This has been called a “report” style of communication and seems to involve switching topics frequently, with attempts to dominate the conversation by certain members of the group. In contrast, women tend to use a “relate” style of communication with each other, revealing a lot about their private lives
and showing concern and sympathy. They tend to interrupt each other less and let ev- eryone participate in the conversation (Argamon et al., 2003; Coates, 1986; Pilkington, 1998; Swann, 1998). Another study, using fMRI technology, found that men listen with the left hemisphere only, whereas women listen with both hemispheres, suggesting that women pay attention to the tone and emotion of statements as well as the content (Lurito et al., 2000).
“It’s a guy thing.” © The New Yorker Collection 1995 Donald Reilly from cartoonbank.com. All Rights Reserved.
It was long believed that the difference between girls and boys in math skills was a function of biology, but research now shows that psychological and social issues are the more likely causes.
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The Psychological Side of Human Sexuality: Gender
social learning theory: gender roles learned through observation and imitation of models
gender schema theory (Bem): Piaget-like schemas and concepts for male and female develop and in�uence gender roles
gender stereotyping: positive or negative characteristics assigned on basis of being male or female; can lead to sexism (prejudice)
androgyny (based on Bem’s work): positive aspects of both males and females, regardless of gender
theories of gender-role development
cognitive differences (e.g., listening skills) may be present but are possibly due to psychological and social issues rather than biology
social and personality differences are often the result of stereotyped thinking about the sexes
gender differences
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Human Sexual Behavior
10.5 What happens in the bodies of women and men during sexual intercourse?
I’ve heard that men and women experience sex differently—is that true? What is different?
In 1957, gynecologist Dr. William Masters and psychologist Dr. Virginia Johnson began what would become a controversial* study of the human sexual response in 700 men and women volunteers (Masters & Johnson, 1966). At that time in history, human sexuality was still a relatively forbidden topic to all but young adults, who were exploring the con- cepts of “free love” and engaging in premarital sex far more openly than in the past. Masters and Johnson devised equipment that would measure the physical responses that occur during sexual activity. They used this equipment to measure physiological activity in both men and women volunteers who either were engaging in actual intercourse or masturbation. Although many conservative and religious people were outraged by this research, it remains as one of the most important studies of the human sexual response.
Sexual reSPOnSe
Masters and Johnson (1966) identified four stages of a sexual-response cycle in their groundbreaking research. Although these stages are similar in both men and women, there are some differences. Also, the transition between the stages is not necessarily as well defined as the descriptions of the stages might seem to describe, and the length of time spent in any one phase can vary from experience to experience and person to person.
PHaSe 1: exCiTeMenT This first phase is the beginning of sexual arousal and can last anywhere from 1 minute to several hours. Pulse rate increases, blood pressure rises, breathing quickens, and the skin may show a rosy flush, especially on the chest or breast areas. In women, the clitoris swells, the lips of the vagina open, and the inside of the va- gina moistens in preparation for intercourse. In men, the penis becomes erect, the testes pull up, and the skin of the scrotum tightens. Nipples will harden and become more erect in both sexes, but especially in the female. PHaSe 2: PlaTeau In the second phase of the sexual response, the physical changes that began in the first phase are continued. In women, the outer part of the vagina swells with
*controversial: leading to arguments or opposing viewpoints.
1. Alex sees his mother mixing ingredients for a cake. later, Alex takes a bowl and spoon out of the cabinet and pre- tends to mix some imaginary ingredients. Of which theory of gender development would this be a good example?
a. gender schema theory c. psychoanalytic theory b. gender-role theory d. social learning theory
2. Which theory of gender-role development places a heavy emphasis on the use of mental patterns?
a. gender schema theory c. social learning theory b. psychoanalytic theory d. behavioral theory
3. karl is often perceived as strong and tough, but he also has been known to be sincere and loving. karla is warm and kind but is also independent and assertive when necessary. Bem would classify such behavior as examples of
a. androgyny. c. benevolent sexism. b. schema error. d. negative stereotyping.
4. Studies show that women tend to use a _____________ style to their conversation while men use a ____________ style.
a. relate; report c. report; relate b. masculine; feminine d. androgynous; stereotypical
ThINkINg CRITICAllY: Can you think of examples of benevolent sexism in your own life?
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
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increased amounts of blood to that area, while the clitoris retracts under the clitoral hood but remains highly sensitive. The outer lips of the vagina become redder in color. In men, the penis becomes more erect and may release a few drops of fluid. This phase may last only a few seconds to several minutes. PHaSe 3: OrGaSM The third phase is the shortest of the three stages and involves a series of rhythmic muscular contractions known as the orgasm. In women, this involves the muscles of the vaginal walls and can happen multiple times, lasting slightly longer than the orgasm experience of the male. The uterus also contracts, creating a pleasurable sensation. In men, the orgasmic contractions of the muscles in and around the penis trigger the release of semen, the fluid that contains the male sex cells, or sperm. Men typically have only one intense orgasm. Timing is also different for women and men, with women taking longer to reach orgasm than men, and women requiring more stimu- lation to achieve orgasm. PHaSe 4: reSOluTiOn The final phase of the sexual response is resolution, the return of the body to its normal state before arousal began. The blood that congested the blood vessels in the various areas of the genitals recedes; the heart rate, blood pressure, and breathing all reduce to normal levels during this phase. In women, the clitoris retracts, the color of the vaginal lips returns to normal, and the lips close once more. In men, the erection is lost, the testes descend, and the scrotal sac thins again. Also, men have a refractory period during which they cannot achieve another erection, lasting anywhere from several minutes to several hours for different individuals. The older the man gets, the longer the refractory period tends to extend. Women do not have a refractory period and in fact may achieve another series of orgasms if stimulation continues.
Read the Classic Studies in Psychology section that follows for a more detailed look at the historic Masters and Johnson study and to learn how this landmark research was accomplished. (See also Figures 10.3 and 10.4.)
Figure 10.3 The Male Sexual-response Cycle
A male experiences sexual arousal (excitement), a plateau lasting a few seconds to a few minutes, orgasm, and then experiences a refractory period during which another erection is not yet possible. This refractory period can last for several minutes to several hours and tends to increase in length with age. Resolution, in which the body returns to its prearousal state, is last.
Orgasm
Plateau
Excitement
Refractory period
R e so
lu tio
n
R e so
lu tio
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Figure 10.4 The Female Sexual-response Cycle
Women can experience several different patterns of sexual response. In Pattern A, a woman experiences excitement, a plateau, and orgasm in a manner similar to a man. Unlike a man, the woman does not have a refractory period and can experience several orgasms before entering resolution. In Pattern B, there is a longer plateau period but no orgasm, and in Pattern C, the woman goes from excitement to orgasm to a quick resolution without experiencing a plateau period.
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Masters and Johnson’s Observational Study of the Human Sexual Response
William Masters and Virginia Johnson pioneered the first direct observational study of hu- man sexual behavior. Their study stirred up tremendous controversy in an era that feared that the study of human sexuality would undermine the structure of the family and soci- ety. Masters obtained permission from his department chair at the Washington University School of Medicine in St. Louis, Missouri, in 1954. He then assembled an advisory board composed of the police commissioner, a newspaper publisher, and several prominent re- ligious leaders, in addition to the university’s chancellor. Together, they accomplished a feat that seems incredible in today’s media-driven world: They convinced the press to keep completely quiet about this research into human sexuality for the next 12 years (Kolodny, 2001).
Such research had to be conducted discreetly, as even Masters’s choice of subjects was controversial. His initial studies in 1955 and 1956 were done entirely with prosti- tutes. He conducted interviews with them and observed them at work. Although this research was never published, he used the opportunity to think about what kind of in- strumentation he would need to properly measure the sexual responses in a more con- trolled setting. Together with psychologist Virginia Johnson, Masters devised equipment that would allow them to measure sexual responses in humans in a laboratory setting. These machines were similar to a polygraph machine (a lie detector) but much more complex in their design and the particular physiological responses (for example, heart rate, body temperature) they measured. Masters and Johnson also used photography and direct observation in the laboratory settings, using prostitutes and other volunteers as subjects.
The publication of Human Sexual Response in 1966 was the end result of the 12 years of research. Masters and Johnson became instant celebrities and the book itself became a best- seller. This was the beginning of a partnership that lasted over 30 years. That partnership not only changed many people’s attitudes about what was sexually normal but also challenged many sexual myths and created the field of sex therapy. Although direct observational stud- ies can have the disadvantage of affecting the participant’s behavior, the work of Masters and Johnson has remained some of the most important work in the field of human sexuality and is still used in sex therapy and sex education and by infertility and conception experts (Kolodny, 2001; Masters, Johnson, & Kolodny, 1995).
Questions for Further discussion
1. Would researchers today be able to convince the press (newspapers, magazines, and television) to keep research into human sexuality secret, as Masters did?
2. What problems with their research might have come from the fact that many of their par- ticipants were prostitutes?
3. In what ways might this kind of research be easier to conduct today?
4. In what ways might this kind of research be more difficult to conduct today?
Dr. William Masters and Dr. Virginia Johnson examined human sexuality by measuring physiological responses in a laboratory. Their subjects were volunteers, many of whom were prostitutes, a fact that caused an uproar when their research became public.
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Human Sexual Behavior
phase 1: excitement
phase 2: plateau
phase 4: resolution
females: outer vagina swells and outer lips �ush due to ↑blood �ow, clitoris retracts under clitoral hood
males: penis becomes more erect, may release a few drops of seminal �uid
females: clitoris swells, vaginal lips open, vagina moistens
males: penis becomes erect, testes pull up, scrotum tightens
phase 3: orgasm
shortest stage, consists of series of rhythmic muscular contractions
females can experience multiple orgasms; males typically only have one orgasm that results in release of seminal �uid/sperm
Masters and Johnson discovered the four stages of the human sexual-response cycle through direct observation and measurement; study was highly controversial
return of the body to prearousal state; males have a refractory period during which another erection is not possible
beginning of sexual arousal/ preparation for intercourse (↑pulse/blood pressure/ breathing rate)
sexual-response stages are similar in both females and males but not identical (see Figs. 10.3 and 10.4)
nipples harden/become erect in both sexes
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1. Which of the following is the first phase of the human sexual response cycle?
a. excitement c. orgasm b. plateau d. resolution
2. In which of the phases of sexual response do the testes pull up?
a. excitement c. orgasm b. plateau d. resolution
3. Which phase of the sexual response is typically the shortest, lasting a few seconds to several minutes?
a. excitement c. orgasm b. plateau d. resolution
4. Which of the following phases does not occur in women? a. excitement c. orgasm b. plateau d. refractory period
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
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C O n C e P T M a P
diFFerenT TyPeS OF Sexual BeHaviOr
10.6 What did the early and most recent surveys of human sexual behavior reveal?
While Masters and Johnson focused their research on the physiological responses that occur during the sexual act, other researchers had already been studying the different forms of sexual behavior. The study of sexual behavior is not the study of the sex act, but rather when, with whom, and under what circumstances sexual acts take place. Although there were other attempts to study human sexual behavior before the mid-twentieth- century studies of Alfred Kinsey (Kinsey et al., 1948; Kinsey et al., 1953), his original work remains an important source of information concerning the different ways in which people engage in the sex act. A movie based on Kinsey’s life and work was released in the United States in 2004. Even more than half a century later, Kinsey’s work is still so controversial that many movie theaters in the United States refused to show the film.
Watch the Video, Special Topics: Cultural Norms and Sexual Behavior, at MyPsychLab
What were the findings of the report?
THe KinSey STudy In 1948, Alfred Kinsey published a controversial report on the re- sults of a massive survey of sexual behavior collected from 1938 forward (Kinsey et al.,
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1948). His findings concerning the frequency of behavior such as masturbation, anal sex, and premarital sex rocked many people, who were apparently not ready to believe that so many people had tried alternative sexual behaviors. Kinsey believed that sexual ori- entation was not an either/or situation in which one is either completely heterosexual or completely homosexual but instead that sexual orientation is on a continuum,* with some people falling at either extreme and some falling closer to the middle. The idea that there were many people who fit into that middle range of sexual orientation was shocking and, for many at that time, unbelievable.
Kinsey used highly trained interviewers who conducted face-to-face interviews with the participants, who were all male in the original study. A later survey was pub- lished in 1953 that dealt exclusively with females (Kinsey et al., 1953). The partici- pants were volunteers supposedly from both rural and urban areas and from different socioeconomic, religious, and educational backgrounds. In reality, a large portion of the participants were well-educated, urban, young Protestants. In Kinsey’s survey re- sults, nearly half of the men but less than twenty percent of the women reported having bisexual experiences. More than three times as many men as women had inter- course by age 16 (twenty-one percent versus six percent). Men were also more likely to report engaging in premarital sex, extramarital sex, and masturbation than were women. Ten percent of the men and two to six percent of the women answering the survey identified themselves as predominantly homosexual (Gebhard & Johnson, 1979/1998).
Although Kinsey’s data are still quoted in many discussions of sex- ual behavior, his original surveys were far from perfect. As stated earlier, the participants were almost exclusively white, middle class, and college educated. Older people, those who lived in rural regions, and less edu- cated people were not well represented. Some critics claimed that Kinsey gave far more attention to sexual behavior that was considered unusual or abnormal than he did to “normal” sexual behavior (Geddes, 1954). Also, Kinsey’s surveys were no less susceptible to the exaggerations, falsifica- tions, and errors of any method using self-report techniques. Finally, a face-to-face interview might cause some people being interviewed to be inhibited about admitting to certain kinds of sexual behavior, or others might exaggerate wildly, increasing the likelihood of inaccurate data. THe JanuS rePOrT In 1993, Dr. Samuel S. Janus and Dr. Cynthia L. Janus published the results of the first large-scale study of human sexual behavior since those of Kinsey and colleagues (1948) and Masters and Johnson (1966). This national survey, begun in 1983, sampled 3,000 people from all 48 mainland states. Survey respondents ranged in age from 18 to over 65 years old from all levels of marital status, educational backgrounds, and geographical regions in the United States.
Findings from the Janus Report ( Janus & Janus, 1993) differed from Kinsey’s findings, but not extremely so. For example, fewer men reported masturbating in the Janus Report than did in Kinsey’s study (eighty percent versus ninety-two percent), but the percentage of women reporting increased from sixty-two percent in Kinsey’s survey to seventy percent in the Janus survey. Rates of premarital sex were about the same as in Kinsey’s survey, but men in the Janus survey reported less extramarital sex than men in the Kinsey survey, while women’s reporting of extramarital sex was the same in the two surveys. Percentages of both men and women in the Janus survey
*continuum: a sequence of values, elements, or behavior that varies by small degrees.
Alfred kinsey conducted many of his interviews face to face, as seen here. how might having to answer questions about one’s sexual behavior be affected by kinsey’s presence?
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reporting as predominantly homosexual were also very similar to the earlier Kinsey study. exPlaininG THe Survey FindinGS Why are men so much more sexually active than women, both before and during marriage? It may be in their genes. Evolutionary the- ory emphasizes that organisms will do what they must to maximize their chances of passing on their genetic material in their offspring, and that process is different for men and women. Robert Trivers proposed a theory of parental investment to explain the different sexual behavior of men and women (Trivers, 1972). Males of many spe- cies, including humans, do not have to invest a lot of time or effort into impregnating a female, so they are better off—genetically speaking—when they seek many sexual encounters with many sexual partners. Females, on the other hand, invest much more time and effort in reproducing: the pregnancy, feeding the infants, and so on. So fe- males are better off being more selective about the males they choose for sex. Watch the Video, What’s In It For Me?: The Dating Game, at MyPsychLab
In real life terms, this translates into men preferring women who are younger, prettier (immediate sexual attraction being the big draw), and therefore are likely to produce healthy, attractive offspring. Women are more likely to prefer men who are older (which means they will likely have more income and resources), hard work- ers, and loyal (Buss, 1989, 2007; Buss & Schmitt, 1993, 2011). Men are much more likely than women to have multiple sexual partners, even well into middle age, while women are more likely to have fewer partners over their lifetime (McBurney et al., 2005; Schutzwohl et al., 2009). This is true for both heterosexual and homosexual men and women (Peplau & Fingerhut, 2007). Men even think about sex differently, having more sexual fantasies than women and of a greater variety (Okami & Shack- elford, 2001) as well as simply thinking about sex more often than women (Laumann et al., 1994).
One survey highlights the fact that age is not necessarily a barrier to being sexually active. The survey of over 3,000 people aged 57 to 85 found that many people are sexu- ally active well into their 80s (Lindau et al., 2007). The most common barriers to sexual activity were health problems or lack of a partner rather than a lack of desire.
Of course, surveys have their problems, as stated earlier. One possible problem might occur when asking the question, “At what age did you first have sex?” A study (Sanders et al., 2010) reports that not everyone means the same thing by the words, “have sex” or “had sex.” In a sample of people 18 to 96 years old, 30 percent did not consider oral sex to be sex. Many older men—nearly a fourth of those surveyed—did not consider penile–vaginal intercourse to be sex! Some thought it wasn’t sex if there was no orgasm. There was simply little agreement among survey participants as to what “having sex” re- ally means, and researchers examining sexual behavior through the survey method should be very aware of this possible confusion. Watch the Video, The Big Picture: The Power of Sex, at MyPsychLab
Sexual OrienTaTiOn
10.7 How do different sexual orientations develop?
The term sexual orientation refers to a person’s sexual attraction and affection for members of either the opposite or the same sex. One of the more important ques- tions that researchers are trying to answer is whether sexual orientation is the product of learning and experience or if it is biological in origin. As the video Thinking Like a Psychologist: Sexual Orientation: Categories shows, there are a variety of sexual orien- tation categories that individuals may identify with and getting reliable data can be challenging.
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HeTerOSexual The most common sexual orientation is heterosexual, in which people are sexually attracted to members of the opposite physical sex, as in a man being attracted to a woman or vice versa. (The Greek word hetero means “other,” so heterosexual means “other sexual” or attraction for the other sex.) Heterosexuality is a socially acceptable form of sexual behavior in all cultures. HOMOSexual It is difficult to get an accurate percentage for homosexual orientation, or sexual attraction to members of one’s own sex. (The Greek word homo means “same.”) The problem concerns the discrimination, prejudice, and mistreatment that homosexual people face in most cultures, making it more likely that a homosexual person will lie about his or her sexual orientation to avoid such negative treatment. A national survey estimates that about 2.3 percent of men and 1.3 percent of women aged 15 to 44 years consider themselves to be homosexuals, meaning that their sexual orientations are exclu- sively or predominantly homosexual (Mosher et al., 2005).
If people have had a homosexual experience as well as hetero- sexual ones, does that make them bisexuals?
BiSexual A person who is bisexual may be either male or female and is attracted to both sexes. In the same national survey, only 1.8 percent of the men and 2.8 percent of the women considered themselves to be bisexual (Mosher et al., 2005). (It should be noted that many people experiment with alternative sexual behavior before deciding upon their true sexual identity; one bisexual experience does not make a person bisexual any more than one homosexual experience makes a person homosexual.)
Bisexual people do not necessarily have relationships with both men and women during the same period of time and may vary in the degree of attraction to one sex or the other over time. Many bisexuals may not act on their desires but instead have a long-term monogamous relationship with only one partner.
The survey also found that a nearly equal percentage of men and women—just fewer than 4 percent—considered themselves to be “something else.” Obviously, sexual orientation is not as clearly defined as many people have assumed.
Watch the Video, Thinking Like a Psychologist: Sexual Orientation: Categories, at MyPsychLab
CC
homosexuality is a sexual orientation that has faced discrimination and prejudice in many cultures. Shelly Bailes and Ellen Pontac, partners for 34 years, highlight the fact that their “coupleness” and a sense of commitment are not limited to heterosexual pairs alone.
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develOPMenT OF Sexual OrienTaTiOn Although heterosexuality may be socially acceptable across cultures, there are various cultures in which homosexuality and bisexuality are not considered acceptable and in which people of those orientations have faced prejudice, discrimination, harassment, and much worse. Although attitudes in some of these cultures are beginning to change to more positive ones (Loftus, 2001; Tucker & Potocky-Tripodi, 2006), full acceptance of alternatives to heterosexuality is still a long way off. Try the experiment, Implicit Association Test: Sexuality, to learn what implicit preferences and prejudices you may hold toward both heterosexuals and homosexuals.
Young people who are coming to terms with their identities and sexual orien- tation seem to have great difficulty when faced with being homosexual, bisexual, or transgender. These adolescents are at higher risk than their heterosexual peers for sub- stance abuse, sexually risky behavior, eating disorders, suicidal thinking, and victimiza- tion by others (Coker et al., 2009; Zhao et al., 2010). When identification of one’s sense of self as homosexual is paired with being another type of social minority (such as Asian American or Pacific Islander living in the United States), the stresses and pressures are compounded (Hahm & Adkins, 2009). In the cultures from which these young people’s families originate, traditional values make homosexuality a dishonor and shame to the family.
Is sexual orientation a product of the environment, biology, or both?
This is a ver y controversial issue for both heterosexuals and homosexuals (Diamond, 1995). If homosexuality is a product of upbringing and environmental experiences, it can be assumed to be a behavior that can be changed, placing a burden of choice to be “normal” or “abnormal” squarely on the shoulders of homosexual people. If it is biological, either through genetic influences or hormonal influences during preg- nancy, then it can be seen as a behavior that is no more a choice than whether the infant is born a male or a female. The implications of homosexuality as biological lead to some
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Simulate the Experiment, Implicit Association Test: Sexuality, on MyPsychLab
Implicit Association Test: Sexuality This Implicit Association Test asks you to classify a set of words or images into groups. Your goal is to classify items as quickly and as accurately as you can.
Go to the Experiment
Simulation
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volatile* issues: If it is not a choice or a learned behavior pattern, then society will no longer be able to expect or demand that homosexuals change their sexual behavior or orientation. Homosexuality becomes an issue of diversity rather than socially unaccept- able behavior. In a survey of college students (Elliott & Brantley, 1997), the majority of women reported knowing they were gay or bisexual by their high school/college years, while the majority of men reported knowing they were gay or bisexual by junior high/ high school.
In the past several decades, a large body of research in the areas of biological dif- ferences in the brains of heterosexual and homosexual males, genetic influences on sex- ual orientation, and even prenatal influences on sexual orientation has been amassed by various scientists. One of the earliest studies, for example, found that severe stress ex- perienced by pregnant women during the second trimester of pregnancy (the time dur- ing which the sexual differences in genitalia are formed) results in a significantly higher chance of any male children becoming homosexual in orientation (Ellis et al., 1988). An- other study found that homosexual men and heterosexual women respond similarly (and quite differently than heterosexual men) to a testosterone-based pheromone (glandular chemical) that is secreted in perspiration (Savic et al., 2005). In a recent study, research- ers have found that while there has yet to be any actual gene found for the transmission of homosexuality, there are genetic “switches” that can be passed on and which may be the reason that homosexuality tends to run in families (Rice et al., 2012). These switches, called epi-marks, control when, where, and how much of the information contained in our genes is expressed. There are sex-specific epi-marks that control the sexual characteristics of the fetus during prenatal development. These sexual characteristics include not only physical sex organ development but also sexual identity and sexual partner preference. Normally epi-marks are created anew with each generation, but occasionally remain to be passed on to the next generation. When that happens, they may cause the reverse of their intended effect, including a reverse of sexual orientation.
Birth order has also been the subject of research in this area, with studies suggest- ing that the more older brothers a man has, the more likely the younger man is to be homosexual in orientation (Blanchard, 2001; McConaghy et al., 2006). The hypothesis is that with each male birth, the mother of these males develops a kind of “antibody” effect against the Y chromosome and these antibodies pass through the placenta and affect the sexual orientation of the later-born males.
Finally, a neuroimaging study with heterosexual men and women and homosexual men and women found that the heterosexual men and homosexual women seemed neu- rologically similar when compared to homosexual men and heterosexual women, who were in turn neurologically similar to each other (Savic & Lindström, 2008).
The evidence for genetic influences on sexual orientation is increasingly convinc- ing. In studies of male and female homosexuals who have identical twins, fraternal twins, or adopted siblings, researchers found that 52 percent of the identical twin siblings were also gay, compared to 22 percent of the fraternal twins and only 11 percent of the adopted brothers and sisters (Bailey & Pillard, 1991). In a similar study with lesbian women only, 48 percent of identical twins were also gay compared to 16 percent of the fraternal twins and 6 percent of the adopted siblings (Bailey et al., 1993). Other research along simi- lar lines has supported these findings (Bailey et al., 2000; Dawood et al., 2000). How- ever, these findings should be interpreted cautiously. Twin studies are difficult to conduct without the influence of environment on behavior. Even twins who are raised apart tend to be reared in similar environments, so that the influence of learning and experience on sexual orientation cannot be entirely ruled out.
*volatile: explosive.
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Some research suggests that homosexuality may be transmitted by genes carried on the X chromosome, which is passed from mother to son but not from father to son. In 33 out of 40 homosexual brothers, Dean Hamer and colleagues (Hamer et al., 1993) found an area on the X chromosome (in a location called Xq28) that contains several hundred genes that the homosexual brothers had in common in every case, even though other genes on that chromosome were different. This was taken as evidence that the brothers had both inherited a set of genes, donated on the mother’s X chromosome, that might be responsible for their sexual orientation. These findings have been supported in other research as well (Hu et al., 1994; Turner, 1995).
One of the most common behavioral findings about male homosexuals is that they are consistently “feminine” as children, according to developmental psychologist J. Michael Bailey (Bailey & Zucker, 1995). Bailey has determined that about three fourths of homosexual male adults were “feminine” boys (defined as boys who were uninterested in sports or rough play, desired to be girls, or had a reputation as a “sissy”), a far greater rate than in the general population of males. Bailey and colleague Ken Zucker interpret these findings as further support for the biological foundations of sexual orientation. Of course, those differences in childhood behavior could also have been the result of attention and other forms of reinforcement from the social environ- ment. It is simply a very difficult task to separate the environmental influences on any aspect of behavior from the biological ones. One thing is certain: The issue of what causes sexual orientation will continue to generate research and controversy for a long time to come. Watch the Video, Thinking Like a Psychologist: Sexual Orientation: Possible Origins at MyPsychLab
Some scientists have wondered why homosexuality still exists, because from an evolutionary point of view—if it is genetic—the genes for homosexuality should have been removed from the gene pool long ago. The following special section takes a look at this issue.
issues in psychology
What Is the Evolutionary Purpose of Homosexuality? Homosexuals do not often reproduce, so why hasn’t the trait gone away? One re- cent theory has to do with something called the “kin selection hypothesis.” Even though a homosexual member of a family may not reproduce himself or herself, by
nurturing other family members such as nieces and nephews, they would be helping to con- tinue many of their own genes through those kin (Iemmola & Camperio Ciani, 2008; Rahman & Hull, 2005). In Samoa, researchers Paul Vasey and Doug VanderLaan (Vasey & VanderLaan, 2010) studied the fa’afafine, men who prefer men as sexual partners and are accepted within that culture as neither man nor woman, much as the winkte in Lakota culture. The researchers wanted to see if the kin selection hypothesis was a valid hypothesis in this society, so they gave fa’afafine, women, and heterosexual men in this culture a survey to measure their will- ingness to help nieces and nephews in various ways, as well as their willingness to do these same things for unrelated children. The survey results strongly support the kin selection hy- pothesis, with the fa’afafine far more likely than the women or heterosexual men to help their own kin rather than children in general.
Questions for Further discussion
1. Samoan culture is not like Western culture. Would the kin selection hypothesis work in the United States to explain homosexuality’s continued existence?
2. how do Western homosexual men and women transmit or protect their own genetic material?
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Sexual dysfunctions and Problems
10.8 How do physical and psychological sexual problems differ?
What about when people have problems with sex, like impotence?
A sexual dysfunction is a problem with sexual functioning, or with the actual physi- cal workings of the sex act. Sexual dysfunctions involve problems in three possible ar- eas of sexual activity: sexual interest, arousal, and response. Broadly speaking, sexual
sexual orientation person’s sexual attraction and affection for members of the opposite or same sex
differences in sexual behavior
Kinsey pioneered the study of different types of sexual behavior through face-to-face surveys; study was highly controversial; sampling/representativeness questioned
the Janus Report (�rst large-scale survey since Kinsey) examined both normal and deviant sexual behavior
key concepts
sexual orientation is likely the product of both biology (i.e., brain structure, genetics) and environment; presence of biological foundations has implications for societal de�nitions of diversity versus deviance
heterosexuality: attraction to members of the opposite sex; most common and socially acceptable
bisexuality: attraction to members of both sexes
homosexuality: attraction to members of one’s own sex
suggested sexual orientation occurred on a continuum, not an either/or basis
Human Sexual Behavior
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1. According to researcher Alfred kinsey, sexual orientation is best described as
a. typically an “either/or” state where most people are found to be either heterosexual or homosexual.
b. typically on a “continuum” with some people falling at either extreme and some falling closer to the middle.
c. typically bisexual in nature though many were unaware of it. d. an unknown because people were busy exploring their
sexuality.
2. In kinsey’s original data, approximately ____________ of women reported being predominantly homosexual while as many as ____________ of men reported the same.
a. 6 percent; 21 percent b. 6 to 14 percent; 46 percent c. 2 percent; 22 percent d. 2-6 percent; 10 percent
3. Which of the following was a criticism of kinsey’s research? a. The study was incomplete. b. The study asked poorly worded questions. c. The study was rushed. d. The study had a restricted sample.
4. Robert Trivers’s theory of parental investment states that a ____________ desire to engage in sex at an early age results from ____________.
a. man’s; social pressure b. man’s; evolution c. woman’s; biological concerns d. woman’s; psychological pressure
5. One study found that the major reason for decrease in sexual activity in later adulthood was primarily due to
a. a loss of interest in sex. b. fewer opportunities to find an available partner. c. a belief that sex and sexual fantasies in late adulthood
was unhealthy. d. a desire to channel energy into other tasks.
6. The Savic et al. 2005 study found that homosexual men re- sponded to a pheromone in the same way as
a. heterosexual men. b. transsexual men. c. heterosexual women. d. homosexual women.
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dysfunctions may be organic, stemming from physical sources or disorders, or psychogenic, related to psychological factors such as worry and anxiety. However, body and mind in- fluence each other’s functioning and these categories are not mutually exclusive (Lewis et al., 2010).
Although we will not focus on them, the other major category of sexual problems is behavioral in nature. A paraphilia (also called atypical sexual behavior) is a condition in which the person either prefers to, or must, achieve sexual arousal and fulfillment through sexual behavior that is unusual or not socially acceptable. Paraphilic disorders arise when individuals have a paraphilia that is causing distress or impairment to the individual, or poses a risk or harm to others (American Psychiatric Association, 2013).
CauSeS and inFluenCeS
Sexual dysfunctions and problems can be caused by purely organic factors (e.g., illness or side effects from drugs), sociocultural factors (such as negative attitudes toward sexual behavior), or psychological factors stemming from either personality problems, traumatic events, or relationship problems. More commonly, such problems can stem from a com- bination of these influences.
Organic factors include physical problems such as illnesses, side effects from medi- cation, the effects of surgeries, physical disabilities, and even the use of illegal and legal drugs, such as cocaine, alcohol, and nicotine. Chronic illnesses such as diabetes, cancer, or strokes also belong in this category of factors.
Sociocultural influences on sexual attitudes and behavior also exist and may be a source of psychological stress leading to sexual dysfunction. In the United States and some other Western cultures, people may have experienced instruction from their parents (both direct and indirect teaching) that actually influenced them to form negative at- titudes toward sex and sexual activities, such as masturbation. Some religious upbringing may also foster a sense of guilt about sex or an interest in sex. In one study, a relationship between conservative, religious traditionalism and sexual attitudes was found for married members of Jewish, Protestant, and Catholic faiths (Purcell, 1985). The research showed that the more conservative and traditional the married couples were, the less interest and pleasure they took in sexual activity and the more they experienced guilt, shame, and sexual inhibitions. In non-Western cultures, such as that of India, sex may be seen as not only a duty of married couples but also a joy to be celebrated within the context of producing children (Gupta, 1994). In particular, women in India may have an entirely different attitude toward sex because a woman’s status in Indian culture depends greatly on her ability to bear children.
Psychological stressors also include individual psychological problems, such as low self-esteem, anxiety over performance of the sex act, depression, self-consciousness about one’s body image, anxiety disorders, or a history of previous sexual abuse or assault. An- other source of psychological stress leading to sexual dysfunctions is the relationship be- tween the two sexual partners. The sexual dysfunction may be only an outward symptom of an underlying problem with the relationship. Examples of such problems might be un- resolved arguments, resentment of the partner who feels he or she has less power and in- fluence over the relationship, lack of trust, infidelities, lack of physical attractiveness to the partner, or even lack of sexual skills on the part of one or both partners (Alperstein, 2001).
There are a variety of physical sexual dysfunctions included in the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. (DSM-5; American Psychiatric Associa- tion, 2013) that may be caused by psychological stressors. Although not directly related to the sequence or timing of the sexual response cycle, some are related to desire and arousal, others to the mechanics or physical aspects of sexual intercourse, and some to the timing or inability to reach orgasm. Sexual desire or arousal disorders include female sexual interest/arousal disorder and male hypoactive sexual desire disorder. Disorders related to the physical act of intercourse include erectile disorder and genito-pelvic pain/penetration
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disorder. And lastly, disorders related to the timing or inability to reach orgasm include premature (early) ejaculation, female orgasmic disorder, and delayed ejaculation (American Psychiatric Association, 2013).
PrevalenCe
How common are problems like these—aren’t they pretty rare?
Results of surveys from around the globe suggest that about 40 to 45 percent of women and 20 to 30 percent of men have at least one sexual dysfunction, and the rate increases as we age (Lewis et al., 2010). In the stress-filled world that many people live in today, it isn’t all that surprising to find such a high degree of dysfunction. In fact, the figures may actually be higher than those reported in the survey. As stated in Chapter One, one of the hazards of doing survey research is that people don’t always tell the truth ( to Learning Objective 1.8). If a person is going to lie about sexual problems, the most likely lie (or distorted truth) would probably be to deny or minimize such problems.
For all of the sexual dysfunctions, treatment can include medication, psychother- apy, hormone therapy, stress reduction, sex therapy, and behavioral training. For example, Masters and Johnson (1970) recommended a technique called sensate focus for treatment of premature ejaculation, in which each member of a couple engages in a series of exer- cises meant to focus attention on his or her own sensual experiences during various stages of sexual arousal and activity. Male erectile disorder is now commonly treated with drug therapy. Watch the Video, In the Real World: Sexual Problems and Dysfunction, at MyPsychLab
Sexually Transmitted infections
10.9 What are sexually transmitted infections, and what can be done to prevent the spread of these disorders?
One of the consequences of unprotected sexual con- tact is the risk of contracting a sexually transmit- ted infection (sTI), an infection spread primarily through sexual contact. Table 10.1 on the next page lists some of the more common sexually transmitted infections and their causes. Some STIs affect the sex organs themselves, whereas others have broader and more life-threatening effects. The bacterial infections are quite treatable with antibiotics, but those caused by viruses are more difficult to treat and are often in- curable. Even curable bacterial infections can cause serious problems if left untreated, and some bacterial infections are difficult to detect because the symp- toms in at least one sex are not all that noticeable. For example, chlamydia, listed in Table 10.1, is the most common STI and is easily treated but may go undetected in women because there are few symptoms or no symptoms noticed. If left untreated, chlamydia can cause pelvic inflammatory disorder (PID) , a condition that can damage the lining of the uterus and the fallopian tubes as well as the ovaries and other nearby structures. Ten percent of women in the United States will develop PID during their childbearing years (Miller & Graves, 2000).
Without a doubt, the one sexually transmitted infection that nearly everyone knows something about is AIDs, or acquired immune deficiency syndrome. AIDS is
Erectile dysfunction is a major concern to many men who are unable to engage in sexual intercourse with their partners. Medications help some men function once again. Does this ad seem to promise more than just the revival of sexual functioning?
These posters warning against sexually transmitted infections hang in a youth center in San Francisco, California. Adolescents often fail to take precautions against such infections and are becoming sexually active at younger ages, making them a high- risk group for STIs.
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caused by a viral infection, specifically the human immunodeficiency virus, or HIV. A per- son who has HIV does not necessarily have AIDS but is at risk for developing AIDS in the future. HIV wears down the body’s immune system, making the body vulnerable to “opportunistic” infections—infections caused by bacteria or viruses that, while harmless in a healthy immune system, will take hold when the immune system is weakened. When a person with HIV develops one of these types of infections or when their immune sys- tem’s T-cell count goes below a certain level, the person is said to have AIDS (Folkman & Chesney, 1995).
I’ve heard a lot of stories about how people can get AIDS. What’s the real story?
HIV can be transmitted to a person from anyone who has the infection, even if that person doesn’t look sick. According to the Centers for Disease Control and Preven- tion (CDC) and World Health Organization (WHO), HIV may possibly be transmitted through:
• Having unprotected vaginal, oral, or anal sexual contact. • Sharing a contaminated needle, syringe, or drug solution. • Pregnancy, childbirth, and breastfeeding. • Occupational exposure (accidental needle stick injuries or exposure to contami-
nated blood or other body fluids). • Blood transfusion or organ transplant (this is extremely rare in the United States).
Blood, vaginal fluid, semen, breast milk, and other bodily fluids containing blood are ways in which HIV is passed from the infected person to an uninfected person. However, unprotected vaginal or anal sex or sharing needles with an infected person are the most common ways HIV is transmitted in the United States (Centers for Disease Control and Prevention, 2010, 2013). And while it is possible for a mother to transmit the virus to the baby during childbirth or breastfeeding, this is less common. Context is very important. In parts of Africa and other parts of the world, HIV-infected mothers are encouraged to breastfeed, especially if the mother is on antiretroviral (ARV ) medications and the baby receives ARVs after birth, as the risk of the infant dying from unclean water or malnutrition is much greater than the risk of acquiring HIV through breastfeeding (World Health Organization, 2010, 2012).
Table 10.1
Common Sexually Transmitted Infections
STi CauSe SyMPTOMS
Chlamydia Bacterial infection that grows within the body’s cells
Swollen testicles, discharge, burning during urination; women may experience no symptoms
Syphilis Bacterial infection Sores that appear on or in the genital area and can spread to other body parts and the brain
Gonorrhea Bacterial infection that grows rapidly in warm, moist areas of the body (mouth, anus, throat, genitalia)
In men, a foul-smelling, cloudy discharge from the penis, burning upon urination; in women, inflamed cervix, light vaginal discharge
Genital Herpes Herpes simplex virus Sores on the genital area; itching, burning, throbbing, “pins-and- needles” sensations where sores are about to appear
Genital Warts Human papillomavirus (HPV) Warty growths on the genitalia
AIDS Human immunodeficiency virus (HIV) Severe malfunction and eventual breakdown of the immune system
These young men are attending a counseling session at a community- based AIDS clinic. They do not necessarily have AIDS; the purpose of this particular group is to help educate these men and others like them in ways to prevent hIV infections. With no cure as yet, prevention is the best defense against AIDS. Remember, AIDS can affect women and men of all sexual orientations.
sexuality and gender 413
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10.2
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10.6
10.7
10.8
Contrary to a lot of myths about HIV, there is no scientific proof or documented cases of HIV being passed through tears or ordinary saliva. Kissing an infected person will not result in transmission, although it is possible to transmit the virus through oral sex or, rarely, through deep kissing when there are open sores or bleeding gums in the mouth of either party. More troubling is the finding that HIV can be transmitted to children who are fed by mothers who have “prechewed” food (a practice that occurs in several countries and cultures, including that of the United States). This is not common, though, and HIV cannot normally be transmitted through saliva; the women studied in this report all had sores or inflammations in their mouths, or the infants had cuts associ- ated with teething in their mouths (Guar, 2008).
By the end of the year 2007, the number of estimated cases of AIDS in the United States had reached nearly half a million people, with the highest estimates by state existing in California, Florida, New York, and Texas (Centers for Disease Control and Prevention, 2009a). Over a quarter of a million people in the United States are living with HIV but not AIDS. However, this number is probably a vast underestimate, as many HIV infections remain undiagnosed or unreported. The CDC estimates that about 1.1 million adults and adolescents in total are currently living with HIV in the United States (Centers for Disease Control, 2013, Feburary).
Treatments have improved greatly over the past decade, increasing the life expectancy of people with HIV or AIDS (Centers for Disease Control, 2013). Highly active antiretro- viral therapy, or HAART for short, is a powerful “cocktail” of at least three and sometimes more medications aimed at reducing the virus in the blood so that it is no longer detect- able. While it is not a cure, this treatment can delay progression from HIV to AIDS and improve immune system health (Cohen et al., 2011; Dieffenbach & Fauci, 2011).
In other cultures, AIDS is also taking a devastating toll. The most heavily hit ar- eas in the world right now are the countries of sub-Saharan Africa, where an estimated 22.4 million people were living with HIV at the end of 2007—nearly two-thirds of the total HIV infections in the world ( Joint United Nations Programme on HIV/AIDS [UNAIDS], 2009b). In 2008, 1.4 million people died from AIDS in these countries, and more than 14 million children were orphaned by AIDS (UNAIDS, 2007, 2009b). The Applying Psychology in Everyday Life section at the end of this chapter examines the course of AIDS in Russia—a region that is quickly becoming another AIDS “hot spot.”
Explore the Concept, AIDS Timeline, at MyPsychLab
Not too many years ago, no one would have dared to advertise condoms in such a public manner. The only consequences of unsafe sex were unwanted pregnancies and serious, but not necessarily life- threatening, sexually transmitted infections. With the onslaught of the AIDS virus, safe sex has taken on a whole new meaning.
10.9
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C O n C e P T M a P
sexually transmitted infections (STIs)
sexual dysfunctions and problems
Sexual Dysfunctions, Problems, and Infections
caused by a viral infection, the human immunode�ciency virus (HIV)
onset often associated with opportunistic infections
has no known cure, can affect females and males of all sexual orientations, and continues to impact cultures world-wide
sexual dysfunctions are problems with sexual functioning or physical aspects of the sex act
paraphilias are disorders characterized by unusual or socially unacceptable sexual behaviors
affect sex organs or have broader, life-threatening effects
bacterial infections may be treatable with antibiotics if caught early; viruses are dif�cult to treat and may be incurable
infections spread through unprotected sexual contact (see Table 10.1)
acquired immune de�ciency syndrome (AIDS)
10.910.8
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applying Psychology to everyday life: The aidS epidemic in russia While sub-Saharan Africa is still the focal point of AIDS and HIV infections for now, Russia and several surrounding countries in Eastern Europe and Central Asia are quickly becoming the center for a new and rapidly expanding epidemic of AIDS. Within the last decade, the prevalence of HIV in Russia and these other areas has nearly doubled (UNAIDS, 2009).
What accounts for this horrific rise in AIDS cases? Drug users who often share needles are one cause. With the heavy opium-producing Afghanistan nearby, drug use is an ever-increasing problem in Russia and the surrounding region, with reports of over half a million registered drug users and nearly 30,000 drug-related deaths each year (Hamers & Downs, 2003; RIA Novosti, 2010). Then there are the sex workers: prosti- tutes who are not only at risk because of the nature of their work but also because of their lack of education about the transmission of HIV and their own drug use (UNAIDS, 2008b). Of course, the partners of these drug users and sex workers are also at risk. Nearly two-thirds of the infections in women are caused by heterosexual contact with husbands or male lovers (Federal Service for Surveillance of Consumer Rights Protection and Human Well-Being of the Russian Federation and UNAIDS, 2008).
Another group at risk are prisoners (Dolan et al., 2007). The majority of the in- mates were infected before entering the prison. Of note—one of the smallest groups responsible for the increase in AIDS and HIV infections are homosexuals (UNAIDS, 2008a). Homosexuality in Russia and the surrounding areas was once punishable by death, so it is not so surprising that there are either fewer homosexuals in those countries or, at the very least, few who are willing to reveal themselves as homosexuals.
Some researchers believe that between 2009 and 2015, Russia will experience its greatest number of AIDS-related deaths (Feshbach, 2008). Clearly, education about HIV and AIDS as well as a concerted effort to reduce the drug-using population, or, at the very least, giving them the tools necessary to reduce the risk of infection, must be a prior- ity in the future—if there is to be one.
Questions for Further discussion
1. Are there other countries around the world that you think might be the next site of an HIV/AIDS epidemic?
2. How would you go about trying to educate people who do not understand how HIV is spread?
10.9
1. What is a major cause of organic sexual dysfunction? a. stress b. paraphilias c. heredity d. economic status
2. Surveys suggest that about _________ percent of women and _________ percent of men have at least one sexual dysfunction.
a. 10; 25 b. 40–45; 20–30 c. 80; 50 d. 10–20; 30–40
3. The human papillomavirus or hPV is the cause of ____________ in both men and women.
a. chlamydia b. syphilis c. genital warts d. AIDS
4. Which of the following ways can the human immunodefi- ciency virus be passed along to another person?
a. kissing b. exposure to an infected person’s tears c. exposure to an infected person’s saliva d. exposure to an infected person’s blood
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sexuality and gender
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chapter summary Listen to the Audio File of your chapter MyPsychLab
The Physical Side of Human Sexuality
10.1 What are the physical differences between females and males? • The female sexual organs present at birth are the primary sex characteris-
tics consisting of vagina, uterus, and ovaries. • The female sexual organs that develop during puberty are secondary
sex characteristics consisting of the growth spurt, onset of the men- strual cycle, breast development, widening hips, pubic hair, fat deposits, and further growth and development of the uterus, vagina, and ovaries.
• The primary male sex characteristics are the penis, scrotum, testicles, and prostate gland.
• The secondary male sex characteristics are an enlarged larynx (Adam’s apple), deepening voice, facial and chest hair, pubic hair, coarser skin texture, and a large increase in height.
The Psychological Side of Human Sexuality: Gender
10.2 What is gender, and how can biology and learning influence gender-role development? • Gender is the psychological aspect of being male or female. • Gender roles are the culture’s expectations for male and female behav-
ior and personality. • Gender typing is the process by which people in a culture learn the
appropriate gender-role behavior. • Gender identity is a person’s sense of being male or female. • Gender identities are formed by biological influences, in the form of
hormones and chromosomes, as well as environmental influences, in the form of parenting, surroundings, and culture, on the formation of gender identity.
10.3 How do gender roles develop, and how can they be influenced by stereotypes or an emphasis on androgyny? • Social learning theorists believe that gender identity is formed through
reinforcement of appropriate gender behavior as well as imitation of gender models.
• Gender schema theorists believe that gender identity is a mental schema that develops gradually, influenced by the growth of the brain and orga- nization of observed male or female behavior around the schema.
• Gender stereotyping occurs when people assign characteristics to a person based on the person’s male or female status rather than actual characteristics.
• Androgyny describes people who do not limit themselves to the male or female stereotyped characteristics, instead possessing characteristics associated with both traditional masculine and feminine roles.
10.4 How do men and women differ in thinking, social behavior, and personality? • Cognitive differences between men and women include a male advan-
tage in mathematical and spatial skills and a female superiority in verbal skills. These differences are now less than they were previously.
• Males and females are socially taught to interact differently and express emotions differently. Men tend to talk with each other in a “report” style, whereas women tend to talk to each other in a “relate” style.
Human Sexual Behavior
10.5 What happens in the bodies of women and men during sexual intercourse? • Masters and Johnson found four phases of human sexual response:
arousal, plateau, orgasm, and resolution.
10.6 What did the early and most recent surveys of human sexual behavior reveal? • Alfred Kinsey conducted a series of sexual-behavior surveys in the late
1940s and early 1950s, revealing some highly controversial findings about the kinds of sexual behavior common among people in the United States, including homosexuality, premarital sex, and extramarital sex.
• In the mid-1990s, Janus and Janus published the results of a large-scale survey of sexual behavior in the United States. Their survey results did not differ widely from those of Kinsey but they looked at many more types of sexual behavior and factors related to sexual behavior than did Kinsey’s surveys.
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416 CHAPTER 10
10.7 How do different sexual orientations develop? • Research suggests that there are biological differences between hetero-
sexuals and homosexuals, and that there may be genetic influences as well.
Sexual dysfunctions and Problems
10.8 How do physical and psychological sexual problems differ? • Sexual dysfunctions are problems with sexual functioning. They may be
caused by physical problems, interpersonal or sociocultural issues, or psy- chological problems, and can affect sexual interest, arousal, and response.
• These dysfunctions include female sexual interest/arousal disorder, male hypoactive sexual desire disorder, erectile disorder, genito-pelvic pain/penetration disorder, premature (early) ejaculation, female or- gasmic disorder, and delayed ejaculation.
Sexually Transmitted infections
10.9 What are sexually transmitted infections, and what can be done to prevent the spread of these disorders? • Sexually transmitted infections can affect the sexual organs and the
ability to reproduce and may result in pain, disfigurement, and even death.
• Some common bacterial sexually transmitted infections are chla- mydia, syphilis, and gonorrhea. These infections are treatable with antibiotics.
• Viral sexually transmitted infections include genital herpes (caused by the herpes simplex virus that also causes cold sores) and genital warts (caused by the human papillomavirus). Neither can be cured and both can lead to complications such as increased risk of cancer.
• Acquired immune deficiency syndrome (AIDS) is caused by a viral infection called human immunodeficiency virus (HIV ) that is trans- mitted through an exchange of blood, vaginal fluid, semen, or breast milk. Having unprotected sex or sharing a needle with an infected person are the most common routes of transmission. HIV may also be transmitted through pregnancy, childbirth, or breastfeeding a baby while infected, occupational exposure, or receiving contaminated blood or organ transplant.
• AIDS wears down the immune system, opening the body up to infec- tions that, over time, will result in death.
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Pick the best answer.
1. Primary sex characteristics a. include the development of pubic and ancillary hair. b. always begin their development during puberty. c. are typically the same for males and females. d. are directly involved in human reproduction.
2. What is the average age in the United States that menarche typi- cally begins?
a. 10 b. 12 c. 13 d. 14
3. If the gonads within an embryo produce testosterone because of the presence of a Y gene on the sex chromosome, then the ____________ will develop and the _________ will deteriorate.
a. Müllerian ducts; Wolffian ducts b. Wolffian ducts; Müllerian ducts c. ovaries; testes d. testes; ovaries
4. An intersexed person is a. a person who has sex with both men and women. b. another name for a homosexual. c. a person born with ambiguous sexual organs. d. another name for a heterosexual.
5. Annika’s mother wants her daughter to grow up to become a mother of a large family. Such an expectation for Annika might be seen as an example of her
a. gender role. b. gender typing. c. gender identity. d. gender constancy.
6. Darla shares with a close friend that she often feels a strong desire to be another gender and that it bothers her so much that she is having problems at work and in her social life. What is the term used to describe this?
a. a hermaphrodite b. transsexual c. intersexed d. gender dysphoria
7. In social learning theory, gender identity results a. when a child learns that they are either a “girl” or “boy.” b. from observation and imitation. c. from biological changes that occurred before birth. d. from unconscious forces.
8. Jennifer’s aunt tries to explain that running around with boys on the playground isn’t “ladylike.” Such a statement could be an example of
a. androgyny. b. gender typing. c. role development. d. gender stereotyping.
9. Plateau occurs in a. Phase 1. b. Phase 2. c. Phase 3. d. Phase 4.
10. The refractory period is a time during which a. a woman cannot have another orgasm. b. a man cannot have another erection. c. a man can be erect but not have an orgasm. d. a woman cannot be aroused.
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11. Which of the following studies was the most controversial for its method of gathering information?
a. the kinsey report b. the Janus report c. Masters and Johnson’s study d. Savic’s research on sexual orientation
12. The kinsey report indicates that more than ____________ as many men had intercourse by age 16 than did women.
a. twice b. four times c. ten times d. three times
13. Parental Investment theory seeks to explain a. why men have sex more often than women. b. why women are sexually attracted to men. c. why couples meet and remain together. d. why sexual activity diminishes in seniors.
14. Research on the epi-mark offers a ____________ explanation to the existence of homosexuality.
a. genetic b. psychological c. social d. behavioral
15. The idea that homosexuality evolved as a way to aid the continua- tion of the homosexual person’s genes through the nurturance of other family members, such as nieces and nephews, is called the ____________ hypothesis.
a. family support b. kin selection c. sexual support d. kin evolutionary
16. Sexual dysfunctions and problems can be caused by a. organic factors. b. organic and sociocultural factors. c. organic, psychological, and sociocultural factors. d. hereditary factors primarily.
17. Which of the following sexually transmitted infections can ultimately affect the brain?
a. genital herpes b. chlamydia c. syphilis d. gonorrhea
18. Brandon has a couple of painful sores on his penis and experiences severe itching and burning in the surrounding area. Brandon prob- ably has
a. genital herpes. b. chlamydia. c. syphilis. d. gonorrhea.
19. Which of the following is a way in which hIV can be transmitted? a. through exposure to contaminated blood or other body fluids
containing contaminated blood b. by sharing beverages with someone who is hIV positive c. by making contact with the tears of an hIV patient d. through hand holding, especially if the person with hIV is
perspiring
20. Alicia is horrified to hear that her date from last night carries the human immunodeficiency virus. While they did not engage in sex, they did share a quick kiss at the end of the evening, hastened by her phone ringing in her apartment. Besides discussing her con- cerns with her date should they go out again, what precautions should Alicia take?
a. She should see her doctor immediately, since kissing can cause the spread of hIV.
b. She should see her doctor only if she begins to have symptoms.
c. She should try to calm down, since stress helps transmit hIV. d. She should try not to worry, since kissing has not been proven
to be a successful way to transmit hIV, and follow-up with her doctor or other health-care provider if she has concerns or questions.
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11 s t r e s s a n d h e a l t h Secretary to psychologist: “Doctor, there is a patient here who thinks he is invisible.”
Psychologist: “Tell him I can’t see him right now.”
Why begin a chapter on stress and health with a joke? Researchers have long known that humor
is a great stress reliever and have recently found two possible reasons for the stress-reducing benefits
of laughter. In one study, researchers found that laughing can not only significantly increase levels of
health-protecting hormones, but also just looking forward to a positive and humorous laughing experi-
ence can significantly decrease levels of potentially damaging hormones (Berk et al., 2008). Another
study found that repetitive, joyous laughter causes the body to respond as if receiving moderate
exercise, which enhances mood and immune system activity, lowers both bad cholesterol and blood
pressure, raises good cholesterol, and decreases stress hormones (Berk et al., 2009). The moral of the
story: Laugh it up! What are some common sources of stress in your life? How do you cope with
or relieve stress?
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Why study stress and health? How are they related? Stress is not a rare experience but something that all people experi-
ence in varying degrees every day. This chapter will explore the sources of stress in daily
life, the factors that can make the experience of stress easier or more difficult, and the ways
that stress influences our physical and mental health. We’ll finish by discussing various ways
to cope with the stresses of everyday life as well as with the extraordinary experiences that
arise in life that have the potential to induce stress.
l e a r n i n g o b j e c t i v e s
11.1 11.6
11.2 11.7
11.3 11.8
11.4 11.9
11.5
How do psychologists define stress? What social factors influence stress reactions?
What kinds of external events can cause stress? What are some ways in which people cope with stress reactions?
What are some psychological factors in stress? How is coping with stress affected by culture and religion?
How does stress affect the physical functioning of the body and its immune system?
What are some ways to become a more optimis- tic thinker?
How do cognitive factors and personality differ- ences affect the experience of stress?
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Stress and Stressors Life is really about change. Every day, each person faces some kind of challenge, big or small. Just deciding what to wear to work or school can be a challenge for some people, whereas others find the drive to the workplace or school the most challenging part of the day. There are decisions to be made and changes that will require that you adapt already- made plans. Sometimes there are actual threats to well-being—an accident, a fight with the boss, a failed exam, or the loss of a job, to name a few. All of these challenges, threats, and changes require people to respond in some way.
Definition of StreSS
11.1 How do psychologists define stress?
Stress is the term used to describe the physical, emotional, cognitive, and behavioral responses to events that are appraised* as threatening or challenging.
Stress can show itself in many ways. Physical problems can include unusual fa- tigue, sleeping problems, frequent colds, and even chest pains and nausea. People under stress may behave differently, too: pacing, eating too much, crying a lot, smoking and drinking more than usual, or physically striking out at others by hitting or throwing things. Emotionally, people under stress experience anxiety, depression, fear, and irrita- bility, as well as anger and frustration. Mental symptoms of stress include problems in concentration, memory, and decision making, and people under stress often lose their sense of humor.
I feel like that most of the time!
Most people experience some degree of stress on a daily basis, and college students are even more likely to face situations and events that require them to make changes and adapt their behavior: Assigned readings, papers, studying for tests, juggling jobs, car problems, relationships, and dealing with deadlines are all examples of things that can cause a person to experience stress. Some people feel the effects of stress more than others because what is appraised as a threat by one person might be appraised as an opportunity by another. (For example, think of how you and your friends might respond differently to the opportunity to write a 10-page paper for extra credit in the last 3 weeks of the semester.) Stress-causing events are called stressors; they can come from within a person or from an external source and range from relatively mild to severe.
What are StreSSorS?
Events that can become stressors range from being stuck behind a person in the 10-items-or-less lane of the grocery store who has twice that amount, to dealing with the rubble left after a tornado or a hurricane destroys one’s home. Stressors can range from the deadly serious (hurricanes, fires, crashes, combat) to the merely irritating and annoy- ing (delays, rude people, losing one’s car keys). Stressors can even be imaginary, as when a couple puts off doing their income tax return, imagining that they will have to pay a huge tax bill, or when a parent imagines the worst happening to a teenage child who isn’t yet home from an evening out.
Actually, there are two kinds of stressors: those that cause distress, which occurs when people experience unpleasant stressors, and those that cause eustress, which results from positive events that still make demands on a person to adapt or change. Marriage, a job promotion, and having a baby may all be positive events for most people, but they all require a great deal of change in people’s habits, duties, and often lifestyle, thereby
*appraised: in this sense, evaluated or judged in terms of importance or significance.
Taking a test is just one of many possible stressors in a college student’s life. What aspects of college life have you found to be stressful? Do other students experience the same degree of stress in response to the same stressors?
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creating stress. Hans Selye (1936) originally coined the term eustress to describe the stress experienced when positive events require the body to adapt.
In an update of Selye’s original definition, researchers now define eustress as the optimal amount of stress that people need to promote health and well-being. The arousal theory, discussed in Chapter Nine, is based on the idea that a certain level of stress, or arousal, is actually necessary for people to feel content and function well (Zuckerman, 1994). to Learning Objective 9.3. That arousal can be viewed in terms of eustress. Many students are aware that experiencing a little anxiety or stress is helpful to them because it motivates them to study, for example. Without the arousal created by the impending exam, many students might not study very much or at all. In fact, as the video The Basics: Stress and Your Health: Stress and Memory describes, studies have shown that small amounts of stress may actually improve our memory. What about the student who is so stressed out that everything he’s studied just flies right out of his head? Obviously, a high level of anxiety concerning an impending exam that actually interferes with the ability to study or to retrieve the information at exam time is distress. The difference is not only in the degree of anxiety but also in how the person interprets the exam situation. A number of events, great and small, good and bad, can cause us to feel “stressed out.” The next section looks at how life’s big deals and little hassles con- tribute to our overall stress experience.
environmental StreSSorS: life’S UpS anD DoWnS
11.2 What kinds of external events can cause stress?
From the annoyingly loud next-door neighbor to major life changes, good or bad, stress is a fact of life. Let’s take a look at the various causes of stress in everyday life. CataStropheS Losing one’s home in a tornado is an example of a stressor called a catastrophe, an unpredictable event that happens on a large scale and creates tremendous amounts of stress and feelings of threat. Wars, hurricanes, floods, fires, airplane crashes, and other disasters are catastrophes. The terrorist-driven destruction of the World Trade Center in New York City on September 11, 2001, is a prime example of a catastrophe.
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11.1
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In one study, nearly 8 percent of the people living in the area near the attacks de- veloped a severe stress disorder, and nearly 10 percent reported symptoms of depres- sion even as late as 2 months after the attack (Galea et al., 2002). A study done 4 years later found a nearly 14 percent increase in stress disorders as well as continued persis- tence of previously diagnosed stress disorders (Pollack et al., 2006). to Learning Objective 14.4. Other examples of catastrophes are the devastation caused by Hurricane Katrina on August 29, 2005, and Hurricane (“Superstorm”) Sandy on October 22–29, 2012 (Kessler et al., 2006; Stewart, 2012; Swenson & Marshall, 2005). major life ChangeS Thankfully, most people do not have to face the extreme stress of a catastrophe. But stress is present even in relatively ordinary life experiences and does not have to come from only negative events, such as job loss. Sometimes there are big events, such as marriage or going to college, that also require a person to make adjust- ments and changes—and adjustments and changes are really the core of stress, according to early researchers in the field (Holmes & Rahe, 1967).
the Social readjustment rating Scale (SrrS) Thomas Holmes and Richard Rahe (1967) believed that any life event that required people to change, adapt, or adjust their lifestyles would result in stress. Like Selye, they assumed that both negative events (such as getting fired) and positive events (such as getting a promotion) demand that a per- son adjust in some way, and so both kinds of events are associated with stress. Using a sample of nearly 400 people, Holmes and Rahe devised a scale to measure the amount of stress in a person’s life by having that person add up the total “life change units” associated with each major event in their Social Readjustment Rating Scale (SRRS) (see Table 11.1).
When an individual adds up the points for each event that has happened to him or her within the past 12 months (and counting points for repeat events as well), the resulting score can provide a good estimate of the degree of stress being experienced by that person. The researchers found that certain ranges of scores on the SRRS could be associated with increased risk of illness or accidents. (Note: Table 11.1 is not a complete listing of the original 43 events and associated life change units and should not be used to calculate a stress “score”! If you would like to calculate your SRRS score, try this free Web site: http://www.stresstips.com/lifeevents.htm.)
The risk of illness or accidents increases as the score increases. If a person’s score is 300 or above, that person has a very high chance of becoming ill or having an accident in the near future (Holmes & Masuda, 1973). Illness includes not only physical conditions such as high blood pressure, ulcers, or migraine headaches but mental illness as well. In one study, researchers found that stressful life events of the kind listed in the SRRS were excel- lent predictors of the onset of episodes of major depression (Kendler & Prescott, 1999).
The SRRS was later revised (Miller & Rahe, 1997) to reflect changes in the rat- ings of the events in the 30 intervening years. Miller and Rahe found that overall stress associated with many of the items on the original list had increased by about 45 percent from the original 1967 ratings, citing changes in such issues as gender roles, economics, and social norms as possible reasons.
How can stress cause a person to have an accident? Many studies conducted on the relationship between stress and accidents in the workplace have shown that people under a lot of stress tend to be more distracted and less cautious and, therefore, place themselves at a greater risk for having an accident (Hansen, 1988; Sherry et al., 2003). the College UnDergraDUate StreSS SCale (CUSS) The SRRS, as it was originally designed, seems more appropriate for adults who are already established in their careers. There are versions of the SRRS that use as life events some of those things more likely to be experienced by college students. One of these more recent versions is the College Undergraduate Stress Scale (CUSS) (Renner & Mackin, 1998). This scale is quite dif- ferent from Holmes and Rahe’s original scale because the stressful events listed and rated include those that would be more common or more likely to happen to a college student.
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Some of the higher stress items on the CUSS include rape, a close friend’s death, con- tracting a sexually transmitted disease also final exam week and flunking a class. Some of the lower stress items include peer pressure, homesickness, falling asleep in class, pressure to make high grades, and dating concerns.
You mention that the CUSS has “falling asleep in class” as one of its items. How can falling asleep in class be stressful? It’s what happens when the professor catches you that’s stressful, isn’t it?
Ah, but if you fall asleep in class, even if the professor doesn’t catch on, you’ll miss the lecture notes. You might then have to get the notes from a friend, find enough money
table 11.1
Sample Items From the Social Readjustment Rating Scale (SRRS)
major life event life Change UnitS
Death of spouse 100
Divorce 75
Marital separation 65
Jail term 63
Death of a close family member 63
Personal injury or illness 53
Marriage 50
Dismissal from work 47
Marital reconciliation 45
Pregnancy 40
Death of close friend 37
Change to different line of work 36
Change in number of arguments with spouse 36
Major mortgage 31
Foreclosure of mortgage or loan 30
Begin or end school 26
Change in living conditions 25
Change in work hours or conditions 20
Change in residence/schools/recreation 19
Change in social activities 18
Small mortgage or loan 17
Vacation 13
Christmas 12
Minor violations of the law 11
Sources: Adapted and abridged from Holmes & Rahe (1967).
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11.1 to pay for the copy machine, try to read your friend’s handwriting, and so on—all stress- ful situations. Actually, all the events listed on both the SRRS and the CUSS are stressful not just because some of them are emotionally intense but also because there are so many little details, changes, adjustments, adaptations, frustrations, and delays that are caused by the events themselves. The death of a spouse, for example, rates 100 life change units because it requires the greatest amount of adjustment in a person’s life. A lot of those adjustments are going to be the little details: planning the funeral, deciding what to do with the spouse’s clothes and belongings, getting the notice in the obituaries, answering all of the condolence cards with a thank-you card, dealing with insurance and changing names on policies, and on and on and on. In other words, major life events create a whole host of hassles.
haSSleS Although it’s easy to think about big disasters and major changes in life as sources of stress, the bulk of the stress we experience daily actually comes from little frustrations, delays, irritations, minor disagreements, and similar small aggravations. These daily annoyances are called hassles (Lazarus, 1993; Lazarus & Folkman, 1984). Experiencing major changes in one’s life is like throwing a rock into a pond: There will be a big splash, but the rock itself is gone. What is left behind are all the ripples in the water that came from the impact of the rock. Those “ripples” are the hassles that arise from the big event.
Lazarus and Folkman (1984) developed a hassles scale that has items such as “mis- placing or losing things” and “troublesome neighbors.” A person taking the test for has- sles would rate each item in the scale in terms of how much of a hassle that particular item was for the person. The ratings range between 0 (no hassle or didn’t occur) to 3 (ex- tremely severe hassle). Whereas the major life events of Holmes and Rahe’s scale (1967) may have a long-term effect on a person’s chronic physical and mental health, the day-to- day minor annoyances, delays, and irritations that affect immediate health and well-being are far better predictors of short-term illnesses such as headaches, colds, backaches, and similar symptoms (Burks & Martin, 1985; DeLongis et al., 1988; Dunn et al., 2006). In one study, researchers found that among 261 participants who experienced headaches, scores on a scale measuring the number and severity of daily hassles were significantly better predictors of headaches than were scores on a life-events scale (Fernandez & Shef- field, 1996). The researchers also found that it was not so much the number of daily hassles that predicted headaches but rather the perceived severity of the hassles.
Research has indicated that hassles may also come from quite different sources de- pending on a person’s developmental stage (Ellis et al., 2001). In this study, researchers surveyed 270 randomly selected people from ages 3 to 75. The participants were asked to check off a list of daily hassles and pleasures associated with having “bad days” and “good days,” respectively, as well as ranking the hassles in terms of frequency and severity of im- pact. For children ages 3 to 5, getting teased was the biggest daily hassle. For children in the 6 to 10 age group, the biggest hassle was getting bad grades. Children 11 to 15 years old reported feeling pressured to use drugs, whereas older adolescents (ages 16 to 22) cited trouble at school or work. Adults found fighting among family members the great- est source of stress, whereas the elderly people in the study cited a lack of money.
In that same study, the researchers were somewhat surprised to find that elderly peo- ple were much more strongly affected by such hassles as going shopping, doctor’s appoint- ments, and bad weather than the children and younger adults were. It may be that while a young person may view going shopping as an opportunity to socialize, older adults find it threatening: Physically, they are less able to get to a place to shop and may have to rely on others to drive them and help them get around and, thus, may take much more time for shopping and doing errands than a younger person would. Mentally, shopping could be seen as threatening because of a lack of financial resources to pay for needed items. Even the need to make decisions might be seen as unpleasant to an older person.
Children in the preschool-age range find teasing by their peers to be the biggest daily hassle they experience. This boy may be upset because he has been teased by the other children. What other hassles might a child in this age range experience?
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11.3 negative events cause distress; positive events cause eustress, the optimal level of stress required to facilitate healthy adaptation and well-being
external stress-causing events may include catastrophes, major life changes, and daily hassles (differ according to developmental stage)
can be assessed systematically (e.g., Social Readjustment Rating Scale, College Undergraduate Stress Scale)
Stress and Stressors
stress is the physical, emotional, cognitive, and behavioral response to events that are appraised as threatening or challenging; �rst studied systematically by Hans Selye
stress-causing events are called stressors; can come from external or internal sources; range from mild to severe
can include physical fatigue, recurring illness, over/under eating, smoking/drinking more than usual, mood swings, irritability, depression, anger, memory and concentration problems
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1. Studies show that _____________ is the optimal amount of stress that people need to positively promote their health and sense of well-being, which coincides with ______________ theory.
a. intensity; cognitive consistency b. distress; biological instinct c. eustress; arousal d. eustress; Maslow’s
2. What is a primary application of the Social Readjustment Rating Scale (SRRS) developed by Holmes and Rahe?
a. to estimate your potential level of stress for the next 36 months
b. to estimate your risk of illness or having an accident in the near future
c. to estimate how long you will live based on your current lifestyle
d. to estimate your risk of cancer
3. What does the Social Readjustment Rating Scale (SRRS) use to determine its results?
a. The SRRS asks users to subjectively rate their stress level. b. The SRRS examines diet and family history to determine
one’s overall health risks. c. The SRRS records specific positive and negative life
events to determine an individual’s current level of stress. d. The SRRS looks exclusively at any catastrophes that a
person has experienced.
4. Who, if anyone, would consider going shopping as a daily hassle and therefore stressful?
a. adolescents b. those in their 20s and 30s c. senior citizens d. Hassles are stressful at any age, and studies do not find
shopping to be a stressor or hassle at any age.
THinking CRiTiCally: What aspects of college life do you find most stressful? What makes these particular ones more stressful than others?
PRACTICE quiz How much do you remember? answers available in answer Key. Pick the best answer.
pSyChologiCal StreSSorS: What, me Worry?
11.3 What are some psychological factors in stress?
Although several specific stressors (such as marriage, car problems, etc.) have already been mentioned, the psychological reasons why people find these events stressful fall into several categories. preSSUre When there are urgent demands or expectations for a person’s behavior com- ing from an outside source, that person is experiencing pressure. Pressure occurs when people feel that they must work harder, faster, or do more, as when meeting a deadline or studying for final exams.
Time pressure is one of the most common forms of pressure. Although some people claim to “work well under pressure,” the truth is that pressure can have a negative impact on a person’s ability to be creative. Psychologist Teresa Amabile has
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gathered research within actual work settings strongly indicating that when time pressure is applied to workers who are trying to come up with creative, innovative ideas, creativity levels decrease dramatically—even though the workers may think they have been quite productive because of the effort they have made (Amabile et al., 2002).
UnControllability An- other factor that increases a person’s experience of stress is the degree of control that the person has over a par- ticular event or situation. The less control a person has, the greater the degree of stress. Researchers in both clinical interviews and experimental studies have found that lack of control in a situation actu- ally increases stress disorder symptoms (Breier et al., 1987; Henderson et al., 2012).
In studies carried out in a nursing home with the el- derly residents as the partici-
pants, researchers Rodin and Langer (Langer & Rodin, 1976; Rodin & Langer, 1977) found that those residents who were given more control over their lives (e.g., being able to choose activities and their timing) were more vigorous, active, and sociable than those in the control group. Employees at mental health clinics who have more input into and control over policy changes experience less stress than those who believe themselves to have little control ( Johnson et al., 2006). A more recent study found that retirees experi- ence more happiness and less stress when retirement is by their choice and not forced upon them, regardless of whether the retirement was rapid or gradual (Calvo et al., 2009).
The stress-increasing effects of lack of control explain the relationship between un- predictability and stress as well. When potentially stressful situations are unpredictable, as in police work, the degree of stress experienced is increased. An unpredictable situation is one that is not controllable, which may at least partially explain the increase in stress (Zucchi et al., 2009). In one study, rats were either given an electric shock after a warn- ing tone or given a shock with no warning. The rats receiving the unpredictable shocks developed severe stomach ulcers (Weiss, 1972). frUStration Frustration occurs when people are blocked or prevented from achiev- ing a desired goal or fulfilling a perceived need. As a stressor, frustration can be external, such as when a car breaks down, a desired job offer doesn’t come through after all, or a theft results in the loss of one’s belongings. Losses, rejections, failures, and delays are all sources of external frustration.
Obviously, some frustrations are minor and others are more serious. The serious- ness of a frustration is affected by how important the goal or need actually is. A person who is delayed in traffic while driving to the mall to do some shopping just for fun will be less frustrated than a person who is trying to get to the mall before it closes to get that last-minute forgotten and important anniversary gift.
Internal frustrations, also known as personal frustrations, occur when the goal or need cannot be attained because of internal or personal characteristics. For example, someone who wants to be an astronaut might find that severe motion sickness prevents him or her from such a goal. If a man wants to be a professional basketball player but is only 5 feet
Residents in retirement homes and nursing homes benefit both physically and psychologically when they can choose for themselves the activities in which they wish to participate, such as this exercise class. What are some other means of control residents might experience?
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tall and weighs only 85 pounds, he may find that he cannot achieve that goal because of his physical characteristics. A person wanting to be an engineer but who has no math skills would find it difficult to attain that goal.
When frustrated, people may use several typical responses. The first is persistence, or the continuation of efforts to get around whatever is causing the frustration. Persistence may involve making more intense efforts or changing the style of response. For example, anyone who has ever put coins into a vending machine only to find that the drink does not come out has probably (1) pushed the button again, more forcefully, and (2) pushed several other buttons in an effort to get some kind of response from the machine. If nei- ther of these strategies works, many people may hit or kick the machine itself in an act of aggression.
Aggression, or actions meant to harm or destroy, is unfortunately another typical reaction to frustration. Early psychologists in the field of behaviorism proposed a con- nection between frustration and aggression, calling it the frustration–aggression hypoth- esis (Dollard et al., 1939; Miller et al., 1941). to Learning Objective 12.11. Although they believed that some form of frustration nearly always precedes aggression, that does not mean that frustration always leads to aggression. In fact, aggression is a frequent and persistent response to frustration, but it is seldom the first response. In a re- formulation of the frustration–aggression hypothesis, Berkowitz (1993) stated that frus- tration creates an internal “readiness to aggress” but that aggression will not follow unless certain external cues are also present. For example, if the human source of a person’s frustration is far larger and stronger in appearance than the frustrated person, aggression is an unlikely outcome!
Okay, so if the person who ticked you off is bigger than you— if aggression isn’t possible—what can you do?
One could try to reason with the person who is the source of frustration. Reasoning with someone is a form of persistence. Trying to “get around” the problem is another way in which people can deal with frustration. Another possibility is to take out one’s frustra- tions on less threatening, more available targets, in a process called displaced aggression. Anyone who has ever been frustrated by things that occurred at work or school and then later yelled at another person (such as a spouse, parent, child, etc.) has experienced dis- placed aggression. The person one really wants to strike out at is one’s boss, the teacher, or whoever or whatever caused the frustration in the first place. That could be dangerous, so the aggression is reserved for another less threatening or weaker target. For example, unemployment and financial difficulties are extremely frustrating, as they block a person’s ability to maintain a certain standard of living and acquire desired possessions. In one study, male unemployment and single parenthood were the two factors most highly cor- related to rates of child abuse (Gillham et al., 1998). Unemployment is also one of the factors correlated most highly with the murder of abused women, creating four times the risk of murder for women in abusive relationships (Campbell & Wolf, 2003). Both studies are examples of displaced aggression toward the weaker targets of children and women. Such targets often become scapegoats, or habitual targets of displaced aggression. Scapegoats are often pets, children, spouses, and even minority groups (who are seen as having less power). to Learning Objective 12.8.
Another possible reaction to frustration is escape or withdrawal. Escape or with- drawal can take the form of leaving, dropping out of school, quitting a job, or ending a relationship. Some people manage a psychological escape or withdrawal into apathy (ceasing to care about or act upon the situation), fantasy (which is only a temporary es- cape), or the use of drugs. Obviously the latter reaction can lead to even more problems. Others resort to what they see as the final escape: suicide.
These parents are fighting in front of their obviously distressed daughter. in some instances, a child who experiences this kind of frustration might act out aggressively toward a sibling or a pet in a form of displaced aggression.
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ConfliCt Whenever you find yourself torn between two or more competing and in- compatible desires, goals, or actions, you are in conflict. There are different forms of con- flict, depending upon the nature of the incompatible desires, goals, or actions.
Approach–Approach Conflict. In an approach–approach conflict, a person experi- ences desire for two goals, each of which is attractive. Typically, this type of conflict, often called a “win–win situation,” is relatively easy to resolve and does not involve a great deal of stress. Because both goals are desirable, the only stress involved is having to choose between them, acquiring one and losing the other. An example of this might be the need to choose between the chocolate cake or key lime pie for dessert or from among several good choices for a date to the prom. “Six on one hand, half a dozen on the other” is a phrase that sums up this conflict nicely. Avoidance–Avoidance Conflict. Avoidance–avoidance conflicts are much more stressful. In this conflict, the choice is between two or more goals or events that are unpleasant. This type of conflict is so common that there are numerous phrases to symbolize it, for example, “caught between a rock and a hard place,” “between the devil and the deep blue sea,” “out of the frying pan into the fire,” and “lose–lose situation.” People who are fearful of dental procedures might face the conflict of suffering the pain of a toothache or going to the dentist. Because neither alternative is pleasant, many people avoid making a choice by delaying decisions (Tversky & Shafir, 1992). For example, given the choice of risky back surgery or living with the pain, some people would wait, hoping that the pain would go away on its own and relieve them of the need to make a choice. Approach–Avoidance Conflict. Approach–avoidance conflicts are a bit different in that they only involve one goal or event. That goal or event may have both posi- tive and negative aspects that make the goal appealing and yet unappealing at the same time. For example, marriage is a big decision to make for anyone and usually has both its attractive features, such as togetherness, sharing good times, and com- panionship, and also its negative aspects, such as disagreements, money issues, and mortgages. This is perhaps the most stressful of all of the types of conflict, causing many people to vacillate* or be unable to decide for or against the goal or event. The author of this text experienced a very stressful approach–avoidance conflict when deciding to write the book: On the one hand, there would be money, prestige, and the challenge of doing something new. On the other hand, a tremendous amount of effort and time would be required to write the text, which would take time and en- ergy away from other areas of life. Another example is the offer of a promotion that would require a person to move to a city he or she doesn’t like—more money and higher status but all the hassles of moving and living in a less-than-perfect place.
What if I have to choose between two things, and each of them has good points and bad points?
Multiple Approach–Avoidance Conflicts. When the choice is between two goals that have both positive and negative elements to each goal, it is called a double approach–avoidance conflict. For example, what if a person had the choice of buying a house out in the country or in the city? The house in the country has its attractions: privacy, fresh air, and quiet. But there would be a long commute to one’s job in the city. A house in the city would make getting to work a lot easier, but then there are the negative aspects of pollution, noise, and crowded city streets. Each choice has both good and bad points. This type of conflict also tends to lead to vac- illation. Other examples of this type of conflict might be trying to decide which of two people one wants to date or which of two majors one should choose.
This couple has just purchased their first house, a rite of passage for many young couples. The decision to become a homeowner, with the “pulls” of privacy and earning equity and the “pushes” of mortgage payments and upkeep, is often an approach–avoidance conflict.
*vacillate: to go back and forth between one decision and another.
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It is fairly common to face multiple approach–avoidance conflicts in daily life. In a multiple approach–avoidance conflict, one would have more than two goals or options to consider, making the decision even more difficult and stressful. For many college students, deciding on a specific school or a career major is actually this type of conflict.
Stress and Stressors (continued) (psychological stressors are often related to external events)
approach–approach con�ict does not involve a great deal of stress; person experiences attraction to two or more desires or goals
avoidance–avoidance con�ict is more stressful; choice between two or more undesirable situations
approach–avoidance con�ict can be most stressful; single goal or event has both positive and negative aspects
multiple approach–avoidance con�icts are fairly common in daily life (e.g., double approach–avoidance) due to life decisions affecting two or more goals
persistence
aggression
escape/withdrawal (suicide is a drastic form of escape)
pressure urgent demands or expectations
uncontrollability lower sense of control associated with greater stress
frustration due to external (losses, rejections, failures, delays) or internal (personal characteristics) factors; can result in several typical responses
con�ict
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1. Jorgé has deadlines and expectations placed on him both at school and at work, making him feel like he always has to do more and to work harder and faster. Jorgé is experiencing
a. frustration. b. uncontrollability.
c. pressure. d. conflict.
2. a retail store has announced to its employees that half of them will be laid off after a two-week, random review of their personnel records. no current performance appraisals or individual interviews are being held. Over the next two weeks, many of the employees are arguing, fighting, and doing a poor job of taking care of their customers. What aspects of stress most likely started these behaviors?
a. pressure and conflict b. uncontrollability and frustration c. pressure and frustration d. uncontrollability and conflict
3. lisa wants the lead singing part in the next school musical but by all accounts, she is not musically gifted in any way and has a rather unpleasant singing voice. lisa may eventu- ally realize her lack of singing ability is an ______________ frustration.
a. internal b. external
c. unacceptable d. extrinsic
4. The first response that people typically make when frustrated is to
a. try again. b. get angry.
c. get creative. d. give up.
5. Marriage is sometimes perceived as a unique stressor. On one hand, you have many good aspects such as finding that special someone, long-term commitment, and sometimes even combined incomes. On the other hand, there is a per- ceived loss of independence, a sense of finality, and the fear of “what if this isn’t the right one?” Therefore marriage may be seen as an example of a ______________ conflict.
a. approach–approach b. avoidance–avoidance c. approach–avoidance d. double approach–avoidance
PRACTICE quiz How much do you remember? answers available in answer Key. Pick the best answer.
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physiological factors: Stress and health
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How does stress affect the physical functioning of the body and its immune system?
Chapter Two discussed in detail the function of the autonomic nervous system (ANS) the part of the human nervous system that is responsible for automatic, in- voluntar y, and life-sustaining activities. The ANS consists of two divisions, the parasympathetic and the sympathetic. It is the sympathetic nervous system (the “fight- or-flight” system, to Learning Objective 2.4) that reacts when the human body is subjected to stress: Heart rate increases, digestion slows or shuts down, and energy is sent to the muscles to help deal with whatever action the stressful situation requires. The parasympathetic system returns the body to normal, day-to-day func- tioning after the stress is ended. Both systems figure prominently in a classic the- ory of the body’s physiological reactions to stress, the general adaptation syndrome.
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the general aDaptation SynDrome
Endocrinologist Hans Selye was the founder of the field of research concerning stress and its effects on the human body. He studied the sequence of physiological reactions that the body goes through when adapting to a stressor. This sequence (see Figure 11.1) is called the general adaptation syndrome (GAS) and consists of three stages (Selye, 1956)
Explore the Concept, Selye’s General Adaptation Syndrome, at MyPsychLab: • Alarm: When the body first reacts to a stressor, the sympathetic nervous system is
activated. The adrenal glands release hormones that increase heart rate, blood pres- sure, and the supply of blood sugar, resulting in a burst of energy. Reactions such as fever, nausea, and headache are common.
• Resistance: As the stress continues, the body settles into sympathetic division activ- ity, continuing to release the stress hormones that help the body fight off, or resist, the stressor. The early symptoms of alarm lessen and the person or animal may actually feel better. This stage will continue until the stressor ends or the organism has used up all of its resources. Researchers have found that one of the hormones released under stress, noradrenaline (norepinephrine), actually seems to affect the brain’s processing of pain, so that when under stress a person may experience a kind of analgesia (insensitivity to pain) if, for example, the person hits an arm or a shin (Delaney et al., 2007).
• Exhaustion: When the body’s resources are gone, exhaustion occurs. Exhaustion can lead to the formation of stress-related diseases (e.g., high blood pressure or a weakened immune system) or the death of the organism if outside help is unavail- able (Stein-Behrens et al., 1994). When the stressor ends, the parasympathetic divi- sion activates and the body attempts to replenish its resources. Alarm and resistance are stages that people experience many times throughout life,
allowing people to adapt to life’s demands (Selye, 1976). It is the prolonged secretion of the stress hormones during the exhaustion stage that can lead to the most harmful effects of stress. It was this aspect of Selye’s work that convinced other researchers of the con- nection between stress and certain diseases of adaptation as Selye termed them. The most common of these diseases are ulcers and high blood pressure.
immUne SyStem anD StreSS
As Selye first discovered, the immune system (the system of cells, organs, and chemi- cals in the body that responds to attacks on the body from diseases and injuries) is af- fected by stress. The field of psychoneuroimmunology concerns the study of the effects
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of psychological factors such as stress, emotions, thinking, learning, and behavior on the immune system ( Ader, 2003; Cohen & Herbert, 1996; Kiecolt-Glaser, 2009; Kiecolt- Glaser et al., 1995, 1996, 2002). Researchers in this field have found that stress trig- gers the same response in the immune system that infection triggers (Maier & Watkins, 1998). Certain enzymes and other chemicals (including antibodies) are created by im- mune cells when the immune cells, or white blood cells, encounter an infection in the body. The white blood cells surround the bacteria or other infectious material and release the chemicals and enzymes into the bloodstream. From there, these chemicals activate receptor sites on the vagus nerve, the longest nerve that connects the body to the brain. It is the activation of these receptor sites that signals the brain that the body is sick, causing the brain to respond by further activation of the immune system.
Stress activates this same system but starts in the brain rather than in the blood- stream. The same chemical changes that occur in the brain when it has been alerted by the vagus nerve to infection in the body occurred in laboratory animals when they were kept isolated from other animals or given electric shocks (Maier & Watkins, 1998). This has the effect of “priming” the immune system, allowing it to more successfully resist the effects of the stress, as in Selye’s resistance stage of the GAS.
Figure 11.1 general adaptation Syndrome
The diagram at the top shows some of the physical reactions to stress in each of the three stages of the general adaptation syndrome. The graph at the bottom shows the relationship of each of the three stages to the individual’s ability to resist a stressor. in the alarm stage, resistance drops at first as the sympathetic system quickly activates. But resistance then rapidly increases as the body mobilizes its defense systems. in the resistance stage, the body is working at a much increased level of resistance, using resources until the stress ends or the resources run out. in the exhaustion stage, the body is no longer able to resist as resources have been depleted, and at this point disease and even death are possible.
ShockR e
si st
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Stage 2 Resistance
Stage 3 Exhaustion
Normal level of resistance to stress
Alarm Stage Exhaustion StageResistance Stage
Pupils enlarge
Forehead, neck, shoulder, arm, and leg muscles contract
Breathing is frequent and shallow
Accelerated heart rate increases blood �ow to muscles; blood pressure increases
Sympathetic nervous system is activated by adrenal glands
Blood pressure remains high
Liver runs out of sugar
Prolonged muscle tension causes fatigue
Hormones from adrenal glands are released into bloodstream
Sugar is released into the bloodstream for energy
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Hormones also play a part in helping the immune system fight the effects of stress. Researchers (Morgan et al., 2009) have found that a hormone called dehydroepiandros- terone (DHEA), known to provide antistress benefits in animals, also aids humans in stress toleration—perhaps by regulating the effects of stress on the hippocampus (part of the limbic system). to Learning Objective 2.8.
So stress actually increases the activity of the immune system? But then how does stress end up causing those diseases, like high blood pressure?
The positive effects of stress on the immune system only seem to work when the stress is not a continual, chronic condition. As stress continues, the body’s resources begin to fail in the exhaustion phase of the general adaptation to stress (Kiecolt-Glaser et al., 1987, 1995, 1996; Prigerson et al., 1997). In one study, college students who were undergoing a stressful series of exams were compared to a group of similar students relaxing during a time of no classes and no exams (Deinzer et al., 2000). The exam group tested significantly lower for immune system chemicals that help fight off disease than did the relaxing con- trol group, even as long as 14 days after the exams were over. The suppression of immune system functioning by stress apparently can continue even after the stress itself is over.
One reason that the early stress reaction is helpful but prolonged stress is not might be that the stress reaction, in evolutionary terms, is really only “designed” for a short-term response, such as running from a predator (Sapolsky, 2004). That level of intense bodily and hormonal activity isn’t really meant to go on and on, as it does for human beings in the modern, stress-filled life we now know. Humans experience the stress reaction over prolonged periods of times and in situations that are not necessarily life-threatening, leading to a breakdown in the immune system. (See Figure 11.2.) heart DiSeaSe Of course, anything that can weaken the immune system can have a negative effect on other bodily systems. Stress has been shown to put people at a higher risk of coronary heart disease (CHD), the buildup of a waxy substance called plaque in the arteries of the heart. This relationship is at least in part because the liver, which is not activated while the sympathetic nervous system is aroused, does not have a chance to clear the fat and cholesterol from the bloodstream, leading to clogged arter- ies and eventually the possibility of heart attacks or strokes. In one study, middle-aged men were questioned about stress, diet, and lifestyle factors and were examined for bio- logical risk factors for heart disease: obesity, high blood sugar, high triglycerides (a type of fatty acid found in the blood), and low levels of HDL or “good” cholesterol. (See Figure 11.3.) Stress and the production of stress hormones were found to be strongly
linked to all four biological risk factors: The more stress the men were exposed to in their work environment and home life, the more likely they were to exhibit these risk factors (Brunner et al., 2002).
Other studies have produced similar findings. One study looked at the heart health of people who suffered acute stress reactions after the 9/11 terrorist attacks and found a 53 percent increase in heart ailments over the 3 years following the attacks (Holman et al., 2008), whereas another large-scale study found that work stress is highly associated with an increased risk of coronary heart disease due to negative effects of stress on the autonomic nervous system and glandular activity (Chandola et al., 2008). Re- cent studies have shown a clear relationship between stress in the workplace and an increased risk of coronary heart
Figure 11.2 Stress Duration and illness
in this graph, the risk of getting a cold virus increases greatly as the months of exposure to a stressor increase. although a stress reaction can be useful in its early phase, prolonged stress has a negative impact on the immune system, leaving the body vulnerable to illnesses such as a cold.
Source: Cohen et al. (1998).
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disease as well as depression, sleep disturbances, and unhealthy habits such as a lack of physical activity—none of which are good for coronary health (Emeny et al., 2012, 2013). Prolonged stress is simply not good for the heart. DiabeteS Review the last paragraph, and it becomes obvious that weight problems may also become associated with stress. One chronic illness sometimes associated with excessive weight gain is diabetes, specifically Type 2 diabetes (Type 1 diabetes is associ- ated with failure of the pancreas to secrete enough insulin, necessitating medication, and is usually diagnosed before the age of 40). Type 2 diabetes is associated with excessive weight gain and occurs when pancreas insulin levels become less efficient as the body size increases. Type 2 diabetes can respond favorably to proper diet, exercise, and weight loss, but may also require medication. Typically, it is associated with older adults, but with the rise in obesity among children, more cases of Type 2 diabetes in children are now occurring.
While controllable, diabetes is a serious disorder that has now been associated with an increased risk of Alzheimer’s disease, although memory loss appears to be slower for diabetic Alzheimer patients than for nondiabetic Alzheimer’s patients (Sanz et al., 2010). Several ongoing longitudinal studies strongly suggest that Type 2 diabetes not only is as- sociated with mental decline in middle-aged individuals (Nooyens et al., 2010), but there is also indication that stress can compound the risk of that mental decline (Reynolds et al., 2010).
Research has continued to link high levels of stress with increased risk of diabe- tes. A 35-year study in Sweden monitored the health and stress factors of 7,500 men who began the study with no history of diabetes or coronary heart disease (Novak et al., 2013). Those men who reported experiencing permanent stress, related to home life and/or work life, had a 45 percent higher chance of developing diabetes compared to men who reported no stress or only periodic stress. Another study found that high levels of stress in the workplace can accurately predict who will develop diabetes, particularly in those people who had low levels of social support (Toker et al., 2012). CanCer Cancer is not one disease but rather a collection of diseases that can affect any part of the body. Unlike normal cells, which divide and reproduce according to genetic instructions and stop dividing according to those same instructions, cancer cells divide without stopping. The resulting tumors affect the normal functioning of the organs and systems they invade, causing them to fail, eventually killing the organism.
Although stress itself cannot directly give a person cancer, stress can have a sup- pressing effect on the immune system, making the unchecked growth of cancer more
Figure 11.3 Stress and Coronary heart Disease
The blue box on the left represents various sources of stress (Type a personality refers to someone who is ambitious, always working, and usually hostile). in addition to the physical reactions that accompany the stress reaction, an individual under stress may be more likely to engage in unhealthy behavior such as overeating, drinking alcohol or taking other kinds of drugs, avoiding exercise, and acting out in anger or frustration. This kind of behavior also contributes to an increased risk of coronary heart disease.
Stress Coronary
heart disease
Physiological reactions
Catastrophes
Major life events
Hassles
Type A personality
Unhealthy behaviors
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likely. In particular, an immune-system cell called a natural killer (NK) cell has as its main functions the suppression of viruses and the destruction of tumor cells (Herberman & Ortaldo, 1981). Stress has been shown to depress the release of natural killer cells, making it more difficult for the body’s systems to fight cancerous growths (Zorilla et al., 2001). The hormone adrenaline is released under stress and has been found to inter- fere with a protein that normally would suppress the growth of cancer cells (Sastry et al., 2007). In other research, stress has been linked to the release of hormones such as adrenaline and noradrenaline that, over time, can cause mistakes (such as damage to the telomeres, structures at the ends of chromosomes that control the number of times a cell can reproduce) in the instructions given by the genes to the cells of the body. As these mistakes “pile up” over the years, cells can begin to grow out of control, causing the growth of tumors and possibly cancer (Kiecolt-Glaser et al., 2002).
Stress may impact the effectiveness of cancer treatments as well. In one study of mice implanted with human prostate cancer cells, treatment with a drug to destroy the cancer cells and prevent growth of tumors was effective when the mice were kept calm and stress-free, but failed miserably when the mice were stressed (Hassan et al., 2013).
One possible bit of positive news: Unlike the research linking stress at work to heart disease and diabetes, one study has found that work-related stress does not appear to be linked to developing cancer of the colon, lungs, breasts, or prostate (Heikkila et al., 2013). While 5 percent of over 100,000 participants in the 12 years over which the study took place developed some form of cancer, there was no association between job-related stress and risk of cancer. other health iSSUeS Heart disease and cancer are not the only diseases affected by stress. Studies have shown that children in families experiencing ongoing stress are more likely to develop fevers with illness than are other children (Wyman et al., 2007). (Oddly enough, this same study showed that in children, stress actually seems to improve the function of their natural killer cells, just the opposite effect that is seen in adults.) A review of research and scientific literature (Cohen et al., 2007) found stress to be a con- tributing factor in a variety of human diseases and disorders, including heart disease, depression, and HIV/AIDS. Another longitudinal study’s findings suggest that experi- encing work-related stress in middle age may increase an individual’s chances of develop- ing both physical and mental disabilities in old age (Kulmala et al., 2013).
issues in psychology
Health Psychology and Stress In the last three decades, people have become more aware of health issues and their relationship to what we do, what we eat, who we see, and how we think. A relatively new branch of psychology has begun to explore these relationships.
Health psychology focuses on how our physical activities, psychological traits, and social re- lationships affect our overall health and rate of illnesses. Psychologists who specialize in this field are typically clinical or counseling psychologists and may work with medical doctors in a hospital or clinic setting, although there are health psychologists who are primarily engaged in teaching and research. Some health psychologists focus on health and wellness issues in the workplace or public health issues such as disease prevention through immunizations or nutrition education. Others are more concerned with health-care programs that service all levels of the socioeconomic layers of society (Marks et al., 2005). Watch the Video, The Big Picture: Health Psychology, at MyPsychLab
Health psychologists seek to understand how behavior (such as use of drugs, optimism, personality, or the type of food one eats) can affect a person’s ability to fight off illnesses—or
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the inflUenCe of Cognition anD perSonality on StreSS
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How do cognitive factors and personality differences affect the experience of stress?
The physical effects of stress on the body and the immune system are only part of the picture of the influence of stress in daily life. Cognitive factors, such as how an individual interprets a stressful event, and psychological factors, such as personality type, can affect the impact of stress. Watch the Video, The Basics: Stress and Your Health: Positive Cognitions at MyPsychLab
Cognitive faCtorS in StreSS: lazarUS’S Cognitive appraiSal approaCh Cogni- tive psychologist Richard Lazarus developed a cognitive view of stress called the cogni- tive–mediational theory of emotions, in which the way people think about and appraise a stressor is a major factor in how stressful that particular stressor becomes (Lazarus, 1991, 1999; Lazarus & Folkman, 1984). to Learning Objective 9.9. According to Lazarus, there is a two-step process in assessing the degree of threat or harm of a stressor and how one should react to that stressor. (See Figure 11.4 on the next page.)
primary appraisal The first step in appraising a stressor is called primary appraisal, which involves estimating the severity of the stressor and classifying it as a threat (something that could be harmful in the future), a challenge (something to be met and defeated), or a harm or loss that has already occurred. If the stressor is appraised as a threat, negative emotions may arise that inhibit the person’s ability to cope with the threat. For example, a student who has not read the text or taken good notes will certainly appraise an upcoming exam as threatening. If the stressor is seen as a challenge, however, it is possible to plan to meet that challenge, which is a more positive and less stressful approach. For example, the student who has studied, read, and feels prepared is much more likely to appraise the upcoming exam as an opportunity to do well.
Perceiving a stressor as a challenge instead of a threat makes coping with the stressor (or the harm it may already have caused) more likely to be successful. Whereas perceiving the stressor as an embarrassment, or imagining future failure or rejection, is more likely to lead to increased stress reactions, negative emotions, and an inability to cope well (Folkman, 1997; Lazarus, 1993). Think positive!
Secondary appraisal In secondary appraisal, people who have identified a threat or harmful effect must estimate the resources that they have available for coping with the stressor. Resources might include social support, money, time, energy, ability, or any number of potential resources, depending on the threat. If resources are perceived as adequate or abundant, the degree of stress will be considerably less than if resources are missing or lacking. Using the example of the student and the upcoming exam, a
increase the likelihood of getting sick. They want to know how to prevent illness, and how factors like poverty, wealth, religion, social support, personality, and even one’s ethnicity can affect health. In this age of a new focus on health care, health psychology is destined to become a more important force in future research. Watch the Video, Special Topics: Health Disparities, at MyPsychLab
Questions for further Discussion
1. How have some of the factors studied by health psychologists affected you in recent months?
2. What health issues might arise in the college or university setting that could have a positive or negative impact on your psychological and physical well-being?
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student who feels that she has the time to study and the ability to understand the material in that time will feel much less distress than the student who has little time to study and doesn’t feel that she understood all the content of the lectures covered on the exam. perSonality faCtorS in StreSS Of course, how one cognitively assesses a stressor has a lot to do with one’s personality. People with certain kinds of personality traits— such as aggressiveness or a naturally high level of anxiety, for example—seem to create more stress for themselves than may exist in the actual stressor. Even as long ago as the early 1930s, psychologists have had evidence that personality characteristics are a major factor in predicting health. A longitudinal study begun in 1932 (Lehr & Thomae, 1987) found that personality was almost as important to longevity* as were genetic, physical, or lifestyle factors. Other researchers have found that people who live to be very old—into their 90s and even over 100 years—tend to be relaxed, easygoing, cheerful, and active. People who have the opposite personality traits, such as aggressiveness, stubbornness,
Figure 11.4 responses to a Stressor
Lazarus’s Cognitive Appraisal Approach. according to this approach, there are two steps in cognitively determining the degree of stress created by a potential stressor. Primary appraisal involves determining if the potential stressor is a threat. if it is perceived as a threat, secondary appraisal occurs in addition to the bodily and emotional reactions. Secondary appraisal involves determining the resources one has to deal with the stress, such as time, money, physical ability, and so on. inadequate resources lead to increased feelings of stress and the possibility of developing new resources to deal with the stress.
Potential stressor occurs
Perceived as harmless or a challenge
Adequate resources perceived
Use of existing coping resources
Remaining stressed
Discovering new ways of responding
or new resources
Inadequate resources perceived
Stress
No stress
Perceived as potentially harmful
Weighing coping strategies
Secondary appraisal
(Do I have the resources to deal
with the stressor?)
Biological reaction
Emotional reaction
Primary appraisal (How threatening is this event to my well-being?)
*longevity: how long people live
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inflexibility, and tenseness, typically do not live as long as the average life expectancy (Levy et al., 2002).
Those positive and negative personality traits are some of the factors associated with two personality types that have been related to how people deal with stress and the influence of certain personality characteristics on coronary heart disease.
type a and type b In 1974, medical doctors Meyer Freidman and Ray Rosenman published a book titled Type A Behavior and Your Heart. The book was the result of studies spanning three decades of research into the influence of certain personality characteristics on coronary heart disease (Friedman & Kasanin, 1943; Friedman & Rosenman, 1959; Rosenman et al., 1975). Since then, numerous researchers have explored the link between what Friedman called Type A and Type B personalities.
Type A people are workaholics—they are very competitive, ambitious, hate to waste time, and are easily annoyed. They feel a constant sense of pressure and have a strong tendency to try to do several things at once. Often successful but frequently unsat- isfied, they always seem to want to go faster and do more, and they get easily upset over small things. A typical Type A finds it difficult to relax and do nothing—Type A people take work with them on vacation, a laptop to the beach, and do business over the phone in the car.
In contrast, Type B people are not that competitive or driven, tend to be easygoing and slow to anger, and seem relaxed and at peace. Type B people are more likely to take a book to the beach to cover up their face than to actually read the book.
In 1961, the Western Collaborative Group Study (Rosenman et al., 1975) assessed 3,500 men and followed them for 8 years. For example, participants were asked to agree or disagree with statements such as “I can relax without guilt,” in which strong agreement indicates a Type B personality. The results were that Type A men were 3 times more likely to develop heart disease than were Type B men. (See Figure 11.5.)
The Framingham Heart Study found that the risk of coronary heart disease for women who work and are also Type A is four times that of Type B working women (Eaker & Castelli, 1988). Other research has narrowed the key factors in Type A personality and heart disease to one characteristic: hostility* (Frederickson et al., 1999; Matthews et al., 2004; Williams, 1999; Williams et al., 1980). Williams and his colleagues used the Minnesota Multiphasic Personality Inventory, a personality test that looks for certain characteristics that include the level of hostility. to Learning Objective 13.8. In this study, 424 patients who had undergone exploratory surgery for coronary heart dis- ease were examined, and the presence of heart disease was related both to being Type A and to being hostile, with hostility being the more significant factor in the hardening of the arteries to the heart (Williams, 2001; Williams et al., 1980).
Numerous studies support the link between hostility and increased risk of coronary heart disease. A study of hostility levels and risk factors for heart disease in over 4,000 young adults found that increases in hostility over a 5-year follow-up study were as- sociated with a rise in high blood pressure, one of the major risk factors of heart disease (Markovitz et al., 1997). Another study of anger in young men and their risk for prema- ture heart disease found that over a period of slightly more than three decades, the young men who had exhibited high levels of hostility in their youth were far more likely to develop premature cardiovascular disease, particularly heart attacks, than were those men who had lower levels of anger and hostility (Chang et al., 2002). Similar studies found that hostility in college-aged males and females was significantly related to increased risk of heart disease, particularly if levels of hostility rose in middle age (Brondolo et al., 2003; Siegler et al., 2003).
*hostility: feelings of conflict, anger, and ill will that are long lasting.
“He always times 60 Minutes.” © The new yorker Collection 1983 Mischa Richter from cartoonbank.com. all Rights Reserved.
Figure 11.5 personality and Coronary heart Disease
The two bars on the left represent men with Type a personalities. notice that within the Type a men, there are more than twice as many who suffer from coronary heart disease as those who are healthy. The two bars on the right represent men with Type B personalities. Far more Type B personalities are healthier than are Type a personalities, and there are far fewer Type B personalities with coronary heart disease when compared to Type a personalities.
Source: Miller et al. (1991, 1996).
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Even children may not escape the hostility–heart disease link. One study found that children and adolescents who scored high on assessments of hostility were more likely to show physical changes such as obesity, resistance to insulin, high blood pressure, and elevated levels of triglycerides 3 years after the initial measurements of hostility had been made (Raikkonen et al., 2003).
What about people who don’t blow their top but try to keep everything “in” instead? Wouldn’t that be bad for a person’s health?
type C A third personality type was identified by researchers Temoshok and Dreher (1992) as being associated with a higher incidence of cancer. Type C people tend to be very pleasant and try to keep the peace but find it difficult to express emo- tions, especially negative ones. They tend to internalize their anger and often experi- ence a sense of despair over the loss of a loved one or a loss of hope. They are often lonely. These personality characteristics are strongly associated with cancer, and people who have cancer and this personality type often have thicker cancerous tumors as well (Eysenck, 1994; Temoshok & Dreher, 1992). Just as the stress of hostility puts the cardiovascular systems of Type A people at greater risk, the internalized negative emo- tions of the Type C personality may increase the levels of harmful stress hormones, weaken the immune system, and slow recovery.
A word of caution here: “personality type” theories have come under criticism in recent years. Many consider them to be too simplistic—many people would not fall eas- ily into one type or another. Nevertheless, many of the personality traits associated with these types do seem to be associated with stress and longevity. Many of the character- istics of the Type A personality, for example, fit the description of a major personality trait called neuroticism, the tendency to worry, be moody, and be emotionally intense.
to Learning Objective 13.6. One recent longitudinal study’s findings indicate that these characteristics are associated with an increased risk of an earlier death because people with these traits engage in poor health habits—poor diet, excessive drinking, smoking, and lack of exercise, to name a few (Mroczek et al., 2009).
the hardy personality Not all Type A people are prone to heart disease. Some people actually seem to thrive on stress instead of letting stress wear them down. These people have what is called the hardy personality, a term first coined by psychologist Suzanne Kobasa (1979). Hardy people (call them “Type H”) differ from ordinary, hostile Type A people and others who suffer more ill effects due to stress in three ways:
• Hardy people have a deep sense of commitment to their values, beliefs, sense of identity, work, and family life.
• Hardy people also feel that they are in control of their lives and what happens to them.
• Hardy people tend to interpret events in primary appraisal differently than people who are not hardy. When things go wrong, they do not see a frightening problem to be avoided but instead a challenge to be met and answered.
Why would those three characteristics (often known as the three “Cs” of hardiness) lessen the negative impact of stress? Commitment makes a person more willing to make sacrifices and to deal with hardships than if commitment were lacking. Think about it: Have you ever had a job that you hated? Every little frustration and every snag was very stressful, right? Now think about doing something you love to do. The frustrations and snags that
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inevitably come with any endeavor just don’t seem quite as bad when you are doing some- thing you really want to do, do they?
As for control, uncontrollability is one of the major factors cited as increasing stress, as was discussed earlier in this chapter. Seeing events as challenges rather than problems also changes the level of stress experienced, a difference similar to that felt when riding a roller coaster: If riding the coaster is your own idea, it’s fun; if someone makes you ride it, it’s not fun.
The tendency for hardiness may even have genetic roots. Researchers have recently found that there seems to be a biochemical link between feeling miserable and an in- creased risk of death, and that there may be a genetic variation in some individuals that actually severs that link, making that individual more biologically resilient or hardy (Cole et al., 2010).
The four personality types discussed so far could be summed up this way: If life gives you lemons,
• Type A people get enraged and throw the lemons back, having a minor heart attack while doing so.
• Type B people gather all the lemons and make lemonade. • Type C people don’t say anything but fume inside where no one can see. • Type H people gather the lemons, make lemonade, sell it, turn it into a franchise
business, and make millions. (Remember, laughing is good for you!)
explanatory Style: optimiStS anD peSSimiStS In addition to personality type, there are other personal factors that have an influence on people’s reactions to stressors. One of these factors is the attitude that people have toward the things that happen to them in life.
Optimists are people who always tend to look for positive outcomes. Pessimists seem to expect the worst to happen. For an optimist, a glass is half full, whereas for a pessimist, the glass is half empty. Researchers have found that optimism is as- sociated with longer life and increased immune-system functioning. Mayo Clinic researchers conducted a longitudinal study of optimists and pessimists (as assessed by a scale) over a period of 30 years (Maruta et al., 2002). The results for pessimists were not good: They had a much higher death rate than did the optimists, more problems with physical and emotional health, more pain, less ability to take part in social activities, and less energy than optimists. The optimists had a 50 percent lower risk of premature death and were more calm, peaceful, and happy than the pessimists (Maruta et al., 2002). Other studies link being optimistic to higher levels of helper T cells (immune system cells that direct and increase the functioning of the immune system) and higher levels of natural killer cells, the body’s antivirus, and antican- cer cells (Segerstrom et al., 1998; Segerstrom & Sephton, 2010). Martin Seligman is a social learning psychologist who developed the concept of learned helplessness,
to Learning Objective 5.11, and began the positive psychology movement. Seligman (2002) has outlined four ways in which optimism may affect how long a person lives:
1. Optimists are less likely to develop learned helplessness, the tendency to stop trying to achieve a goal that has been blocked in the past.
2. Optimists are more likely than pessimists to take care of their health by preven- tive measures (such as going to the doctor regularly, eating right, and exercising) because they believe that their actions make a difference in what happens to them. (Remember, this is a characteristic of hardy people as well.)
Type Z behavior © The new yorker Collection 1987 Donald Reilly from cartoonbank.com. all Rights Reserved.
Regular exercise—whether alone or in the company of family and friends—increases the functioning of the immune system and helps give people a sense of control over their health. Having a sense of control decreases feelings of stress, which also helps the immune system to function well.
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3. Optimists are far less likely than pessimists to become depressed, and depression is associated with mortality because of the effect of depression on the immune system.
4. Optimists have more effectively functioning immune systems than pessimists do, perhaps because they experience less psychological stress.
Seligman (1998) has also found that optimists are more successful in their life en- deavors than pessimists are. Optimistic politicians win more elections, optimistic stu- dents get better grades, and optimistic athletes win more contests. For some advice on how to become more optimistic, see the Applying Psychology feature at the end of this chapter.
Cognitive and Personality Factors
Type A: workaholic, competitive, ambitious, hate to waste time, easily annoyed; more likely to have health issues (e.g., heart disease), especially the more hostile an individual is
“Type H”: hardy personality, appear to be like Type A but less prone to heart disease; appear to thrive on stress due to three factors: sense of commitment, control, and seeing stressors as a challenge
Type B: more easygoing, slower to anger, not as competitive or driven; less likely to have health issues
Type C: tend to be pleasant and at peace but �nd it dif�cult to express emotions, especially negative ones; associated with cancer
Seligman (originally studied concept of learned helplessness) began the positive psychology movement; has suggested that optimism leads to longer life and greater success in life endeavors
optimism is associated with controlling mood or emotional reactions; can be a learned skill through alternative thinking, relaxation, and correcting faulty thinking
explanatory style optimists tend to look for positive outcomes, whereas pessimists seem to expect the worst
primary appraisal involves estimating severity of the stressor and classifying it as a threat, challenge, or loss already occurred
secondary appraisal involves estimation of resources available to cope with stressor
Lazarus’s cognitive–mediational theory of emotions suggests an individual’s appraisal of a stressor is a major factor in determining how stressful that stressor becomes
personality differences affect how one assesses a stressor, the coping strategies used, and possible health outcomes
result of appraisal determines level of stress and emotional reaction
Physiological Factors
alarm: sympathetic nervous system is �rst activated
exhaustion: prolonged stress response coupled with depleted resources can lead to stress-related diseases or death of the organism; if stressor is stopped, parasympathetic division is activated and body attempts to replenish resources
resistance: continued activation of sympathetic activity until organism’s resources are depleted
stress-related responses similar to those triggered by infection— increase in white blood cell count, enzymes, and antibodies
body is engineered for short-term, acute stress; prolonged stress/depletion of resources results in reduced functioning of immune system
the autonomic nervous system (ANS) �gures prominently in the body’s physiological reactions to stress
the �eld of psychoneuroimmunology focuses on the effects of stress on the immune system
Hans Selye identi�ed the general adaptation syndrome (GAS), the sequence of physiological reactions the body goes through when adapting to a stressor
Explore the Concept at MyPsychLab
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1. This stage of the general adaptation syndrome is accompa- nied by activation of the sympathetic nervous system.
a. alarm b. resistance c. exhaustion d. termination
2. Typically, the immune-system response to stress is effective as long as
a. the stressor is eustress. b. the stressor is not continuous or chronic. c. the stressor is not a virus. d. the stressor is not a bacteria.
3. according to Richard lazarus, when someone asks them- selves, “How can i deal with this potentially harmful stressor?” the individual is focused on a __________ appraisal.
a. primary b. secondary c. tertiary d. minimal
4. greg rushes to an appointment, arriving 20 minutes early, while aaron arrives with only minutes to spare. Slightly annoyed when greg points this out, aaron replies very casually, “Hey, i’m here.” We might assume greg has more of a __________ personality while aaron is more __________.
a. Type a; Type B b. Type a; Type C
c. Type B; Type C d. Type C; Type a
5. The key Type a personality component related to heart disease is
a. hostility. b. frustration. c. learned helplessness. d. apathy.
6. Olivia feels as if she is in control of her life and is committed to her goals. What final aspect of hardiness does she need to possess to be considered a hardy personality?
a. being concerned when faced with problems b. exhibiting callousness in the face of threat c. being able to contain her anger d. seeing an event as a challenge rather than a problem
PRACTICE quiz How much do you remember? answers available in answer Key. Pick the best answer.
Poverty can lead to many conditions that increase the degree of stress experienced by both adults and children. These children, for example, may face an increased risk of malnutrition, illness, and exposure to violence because of the conditions under which they must live.
SoCial faCtorS in StreSS: people Who neeD people
11.6 What social factors influence stress reactions?
As stated earlier, much of the stress in everyday life comes from having to deal with other people and with the rules of social interaction. Overcrowding, for example, is a common source of stress. Overcrowding on our roadways, or traffic congestion, is one factor in ag- gressive driving behavior, which may escalate, or trigger in someone else, a disproportion- ate response or even road rage (AAA Foundation, 2009). Road rage is a criminal act of assault by drivers against other drivers, which can result in serious injuries or even death. Two of the more prominent social factors in creating stressful living conditions are both economically based: poverty and job stress. poverty Living in poverty is stressful for many reasons. Lack of sufficient money to provide the basic necessities of life can lead to many stressors for both adults and chil- dren: overcrowding, lack of medical care, increased rates of disabilities due to poor prena- tal care, noisy environments, increased rates of illness (such as asthma in childhood) and violence, and substance abuse (Aligne et al., 2000; Bracey, 1997; Leroy & Symes, 2001; Park et al., 2002; Renchler, 1993; Rouse, 1998; Schmitz et al., 2001). job StreSS Even if a person has a job and is making an adequate salary, there are stresses associated with the workplace that add to daily stressors. Some of the typical sources of stress in the workplace include the workload, a lack of variety or meaningful- ness in work, lack of control over decisions, long hours, poor physical work conditions, racism, sexism, and lack of job security (Murphy, 1995).
Stress at work can result in the same symptoms as stress from any other source: headaches, high blood pressure, indigestion, and other physical symptoms; anxiety, ir- ritability, anger, depression, and other psychological symptoms; and behavioral symptoms
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such as overeating, drug use, poor job performance, or changes in family relationships (Anschuetz, 1999).
There are times when I feel like I’ve just had it with school and all the work the teachers pile on—is that something like workplace stress?
One of the more serious effects of workplace stress is a condition called burnout. Burnout can be defined as negative changes in thoughts, emotions, and behavior as a re- sult of prolonged stress or frustration, resulting in both mental and physical exhaustion (Miller & Smith, 1993). In addition to exhaustion, symptoms of burnout are extreme dis- satisfaction, pessimism, lowered job satisfaction, and a desire to quit. Although burnout is most commonly associated with job stress, college students can also suffer from burnout when the stresses of college life—term papers, exams, assignments, and the like—become
overwhelming. The emotional exhaustion as- sociated with burnout can be lessened when a person at risk of burnout is a member, within the work environment, of a social group that provides support and also the motivation to continue to perform despite being exhausted (Halbesleben & Bowler, 2007). hoW CUltUre affeCtS StreSS When a person from one culture must live in another culture, that person may experience a great deal of stress. Acculturation means the process of adapting to a new or different culture, often the dominant culture (Sodowsky et al., 1991). The stress resulting from the need to change and adapt to the dominant or majority culture is called acculturative stress (Berry & Kim, 1998; Berry & Sam, 1997). Some of the more obvious sources of acculturative stress include dealing with prejudice and discrimination.
The way in which a minority person chooses to enter into the majority culture can also have an impact on the degree of stress that person will experience (Berry & Kim, 1988). One method is called integration, in which the individual tries to maintain a sense of the original cultural identity while also try- ing to form a positive relationship with mem- bers of the majority culture. For example, an integrated person will maintain a lot of original cultural traditions within the home and with immediate family members but will
dress like the majority culture and adopt some of those characteristics as well. For people who choose integration, acculturative stress is usually low (Ward & Rana-Deuba, 1999).
In assimilation, the minority person gives up the old cultural identity and completely adopts the majority culture’s ways. In the early days of the United States, many immi- grants were assimilated into the mainstream American culture, even changing their names to sound more “American.” Assimilation leads to moderate levels of stress, most likely due to the loss of cultural patterns and rejection by other members of the minority culture who have not chosen assimilation (LaFromboise et al., 1993; Lay & Nguyen, 1998).
Separation is a pattern in which the minority person rejects the majority culture’s ways and tries to maintain the original cultural identity. Members of the minority culture
This Buddhist group is celebrating Songkran, the new year, by performing their cultural ritual of pouring water over their elder’s palms. although they are wearing clothing typical of people living in los angeles, California, where the ceremony is taking place, they still maintain some of their former cultural traditions. This is a good example of integration.
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refuse to learn the language of the dominant culture, and they live where others from their culture live, socializing only with others from their original culture. An example of this might be seen in many “Chinatown” areas across the United States, in which there are some residents who do not speak any English and who rarely go outside their neigh- borhood. Separation results in a fairly high degree of stress, and that stress will be even higher if the separation is forced (by discrimination from the majority group) rather than voluntary (self-imposed withdrawal from the majority culture).
The greatest acculturative stress will most likely be experienced by people who have chosen to be marginalized, neither maintaining contact with their original culture nor joining the majority culture. They essentially live on the “margins” of both cultures with- out feeling or becoming part of either culture. Many Native Americans may feel mar- ginalized, neither belonging to their original tribe of origin nor to the majority culture. Marginalized individuals do not have the security of the familiar culture of origin or the acceptance of the majority culture and may suffer a loss of identity and feel alienated from others (Roysircar-Sodowsky & Maestas, 2000). Obviously, marginalized people have little in the way of a social-support system to help them deal with both everyday stresses and major life changes.
I hear the term “social-support system” all the time now. Exactly what is it?
the poSitive benefitS of SoCial SUpport A social-support system is the network of friends, family members, neighbors, coworkers, and others who can offer help to a person in need. That help can take the form of advice, physical or monetary support, informa- tion, emotional support, love and affection, or companionship. Research has consistently shown that having a good social-support system is of critical importance in a person’s ability to cope with stressors: People with good social-support systems are less likely to die from illnesses or injuries than those without such support (Kulik & Mahler, 1989, 1993). Breast cancer patients who have good social support tend to be better able to deal with pain and other symptoms of their disease (Kroenke et al., 2012).
Marriage, itself a form of social support, is a good predictor of healthy aging and longevity (Gardner & Oswald, 2004; Vaillant, 2002). Social support has been found to have a positive effect on the immune system (Holt-Lunstad et al., 2003); for example, it has been shown to improve the mental health and physical functioning of people who have lupus, a chronic inflammatory disease that can affect nearly any part of the body (Sut- cliffe et al., 1999; M. M. Ward et al., 1999), as well as those with cancer and HIV (Carver & Antoni, 2004; Gonzalez et al., 2004). Thinking positively impacts health as well: In one recent study, people who experience warmer, more pleasant and upbeat emotions tend to have better health, and the researchers conclude that this connection is likely due to these people being able to make more social connections (Kok et al., 2013). The increased social-support network then has a positive effect on the health of these individuals.
Social support can make a stressor seem less threatening because people with such support know that there is help available. Having people to talk to about one’s prob- lems reduces the physical symptoms of stress—talking about frightening or frustrating events with others can help people think more realistically about the threat, for example, and talking with people who have had similar experiences can help put the event into perspective. to Learning Objective 15.6. The negative emotions of loneliness and depression, which are less likely to occur with someone who has social support, can adversely affect one’s ability to cope (Beehr et al., 2000; Weisse, 1992). Positive emotions, on the other hand, have a decidedly beneficial effect on health, helping people recover from stressful experiences more quickly and effectively (Tugade & Fredrickson, 2004). Positive emotions are more likely to occur in the presence of friends and family.
How people think about a stressor is also a powerful influence on their ability to cope, as the next section will discuss.
Coping with illness is always made easier when one has social support. Here, a man recovering in the hospital is visited by a volunteer and her dog. animals are also a good source of social support, and people who have animals have been shown to recover from illnesses and stressors more quickly (allen et al., 2002).
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Coping With Stress
I have exams and my job and my relationship to worry about, so I feel pretty stressed out—how do people deal with all the stress they face every day?
So far, this chapter has talked about what stress is and the factors that can mag- nify the effects of stress, as well as the effects of stress on a person’s physical health. Effectively dealing with stress involves increased awareness so changes can be made in factors that are actually controllable. Participate in the experiment Will This Survey Stress You Out? to evaluate the level of stress in your life and what methods you use to cope with it.
poverty results in lack of basic life necessities
job stress may be related to workload, lack of control or job security, work schedule, and low job satisfaction
integration: original identity maintained but forms positive relationships with members of dominant culture (lowest stress)
marginalization: does not maintain contact with original culture or join majority culture (greatest stress)
assimilation: individual gives up old culture and completely adopts ways of majority (moderate stress)
separation: majority culture is rejected and original cultural identity is maintained (high stress)
Social Factors in Stress
a great deal of stress can come from dealing with other people and social interactions
in general, having a positive social support system that provides various forms of help (e.g., monetary, physical, emotional support) is a good predictor for healthy aging and longevity
poverty and job stress are prominent, economically based social factors that lead to stressful living conditions
culturally, stress is affected by status of acculturation (adapting to a new, different, or often dominant culture) and the method chosen to adapt
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1. What are considered the two most prominent social factors in creating stressful living conditions?
a. poverty and job stress b. income level and marital status c. overall health and personality d. motivation level and heredity
2. Devon is a full-time college student who has not taken a semester off in three years. He increasingly finds himself fatigued and stressed by the seemingly never-ending stream of papers, exams, and group projects. it has gotten to the point where he lacks the energy to work on his projects and put little effort into his studying, figuring “What’s the point?” What might Devon be experiencing?
a. Devon is simply stressed. nothing more. b. Devon is suffering from acculturative stress. c. Devon is suffering from burnout. d. Devon is suffering from eustress.
3. Joaquin moved from nicaragua to the United States. He learned to speak and write English, changed his last name so that it would sound more “american,” and no longer main- tains any of his old culture’s styles of dress or customs. Joaquin has used which method of entering the majority culture?
a. integration b. assimilation
c. separation d. marginalization
4. What does the greatest acculturative stress typically come from?
a. integration b. assimilation
c. separation d. marginalization
THinking CRiTiCally: in general, studies show that people who have social support are better able to deal with the effects of stress, but this does not mean that all social relationships have a positive effect on one’s ability to cope. How can the people in your life interfere with your ability to handle stress, and what are some positive ways in which you can reduce that interference?
PRACTICE quiz How much do you remember? answers available in answer Key. Pick the best answer.
Explore the Concept at MyPsychLab
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Coping StrategieS
11.7 What are some ways in which people cope with stress reactions?
Coping strategies are actions that people can take to master, tolerate, reduce, or mini- mize the effects of stressors, and they can include both behavioral strategies and psycho- logical strategies. problem-foCUSeD Coping One type of coping strategy is to work on eliminating or changing the stressor itself. When people try to eliminate the source of a stress or reduce its impact through their own actions, it is called problem-focused coping (Folkman & Lazarus, 1980; Lazarus, 1993). For example, a student might have a problem understand- ing a particular professor. The professor is knowledgeable but has trouble explaining the concepts of the course in a way that this student can understand. Problem-focused cop- ing might include talking to the professor after class, asking fellow students to clarify the concepts, getting a tutor, or forming a study group with other students who are also hav- ing difficulty to pool the group’s resources. emotion-foCUSeD Coping Problem-focused coping can work quite well but is not the only method people can use. Most people use both problem-focused coping and emotion-focused coping to successfully deal with controllable stressful events (Eschenbeck et al., 2008; Folkman & Lazarus, 1980; Lazarus, 1993; Stowell et al., 2001). Emotion- focused coping is a strategy that involves changing the way a person feels or emotionally reacts to a stressor. This reduces the emotional impact of the stressor and makes it possible to deal with the problem more effectively. For example, the student who is faced with a pro- fessor who isn’t easy to understand might share his concerns with a friend, talking it through until calm enough to tackle the problem in a more direct manner. Emotion-focused coping also works for stressors that are uncontrollable and for which problem-focused coping is not possible. Someone using emotion-focused coping may decide to view the stressor as a chal- lenge rather than a threat, decide that the problem is a minor one, write down concerns in a journal, or even ignore the problem altogether.
Ignore it? But won’t that just make matters worse?
True, ignoring a problem is not a good strategy when there is something a per- son can actively do about solving the problem. But when it is not possible to change or
Will This Survey Stress You Out?
This survey asks about your experiences with stress and the things that stress you out (also called “stressors”), and about the techniques you use for managing stress.
Go to the Experiment
Simulation
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eliminate the stressor, or when worrying about the stressor can be a problem itself, ignor- ing the problem is not a bad idea. Researchers working with people who had suffered heart attacks found that those people who worried about a future attack were more likely to suffer from symptoms of severe stress, such as nightmares and poor sleep (both factors that increase the risk of a future heart attack), than were the people who tried to ignore their worries (Ginzburg et al., 2003). to Learning Objective 14.4.
Using humor can also be a form of emotion-focused coping, as the opening story to this chapter suggests. A study on the effects of laughter found that laughter actually boosted the action of the immune system by increasing the work of natural killer cells (cells that attack viruses in the body). In this study, participants were shown a humor video for 1 hour. Blood samples were taken 10 minutes before the viewing, 30 minutes into the viewing, 30 minutes after viewing, and 12 hours after viewing the humor video. There were significant increases in natural killer cell activity and nearly half a dozen other immune-system cells and systems, with some effects lasting the full 12 hours after the video ended (Berk et al., 2001).
meDitation anD relaxation aS a Coping meChaniSm Meditation is a series of mental exercises meant to refocus attention and achieve a trancelike state of conscious- ness. to Learning Objective 4.1. Meditation can produce a state of relaxation that can aid in coping with the physiological reactions to a stressful situation. When properly meditating, brain waves change to include more theta and alpha waves (indicating deep relaxation), but little to no delta waves, which would indicate deep sleep (Lagopoulos et al., 2009).
Have you ever found yourself staring out into space, or at some little spot on the wall or table, only to realize that your mind has been a complete blank for the last several minutes?
The state just described is really nothing more than concentrative meditation, the form of meditation best known to the general public. In concentrative meditation, the goal is to focus the mind on some repetitive or unchanging stimulus (such as a spot or the sound of one’s own heart beating) so that the mind can forget daily hassles and problems and the body can relax. In fact, Herbert Benson (Benson, 1975; Benson et al., 1974a, 1974b) found that meditation produces a state of relaxation in which blood pressure is lowered, alpha waves (brain waves associated with relaxation) are increased, and the amounts of melato- nin secreted at night (the hormone that helps induce sleep) are increased.
Research shows that meditation is a good way to relax and lower blood pressure in adolescents and adults, men and women, and both Whites and African Americans (Barnes et al., 1997; Rainforth et al., 2007; Schneider et al., 1995; Wenneberg et al., 1997). It isn’t the only way, as reading a good book or taking a warm bath also produces relax- ation. Even simply resting for the same amount of time as one might meditate can be just as relaxing. The advantage of meditation is that people can do it almost anywhere, even in the classroom just before a big test. (It would be a little difficult to take a warm bath then.)
Other research has suggested that meditation can reduce the levels of chronic pain (Brown & Jones, 2010; Kabat-Zinn et al., 1986), reduce the symptoms of anxiety, depres- sion, and hostility (Kabat-Zinn et al., 1985), reduce the risk of heart disease (Schneider et al., 2010), and reduce stress levels in cancer patients (Speca et al., 2000). Reducing stress levels in cancer patients through meditation will increase the likelihood of recovery and reduce the incidence of recurrence.
Meditation for only 20 minutes can produce lowered blood pressure in people with hypertension (high blood pressure). It can calm anxiety, help people get to sleep, and help people deal with stress.
As mentioned above, meditation is only one way to relax. In addition to warm baths and reading a good book, there are a few techniques recommended by experts to promote stress relief. One method is progressive muscle relaxation, in which you focus on tensing and then relaxing each of your muscle groups, usually beginning with the feet and work- ing your way up the body. The purpose of this exercise is to help people recognize the
This man is practicing Zen yoga meditation. Meditation increases relaxation and helps to lower blood pressure and muscle tension.
an audience watches what is obviously a funny movie, one of the more popular choices for film-goers. a large part of the success of such comedies can be attributed to the human need to laugh—laughter helps us cope with many of life’s stresses.
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difference between tense muscles and relaxed ones—we are often tensed up without real- izing it. Another method is visualization, in which you use your imagination to “go” to a calm, peaceful place or situation, using as many of your senses as you can.
hoW CUltUre affeCtS Coping
11.8 How is coping with stress affected by culture and religion?
Imagine this scene: You are driving out in the country when you come upon an elderly man working on a large wooden box, polishing it with great care. You stop to talk to the man and find out that the box is his own coffin, and he spends his days getting it ready, tending to it with great care. He isn’t frightened of dying and doesn’t feel strange about polishing his own coffin. How would you react?
If you were from the same rural area of Vietnam as the elderly man, you would probably think nothing strange is going on. For elderly people in the Vietnamese culture, thoughts of death and the things that go along with dying, such as a coffin, are not as stressful as they are to people from Western cultures. In fact, stress isn’t all that common a term in Vietnamese society compared to Western societies (Phan & Silove, 1999).
Coping with stress in Vietnamese culture may include rituals, consulting a fortune-teller, or eating certain foods (Phan & Silove, 1999). In many Asian cultures, meditation is a com- mon stress-relief tool, including the art of tai chi, a form of meditational exercise (Yip, 2002).
Other examples of cultural differences in coping: Thai children are twice as likely to use emotion-focused coping methods when facing powerful adults (doctors giving shots, angry teachers, etc.) than are children in the United States (McCarty et al., 1999). Adolescents in Northern Ireland, when compared to those in Colombia and Austra- lia, tend to blame themselves when experiencing stress over social issues (e.g., fear of war, community violence) but also use more social/emotional support (Frydenberg et al., 2001). The Colombian youth used more problem-focused coping, as well as spiritual support and taking social action. Even within subcultures, there are different forms of coping: In interviews with Asian American, African American, and Hispanic American people living in New York after the September 11 terrorist attacks, researchers found that while both African American and Hispanic American people reported using church attendance and other forms of religious coping, Asian Americans reported using ac- ceptance of the event as something out of their control (Constantine et al., 2005; Kuo, 2011). Cultures also vary in how much they engage their social network to help them cope. Watch the Video, Thinking Like a Psychologist: Personality and Health: How Culture Affects Cop- ing, at MyPsychLab
Obviously, culture is an important factor in the kinds of coping strategies an in- dividual may adopt and even in determining the degree of stress that is experienced. Mental health professionals should make an effort to include an assessment of a person’s cultural background as well as immediate circumstances when dealing with adjustment problems due to stress.
hoW religion affeCtS Coping
A belief in a higher power can also be a source of great comfort in times of stress. There are several ways that religious beliefs can affect the degree of stress people experience and the ability to cope with that stress (Hill & Butter, 1995; Pargament, 1997).
First, most people who hold strong religious beliefs belong to a religious organi- zation and attend regular religious functions, such as services at a synagogue, mosque, temple, or church. This membership can be a vital part of a person’s social-support sys- tem. People do not feel alone in their struggle, both literally because of the people who surround them in their religious community and spiritually because of the intangible presence of their deity (Koenig et al., 1999).
These Peruvian villagers in a cemetery are honoring their loved ones who have passed away. The Day of the Dead is not only a celebration of the lives of those who have passed on but also a celebration for the living, who use this holiday to gain a sense of control over one of life’s most uncontrollable events—death itself. What rituals or ceremonies do people of other cultures use to cope with death?
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Another way that religion helps people cope involves the rituals and rites that help people feel better about personal weaknesses, failures, or feelings of inadequacy (Koenig et al., 2001). These include rituals such as confession of sins or prayer services during times of stress. Religion can also increase the likelihood that a person will volunteer to help others, and feel stronger and better in many ways. Finally, religious beliefs can give meaning to things that otherwise seem to have no meaning or purpose, such as viewing death as a pathway to a paradise, or the destruction of one’s home in a natural disaster as a reminder to place less attachment on material things.
Many religions also encourage healthy behavior and eating habits—eating wisely; limiting or forgoing the use of alcohol, tobacco, and other drugs; and sanctioning monogamous relationships. Some research even suggests that people with religious com- mitments live longer than those who have no such beliefs, although this is correlational research ( to Learning Objective 1.9) and should not be interpreted as conclud- ing that religious belief causes longer life expectancies (Hummer et al., 1999; Koenig et al., 1999; Lambert et al., 2013; Strawbridge et al., 1997; Thoresen & Harris, 2002).
coping strategies are behavioral and psychological actions taken to master, tolerate, reduce, or minimize the effect of stressors
problem-focused coping involves working to change or eliminate the stressor itself
emotion-focused coping involves changing the way a person feels or emotionally reacts to a stressor
Coping With Stress
meditation, in its various forms, helps to promote relaxation, calm anxiety, improve sleep, and lower blood pressure
an individual’s culture and/or religious beliefs can affect the appraisal of events as more or less stressful, the coping strategies adopted, and support systems that can offer assistance
various methods and behaviors exist to help individuals in dealing with stress
1. Wanda explains that she ignores her problems when she feels she cannot control them or when she worries about them to the point of causing problems elsewhere in her life. What does the research say about using such an approach?
a. This method can be somewhat harmful, even if only used occasionally.
b. This method is helpful only if you are a Type B personality.
c. This method is fine when the stressor cannot be elimi- nated or worrying about the stressor causes problems.
d. This method is dangerous, since a stressor really must be dealt with so as to feel better.
2. What does the research tell us about the effects of laughter on alleviating stress?
a. laughter can alleviate immediate stress but the effects last only a few minutes.
b. laughter has been shown to help the immune system. c. laughter in reality has little to no effect on one’s overall
stress level. d. laughter can actually have a negative effect on the body.
3. Simply put, what type of stress reduction is tai chi, the focusing of the mind on specific movements of the body?
a. optimism b. meditation c. personality type d. progressive muscle relaxation
4. Meditation, progressive muscle relaxation, and guided visualization are __________ coping strategies for stress.
a. very effective b. basically ineffective
c. emotion-focused d. problem-focused
5. What effect, if any, does religion have on one’s stress? a. Religion has not been shown to effect one’s stress. b. Religion can actually increase one’s stress. c. Religion can help to alleviate stress in young people,
but not in senior citizens. d. Religion can help people effectively cope with stress in
multiple ways.
THinking CRiTiCally: What methods of stress reduction do you typically rely on? How effective do you believe them to be? Why?
PRACTICE quiz How much do you remember? answers available in answer Key. Pick the best answer.
11.811.7 Explore the Concept at MyPsychLab
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applying psychology to everyday life: becoming more optimistic
11.9 What are some ways to become a more optimistic thinker?
As the work of Martin Seligman and others has shown, optimistic thinking is a good thing. How can you become more optimistic? Optimism is mostly a matter of controlling mood or emotional reactions to situations. The way to become an optimist is to monitor one’s own thinking. Recognition of negative thoughts is the first step, followed by dis- puting those same negative thoughts (Seligman, 2002). The problem is that most people don’t really think about their thoughts or characterize them as negative or pessimistic, which means that the damaging effects of such thinking are left uncontrolled. Here’s a plan to follow to become an optimistic thinker: 1. When a bad mood strikes, stop and think about what just went through your head. 2. When you’ve recognized the negative statements, treat them as if they came from
someone else—someone who is trying to make your life miserable. Think about the damage the statement is doing to you.
3. Argue with those thoughts. Challenge each negative statement and replace it with a more positive statement. Example: “I’ll never get this term paper finished, it’s too hard and there’s so much
going on that it’s impossible!” 1. What words in this statement make it pessimistic? “Never” is a long time. Why is it
too hard? Is it really impossible, or just difficult? Is it just one part of the paper that seems so hard, or is it the whole thing?
2. That statement isn’t going to help me at all; it just makes me feel worse and that makes me unmotivated to work on the paper.
3. I can finish the term paper. I’m just going to have to devote more time to working on it. I can make a timetable for finishing the different parts of the paper and stop spending so much time watching television and escaping into other activities that can wait until the paper is finished. I’ve been in situations like this before and man- aged, so I can manage now, too. Notice that the third way of thinking is much more positive and hopeful. It in-
cludes ways to get around what seemed too hard or impossible in the negative statement. Essentially, the last step in becoming a more optimistic thinker is to learn to argue with yourself and correct distorted or faulty thinking. Recognizing faulty thinking can be dif- ficult at first. The following questions may help people to home in on* negative thinking: 1. In thinking about the thoughts you have had in the last few hours, how many of them
were negative thoughts? How could you change those thoughts to be more positive? 2. When thinking about people you know who make a lot of negative self-statements
or who are always minimizing their efforts or putting themselves down, how does their behavior make you feel? How do you think their behavior makes them feel?
Watch the Video, What’s In It For Me?: The Challenge Of Quitting Bad Health Habits, at MyPsychLab
Questions for further Discussion
1. Do you think you are an optimist, a pessimist, or somewhere in between?
2. What are some things you can do in your own life to become more optimistic?
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*home in on: in this instance, to move toward a target or goal.
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Stress and Stressors
11.1 How do psychologists define stress? • Stress is the physical, emotional, and behavioral responses that occur
when events are identified as threatening or challenging. • Stress that has a negative impact is called “distress.” Eustress is the opti-
mal amount of stress that people need to function well.
11.2 What kinds of external events can cause stress? • Catastrophes are events such as floods or crashes that can result in high
levels of stress. • Major life changes create stress by requiring adjustments. Major life
changes have an impact on chronic health problems and risk of accidents. • Hassles are the daily frustrations and irritations that have an impact on
day-to-day health.
11.3 What are some psychological factors in stress? • Four sources of stress are pressure, uncontrollability, frustration, and conflict. • Frustration, which can be internal or external, may result in persistence,
aggression, displaced aggression, or withdrawal.
physiological factors: Stress and health
11.4 How does stress affect the physical functioning of the body and its immune system? • The autonomic nervous system consists of the sympathetic system, which
responds to stressful events, and the parasympathetic system, which re- stores the body to normal functioning after the stress has ceased.
• The general adaptation syndrome is the body’s reaction to stress and in- cludes three stages of reaction: alarm, resistance, and exhaustion.
• Stress causes the immune system to react as though an illness or invading or- ganism has been detected, increasing the functioning of the immune system.
• As the stress continues or increases, the immune system can begin to fail. 11.5 How do cognitive factors and personality differences affect the experience of stress? • The cognitive appraisal approach states that how people think about a
stressor determines, at least in part, how stressful that stressor will become. • The first step in appraising a stressor is called primary appraisal, in
which the person determines whether an event is threatening, challeng- ing, or of no consequence. Threatening events are more stressful than those seen as challenging.
• The second step is secondary appraisal, in which the person assesses the resources available to deal with the stressor, such as time, money, and social support.
• Type A personalities are ambitious, time conscious, hostile, and angry workaholics who are at increased risk of coronary heart disease, primar- ily due to their anger and hostility.
• Type B personalities are relaxed and easygoing and have one-third the risk of coronary heart disease as do Type A personalities if male, and one-fourth the risk if female and working outside the home.
• Type C personalities are pleasant but repressed, internalizing their neg- ative emotions.
• Hardy people are hard workers who lack the anger and hostility of the Type A personality, instead seeming to thrive on stress.
• Optimists look for positive outcomes and experience far less stress than pessimists, who take a more negative view.
11.6 What social factors influence stress reactions? • Several social factors can be a source of stress or increase the effects of
stress: poverty, stresses on the job or in the workplace, and entering a ma- jority culture that is different from one’s culture of origin.
• Burnout is a condition that occurs when job stress is so great that the person develops negative thoughts, emotions, and behavior as well as an extreme dissatisfaction with the job and a desire to quit.
• The four methods of acculturation are integration, assimilation, separa- tion, and marginalization.
• Social-support systems are important in helping people cope with stress.
Coping With Stress
11.7 What are some ways in which people cope with stress reactions? • Problem-focused coping is used when the problem can be eliminated
or changed so that it is no longer stressful or so that the impact of the stressor is reduced.
• Emotion-focused coping is often used with problem-focused coping and involves changing one’s emotional reactions to a stressor.
• Meditation can produce a state of relaxation and reduce the physical reactions common to stressful situations.
• Concentrative meditation involves focusing inward on some repetitive stimulus, such as one’s breathing.
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imagine a friend has just lost his job which helped him cover tuition costs. apply lazarus and Folkman’s cognitive theory of stress and describe his potential reac- tions to this job loss. in your answer, be sure to describe the following: stressful event; primary appraisal; secondary appraisal; stress response.
Pick the best answer.
1. Dean has a comprehensive final exam in three weeks that he is con- cerned about. His concerns prompt him to go ahead and start study- ing and in doing so, he feels less worried as the exam approaches. in this example, the exam, Dean’s concerns, and his behavior may be seen as an example of _________________.
a. burnout b. depression
c. distress d. eustress
2. Researchers today believe that eustress is based off of ______________ of motivation.
a. Maslow’s theory b. the arousal theory
c. the biological theory d. the need for affiliation
theory
3. Unpredictable, large-scale events that create a great deal of stress and feelings of threat are called
a. major life events. b. catastrophes.
c. hassles. d. major hassles.
4. a score above 300 on the SRRS would indicate a person has a ________ of becoming ill or having an accident.
a. very high risk b. average
c. low risk d. no risk
5. in addition to being emotionally intense, many items on both the SRRS and CUSS are stressful because they
a. involve the most hassles. b. cause heart disease.
c. turn into catastrophes. d. lead to mild stress disorder.
6. Research suggests the number and perceived severity of daily has- sles are strong predictors of
a. diabetes. b. headaches.
c. depression. d. heart attacks.
7. Based on previous research, who is more likely to experience lack of money as the biggest daily hassle in their life?
a. children b. adolescents
c. young adults d. elderly people
8. Time pressure is often found to have a negative impact on a. creativity. b. depression.
c. predictability. d. frustration.
9. Michael was cut from his high school basketball team. He told his friends that he was cut because the coach did not like him, but his close friends know Michael was cut because he hardly ever practiced. in this situation, Michael’s excuse is an example of a(n) ________________ frustration, while the fact he despises practicing is an example of a(n) ________________ frustration.
a. personal; external b. external; personal
c. internal; external d. personal; internal
10. kina’s husband comes home from work angry because of an argu- ment he had with his boss. Subsequently, kina’s husband begins yell- ing at her for no apparent reason. Ultimately, kina finds herself yelling at their youngest child for apparently no good reason other than be- ing frustrated. kina is displaying
a. escape. b. withdrawal.
c. displaced aggression. d. projection.
11. Erica was very frustrated with her job and ultimately decided to quit. What do we call this method of handling frustration?
a. This approach is called using a scapegoat. b. This is an example of an emotion-focused method. c. This approach is called escape or withdrawal. d. This approach is called ignoring.
12. keenan is trying to decide if he should go on spring break with his friends to las Vegas or with his other friends to Miami Beach, both of which he has enjoyed going to in the past. keenan’s situation is an example of a(n) __________ conflict.
a. approach–approach b. avoidance–avoidance
c. approach–avoidance d. multiple approach–avoidance
13. in which of Selye’s stages is death a possible outcome? a. alarm b. resistance
c. reaction d. exhaustion
14. according to Richard lazarus, determining what can be done to deal with one’s stress is an example of a ________________ appraisal.
a. primary b. secondary
c. formal d. tertiary
15. Jolene rarely takes any work home, preferring to leave her work wor- ries at the office. She is a bit carefree and not as ambitious as some of the other women in her office. instead, Jolene likes to have a lot of leisure time whenever possible. She is also easygoing and doesn’t lose her temper often, preferring to avoid conflict. Which of the fol- lowing statements about Jolene is most likely TRUE?
a. She is a Type a personality. c. She is a Type C personality. b. She is a Type B personality. d. Jolene’s risk of coronary heart
disease is high.
16. azriel seems to thrive on stress and feels very much in control of his life. He would probably be labeled a __________ personality.
a. Type a b. Type B
c. Type C d. hardy
17. Huong has moved from China to the United States. While she dresses and acts like her american friends, she still has retained much of her cultural heritage and attends traditional Chinese dance classes on the weekends. This is an example of
a. assimilation. b. integration.
c. separation. d. marginalization.
18. gary is having trouble with psychology and statistics. He goes to the school’s academic help center for tutoring and spends extra time working on problems at home. gary’s method of coping is
a. problem focused. b. emotion focused.
c. defensive focused. d. internal.
19. To alleviate her stress, Jenny often closes her eyes and envisions herself on a quiet beach during sunset. This vision often helps her to relax, es- pecially before talking in front of a crowd. Such an approach is known as
a. relaxation. b. concentrative meditation.
c. progressive muscle relaxation. d. visualization.
20. Which of the following people may have the greatest ability to cope with stress?
a. Mary, a very religious person who is involved in her community b. Carrie, who works hard but doesn’t have any apparent hobbies
or other interests c. Jeri, who has few friends and whose family lives far away from her d. larry, who is highly driven to succeed
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11.8 How is coping with stress affected by culture and religion? • Different cultures perceive stressors differently, and coping strategies will
also vary from culture to culture. • People with religious beliefs also have been found to cope better with
stressful events.
applying psychology to everyday life: becoming more optimistic
11.9 What are some ways to become a more optimistic thinker? • The best way to become more optimistic is to recognize negative
thoughts and change them to more helpful positive thoughts.
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12 s o c i a l p s y c h o l o g y Early in May of 2013, a man helped three young woman escape from a decade of captivity. Amanda
Berry, Gina DeJesus, and Michelle Knight had been kidnapped as young girls and held captive in a
house in Cleveland, Ohio. Charles Ramsey, who lived next door, had been eating dinner one night when
he heard Amanda’s cries for help. Instead of turning back to his dinner, he went to the aid of the young
woman, helping her and the other victims escape. Ramsey’s actions may not seem heroic at first—it’s
what anyone should, and would, do, right? But psychologists have long known that just the opposite is
often true. A well-known principle in social psychology is the bystander effect: The likelihood of some-
one who is in trouble being helped decreases as the number of witnesses or bystanders increases. As
we’ll learn, there are many aspects of how people influence the actions and even the thinking of others.
How are your actions influenced by others? Are there certain actions or personal beliefs that you feel are consistent regardless of your social surroundings?
CC
453
Why study social psychology? If people lived in total isolation from other people, there would be no reason to study the effect that other people have
on the behavior of individuals and groups. But human beings are social creatures—we live with others, work with oth-
ers, and play with others. The people who surround us all of our lives have an impact on our beliefs and values, deci-
sions and assumptions, and the way we think about ourselves and about other people in general. Why are some people
prejudiced toward certain other people? Why do we obey some people but not others? What causes us to like, to love,
or to hate others? The answers to all these questions and many more can be found in the study of social psychology.
l e a r n i n g o b j e c t i v e s
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What factors influence people or groups to conform to the actions of others, and how does the pres- cence of others affect individual task performance?
How are prejudice and discrimination different?
How is compliance defined, and what are some ways to gain the compliance of another?
Why are people prejudiced, and how can preju- dice be stopped?
What factors make obedience more likely? What factors govern attraction and love, and what are some different kinds of love?
What are the three components of an attitude, how are attitudes formed, and how can atti- tudes be changed?
How is aggressive behavior determined by biol- ogy and learning?
How do people react when attitudes and behav- ior are not the same?
What is altruism, and how is deciding to help someone related to the presence of others?
How are social categorization and implicit per- sonality theories used in impression formation?
What is social neuroscience?
How do people try to explain the actions of others?
454
Social Influence: Conformity, Group Behavior, Compliance, and Obedience Chapter One defined psychology as the scientific study of behavior and mental processes, including how people think and feel. The field of social psychology also looks at behav- ior and mental processes but includes as well the social world in which we exist, as we are surrounded by others to whom we are connected and by whom we are influenced in so many ways. It is the scientific study of how a person’s behavior, thoughts, and feelings influence and are influenced by social groups Watch the Video, The Big Picture: The Social World, at MyPsychLab.
Each of us lives in a world filled with other people. An infant is born into a world with adults who have an impact on the infant’s actions, personality, and growth. Adults must interact with others on a daily basis. Such interactions provide ample opportunity for the presence of other people to directly or indirectly influence the behavior, feel- ings, and thoughts of each individual in a process called social influence. There are many forms of social influence. People can influence others to follow along with their own actions or thoughts, to agree to do things even when the person might prefer to do otherwise, and to be obedient to authorities. The mere presence of others, whether real or merely implied, can even influence the way people perform tasks successfully or unsuccessfully.
COnfOrmIty
12.1 What factors influence people or groups to conform to the actions of others, and how does the prescence of others affect individual task performance?
Have you ever noticed someone looking up at something? Did the urge to look up to see what that person was looking at become so strong that you actually found yourself look- ing up? This common practical joke always works, even when people suspect that it’s a joke. It clearly demonstrates the power of conformity: changing one’s own behavior to more closely match the actions of others.
In 1936, social psychologist Muzafer Sherif conducted a study in which partici- pants were shown into a darkened room and exposed to a single point of light. Under those conditions, a point of light will seem to move because of tiny, involuntary move- ments of the eye. to Learning Objective 3.11.The participants were not told of this effect and reported the light moved anywhere from a few inches to several feet. When a confederate (a person chosen by the experimenter to deliberately manipulate the situation) also gave estimates, the original participants began to make estimates of motion that were more and more similar to those of the confederate (Sherif, 1936). This early experiment on conformity has been criticized because the judgments being made were ambiguous* (i.e., the light wasn’t really moving so any estimate within reason would sound good). Would participants be so easily swayed if the judgments were more specifi- cally measurable and certain? ASCh’S ClASSIC Study On COnfOrmIty Solomon Asch (1951) conducted the first of his classic studies on conformity by having seven participants gather in a room. They were told that they were participating in an experiment on visual judgment. They were then shown a white card with only one line on it followed by another white card with three lines of varying lengths. The task was to determine which line on the second card was most similar to the line on the first card (see Figure 12.1).
*ambiguous: having no clear interpretation or able to be interpreted in many ways rather than just one way.
“Sure, I follow the herd—not out of brainless obedience, mind you, but out of a deep and abiding respect for the concept of community.” © The New Yorker Collection 2003 Alex Gregory from cartoonbank.com. All Rights Reserved.
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social psychology 455
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In reality, only the next-to-the-last person in the group was a real participant. The others were all confederates who were instructed by the experimenter to pick the same incorrect line from the comparison lines. Would the real participant, having heard the others pick what seemed to be the wrong answer, change to conform to the group’s opin- ion? Surprisingly, the participants conformed to the group answer a little over one-third of the time. Asch also found that the number of confederates mattered: Conformity in- creased with each new confederate until there were four confederates; more than that did not increase the participants’ tendency to conform (Asch, 1951). In a later experiment, Asch (1956) found that conformity greatly decreased if there was just one confederate who gave the correct answer—apparently, if participants knew that there was at least one other person whose answer agreed with their own, the evidence of their own eyes won out over the pressure to conform to the group.
Subsequent research in the United States has found less conformity among partici- pants, perhaps suggesting that the Asch conformity effect was due to the more conform- ing nature of people in the era and culture of the United States in the 1950s (Lalancette & Standing, 1990; Nicholson et al., 1985; Perrin & Spencer, 1980, 1981). In other cul- tures, however, studies have found conformity effects similar to those in Asch’s study (Neto, 1995). Still others have found even greater effects of conformity in collectivist cul- tures, such as Hong Kong, Japan, and Zimbabwe (Bond & Smith, 1996; Kim & Markus, 1999). This cultural difference may exist only when face-to-face contact is a part of the task, however. One study found that when the Asch judgment task is presented in an online format (participants were in communication but not able to see each other), the cultural difference disappears (Cinnirella & Green, 2007).
What about gender—are men or women more conforming?
Research shows that gender differences are practically nonexistent unless the situation involves behavior that is not private. If it is possible to give responses in
Figure 12.1 Stimuli used in Asch’s Study
Participants in Asch’s famous study on conformity were first shown the standard line. They were then shown the three comparison lines and asked to determine to which of the three was the standard line most similar. Which line would you pick? What if you were one of several people, and everyone who answered ahead of you chose line 3? How would that affect your answer? Source: Adapted from Asch (1956).
Standard line Comparison lines
1 2 3
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456 CHAPTER 12
12.1 private, conformity is no greater for women than for men, but if a public response is required, women do tend to show more conformity than men (Eagly, 1987; Eagly et al., 2000; Eagly & Carly, 2007). This effect may be due to the socialization that women receive in being agreeable and supportive; however, the difference in confor- mity is quite small.
Why do people feel the need to conform at all? One factor at work is normative social influence, the need to act in ways that we feel will let us be liked and accepted by others (Hewlin, 2009; Kaplan & Miller, 1987). We use the behavior and attitudes of other people as our “measuring stick” of what is “normal.” We then judge how we are doing against that “norm.” Have you ever laughed at a joke you really didn’t get because everyone else was laughing? That’s an example of normative social influence. Another factor at work is informational social influence, in which we take our cues for how to behave from other people when we are in a situation that is not clear or is ambiguous (Isenberg, 1986). In this case, the behavior of the people around us provides us with information about how we should act, and so we conform to their actions.
the hAzArdS Of GrOupthInk Shortly after the terrorist attack on the World Trade Center in New York, President George W. Bush and his administration made the deci- sion to invade Iraq, find Saddam Hussein, and stop him before he could use his “weapons of mass destruction” that the administration and its advisors believed were hidden in Iraq. This decision to invade a country that had not committed an open act of war against the United States was made and executed without building any broad-based support from allies. Although there were advisors who thought the action to be a mistake, no one per- son was willing to stand up to the rest of the group and challenge the group’s decision and assumptions. Many now see this decision (a costly decision in terms of lost lives and casualties, huge monetary expenditures, and—according to many—the tarnishing of the diplomatic status of the United States in the eyes of the rest of the world) as a prime ex- ample of groupthink. Groupthink occurs when people within a group feel it is more im- portant to maintain the group’s cohesiveness than to consider the facts realistically (Hogg & Hains, 1998; Janis, 1972, 1982; Kamau & Harorimana, 2008; Schafer & Crichlow, 1996). Other examples include the sinking of the Titanic in 1912 (the group responsible for designing and building the ship assumed she was unsinkable and did not even bother to include enough lifeboats on board for all the passengers), the Challenger disaster of 1986 in which a part on the shuttle was known by a few to be unacceptable (but no one spoke up to delay the launch), and the disastrous Bay of Pigs invasion of Cuba during the Kennedy administration.
Why does groupthink happen? Social psychologist Irving Janis (1972, 1982), who originally gave this phenomenon its name, lists several “symptoms” of groupthink. For example, group members may come to feel that the group can do no wrong, is morally correct, and will always succeed, creating the illusion of invulnerability.* Group members also tend to hold stereotyped views of those who disagree with the group’s opinions, causing members to think that those who oppose the group have no worthwhile opinions. They exert pressure on individual members to conform to group opinion, prevent those who might disagree from speaking up, and even censor themselves so that the group’s mindset will not be disturbed in a “don’t rock the boat” mentality. Self- appointed “mind guards” work to protect the leader of the group from contrary viewpoints. (See Table 12.1.)
Several things can be done to minimize the possibility of groupthink (Hart, 1998; McCauley, 1998; Moorhead et al., 1998). For example, leaders should remain
*invulnerability: quality of being unable to be attacked or harmed.
On April 20, 2010, an explosion occurred on the Deepwater Horizon oil drilling rig in the Gulf of Mexico. Oil flowed into the Gulf for three months, but the environmental impact will no doubt be felt for years. How might groupthink apply in this situation?
social psychology 457
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impartial and the entire group should seek the opinions of people outside the group. Any voting should be done by secret ballots rather than by a show of hands, and it should be made clear that group members will be held responsible for decisions made by the group.
GrOup BehAvIOr
Social influence is clearly seen in the behavior of people within a group, as Asch’s classic study and the discussion of groupthink illustrated. But conformity and groupthink are only two ways in which a group can influence the behavior of an individual. Here are just a few others.
GrOup pOlArIzAtIOn Once called the “risky shift” phenomenon, group polarization is the tendency for members involved in a group discussion to take somewhat more extreme positions and suggest riskier actions when compared to individuals who have not participated in a group discussion (Bossert & Schworm, 2008; Moscovici & Zavalloni, 1969). A good example of group polarization can occur when a jury tries to decide on punitive damages during a civil trial: Studies have found that if members of a jury individually favored a relatively low amount of punitive damages before deliberation, after deliberation the amount usually lessened further. Similarly, if the individual jurors favored stiffer penalties, the deliberation process resulted in even higher penalties (MacCoun & Kerr, 1988). Group polarization is thought to be due to both normative social influence and informational social influence.
SOCIAl fACIlItAtIOn And SOCIAl lOAfInG Social influence can affect the success or failure of an individual’s task performance within a group. The perceived difficulty of the task seems to determine the particular effect of the presence of others as well: If a task is perceived as easy, the presence of other people seems to improve performance. If the task is perceived as difficult, the presence of others actually has a negative effect on per- formance. The positive influence of others on performance is called social facilitation, whereas the negative influence is called social impairment (Aiello & Douthitt, 2001; Michaels et al., 1982; Zajonc, 1965).
table 12.1
Characteristics of Groupthink
ChArACterIStIC deSCrIptIOn
Invulnerability Members feel they cannot fail.
Rationalization Members explain away warning signs and help each other rationalize their decision.
Lack of introspection Members do not examine the ethical implications of their decision because they believe that they cannot make immoral choices.
Stereotyping Members stereotype their enemies as weak, stupid, or unreasonable.
Pressure Members pressure each other not to question the prevailing opinion.
Lack of disagreement Members do not express opinions that differ from the group consensus.
Self-deception Members share in the illusion that they all agree with the decision.
Insularity Members prevent the group from hearing disruptive but potentially useful information from people who are outside the group.
Source: Janis (1972, 1982).
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In both social facilitation and social impairment, the presence of other people acts to increase arousal (Rosenbloom et al., 2007; Zajonc, 1965, 1968; Zajonc et al., 1970). Social facilitation occurs because the presence of others creates just enough increased arousal to improve performance. But the presence of others when the task is difficult produces too high a level of arousal, resulting in impaired performance. to Learning Objective 9.3.
Interestingly, people who are lazy tend not to do as well when other people are also working on the same task, but they can do quite well when working on their own. This phenomenon is called social loafing (Karau & Williams, 1993, 1997; Latané et al., 1979; Suleiman & Watson, 2008). The reason for this is that it is easier for a lazy person (a “loafer”) to hide laziness when working in a group of people, because it is less likely that the individual will be evaluated alone. But when the social loafer is working alone, the fo- cus of evaluation will be on that person only. In that case, the loafer works harder because there is no one else to whom the work can be shifted.
Social loafing depends heavily on the assumption that personal responsibility for a task is severely lessened when working with a group of other people. One study suggests that although Americans may readily make that assumption, Chinese people, who come from a more interdependent cultural viewpoint, tend to assume that each individual within the group is still nearly as responsible for the group’s outcome as the group at large (Menon et al., 1999). Chinese people may, therefore, be less likely to exhibit social loafing than are people in the United States. deIndIvIduAtIOn Finally, when people are gathered in a group there is often a ten- dency for each individual in the group to experience deindividuation, the lessening of their sense of personal identity and personal responsibility (Diener et al., 1980). This can result in a lack of self-control when in the group that would not be as likely to occur if the individual were acting alone. People in a crowd feel a degree of anonymity—being unknown and unidentified—and are more likely to act impulsively as a result. One only has to think about behavior of people in a riot or even the actions of groups like the Klu Klux Klan to see examples of deindividuation. The Stanford prison experiment, discussed later in this chapter, is an excellent study of deindividuation in action (Zimbardo, 1970, 1971; Zimbardo et al., 2000).
COmplIAnCe
12.2 How is compliance defined, and what are some ways to gain the compliance of another?
I have a friend who watches all those infomercials on the shop- ping channels and buys stuff that isn’t worth the money or that doesn’t work like it’s supposed to work. Why do people fall for pitches like that?
Marketing products is really very much a psychological process. In fact, the whole area of consumer psychology is devoted to figuring out how to get people to buy things that someone is selling. to Learning Objective B.7. But infomercials are not the only means by which people try to get others to do what they want them to do. Compliance occurs when people change their behavior as a result of another person or group asking or directing them to change. The person or group asking for the change in behavior typi- cally doesn’t have any real authority or power to command a change; when that authority does exist and behavior is changed as a result, it is called obedience, which is the topic of the next major section of this chapter.
At first the man in the foreground seems to be paying attention to the woman making the presentation. But if you look carefully at his computer screen, you’ll see he’s actually engaging in some serious social loafing. How do you think his colleagues around the room might feel about his behavior?
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A number of techniques that people use to get the compliance of others clearly show the relationship of compliance to the world of marketing, as they refer to tech- niques that salespersons would commonly use. fOOt-In-the-dOOr teChnIque A neighbor asks you to keep an eye on his house while he is on vacation. It’s a small request, so you agree. Later that day the neighbor asks if you would kindly water his plants while he’s gone. This is a little bit more involved and requires more of your time and energy—will you do it? If you are like most people, you probably will comply with this second, larger request.
When compliance with a smaller request is followed by a larger request, people are quite likely to comply because they have already agreed to the smaller one and they want to behave consistently with their previous response (Cialdini et al., 1995; Dillard, 1990, 1991; Freedman & Fraser, 1966; Meineri & Guéguen, 2008). This is called the foot-in-the-door technique because the first small request acts as an opener. ( Door-to-door salespeople once literally stuck a foot in the door to prevent the occupant from shutting it so they could continue their sales pitch, hence, the name.)
dOOr-In-the-fACe teChnIque Closely related to the foot-in-the-door technique is its opposite: the door-in-the-face technique (Cialdini et al., 1975). In this method, the larger request comes first, which is usually refused. This is followed by a second smaller and more reasonable request that often gets compliance. An example of this would be if the neighbor first asked you to take care of his dog and cat in your home. After you refused to do so, the neighbor might ask if you would at least water his plants, which you would now be more likely to do.
lOwBAll teChnIque Another compliance technique, also common in the world of sales, is called the lowball technique (Bator & Cialdini, 2006; Burger & Petty, 1981; Weyant, 1996). In this technique, once a commitment is made, the cost of that commit- ment is increased. (In the sense used here, cost does not necessarily mean money; cost can also mean time, effort, or other kinds of sacrifices.) For example, let’s say that a professor agrees to write a textbook for a publishing company. Once committed to that process, the professor discovers that the task involves not only writing but also traveling to meet with editors, working nights and weekends to meet deadlines, and making the commitment to take time off from her teaching job to finish the text on time for publication. (This example is purely hypothetical, of course.)
A more common example will occur to anyone who has ever bought a car. The commitment to buy the car at one low price is quickly followed by the addition of other costs: extended warranties, additional options, taxes and fees, and so on, causing the buyer to spend more money than originally intended. Watch the Video, What’s in It for Me?: Persuasion: Three Methods, at MyPsychLab.
Cultural differences exist in people’s susceptibility to these techniques. For the foot-in-the door technique in particular, research has shown that people in individualist cultures (such as the United States) are more likely to comply with the second request than are people in collectivist cultures (such as Japan). The research suggests that people in collectivist cultures are not as concerned with being consistent with previous behavior because they are less focused on their inner motivation than are people in individualist cultures, who are more concerned with their inner motives and consistency (Cialdini et al., 1999; Petrova et al., 2003). to Learning Objective 13.7.
The concept of compliance, along with conformity, also figures heavily in cult behavior, as the following Psychology in the News section explains.
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psychology in the news
Anatomy of a Cult On September 3, 2012, the Reverend Sun Myung Moon, leader of the Unification Church and self-proclaimed messiah, died at the age of 92 (Brown, 2012). The Uni- fication Church, founded by Moon in 1954, has expanded throughout the world
and is a prime example of a cult. The term cult literally refers to any group of people with a particular religious or philosophical set of beliefs and identity. In the strictest sense of the word, the Roman Catholic Church and Protestantism are cults within the larger religion of Christianity. But most people associate the term cult with a negative connotation*: A group of people whose religious or philosophical beliefs and behavior are so different from that of mainstream organizations that they are viewed with suspicion and seen as existing on the fringes of socially acceptable behavior. Although many cults exist without much notice from more mainstream groups, at times members of cults have horrified the public with their ac- tions, as was the case with the Reverend Jim Jones and the People’s Temple.
In 1997, the followers of the Heaven’s Gate cult, who believed that aliens in a spaceship were coming in the tail of the Hale-Bopp comet, committed suicide under the leadership of Marshall Applewhite. They believed that their souls would be taken up by the comet aliens.
Why would any person get so caught up in cult beliefs that suicide, and in some cases murder, becomes a desired behavior? It seems that people who are under a lot of stress, dissatisfied with their lives, unassertive, gullible, dependent, who feel a desire to belong to a group, and who are unrealistically idealistic (“We can solve all the world’s problems if every- one will just love each other”) are the most likely targets of cult recruitment (Langone, 1996). Young people rebelling against parental authority or trying to become independent of fami- lies are prime targets.
Cult leaders have certain techniques for gaining compliance that are common to most cult organizations. The first step is usually something called “love-bombing” by current cult members, who shower the recruits with affection and attention and claim to understand just how the potential cult members feel. Then efforts are made to isolate the recruits from family and friends who might talk them out of joining. This is accomplished in part by keeping the recruits so busy with rigid rituals, ways of dress, meditations, and other activities that they do not allow the recruits time to think about what is happening. Cults also teach their members how to stop questioning thoughts or criticisms, which are typically seen as sins or extremely undesirable behavior. In other words, cults promote a high degree of conformity and compli- ance (Singer & Lalich, 1995; Zimbardo & Hartley, 1985).
Commitments to the cult are small at first, such as attending a music concert or some other cult function. (Notice that this is the foot-in-the-door technique.) Eventually, a major step is requested by the cult, such as quitting one’s job, turning over money or property to the cult, or similar commitments. Leaving a cult is quite difficult, as members of the cult in good standing will often track down a “deserter.”
Parents, friends, and other family members have been known to hire special “depro- grammers” to help their loved one recover from cult membership, willingly or unwillingly. Sometimes people actually have to “kidnap” their loved one out of the cult environment. Nevertheless, as difficult as it is to leave, 90 percent or more of cult members do eventually get out (Barker, 1983, 2007; Galanter, 1983).
*connotation: the meaning of a word or concept that is more suggestive than directly stated.
In 1978, the Reverend Jim Jones, leader of the People’s Temple in Jonestown, Guyana, ordered his followers to drink poisoned drinks or shoot each other. Of the cult members, 640 adults died and 274 children were either killed by their own hands or those of their parents (Chidester, 2003).
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Cults have existed all through recorded history and will probably continue to exist in the future. Most cults do not pose a physical threat to their members or others, but the examples of the followers of Jim Jones, Marshall Applewhite, and David Koresh (the Waco, Texas disaster in 1993) clearly demonstrate that cults, like any group of people, can become deadly.
questions for further discussion
1. In what ways are the methods used by cults on new recruits similar to the methods used by the military when training new soldiers?
2. Is it ethical for the family members of an adult to “kidnap” and deprogram a cult member?
3. Which methods of compliance do cults seem to use to recruit new members?
4. Do you think that the followers of the late Osama bin Laden constitute a cult? Why or why not?
OBedIenCe
12.3 What factors make obedience more likely?
There is a difference between the concepts of compliance, which is agreeing to change one’s behavior because someone else asks for the change, and obedience, which is chang- ing one’s behavior at the direct order of an authority figure. A salesperson who wants a person to buy a car has no real power to force that person to buy, but an authority figure is a person with social power—such as a police officer, a teacher, or a work supervisor— who has the right to demand certain behavior from the people under the authority fig- ure’s command or supervision.
How far will people go in obeying the commands of an authority figure? What factors make obedience more or less likely? These are some of the questions that researchers have been investigating for many years. The answers to these questions became very important not only to researchers but also to people everywhere after the atrocities committed by the soldiers in Nazi Germany—soldiers who were “just follow- ing orders.”
mIlGrAm’S ShOCkInG reSeArCh In what is now a classic study, social psychologist Stanley Milgram set out to find answers to these questions. He was aware of Asch’s studies of conformity and wondered how much impact social influence could have on a behavior that was more meaningful than judging the length of lines on cards. He designed what has become one of the most famous (even notorious*) experiments in the history of psychology.
Through ads placed in the local newspaper, Milgram recruited people who were told that they would be participating in an experiment to test the effects of punish- ment on learning behavior (Milgram, 1963, 1974). Although there were several dif- ferent forms of this experiment with different participants, the basic premise was the same: The participants believed that they had randomly been assigned to either the “teacher” role or the “learner” role, when in fact the learner was a confederate already aware of the situation. The task for the learner was a simple memory test for paired words.
*notorious: widely and unfavorably known.
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The teacher was seated in front of a machine through which the shocks would be administered and the level of the shocks changed. (See Figure 12.2.) For each mis- take made by the learner, the teacher was instructed to increase the level of shock by 15 volts. The learner (who was not actually shocked) followed a carefully arranged script by pounding on the wall and playing a series of pre-recorded audio responses (sounds of discomfort, asking for the experiment to end, screaming) or remained silent as if un- conscious—or dead. (See Table 12.2 for samples similar to the scripted responses of the learner.) As the teachers became reluctant to continue administering the shocks, the ex- perimenter in his authoritative white lab coat said, for example, “The experiment requires you to continue” or “You must continue,” and reminded the teacher that the experimenter would take full responsibility for the safety of the learner.
How many of the participants continued to administer what they believed were real shocks? Milgram surveyed psychiatrists, college students, and other adults prior to the experiments for their opinions on how far the participants would go in administering shocks. Everyone predicted that the participants would all refuse to go on at some point, with most believing that the majority of the participants would start refusing as soon as the learner protested—150 volts. None of those he surveyed believed that any participant would go all the way to the highest voltage.
So were they right? Far from it—in the first set of experiments, 65 percent of the teachers went all the way through the experiment ’s final 450-volt shock level, although many were obviously uncomfortable and begged to be allowed to stop. Of those teachers who did protest and finally stopped, not one of them quit before reaching 300 volts!
So what happened? Were those people sadists? Why would they keep shocking someone like that?
No one was more stunned than Milgram himself. He had not believed that his experiments would show such a huge effect of obedience to authority. These results do not appear to be some random “fluke” resulting from a large population of cruel people residing in the area. These experiments have been repeated at various times, in the United States and in other countries, and the percentage of participants who
table 12.2
Sample Script Items Similar to Those in Milgram’s Classic Experiment
vOltAGe Of “ShOCk” StAtementS SImIlAr tO the leArner’S SCrIpt
120 “Ouch! Experimenter, let me out of here, I’m through! Please, I have heart trouble, I don’t want to go on.”
150 “That’s it, enough! I will not be part of this experiment, let me out now!”
300 (Scream of pain heard in the background) ”I am not doing this anymore, you can’t make me stay here. Get me out, get me out!”
330 (Louder and longer scream of pain) ”Get me out, get me out, my heart, my heart! My chest hurts, get me out of here, let me out of here, you have no right to do this! Let me out of here!”
Adapted from: Milgram (1963, 1974).
Figure 12.2 Control panel in milgram’s experiment
In Stanley Milgram’s classic study on obedience, the participants were presented with a control panel like this one. Each participant (“teacher”) was instructed to give electric shocks to another person (the “learner,” who only pretended to be shocked by pounding on the wall and playing a pre-recorded audio tape of grunts, protests, and screams). At what point do you think you would have refused to continue the experiment?
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went all the way consistently remained between 61 and 66 percent (Blass, 1999; Slater et al., 2006).
That’s incredible—I just don’t believe that I could do something like that to someone else.
evAluAtIOn Of mIlGrAm’S reSeArCh Researchers have looked for particular personal- ity traits that might be associated with high levels of obedience but have not found any one trait or group of traits that consistently predicts who will obey and who will not in experiments similar to Milgram’s original studies (Blass, 1991). The people who “went all the way” were not necessarily more dependent or susceptible to being controlled by others; they were simply people like most other people, caught in a situation of “obey or disobey” the authority. Some have suggested that Milgram’s results may have been due to the same kind of foot-in-the-door technique of compliance as discussed earlier, with par- ticipants more likely to go on with each next demanding step of the experiment because they had already agreed to the smaller increments of shock (Gilbert, 1981). Gradually increasing the size of follow-up requests is helpful in changing behavior or attitudes, and participants may have actually come to see themselves as the type of person that follows the experimenter’s instructions (Burger, 1999, 2009; Cialdini & Goldstein, 2004).
Milgram’s research also raised a serious ethical question: How far should researchers be willing to go to answer a question of interest? Some have argued that the participants in Milgram’s studies may have suffered damaged self-esteem and serious psychological stress from the realization that they were willing to administer shocks great enough to kill another person, just on the say-so of an experimenter (Baumrind, 1964). Milgram (1964b) responded to the criticism by citing his follow-up study of the participants, in which he found that 84 percent of the participants were glad to have been a part of the experiment and only 1.3 percent said that they were sorry they had been in the experi- ment. A follow-up psychiatric exam 1 year later also found no signs of harm or trauma in the participants. Even so, most psychologists do agree that under the current ethical rules that exist for such research, this exact study would never be allowed to happen today.
to Learning Objective 1.13. There has been at least one attempt to replicate Milgram’s study in recent years, al-
though the shock was limited to only 150 volts (Burger, 2009). In that study, the confed- erates asked to end the study at 150 volts and the participants were asked whether they should continue or not. Regardless of their answer, the study was ended at that point. The results showed that the participants were only slightly less likely to obey than those in Milgram’s study.
Some research has suggested that these studies may not actually examine “ obedience” as most often portrayed. A follow-up study to the 2009 replication (Burger et al., 2011) found none of the participants continued with the experiment when the highest of the four prompts the experimenter used was reached. This was the only prompt readily seen as an actual order, “You have no other choice, you must go on.” The more the prompts came across as an order, the less likely the teachers “obeyed” (Burger et al., 2011). Furthermore, it has been suggested that instead of obedience, the outcomes of the Milgram paradigm may be more about social identity. The participants identified themselves more in line with the experimenter than the learner, and acted in a way that demonstrated their commitment to the larger scientific process, rather than to the ordinary community (Reicher et al., 2012). Instead of blindly following orders, the participants were actively working to reach a goal established by the leader, or in this case, the experimenter. These possible reformulations will certainly offer social psychologists additional ways to further investigate the complex topic of obedience in the future.
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social facilitation = positive in�uence
social impairment = negative in�uence
several classic studies (i.e., Sherif, Asch) suggest that individuals will change their behaviors to conform to those of a group
may be in�uenced by private vs. face-to-face contact, gender, or culture
groupthink: occurs when people within a group feel it is more important to maintain group cohesiveness rather than critically evaluate facts when making decisions often with dire consequences
social loa�ng occurs when people do not work hard when others are also working; easy to “hide” in a group
deindividuation group members may feel anonymous and experience less personal responsibility
foot-in-the-door technique
door-in-the-face technique
lowball technique
Social In�uence (the ways in which a person’s behavior can be affected by other people) a classic study by Milgram
(i.e., teacher/learner electrical shock study) indicated that 65% of “teachers” went all the way through shock levels, despite protest from “learners”
conformity changing one’s own behavior to more closely match the actions of others
task performance can be affected by social in�uence
compliance persons changing their behavior due to another person or group asking or directing them to change, often in the absence of any real authority or power
obedience changing one’s behavior at the direct order of an authority �gure
group behavior
presence of others increases arousal
group polarization risky shift phenomenon
presence of others increases extreme positions
1. In Asch’s study, conformity decreased when a. at least four confederates were present. b. at least one confederate agreed with the participant. c. the participant was a male. d. the participant had high self-esteem.
2. Which of the following would not be effective in minimizing groupthink?
a. Caroline wants her team to openly vote by a show of hands either for or against her business plan.
b. Karen openly invites input from all team members and even those outside her team.
c. Annina reminds her team that everyone will be held responsible for the ultimate decision of her group.
d. Juanita works hard to remain impartial to all ideas no matter what they are.
3. One of the keys to deindividuation is a. group polarization. b. group protection. c. conformity. d. anonymity.
4. Conner needs just $20 more to go out with his friends. He asks his mother for $50 but she tells him he can have $30 in- stead. In the end, Conner ended up with $10 more than he originally planned. What technique did Connor use?
a. foot-in-the-door technique b. door-in-the-face technique c. lowball technique d. planned obedience
5. Follow-up research to Stanley Milgram’s original study has found that ___________of “teachers” will deliver shocks up to the point of being lethal.
a. less than 30 percent b. 40 percent c. over 60 percent d. over 80 percent
THINKING CRITICAllY: Can you think of a time when you conformed with a group of friends? Did you believe their decision to do something was a poor decision? Did you conform with the group and go along with the behavior anyways? Why? Based on Asch’s studies and studies on groupthink, what might have kept you from objecting?
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
12.1 12.2 12.3 Explore the Concept at MyPsychLab
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Social Cognition: Attitudes, Impression formation, and Attribution Social cognition focuses on the ways in which people think about other people and how those cognitions influence behavior toward those other people. In this section, we’ll con- centrate on how we perceive others and form our first impressions of them, as well as how we explain the behavior of others and ourselves.
AttItudeS
12.4 What are the three components of an attitude, how are attitudes formed, and how can attitudes be changed?
One area of social cognition concerns the formation and influence of attitudes on the behavior and perceptions of others. An attitude can be defined as a tendency to respond positively or negatively toward a certain idea, person, object, or situation (Triandis, 1971). This tendency, developed through peoples’ experiences as they live and work with others, can affect the way they behave toward those ideas, people, objects, and situations and can include opinions, beliefs, and biases. In fact, attitudes influence the way people view these things before they’ve actually been exposed to them (Petty et al., 2003).
What do you mean—how can an attitude have an effect on something that hasn’t happened yet?
Attitudes are not something people have when they are born. They are learned through experiences and contact with others and even through direct instruction from parents, teachers, and other important people in a person’s life. Because attitudes involve a positive or negative evaluation of things, it’s possible to go into a new situation, meet a new person, or be exposed to a new idea with one’s “mind already made up” to like or dis- like, agree or disagree, and so on (Eagly & Chaiken, 1993; Petty et al., 2003). For exam- ple, children are known for making up their minds about certain foods before ever tasting them, simply because the foods are “green.” Those children may have tried a green food in the past and disliked it and now are predisposed* to dislike any green food whether they’ve tasted it or not. the ABC mOdel Of AttItudeS Attitudes are actually made up of three different parts, or components, as shown in Figure 12.3 on the next page. These components should not come as a surprise to anyone who has been reading the other chapters in this text because, throughout the text, references have been made to personality and traits being composed of the ways people think, feel, and act. By using certain terms to describe these three things, psychologists have come up with a handy way to describe the three components of attitudes (Eagly & Chaiken, 1993, 1998; Fazio & Olson, 2003).
Affective Component The affective component of an attitude is the way a person feels toward the object, person, or situation. Affect is used in psychology to mean “emo- tions” or “feelings,” so the affective component is the emotional component. For ex- ample, some people might feel that country music is fun and uplifting.
Behavior Component The behavior component of an attitude is the action that a person takes in regard to the person, object, or situation. For example, a person who feels that country music is fun is likely to listen to a country music station, buy country music MP3s, or go to a country music concert.
*predisposed: referring to a tendency to respond in a particular way based on previous experience.
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Cognitive Component Finally, the cognitive component of an attitude is the way a person thinks about him or herself, an object, or a situation. These thoughts, or cognitions, include beliefs and ideas about the focus of the attitude. For example, the country music lover might believe that country music is superior to other forms of music.
So if you know what someone thinks or feels about something, you can predict what that person will do, right?
Oddly enough, attitudes turn out to be pretty poor predictors of actual behavior in a number of controlled research studies. The results of several decades of research indi- cate that what people say and what people do are often two very different things (van de Garde-Perik et al., 2008; Wicker, 1971). Studies have found that attitudes predict behav- ior only under certain conditions. For example, in one study researchers found that a ran- domly chosen sample of people indicated in a survey that they believed in protecting the environment and would be willing to pay more for fruits and vegetables raised under en- vironmentally friendly conditions. When the people of that same sample were studied for their actual buying habits, the only sample members who bought the ecofriendly fruit did so in grocery stores in areas of higher income levels. These consumers actually had the fi- nancial means to “put their money where their mouth was” (A. Clarke et al., 1999). Those members of the sample who did not live in a higher income area gave what they probably saw as a socially desirable answer on the survey, but in practice, their lower income influ- enced their actual behavior—they did NOT buy the more expensive ecofriendly fruit.
Another factor in matching attitudes and behavior concerns how specific the atti- tude itself is. People may hold a general attitude about something without reflecting that attitude in their actual behavior. For example, doctors generally hold the attitude that people should do everything they can to protect their health and promote wellness, yet many doctors still smoke tobacco, fail to exercise, and often get too little sleep. But a very specific attitude, such as “exercise is important to my immediate health,” will more likely be associated with the behavior of exercising (Ajzen, 2001; Ajzen & Fishbein, 2000).
Some attitudes are stronger than others, and strong attitudes are more likely to predict behavior than weak ones. A person who quit smoking because of failing health
Figure 12.3 three Components of an Attitude
Attitudes consist of the way a person feels and thinks about something, as well as the way the person chooses to behave. If you like country music, you are also likely to think that country music is good music. You are also more likely to listen to this style of music, buy this type of music, and even go to a performance. Each of the three components influences the other two.
I think country music is better than any other kind of music I hear.
I like country music; it’s fun and uplifting.
I buy country music MP3s every
chance I get. I only listen to
country music; I’m going to a country music
concert soon.
Behavior (actions)
Affect (feelings)
Cognition (thoughts)
Attitude toward
country music
While many people may believe in helping the environment by using organically grown products, one study found that only those with the money to buy these more expensive products did so.
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might have a stronger attitude toward secondhand smoke than someone who quit smok- ing on a dare, for example. The importance, or salience*, of a particular attitude in a given situation also has an impact on behavior—the more important the attitude appears, the more likely the behavior will match the attitude. Someone who is antismoking might be more likely to confront a smoker breaking the rules in a hospital, for example, than they would a smoker outside the building (Eagly & Chaiken, 1998). AttItude fOrmAtIOn Attitude formation is the result of a number of different influ- ences with only one thing in common: They are all forms of learning.
direct Contact One way in which attitudes are formed is by direct contact with the person, idea, situation, or object that is the focus of the attitude. For example, a child who tries and dislikes brussels sprouts will form a negative attitude about brussels sprouts.
direct Instruction Another way attitudes are formed is through direct instruction, either by parents or some other individual. Parents may tell their children that smoking cigarettes is dangerous and unhealthy, for example.
Interaction with Others Sometimes attitudes are formed because the person is around other people with that attitude. If a person’s friends, for example, all hold the attitude that smoking is cool, that person is more likely to think that smoking is cool as well (Brenner, 2007; Eddy et al., 2000; Hill, 1990; Shean et al., 1994).
vicarious Conditioning (Observational learning) Many attitudes are learned through the observation of other people’s actions and reactions to various objects, people, or situations. Just as a child whose mother shows a fear of dogs may develop a similar fear,
to Learning Objective 5.3, a child whose mother or father shows a positive at- titude toward classical music may grow into an adult with a similarly positive attitude.
Attitudes are not only influenced by other people in a person’s immediate world but also by the larger world of the educational system (many attitudes may be learned in school or through reading books) and the mass media of magazines, television, and the movies—a fact of which advertisers and marketing experts are well aware (Gresham & Shimp, 1985; MacKenzie et al., 1986).
AttItude ChAnGe: the Art Of perSuASIOn
Sometimes people learn attitudes that aren’t necessarily good ones, right? So can attitudes change?
Because attitudes are learned, they are also subject to change with new learning. The world is full of people, companies, and other organizations that want to change peoples’ attitudes. It’s all about the art of persuasion, the process by which one person tries to change the belief, opinion, position, or course of action of another person through argument, pleading, or explanation.
Persuasion is not a simple matter. There are several factors that become important in predicting how successful any persuasive effort at attitude change might be. These fac- tors include the following:
• Source: The communicator is the person delivering the message. There is a strong tendency to give more weight to people who are perceived as experts, as well as those who seem trustworthy, attractive, and similar to the person receiving the message (Eagly & Chaiken, 1975; O’Keefe, 2009; Petty & Cacioppo, 1986, 1996; Priester & Petty, 1995).
*salience: importance or having the quality of being obvious or easily seen.
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• Message: The actual message should be clear and well organized ( Booth- Butterfield, 1996). It is usually more effective to present both sides of an argument to an audience that has not yet committed to one side or the other (Crowley & Hoyer, 1994; O’Keefe, 2009; Petty & Cacioppo, 1996; Petty et al., 2003). Messages that are directed at producing fear are more effective if they produce only a moderate amount of fear and also provide information about how to avoid the fear-provoking consequences (Kleinot & Rogers, 1982; Meyrick, 2001; Petty, 1995; Rogers & Mewborn, 1976).
• Target Audience: The characteristics of the people who are the intended target of the message of persuasion are also important in determining the effectiveness of the message. The age of the audience members can be a factor, for example. Re- searchers have found that people who are in the young adult stage of the late teens to the mid-20s are more susceptible to persuasion than are older people (O’Keefe, 2009; Visser & Krosnick, 1998).
• Medium: The form through which a person receives a message is also important. For example, seeing and hearing a politician’s speech on television may have a very different effect than simply reading about it in the newspaper or online. The visual impact of the television coverage is particularly important because it provides an op- portunity for the source of the message to be seen as attractive, for example. How easily influenced a person is will also be related to the way people tend to pro-
cess information. In the elaboration likelihood model of persuasion (Petty & Cacioppo, 1986), it is assumed that people either elaborate (add details and information) based on what they hear (the facts of the message) or they do not elaborate at all, preferring to pay attention to the surface characteristics of the message (length, who delivers it, how attrac- tive the message deliverer is, etc.). Two types of processing are hypothesized in this model: central-route processing, in which people attend to the content of the message; and peripheral-route processing, a style of information processing that relies on peripheral cues (cues outside of the message content itself ), such as the expertise of the message source, the length of the message, and other factors that have nothing to do with the message content. This style of processing causes people not to pay attention to the message itself but instead to base their decisions on those peripheral factors (Petty & Cacioppo, 1986; Stiff & Mongeau, 2002). For example, the author once participated on a jury panel in which one woman voted “guilty” because the defendant had “shifty eyes” and not because of any of the evidence pre- sented. Watch the Video, What’s in It for Me?: Persuasion: Elaboration Likelihood Model, at MyPsychLab
COGnItIve dISSOnAnCe: when AttItudeS And BehAvIOr ClASh
12.5 How do people react when attitudes and behavior are not the same?
As stated earlier, sometimes what people say and what they do are very different. I once pointed this out to a friend of mine who was behaving this way, and he got really upset over it. Why did he get so upset?
When people find themselves doing things or saying things that don’t match their idea of themselves as smart, nice, or moral, for example, they experience an emotional discomfort (and physiological arousal) known as cognitive dissonance (Aronson, 1997; Festinger, 1957; Kelly et al., 1997). When people are confronted with the knowledge that some- thing they have done or said was dumb, immoral, or illogical, they suffer an inconsistency in cognitions. For example, they may have a cognition that says “I’m pretty smart” but also the cognition “That was a dumb thing to do,” which causes a dissonance. (Dissonance is a term referring to an inconsistency or lack of agreement.)
How the jurors in this courtroom interpret and process the information they are given will determine the outcome of the trial. Those who listen carefully to what is said by persons involved in the trial are using central- route processing. There may be some jurors, however, who are more affected by the appearance, dress, attractiveness, or tone of voice of the lawyers, defendant, and witnesses. When people are persuaded by factors other than the message itself, it is called peripheral-route processing.
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When people experience cognitive dissonance, the resulting tension and arousal are unpleasant, and their motivation is to change something so that the unpleasant feelings and tension are reduced or eliminated. There are three basic things that people can do to reduce cognitive dissonance: 1. Change their conflicting behavior to make it match their attitude. 2. Change their current conflicting cognition to justify their behavior. 3. Form new cognitions to justify their behavior.
Take the example of Larry, who is a college graduate and a cigarette smoker. On one hand, Larry is educated enough to know that cigarette smoking is extremely harm- ful, causing lung problems, cancer, and eventually death. On the other hand, Larry enjoys smoking, feeling that it calms him and helps him deal with stress—not to mention the fact that he’s thoroughly addicted and finds it difficult to quit. His attitude (smoking is bad for you) doesn’t match his behavior. Larry is experiencing cognitive dissonance and knows he needs to do something to resolve his dilemma.
If Larry chooses the first way of dealing with cognitive dissonance, he’ll quit smok- ing, no matter how difficult it is (Option 1). As long as he is working at changing the conflicting behavior, his dissonance will be reduced. But what if he can’t quit? He might decide that smoking isn’t as bad as everyone says it is, which changes his original conflict- ing attitude (Option 2). He might also form a new attitude by deciding that if he smokes “light” cigarettes, he’s reducing his risk enough to justify continuing smoking (Option 3).
Watch the Video, Thinking Like a Psychologist: Changing Attitudes and Behaviors, at MyPsychLab In a classic experiment conducted at Stanford University by psychologist Leon
Festinger and colleague James Carlsmith (1959), each male student volunteer was given an hour-long, very boring task of sorting wooden spools and turning wooden pegs. After the hour, the experimenters asked the participant to tell the female volunteer in the wait- ing room that the task was enjoyable. While half of the participants were paid only $1 to try to convince the waiting woman, the other participants were paid $20. (In the late 1950s, $20 was a considerable sum of money—the average income was $5,000, the aver- age car cost $3,000, and gas was only 25 cents a gallon.)
At the time of this study, many researchers would have predicted that the more the participants were paid to lie, the more they would come to like the task, because they were getting more reinforcement ($20) for doing so. But what actually happened was that those participants who were paid only $1 for lying actually convinced themselves that the task was interesting and fun. The reason is cognitive dissonance: Participants who were paid only $1 experienced discomfort at thinking that they would lie to someone for only a dol- lar. Therefore, they must not be lying—the task really was pretty interesting, after all, and fun, too! Those who were paid more experienced no dissonance, because they knew exactly why they were lying—for lots of money—and the money was a sufficient amount to ex- plain their behavior to their satisfaction. Although most people don’t want to be thought of as liars, back then, getting paid enough money to fill the gas tank of one’s car three or four times over was incentive enough to tell what probably seemed to be a harmless fib. Those who were paid only $1 had to change their attitude toward the task so that they would not really be lying and could maintain their self-image of honesty. (See Figure 12.4.)
Cognitive dissonance theory has been challenged over the last 50 years by other possible explanations. Daryl Bem’s self-perception theory says that instead of experienc- ing negative tension, people look at their own actions and then infer their attitudes from those actions (Bem, 1972). New research on dissonance still occurs, much of it focusing on finding the areas of the brain that seem to be involved when people are experienc- ing dissonance. These studies have found that the left frontal cortex (where language and much of our decision making occurs) is particularly active when people have made a decision that reduces dissonance and then acted upon that decision (Harmon-Jones, 2000, 2004, 2006; Harmon-Jones et al., 2008). Since reducing cognitive dissonance is mainly a function of people “talking” themselves into or out of a particular course of
Figure 12.4 Cognitive dissonance: Attitude toward a task
After completing a boring task, some participants were paid $1 and some $20 to convince others waiting to do the same task that the task was interesting and fun. Surprisingly, the participants who were paid only $1 seemed to change their own attitude toward the task, rating it as interesting, whereas those who were paid $20 rated the task no differently than a control group did. Source: Adapted from Festinger and Carlsmith (1959).
*Based on a –5 to +5 scale, where –5 means ”extremely boring” and +5 means “extremely interesting”
AttitudeInducement
$1 $20 Control
+1.35 – 0.5 – .45
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action, this neurological finding is not surprising. But researchers at Yale University have found surprising evidence for cognitive dissonance in both 4-year-old humans and capu- chin monkeys—two groups that are not normally associated with having the developed higher-level mental abilities thought to be in use during the resolution of dissonance (Egan et al., 2007; Egan et al., 2010). Are monkeys and pre-school humans more com- plex thinkers than we had assumed? Or are the cognitive processes used to resolve dis- sonance a lot simpler than previously indicated? Obviously, there are still questions to be answered with new research in cognitive dissonance.
comprise affective, behavioral, and cognitive components
are not great predictors of behavior although tend to have more in uence as they become more speci�c and salient
attitude formation can be the result of several processes
can change through persuasion and are contingent upon both the message and the target audience; elaboration likelihood model suggests that the route/level of information processing (central vs. peripheral) in uences ease of persuasion
direct contact
direct instruction
interaction with others
vicarious learning
attitudes tendency to respond positively or negatively toward a certain idea, person, object, or situation; learned through experience
cognitive dissonance emotional discomfort as the result of engaging in behavior that is inconsistent with personal cognitions
focuses on the ways in which people think about other people and how those cognitions affect behavior
can be reduced by (1) changing behavior, (2) changing cognition, or (3) forming new cognitions to justify behavior
Social Cognition
1. Studies have found that attitudes are primarily the result of a. heredity. c. traumatic incidents. b. hormonal chemistry. d. learned behavior.
2. Which of the following represents the affective component of an attitude?
a. “I love to go to the clubs—it makes me so happy!” b. “Tonight, we’re going to that new club downtown.” c. “It is interesting to watch people when I’m out at a club.” d. “I’m going to wear a new outfit to the club tonight.”
3. Erin hates snakes, even though she has never been bitten or been close to one. She developed her feelings by seeing how scared her mother was when she came across them in the garden, or even when watching a movie or television show where there was a snake. Erin’s attitude toward snakes was most likely acquired through
a. direct contact. c. interaction with others. b. direct instruction. d. vicarious conditioning.
4. As an attorney, you always recommend to your clients that they dress up in professional clothes for their day in court. What aspect of persuasion are you focusing upon?
a. the source c. the audience b. the message d. the media
5. One of your friends tells you, “I didn’t like the environmen- tal-awareness presentation today. First of all it was too long, not to mention the person that gave it was drinking out of a polystyrene cup and drove away in a huge SUV.” What kind of processing might your friend be using?
a. central-route processing b. peripheral-route processing c. cognitive-route processing d. visual-route processing
6. In the famous Festinger experiment, participants were paid either $1 or $20 to lie to a woman in the waiting room about how interesting a task really was. The participants who con- vinced themselves that the task really was fun were the ones who were
a. paid immediately. c. paid only $1. b. paid after one day. d. paid $20.
THINKING CRITICAllY: Imagine that you are asked to create a television commercial to sell a new product. Given what you know of the factors that effectively influence persuasion, how might you persuade a customer?
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
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ImpreSSIOn fOrmAtIOn
12.6 How are social categorization and implicit personality theories used in impres- sion formation?
When one person meets another for the first time, it is the first opportunity either person will have to make initial evaluations and judgments about the other. That first opportu- nity is a very important one in impression formation, the forming of the first knowledge a person has about another person. Impression formation includes assigning the other person to a number of categories and drawing conclusions about what that person is likely to do—it’s really all about prediction. In a sense, when first meeting another per- son, the observer goes through a process of concept formation similar to that discussed in Chapter Seven. Impression formation is another kind of social cognition.
There is a primacy effect in impression formation: The first time people meet someone, they form an impression of that person, often based on physical appearance alone, that persists even though they may later have other contradictory information about that person (DeCoster & Claypool, 2004; Lorenzo et al., 2010; Luchins, 1957; Macrae & Quadflieg, 2010). So the old saying is pretty much on target: First impres- sions do count.
SOCIAl CAteGOrIzAtIOn One of the processes that occur when people meet someone new is the assignment of that person to some kind of category or group. This assignment is usually based on characteristics the new person has in common with other people or groups with whom the perceiver has had prior experience. This social categorization is mostly automatic and occurs without conscious awareness of the process (Macrae & Bodenhausen, 2000). Although this is a natural process (human beings are just born cat- egorizers, to Learning Objective 7.1), sometimes it can cause problems. When the characteristics used to categorize the person are superficial* ones that have become improperly attached to certain ideas, such as “red hair equals a bad temper,” social cat- egorization can result in a stereotype, a belief that a set of characteristics is shared by all members of a particular social category (Fiske, 1998). Stereotypes (although not always negative) are very limiting, causing people to misjudge what others are like and often to treat them differently as a result. Add the process of stereotyping to the primacy effect and it becomes easy to see how important first impressions really are. That first impres- sion not only has more importance than any other information gathered about a person later on but may include a stereotype that is resistant to change as well (Hilton & von Hipple, 1996; Hugenberg & Bodenhausen, 2003).
It sounds as though we’d be better off if people didn’t use so- cial categorization.
Social categorization does have an important place in the perception of others. It allows people to access a great deal of information that can be useful about others, as well as helping people to remember and organize information about the characteris- tics of others (Macrae & Bodenhausen, 2000). The way to avoid falling into the trap of negatively stereotyping someone is to be aware of existing stereotypes and apply a little critical thinking: “Okay, so he’s a guy with a lot of piercings. That doesn’t mean that he’s overly aggressive—it just means he has a lot of piercings.”
*superficial: on the surface.
At this job fair in Shanghai, China, thousands of applicants wait hopefully in line for an opportunity to get a job interview. Making a good first impression is important in any job interview situation, but when the competition numbers in the thousands, the people who will most likely get interviews are those who are neatly dressed and well-groomed.
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ImplIcIt personalIty theorIes The categories into which people place others are based on something called an implicit personality theory. Implicit personality theories are sets of assumptions that people have about how different types of people, personality traits, and actions are all related and form in childhood (Dweck et al., 1995; Erdley & Dweck, 1993). For example, many people have an implicit personality theory that in- cludes the idea that happy people are also friendly people and people who are quiet are shy. Although these assumptions or beliefs are not necessarily true, they do serve the function of helping to organize schemas, or mental patterns that represent (in this case) what a person believes about certain “types” of people. (The concept of schema here is similar to the complex schemes proposed by Piaget. to Learning Objective 8.6.) Of course, the schemas formed in this way can easily become stereotypes when people have limited experience with others who are different from them, especially in superficial ways such as skin color or other physical characteristics (Levy et al., 1998).
There is a test designed to measure the implicit attitudes that make up one’s im- plicit personality theory, called the Implicit Association Test, or IAT (Greenwald & Banaji, 1995; Greenwald et al., 1998). The test, taken by computer, measures the degree of association between certain pairs of concepts. For example, you might see the word “pleasant” on one side of the computer screen and the word “unpleasant” on the other side. In the middle would be another word that may be associated with one or the other of the two categories. You would be asked to sort the word into the appropriate category by pressing certain keys as quickly as you can. The computer measures reaction times, and it is the difference in reaction times over a series of similar comparisons that reveals implicit attitudes (Nosek et al., 2007). To try it out for yourself, participate in the experi- ment Implicit Association Test: Prejudice.
Implicit Association Test: Prejudice This Implicit Association Test asks you to classify a set of words or images into groups. Your goal is to classify items as quickly and as accurately as you can.
Go to the Experiment
Simulation
Simulate the Experiment, Implicit Association Test: Prejudice, on MyPsychLab
Some evidence suggests that implicit personality theories may differ from culture to culture as well as from individual to individual. For example, one study found that Americans and Hong Kong Chinese people have different implicit personality theories about how much the personality of an individual is able to change. Whereas Ameri- cans assume that personality is relatively fixed and unchanging, Chinese people native to Hong Kong assume that personalities are far more changeable (Chiu et al., 1997).
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AttrIButIOn
12.7 How do people try to explain the actions of others?
Another aspect of social cognition is the need people seem to have to explain the be- havior of other people. Have you ever watched someone who was doing something you didn’t understand? Chances are you were going through a number of possible explana- tions in your head: “Maybe he’s sick, or maybe he sees something I can’t see,” and so on. It seems to be human nature to want to know why people do the things they do so that we know how to behave toward them and whom we might want to use as role models. If no obvious answer is available, people tend to come up with their own rea- sons. People also need an explanation for their own behavior. This need is so great that if an explanation isn’t obvious, it causes the distress known as cognitive dissonance. The process of explaining both one’s own behavior and the behavior of other people is called attribution. CAuSeS Of BehAvIOr Attribution theory was originally developed by social psycholo- gist Fritz Heider (1958) as a way of not only explaining why things happen but also why people choose the particular explanations of behavior that they do. There are basically two kinds of explanations—those that involve an external cause and those that assume that causes are internal.
When the cause of behavior is assumed to be from external sources, such as the weather, traffic, educational opportunities, and so on, it is said to be a situational cause. The observed behavior is assumed to be caused by whatever situation exists for the per- son at that time. For example, if John is late, his lateness might be explained by heavy traffic or car problems.
On the other hand, if the cause of behavior is assumed to come from within the individual, it is called a dispositional cause. In this case, it is the person’s internal per- sonality characteristics that are seen as the cause of the observed behavior. Someone attributing John’s behavior to a dispositional cause, for example, might assume that John was late because his personality includes being careless of his and other people’s time.
There’s an emotional component to these kinds of attributions as well. When peo- ple are happy in a marriage, for example, researchers have found that when a spouse’s behavior has a positive effect, the tendency is to attribute it to an internal cause (“He did it because he wanted me to feel good”). When the effect is negative, the behavior is at- tributed to an external cause (“She must have had a difficult day”). But if the marriage is an unhappy one, the opposite attributions occur: “He is only being nice because he wants something from me” or “She’s being mean because it’s her nature to be crabby” (Fincham et al., 2000; Karney & Bradbury, 2000).
fundAmentAl AttrIButIOn errOr
But what else determines which type of cause a person will use? For example, what determines how people explain the behavior of someone they don’t already know or like?
The best-known attributional bias is the fundamental attribution error, which is the tendency for people observing someone else’s actions to overestimate the influ- ence of that person’s internal characteristics on behavior and underestimate the influ- ence of the situation. In explaining our own behavior, the tendency to use situational
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attributions instead of personal is called the actor–observer bias because we are the actor, not the observer. In other words, people tend to explain the actions of others based on what “kind” of person they are rather than looking for outside causes, such as social influences or situations (Blanchard-Fields et al., 2007; Harman, 1999; Jones & Harris, 1967; Leclerc & Hess, 2007; Weiner, 1985). (For example, people hear- ing about Milgram’s “shock” study tend to assume that something is wrong with the “teachers” in the study rather than explaining their behavior within the circumstances of the situation.)
But why do we do that? Why not assume an external cause for everyone?
When people are the actors, they are very aware of the situational influences on their own behavior. For example, Tardy John was actually the one driving to work, and he knows that heavy traffic and a small accident made him late to work—he was there, after all. But an outside observer of John’s behavior doesn’t have the opportunity to see all of the possible situational influences and has only John himself in focus and, thus, assumes that John’s tardiness is caused by some internal personality flaw.
Other research has shown that when students are given an opportunity to make attributions about cheating, they make the fundamental attribution error and actor– observer bias: If others are cheating, it’s because they are not honest people, but if the students themselves are cheating it is because of the situation (Bogle, 2000).
Can the tendency to make these errors be reduced? There are several strategies for making errors in attribution less likely. One is to notice how many other people are doing the same thing. As a college professor, the author often has students who come in late. When it is only one student and it happens frequently, the assumption is that the student is not very careful about time (dispositional cause). But when a large number of students come straggling in late, the assumption becomes “there must be a wreck on the bridge,” which is a situational attribution. In other words, if a lot of people are doing it, it is prob- ably caused by an outside factor.
Another trick is to think about what you would do in the same situation. If you think that you might behave in the same way, the cause of behavior is probably situational. People should also make the effort of looking for causes that might not be obvious. If John were to look particularly “stressed out,” for example, the assump- tion might be that something stressed him out, and that “something” might have been heavy traffic.
Although the fundamental attribution error has been found in American culture ( Jones & Harris, 1967), would the same error occur in a culture very different from that of America’s, such as Japan’s? This is the question asked by researchers Masuda and Kitayama (2004), who had both American and Japanese participants ask a target per- son to read a prewritten attitudinal statement. The participants were then asked to give their opinion on the target’s real attitude. American participants made the classic er- ror, assuming that the target’s attitude matched the reading. The Japanese participants, however, assumed that the person’s attitude might be different from the statement—the person might have been under social obligation to write the piece. Japanese society is a collectivistic culture, and a Japanese person might expect to write a paper to please a teacher or employer even though the paper’s contents do not necessarily express the writer’s attitudes. A summary of the research in cross-cultural differences in attribution provides further support for the idea that the fundamental attribution error is not a uni- versal one (Peng et al., 2000). The work of Miller (1984) and many other researchers ( Blanchard-Fields et al., 2007; Cha & Nam, 1985; Choi & Nisbett, 1998; Choi et al., 1999;
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Lee et al., 1996; Morris & Peng, 1994; Morris et al., 1995; Norenzayan et al., 1999) strongly suggests that in more interdependent, collectivist cultures found in China, Hong Kong, Japan, and Korea, people tend to assume that external situational factors are more responsible for the behavior of other people than are internal dispositional factors—a finding that is exactly the reverse of the fundamental attribution error so common in the United States and other individualist Western cultures.
Even age is a factor in how likely someone is to fall prey to the fundamental attri- bution error. Several studies (Blanchard-Fields & Horhota, 2005; Follett & Hess, 2002; Leclerc & Hess, 2007) have found that older adults show a stronger bias toward attribut- ing the actions of another to internal causes than do younger people.
Explore the Concept at MyPsychLab
C O n C e p t m A p
1. If you were to describe impression formation in just one word, what would that be?
a. control c. feelings b. prediction d. communication
2. According to the phenomenon known as social categoriza- tion, what is most influential in helping us form an attitude about someone or something?
a. Those things that happen first, also known as the primacy effect.
b. Those things that happen last, also known as the recency effect.
c. Those things that happen in the middle. d. That which is repeated several times.
3. Kohanna thinks that everyone who smiles must always be happy and those people who are quiet must be naturally shy. Such assumptions are the bases for
a. stereotypes. c. attribution theory. b. implicit personality theory. d. attitudes.
4. Caleb almost always shows up late for work. His friends attribute this to Caleb’s laziness. This is an example of a __________ cause.
a. situational c. dispensational b. dispositional d. superficial
5. How might someone who unknowingly is committing the fundamental attribution error explain Stanley Milgram’s obedience study?
a. Subjects in that study were highly influenced by the power of Milgram and his team.
b. Subjects in that study desired a high degree of positive reinforcement.
c. Subjects in that study wanted to be part of Milgram’s group.
d. Subjects in that study must have been the kind of people that like to hurt others.
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
Social Cognition: (continued) Impression Formation and Attribution
stereotypes: set of characteristics believed to be shared by all members of a particular category; can be useful (by limiting information processing)
categories assigned are based on implicit personality theory, the set of assumptions formed in childhood about different types of people
situational: cause of behavior is assumed to come from external sources
dispositional: cause of behavior is assumed to come from within the individual
fundamental attribution error is the tendency to overestimate the in�uence of another person’s internal characteristics on behavior and underestimate the external/situational factors; in�uenced by age and culture
attribution is a process by which we explain both our own behavior and the behavior of others; based on attribution theory (Heider)
impression formation forming of �rst knowledge about another person; in�uenced by primacy effect
social categorization automatic and unconscious assignment of a new acquaintance to some category or group
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Social Interaction: prejudice and discrimination Social influence and social cognition are two of three main areas included in the field of social psychology. The third major area has to do with social interactions with oth- ers, or the relationships between people, both casual and intimate. Social interactions include prejudice and discrimination, liking and loving, and aggression and prosocial behavior.
defInInG prejudICe And dISCrImInAtIOn
12.8 How are prejudice and discrimination different?
We’ve seen how stereotypes, a set of characteristics that people believe is shared by all members of a particular social category or group, can be formed by using only superficial information about that person or group of people. When a person holds an unsupported and often negative stereotyped attitude about the members of a particular social group, it is called prejudice. The video In the Real World: Are Stereotypes and Prejudices Inevitable?: Defining Prejudice explains the connection between stereotypes and prejudice.
On September 6, 1957, this high school in little Rock, Arkansas, became integrated, allowing African American students to attend school with White students. The desegregation laws were aimed at stopping discrimination but attitudes of prejudice persisted then, and to some degree still exist today. The courts can make laws against discrimination, but changing prejudicial attitudes is much more difficult.
Watch the Video, In the Real World: Are Stereotypes and Prejudices Inevitable?: Defining Prejudice, at MyPsychLab
CC
When prejudicial attitudes cause members of a particular social group to be treated differently than others in situations that call for equal treatment, it is called discrimination. Prejudice is the attitude and discrimination is the behavior that can result from that attitude. Although laws can be made to minimize discriminatory be- havior, it is not possible to have laws against holding certain attitudes. In other words, discrimination can be controlled and in some cases eliminated, but the prejudicial attitude that is responsible for the discrimination cannot be so easily controlled or eliminated.
typeS Of prejudICe And dISCrImInAtIOn There are many kinds of prejudice. There are also many kinds of discrimination that occur as a result of prejudice. There’s ageism, or prejudicial attitudes toward the elderly or teenagers (among others); sexism; racism, or prejudice toward those from different ethnic groups; prejudice toward those from dif- ferent religions, those from different economic levels, those who are overweight, those
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who are too thin, or who have a different sexual orientation. Prejudice can also vary in terms of what type of people or groups make the most likely targets. In any society, there will always be in-groups and out-groups, or “us” versus “them.” The in-group is all the people with whom a particular person identifies and the out-groups are everyone else (Brewer, 2001; Hewstone et al., 2002; Tajfel & Turner, 1986). The formation of in- groups and out-groups begins in childhood (Ruble et al., 2004) and continues as children become adults.
Once an in-group is established, prejudice toward and discriminatory treatment of the out-group or groups soon follow (Brewer, 2001). Members of the out-groups are usually going to become stereotyped according to some superficial characteristic, such as skin color or hair color, and getting rid of a stereotype once formed is difficult at best (Cameron et al., 2001; Hamilton & Gifford, 1976). SCApeGOAtInG Conflicts between groups are usually greater when there are other pressures or stresses going on, such as war, economic difficulties, or other misfortunes. When such pressures exist, the need to find a scapegoat becomes stronger. A scapegoat is a person or a group, typically a member or members of an out-group, who serves as the target for the frustrations and negative emotions of members of the in-group. (The term comes from the ancient Jewish tradition of sending a goat out into the wilderness with the symbolic sins of all the people on its head.)
Scapegoats are going to be the group of people with the least power, and the newest immigrants to any area are typically those who have the least power at that time. That is why many social psychologists believe that the rioting that took place in Los Angeles, California, in the spring of 1992 occurred in the areas it did. This was the time of the infamous Rodney King beating. Rodney King was an African American man who was dragged out of his car onto the street and severely beaten by four police officers. The beating was caught on tape by a bystander. At the trial, the officers were found not guilty of assault with a deadly weapon. This decision was followed by a series of violent riots (Knight, 1996).
The puzzling thing about these riots is that the greatest amount of rioting and violence did not take place in the neighborhoods of the mostly White police officers or in the African American neighborhoods. The rioting was greatest in the neighborhoods of the Asian Americans and Asians who were the most recent immigrants to the area. When a group has only recently moved into an area, as the Asians had, that group has the least social power and influence in that new area. So the rioters took out their frustra- tions not on the people seen as directly responsible for those frustrations but on the group of people with the least power to resist.
hOw peOple leArn prejudICe
12.9 Why are people prejudiced, and how can prejudice be stopped?
As we will see in the Classic Studies in Psychology section, even children are, under the right circumstances, prone to developing prejudiced attitudes. Is all prejudice simply a matter of learning, or are there other factors at work? Several theories have been pro- posed to explain the origins and the persistence of prejudice. In social cognitive theory (using cognitive processes in relation to understanding the social world), prejudice is seen as an attitude that is formed as other attitudes are formed, through direct instruction, modeling, and other social influences on learning. reAlIStIC COnflICt theOry The realistic conflict theory of prejudice states that in- creasing prejudice and discrimination are closely tied to an increasing degree of conflict between the in-group and the out-group when those groups are seeking a common re- source, such as land or available jobs (Horowitz, 1985; Taylor & Moghaddam, 1994). Be-
“First, can we agree that it’s a big backyard?” © The New Yorker Collection 2002
Charles Barsotti from cartoonbank.com.
All Rights Reserved.
These Korean demonstrators were protesting the riots that followed the 1992 not guilty verdict in the beating of Rodney King. The riots lasted 6 days, killing 42 people and damaging 700 buildings in mainly Korean and other Asian American neighborhoods. The Asian American population of los Angeles, California, became scapegoats for aggression.
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cause the examples of this from history and modern times are so numerous, it is possible to list only a few: the conflict between the early Crusaders and the Muslims, between the Jewish people and the Germans, the hatred between the Irish Catholics and the Irish Protestants, and the conflict between the native population of you-name-the-country and the colonists who want that land. The section that follows is a classic study that il- lustrates how easily in-groups and out-groups can be formed and how quickly prejudice and discrimination follow.
classic studies in psychology
Brown Eyes, Blue Eyes In a small town in Iowa in 1968, a few days after the assassination of Dr. Martin Luther King, Jr., a second-grade teacher named Jane Elliot tried to teach her stu- dents a lesson in prejudice and discrimination. She divided her students into two
groups, those with blue eyes and those with brown eyes. On the first day of the lesson, the blue-eyed children were given special privileges, such
as extra time at recess and getting to leave first for lunch. She also told the blue-eyed chil- dren that they were superior to the brown-eyed children, telling the brown-eyed children not to bother taking seconds at lunch because it would be wasted. She kept the blue-eyed chil- dren and the brown-eyed children apart (Peters, 1971).
Although Elliot tried to be critical of the brown-eyed out-group, she soon found that the blue-eyed children were also criticizing, belittling, and were quite vicious in their attacks on the brown-eyed children. By the end of the day, the blue-eyed children felt and acted superior, and the brown-eyed children were miserable. Even the lowered test scores of the brown-eyed children reflected their misery. Two days later, the brown-eyed children became the favored group and the effects from the first two days appeared again but in reverse this time: The blue-eyed children began to feel inferior and their test scores dropped.
The fact that test scores reflected the treatment received by the out-group is a stunning one, raising questions about the effects of prejudice and discrimination on the education of children who are members of stereotyped out-groups. That the children were so willing to discriminate against their own classmates, some of whom were their close friends before the experiment, is also telling. In his book about this classroom experiment, A Class Divided, Peters (1971) reported that the students who were part of the original experiment, when reunited 15 years later to talk about the experience, said that they believed that this early ex- perience with prejudice and discrimination helped them to become less prejudiced as young adults.
questions for further discussion
1. Is there anything about this experiment that you find disturbing?
2. How do you think adults might react in a similar experiment?
3. Are there any ethical concerns with what Elliot did in her classroom?
4. What kinds of changes might have occurred in the personalities and performances of the children if the experiment had continued for more than 2 days with each group?
SOCIAl IdentIty theOry In social identity theory, three processes are responsible for the formation of a person’s identity within a particular social group and the atti- tudes, concepts, and behavior that go along with identification with that group (Tajfel & Turner, 1986). The first process is social categorization, as discussed earlier in this chapter. Just as people assign categories to others (such as Black, White, student, teacher, and so on) to help organize information about those others, people also assign themselves
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to social categories to help determine how they should behave. The second element of social identity theory is identification, or the formation of one’s social identity. A social identity is the part of the self-concept that includes the view of oneself as a member of a particular social group within the social category—typically, the in-group. The third as- pect of social identity theory is social comparison, Festinger’s (1954) concept in which people compare themselves favorably to others to improve their own self-esteem: “Well, at least I’m better off than that person.” Members of the out-group make handy com- parisons.
With respect to prejudice, social identity theory helps to explain why people feel the need to categorize or stereotype others, producing the in-group sense of “us versus them” that people adopt toward out-groups. Prejudice may result, at least in part, from the need to increase one’s own self-esteem by looking down on others. StereOtype vulnerABIlIty As discussed previously, stereotypes are the widespread beliefs a person has about members of another group. Not only do stereotypes affect the way people perceive other people, but also stereotypes can affect the way people see themselves and their performance (Snyder et al., 1977). Stereotype vulnerability refers to the effect that a person’s knowledge of another’s stereotyped opinions can have on that person’s behavior (Osborne, 2007; Steele, 1992, 1997). Research has shown that when people are aware of stereotypes that are normally applied to their own group by others, they may feel anxious about behaving in ways that might support that stereotype. This fear results in anxiety and self-consciousness that have negative effects on their perfor- mance in a kind of self-fulfilling prophecy, or the effect that expectations can have on outcomes.
Stereotype vulnerability is highly related to stereotype threat, in which members of a stereotyped group are made anxious and wary of any situation in which their behavior might confirm a stereotype (Hyde & Kling, 2001; Steele, 1999). to Learning Objective 7.8.) In one study, researchers administered a difficult verbal test to both Caucasian and African American participants (Steele & Aronson, 1995). Half of the African American participants were asked to record their race on a demographic* question before the test, making them very aware of their minority status. Those par- ticipants showed a significant decrease in scores on the test when compared to the other participants, both African American and Caucasian, who did not answer such a demo- graphic question. They had more incorrect answers, had slower response times, answered fewer questions, and demonstrated more anxiety when compared to the other participants (Steele & Aronson, 1995).
Similar effects of stereotype threat on performance have been found in women (Gonzales et al., 2002; Steele, 1997; Steele et al., 2002), and for athletes in academic set- tings (Yopyk & Prentice, 2005). A recent study did find that some people can overcome feelings of stereotype threat by identifying themselves with a different social identity, such as a woman who identifies herself with “college students” when taking a math exam rather than with “females,” since the latter group is often stereotyped as being math de- ficient (Rydell & Boucher, 2010). This effect only held for those women with fairly high self-esteem, however.
OverCOmInG prejudICe
The best weapon against prejudice is education: learning about people who are differ- ent from you in many ways. The best way to learn about others is to have direct contact with them and to have the opportunity to see them as people rather than “as outsiders or strangers.” Intergroup contact is very common in college settings, for example, where students and faculty from many different backgrounds live, work, and study together.
*demographic: having to do with the statistical characteristics of a population.
Social comparison involves comparing yourself to others so that your self-esteem is protected. What do you think each of these young girls might be thinking?
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Because they go through many of the same experiences (midterms, finals, and so on), people from these diverse* backgrounds find common ground to start building friend- ships and knowledge of each other’s cultural, ethnic, or religious differences.
equAl StAtuS COntACt Con- tact between social groups can backfire under certain circum- stances, however, as seen in a fa- mous study (Sherif et al., 1961) called the “Robber’s Cave.” In this experiment conducted at a sum- mer camp called Robber’s Cave, 22 White, well-adjusted, 11- and 12-year-old boys were divided into two groups. The groups each lived in separate housing and were kept apart from each other for daily activities. During the sec- ond week, after in-group relation- ships had formed, the researchers scheduled highly competitive events pitting one group against the other. Intergroup conflict quickly occurred, with name-call- ing, fights, and hostility emerging between the two groups.
The third week involved making the two groups come to- gether for pleasant, non-compet- itive activities, in the hope that cooperation would be the result. Instead, the groups used the ac- tivities of the third week as oppor- tunities for more hostility. It was only after several weeks of being forced to work together to resolve
a series of crises (created deliberately by the experimenters) that the boys lost the hostility and formed friendships between the groups. When dealing with the crises, the boys were forced into a situation of equal status contact, in which they were all in the same situation with neither group holding power over the other. Equal status contact has been shown to reduce prejudice and discrimination, along with ongoing, positive cooperation. It appears that personal involvement with people from another group must be cooperative and occur when all groups are equal in terms of power or status to have a positive effect on reducing prejudice (Pettigrew & Tropp, 2000; Robinson & Preston, 1976). the “jIGSAw ClASSrOOm” One possible way to help promote contact between people from different backgrounds to occur in a cooperative fashion is to make success at a task dependent on the cooperation of each person in a group of people of mixed abilities or statuses. If each member of the group has information that is needed to solve the prob- lem at hand, a situation is created in which people must depend on one another to meet their shared goals (Aronson et al., 1978). Ordinarily, school classrooms are not organized along these lines but are instead more competitive and, therefore, more likely to create conflict between people of different abilities and backgrounds.
*diverse: different, varied.
Intergroup contact is one of the best ways to combat prejudice. When people have an opportunity to work together, as the students in this diverse classroom do, they get to know each other on common ground. Can you think of the first time you had direct contact with someone who was different from you? How did that contact change your viewpoint?
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In a “jigsaw classroom,” students have to work together to reach a specific goal. Each student is given a “piece of the puzzle,” or information that is necessary for solving the problem and reaching the goal (Aronson et al., 1978; Clarke, 1994). Students then share their information with other members of the group. Interaction between diverse students is increased, making it more likely that those students will come to see each other as partners and form friendly relationships rather than labeling others as members of an out-group and treating them differently. This technique works at the college level as well as in the lower school grades ( Johnson et al., 1991; Lord, 2001).
social cognitive theory suggests that prejudice is an attitude formed as others are formed
prejudice can be overcome through education, equal status intergroup contact, and working together to achieve a speci�c goal (e.g., the “jigsaw classroom”)
social identity theory suggests three processes are responsible for the formation of a person’s identity within a social group—categorization, identi�cation, and comparison
realistic con�ict theory suggests that when resources are limited, prejudice and discrimination are closely tied to an increasing degree of con�ict between groups that seek common resources
stereotype vulnerability (knowledge of someone else’s stereotyped opinions) can result in self-ful�lling prophecy and is related to stereotype threat when situational anxiety occurs if a person’s behavior might con�rm a stereotype
prejudice unsupported and negative stereotypes (e.g., ageism, sexism, racism, etc.) about members of a particular social group
discrimination occurs when prejudicial attitudes cause members of a social group to be treated differently than others in situations calling for equal treament
Social Interaction: Prejudice and Discrimination
can vary based on existence of in-groups and out-groups
scapegoating (target for frustrations and negative emotions) typically occurs for members of an out-group
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1. Prejudice is about ____________ while discrimination is about ____________.
a. beliefs; perceptions c. behavior; attitudes b. perceptions; beliefs d. attitudes; behavior
2. Jewell and Amie became friends while taking an evening class at the local community college. Jewell was later hor- rified to find out that Amie was actually a teacher at the college. Subsequently, Jewell stopped talking with Amie, thus ending their friendship. What theory of prejudice and discrimination might this be an example of?
a. stereotype vulnerability theory b. in-group/out-group theory c. realistic conflict theory d. social cognitive theory
3. In teacher Jane Elliot’s classic study, the most startling find- ing was that the
a. the in-group was kinder to the out-group. b. the out-group was less prejudiced. c. test scores dropped for each group during their
respective turn as the out-group. d. children were unwilling to discriminate with respect to
the others.
4. Which of the following would be the most effective way to decrease prejudice?
a. Create an environment of equal status, where groups must rely upon each other to solve a common problem.
b. Bring groups together to talk about their feelings. c. Bring groups together and allow them to work next to
each other. d. Bring groups together for a friendly competition.
THINKING CRITICAllY: What was the first time you became aware that you had a preju- diced attitude toward something or someone? How did you confront that knowledge?
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
Explore the Concept at MyPsychLab
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liking and loving: Interpersonal Attraction
12.10 What factors govern attraction and love, and what are some different kinds of love?
Prejudice pretty much explains why people don’t like each other. What does psychology say about why people like someone else? There are some “rules” for those whom people like and find attractive. Liking or having the desire for a relationship with someone else is called interpersonal attraction, and there’s a great deal of research on the subject. (Who wouldn’t want to know the rules?)
the ruleS Of AttrACtIOn
Several factors are involved in the attraction of one person to another, including both super- ficial physical characteristics, such as physical beauty and proximity, as well as elements of personality. Watch the Video, What’s in It for Me?: Attraction: Influences on Attraction, at MyPsychLab phySICAl AttrACtIveneSS When people think about what attracts them to others, one of the topics that usually arises is the physical attractiveness of the other person. Some research suggests that physical beauty is one of the main factors that influence individu- als’ choices for selecting people they want to know better, although other factors may become more important in the later stages of relationships (Eagly et al., 1991; Feingold, 1992; White, 1980). prOxImIty—ClOSe tO yOu The closer together people are physically, such as working in the same office building or living in the same dorm, the more likely they are to form a relationship. Proximity refers to being physically near someone else. People choose friends and lovers from the pool of people available to them, and availability depends heavily on proximity.
One theory about why proximity is so important involves the idea of repeated ex- posure to new stimuli, sometimes called the mere exposure effect. The more people experi- ence something, whether it is a song, a picture, or a person, the more they tend to like it. The phrase “it grew on me” refers to this reaction. When people are in physical proximity to each other, repeated exposure may increase their attraction to each other. BIrdS Of A feAther—SImIlArIty Proximity does not guarantee attraction, just as phys- ical attractiveness does not guarantee a long-term relationship. People tend to like being around others who are similar to them in some way. The more people find they have in common with others—such as attitudes, beliefs, and interests—the more they tend to be attracted to those others (Hartfield & Rapson, 1992; Moreland & Zajonc, 1982; Neimeyer & Mitchell, 1998). Similarity as a factor in relationships makes sense when seen in terms of validation of a person’s beliefs and attitudes. When other people hold the same attitudes and beliefs and do the same kinds of actions, it makes a person’s own concepts seem more correct or valid.
Isn’t there a saying about “opposites attract”? Aren’t people sometimes attracted to people who are different instead of similar?
There is often a grain of truth in many old sayings, and “opposites attract” is no exception. Some people find that forming a relationship with another person who has complementary qualities (characteristics in the one person that fill a need in the other) can be very rewarding (Carson, 1969; Schmitt, 2002). Research does not support this view of attraction, however. It is similarity, not complementarity, that draws people together and helps them stay together (Berscheid & Reis, 1998; McPherson et al., 2001).
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reCIprOCIty Of lIkInG Finally, people have a very strong tendency to like people who like them, a simple but powerful concept referred to as reciprocity of liking. In one ex- periment, researchers paired college students with other students (Curtis & Miller, 1986). Neither student in any of the pairs knew the other member. One member of each pair was randomly chosen to receive some information from the experimenters about how the other student in the pair felt about the first member. In some cases, target students were led to believe that the other students liked them and, in other cases, that the targets disliked them.
When the pairs of students were allowed to meet and talk with each other again, they were friendlier, disclosed more information about themselves, agreed with the other person more, and behaved in a warmer manner if they had been told that the other student liked them. The other students came to like these students better as well, so liking pro- duced more liking.
The only time that liking someone does not seem to make that person like the other in return is if a person suffers from feelings of low self-worth. In that case, finding out that someone likes you when you don’t even like yourself makes you question his or her motives. This mistrust can cause you to act unfriendly to that person, which makes the person more likely to become unfriendly to you in a kind of self-fulfilling prophecy ( Murray et al., 1998). Watch the Video, In the Real World: Speed Dating: Reciprocity, at MyPsychLab
psychology in the news
Facing Facebook—The Social Nature of Online Networking
There are some interesting research findings concerning the online networking phenomenon. For example, people using particular sites seem to have certain things in common. The findings of one study suggest that which social network
sites a college student selects is related to racial identity, ethnic identity, and the education level of the student’s parents (Hargittai, 2007). White students prefer Facebook, and Hispanic students prefer MySpace; and while Asian and Asian American students use Facebook more than MySpace, they use less popular sites like Xanga and Friendster more than any other eth- nic group does. The more education the parents have, the more likely the student is to use Facebook and Xanga, and the less likely to use MySpace.
In China, the popular social networking site is Ozone, but Chinese users of this site spend less time on it, have fewer contacts, and seem to consider its use as less important when compared to users of Facebook in the United States (Jackson & Wang, 2013). When you consider the self-promotion focus of such social networking sites, it doesn’t seem sur- prising that Chinese users, coming from a collectivistic cultural background that promotes connections with others over individual independence, would be less likely to use such a resource.
In another study, researchers found that young people who already experience posi- tive social relationships use the online sites to enhance those same relationships, contrary to the stereotyped view that it would be the socially inept who would gravitate toward the anonymous nature of online networking (Mikami et al., 2010). In fact, those who are less well-adjusted either did not use social networking sites or used them in more negative ways: excessive bad language, hostile remarks, aggressive gestures, or posting of unflattering or suggestive photographs.
There may also be gender differences in how people organize their social networking. In a recent study, researchers found that females have more “friends,” do more buying and selling, and are more likely to “friend” people who make the request than are males (Szell
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& Thurner, 2013). The study also found that females take fewer risks online than do males. Males talk to larger groups of contacts, and are less likely to “friend” other males than females. They respond very quickly to females requesting a friendship.
Finally, one study’s findings suggest that users of social networking sites spend a lot more time on “social searching,” which is defined as searching a site for specific information about a certain person, group, or event, than they do on “social browsing,” defined as sur- veying the site without any specific target in mind (Wise et al., 2010). Users were also found to be more emotionally and positively engaged when searching rather than browsing. Again, this runs counter to the complaints of some who feel that such sites encourage time-wasting browsing. Instead, people are actively searching for information they desire.
questions for further discussion
1. Why might certain networking sites be more attractive to one ethnicity over another?
2. How do you find yourself using networking sites, and how does that relate to the find- ings of these studies?
lOve IS A trIAnGle—rOBert SternBerG’S trIAnGulAr theOry Of lOve
Dictionary definitions of love refer to a strong affection for another person due to kin- ship, personal ties, sexual attraction, admiration, or common interests.
But those aren’t all the same kind of relationships. I love my family and I love my friends, but in different ways.
Psychologists generally agree that there are different kinds of love. One psycholo- gist, Robert Sternberg, outlined a theory of what he determined were the three main components of love and the different types of love that combinations of these three com- ponents can produce (Sternberg, 1986, 1988b, 1997).
the three COmpOnentS Of lOve According to Sternberg, love consists of three basic components: intimacy, passion, and commitment.
Intimacy, in Sternberg’s view, refers to the feelings of closeness that one has for an- other person or the sense of having close emotional ties to another. Intimacy in this sense is not physical but psychological. Friends have an intimate relationship because they dis- close things to each other that most people might not know, they feel strong emotional ties to each other, and they enjoy the presence of the other person.
Passion is the physical aspect of love. Passion refers to the emotional and sexual arousal a person feels toward the other person. Passion is not simply sex; holding hands, loving looks, and hugs can all be forms of passion.
Commitment involves the decisions one makes about a relationship. A short-term decision might be, “I think I’m in love.” An example of a more long-term decision is, “I want to be with this person for the rest of my life.”
the lOve trIAnGleS A love relationship between two people can involve one, two, or all three of these components in various combinations. The combinations can produce seven different forms of love, as can be seen in the video What’s in It for Me?: Attraction: Sternberg’s Triangular Theory and in Figure 12.5.
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Two of the more familiar and more heavily researched forms of love from Sternberg’s theory are romantic love and companionate love. When intimacy and passion are combined, the result is the more familiar romantic love, which is sometimes called passionate love by other researchers (Bartels & Zeki, 2000; Diamond, 2003; Hartfield, 1987). Romantic love is often the basis for a more lasting relationship. In many Western cultures, the ideal relationship begins with liking, then becomes romantic love as passion is added to the mix, and finally becomes a more enduring form of love as a commitment is made.
When intimacy and commitment are the main components of a relationship, it is called companionate love. In companionate love, people who like each other, feel emo- tionally close to each other, and understand one another’s motives have made a commit- ment to live together, usually in a marriage relationship. Companionate love is often the binding tie that holds a marriage together through the years of parenting, paying bills, and lessening physical passion (Gottman & Krokoff, 1989; Steinberg & Silverberg, 1987). In
Figure 12.5 Sternberg’s triangular theory of love
This diagram represents the seven different kinds of love that can result from combining the three components of love: intimacy, passion, and commitment. Notice that some of these types of love sound less desirable or positive than others. What is the one key element missing from the less positive types of love? Source: Adapted from Sternberg (1986).
CC
Watch the Video, What’s in It for Me?: Attraction: Sternberg’s Triangular Theory at MyPsychLab
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many non-Western cultures, companionate love is seen as more sensible. Choices for a mate on the basis of compatibility are often made by parents or matchmakers rather than the couple themselves (Duben & Behar, 1991; Hortaçsu, 1999; Jones, 1997; Thornton & HuiSheng, 1994).
Finally, when all three components of love are present, the couple has achieved con- summate love, the ideal form of love that many people see as the ultimate goal. This is also the kind of love that may evolve into companionate love when the passion lessens during the middle years of a relationship’s commitment.
Social Interaction: (continued) Interpersonal Attraction
physical attractiveness
proximity
similarity
complementary qualities
reciprocity of liking
intimacy
passion
commitment
romantic (intimacy and passion)
companionate (intimacy and commitment)
consummate (intimacy, passion, and commitment)
three components
three types
Sternberg’s triangular theory suggests different components and types of love
liking or having the desire for a relationship with someone else; can be in�uenced by a variety of factors
love strong affection for another person due to kinship, personal ties, sexual attraction, admiration, or common interests
1. The more you see someone, the more likely you are to like that person. Such a phenomenon is often due to
a. reciprocity of liking. c. mere exposure. b. similarity. d. proximity.
2. What does the research say about the concept of opposites attract?
a. While it goes against the concept of similarity, it is real and research can prove it.
b. Opposites attract is really more an example of proximity although studies show that opposites can and often are attracted to one another.
c. Research notes that opposites attract but is unable to explain why this happens.
d. Studies do not support this idea but instead offer the explanation of complementary qualities.
3. In grade school, 12-year-old Chase does not know 12-year- old Corrine well, but starts to like her when he hears from her friends that she has a crush on him. This is an example of
a. reciprocity of liking. c. mere exposure. b. similarity. d. proximity.
4. According to Robert Sternberg’s three components of love, which component addresses the physical aspects?
a. intimacy b. passion c. commitment d. concern
5. According to Sternberg, when all three components of love are present, a couple possesses ____________ love.
a. romantic b. passionate c. companionate d. consummate
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
12.10 Explore the Concept at MyPsychLab
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Aggression and prosocial Behavior People have a tendency to either behave negatively or positively toward other people. When behavior is negative, it can become violent. But sometimes the choice is to act to help others rather than hurt them, and the next section discusses the differences between those two extremes.
AGGreSSIOn
12.11 How is aggressive behavior determined by biology and learning?
Unfortunately, violence toward others is another form of social interaction. When one person hurts or tries to destroy another person deliberately, either with words or with physical behavior, psychologists call it aggression. One common cause of aggressive behavior is frustration, which occurs when a person is prevented from reaching some desired goal. The concept of aggression as a reaction to frustration is known as the frus- tration–aggression hypothesis (Berkowitz, 1993; Miller et al., 1941). Many sources of frus- tration can lead to aggressive behavior. Pain, for example, produces negative sensations that are often intense and uncontrollable, leading to frustration and often aggressive acts against the nearest available target (Berkowitz, 1993). Loud noises, excessive heat, the irritation of someone else’s cigarette smoke, and even awful smells can lead people to act out in an aggressive manner (Anderson, 1987; Rotton & Frey, 1985; Rotton et al., 1979; Zillmann et al., 1981).
Frustration is not the only source of aggressive behavior. Many early researchers, in- cluding Sigmund Freud (1930), believed that aggression was a basic human instinct, part of our death instinct. Famed sociobiologist Konrad Lorenz (1966) saw aggression as an in- stinct for fighting to promote the survival of our species. In evolutionary terms, those early humans who were most successful in protecting their territory, resources, and offspring were probably more aggressive, and so survived to pass on their genetic material (Buss, 2009; Cosmides & Tooby, 2013). But if aggression is an instinct present in all humans, it should occur in far more similar patterns across cultures than it does. Instinctual behavior, as often seen in animals, is not modifiable by environmental influences. Modern approaches include explanations of aggression as a biological phenomenon or a learned behavior.
AGGreSSIOn And BIOlOGy There is some evidence that human aggression has, at least partially, a genetic basis. Studies of twins reared together and reared apart have shown that if one identical twin has a violent temper, the identical sibling will most likely also have a violent temper. This agreement between twins’ personalities happens more often with identical twins than with fraternal twins (Miles & Carey, 1997; Rowe et al., 1999). It may be that some gene or complex of genes makes certain people more susceptible to aggressive responses under the right environmental conditions.
As discussed in Chapter Two, certain areas of the brain seem to control aggressive responses. The frontal lobes, amygdala, and other structures of the limbic system,
to Learning Objective 2.8, have been shown to trigger aggressive responses when stimulated in both animals and humans (Adams, 1968; Albert & Richmond, 1977; LaBar et al., 1995; Scott et al., 1997; Yang et al., 2010). Charles Whitman, the Texas Tower sniper, who in 1966 killed his mother and his wife and then shot and killed 12 more people before finally being killed by law enforcement officers, left a note asking for an examination of his brain. An autopsy did reveal a tumor that was pressing into his amygdala (Lavergne, 1997).
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There are also chemical influences on aggression. Testosterone, a male sex hor- mone, has been linked to higher levels of aggression in humans (Archer, 1991). This may help to explain why violent criminals tend to be young, male, and muscular. They typically have high levels of testosterone and low levels of serotonin, another important chemical found in the brain (Alexander et al., 1986; Brown & Linnoila, 1990; Coccaro & Kavoussi, 1996; Dabbs et al., 2001; Robins, 1996).
Don’t some people get pretty violent after drinking too much? Does alcohol do something to those brain chemicals?
Alcohol does have an impact on aggressive behavior. Psychologically, alcohol acts to release inhibitions, making people less likely to control their behavior even if they are not yet intoxicated. Biologically, alcohol affects the functioning of many neurotransmitters and in particular is associated with a decrease in serotonin (Virkkunen & Linnoila, 1996).
to Learning Objective 2.2. In one study, volunteers were asked to administer electric shocks to an unseen “opponent” in a study reminiscent of Milgram’s shock ex- periment. The actual responses to the shock were simulated by a computer, although the volunteers believed that the responses were coming from a real person. The volunteers were told it was a test of reaction time and learning (Bushman, 1997). Volunteers par- ticipated both before consuming alcohol and after consuming alcohol. Participants were much more aggressive in administering stronger shocks after drinking. the pOwer Of SOCIAl rOleS Although frustration, genetics, body chemicals, and even the effects of drugs can be blamed for aggressive behavior to some degree, much of hu- man aggression is also influenced by learning. The social learning theory explanation for aggression states that aggressive behavior is learned (in a process called observational learning) by watching aggressive models get reinforced for their aggressive behavior (Bandura, 1980; Bandura et al., 1961). to Learning Objective 5.12. Aggressive models can be parents, siblings, friends, or people on television or in computerized games.
Some evidence suggests that even taking on a particular social role, such as that of a soldier, can lead to an increase in aggressive behavior. A social role is the pattern of behavior that is expected of a person who is in a particular social position. For example, “doctor” is a social role that implies wearing a white coat, asking certain types of ques- tions, and writing prescriptions, among other things. A deeply disturbing experiment was conducted by famed social psychologist Philip Zimbardo at Stanford University in 1971. The experiment was recorded on film from the beginning to its rather abrupt end. About 70 young men, most of whom were college students, volunteered to participate for 2 weeks. They were told that they would be randomly assigned the social role of either a guard or a prisoner in the experiment. The “guards” were given uniforms and instructions not to use violence but to maintain control of the “prison.” The “prisoners” were booked at a real jail, blindfolded, and transported to the campus “prison,” actually the basement of one of the campus buildings. On Day 2, the prisoners staged a revolt (not planned as part of the experiment), which was quickly crushed by the guards. The guards then be- came increasingly more aggressive, using humiliation to control and punish the prisoners. For example, prisoners were forced to clean out toilet bowls with their bare hands. The staff observing the experiment had to release five of the prisoners who became so upset that they were physically ill. The entire experiment was canceled on the fifth day, after one of the prisoners reported to Zimbardo that what the experimenters were doing to the young men was terrible (Zimbardo, 1971).
The conclusions of Zimbardo and his colleagues highlighted the influence that a social role, such as that of “guard,” can have on perfectly ordinary people. Although
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history is full of examples of people behaving horri- bly to others while filling a particular role; one need not travel very far into the past to find an example.
D uring the war in Ir aq i n 2 0 0 3 , a n a r m y reser ve general was sus- pended from duty while an investigation into re- por ted pr isoner abuses was conducted. Between O c t o b e r a n d D e c e m - ber 2003, investigators found numerous cases of cr uel, humiliating, and other startling abuses of the Iraqi prisoners by the army military police sta- tioned at the prison of Abu Ghraib (Hersh, 2004). Among the cruelties reported were pouring cold water on naked detainees, beating them with a broom handle or chair, threatening them with rape, and one case of actually carrying out the threat. How could any normal person have done such things? The “guards” in the Stanford prison study were normal people, but the effect of putting on the uniform and taking on the social role of guard changed their behavior radically. Is it possible that a similar factor was at work at Abu Ghraib? The behavior of the guards at Abu Ghraib was not part of a formal, controlled study, so further research will be needed to determine to what degree the social roles at work in situations like this influence the kind of behavior seen in this real-life example.
No one can deny that abused children are exposed to powerful models of aggres- sion. Unfortunately, the parents who abuse them are reinforced for their aggressive be- havior when they get what they want from the child. No one can deny that there are people who were abused as children who then go on to become abusers. Contrary to popular belief, most children who suffer abuse do not grow up to become abusers them- selves—in fact, only one-third of abused children do so (Glasser et al., 2001; Kaufman & Zigler, 1993; Oliver, 1993). Instead of becoming the abuser, some abused children receive help in the form of counseling and/or removal from the abusive situation, overcoming the damage from their childhood, whereas others withdraw, isolating themselves rather than becoming abusive (Dodge et al., 1990).
I’ve heard that violent television programs can cause children to become more aggressive. How true is that?
vIOlenCe In the medIA And AGGreSSIOn Bandura’s early study in which small chil- dren viewed a video of an aggressive model was one of the first attempts to investi- gate the effect of violence in the media on children’s aggressive behavior (Bandura et al., 1963). to Learning Objective 5.12. Since then, researchers have examined the impact of television and other media violence on the aggressive behavior of chil- dren of various ages. The conclusions have all been similar: Children who are exposed
This photograph shows a “guard” searching a “prisoner” in Zimbardo’s famous Stanford prison experiment. The students in the experiment became so deeply involved in their assigned roles that Zimbardo had to cancel the experiment after only 5 days—less than half the time originally scheduled for the study.
A U.S. soldier mistreats an Iraqi prisoner at the Abu Ghraib prison in Iraq. Investigators into alleged abuses at this prison found numerous sadistic and brutal acts committed by U.S. military personnel upon the prisoners.
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to high levels of violent media are more aggressive than children who are not (Baron & Reiss, 1985; Bushman & Huesmann, 2000; Centerwall, 1989; Geen & Thomas, 1986; Huesmann & Miller, 1994; Huesmann et al., 1997; Huesmann et al., 2003; Villani, 2001). These studies have found that there are several contributing factors involving the normal aggressive tendencies of the child, with more aggressive children preferring to watch more aggressive media, as well as the age at which exposure begins: The younger the child, the greater the impact. Parenting issues also have an influence, as the aggres- sive impact of television is lessened in homes where hostile behavior is not tolerated and punishment is not physical.
Violent video games have also come under fire as causing violent acting-out in children, especially young adolescents. The tragic shootings at schools all over the United States have, at least in part, been blamed on violent video games that the students seemed to be imitating. This was especially a concern in the Littleton, Colorado, shootings be- cause the adolescent boys involved in those incidents had not only played a violent video game in which two shooters killed people who could not fight back but also had made a video of themselves in trench coats, shooting school athletes. This occurred less than a year before these same boys killed 13 of their fellow students at Columbine High School and wounded 23 others (Anderson & Dill, 2000). In one study, second-grade boys were allowed to play either an aggressive or a nonaggressive video game. After playing the game, the boys who had played the aggressive video game demonstrated more verbal and physical aggression both to objects around them and to their playmates while playing in a free period than did the boys who had played the nonaggressive video game (Irwin & Gross, 1995).
In a massive meta-analysis of research into the connection between violent media and aggressive behavior in children, social psychologist Craig Anderson and colleagues found clear and consistent evidence that even short-term exposure to violent media sig- nificantly increases the likelihood that children will engage in both physical and verbal aggression as well as aggressive thoughts and emotions (Anderson et al., 2003). Clearly, violent video games do correlate with increased aggression levels of the children who play them, both young children and adolescents (Anderson, 2003; Anderson & Bushman, 2001; Anderson et al., 2008; Bartlett et al., 2008; Ferguson et al., 2008). (Remember, correlation does NOT prove causation—the studies mentioned here have not proven that playing violent video games causes increased aggression! to Learning Objective 1.9).
prOSOCIAl BehAvIOr
12.12 What is altruism, and how is deciding to help someone related to the presence of others?
Another and far more pleasant form of human social interaction is prosocial behavior, or socially desirable behavior that benefits others rather than brings them harm. AltruISm One form of prosocial behavior that almost always makes people feel good about other people is altruism, or helping someone in trouble with no expectation of reward and often without fear for one’s own safety, as Charles Ramsey did in the Ohio kidnapping case discussed at the beginning of this chapter. Although no one is surprised by the behavior of a mother who enters a burning house to save her child, some people are often surprised when total strangers step in to help, risking their own lives for people they do not know. Take the survey experiment Could You Be a Hero? to learn more about your own tendencies to take risks to help others.
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Sociobiologists, scientists who study the evolutionary and genetic bases of social organizations in both animals and humans, see altruistic behavior as a way of preserving one’s genetic material, even at the cost of one’s own life. This is why the males of certain species of spiders, for example, seem to willingly become “dinner” for the female mates they have just fertilized, ensuring the continuation of their genes through the offspring she will produce (Koh, 1996). It also explains the mother or father who risks life and limb to save a child.
But why do people risk their own lives to help total strangers? One answer may lie in the structure of the brain. Using brain-imaging techniques, researchers have found evidence that a brain region known as the temporoparietal junction (TPJ) is larger in individuals who make altruistic choices, particularly in the right hemisphere (Morishima et al., 2012). This area was also more active during decision making that involved a greater cost of helping the individual.
More importantly, why do people sometimes refuse to help when their own lives are not at risk?
why peOple wOn’t help On March 13, 1964, at about 3:15 in the morning, a man who didn’t even know Catherine “Kitty” Genovese caught her in the parking lot of her apartment complex, stabbed her, left, and then came back nearly half an hour later to rape and stab her to death in the entryway of the complex. A police investigation determined that at least 38 people heard or watched some part of the fatal attack from their apart- ment windows. Not one of these people—Kitty’s neighbors—called the police until after the attack was over (Delfiner, 2001; Gado, 2004; Rosenthal, 1964).
People were outraged by the apparent indifference and lack of sympathy for the poor woman’s plight. Why did those people simply stand by and watch or listen? Social psychologists would explain that the lack of response to Kitty Genovese’s screams for help was not due to indifference or a lack of sympathy but instead to the presence of other people.
Forty-three years later on June 23, 2007, 27-year-old LaShanda Calloway was stabbed to death during an argument in a convenience store. It took two minutes for someone to call 9-1-1. Surveillance video captured the attack, including the five shoppers who stepped over her bleeding form and continued shopping. One customer did stop—to
Could You Be a Hero? Many people believe that a hero is an extraordinary person who is able to protect and defend others because he or she has special skills or a particular type of personality. What then do we make of the thousands of average, ordinary people that help, protect, and rescue people every day? How about you? Have you ever been a hero? Could you be a hero?
Go to the Experiment
Simulation
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take a picture of Ms. Calloway as she lay dying on the floor (Hegeman, 2007). When other people are present at the scene or are assumed to be present, individuals are affected by two basic principles of social psychology: the bystander effect and diffusion of responsibility.
The bystander effect refers to the finding that the likelihood of a bystander (someone observing an event and close enough to offer help) to help someone in trou- ble decreases as the number of bystanders increases. If only one person is standing by, that person is far more likely to help than if there is another person, and the ad- dition of each new bystander decreases the possibility of helping behavior even more (Darley & Latané, 1968; Eagly & Crowley, 1986; Latané & Darley, 1969). In the case of Kitty Genovese, there were 38 “bystanders” at the windows of the apartment buildings, and none of them helped. There is some evidence that only six or seven people actually saw parts of the attack, while others heard what some interpreted as a lover’s quarrel. No one appar-
ently witnessed the entire event from start to finish, and the greater part of the assault actually took place out of the hearing of any witnesses (Rasenberger, 2006). Still, not one person called the police.
Social psychologists Bibb Latané and John Darley conducted several classic ex- periments about the bystander effect. In one study, participants were filling out question- naires in a room that began to fill with smoke. Some participants were alone in the room, whereas in another condition there were three participants in the room. In a third con- dition one participant was in the room with two confederates of the experimenter, who were instructed to notice the smoke but ignore it afterwards. In the “participant alone” condition, three-fourths of the participants left the room to report the smoke. In the “three participants” condition, only a little over one-third of the participants reported the smoke, whereas only one-tenth of the participants who were in the room with confeder- ates did so (Figure 12.6).
But why does the number of bystanders matter?
Diffusion of responsibility is the phenomenon in which a person fails to take responsibility for either action or inaction because of the presence of other people who are seen to share the responsibility (Leary & Forsyth, 1987). Diffusion of re- sponsibility is a form of attribution in which people explain why they acted (or failed to act) as they did because of others. “I was just following orders,” “Other people were doing it,” and “ There were a lot of people there, and I thought one of them would do something” are all examples of statements made in such situations. Kitty Genovese and LaShanda Calloway received no help because there were too many potential “helpers,” and not one of the people listening to cries for help took the responsibility to intervene—they thought surely someone else was doing something about it. fIve deCISIOn pOIntS In helpInG BehAvIOr What kind of decision-making process do people go through before deciding to help? What are the requirements for decid- ing when help is needed? Darley and Latané (1968) identified several cognitive deci- sion points that a bystander must face before helping someone in trouble. These decision points, which are discussed in the video The Basics: Under the Influence of Others: Deciding to Help and outlined in Table 12.3, are still considered valid over 40 years later.
Figure 12.6 elements Involved in Bystander response
In a classic experiment, participants were filling out surveys as the room began to fill with smoke. As you can see in the accompanying graph, the time taken to report smoke and the percentage of people reporting smoke both depended on how many people were in the room at the time the smoke was observed. If a person was alone, he or she was far more likely to report the smoke and report it more quickly than when there were three people. Source: latané & Darley (1969).
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Aside from the factors listed in the table, there are other influences on the decision to help. For example, the more ambiguity* in a situation, the less likely it will be defined as an emergency. (Remember, many of those who heard the attack on Kitty Genovese were not sure if it was a lover’s quarrel or not.) If there are other people nearby, especially if the situation is ambiguous, bystanders may rely on the actions of the others to help determine if the situation is an emergency or not. Since all the bystanders may be doing this, it is very likely that the situation will be seen as a nonemergency because no one is moving to help.
Another factor is the mood of the bystanders. People in a good mood are generally more likely to help than people in a bad mood, but oddly enough, they are not as likely to help if helping would destroy the good mood. Gender of the victim is also a factor, with women more likely to receive help than men if the bystander is male, but not if the bystander is female. Physically attractive people are more likely to be helped. Victims who look like “they deserve what is happening” are also less likely to be helped. For example, a man lying on the side of the street who is dressed in shabby clothing and appears to be drunk will be passed by, but if he is dressed in a business suit, people are more likely to stop and help. Racial and ethnicity differences between victim and bystander also decrease the probability of helping (Richards & Lowe, 2003; Tukuitonga & Bindman, 2002).
*ambiguity: having the quality of being difficult to identify specific elements of the situation.
Watch the Video, The Basics: Under the Influence of Others: Deciding to Help, at MyPsychLab
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table 12.3
Help or Don’t Help: Five Decision Points
deCISIOn pOInt deSCrIptIOn fACtOrS InfluenCInG deCISIOn
Noticing Realizing that there is a situation that might be an emergency.
Hearing a loud crash or a cry for help.
Defining an Emergency Interpreting the cues as signaling an emergency. Loud crash is associated with a car accident, people are obviously hurt.
Taking Responsibility Personally assuming the responsibility to act. A single bystander is much more likely to act than when others are present (Latané & Darley, 1969).
Planning a Course of Action Deciding how to help and what skills might be needed.
People who feel they have the necessary skills to help are more likely to help.
Taking Action Actually helping. Costs of helping (e.g., danger to self) must not outweigh the rewards of helping.
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Applying psychology to everyday life: peeking Inside the Social Brain
12.13 What is social neuroscience?
As scientists develop better techniques for studying the workings of the brain, researchers in many fields of psychology are able to find the neural bases for human behavior. Social psychology is no exception, and the study of how our bodies and brains work during
1. When people are unable to reach a goal, frustration may result, which can ultimately turn into
a. aggression. b. pain. c. confusion. d. depression.
2. Increased levels of aggression in those who drink alcohol may be due to a decrease in what neurotransmitter?
a. dopamine b. GABA c. endorphins d. serotonin
3. Studies of the brain have found that the _________________ is influential in the presence of ________________ behavior.
a. occipital lobe; aggressive b. medulla; shy c. suprachiasmatic nucleus; passive
d. temporoparietal junction; altruistic
4. Which of the following scenarios probably will not result in the bystander effect?
a. You come across someone lying on a busy sidewalk in a large city.
b. You see someone pass out at a concert. c. You drive past an automobile accident where a crowd
has gathered. d. You come across someone lying on a walking path while
you are walking alone at your local nature center.
5. Once a situation has been defined as an emergency, the next step in the decision-making process is
a. noticing. b. taking action. c. taking responsibility. d. planning a course of action.
Practice quiz How much Do you remember? answers available in answer key. Pick the best answer.
Social Interaction: (continued) Aggression and Prosocial Behavior
partially explained by social learning theory—social roles (expected behavior in particular social situation) determine much of behavior (e.g., Zimbardo’s Stanford Prison study)
childhood exposure to abuse does not necessarily mean that one will grow up to be an abuser
short-term exposure to violent media (video games, television, movies) has been correlated with increases in both physical and verbal aggression and aggressive thoughts and emotions
altruism: helping someone with no expectation of reward and often at personal risk
can be in�uenced by helper’s mood and victim’s gender, attractiveness, or “just rewards”; racial and ethnic differences can decrease probability of helping
refusal to help another can be negatively affected by the presence of others (bystander effect/diffusion of responsibility) rather than indifference or a lack of sympathy; also in�uenced by individual’s appraisal of situation (see Table 12.3)
aggression may be partly attributed to genetics and can be triggered by variations in brain function (i.e., amygdala activation) and internal or external chemical in�uences (e.g., testosterone, alcohol)
aggression occurs when one person verbally or physically hurts or tries to destroy another person; often the result of frustration
much of aggression is in�uenced by learning but not totally deterministic
prosocial, or socially desirable, behavior bene�ts others
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social behavior is called social neuroscience (Cacioppo & Berntson, 1992). In the dis- cussion of altruism, the temporoparietal junction, or TPJ, was named as one of the areas of the brain involved in prosocial behavior (Morishima et al., 2012). That research was accomplished with an fMRI, a brain-scanning technique that allows not only the struc- ture but also the functioning of the living brain to be examined during various tasks and activities. to Learning Objective 2.6.
The TPJ, located where the temporal and parietal lobes meet, is also a key neu- ral structure involved in competitive behavior. Researchers pitted people against either a computer or another person, and found that the TPJ is active when the person is trying to predict the actions of the human opponent, but not the computer opponent (Carter et al., 2012). Research with nonhuman primates highlights the importance of the prefrontal cortex, the area of the brain at the very front of the large frontal lobes. The findings of that study suggest that primates make decisions about sharing behavior in three different parts of the prefrontal lobe (Chang et al., 2013). One can only guess that human sharing decisions are at least as complex, if not more so.
What all of these studies (and many, many more) mean is that there are specific structures and places in our brains for social interactions and decisions. It is important that we try to understand as much as we can about the “social brain” for many reasons, but chief among them is gaining an understanding of diseases and disorders which may be linked to the social areas of the brain (Adolphs, 2010). Consider autism, a develop- mental disorder than includes impaired social functioning, or Alzheimer’s, Parkinson’s, or Huntington’s disease, all of which also have impaired social functioning. Many psy- chological disorders also involve abnormal social behavior—depression, the various personality disorders, and anxiety disorders, to name a few. Understanding how these malfunctions occur within the brain is a huge step on the road to changing that be- havior. Where social psychologists once studied human interactions through observing outward behavior, social neuroscientists now study the most intimate workings of the social brain.
questions for further discussion
1. Can you think of other diseases or disorders which include disrupted social behavior?
2. What are the drawbacks of drawing parallels between nonhuman primate behavior and human behavior?
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Discuss the factors that contribute to prejudice and discrimination and identify some techniques for reducing the development of prejudice and discrimination.
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chapter summary Listen to the Audio File of your chapter at MyPsychLab
• Social psychology is the scientific study of how a person’s thoughts, feelings, and behavior are influenced by the real, imagined, or implied presence of other people.
Social Influence: Conformity, Group Behavior, Compliance, and Obedience
12.1 What factors influence people or groups to conform to the actions of others, and how does the prescence of others affect in- dividual task performance? • Asch used a set of comparison lines and a standard line to experiment
with conformity, finding that subjects conformed to group opinion about one-third of the time, increased as the number of confederates rose to four, and decreased if just one confederate gave the correct answer.
• Cross-cultural research has found that collectivistic cultures show more conformity than individualistic cultures. Gender differences do not exist in conformity unless the response is not private, in which case women are more conforming than men.
• Groupthink occurs when a decision-making group feels that it is more important to maintain group unanimity and cohesiveness than to con- sider the facts realistically. Minimizing groupthink involves holding group members responsible for the decisions made by the group.
• Group polarization occurs when members take somewhat more ex- treme positions and take greater risks as compared to those made by individuals.
• When the performance of an individual on a relatively easy task is im- proved by the presence of others, it is called social facilitation. When the performance of an individual on a relatively difficult task is nega- tively affected by the presence of others, it is called social impairment.
• When a person who is lazy is able to work in a group of people, that person often performs less well than if the person were working alone, in a phenomenon called social loafing.
• Deindividuation occurs when group members feel anonymous and personally less responsible for their actions.
12.2 How is compliance defined, and what are some ways to gain the compliance of another? • Compliance occurs when a person changes behavior as a result of an-
other person asking or directing that person to change. • Three common ways of getting compliance from others are the foot-
in-the-door technique, the door-in-the-face technique, and the low- ball technique.
• People who join cults tend to be under stress, unhappy, unassert- ive, gullible, dependent, idealistic, and they want to belong. Young people are also likelier to join cults than are older people. Cults use love-bombing, isolation, rituals, and activities to keep the new recruits from questioning and critical thinking. Cults also use the foot-in- the-door technique.
12.3 What factors make obedience more likely? • Obedience involves changing one’s behavior at the direct order of an
authority figure. • Milgram did experiments in which he found that 65 percent of people
obeyed an authority figure even if they believed they were hurting, in- juring, or possibly killing another person with electric shock.
Social Cognition: Attitudes, Impression forma- tion, and Attribution
12.4 What are the three components of an attitude, how are at- titudes formed, and how can attitudes be changed? • Attitudes are tendencies to respond positively or negatively toward
ideas, persons, objects, or situations. • The three components of an attitude are the affective (emotional)
component, the behavior component, and the cognitive component. • Attitudes are often poor predictors of behavior unless the attitude is
very specific or very strong. • Direct contact with the person, situation, object, or idea can help
form attitudes. • Attitudes can be formed through direct instruction from parents or
others. • Interacting with other people who hold a certain attitude can help an
individual form that attitude. • Attitudes can also be formed through watching the actions and reac-
tions of others to ideas, people, objects, and situations. • Persuasion is the process by which one person tries to change the be-
lief, opinion, position, or course of action of another person through argument, pleading, or explanation.
• The key elements in persuasion are the source of the message, the message itself, and the target audience.
• In the elaboration likelihood model, central-route processing involves attending to the content of the message itself, whereas peripheral- route processing involves attending to factors not involved in the message, such as the appearance of the source of the message, the length of the message, and other noncontent factors.
12.5 How do people react when attitudes and behavior are not the same? • Cognitive dissonance is discomfort or distress that occurs when a per-
son’s actions do not match the person’s attitudes. • Cognitive dissonance is lessened by changing the conflicting behav-
ior, changing the conflicting attitude, or forming a new attitude to justify the behavior.
12.6 How are social categorization and implicit personality the- ories used in impression formation? • Impression formation is the forming of the first knowledge a person
has about another person. • The primacy effect in impression formation means that the very first
impression one has about a person tends to persist even in the face of evidence to the contrary.
• Impression formation is part of social cognition, or the mental processes that people use to make sense out of the world around them.
• Social categorization is a process of social cognition in which a person, upon meeting someone new, assigns that person to a category or group on the basis of characteristics the person has in common with other people or groups with whom the perceiver has prior experience.
• One form of a social category is the stereotype, in which the char- acteristics used to assign a person to a category are superficial and believed to be true of all members of the category.
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• An implicit personality theory is a form of social cognition in which a person has sets of assumptions about different types of people, personality traits, and actions that are assumed to be related to each other.
• Schemas are mental patterns that represent what a person believes about certain types of people. Schemas can become stereotypes.
12.7 How do people try to explain the actions of others? • Attribution is the process of explaining the behavior of others as well as
one’s own behavior. • A situational cause is an explanation of behavior based on factors in
the surrounding environment or situation. • A dispositional cause is an explanation of behavior based on the in-
ternal personality characteristics of the person being observed. • The fundamental attribution error is the tendency to overestimate
the influence of internal factors on behavior while underestimating the influence of the situation.
Social Interaction: prejudice and Aggression
12.8 How are prejudice and discrimination different? • Prejudice is a negative attitude that a person holds about the members
of a particular social group. Discrimination occurs when members of a social group are treated differently because of prejudice toward that group.
• There are many forms of prejudice, including ageism, sexism, racism, and prejudice toward those who are too fat or too thin.
• In-groups are the people with whom a person identifies, whereas out- groups are everyone else at whom prejudice tends to be directed.
• Scapegoating refers to the tendency to direct prejudice and discrimi- nation at out-group members who have little social power or influ- ence. New immigrants are often the scapegoats for the frustration and anger of the in-group.
12.9 W hy are people prejudiced, and how can prejudice be stopped? • Social cognitive theory views prejudice as an attitude acquired through
direct instruction, modeling, and other social influences. • Conflict between groups increases prejudice and discrimination ac-
cording to realistic conflict theory. • Social identity theory sees a person’s formation of a social sense of
self within a particular group as being due to three things: social categorization (which may involve the use of reference groups), social identity (the person’s sense of belonging to a particular social group), and social comparison (in which people compare themselves to others to improve their own self-esteem).
• Stereotype vulnerability refers to the effect that a person’s knowledge of the stereotypes that exist against his or her social group can have on that person’s behavior.
• People who are aware of stereotypes may unintentionally come to behave in a way that makes the stereotype real in a self-fulfilling prophecy.
• Intergroup contact is more effective in reducing prejudice if the groups have equal status.
• Prejudice and discrimination can also be reduced when a superordi- nate goal that is large enough to override all other goals needs to be achieved by all groups.
• Prejudice and discrimination are reduced when people must work together to solve a problem because each person has an impor-
tant key to solving the problem, creating a mutual interdepen- dence. This technique used in education is called the “jigsaw class-room.”
liking and loving: Interpersonal Attraction
12.10 What factors govern attraction and love, and what are some different kinds of love? • Interpersonal attraction refers to liking or having the desire for a rela-
tionship with another person. • People tend to form relationships with people who are in physical
proximity to them. • People are attracted to others who are similar to them in some way. • People may also be attracted to people who are different from them-
selves, with the differences acting as a complementary support for areas in which each may be lacking.
• People tend to like other people who like them in return, a phenom- enon called the reciprocity of liking.
• Use of a specific social networking site may be partially determined by racial identity and ethnic identity. The ways sites are used are influenced by both gender and the status of current social relation- ships.
• Love is a strong affection for another person due to kinship, personal ties, sexual attraction, admiration, or common interests.
• Sternberg states that the three components of love are intimacy, pas- sion, and commitment.
• Romantic love is intimacy with passion, companionate love is inti- macy with commitment, and consummate love contains all three components.
Aggression and prosocial Behavior
12.11 How is aggressive behavior determined by biolog y and learning? • Aggression is behavior intended to hurt or destroy another person in
a way that may be physical or verbal. Frustration is a major source of aggression.
• Biological influences on aggression may include genetics, the amyg- dala and limbic system, and testosterone and serotonin levels.
• Social roles are powerful influences on the expression of aggression. Social learning theory states that aggression can be learned through direct reinforcement and through the imitation of successful aggres- sion by a model.
• Studies have concluded that violent television, movies, and video games stimulate aggressive behavior, both by increasing aggressive tendencies and providing models of aggressive behavior.
12.12 What is altruism, and how is deciding to help someone related to the presence of others? • Prosocial behavior is behavior that is socially desirable and benefits
others. • Altruism is prosocial behavior in which a person helps someone else
without expectation of reward or recognition, often without fear for his or her own safety.
• The bystander effect means that people are more likely to get help from others if there are one or only a few people nearby rather than a larger number. The more people nearby, the less likely it is that help will be offered.
498 CHAPTER 12
test YouRSElF answers available in answer key.
Pick the best answer.
1. Saul admits that he conforms so as to be liked by others. This is known as
a. compliance. b. obedience. c. informational social influence. d. normative social influence.
2. According to the text, in which of the following has groupthink been known to occur?
a. presidential elections b. the fall of communism c. mass suicides by cults d. the sinking of the Titanic
3. Many businesses now require their employees to work in teams, believing that a group of four to five employees will accomplish more than four to five individuals working alone. This is an ex- ample of what concept?
a. social facilitation b. social impairment c. social loafing d. social laziness
4. Maria was approached by her neighbor asking her to adopt two to three kittens that were abandoned by their mother. While Maria refused to take in three kittens, she did agree to adopt just one. What compliance technique did her neighbor use on Maria?
a. foot-in-the-door b. door-in-the-face c. lowball d. double foot-in-the-door
5. Which of the following people would probably not be a prime candidate for membership into a cult?
a. lewis, who is mad at the world, especially his parents b. leticia, who is open to new ideas and wants world peace
and harmony among people c. lauren, who is under a lot of stress and dissatisfied with her
life d. lawrence, who has only has a high school diploma but tends
to be independent and happy with his life
6. Follow-up studies to Stanley Milgram’s research have suggested that a teacher’s willingness to deliver potentially lethal shocks may be more a product of _______________ than of obedience.
a. conformity b. compliance c. social identity d. deindividuation
7. The public service messages that encourage parents to sit down with their children and talk frankly about drugs are promoting which method of attitude formation?
a. direct contact b. direct instruction c. vicarious conditioning d. observational learning
8. Researchers have found that a ____________ degree of fear in a message makes it more effective, particularly when it is combined with ____________.
a. maximum; information about how to prevent the fearful consequences
b. minimum; threats c. moderate; threats d. moderate; information about how to prevent the fearful
consequences
9. Sandy was a juror in the trial for a man accused of stealing guns from a sporting goods store. The defendant was not very well spoken and came from a very poor background, but Sandy lis- tened carefully to the evidence presented and made her decision based on that. Sandy was using ____________ processing.
a. central-route b. peripheral-route c. cognitive-route d. visual-route
10. Which of the following should laShonda avoid if she wants to re- duce cognitive dissonance?
a. changing her behavior b. changing her attitude c. forming a completely new attitude d. ignoring the conflict altogether
11. Gerard goes to a job interview dressed in patched blue jeans, a torn T-shirt, and sandals. His hair is uncombed and he hasn’t shaved in a few days. Obviously, Gerard knows nothing about
a. cognitive dissonance. b. attitude formation. c. impression formation. d. groupthink.
12. If behavior is assumed to be caused by external characteristics, this is known as
a. a situational cause. b. a dispositional cause. c. a fundamental attribution error. d. actor–observer bias.
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• When others are present at a situation in which help could be offered, there is a diffusion of responsibility among all the bystanders, reduc- ing the likelihood that any one person or persons will feel responsi- bility for helping.
• Researchers Latané and Darley found that people who were alone were more likely to help in an emergency than people who were with others.
• The five steps in making a decision to help are noticing, defining an emergency, taking responsibility, planning a course of action, and tak- ing action.
Applying psychology to everyday life: peeking Inside the Social Brain
12.13 What is social neuroscience? • Social neuroscience is the study of how biological processes influence
social behavior. Studies use fMRI and other imaging techniques to discover areas of the brain involved in social actions.
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13. Thomas likes to “hang with the guys.” These people with whom Thomas identifies most strongly with are called a(n)
a. referent group. b. in-group. c. out-group. d. “them” group.
14. The “Robber’s Cave” experiment showed the value of ____________ in combating prejudice.
a. “jigsaw classrooms” b. equal status contact c. subordinate goals d. stereotyping vulnerability
15. Vivian and Steve met at work. At first they were just friends, but over time, they found themselves falling in love—or as Vivian tells her friends, “Steve just grew on me!” According to re- search in interpersonal attraction, the most likely explanation for their attraction is
a. mere exposure. b. personal attractiveness. c. fate. d. reciprocity of liking
16. According to Sternberg, a couple whose love is based off of inti- macy and passion but who are not yet committed to a long-term relationship are in the form of love called ____________ love.
a. companionate b. romantic c. affectionate d. consummate
17. The concept that aggression results from a social role is based on what psychological theory?
a. humanistic b. learning c. psychoanalytical d. cognitive
18. To which two processes do most social psychologists attribute the failure of those around laShanda Calloway to help her?
a. bystander effect and altruism b. aggression and diffusion of responsibility c. altruism and diffusion of responsibility d. bystander effect and diffusion of responsibility
19. Cara knows that she can help people simply by dialing 9-1-1 on her cell phone if an emergency arises. Which step in the deci- sion process for helping would Cara be at?
a. noticing b. taking action c. taking responsibility d. planning a course of action
20. Which of the following would the field of social neuroscience be most likely to study?
a. what parts of the brain influence social behavior b. how influential is heredity on social behavior c. what impact does head trauma play on developing rela-
tionships d. what impact do friends have in resolving conflicts
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13 t h e o r i e s o f p e r s o n a l i t y Many people have heard the story of the “Jim” twins, James Arthur Springer and James Edward
Lewis, identical twins separated just after birth. At age 39 Springer and Lewis were the first set of twins
studied by University of Minnesota psychologist Thomas Bouchard, who examined the differences and
similarities between identical and fraternal twins raised apart from each other (Bouchard et al., 1990).
The two “Jims” were remarkably similar. They shared interests in mechanical drawing and
carpentry, they smoked and drank the same amount, and they even both divorced women named Linda
before marrying women named Betty. It is easy to attribute these similarities to their shared genetics.
But Springer and Lewis were both raised in Ohio by parents from relatively similar socioeconomic
backgrounds—how much of their similarity to each other might be due to those conditions?
In what ways are you similar to and different from your siblings? How has your personality been shaped by your environment?
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Why study personality? Personality is the sum total of who you are—your attitudes and reactions, both physical and
emotional. It’s what makes each person different from every other person in the world. How
can any study of human behavior not include the study of who we are and how we got to be
that way?
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What is personality, and how do the various perspectives in psychology view personality?
How do humanists such as Carl Rogers explain personality?
How did Freud’s view of the mind and personality form a basis for psychodynamic theory?
How does the trait perspective conceptualize personality?
How did the neo-Freudians modify Freud’s theory, and how does modern psychodynamic theory differ from that of Freud’s?
What part do biology, heredity, and culture play in personality?
How do behaviorists and social cognitive theo- rists explain personality?
What are the advantages and disadvantages of various measures of personality?
13.9 What are some biological bases of the Big Five theory of personality?
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Theories of Personality 13.1 What is personality, and how do the various perspectives in psychology view
personality?
Personality is the unique way in which each individual thinks, acts, and feels through- out life. Personality should not be confused with character, which refers to value judg- ments made about a person’s morals or ethical behavior; nor should it be confused with temperament, the enduring characteristics with which each person is born, such as ir- ritability or adaptability. Temperament is based in one’s biology, either through genetic influences, prenatal influences, or a combination of those influences, and forms the basis upon which one’s larger personality is built. Both character and temperament are vital parts of personality, however. Every adult personality is a combination of temperaments and personal history of family, culture, and the time during which they grew up (Kagan, 2010). Watch the Video, The Big Picture: What Is Personality?, at MyPsychLab
Personality is an area of the still relatively young field of psychology in which there are several ways in which the characteristic behavior of human beings can be explained. However, the investigation of personality goes back quite some time. For example, physiological roots of personality were suggested as early as the fourth century b.c.e. by Empedocles and later by Hippocrates, with Hippocrates’s work later influencing Galen in the second century c.e. (Dumont, 2010). Hippocrates and Galen believed that tem- perament or personality was related to the relative balance of the four physical humors of the body: blood, black bile, yellow bile, and phlegm.
One reason no single explanation of personality exists is because personality is still difficult to measure precisely and scientifically, and different perspectives of personality have arisen. Overall these tend to examine the source of personality, such as individual behavioral dispositions or situational processes, mediating factors that may be conscious or unconscious (Mischel & Shoda, 1995). Sources likely overlap and influence each other, such as the interaction of biological, developmental, social, and cultural factors. Perspectives also examine sources from different ways. In addition to those highlighted below, some are influenced by early schools of thought in psychology such as structural- ism, functionalism, Gestalt learning, or the cognitive perspective. And among others, theories or perspectives may also use a “lens” stemming from such areas as motivated- cognition, cognitive-affective processing, self-narrative, evolution, or social adaption (Buss, 2009, 2011; Higgins & Scholer, 2010; McAdams & Olson, 2010; Mischel & Shoda, 1995). From a foundational aspect, we will focus on several traditional perspec- tives in personality theory:
• The psychodynamic perspective had its beginnings in the work of Sigmund Freud and still exists today. It focuses on the role of the unconscious mind in the development of personality. This perspective is also heavily focused on biological causes of personality differences.
• The behaviorist perspective is based on the theories of learning as discussed in Chapter Five. This approach focuses on the effect of the environment on behavior and as addressed here, includes aspects of social cognitive theory in that interactions with others and personal thought processes also influence learning and personality.
• The humanistic perspective first arose as a reaction against the psychoanalytic and behaviorist perspectives and focuses on the role of each person’s conscious life experiences and choices in personality development.
• The trait perspective differs from the other three in its basic goals: The psychody- namic, behaviorist, and humanistic perspectives all seek to explain the process that causes personality to form into its unique characteristics, whereas trait theorists
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theories of personality 503
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13.1 are more concerned with the end result—the characteristics themselves. Although some trait theorists assume that traits are biologically determined, others make no such assumption. Before we begin our study of the various personality perspectives, take a moment
to participate in the survey experiment, What Has Shaped Your Personality?, to learn more about what factors may have influenced your own personality.
*virtuous: morally excellent.
The Man and the Couch: Sigmund Freud and the Origins of the Psychodynamic Perspective It’s hard to understand how Freud developed his ideas about personality unless we have some knowledge of the world in which he and his patients lived. He was born and raised in Europe during the Victorian Age, a time of sexual repression. People growing up in this period were told by their church that sex should take place only in the context of marriage and then only to make babies. To enjoy sexual intercourse was considered a sin. Men were understood to be unable to control their “animal” desires at times, and a good Victorian husband would father several children with his wife and then turn to a mistress for sexual comfort, leaving his virtuous* wife untouched. Women, especially those of the upper classes, were not supposed to have sexual urges. It is no wonder that many of Freud’s patients were wealthy women with problems stemming from unfulfilled sexual desires or sexual repression. Freud’s “obsession” with sexual explanations for abnormal behavior seems more understandable in light of his cultural background and that of his patients.
Freud came to believe that there were layers of consciousness in the mind. His belief in the influence of the unconscious mind on conscious behavior, published in The Psychopathology of Everyday Life (Freud, 1901), shocked the Victorian world.
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Sigmund Freud (1856–1939) was the founder of the psychodynamic movement in psychology. Many of his patients sat or reclined on the couch above while he sat in a chair, listening to them and developing his psychoanalytic theory of personality.
What Has Shaped Your Personality? This survey asks you about your beliefs regarding the factors that in uence personality development and your experiences with personality assessment.
Go to the Experiment
Simulation
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13.2
The UnCOnSCiOUS Mind
13.2 How did Freud’s view of the mind and personality form a basis for psychodynamic theory?
Freud believed that the mind was divided into three parts: the preconscious, conscious, and unconscious minds (Freud, 1900). (See Figure 13.1.) While no one really disagreed with the idea of a conscious mind in which one’s current awareness exists, or even of a preconscious mind containing memories, information, and events of which one can eas- ily become aware, the unconscious mind (also called “the unconscious”) was the real departure for the professionals of Freud’s day. Freud theorized that there is a part of the mind that remains hidden at all times, surfacing only in symbolic form in dreams and in some of the behavior people engage in without knowing why they have done so. Even when a person makes a determined effort to bring a memory out of the unconscious mind, it will not appear directly, according to Freud. Freud believed that the unconscious mind was the most important determining factor in human behavior and personality.
Watch the Video, The Basics: Personality Theories: Psychodynamic, at MyPsychLab
FreUd’S diviSiOnS OF The PerSOnaliTy
Freud believed, based on observations of his patients, that personality itself could be divided into three parts, each existing at one or more levels of conscious awareness (see Figure 13.1). The way these three parts of the personality develop and interact with one another became the heart of his theory (Freud, 1923, 1933, 1940). id: iF iT FeelS GOOd, dO iT The first and most primitive part of the personality, present in the infant, is the id. Id is a Latin word that means “it.” The id is a completely unconscious, pleasure-seeking, amoral part of the personality that exists at birth, containing all of the basic biological drives: hunger, thirst, self-preservation, and sex, for example.
Figure 13.1 Freud’s Conception of the Personality
This iceberg represents the three levels of the mind. The part of the iceberg visible above the surface is the conscious mind. Just below the surface is the preconscious mind, everything that is not yet part of the conscious mind. Hidden deep below the surface is the unconscious mind, feelings, memories, thoughts, and urges that cannot be easily brought into consciousness. While two of the three parts of the personality (ego and superego) exist at all three levels of awareness, the id is completely in the unconscious mind.
Ego
Super- ego
Preconscious: Material just beneath the surface of awareness
Conscious: Contact with outside world
Unconscious: Dif�cult to retrieve material; well below the surface of awareness
Id
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Wait a minute—Freud thought babies have sex drives?
Yes, Freud thought babies have sex drives, which shocked and outraged his col- leagues and fellow Victorians. By “sex drive” he really meant “pleasure drive,” the need to seek out pleasurable sensations. People do seem to be pleasure-seeking creatures, and even infants seek pleasure from sucking and chewing on anything they can get into their mouths. In fact, thinking about what infants are like when they are just born provides a good picture of the id. Infants are demanding, irrational, illogical, and impulsive. They want their needs satisfied immediately, and they don’t care about anyone else’s needs or desires. (A word of caution: The fact that infant behavior seems to fit Freud’s concept of the id is not proof that the id exists. It simply means that Freud came up with the con- cept of the id to fit what he already knew about infants.)
Freud called this need for satisfaction the pleasure principle, which can be defined as the desire for immediate gratification of needs with no regard for the consequences. The pleasure principle can be summed up simply as “if it feels good, do it.” eGO: The exeCUTive direCTOr People normally try to satisfy an infant’s needs as quickly as possible. Infants are fed when hungry, changed when wet, and tended to whenever they cry. But as infants begin to grow, adults start denying them their every wish. There will be things they cannot touch or hold, and they must learn to wait for cer- tain things, such as food. Freud would say that reality has reared its ugly head, and the id simply cannot deal with the reality of having to wait or not getting what it wants. Worse still would be the possibility of punishment as a result of the id’s unrestrained actions.
According to Freud, to deal with reality, a second part of the personality develops called the ego. The ego, from the Latin word for “I,” is mostly conscious and is far more rational, logical, and cunning than the id. The ego works on the reality principle, which is the need to satisfy the demands of the id only in ways that will not lead to negative consequences. This means that sometimes the ego decides to deny the id its desires be- cause the consequences would be painful or too unpleasant.
For example, while an infant might reach out and take an object despite a parent’s protests, a toddler with the developing ego will avoid taking the object when the parent says, “No!” to avoid punishment—but may go back for the object when the parent is not looking. A simpler way of stating the reality principle, then, is “if it feels good, do it, but only if you can get away with it.”
If everyone acted on the pleasure principle, the world would be pretty scary. How does knowing right from wrong come into Freud’s theory?
SUPereGO: The MOral WaTChdOG Freud called the third and final part of the personal- ity, the moral center of personality, the superego. The superego (also Latin, meaning “over the self ”) develops as a preschool-aged child learns the rules, customs, and expectations of society. The super ego contains the conscience, the part of the personality that makes peo- ple feel guilt, or moral anxiety, when they do the wrong thing. It is not until the conscience develops that children have a sense of right and wrong. (Note that the term conscience is a different word from conscious. They may look and sound similar, but they represent totally different concepts.) Explore the Concept, Freud: Id, Ego, and Superego, at MyPsychLab The anGel, The devil, and Me: hOW The Three ParTS OF The PerSOnaliTy WOrk TO-
GeTher Anyone who has ever watched cartoons while growing up has probably seen these three parts of the personality shown in animated form—the id is usually a little devil, the superego an angel, and the ego is the person or animal caught in the middle, trying to
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decide what action to take. So, the id makes demands, the superego puts restrictions on how those demands can be met, and the ego has to come up with a plan that will quiet the id but satisfy the superego. Sometimes the id or the superego does not get its way, resulting in a great deal of anxiety for the ego itself. This constant state of conflict is Freud’s view of how personality works; it is only when the anxiety created by this conflict gets out of hand that disordered behavior arises. Note that despite the id being portrayed as the devil in the example, the id is not “evil,” it is concerned with survival and immediate gratification.
The psychological defense mechanisms are ways of dealing with anxiety through unconsciously distorting one’s perception of reality. These defense mechanisms were mainly outlined and studied by Freud’s daughter, Anna Freud, who was a psychoanalyst (Benjafield, 1996; A. Freud, 1946). In order for the three parts of the personality to func- tion, the constant conflict among them must be managed, and Freud assumed that the defense mechanisms were one of the most important tools for dealing with the anxiety caused by this conflict. A list of the defense mechanisms, their definitions, and examples of each appears in Table 13.1.
STaGeS OF PerSOnaliTy develOPMenT
So the id exists at birth, but the other two parts of the personal- ity develop later—how much later? When is personality finished?
Freud believed that personality development occurs in a series of psychosexual stages that are determined by the developing sexuality of the child. At each stage, a different erogenous zone, or area of the body that produces pleasurable feelings, becomes important
Table 13.1
The Psychological Defense Mechanisms
deFenSe MeChaniSM and deFiniTiOn exaMPle
Denial: refusal to recognize or acknowledge a threatening situation.
Pat is an alcoholic who denies being an alcoholic.
Repression: “pushing” threatening or conflicting events or situations out of conscious memory.
Regan, who was sexually abused as a child, cannot remember the abuse at all.
Rationalization: making up acceptable excuses for unacceptable behavior.
“If I don’t have breakfast, I can have that piece of cake later on without hurting my diet.”
Projection: placing one’s own unacceptable thoughts onto others, as if the thoughts belonged to them and not to oneself.
Britni is attracted to her sister’s husband but denies this and believes the husband is attracted to her.
Reaction formation: forming an emotional reaction or attitude that is the opposite of one’s threatening or unacceptable actual thoughts.
Charley is unconsciously attracted to Sean but outwardly voices an extreme hatred of homosexuals.
Displacement: expressing feelings that would be threatening if directed at the real target onto a less threatening substitute target.
Sandra gets reprimanded by her boss and goes home to angrily pick a fight with her husband.
Regression: falling back on childlike patterns as a way of coping with stressful situations.
Four-year-old Blaine starts wetting his bed after his parents bring home a new baby.
Identification: trying to become like someone else to deal with one’s anxiety.
Samantha really admires Emily, the most popular girl in school, and tries to copy her behavior and dress.
Compensation (substitution): trying to make up for areas in which a lack is perceived by becoming superior in some other area.
Ethan is not good at athletics, so he puts all of his energies into becoming an academic scholar.
Sublimation: turning socially unacceptable urges into socially acceptable behavior.
Ryder, who is very aggressive, becomes a mixed martial arts fighter.
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and can become the source of conflicts. Conflicts that are not fully resolved can result in fixation, or getting “stuck” to some degree in a stage of development. The child may grow into an adult but will still carry emotional and psychological “baggage” from that earlier fixated stage. Oral STaGe (FirST 18 MOnThS) The first stage is called the oral stage because the erogenous zone is the mouth. The conflict that can arise here, according to Freud, will be over weaning (taking the mother’s breast away from the child, who will now drink from a cup). Weaning that occurs too soon or too late can result in too little or too much satis- faction of the child’s oral needs, resulting in the activities and personality traits associated with an orally fixated adult personality: overeating, drinking too much, chain smoking, talking too much, nail biting, gum chewing, and a tendency to be either too dependent and optimistic (when the oral needs are overindulged) or too aggressive and pessimistic (when the oral needs are denied). anal STaGe (18 TO 36 MOnThS) As the child becomes a toddler, Freud believed that the erogenous zone moves from the mouth to the anus, because he also believed that children got a great deal of pleasure from both withholding and releasing their feces at will. This stage is, therefore, called the anal stage.
Obviously, Freud thought that the main area of conflict here is toilet training, the demand that the child use the toilet at a particular time and in a particular way. This in- vasion of reality is part of the process that stimulates the development of the ego during this stage. Fixation in the anal stage, from toilet training that is too harsh, can take one of two forms. The child who rebels openly will refuse to go in the toilet and, according to Freud, translate in the adult as an anal expulsive personality, someone who sees messiness as a statement of personal control and who is somewhat destructive and hostile. Some children, however, are terrified of making a mess and rebel passively—refusing to go at all or retaining the feces. No mess, no punishment. As adults, they are stingy, stubborn, and excessively neat. This type is called the anal retentive personality. PhalliC STaGe (3 TO 6 yearS) As the child grows older, the erogenous zone shifts to the genitals. Children have discovered the differences between the sexes by now, and most have also engaged in perfectly normal self-stimulation of the genitals, or masturba- tion. One can only imagine the horror of the Victorian parent who discovered a child engaged in masturbation. People of that era believed that masturbation led to all manner of evils, including mental illness.
This awakening of sexual curiosity and interest in the genitals is the beginning of what Freud termed the phallic stage. (The word phallic comes from the Greek word phallos and means “penis.”) Freud believed that when boys realized that the little girl down the street had no penis they developed a fear of losing the penis called castra- tion anxiety, while girls developed penis envy because they were missing a penis. If this seems an odd focus on male anatomy, remember the era—the Western world at that time was very male-oriented and male-dominated. Fortunately, nearly all psychoanalysts have long since abandoned the concept of penis envy (Horney, 1939, 1973; Slipp, 1993). The conflict in the phallic stage centers on the awakening sexual feelings of the child. Freud essentially believed that boys develop both sexual attraction to their mothers and jealousy of their fathers during this stage, a phenomenon called the Oedipus complex. (Oedipus was a king in a Greek tragedy who unknowingly killed his father and married his mother.)
The sexual attraction is not that of an adult male for a female but more of a sexual curiosity that becomes mixed up with the boy’s feelings of love and affection for his mother. Of course, his jealousy of his father leads to feelings of anxiety and fears that his father, a powerful authority figure, might get angry and do something terrible—remember that castration anxiety? To deal with this anxiety, two things must occur by the time the phallic stage ends. The boy will repress his sexual feelings for his mother and identify with his father.
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For females, chastity belts like this were occasionally used to prevent intercourse or masturbation. The openings allowed for urination and defecation but their size and design, such as metal teeth in this one, did not allow for intercourse or masturbation to easily take place.
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(Identification is one of the defense mechanisms used to combat anxiety.) The boy tries to be just like his father in every way, taking on the father’s behavior, mannerisms, values, and moral beliefs as his own, so that Daddy won’t be able to get angry with the boy. Girls go through a similar process called the Electra complex with their father as the target of their affections and their mother as the rival. The result of identification is the development of the superego, the internalized moral values of the same-sex parent.
What happens when things go wrong? If a child does not have a same-sex parent with whom to identify, or if the opposite-sex parent encourages the sexual attraction, fix- ation can occur. Fixation in the phallic stage usually involves immature sexual attitudes as an adult. People who are fixated in this stage, according to Freud, will often exhibit pro- miscuous* sexual behavior and be very vain. The vanity is seen as a cover-up for feelings of low self-worth arising from the failure to resolve the complex, and the lack of moral sexual behavior stems from the failure of identification and the inadequate formation of the superego. Additionally, men with this fixation may be “mama’s boys” who never quite grow up, and women with this fixation may look for much older father figures to marry. laTenCy STaGe (6 yearS TO PUberTy) Remember that by the end of the phallic stage, children have pushed their sexual feelings for the opposite sex into the unconscious in another defensive reaction, repression. From age 6 to the onset of puberty, children will remain in this stage of hidden, or latent, sexual feelings, so this stage is called latency. In this stage, children grow and develop intellectually, physically, and socially but not sexu- ally. This is the age at which boys play only with boys, girls play only with girls, and each thinks the opposite sex is pretty awful. GeniTal STaGe (PUberTy On) When puberty does begin, the sexual feelings that were once repressed can no longer be ignored. Bodies are changing and sexual urges are once more allowed into consciousness, but these urges will no longer have the parents as their targets. Instead, the focus of sexual curiosity and attraction will become other adolescents, celebrities, and other objects of adoration. Since Freud tied personality development into sexual development, the genital stage represented the final process in Freud’s personality theory, as well as the entry into adult social and sexual behavior.
The neO-FreUdianS
13.3 How did the neo-Freudians modify Freud’s theory, and how does modern psy- chodynamic theory differ from that of Freud’s?
At first Freud’s ideas were met with resistance and ridicule by the growing community of doctors and psychologists. Eventually, a number of early psychoanalysts, objecting to Freud’s emphasis on biology and particularly on sexuality, broke away from a strict inter- pretation of psychoanalytic theory, instead altering the focus of psychoanalysis (the term Freud applied to both his explanation of the workings of the unconscious mind and the development of personality and the therapy he based on that theory) to the impact of the social environment. to Learning Objective 1.3. At the same time they retained many of Freud’s original concepts such as the id, ego, superego, and defense mechanisms. These early psychoanalysts became the neo-Freudians, or “new” Freudian psychoana- lysts. This section briefly covers some of the more famous neo-Freudians. JUnG Carl Gustav Jung (“YOONG”) disagreed with Freud about the nature of the unconscious mind. Jung believed that the unconscious held much more than personal fears, urges, and memories. He believed that there was not only a personal unconscious, as described by Freud, but a collective unconscious as well ( Jung, 1933).
According to Jung, the collective unconscious contains a kind of “species” memory, memories of ancient fears and themes that seem to occur in many folktales and cultures.
*promiscuous: having sexual relations with more than one partner.
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These collective, universal human memories were called archetypes by Jung. There are many archetypes, but two of the more well known are the anima/animus (the feminine side of a man/the masculine side of a woman) and the shadow (the dark side of personal- ity, called the “devil” in Western cultures). The side of one’s personality that is shown to the world is termed the persona. adler Alfred Adler was also in disagreement with Freud over the importance of sexu- ality in personality development. Adler (1954) developed the theory that as young, help- less children, people all develop feelings of inferiority when comparing themselves to the more powerful, superior adults in their world. The driving force behind all human endeavors, emotions, and thoughts for Adler was not the seeking of pleasure but the seeking of superiority. The defense mechanism of compensation, in which people try to overcome feelings of inferiority in one area of life by striving to be superior in another area, figured prominently in Adler’s theory (see Table 13.1).
Adler (1954) also developed a theory that the birth order of a child affected per- sonality. Firstborn children with younger siblings feel inferior once those younger sib- lings get all the attention and often overcompensate by becoming overachievers. Middle children have it slightly easier, getting to feel superior over the dethroned older child while dominating younger siblings. They tend to be very competitive. Younger children are supposedly pampered and protected but feel inferior because they are not allowed the freedom and responsibility of the older children. Although some researchers have found evidence to support Adler’s birth order theory (Stein, 2001; Sulloway, 1996), and some have even linked birth order to career choices (Leong et al., 2001; Watkins & Savickas, 1990), other researchers point to sloppy methodology and the bias of researchers toward the birth order idea (Beer & Horn, 2001; Freese et al., 1999; Ioannidis, 1998).
hOrney Karen Horney (horn-EYE) disagreed with Freudian views about the differences between males and females and most notably with the concept of penis envy. She countered with her own concept of “womb envy,” stating that men felt the need to compensate for their lack of child-bearing ability by striving for success in other areas (Burger, 1997).
Rather than focusing on sexuality, Horney focused on the basic anxiety created in a child born into a world that is so much bigger and more powerful than the child. While people whose parents gave them love, affection, and security would overcome this anxiety, others with less secure up-bringings would develop neurotic personalities and maladap- tive ways of dealing with relationships. Some children, according to Horney, try to deal with their anxiety by moving toward people, becoming dependent and clingy. Others move against people, becoming aggressive, demanding, and cruel. A third way of coping would be to move away from people by withdrawing from personal relationships. erikSOn Erik Erikson (1950, 1959, 1982) was an art teacher who became a psychoana- lyst by studying with Anna Freud. He also broke away from Freud’s emphasis on sex, pre- ferring instead to emphasize the social relationships that are important at every stage of life. Erikson’s eight psychosocial stages are discussed in detail in Chapter Eight. to Learning Objective 8.7.
It sounds as if all of these theorists became famous by ditch- ing some of Freud’s original ideas. Is Freud even worth studying anymore?
CUrrenT ThOUGhTS On FreUd and The PSyChOdynaMiC PerSPeCTive
Although Freud’s original psychoanalytic theory seems less relevant in today’s sexually saturated world, many of his concepts have remained useful and still form a basis for many modern personality theories, and the psychodynamic perspective. The idea of the
Of the three ways children deal with anxiety according to Horney, which way do you think this child might be using?
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defense mechanisms has had some research support and has remained useful in clinical psychology as a way of describing people’s defensive behavior and irrational thinking. The concept of an unconscious mind also has some research support.
As strange as the idea of an unconscious mind that guides behavior must have seemed to Freud’s contemporaries, modern researchers have had to admit that there are influences on human behavior that exist outside of normal conscious awareness. Al- though much of this research has taken place in the area of hypnosis and subliminal perception (Borgeat & Goulet, 1983; Bryant & McConkey, 1989; Kihlstrom, 1987, 1999, 2001), other researchers have looked at the concept of implicit memory and implicit learning (Frensch & Runger, 2003). to Learning Objective 6.5.
This might be a good time to point out a very important fact about Freud’s the- ory: He did no experiments to arrive at his conclusions about personality. His theory is based on his own observations (case studies) of numerous patients. Basing his sup- positions on his patients’ detailed memories of their childhoods and life experiences, he interpreted their behavior and reminiscences to develop his theory of psychoanalysis. He felt free to interpret what his patients told him of their childhoods as fantasy or fact, depending on how well those memories fit in with his developing theory. For example, many of Freud’s patients told him that they were sexually abused by fathers, brothers, and other close family members. Freud was apparently unable to accept these memo- ries as real and decided that they were fantasies, making them the basis of the Oedipal conflict. He actually revised his original perceptions of his patients’ memories of abuse as real in the face of both public and professional criticism from his German colleagues (Masson, 1984).
Freud based much of his diagnoses of patients’ problems on the interpretations of dreams ( to Learning Objective 4.5) and the results of the patient’s free association (talking about anything without fear of negative feedback). These “sources” of information are often criticized as being too ambiguous and without scientific support for the validity of his interpretations. The very ambiguity of these sources of information allowed Freud to fit the patient’s words and recollections to his own preferred interpretation, as well as increasing the possibility that his own suggestions and interpretations, if conveyed to the patient, might alter the actual memories of the patient, who would no doubt be in a very suggestible state of mind during therapy (Grünbaum, 1984).
Another criticism of Freud’s theory concerns the people upon whose dreams, recol- lections, and comments the theory of psychoanalysis was based. Freud’s clients were al- most all wealthy Austrian women living in the Victorian era of sexual repression. Critics state that basing his theory on observations made with such a demographically limited group of clients promoted his emphasis on sexuality as the root of all problems in per- sonality, as women of that social class and era were often sexually frustrated. Freud rarely had clients who did not fit this description, and so his theory is biased in terms of sexual frustrations (Robinson, 1993).
Although most professionals today view Freud’s theory with a great deal of skep- ticism, his influence on the modern world cannot be ignored. Freudian concepts have had an impact on literature, movies, and even children’s cartoons. People who have never taken a course in psychology are familiar with some of Freud’s most basic concepts, such as the defense mechanisms. He was also one of the first theorists to emphasize the im- portance of childhood experiences on personality development—in spite of the fact that he did not work extensively with children.
It has only been in the last several decades that people have had the necessary tools to examine the concepts of the unconscious mind. One can only wonder how Freud might have changed his theory in light of what is known about the workings of the hu- man brain and the changes in society that exist today.
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psychodynamic: based on work of Freud; primary focus is on role of unconscious mind
behavioral and social cognitive views: focus on the effect of the environment on behavior; based on theories of learning
humanistic: focuses on conscious life experiences and choices
trait: focuses on characteristics themselves, not roots of personality
Theories of Personality
Psychodynamic Perspective
personality unique way in which each individual thinks, acts, and feels throughout life
perspectives/theories different ways of viewing and explaining personality
mind made up of different levels of awareness—conscious, preconscious, and unconscious
personality stems from interplay and con�ict between demands made by the id, restrictions set forth by the superego, and direction by the ego
disordered behavior is product of constant con�ict and anxiety; ego uses unconscious defense mechanisms as ways to manage anxiety/con�ict between three parts of personality (see Table 13.1)
basic aspects
psychosexual stages of personality development
id exists at birth; ego and superego develop in childhood
different erogenous zones are sources of con�ict as individual ages; unresolved con�icts result in individuals getting stuck or �xated at that stage
oral
anal
phallic
latency
genital
Jung: believed in both a personal unconscious and a collective unconscious that holds universal human memories called archetypes
Adler: focused on feelings of inferiority and seeking feelings of superiority as opposed to importance of sexuality; birth order also important
Horney: disagreed with concept of penis envy, developed womb envy; rather than sexuality, focused on basic anxiety
Erikson: emphasized social relationships at every stage of life (see Table 8.4)
a group of Freud’s students and followers of the psychoanalytic perspective, called the neo-Freudians, modi�ed his theory and altered the focus of psychoanalysis
modern psychodynamic theory maintains focus on unconscious mind, concept of defense mechanisms is still useful
despite several criticisms, Freud’s theory still important—�rst to suggest that personality develops through stages, that we are not always consciously aware of reasons for behavior, and that early life experiences in�uence who we are later in life
13.2 13.313.1
1. If you are asked to describe your best friends by explaining how they act, typically feel, and what they think about, you would be describing their
a. temperament. b. character.
c. personality. d. mood.
2. According to Freud, the ___________________ mind was the most important determining factor in human behavior and personality.
a. preconscious b. conscious
c. conscience d. unconscious
3. According to Freud, which part of the personality is totally buried within each individual?
a. ego b. superego
c. id d. conscience
4. The awakening of sexual curiosity and interest in the genitals is the beginning of what Freud termed the
a. oral stage. b. anal stage.
c. phallic stage. d. latency stage.
5. Many of Kyle’s friends like to dress up on Halloween as dev- ils, vampires, and zombies. According to Carl Jung’s theory, what archetype is being expressed?
a. anima b. animus
c. persona d. shadow
6. Which neo-Freudian believed personality was mostly a product of dealing with anxieties during childhood?
a. Karen Horney b. Erik Erikson
c. Carl Jung d. Alfred Adler
THInKIng CrITICAlly: What aspects of psychodynamic theory do you think still have relevance in today’s world? Was there one neo-Freudian whose theory appealed to you, and if so, why?
Practice quiz How Much Do You remember? answers available in answer KeY. Pick the best answer.
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C O n C e P T M a P
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The behaviorist and Social Cognitive view of Personality
13.4 How do behaviorists and social cognitive theorists explain personality?
At the time that Freud’s theory was shocking the Western world, another psychological perspective was also making its influence known. In Chapter Five the theories of classical and operant conditioning were discussed in some detail. Behaviorists (researchers who use the principles of conditioning to explain the actions and reactions of both animals and humans) and social cognitive theorists (researchers who emphasize the influence of social and cognitive factors on learning) have a very different view of personality.
For the behaviorist, personality is nothing more than a set of learned responses or habits (DeGrandpre, 2000; Dollard & Miller, 1950). In the strictest traditional view of Watson and Skinner, everything a person or animal does is a response to some environmental stimulus that has been reinforced or strengthened by a reward in some way.
Watch the Video, The Basics: Personality Theories: Behavioral, at MyPsychLab
So how does a pattern of rewarding certain behavior end up becoming part of some kind of personality pattern?
Think about how a traditional behaviorist might explain a shy personality. Begin- ning in childhood, a person might be exposed to a parent with a rather harsh discipline style (stimulus). Avoiding the attention of that parent would result in fewer punishments and scoldings, so that avoidance response is negatively reinforced—the “bad thing” or punishment is avoided by keeping out of sight and quiet. Later, that child might general- ize that avoidance response to other authority figures and adults, such as teachers. In this way, a pattern (habit) of shyness would develop.
Of course, many learning theorists today do not use only classical and operant con- ditioning to explain the development of the behavior patterns referred to as personality. Social cognitive learning theorists, who emphasize the importance of both the influ- ences of other people’s behavior and of a person’s own expectancies on learning, hold that observational learning, modeling, and other cognitive learning techniques can lead to the formation of patterns of personality. to Learning Objective 5.11.
One of the more well-researched learning theories that includes the concept of cognitive processes as influences on behavior is the social cognitive theory of Albert Bandura. In the social cognitive view, behavior is governed not just by the influence of external stimuli and response patterns but also by cognitive processes such as anticipat- ing, judging, and memory as well as learning through the imitation of models. In fact, you might remember Bandura’s work with observation learning and imitation of models from his Bobo doll study. to Learning Objective 5.12.
bandUra’S reCiPrOCal deTerMiniSM and SelF-eFFiCaCy
Bandura (1989) believes that three factors influence one another in determining the patterns of behavior that make up personality: the environment, the behavior itself, and personal or cognitive factors that the person brings into the situation from earlier experiences (see Figure 13.2). These three factors each affect the other two in a recip- rocal, or give-and-take, relationship. Bandura calls this relationship reciprocal determinism.
Take a look at Figure 13.2. The environment includes the actual physical surroundings, the other people who may or may not be present, and the potential for reinforcement in those surroundings. The intensity and
Figure 13.2 reciprocal determinism
In Bandura’s model of reciprocal determinism, three factors influence behavior: the environment, which consists of the physical surroundings and the potential for reinforcement; the person (personal/cognitive characteristics that have been rewarded in the past); and the behavior itself, which may or may not be reinforced at this particular time and place.
Environment Reinforcers
Behavior
Personal/Cognitive Factors
Beliefs, expectancies, personal dispositions
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frequency of the behavior will not only be influenced by the environment but will also have an impact on that environment. The person brings into the situation previously reinforced re- sponses (personality, in other words) and mental processes such as thinking and anticipating.
Here’s how this might work: Richard walks into a classroom filled with other stu- dents, but no teacher is present at this time. (This is the environment.) Part of Richard’s personal characteristics includes the desire to have attention from other people by talking loudly and telling jokes, which has been very rewarding to him in the past (past reinforce- ments are part of his cognitive processes, or expectancies of future rewards for his behavior). Also in the past, he has found that he gets more attention when an authority figure is not present. His behavior will most likely be to start talking and telling jokes, which will con- tinue if he gets the reaction he expects from his fellow students. If the teacher walks in (the environment changes), his behavior will change. If the other students don’t laugh, his behav- ior will change. In the future Richard might be less likely to behave in the same way be- cause his expectations for reward (a cognitive element of his personal variables) are different.
One of the more important personal variables that Bandura talks about is self- efficacy, a person’s expectancy of how effective his or her efforts to accomplish a goal will be in any particular circumstance (Bandura, 1998). (Self-efficacy is not the same concept as self-esteem, which is the positive values a person places on his or her sense of worth.)
People’s sense of self-efficacy can be high or low, depending on what has happened in similar circumstances in the past (success or failure), what other people tell them about their competence, and their own assessment of their abilities. For example, if Fiona has an opportunity to write an extracredit paper to improve her grade in psychology, she will be more likely to do so if her self-efficacy is high: She has gotten good grades on such papers in the past, her teachers have told her that she writes well, and she knows she can write a good paper. According to Bandura, people high in self-efficacy are more persis- tent and expect to succeed, whereas people low in self-efficacy expect to fail and tend to avoid challenges (Bandura, 1998).
rOTTer’S SOCial learninG TheOry: exPeCTanCieS
Julian Rotter (1966, 1978, 1981, 1990) devised a theory based on a basic principle of mo- tivation derived from Thorndike’s law of effect: People are motivated to seek reinforce- ment and avoid punishment. He viewed personality as a relatively stable set of potential responses to various situations. If in the past, a certain way of responding led to a rein- forcing or pleasurable consequence, that way of responding would become a pattern of responding, or part of the “personality” as learning theorists see it.
One very important pattern of responding in Rotter’s view became his concept of locus of control, the tendency for people to assume that they either have control or do not have control over events and consequences in their lives. to Learning Objective 9.2. People who assume that their own actions and decisions directly affect the consequences they experience are said to be internal in locus of control, whereas peo- ple who assume that their lives are more controlled by powerful others, luck, or fate are external in locus of control (MacDonald, 1970; Rotter, 1966). Rotter associated people high in internal locus of control with the personality characteristics of high achievement motivation (the will to succeed in any attempted task). Those who give up too quickly or who attribute events in their lives to external causes can fall into patterns of learned helplessness and depression (Abramson et al., 1978, 1980; GongGuy & Hammen, 1980).
Like Bandura, Rotter (1978, 1981) also believed that an interaction of factors would determine the behavioral patterns that become personality for an individual. For Rotter, there are two key factors influencing a person’s decision to act in a certain way given a par- ticular situation: expectancy and reinforcement value. Expectancy is fairly similar to Bandu- ra’s concept of self-efficacy in that it refers to the person’s subjective feeling that a particular behavior will lead to a reinforcing consequence. A high expectancy for success is similar to a high sense of self-efficacy and is also based on past experiences with successes and failures.
According to rotter, what would be the most likely form of locus of control experienced by this young woman?
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Reinforcement value refers to an individual’s preference for a particular reinforcer over all other possible reinforcing consequences. Things or circumstances that are particularly ap- pealing to us have a higher reinforcement value than other possible reinforcers.
CUrrenT ThOUGhTS On The behaviOriST and SOCial COGniTive vieWS
Behaviorism as an explanation of the formation of personality has its limitations. The clas- sic theory does not take mental processes into account when explaining behavior, nor does it give weight to social influences on learning. The social cognitive view of personality, unlike traditional behaviorism, does include social and mental processes and their influ- ence on behavior. Unlike psychoanalysis, the concepts in this theory can and have been tested under scientific conditions (Backenstrass et al., 2008; Bandura, 1965; Catanzaro et al., 2000; DeGrandpre, 2000; Domjan et al., 2000; Skinner, 1989). Some of this research has investigated how people’s expectancies can influence their control of their own negative moods. Although some critics think that human personality and behavior are too complex to explain as the result of cognitions and external stimuli interacting, others point out that this viewpoint has enabled the development of therapies based on learning theory that have become effective in changing undesirable behavior. to Learning Objective 15.4.
The Third Force: humanism and Personality
13.5 How do humanists such as Carl Rogers explain personality?
As first discussed in Chapter One, in the middle of the twentieth century the pessimism of Freudian psychodynamic theory with its emphasis on conflict and animalistic needs, together with the emphasis of behaviorism on external control of behavior, gave rise to a third force in psychology: the humanistic perspective. Humanists such as Carl Rogers and Abraham Maslow wanted psychology to focus on the things that make people uniquely human, such as subjective emotions and the freedom to choose one’s own destiny. As Maslow’s theory was discussed more fully in Chapter Nine, in this chapter the discussion of the humanistic view of personality will focus on the theory of Carl Rogers. A brief overview of the humanistic perspective is also offered in the video, The Basics: Personality Theories: Humanistic.
“It’s always ‘Sit,’ ‘Stay,’ ‘Heel’— never ‘Think,‘ ‘Innovate,‘ ‘Be yourself. ‘“ © The new yorker Collection 1990
Peter Steiner from cartoonbank.com. All
rights reserved.
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CC
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Carl rOGerS and SelF-COnCePT
Both Maslow and Rogers (1961) believed that human beings are always striving to fulfill their innate capacities and capabilities and to become everything that their ge- netic potential will allow them to become. This striving for fulfillment is called the self-actualizing tendency. An important tool in human self-actualization is the develop- ment of an image of oneself, or the self-concept. The self- concept is based on what people are told by others and how the sense of self is reflected in the words and actions of important people in one’s life, such as parents, siblings, coworkers, friends, and teachers. real and ideal SelF Two important components of the self-concept are the real self (one’s actual perception of characteristics, traits, and abilities that form the basis of the striving for self-actualization) and the ideal self (the perception of what one should be or would like to be). The ideal self primarily comes from important, significant others in a person’s life, especially our parents when we are children. Rogers believed that when the real self and the ideal self are very close or similar to each other, people feel competent and capable, but when there is a mismatch between the real self and ideal self, anxiety and neurotic behavior can be the result. (See Figure 13.3.)
The two halves of the self are more likely to match if they aren’t that far apart at the start. When a person has a realistic view of the real self, and the ideal self is some- thing that is actually attainable, there usually isn’t a problem of a mismatch. It is when a person’s view of self is distorted or the ideal self is impossible to attain that problems arise. Once again, how the important people (who can be either good or bad influ- ences) in a person’s life react to the person can greatly impact the degree of agreement, or congruence, between real and ideal selves. However, as an individual develops, they look less to others for approval and disapproval, and more within themselves to decide if they are living in a way that is satisfying to them (Rogers, 1951, 1961). COndiTiOnal and UnCOndiTiOnal POSiTive reGard Rogers defined positive regard as warmth, affection, love, and respect that come from the significant others (parents, admired adults, friends, and teachers) in people’s experience. Positive regard is vital to people’s ability to cope with stress and to strive to achieve self-actualization. Rogers be- lieved that unconditional positive regard, or love, affection, and respect with no strings attached, is necessary for people to be able to explore fully all that they can achieve and become. Unfortunately, some parents, spouses, and friends give conditional positive re- gard, which is love, affection, respect, and warmth that depend, or seem to depend, on doing what those people want.
Here is an example: As a freshman, Sasha was thinking about becoming a math teacher, a computer programmer, or an elementary school teacher. Karen, also a freshman, already knew that she was going to be a doctor. Whereas Sasha’s parents had told her that what she wanted to become was up to her and that they would love her no matter what, Karen’s parents had made it very clear to her as a small child that they expected her to become a doctor. She was under the very strong impression that if she tried to choose any other career, she would lose her parents’ love and respect. Sasha’s parents were giving her unconditional positive regard, but Karen’s parents (whether they intended to do so or not) were giving her conditional positive regard. Karen was obviously not as free as Sasha to explore her potential and abilities.
Figure 13.3 real and ideal Selves
According to rogers, the self- concept includes the real self and the ideal self. The real self is a person’s actual perception of traits and abilities, whereas the ideal self is the perception of what a person would like to be or thinks he or she should be. When the ideal self and the real self are very similar (matching), the person experiences harmony and contentment. When there is a mismatch between the two selves, the person experiences anxiety and may engage in neurotic behavior.
Ideal self
Congruence = Match = Harmony
Real self
Real self
Ideal self
Incongruence = Mismatch = Anxiety
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For Rogers, a person who is in the process of self-actualizing, actively exploring potentials and abilities and experiencing a match between the real self and ideal self, is a fully functioning person. Fully functioning people are in touch with their own feelings and abilities and are able to trust their innermost urges and intuitions (Rogers, 1961). To become fully functioning, a person needs unconditional positive regard. In Rogers’s view, Karen would not have been a fully functioning person.
What kind of people are considered to be fully functioning? Is it the same thing as being self-actualized?
Although the two concepts are highly related, there are some subtle differences. Self-actualization is a goal that people are always striving to reach, according to Maslow (1987). to Learning Objective 9.4. In Rogers’s view, only a person who is fully functioning is capable of reaching the goal of self-actualization. To be fully functioning is a necessary step in the process of self-actualization. Maslow (1987) listed several people who he considered to be self-actualized people: Albert Einstein, Mahatma Gandhi, and Eleanor Roosevelt, for example. These were people who Maslow found to have the self- actualized qualities of being creative, autonomous, and unprejudiced. In Rogers’s view, these same people would be seen as having trusted their true feelings and innermost needs rather than just going along with the crowd.
CUrrenT ThOUGhTS On The hUManiSTiC vieW OF PerSOnaliTy
Humanistic views of personality paint a very rosy picture. Some critics believe that the picture is a little too rosy, ignoring the more negative aspects of human nature. For exam- ple, would humanistic theory easily explain the development of sociopathic personalities who have no conscience or moral nature? Or could a humanist explain the motivation behind terrorism?
Humanistic theory is also very difficult to test scientifically. Little research support exists for this viewpoint, which could be considered more a philosophical view of human behavior than it is a psychological explanation. Its greatest impact has been in the devel- opment of therapies designed to promote self-growth and help people better understand themselves and others. to Learning Objective 15.3.
Despite these apparent flaws, some of the premises of positive psychology have their roots in humanistic psychology. The term “positive psychology” was first used by Maslow in 1954 when he stressed the need for psychology to focus on human potential, rather than problems (Maslow, 1954). And some have pointed out that related views go back to the work of William James and beyond (Froh, 2004; Taylor, 2001). How- ever, the field of positive psychology itself has emerged more recently and strives to understand how human beings prosper during difficult times and focuses on the science of subjective, individual, and group factors that foster positive experiences (Seligman & Csikszentmihalyi, 2000). There has been debate between the two fields, primarily on the choice of research approaches and some philosophical nuances, but nonetheless, positive psychology shares many facets with humanism and other areas in psychology in its focus on human potential, identification of strengths, and the positive aspects of what it means to be a human (Mahoney, 2005; Seligman, 2005; Snyder & Lopez, 2005; Waterman, 2013).
These proud parents are giving their daughter unconditional positive regard.
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13.5 Behavioral, Social Cognitive, and Humanistic Perspectives
for behaviorists, personality is a set of learned responses and habits, gained through classical and operant conditioning
in social cognitive view, both learning (individual and through imitation of models) and cognitive processes (such as anticipation, judgment, and memory) are important
Bandura: concept of self-ef�cacy; believed three factors were important: the environment, the behavior itself, and personal or cognitive experiences from earlier experiences; each affect the other two in a reciprocal way—reciprocal determinism (see Figure 13.2)
Rotter: theory based on principles of motivation derived from Thorndike’s law of effect; personality is set of potential responses to various situations, including one’s locus of control (internal vs. external), sense of expectancy, and preference for particular reinforcers.
Rogers: believed that humans are always striving to ful�ll their innate capacities and capabilities (self-actualizing tendency)
self-concept is based on an individual’s view of his or her real self and ideal self; when close/similar, people feel capable and competent; when there is mismatch, anxiety and neurotic behavior can occur
self-actualization is facilitated through positive regard, especially unconditional positive regard
when there is congruence between real and ideal selves, one is considered to be fully functioning and capable of reaching the goal of self-actualization
behavioral and social cognitive
humanistic referred to as the third force in psychology (after psychoanalysis and behaviorism); based largely on work of Rogers and Maslow
13.513.4
1. According to the behavioral theory, personality primarily consists of
a. unconscious forces. b. learned responses.
c. biologically driven traits. d. personal choices.
2. Albert Bandura considers ____________________ as a person’s expectancy of how effective his or her efforts to accomplish a goal will be in any particular circumstance.
a. self-image b. self-esteem
c. self-awareness d. self-efficacy
3. you have walked in late to class and your psychology professor is explaining how one personality theorist sees personality as a relatively stable set of potential responses to various situations. you know immediately that your professor is talking about the theories of
a. Julian rotter. b. B. F. Skinner.
c. Albert Bandura. d. John Watson.
4. nina appreciates compliments about her new photography business but really values constructive criticism, as she can then address particular issues. According to Julian rotter, nina has a(n)
a. strong self-concept. b. real self.
c. internal locus of control. d. external locus of control.
5. What did Carl rogers mean by the term “fully functioning person”?
a. Someone who is working to discover his or her real self.
b. Someone who is working to discover his or her ideal self.
c. Someone who is experiencing a match between his or her real and ideal self, and who is also trusting of their innermost intuitions and urges.
d. Someone who has discovered his or her self-efficacy.
THInKIng CrITICAlly: Some psychologists theorize that individuals with personality disorders act as they do because of the attention they receive, which becomes a form of positive reinforcement. What are your thoughts about such a theory?
Practice quiz How Much Do You remember? answers available in answer KeY. Pick the best answer.
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Trait Theories: Who are you?
13.6 How does the trait perspective conceptualize personality?
Trait theories are less concerned with the explanation for personality development and changing personality than they are with describing personality and predicting behavior based on that description. A trait is a consistent, enduring way of thinking, feeling, or behaving, and trait theories attempt to describe personality in terms of a person’s traits. The video, The Basics: Personality Theories: Trait, describes this perspective in more detail.
Watch the Video, The Basics: Personality Theories: Trait, at MyPsychLab
CC
allPOrT
One of the earliest attempts to list and describe the traits that make up personality can be found in the work of Gordon Allport (Allport & Odbert, 1936). Allport and his col- league H. S. Odbert literally scanned the dictionary for words that could be traits, finding about 18,000, then paring that down to 200 traits after eliminating synonyms. Allport believed (with no scientific evidence, however) that these traits were literally wired into the nervous system to guide one’s behavior across many different situations and that each person’s “constellation” of traits was unique. (In spite of Allport’s lack of evidence, behav- ioral geneticists have found support for the heritability of personality traits, and these findings are discussed in the next section of this chapter.) Watch the Video, Classic Footage of Gordon Allport on Personality Traits, at MyPsychLab
CaTTell and The 16PF
Two hundred traits is still a very large number of descriptors. How might an employer be able to judge the personality of a potential employee by looking at a list of 200 traits? A more compact way of describing personality was needed. Raymond Cattell (1990) defined two types of traits as surface traits and source traits. Surface traits are like those found by Allport, representing the personality characteristics easily seen by other
“Can’t you give him one of those personalities in a bottle I keep reading about?” © The new yorker Collection 1994 lee lorenz from
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people. Source traits are those more basic traits that underlie the surface traits. For example, shyness, being quiet, and disliking crowds might all be surface traits related to the more basic source trait of introversion, a tendency to withdraw from excessive stimulation.
Using a statistical technique that looks for groupings and commonalities in nu- merical data called factor analysis, Cattell identified 16 source traits (Cattell, 1950, 1966), and although he later determined that there might be another 7 source traits to make a total of 23 (Cattell & Kline, 1977), he developed his assessment questionnaire, The Six- teen Personality Factor (16PF) Questionnaire (Cattell, 1995), based on just 16 source traits (see Figure 13.4). These 16 source traits are seen as trait dimensions, or continuums, in which there are two opposite traits at each end with a range of possible degrees for each trait measurable along the dimension. For example, someone scoring near the “reserved” end of the “reserved/outgoing” dimension would be more introverted than someone scor- ing in the middle or at the opposite end.
The biG Five: OCean, Or The Five-FaCTOr MOdel OF PerSOnaliTy
Sixteen factors are still quite a lot to discuss when talking about someone’s personality. Later researchers attempted to reduce the number of trait dimensions to a more man- ageable number, with several groups of researchers arriving at more or less the same five trait dimensions (Botwin & Buss, 1989; Jang et al., 1998; McCrae & Costa, 1996). These five dimensions have become known as the five-factor model, or the Big Five (see Table 13.2), and represent the core description of human personality—that is, the only dimensions necessary to understand what makes us tick.
Figure 13.4 Cattell’s Self-report inventory
The personality profiles of individuals working in various occupations may be characterized by using such tools as Cattell’s 16PF self-report inventory. For example, airline pilots versus writers. Airline pilots, when compared to writers, tend to be more conscientious, relaxed, self-assured, and far less sensitive. Writers, on the other hand, were more imaginative and better able to think abstractly. Based on Cattell (1973).
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Table 13.2
The Big Five
hiGh SCOrer CharaCTeriSTiCS FaCTOr (OCean) lOW SCOrer CharaCTeriSTiCS
Creative, artistic, curious, imaginative, Openness (O) Conventional, down-to-earth, uncreative nonconforming
Organized, reliable, neat, ambitious Conscientiousness (C) Unreliable, lazy, careless, negligent, spontaneous
Talkative, optimistic, sociable, affectionate
Extraversion (E) Reserved, comfortable being alone, stays in the background
Good-natured, trusting, helpful Agreeableness (A) Rude, uncooperative, irritable, aggressive, competitive
Worrying, insecure, anxious, temperamental
Neuroticism (N) Calm, secure, relaxed, stable
Source: Adapted from McCrae & Costa (1990).
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As shown in the table, these five trait dimensions can be remembered by using the acronym OCEAN, in which each of the letters is the first letter of one of the five dimen- sions of personality.
• Openness can best be described as a person’s willingness to try new things and be open to new experiences. People who try to maintain the status quo and who don’t like to change things would score low on openness.
• Conscientiousness refers to a person’s organization and motivation, with people who score high in this dimension being those who are careful about being places on time and careful with belongings as well. Someone scoring low on this dimen- sion, for example, might always be late to important social events or borrow be- longings and fail to return them or return them in poor condition.
• Extraversion is a term first used by Carl Jung (1933), who believed that all people could be divided into two personality types: extraverts and introverts. Extraverts are outgoing and sociable, whereas introverts are more solitary and dislike being the center of attention.
• Agreeableness refers to the basic emotional style of a person, who may be easy- going, friendly, and pleasant (at the high end of the scale) or grumpy, crabby, and hard to get along with (at the low end).
• Neuroticism refers to emotional instability or stability. People who are excessive worriers, overanxious, and moody would score high on this dimension, whereas those who are more even-tempered and calm would score low. Robert McCrae and Paul Costa proposed that these five traits are not interdepen-
dent. In other words, knowing someone’s score on extraversion would not give any infor- mation about scores on the other four dimensions, allowing for a tremendous amount of variety in personality descriptions.
CUrrenT ThOUGhTS On The TraiT PerSPeCTive
Some theorists have cautioned that personality traits will not always be expressed in the same way across different situations. Walter Mischel, a social cognitive theorist, has emphasized that there is a trait–situation interaction in which the particular circum- stances of any given situation are assumed to influence the way in which a trait is ex- pressed (Mischel & Shoda, 1995). An outgoing extravert, for example, might laugh, talk to strangers, and tell jokes at a party. That same person, if at a funeral, would still talk and be open, but the jokes and laughter would be less likely to occur. However, the five-factor model provides a dimensional approach to classifying personality structure (as opposed to a categorical approach), which is consistent with possible alternative ap- proaches to diagnosing personality disorders discussed in the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013). to Learning Objective 14.3
As mentioned earlier, the five-factor model has been studied and tested by nu- merous researchers. Although regional variations exist, cross-cultural research from 56 countries has found evidence of these five trait dimensions in all primary cultural regions of the world (Schmitt et al., 2007). Furthermore, it appears these dimensions are evident or recognizable not only in most languages and cultures, they are also consistent when assessed by either self-ratings or observers (Allik et al., 2013; McCrae & Terracciano, 2005) . This cultural commonality raises the question of the origins of the Big Five trait dimensions: Are child-rearing practices across all those cultures similar enough to result in these five aspects of personality, or could these five dimensions have a genetic compo- nent that transcends cultural differences? The next section will discuss the evidence for a genetic basis of the Big Five. The Applying Psychology section at the end of the chapter will highlight research into insights about these dimensions offered by brain imaging and personality neuroscience.
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The biology of Personality: behavioral Genetics
13.7 What part do biology, heredity, and culture play in personality?
What about genetics? How much of our personality is inherited?
The field of behavioral genetics is devoted to the study of just how much of an indi- vidual’s personality is due to inherited traits. Animal breeders have known for a long time that selective breeding of certain animals with specific desirable traits can produce changes not only in size, fur color, and other physical characteristics but also in the tem- perament of the animals (Isabel, 2003; Trut, 1999). As stated earlier in this chapter, tem- perament consists of the characteristics with which each person is born and is, therefore, determined by biology to a great degree. If the temperaments of animals can be influ- enced by manipulating patterns of genetic inheritance, then it is only one small step to
Trait Theories
a trait is a consistent, enduring way of thinking, feeling, or behaving; trait theories attempt to describe personality in terms of a person’s traits
Allport: believed there were 200 traits that were wired into the nervous system to guide a person’s behavior
Cattell: developed concept of surface traits and source traits; identi�ed 16 source traits through factor analysis (later suggested 23); developed assessment questionnaire to identify original 16 trait dimensions (16PF)
several groups’ work resulted in the �ve-factor model (Big Five, OCEAN)— openness, conscientiousness, extraversion, agreeableness, neuroticism (see Table 13.2)
Mischel and others have suggested that there is a trait–situation interaction; there is evidence of the Big Five trait dimensions across various cultures
13.6
1. Trait theories are less concerned with ________________________ and more concerned with ______________________.
a. changing personality; predicting personality b. describing personality; explaining personality
development c. predicting personality; changing personality d. predicting behavior; changing personality
2. A colleague at work is asked to describe you to the new manager. Most likely, the traits they will use in their descrip- tion are examples of
a. common traits. b. cardinal traits.
c. source traits. d. surface traits.
3. Cattell’s research and use of factor analysis essentially scaled down many, many different ways of describing as- pects of personality into __________ source traits.
a. 10 b. 16
c. 5 d. 2
4. In the Big Five theory of personality, “E” stands for a. empathy. b. energy.
c. external. d. extraversion.
THInKIng CrITICAlly: With regard to surface and source traits, what aspects of your personality are consistent between the two? Are you aware of any surface traits that when first seen by others, may not be a true representation of your source traits?
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assume that at least those personality characteristics related to temperament in human beings may also be influenced by heredity.
Animal breeders have an advantage over those who are studying the influence of genes in human behavior. Those who breed animals can control the mating of certain animals and the conditions under which those animals are raised. Human research can- not ethically or practically develop that degree of control and so must fall back on the ac- cidental “experiments” of nature and opportunity, studies of twins and adopted persons.
TWin STUdieS
The difference between monozygotic (identical) and dizygotic (fraternal) twins was discussed in Chapter Eight. to Learning Objective 8.4. As discussed previously, identi- cal twins share 100 percent of their genetic material, having come from one fertilized egg
originally, whereas fraternal twins share only about 50 percent of their genetic material, as any other pair of siblings would. By com- paring identical twins to fraternal twins, especially when twins can be found who were not raised in the same environment, researchers can begin to find evidence of pos- sible genetic influences on various traits, including personality. (See Figure 13.5.)
The results of the Min- nesota twin study have revealed that identical twins are more similar than fraternal twins or unrelated people in intelligence, leadership abilities, the tendency
to follow rules, and the tendency to uphold traditional cultural expectations (Bouchard, 1997; Finkel & McGue, 1997). They are also more alike with regard to nurturance,* empathy,** and assertiveness (Neale et al., 1986); and aggressiveness (Miles & Carey, 1997). This similarity holds even if the twins are raised in separate environments. Watch the Video, Special Topics: Twins and Personality, at MyPsychLab
adOPTiOn STUdieS
Another tool of behavioral geneticists is to study adopted children and their adoptive and birth families. If studying genetically identical twins raised in different environments can help investigators understand the genetic influences on personality, then studying unrelated people who are raised in the same environment should help investigators discover the influence of environment. By comparing adopted children to their adoptive parents and siblings and, if possible, to their biological parents who have not raised them, researchers can uncover some of the shared and nonshared environmental and genetic influences on personality.
Adoption studies have confirmed what twin studies have shown: Genetic influ- ences account for a great deal of personality development, regardless of shared or non- shared environments (Hershberger et al., 1995; Loehlin et al., 1985; Loehlin et al., 1998). Through this kind of study, for example, a genetic basis has been suggested for shyness (Plomin et al., 1988) and aggressiveness (Brennan et al., 1997).
**empathy: the ability to understand the feelings of others. *nurturance: affectionate care and attention.
James Arthur Springer and James Edward lewis, otherwise known as the “Jim” twins. Although separated shortly after birth and reunited at age 39, they exhibited many similarities in personality and personal habits. Although genetics may explain some of these similarities, what other factors might also be at work?
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CUrrenT FindinGS
One important aspect of genetic studies is the concept of heritability, or how much some trait within a population can be attributed to genetic influences, and the extent individual ge- netic variation impacts differences in observed behavior. Several studies have found that the five personality factors of the five-factor model have nearly a 50 percent rate of heritability across several cultures (Bouchard, 1994; Herbst et al., 2000; Jang et al., 1996; Loehlin, 1992; Loehlin et al., 1998). Personality’s relationship to psychopathology is also being investigated via genetic techniques (Plomin & Spinath, 2004). Together with the results of the Minnesota twin study and other research (Lubinski, 2000; Lykken & Tellegen, 1996; Plomin, 1994), the studies of genetics and personality seem to indicate that variations in personality traits are about 25 to 50 percent inherited ( Jang et al., 1998). This also means that environmental influences apparently account for about half of the variation in personality traits as well.
Although the five factors have been found across several cultures, this does not mean that different cultures do not have an impact on personality. For more on this topic, see the Classic Studies in Psychology section that follows.
Figure 13.5 Personalities of identical and Fraternal Twins
Identical and fraternal twins differ in the way they express the Big Five personality factors. In a recent study, data from 696 twin pairs suggest identical twins have a correlation of about 45 percent for self-ratings across each of the Big Five factor domains, whereas fraternal twins have a correlation of about 22 percent. These findings give support to the idea that some aspects of personality are genetically based. Based on: Kandler, et al. (2010)
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classic studies in psychology
Geert Hofstede’s Four Dimensions of Cultural Personality
In the early 1980s, organizational management specialist Geert Hofstede conducted a massive study into the work-related values of employees of IBM, a multinational corporation ( Hofstede, 1980; Hofstede et al., 2002). The study
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surveyed workers in 64 countries across the world. Hofstede analyzed the data collected from this survey and found four basic dimensions of personality along which cultures differed.
1. Individualism/collectivism: Individualistic cultures tend to have loose ties between individuals, with people tending to look after themselves and their immediate fami- lies only. Members of such cultures have friends based on shared activities and inter- ests and may belong to many different loosely organized social groups. Autonomy,* change, youth, security of the individual, and equality are all highly valued. In con- trast, in a collectivistic culture, people are from birth deeply tied into very strong in- groups, typically extended families that include grandparents, aunts and uncles, and cousins. Loyalty to the family is highly stressed, and the care of the family is placed before the care of the individual. Group membership is limited to only a few perma- nent groups that have tremendous influence over the individual. The values of this kind of culture are duty, order, tradition, respect for the elderly, group security, and respect for the group status and hierarchy.** Whereas the United States and Great Britain are examples of individualistic cultures, Japan, China, Korea, Mexico, and Central America are much more collectivistic.
2. Power distance: This dimension refers to the degree to which the less powerful members of a culture accept and even expect that the power within the culture is held in the hands of a select few rather than being more evenly distributed. Coun- tries such as the Philippines, Mexico, many Arab countries, and India were found to be high in such expectations, whereas countries such as Austria, Sweden, Australia, Great Britain, and the United States were low in power distance.
3. Masculinity/femininity: Referring to how a culture distributes the roles played by men and women within the culture, this dimension varies more for the men within a culture than for the women. “Masculine” cultures are assertive and competi- tive, although more so for men than for women, and “feminine” cultures are more modest and caring. Both men and women in “feminine” countries have similar, caring values, but in “masculine” countries, the women are not quite as assertive and competitive as the men, leading to a greater difference between the sexes in masculine countries. Japan, Austria, Venezuela, Italy, Switzerland, Mexico, Ireland, Jamaica, the United States, Great Britain, and Germany were found to be mascu- line countries, whereas Sweden, Norway, the Netherlands, Denmark, Costa Rica, Yugoslavia, Finland, Chile, Portugal, Thailand, and Guatemala were ranked as more feminine.
4. Uncertainty avoidance: Some cultures are more tolerant of uncertainty, ambiguity,*** and unstructured situations. Cultures that do not tolerate such uncer- tainty and lack of structure tend to have strict rules and laws with lots of security and safety measures and tend toward a philosophical/religious belief of One Truth (and “we have it!”). Cultures that are more accepting of uncertainty are more tolerant of different opinions and have fewer rules. They tend to allow many different reli- gious beliefs to exist side by side and are less anxious and emotional than people in uncertainty-avoiding countries. Uncertainty-avoiding countries include Greece, Portugal, Guatemala, Uruguay, Belgium, El Salvador, Japan, Yugoslavia, and Peru, whereas those that are more tolerant of uncertainty include Singapore, Jamaica, Denmark, Sweden, Hong Kong, Ireland, Great Britain, Malaysia, India, Philippines,
the United States, Canada, and Indonesia.
*autonomy: the quality of being self-directed or self-controlled. **hierarchy: in this sense, a body of persons in authority over others. ***ambiguity: the quality of being uncertain and indistinct.
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assessment of Personality
13.8 What are the advantages and disadvantages of various measures of personality?
With all the different theories of personality, how do people find out what kind of personality they have?
The methods for measuring or assessing personality vary according to the theory of personality used to develop those methods, as one might expect. However, most psy- chological professionals doing a personality assessment on a client do not necessarily tie themselves down to one theoretical viewpoint only, preferring to take a more eclectic view of personality. The eclectic view is a way of choosing the parts of different theories that seem to best fit a particular situation, rather than using only one theory to explain a phe- nomenon. In fact, looking at behavior from multiple perspectives can often bring insights into a person’s behavior that would not easily come from taking only one perspective. Many professionals will not only use several different perspectives but also several of the assessment techniques that follow. Even so, certain methods are more commonly used by certain kinds of theorists, as can be seen in Table 13.3.
Note that the Big Five personality dimensions of Costa and McCrae (2000) are not necessarily in competition with Hofstede’s dimensions. Hofstede’s dimensions are cultural personality traits, whereas those of the Big Five refer to individuals.
Questions for Further discussion
1. Was your own culture listed for any of these dimensions? If so, do you agree with the personality dimension assigned to your culture?
2. If your culture was not listed for a personality dimension, where do you think your culture would fall on that dimension?
Table 13.3
Who Uses What Method?
TyPe OF aSSeSSMenT MOST likely USed by . . .
Interviews Psychoanalysts, humanistic therapists
Projective Tests
Rorschach
Thematic Apperception Test
Psychoanalysts
Behavioral Assessments
Direct observation
Rating scales
Frequency counts
Behavioral and social cognitive therapists
Personality Inventories
Sixteen Personality Factor Questionnaire (16PF)
Revised Neuroticism/Extraversion/Openness Personality Inventory (NEO-PI-R)
Myers-Briggs Type Indicator (MBTI)
Eysenck Personality Questionnaire (EPQ)
Keirsey Temperament Sorter II
California Psychological Inventory (CPI)
Minnesota Multiphasic Personality Inventory, Version II (MMPI-2)
Trait theorists
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Personality assessments may also differ in the purposes for which they are con- ducted. For example, sometimes a researcher may administer a personality test of some sort to participants in a research study so that the participants may be classified accord- ing to certain personality traits. There are tests available to people who simply want to learn more about their own personalities. Finally, clinical and counseling psychologists, psychiatrists, and other psychological professionals use these personality assessment tools in the diagnosis of disorders of personality. to Learning Objective 14.9.
Watch the Video, In the Real World: Putting Popular Personality Assessments to the Test, at MyPsychLab
inTervieWS
Some therapists ask questions and note down the answers in a survey process called an interview. to Learning Objective 1.8. This type of interview, unlike a job interview, is likely to be unstructured and flow naturally from the beginning dialogue between the client and the psychologist.
So an interview is a kind of self-report process?
Yes, when psychologists interview clients, clients must report on their innermost feelings, urges, and concerns—all things that only they can directly know. The same prob- lems that exist with self-report data (such as surveys) exist with interviews. Clients can lie, distort the truth, misremember, or give what they think is a socially acceptable answer instead of true information. Interviewers themselves can be biased, interpreting what the client says in light of their own belief systems or prejudices. Freud certainly did this when he refused to believe that his patients had actually been sexually molested as children, pre- ferring to interpret that information as a fantasy instead of reality (Russell, 1986).
Another problem with interviews is something called the halo effect, which is a tendency to form a favorable or unfavorable impression of someone at the first meeting, so that all of a person’s comments and behavior after that first impression will be inter- preted to agree with the impression—positively or negatively. The halo effect can happen in any social situation, including interviews between a psychological professional and a client. First impressions really do count, and people who make a good first impression be- cause of clothing, personal appearance, or some other irrelevant* characteristic will seem to have a “halo” hanging over their heads—they can do no wrong after that (Lance et al., 1994; Thorndike, 1920). (Sometimes the negative impression is called the “horn effect.”)
PrOJeCTive TeSTS
Have you ever tried to see “shapes” in the clouds? You might see a house where another person might see the same cloud as a horse. The cloud isn’t really either of those things but can be interpreted as one or the other, depending on the person doing the interpreta- tion. That makes a cloud an ambiguous stimulus—one that is capable of being inter- preted in more than one way.
In just this way, psychoanalysts (and a few other psychologists) show their clients ambiguous visual stimuli and ask the clients to tell them what they see. The hope is that the client will project unconscious concerns onto the visual stimulus, revealing them to the examiner. Tests using this method are called projective tests. Such tests can be used to ex- plore a client’s personality or used as a diagnostic tool to uncover problems in personality. The rOrSChaCh inkblOTS One of the more well-known projective tests is the Rorschach inkblot test, developed in 1921 by Swiss psychiatrist Hermann Rorschach (ROR-shok). There are 10 inkblots, 5 in black ink on a white background and 5 in col- ored inks on a white background. (See Figure 13.6 for an image similar to a Rorschach- type inkblot.)
*irrelevant: not applying to the case or example at hand.
Figure 13.6 rorschach inkblot example
A facsimile of a rorschach inkblot. A person being tested is asked to tell the interviewer what he or she sees in an inkblot similar to the one shown. Answers are neither right nor wrong but may reveal unconscious concerns. What do you see in this inkblot?
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People being tested are asked to look at each inkblot and simply say whatever it might look like to them. Using predetermined categories and responses commonly given by people to each picture (Exner, 1980), psychologists score responses on key factors, such as reference to color, shape, figures seen in the blot, and response to the whole or to details.
Rorschach tested thousands of inkblots until he narrowed them down to the 10 in use today. They are still used to describe personality, diagnose mental disorders, and pre- dict behavior (Watkins et al., 1995; Weiner, 1997). However, along with the use of other projective techniques in general, their use is controversial given questions about some scoring methods and overall validity (Lilienfeld et al., 2000). The TaT First developed in 1935 by psychologist Henry Murray and his colleagues (Morgan & Murray, 1935), the Thematic Apperception Test (TAT) consists of 20 pic- tures, all black and white, that are shown to a client. The client is asked to tell a story about the person or people in the picture, who are all deliberately drawn in ambiguous situations (see Figure 13.7). Again, the story developed by the client is interpreted by the psychoanalyst, who looks for revealing statements and projection of the client’s own problems onto the people in the pictures.
These are only two of the more well-known projective tests. Other types of projective tests include the Sentence Completion test, Draw-A-Person, and House-Tree-Person. In the Sentence Completion test, the client is given a series of sentence beginnings, such as “I wish my mother …” or “Almost every day I feel … ,” and asked to finish the sentence, whereas in the Draw-A-Person and House-Tree-Person, the client is asked to draw the named items.
But how can anyone know if the interpretation is correct? Isn’t there a lot of room for error?
PrObleMS WiTh PrOJeCTive TeSTS Projective tests are by their nature very subjective (valid only within the person’s own perception), and interpreting the answers of clients is almost an art. It is certainly not a science and is not known for its accuracy. Problems lie in the areas of reliability and validity. In Chapter Seven, reliability was defined as the tendency of a test to give the same score every time it is administered to the same person or group of people, and validity was defined as the ability of the test to measure what it is intended to measure. to Learning Objective 7.5. Projective tests, with no standard grading scales, have both low reliability and low validity (Gittelman-Klein, 1978; Lilienfeld, 1999; Lilienfeld et al., 2000; Wood et al., 1996). A person’s answers to the Rorschach, for example, might be quite different from one day to the next, depending on the person’s mood and what scary movie might have been on television the previous night.
Projective tests may sound somewhat outdated, but many psychologists and psychiatrists still use this type of testing (McGrath & Carroll, 2012). Some psychologists believe that the latest versions of these tests and others like them still have practical use and some validity (Choca, 2013; Meyer & Kurtz, 2006; Weiner, 2013), especially when a client’s answers on these tests are used as a starting point for digging deeper into the client’s recollections, concerns, and anxieties. However, more reliable and objective methods for assessing personality are available, as the next section discusses.
Somehow, I can’t see a behaviorist using any of these tests, they’re too “mental”—do behaviorists even measure personality?
behaviOral aSSeSSMenTS
Behaviorists do not typically want to “look into the mind.” Because behaviorists assume that personality is merely habitually learned responses to stimuli in the environment, the preferred method for a behaviorist would be to watch that behavior unfold in the real world.
Figure 13.7 Thematic apperception Test example
A sample from the Thematic Apperception Test (TAT). When you look at this picture, what story does it suggest to you? Who is the person? Why is he climbing a rope?
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In direct observation, the psychologist observes the client engaging in ordinary, everyday behavior, preferably in the natural setting of home, school, or workplace, for example. A therapist who goes to the classroom and observes that tantrum behavior only happens when a child is asked to do something involving fine motor abilities (like draw- ing or writing) might be able to conclude that the child has difficulty with those skills and throws a tantrum to avoid the task.
Other methods often used by behavioral therapists and other assessors are rating scales and frequency counts. In a rating scale, a numerical rating is assigned, either by the assessor or the client, for specific behaviors (Nadeau et al., 2001). In a frequency count, the assessor literally counts the frequency of certain behaviors within a specified time limit. Educators make use of both rating scales and frequency counts to diagnose behav- ioral problems such as attention-deficit/hyperactivity disorder (ADHD) and aspects of personality such as social-skill level through the various grade levels.
Problems with these assessments can include the observer effect (when a person’s behavior is affected by being watched) and observer bias, which can be controlled by having multiple obser vers and correlating their obser vations with each other.
to Learning Objective 1.7. As with any kind of observational method, there is no control over the external environment. A person observing a client for a particular behavior may not see that behavior occur within the observation time—much as some car problems never seem to show up when the mechanic is examining the car.
PerSOnaliTy invenTOrieS
Trait theorists are typically more interested in personality descriptions. They tend to use an assessment known as a personality inventory, a questionnaire that has a standard list of ques- tions and only requires certain specific answers, such as “yes,” “no,” and “can’t decide.” The standard nature of the questions (everyone gets the same list) and the lack of open-ended answers make these assessments far more objective and reliable than projective tests (Garb et al., 1998), although they are still a form of self-report. One such personality inventory is Cattell’s 16PF, described earlier in this chapter. Costa and McCrae have recently revised their Revised Neuroticism/Extraversion/Openness Personality Inventory (NEO-PI-R), which is based on the five-factor model of personality traits and still being published. The newer version is the NEO-PI-3, which has been made easier to read for use with adolescents and has new norms (McCrae et al., 2005; McCrae, Martin, et al., 2005). You can answer select questions from the NEO-PI for yourself by completing the experiment, IPIP Neo Personality Inventory.
Simulate the Experiment, IPIP Neo Personality Inventory, on MyPsychLab
IPIP Neo Personality Inventory In this activity, you will be completing an inventory called the Short Form for the IPIP-NEO (International Personality Item Pool Representation of the NEO PI-R™). The short IPIP-NEO was designed to measure exactly the same traits as the original IPIP-NEO but more efciently and with fewer items.
Go to the Experiment
Simulation
theories of personality 529
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Another inventory in common use is the Myers-Briggs Type Indicator (MBTI). This inventory is based on the ideas of Carl Jung and looks at four personality dimensions. The sensing/intuition (S/N) dimension includes people who prefer to rely on what they can see, hear, and so on through their own physical senses (sensing) and, on its oppo- site end, those who look for patterns and trust their hunches (intuition). Sensing people are very detail oriented, preferring to work only with the known facts, whereas intui- tive people are more willing to use metaphors, analogies, and look for possibilities. The thinking/feeling (T/F) dimension runs from those who prefer to use logic, analysis, and experiences that can be verified as facts (thinkers) to those who tend to make decisions based on their personal values and emotional reactions (feeling). Introversion/extraversion (I/E) is the same classic dimension that began with Jung and is represented in nearly every personality theory, including the Big Five. Perceiving/judging (P/J) describes those who are willing to adapt and modify decisions, be spontaneous, and who are naturally curious and tend to put off making a final decision so that all possibilities are covered (perceiving) as well as those who are the opposite: the action-oriented, decisive, get- the- task-done-and-don’t-look-back type (judging). These four dimensions can differ for each individual, resulting in 16 (4 × 4) possible personality types: ISTJ, ISTP, ISFP, ISFJ, and so on (Briggs & Myers, 1998).
The Myers-Briggs is often used to assess personality to help people know the kinds of careers for which they may best be suited. For example, a person who scored high on the extravert, sensing, thinking, and judging dimensions would be an ESTJ. A typical description of this personality type would be a person who needs to analyze information and bring order to the outer world. Such people are organizers, energetic in completing tasks, and practical. They also take their responsibilities seriously and expect others to do so as well. School administrators, for example, are often ESTJs.
Other common personality tests include the Eysenck Personality Questionnaire (Eysenck & Eysenck, 1993), the Keirsey Temperament Sorter II (Keirsey, 1998), the California Psychological Inventory (Gough, 1995), and the Sixteen Personality Factor Questionnaire (Cattell, 1994). The MMPi-2 By far the most common personality inventory is the Minnesota Multiphasic Personality Inventory, Version II, or MMPI-2, which specifically tests for abnormal behavior and thinking patterns in personality (Butcher & Rouse, 1996; Butcher et al., 2000, 2001). This questionnaire consists of 567 statements such as “I am often very tense” or “I believe I am being plotted against.” The person taking the test must answer “true,” “false,” or “cannot say.” The MMPI has 10 clinical scales and 8 validity scales in addition to numerous subscales. Each scale tests for a particular kind of behavior. The thinking and behavior patterns include relatively mild personality problems such as excessive worrying and shyness as well as more serious disorders such as schizophrenia and depression. to Learning Objectives 14.5 and 14.8.
How can you tell if a person is telling the truth on a personality inventory?
Validity scales, which are built into any well-designed psychological inventory, are intended to indicate whether or not a person taking the inventory is responding hon- estly. Responses to certain items on the test will indicate if people are trying to make themselves look better or worse than they are, for example, and certain items are repeated throughout the test in a slightly different form, so that anyone trying to “fake” the test will have difficultly responding to those items consistently (Butcher et al., 2001). For example, if one of the statements is “I am always happy” and a person responds “true” to that statement, the suspicion would be that this person is trying to look better than he or
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Personality: Biological Roots and Assessment
personality assessment can be assessed through various methods, based on perspective endorsed
behavioral genetics studies how much of an individual’s personality is due to inherited traits
adoption studies of twins have con�rmed that genetic in�uences account for a great deal of personality development, regardless of shared or nonshared environments
identical twins are more similar than fraternal twins or unrelated people in many facets of personality
personality factors of the �ve-factor model have nearly a 50% rate of heritability across cultures; variations in personality are about 25–50% inherited
NEO-PI-R
MBTI
MMPI-2
interview: largely self-report through unstructured or semistructured interview; problems—people can lie or interviewer can be biased (halo effect)
behavioral assessments: direct observation is used to quantify behavior through rating scales and frequency counts; problems—observer bias and lack of environmental control
projective tests: ambiguous visual stimuli are used and clients are asked to describe what they see, unconscious concerns or fears are “projected” onto stimulus (e.g., Rorschach Inkblot Test and TAT); problems—nature of tests result in possible subjectivity in interpretation; reliability is suspect
personality inventories: standard list of questions, often with “yes/true” or “no/false” answers, typically more objective and reliable, many have validity and reliability scales built in; problems—still able to provide false answers and, although dif�cult, can “fake bad” or “fake good”
biology of personality
see Table 13.3
she really is. If several of the validity scale questions are answered in this way, the conclu- sion is that the person is not being honest.
PrObleMS WiTh PerSOnaliTy invenTOrieS The advantage of personality inventories over projective tests and interviews is that inventories are standardized (i.e., everyone gets exactly the same questions and the answers are scored in exactly the same way). In fact, responses to inventories are often scored on a computer. Observer bias and bias of interpretation are simply not possible, because this kind of assessment is objec- tive rather than subjective. The validity and reliability of personality inventories are generally recognized as being greatly superior to those of projective tests (Anastasi & Urbina, 1997).
There are some problems, however. The validity scales, for example, are a good check against cheating, but they are not perfect. Some people are still able to fake their answers and respond in what they feel are the socially appropriate ways (Anastasi & Urbina, 1997; Hicklin & Widiger, 2000). Despite the best intentions of the test creators, individual responses to specific questions may also vary as they may be interpreted in dif- ferent ways by different individuals, and are very likely to be subject to cultural influences (Kagan, 2010). Other problems have to do with human nature itself: Some people may develop a habit of picking a particular answer rather than carefully considering the state- ment, whereas others may simply grow tired of responding to all those statements and start picking answers at random. Watch the Video, Thinking Like a Psychologist: Measuring Personality, at MyPsychLab
13.813.7 Explore the Concept at MyPsychLab
C O n C e P T M a P
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1. What is a major shortcoming in the field of behavioral genetics in terms of their studies on human personality traits?
a. Behavioral geneticists are unable to conduct controlled research studies on human subjects.
b. Behavioral geneticists are unable to scientifically validate anything.
c. Behavioral geneticists are unable to conduct studies on animals, only on humans.
d. Behavioral geneticists conduct their studies by looking at single individuals over a long period of time, thus slowing the rate by which they can gather data.
2. What, if anything, have adoption studies taught us regarding the relationship between heredity and personality?
a. Adoption studies are a new area of study and have yet to offer any information on the effects of heredity on personality.
b. Adoption studies have confirmed that personality can be strongly influenced by genetics.
c. Adoption studies have not supported many behavioral genetics studies, thus questioning the idea that personality can be influenced by genetics.
d. Adoption studies have resulted in conflicting findings, with some strongly supporting the influence of heredity on personality while others suggest that heredity has no influence whatsoever.
3. Which of the following is an example of a halo effect? a. Terrance unknowingly tends to rate his new client’s be-
havior slightly higher during testing after noticing the client is wearing a class ring from his own alma mater.
b. James tends to distrust all instructors, regardless if they are new or if he has had them for multiple classes.
c. Madeline always seems to like the last person she inter- views for a job because she remembers the most about them.
d. Aileen provided her diagnosis only after conducting her own assessment and compiling information from two of her professional colleagues.
4. Frequency counts and rating scales are especially helpful in assessing
a. internal thought processes. b. observable behaviors. c. self efficacy. d. personal values.
5. Which of the following personality assessments might be best suited for objectively identifying abnormal patterns of behavior or thinking?
a. Personal interview b. MBTI
c. MMPI-2 d. TAT
6. What is the function of a validity scale? a. to determine if a person is giving an accurate response b. to determine how a subject really feels c. to help better explain the results of a personality test d. to offer both a diagnosis of abnormal behavior plus a
positive therapeutic treatment
THInKIng CrITICAlly: Should employers require prospective employees to take a personality test? Why or why not? Would such a require- ment make more sense in certain professions, and, if so, what professions might those be?
Practice quiz How Much Do You remember? answers available in answer KeY. Pick the best answer.
applying Psychology to everyday life: biological bases of the big Five
13.9 What are some biological bases of the Big Five theory of personality?
In 1796, Dr. Franz Joseph Gall, a German physician, developed a theory of personality traits based on the shape of a person’s skull. This theory became very popular in the nine- teenth century and was known as phrenology. Gall believed that certain areas of the brain were responsible for certain aspects of personality, and that the skull itself would bulge out according to which of these traits were dominant (Finger, 1994; Simpson, 2005). As psychology became a scientific area of its own, nonscience-based ideas such as phrenol- ogy were soon relegated to the realm of pseudoscience.
How odd, then, that a study by Dr. Colin DeYoung and colleagues (DeYoung et al., 2010) seems to suggest that there are indeed certain areas of the brain associated with certain personality traits. Specifically, DeYoung and colleagues believe they have evidence for the biological seat of four of the Big Five: extraversion, neuroticism, agreeableness, and conscientiousness.
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In their study, 116 volunteers answered a questionnaire about their Big Five per- sonality traits. The participants were then subjected to a structural magnetic resonance imaging technique for identifying the volume of specific areas of the brain. One partici- pant was found to be near the group average for personality traits, and that individual’s brain image was used as a reference image to which the other participants’ scans were compared.
The trait of extraversion was associated with a higher volume in the medial orbito- frontal cortex (underside of frontal lobe, directly above the eyes). This area of the brain is associated with recognizing the value of rewarding information. Neuroticism was as- sociated with lower brain volume in several areas responding to threat, punishment, and negative emotions. Reduced volumes were found in the dorsomedial prefrontal cortex (toward the top and middle of the prefrontal cortex) and in the left posterior hippo- campus. Neuroticism was also associated with higher brain volume in the middle cin- gulate cortex (cortical component of limbic system), associated with error detection and response to pain. Areas of the brain associated with the intentions of actions and mental states of others were correlated to agreeableness, with the area of the posterior cingulate cortex showing a greater volume in individuals high in that trait and a lesser volume in the left superior temporal sulcus. Conscientiousness seemed associated with the left lateral prefrontal cortex, an area located on the side of the frontal lobes involved in planning, working memory, and voluntary control of behavior. (The researchers did look at areas that might be associated with the fifth of the Big Five traits, openness, but failed to find any significant differences.)
This study, and the others like it that are sure to follow, is part of the growing area of personality neuroscience and an important step in linking personality to the physical structure and functioning of the brain. No skull bulges needed!
Questions for Further discussion
1. We use personality assessments to make predictions about employment, marriage, and stability, among others. What might it mean for the future if a brain scan becomes part of personality assessment?
2. If personality traits are so closely linked with brain structure, what does that say about the plasticity of personality? Are people able to change their traits? Their behavior?
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Describe the four major theories of personality (psychodynamic, trait or five- factor model, humanistic, and social-cognitive) and identify advantages and disadvantages of each theory.
theories of personality 533
Theories of Personality
13.1 What is personality, and how do the various perspec- tives in psychology view personality? • Personality is the unique way individuals think, feel, and act. It
is different from character and temperament but includes those aspects.
• The four traditional perspectives in the study of personality are the psychodynamic, behavioristic (including social cognitive theory), humanistic, and trait perspectives.
The Man and the Couch: Sigmund Freud and the Origins of the Psychodynamic Perspective
13.2 How did Freud ’s historical view of the mind and personality form a basis for psychodynamic theory? • The three divisions of the mind are the conscious, preconscious,
and unconscious. The unconscious can be revealed in dreams. • The three parts of the personality are the id, ego, and superego. • The id works on the pleasure principle and the ego works on
the reality principle. • The superego is the moral center of personality, containing the
conscience, and is the source of moral anxiety. • The conflicts between the demands of the id and the rules and
restrictions of the superego lead to anxiety for the ego, which uses defense mechanisms to deal with that anxiety.
• The personality develops in a series of psychosexual stages: oral (id dominates), anal (ego develops), phallic (superego devel- ops), latency (period of sexual repression), and genital (sexual feelings reawaken with appropriate targets).
• The Oedipus and Electra complexes (sexual “crushes” on the opposite-sex parent) create anxiety in the phallic stage, which is resolved through identification with the same-sex parent.
• Fixation occurs when conflicts are not fully resolved during a stage, resulting in adult personality characteristics reflecting childhood inadequacies.
13.3 How did the neo-Freudians modify Freud’s theory, and how does modern psychodynamic theory differ from that of Freud’s? • The neo-Freudians changed the focus of psychoanalysis to fit
their own interpretation of the personality, leading to the more modern version known as the psychodynamic perspective.
• Jung developed a theory of a collective unconscious. • Adler proposed feelings of inferiority as the driving force
behind personality and developed birth order theory. • Horney developed a theory based on basic anxiety and rejected
the concept of penis envy. • Erikson developed a theory based on social rather than sexual
relationships, covering the entire life span. • Current research has found support for the defense mecha-
nisms and the concept of an unconscious mind that can in- fluence conscious behavior, but other concepts cannot be scientifically researched.
The behaviorist and Social Cognitive view of Personality
13.4 How do behaviorists and social cognitive theorists explain personality? • Behaviorists define personality as a set of learned responses or
habits. • The social cognitive view of personality includes the concept of
reciprocal determinism, in which the environment, characteris- tics of the person, and the behavior itself all interact.
• Self-efficacy is a characteristic in which a person perceives a behavior as more or less effective based on previous experiences, the opinions of others, and perceived personal competencies.
• Locus of control is a determinant of personality in which one either assumes that one’s actions directly affect events and rein- forcements one experiences or that such events and reinforce- ments are the result of luck, fate, or powerful others.
• Personality, in the form of potential behavior patterns, is also determined by an interaction between one’s expectancies for success and the perceived value of the potential reinforcement.
• Behaviorist personality theory has scientific support but is crit- icized as being too simplistic.
The Third Force: humanism and Personality
13.5 How do humanists such as Car l Rogers explain personality? • Humanism developed as a reaction against the negativity of psy-
choanalysis and the deterministic nature of behaviorism. • Carl Rogers proposed that self-actualization depends on
proper development of the self-concept. • The self-concept includes the real self and the ideal self. When
these two components do not match or agree, anxiety and dis- ordered behavior result.
• Unconditional positive regard from important others in a person’s life helps the formation of the self-concept and the congruity of the real and ideal selves, leading to a fully functioning person.
• Humanistic theory is not scientifically researched but has been effective in therapy situations.
Trait Theories: Who are you?
1 3 . 6 H o w d o e s t h e t r a i t p e r s p e c t i ve c o n c e p t u a l i z e personality? • Trait theorists describe personality traits in order to predict
behavior. • Allport first developed a list of about 200 traits and believed
that these traits were part of the nervous system. • Cattell reduced the number of traits to between 16 and 23 with
a computer method called factor analysis. • Several researchers have arrived at five trait dimensions that
have research support across cultures, called the Big Five or
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534 CHAPTER 13
five-factor model. The five factors are openness, conscientious- ness, extraversion, agreeableness, and neuroticism.
• Cross-cultural research has found support for the five-factor model of personality traits in a number of different cultures.
• Future research will explore the degree to which child- rearing practices and heredity may influence the five personality factors.
The biology of Personality: behavioral Genetics
13.7 What part do biology, heredity, and culture play in personality? • Behavioral genetics is a field of study of the relationship
between heredity and personality. • Studies of twins and adopted children have found support
for a genetic influence on many personality traits, including intelligence, leadership abilities, traditionalism, nurturance, empathy, assertiveness, neuroticism, and extraversion.
assessment of Personality
13.8 What are the advantages and disadvantages of various measures of personality? • Interviews are used primarily by psychoanalysts and humanists
and can include structured or unstructured interviews. • Disadvantages of interviews can include the halo effect and
bias of the interpretation on the part of the interviewer. • Projective tests are based on the defense mechanism of projec-
tion and are used by psychoanalysts. Projective tests include the Rorschach inkblot test and the Thematic Apperception Test.
• Projective tests can be useful in finding starting points to open a dialogue between therapist and client but have been criti- cized for being low in reliability and validity.
• Behavioral assessments are primarily used by behaviorists and include direct observation of behavior, rating scales of specific behavior, and frequency counts of behavior.
• Behavioral assessments have the disadvantage of the observer ef- fect, which causes an observed person’s behavior to change, and observer bias on the part of the person doing the assessment.
• Personality inventories are typically developed by trait theorists and provide a detailed description of certain personality traits. They are objective tests rather than subjective.
• The NEO-PI-R is based on the five-factor model, whereas the Myers-Briggs Type Indicator is based on Jung’s theory of personality types.
• The MMPI-2 is designed to detect abnormal personality. • Personality inventories include validity scales to prevent
cheating, but such measures are not perfect and cheating is sometimes possible.
applying Psychology to everyday life: biological bases of the big Five
13.9 What are some biological bases of the Big Five theory of personality? • Personality neuroscience is a growing area of research, and
brain structure differences associated with some aspects of the Big Five dimensions of personality have been identified using structural MRI.
Pick the best answer.
1. If you are describing characteristics of your child such as irritability or adaptability, psychologists would say you are not describing their personality but rather their
a. character. b. consciousness.
c. mood. d. temperament.
2. According to Freud, the ___________________ works off of the pleasure principle while the ___________________ is often perceived as the executive director of your personality.
a. id; ego b. ego; superego
c. superego; id d. superego; ego
3. you are shocked to hear that two of your coworkers who seemingly hated one another are now getting married. According to Freud, what defense mechanism best explains their prior behavior?
a. projection b. reaction formation
c. repression d. regression
4. Four-year-old Brandon has watched his father as he has mowed the lawn. This year, Brandon has asked for a lawn mower of his own for his birthday. Freud would say that Brandon is beginning the process of _________ as a way of resolving his Oedipal conflict.
a. compensation b. identification
c. sublimation d. denial
5. your professor explains how all females have an inner masculine side that adds to their personality. This concept is known as a(n)
a. anima. b. animus.
c. shadow. d. source trait.
6. According to Adler, firstborn children with younger siblings tend to be a. overachieving. b. competitive. c. pampered. d. filled with feelings of inferiority.
7. Karen Horney’s study of one’s personality focused on a. anxiety during childhood. b. biological changes during adolescence. c. trait-based characteristics that were present in infancy. d. environmental influences through adulthood.
8. Candice believes that fate will help her find the right man with whom to live her life. According to rotter, she has a(n)
a. external locus of control. b. internal locus of control.
c. strong self-efficacy. d. perceived sense of control.
9. Keisha works hard at her job because she believes it will increase her chances for a promotion. According to Julian rotter’s theory, her effort is an example of what he calls
a. reinforcement value. b. expectancy.
c. archetypes. d. latency stage.
test YoURSElF answers available in answer KeY.
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theories of personality 535
10. What is a primary advantage of the social cognitive view of personality over the psychodynamic view?
a. The social cognitive view tries to explain how people become the people they are.
b. The social cognitive view stresses the importance of early childhood in personality development.
c. The social cognitive view is fully able to explain all the complexities of human behavior.
d. The social cognitive view has concepts that can be tested scientifically.
11. Which perspective of psychology focuses on the role of each person’s conscious life experiences and choices in personality development?
a. trait b. behavior
c. humanistic d. psychodynamic
12. An old motto of the U.S. Army was, “Be all you can be.” This concept fits well with Carl rogers’s theory of
a. unconditional positive regard. b. empathy. c. self-actualizing tendency. d. real versus the ideal self.
13. According to rogers, a mismatch between the real and ideal self a. typically motivates individuals to close the gap. b. can result in anxiety and neurotic behavior. c. causes one to better understand their unconscious motives. d. causes an increase in unconditional positive regard.
14. Dr. Hill is constantly late for meetings. She often arrives to her classes 5–10 minutes late and leaves students waiting at her door during office hours for up to 30 minutes. Using the five-factor model, which dimension would show a very low score for Dr. Hill?
a. self-sufficiency b. openness c. agreeableness d. conscientiousness
15. To explain an individual’s personality, trait theorists would look to a. early childhood emotional traumas. b. the kind of love, warmth, and affection given to the person by
his or her parents. c. the early experiences of rewards and punishments for certain
behavior. d. the constellation of personality characteristics possessed by
the person.
16. Studies of the hereditability of personality traits have found a. little evidence to support the belief that personality can be
passed by genetics. b. evidence to support the belief that personality can be passed
by genetics but only in highly developed countries. c. strong evidence to support some personality traits can be
passed by genetics. d. strong evidence that personality is passed exclusively by genetics.
17. As examples of what might be required as parts of specific projective tests, the _______________ asks clients to look at a picture and tell a story while the ____________ asks clients to report everything they see in an ambiguous figure.
a. rorschach; Thematic Apperception Test b. MMPI; Thematic Apperception Test c. MMPI; nEO-PI-r d. Thematic Apperception Test; rorschach
18. Which type of assessment would be the most reliable? a. subjective test b. projective test c. personality inventory d. observational study
19. The _________ is based on the five-factor model while ____________ is based on the work of raymond Cattell.
a. nEO-PI-r; 16PF b. MBTI; nEO-PI-r c. MMPI-2; MBTI d. 16PF; MMPI-2
20. Personality neuroscience is an emerging field offering evidence of a possible relationship between various aspects of personality with
a. brain structure and function. b. the structure and function of individual neurons. c. skull shape and size. d. neuroticism.
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14 p s y c h o l o g i c a l d i s o r d e r s Do you or someone you know have any quirky beliefs or behaviors? Have you ever been sad for more
than a day? What about being very energetic or extremely happy for the better part of a week? Maybe
you are a “checker.” Have you ever double– or triple–checked a door to see if you locked it? Today it
may not be that uncommon to observe someone walking down the street and apparently talking to
herself or himself, only then to observe they are actually wearing a Bluetooth headset. It also may
mean one thing to see someone lying down on the sidewalk outside a local restaurant, and something
slightly different if you see someone lying on the sidewalk outside a campus dorm or classroom build-
ing. And yet still, different meanings if it is a student, versus a faculty member.
How have ever questioned if someone’s way of thinking or acting was normal? How do you know if a behavior is normal or abnormal?
537
Why study abnormal behavior and mental processes? Because it is all around us, which raises many questions: How should one react? What
should be done to help? What kind of person develops a mental illness? Could this happen
to someone close to you? The key to answering these questions is to develop an under-
standing of just what is meant by abnormal behavior and thinking, and the different ways in
which thinking and behavior can depart from the “normal” path.
l e a r n i n g o b j e c t i v e s
14.1 14.6
14.2 14.7
14.3 14.8
14.4 14.9
14.5 14.10
How has mental illness been explained in the past and how is abnormal behavior and thinking defined today?
What are different types of eating disorders, how do they differ, and who are they most likely to affect?
What are some of the models used to explain psychological disorders?
How do the various dissociative disorders differ, and how do they develop?
What are the different types of psychological disorders, and how common are they?
What are the main symptoms and causes of schizophrenia?
What are different types of anxiety disorders, obsessive-compulsive disorder, and stress- related disorders, and what are their symptoms and causes?
How do various personality disorders differ, and what is thought to be the cause of personality disorders?
What are different disorders of mood and their causes?
What are some ways to overcome test anxiety?
538
What Is Abnormality?
I’ve heard people call the different things other people do “crazy” or “weird.” How do psychologists decide when people are really mentally ill and not just a little odd?
Exactly what is meant by the term abnormal behavior? When is thinking, or a mental process maladaptive? Abnormal or maladaptive as compared to what? Who gets to decide what is normal and what is not? Has the term always meant what it means now? These are just a few questions that come to mind when thinking about the study of abnormal behavior and psychological dysfunction, or psychopathology. Before we explore how views of abnormality and mental illness have changed throughout history, take a moment to reflect on your own beliefs in the experiment, Are You Normal?
A Very BrIef HIstory of PsycHologIcAl DIsorDers
14.1 How has mental illness been explained in the past and how is abnormal behavior and thinking defined today?
Dating from as early as 3000 b.c.e., archaeologists have found human skulls with small holes cut into them, and close examination indicates that the holes were made while the person was still alive. Many of the holes show evidence of healing, meaning that the per- son survived the process. Although trephining, or cutting holes into the skull of a living person, is still done today to relieve pressure of fluids on the brain, in ancient times the reason may have had more to do with releasing the “demons” possessing the poor victim (Gross, 1999).
Hippocrates (460–377 b.c.e.), a Greek physician during the time in which the rest of the world and even many Greeks believed in the demonic possession explanation of mental illness, challenged that belief with his assertion that illnesses of both the body and the mind were the result of imbalances in the body’s vital fluids, or humors. Although Hippocrates was not correct in his assumptions about the humors of the body (phlegm, black bile, blood, and yellow bile), his was the first recorded attempt to explain abnormal thinking or behavior as due to some biological process.
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people of the Midd le Ages believed in spirit possession (a belief influenced by the teachings of the Roman Catholic Church and the remnants of other reli- gious/cultural systems) as one cause of abnormality. The treat- ment of choice for such mala- dies was a religious one: exorcism, or the formal casting out of the demon through a religious ritual (Lewis, 1995). During the Re- naissance, belief in demonic pos- session (in which the possessed person was seen as a victim) gave way to a belief in witchcraft, and mentally ill persons were most likely called witches and put to death.
Fast forward to the present day, psychological disorders are often viewed from a medical model in that they can be diagnosed according to various symptoms and have an etiology*, course, and prognosis (Kihlstrom, 2002). In turn, psychological disorders can be treated, and like many physical ailments, some may be “cured” whereas other psycho- logical disorders will require lifelong attention. And while numerous perspectives in psychology are not medical in nature, the idea of diagnosis and treatment of symptoms bridges many of them. This chapter will focus on the types of psychological disorders and some of their possible causes. We will focus more on psychological treatment and therapies in the next chapter, to Chapter Fifteen: Psychological Therapies.
WHAt Is ABnormAl?
Defining abnormal behavior, abnormal thinking, or abnormality is not as simple as it might seem at first. The easy way out is to say that abnormal behavior is behavior that is not normal, abnormal thinking is thinking that is not normal, but what does that mean? It’s complicated, as you’ll see by considering different criteria for determining abnormality. stAtIstIcAl or socIAl norm DeVIAnce One way to define normal and abnormal is to use a statistical definition. Frequently occurring behavior would be considered normal, and behavior that is rare would be abnormal. Or how much behavior or thinking deviates from the norms of a society. For example, refusing to wear clothing in a society that does not permit nudity would likely be rare and be seen as abnormal. But deviance (variation) from social norms is not always labeled as negative or abnormal. For instance, a person who decides to become a monk and live in a monastery in the United States would be exhibiting unusual behavior, and certainly not what the society considers a standard be- havior, but it wouldn’t be a sign of abnormality.
The situational context (the social or environmental setting of a person’s behav- ior) can also make a difference in how behavior or thinking is labeled. For example, if a man comes to a therapist complaining of people listening in on his phone conversa- tions and spying on all his activities, the therapist’s first thought might be that the man is suffering from thoughts of persecution. But if the man then explains that he is in a witness protection program, the complaints take on an entirely different and quite un- derstandable tone.
These human skull casts show signs of trephining, a process in which holes were cut into the skulls of a living person, perhaps to release “demons” that were making the person’s behavior or thinking odd or disturbed. Some who were treated in this way must have survived, as some of the holes show evidence of healing. Source: New York Public Library / Science Source.
*etiology —the origin, cause, or set of causes for a disorder.
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14.1 Subjective DiScomfort One sign of abnormality is when the person experiences a great deal of subjective discomfort, or emotional distress while engaging in a particular behavior or thought process. A woman who suffers from a fear of going outside her house, for ex- ample, would experience a great deal of anxiety when trying to leave home and distress over being unable to leave. However, all thoughts or behavior that might be considered abnor- mal do not necessarily create subjective discomfort in the person having them or commit- ting the act—a serial killer, for example, does not experience emotional distress after taking someone’s life, and some forms of disordered behavior involve showing no emotions at all. inability to function normally Thinking or behavior that does not allow a per- son to fit into society or function normally can also be labeled abnormal. These may be termed maladaptive, meaning that the person finds it hard to adapt to the demands of day-to-day living. Maladaptive thinking or behavior may initially help a person cope but has harmful or damaging effects. For example, a woman who cuts herself to relieve anxiety does experience initial relief but is harmed by the action. Maladaptive thinking or behavior are key elements in the definition of abnormality.
a Working Definition of abnormality
So how do psychologists decide what is abnormal?
To get a clear picture of abnormality, it is often necessary to take all of the factors just discussed into account. Psychologists and other psychological professionals must consider several different criteria when determining whether or not psychological func- tioning or behavior are abnormal (at least two of these criteria must be met to form a diagnosis of abnormality): 1. Is the thinking or behavior unusual, such as experiencing severe panic when faced with
a stranger or being severely depressed in the absence of any stressful life situations? 2. Does the thinking or behavior go against social norms? (And keep in mind
that social norms change over time—e.g., homosexuality was once considered a psychological disorder rather than a variation in sexual orientation.)
3. Does the behavior or psychological function cause the person significant subjective discomfort?
4. Is the thought process or behavior maladaptive, or does it result in an inability to function?
5. Does the thought process or behavior cause the person to be dangerous to self or others, as in the case of someone who tries to commit suicide or who attacks other people without reason? Abnormal thinking or behavior that includes at least two of these five criteria
are perhaps best classified by the term psychological disorder, which is defined as any pattern of behavior or psychological functioning that causes people significant distress, causes them to harm themselves or others, or harms their ability to function in daily life.
Watch the Video, The Big Picture: What Does It Mean to Have a Mental Disorder?, at MyPsychLab Before moving on, it is important to clarify how the term abnormality is different from
the term insanity. Only psychological professionals can diagnose disorders and determine the best course of treatment for someone who suffers from mental illness. Lawyers and judges are sometimes charged with determining how the law should address crimes committed under the influence of mental illness. Psychologists and psychiatrists determine whether or not certain thinking or behavior are abnormal, but they do not decide whether a certain person is insane. In the United States, insanity is not a psychological term; it is a legal term used to argue that a mentally ill person who has committed a crime should not be held responsible for his or her actions because that person was unable to understand the difference between right and wrong at the time of the offense. This argument is called the insanity defense.
By what criterion (or criteria) of abnormality might this person be considered abnormal? Would your perception of him change if the context were a Fourth of July celebration? What if he was in a park and not in front of a tax office?
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Models of AbnorMAlity
14.2 What are some of the models used to explain psychological disorders?
What causes psychological disorders?
Recognition of abnormal behavior and thinking depends on the “lens,” or perspective, from which it is viewed. Different perspectives determine how the disordered behavior or thinking is explained. And as we will see in Chapter Fifteen, those same perspectives influence how psychological disorders are treated. the biologicAl Model: MedicAl cAuses for PsychologicAl disorders The biological model proposes that psychological disorders have a biological or medical cause (Gamwell & Tomes, 1995). This model explains disorders such as anxiety, depres- sion, and schizophrenia as caused by faulty neurotransmitter systems, genetic problems, brain damage and dysfunction, or some combination of those causes. For example, as you may recall from the discussion of trait theory and the five-factor theory of personality traits, to Learning Objective 13.6, a growing body of evidence suggests that basic personality traits are as much influenced by genetic inheritance as they are by ex- perience and upbringing, even across cultures (Bouchard, 1994; Herbst et al., 2000; Jang et al., 1996; Loehlin, 1992; Loehlin et al., 1998). One of the Big Five factors was neu- roticism, for example, and it is easy to see how someone who scores high in neuroticism would be at greater risk for anxiety-based disorders.
As discussed earlier in the chapter, the biological or medical model has had a great deal of influence, especially in the language used to describe disorders: mental illness, symptoms of disorder, and terms such as diagnosis, mental patient, mental hospital, therapy, and remis- sion all come from medical terminology. The use of such terms, although still widespread, may tend to bias the assumptions of professionals who are not psychiatrists or medical doc- tors toward a biological cause for disordered psychological functioning or behavior, or the idea that disorders might be diseases that can be “cured.” Many disorders can effectively be controlled but may not be fully resolved. the PsychologicAl Models Although biological explanations of psychological disor- ders are influential, they are not the only ways or even the first ways in which disorders are explained. Several different theories of personality were discussed in Chapter Thir- teen. These theories of personality can be used to describe and explain the formation of not only personality but disordered thinking, behavior, and abnormal personality as well.
Psychodynamic View: hiding Problems The psychodynamic model, based on the work of Freud and his followers, to Learning Objectives 13.2, 13.3, explains disordered thinking and behavior as the result of repressing one’s threatening thoughts, memories, and concerns in the unconscious mind (Carducci, 1998). These repressed thoughts and urges try to resurface, and disordered functioning develops as a way of keeping the thoughts repressed. According to this view, a woman who has unacceptable thoughts of sleeping with her brother-in-law might feel “dirty” and be compelled to wash her hands every time those thoughts threaten to become conscious, ridding herself symbolically of the “dirty” thoughts.
behaviorism: learning Problems Behaviorists, who define personality as a set of learned responses, have no trouble explaining disordered behavior as being learned just like normal behavior (Skinner, 1971; Watson, 1913). For example, when Emma was a small child, a spider dropped onto her leg, causing her to scream and react with fear. Her mother made a big fuss over her, giving her lots of attention. Each time Emma saw a spider after this, she screamed again, drawing attention to herself. Behaviorists would say that Emma’s fear of the spider was classically conditioned, and her screaming reaction was positively reinforced by all the attention. to Learning Objectives 5.2 and 5.5.
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cognitive Perspective: thinking Problems Cognitive psychologists study the way people think, remember, and mentally organize information; they see maladaptive functioning as resulting from illogical thinking patterns (Mora, 1985). A cognitive psychologist might explain Emma’s fear of spiders as distorted thinking: “All spiders are vicious and will bite me, and I will die!” Emma’s particular thinking patterns put her at a higher risk of depression and anxiety than those of a person who thinks more logically. tHe socIoculturAl PersPectIVe What’s normal in one culture may be abnormal in another culture. In the sociocultural perspective of abnormality, abnormal thinking or behavior (as well as normal) is seen as the product of behavioral shaping within the context of family influences, the social group to which one belongs, and the culture within which the family and social group exist. In particular, cultural differences in abnormal thoughts or actions must be addressed when psychological professionals are attempting to assess and treat members of a culture different from that of the professional. Cultural relativity is a term that refers to the need to consider the unique characteristics of the culture in which the person with a disorder was nurtured to be able to correctly diagnose and treat the disorder (Castillo, 1997). For example, in most traditional Asian cultures, mental illness is often seen as a shameful thing that brings disgrace to one’s family. It may be seen as something inherited and, therefore, something that would hurt the marriage chances of other family members, or it may be seen as stemming from something the family’s ancestors did wrong in the past (Ritts, 1999; Ying, 1990). This leads many Asian people suffering from disorders that would be labeled as depression or even schizophrenia to report bodily symptoms rather than emotional or mental ones, because bodily ailments are more socially acceptable ( Fedoroff & McFarlane, 1998; Lee, 1995; Ritts, 1999). Disorders unique to specific cultures have previously been referred to as culture-bound syndromes. For example, anorexia nervosa and bulimia nervosa have traditionally been most often found in Western societies.
The conceptualization of culture and its influences on psychological function and dis- orders has been expanded in the most recent publication of the Diagnostic and Statistical Manual of Mental Disorders, the DSM-5. The idea of “culture-bound” has been replaced by three concepts: cultural syndromes, cultural idioms of distress, and cultural explanations or perceived cause (American Psychiatric Association, 2013). Cultural syndromes may or may not be recognized as an illness within the culture but are nonetheless recognizable as a dis- tinct set of symptoms or characteristics of distress. Cultural idioms of distress refer to terms or phrases used to describe suffering or distress within a given cultural context. And cultural explanations or perceived cause are culturally defined ways of explaining the source or cause of symptoms or illness (American Psychiatric Association, 2013).
It is important to take into account other background and influential factors such as socioeconomic status and education level. Another area of awareness should be pri- mary language and, if applicable, degree of acculturation (adapting to or merging with another culture). Psychosocial functioning has been part of the diagnostic process for some time now, but traditionally, greater attention has been paid to specifically identify- ing symptoms of pathology rather than focusing on the environmental factors that influ- ence an individual’s overall level of functioning (Ro & Clark, 2009). For example, in one recent study, college students of Mexican heritage with migrant farming backgrounds reported more symptoms of anxiety and depression as compared to nonmigrant college students of Mexican heritage (Mejía & McCarthy, 2010). The nature of migrant farming poses different stressors than those faced by nonmigrant families. BIoPsycHosocIAl PersPectIVe: All of tHe ABoVe In recent years, the biological, psychological, and sociocultural influences on abnormality are no longer seen as independent causes. Instead, these influences interact with one another to cause the various forms of disorders. For example, a person may have a genetically inherited tendency for a type of disorder, such as anxiety, but may not develop a full-blown dis- order unless the family and social environments produce the right stressors at the right time in development. We will see later how this idea specifically applies to a theory of
A migrant farming background has been found to be related to increased symptoms of anxiety and depression among college students of Mexican heritage when compared to those without a migrant background.
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schizophrenia. How accepting a particular culture is of a specific disorder will also play a part in determining the exact degree and form that disorder might take. This is known as the biopsychosocial model of disorder, which has become a very influential way to view the connection between mind and body.
Diagnosing and classifying Disorders
14.3 What are the different types of psychological disorders, and how common are they?
Have you ever asked a young child, or remember from being one yourself, “what’s wrong?” when they reported not feeling well? If so, you likely received a variety of answers de- scribing their tummy ache, ouchie, or boo boo. And in turn, you may have not known exactly what was wrong due to differences in their descriptive language and yours, es- pecially when you could not see where or why they were hurting. The same applies to understanding and treating psychological disorders. Having a common set of terms and systematic way of describing psychological and behavioral symptoms is vital to not only correct identification and diagnosis, but also in communication among and between psy- chological professionals and other health-care providers.
One international resource is the World Health Organization’s (WHO’s) International Classification of Diseases (ICD), currently in its tenth edition (ICD-10). In the United States, the prevalent resource to help psychological professionals diagnose psychological disorders has been the Diagnostic and Statistical Manual of Mental Disorders (DSM), first published in 1952. The DSM has been revised multiple times as our knowledge and ways of thinking about psychological disorders has changed. The most recent version, which was released in 2013, is the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) (American Psychiatric Association, 2013). It also includes changes in organization of disorders, modifications in terminology used to describe disorders and their symptoms, and discusses the possibility of dimensional assessments for some disorders in future versions of the manual. The DSM has been useful in providing clinicians with descriptions and criteria for diagnosing mental disorders but it has not been without its share of controversy as the video Special Topics: Diagnosing Mental Disorders: The DSM explains.
Watch the Video, Special Topics: Diagnosing Mental Disorders: The DSM, at MyPsychLab
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DIsorDers In tHe Dsm-5
The DSM-5 describes about 250 different psychological disorders. Each disorder is described in terms of its symptoms, the typical path the disorder takes as it progresses, and a checklist of specific criteria that must be met in order for the diagnosis of that disorder to be made. Whereas previous editions of the manual divided disorders and relevant facts about the person being diagnosed along five different categories, or axes, the DSM-5 uses a single axis for all disorders, with provisions for also noting significant and relevant facts about the individual. For example, whereas the DSM-IV used Axis I for mental disorders, Axis II for personality disorders and mental retardation (now called intellectual disability), and Axis III for medical diagnoses, the DSM-5 combines all of these disorders and diagnoses into a single list (American Psychiatric Association, 2013).
A few of the 20 categories of disorders that can be diagnosed include depressive disorders, anxiety disorders, schizophrenia spectrum and other psychotic disorders, feeding and eating disorders, and neurodevelopmental disorders such as ADHD ( American Psychiatric Association, 2013). Other categories include personality disorders, intellectual disability, trauma- and stressor-related disorders, and obsessive-compulsive and related disorders.
HoW common Are PsycHologIcAl DIsorDers?
That sounds like a lot of possible disorders, but most people don’t get these problems, right?
Actually, psychological disorders are more common than most people might think. In any given year, about 26.2 percent of American adults over age 18 suffer from a mental disor- der (National Institute of Mental Health, 2010); that comes to about 61.5 million people in the United States using 2010 census data. Fortunately, only about 5.8 percent of the U.S. population, or 1 in 17 adults, suffers from a severe mental disorder. Statistically, men- tal disorders are the leading cause of disability in the United States and Canada ( National Institute of Mental Health, 2010). In fact, it is quite common for people to suffer from more than one mental disorder at a time, such as a person with depression who also has a substance-abuse disorder, or a person with an anxiety disorder who also suffers from sleep disorders. Approximately 45 percent of individuals with a mental disorder meet criteria for 2 or more disorders (National Institute of Mental Health, 2010). Table 14.1 has percentages of selected psychological disorders in the United States. (Note that this table does not include all of the disorders that occur in the 61.5 million adults in the United States mentioned earlier in this paragraph.)
tHe Pros AnD cons of lABels
With its lists of disorders and their corresponding symptoms, the DSM-5 helps psychological professionals diagnose patients and provide those patients with labels that explain their conditions. In the world of psychological diagnosis and treatment, labels like depression, anxiety, and schizophrenia can be very helpful: They make up a common language in the mental health community, allowing psychological professionals to communicate with each other clearly and efficiently. Labels establish distinct diagnostic categories that all professionals recognize and understand, and they help patients receive effective treatment.
However, labels can also be dangerous—or, at the very least, overly prejudicial. In 1972, researcher David Rosenhan asked healthy participants to enter psychiatric hospi- tals and complain that they were hearing voices. All of the participants, whom Rosenhan called “pseudopatients,” were admitted into the hospitals and diagnosed with either schizophrenia or manic depression (now called bipolar disorder). Once the pseudopa- tients were admitted, they stopped pretending to be ill and acted as they normally would,
Statistically speaking, about 1 out of every 5 of the people in this crowd probably suffers from some form of psychological disorder.
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but the hospital staff ’s interpretation of the pseudopatients’ normal behavior was skewed by the label of mental illness. For example, hospital workers described one pseudopa- tient’s relatively normal relationships with family and friends as evidence of a psycho- logical disorder, and another pseudopatient’s note-taking habits were considered to be a pathological behavior. The pseudopatients had been diagnosed and labeled, and those labels stuck, even when actual symptoms of mental illness disappeared. Rosenhan con- cluded that psychological labels are long-lasting and powerful, affecting not only how other people see mental patients but how patients see themselves (Rosenhan, 1973).
Labels can be time-saving and even life-saving tools, but they can also bias us, af- fect our judgment, and give us preconceived notions that may very well turn out to be false. Just to be clear, the diagnostic labels listed in the DSM-5 are intended to help both psychologists and patients, and they do help. As you read on, remember the power that labels have to shape our perceptions of reality.
Before describing the various categories and types of disorders, here is a word of caution: It’s very easy to see oneself in these disorders. Medical students often become convinced that they have every one of the symptoms for some rare, exotic disease they have been studying. Psychology students studying abnormal behavior can also become convinced that they have some mental disorder, a problem that can be called “psychol- ogy student’s syndrome.” The problem is that so many psychological disorders are really ordinary variations in human behavior taken to an extreme. For example, some people are natural-born worriers. They look for things that can go wrong around every corner. That doesn’t make them disordered—it makes them pessimistic worriers. Remember, it doesn’t become a disorder until the worrying causes them significant distress, causes them to harm themselves or others, or harms their ability to function in everyday life. So if you start “seeing” yourself or even your friends and family in any of the following discussions, don’t panic—all of you are probably okay.
table 14.1
Yearly Occurrence of Psychological Disorders in the United States
cAtegory of DIsorDer sPecIfIc DIsorDer PercentAge of u.s. PoPulAtIon AnD numBer AffecteD*
Bipolar and Depressive disorders All types 9.5% or 22.3 million
Major depressive disorder 6.7% or 15.7 million
Persistent depressive disorder (dysthymia) 1.5% or 3.5 million
Bipolar disorder 2.6% or 6.1 million
Anxiety, Obsessive-Compulsive, and Trauma-Related disorders
All types
Specific phobia
Social anxiety disorder (social phobia)
Panic disorder
Agoraphobia
Generalized anxiety disorder
Obsessive-compulsive disorder
Posttraumatic stress disorder
18.1% or 42.5 million
8.7% or 20.4 million
6.8% or 16 million
2.7% or 6.3 million
0.8% or 1.9 million
3.1% or 7.3 million
1% or 2.3 million
3.5% or 8.2 million
Schizophrenia All types 1.1% or 2.6 million
*Percentage of adults over age 18 affected annually and approximate number within the population based on 2010 United States Census data. Adapted from National Institute of Mental Health (2013). Table uses terminology from both the DSM-IV and DSM-5 (American Psychiatric Association, 2000, 2013).
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psychopathology is the study of abnormal behavior and
various ways throughout history (e.g., possession, evil spirits, psychological dysfunction; mental illness has been de�ned in
current de�nitions of abnormality are based on several factors
bodily imbalances)
disorders vary according to culture; cultural sensitivity and relativity are necessary in diagnosing and treating psychological disorders
distress, causes people to harm themselves or others, or harms their ability to function in daily life overall, psychological disorders are any pattern of behavior or thinking that causes signi�cant
Psychological Disorders
what is abnormality?
statistical or social norm deviance subjective discomfort
inability to function normally
biological model: proposes that psychological disorders have a
approaches to diagnosis, treatment, and possible outcomes for biological or medical cause; the medical model also in�uences
a given disorder
psychological models: propose that disorders are the result of various forms of emotional, behavioral, or thought-related malfunctioning
sociocultural perspective: thinking and behavior are the products of family, social, and cultural in�uences; what is normal in one culture may be abnormal in another
biopsychosocial perspective: incorporates biological, psychological, and sociocultural factors
the Diagnostic and Statistical Manual of Mental Disorders (DSM) was �rst published in 1952, current version (DSM-5) published in 2013
describes and provides diagnostic criteria for approximately 250 different psychological disorders
in general, approximately 26% of adults over age 18 in the United States suffer from a mental disorder (see Table 14.1)
models of abnormality explanations for disordered thinking or behavior depend on theoretical model used to explain personality in general
psychodynamic
behavioral
cognitive
Diagnosing and Classifying Disorders
14.2 14.314.1
1. How would the Greek physician Hippocrates have typically dealt with someone suffering from mental illness?
a. He would have made a hole in the patient’s skull to re- lease the pressure, a process known today as trephining.
b. He would focus on correcting the imbalance of bodily fluids, or humors.
c. He would have someone conduct the religious ritual known as an exorcism.
d. He would have tried to understand the person’s uncon- scious and the forces at work there.
2. Lisa has just been fired from her new job for consistently arriving 2 hours late for work. Lisa tries to explain that she must often drive back home to ensure that all the doors are locked and that no appliances have been left on. Lisa’s con- dition is abnormal from the __________ definition.
a. maladaptive c. social deviance b. situational context d. subjective discomfort
3. In the United States, insanity is a term typically used by a. psychologists. b. psychiatrists. c. the social work system. d. the legal system.
4. Elliot became widowed after nearly 40 years of marriage. He has convinced himself that no one will ever love him again. His irrational thinking has caused him to suffer from depression, and he rarely leaves his house. What perspective might best explain his behavior?
a. psychodynamic b. cognitive c. behavioral d. biological
5. Which of the following concepts is not specifically as- sociated with the DSM-5 examination of culture-related disorders?
a. cultural syndrome b. cultural idioms of distress c. cultural explanations or perceived cause d. cultural binding
THINkING CrITICALLY: In today’s growing technological age, can you think of any new criteria that should be considered in defining abnormal behavior or thinking?
PRACTiCE quiz How much do you remember? answers available in answer Key. Pick the best answer.
Explore the Concept at MyPsychLab
c o n c e P t m A P
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Disorders of Anxiety, trauma, and stress: What, me Worry?
14.4 What are different types of anxiety disorders, obsessive-compulsive disorder, and stress-related disorders, and what are their symptoms and causes?
The category of anxiety disorders includes disorders in which the most dominant symptom is excessive or unrealistic anxiety. Anxiety can take very specific forms, such as a fear of a specific object, or it can be a very general emotion, such as that experienced by someone who is worried and doesn’t know why. In this section we will also address disorders that many peo- ple associate with anxiety symptoms and which were classified as anxiety disorders in previous editions of the DSM. However, they now fall under different categories in the DSM-5. Obsessive-compulsive disorder now falls in the category of “Obsessive-Compulsive and Related Disorders” while posttraumatic stress disorder and acute stress disorder are found under “Trauma- and Stressor-Related Disorders” (American Psychiatric Association, 2013).
But doesn’t everybody have anxiety sometimes? What makes it a disorder?
Everyone does have anxiety, and some people have a great deal of anxiety at times. When talking about anxiety disorders, the anxiety is either excessive—greater than it should be given the circumstances—or unrealistic. If final exams are coming up and a student hasn’t studied enough, that student’s anxiety is understandable and realistic. But a student who has studied, has done well in all the exams, and is very prepared and still worries excessively about passing is showing an unrealistic amount of anxiety. For more about test anxiety, see the Applying Psychology to Everyday Life section in this chapter. People who are in danger of losing their job might experience quite a bit of anxiety, but its source is obvious and understandable. But someone whose life is going well, and for whom nothing bad is looming in the future, and who still feels extremely anxious may be experiencing an anxiety disorder. Free-floating anxiety is the term given to anxiety that seems to be unrelated to any realistic and specific, known factor, and it is often a symptom of an anxiety disorder (Freud, 1977).
PHoBIc DIsorDers: WHen feArs get out of HAnD
One of the more specific anxiety disorders is a phobia, an irrational, persistent fear of something. The “something” might be an object or a situation or may involve social in- teractions. For example, many people would feel fear if they suddenly came upon a live snake as they were walking and would take steps to avoid the snake. Although those same people would not necessarily avoid a picture of a snake in a book, a person with a phobia of snakes would. Avoiding a live snake is rational; avoiding a picture of a snake is not. socIAl AnxIety DIsorDer (socIAl PHoBIA) Social anxiety disorder (also called social phobia) involves a fear of interacting with others or being in a social situation and is one of the most common phobias people experience (Kessler et al., 2012). People with social anxiety disorder are afraid of being evaluated in some negative way by others, so they tend to avoid situations that could lead to something embarrassing or humiliating. They are very self-conscious as a result. Common types of social phobia are stage fright, fear of public speaking, and fear of urinating in a public restroom. Not surprisingly, people with social phobias often have a history of being shy as children (Sternberger et al., 1995). sPecIfIc PHoBIAs A specific phobia is an irrational fear of some object or specific situation, such as a fear of dogs, or a fear of being in small, enclosed spaces ( claustrophobia). Other specific phobias include a fear of injections (trypanophobia), fear of dental work (odontophobia), fear of blood (hematophobia), and fear of heights (acrophobia). For a listing of common phobias, see Table 14.2 on the next page.
Many people get nervous when they have to speak in front of an audience. Fear of public speaking is a common social phobia. Can you remember a time when you experienced a fear like this?
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AgorAPHoBIA A third type of phobia is agoraphobia, a Greek name that literally means “fear of the marketplace.” It is the fear of being in a place or situation from which escape is difficult or impossible if something should go wrong (American Psychiatric As- sociation, 2013). Furthermore, the anxiety is present in more than one situation. Some- one is diagnosed with agoraphobia if they feel anxiety in at least two of five possible situations such as using public transportation like a bus or plane, being out in an open space such as on a bridge or in a parking lot, being in an enclosed space such as a grocery store or movie theatre, standing in line or being in a crowd like at a concert, or being out of the home alone (American Psychiatric Association, 2013).
If a person has agoraphobia, it might be difficult to even go to work or to the store, right?
Exactly. People with specific phobias can usually avoid the object or situation with- out too much difficulty and people with social phobias may simply avoid jobs and situa- tions that involve meeting people face to face. But people with agoraphobia cannot avoid their phobia’s source because it is simply being outside in the real world. A severe case of agoraphobia can make a person’s home a prison, leaving the person trapped inside unable to go to work, shop, or engage in any kind of activity that requires going out of the home.
PAnIc DIsorDer
Fourteen-year-old Dariya was sitting in science class watching a film. All of a sudden, she started feeling really strange. Her ears seemed to be stuffed with cotton and her vi- sion was very dim. She was cold, had broken out in a sweat, and felt extremely afraid for no good reason. Her heart was racing and she immediately became convinced that she was dying. A friend sitting behind her saw how pale she had become and tried to ask her what was wrong, but Dariya couldn’t speak. She was in a state of panic and couldn’t move.
Dariya’s symptoms are the classic symptoms of a panic attack, a sudden onset of extreme panic with various physical symptoms: racing heart, rapid breathing, a sensation of being “out of one’s body,” dulled hearing and vision, sweating, and dry mouth (Kumar & Oakley-Browne, 2002). Many people who have a panic attack think that they are hav- ing a heart attack and can experience pain as well as panic, but the symptoms are caused by the panic, not by any actual physical disorder. Psychologically, the person having a panic attack is in a state of terror, thinking that this is it, death is happening, and many
table 14.2
Common Phobias and Their Scientific Names
feAr of scIentIfIc nAme
Washing and bathing Ablutophobia
Spiders Arachnophobia
Lightning Ceraunophobia
Dirt, germs Mysophobia
Snakes Ophidiophobia
Darkness Nyctophobia
Fire Pyrophobia
Foreigners, strangers Xenophobia
Animals Zoophobia
Source: Adapted from Culbertson (2003).
Agoraphobia may include a fear of crossing bridges, although this bridge is enough to test anyone’s courage.
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people may feel a need to escape. The attack happens without warning and quite sud- denly. Although some panic attacks can last as long as half an hour, some last only a few minutes, with most attacks peaking within 10 to 15 minutes.
Having a panic attack is not that unusual, especially for adolescent girls and young adult women (Eaton et al., 1994; Hayward et al., 1989, 2000). Researchers have also found evidence that cigarette smoking greatly increases the risk of panic attacks in adolescents and young adults ( Johnson, 2000; Zvolensky et al., 2003). Regardless, it is only when panic attacks occur more than once or repeatedly, and cause persistent worry or changes in behavior, that they become a panic disorder. Many people try to figure out what triggers a panic attack and then do their best to avoid the situation if possible. If driving a car sets off an attack, they don’t drive. If being in a crowd sets off an attack, they don’t go where crowds are.
generAlIzeD AnxIety DIsorDer
What about people who are just worriers? Can that become a disorder?
Remember free-floating anxiety? That’s the kind of anxiety that has no known specific source and may be experienced by people with generalized anxiety disorder, in which excessive anxiety and worries (apprehensive expectations) occur more days than not for at least 6 months. People with this disorder may also experience anxiety about a number of events or activities (such as work or school performance). These feelings of anxiety have no particular source that can be pinpointed, nor can the person control the feelings even if an effort is made to do so. Watch the Video, Anxiety and Worry: Sue Mineka, at MyPsychLab
People with this disorder are just plain worriers (Ruscio et al., 2001). They worry excessively about money, their children, their lives, their friends, the dog, as well as things no one else would see as a reason to worry. They feel tense, edgy, get tired easily, and may have trouble concentrating. They have muscle aches, they experience sleeping problems, and are often irritable—all signs of stress. Generalized anxiety disorder is often found oc- curring with other anxiety disorders and depression.
As discussed earlier, despite anxiety being a common symptom, the following disorders are no longer classified as anxiety disorders in the DSM-5. Obsessive- compulsive disorder now falls in the category of “Obsessive-Compulsive and Related Disorders” while posttraumatic stress disorder and acute stress disorder are found under “Trauma- and Stressor-Related Disorders” (American Psychiatric Association, 2013).
oBsessIVe-comPulsIVe DIsorDer
Sometimes people get a thought running through their head that just won’t go away, like when a song gets stuck in one’s mind. If that particular thought causes a lot of anxiety, it can become the basis for an obsessive-compulsive disorder, or OCD. OCD is a disor- der in which intruding* thoughts that occur again and again (obsessions, such as a fear that germs are on one’s hands) are followed by some repetitive, ritualistic behavior or mental acts (compulsions, such as repeated hand washing, counting, etc.). The compul- sions are meant to lower the anxiety caused by the thought (Soomro, 2001).
I knew someone who had just had a baby, and she spent the first few nights home with the baby checking it to see if it was breathing—is that an obsessive-compulsive disorder?
No, many parents check their baby’s breathing often at first. Everyone has a little obsessive thinking on occasion or some small ritual that makes them feel better. The
*intruding: forcing one’s way in; referring to something undesirable that enters awareness. www.cartoonstock.com
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difference is whether a person likes to perform the ritual (but doesn’t have to) or feels compelled to perform the ritual and feels extreme anxiety if unable to do so. You may wash your hands a time or two after picking up garbage but it is entirely different if you must wash them a thousand times to prevent getting sick. The distress caused by a failure or an inability to successfully complete the compulsion is a defining feature of OCD.
Acute stress DIsorDer (AsD) AnD PosttrAumAtIc stress DIsorDer (PtsD)
Both general and specific stressors were discussed in Chapter Eleven: Stress and Health. Two trauma- and stressor-related disorders—acute stress disorder and posttraumatic stress disorder—are related to exposure to significant and traumatic stressors. The trauma, severe stress, and anxiety experienced by people after 9/11, Hurricane Katrina, the East Japan Earthquake, and the April 2013 Boston Marathon bombings can lead to acute stress disorder (ASD). The symptoms of ASD often occur immediately after the traumatic event and include anxiety, dissociative symptoms (such as emotional numbness/lack of responsiveness, not being aware of surroundings, dissociative amnesia), recurring nightmares, sleep disturbances, problems in concentration, and moments in which people seem to “relive” the event in dreams and flashbacks for as long as 1 month following the event. One recently published study gathered survey information from Katrina evacuees at a major emergency shelter and found that 62 percent of those sampled met the criteria for having acute stress disorder (Mills et al., 2007).
When the symptoms associated with ASD last for more than 1 month, the disorder is then called posttraumatic stress disorder (PTSD). In the same study (Mills et al., 2007), researchers concluded that it was likely that anywhere from 38 to 49 percent of all the evacuees sampled were at risk of developing PTSD that would still be present 2 years after the disaster. Furthermore, whereas the onset of ASD often occurs immediately after the traumatic event, the symptoms of PTSD may not occur until 6 months or later after the event (American Psychiatric Association, 2013). Treatment of these stress disorders may involve psychotherapy and the use of drugs to control anxiety. to Learning Objective 15.8. The video, In the Real World: The Memories We Don’t Want, describes PTSD in more detail.
After the BP oil spill in April of 2010, anywhere from 35 to 45 percent of people living around or near the Gulf of Mexico reported suffering symptoms of stress (Abramson et al., 2010).
Watch the Video, In the Real World: The Memories We Don’t Want, at MyPsychLab
CC
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Researchers have found that women have almost twice the risk of developing PTSD than do men and that the likelihood increases if the traumatic experience took place before the woman was 15 years old (Breslau et al., 1997, 1999). However, female and male veterans tend to have similar symptoms of PTSD, at least for military-related stressors (King et al., 2013). Children may also suffer different effects from stress than do adults. Severe PTSD has been linked to a decrease in the size of the hippocampus in children with the disorder (Carrion et al., 2007). The hippocampus is important in the formation of new long-term declarative memories ( to Learning Objectives 2.8, 6.5, 6.11), and this may have a detrimental effect on learning and the effectiveness of treatments for these children. One recent study of older veterans over a 7-year period (Yaffe et al., 2010) found that those with PTSD were more likely to develop dementia (10.6 percent risk) when compared to those without PTSD (only 6.6 percent risk). Some life experiences lend themselves to people experiencing traumatic events. For example, the rate of PTSD (self-reported) among combat-exposed military personnel has tripled since 2001 (Smith et al., 2008). Lastly, individuals with ASD and PTSD likely perceive the world around them differently. A recent study of assault and motor vehicle accident survivors treated in a South London, UK, emergency room suggested individuals with ASD or PTSD were more likely to identify trauma-related pictures than neutral pictures, as compared to trauma survivors not diagnosed with ASD or PTSD. Furthermore, such preferential processing of trauma-related information may be more strongly primed in in- dividuals with PTSD (Kleim et al., 2012) and is supported by fMRI studies demonstrat- ing heightened brain processing in areas associated with associative learning and priming in individuals with PTSD (Sartory et al., 2013). to Learning Objectives 6.5.
cAuses of AnxIety, trAumA, AnD stress DIsorDers
Different perspectives on how personality develops offer different explanations for these disorders. For example, the psychodynamic model sees anxiety as a kind of danger signal that repressed urges or conflicts are threatening to surface (Freud, 1977). A phobia is seen as a kind of displacement, in which the phobic object is actually only a symbol of what- ever the person has buried deep in his or her unconscious mind—the true source of the fear. A fear of knives might mean a fear of one’s own aggressive tendencies, or a fear of heights may hide a suicidal desire to jump. BeHAVIorAl AnD cognItIVe fActors Behaviorists believe that anxious behavioral re- actions are learned. They see phobias, for example, as nothing more than classically con- ditioned fear responses, as was the case with “Little Albert” (Rachman, 1990; Watson & Rayner, 1920). to Learning Objective 5.3. Cognitive psychologists see anxiety disorders as the result of illogical, irrational thought processes. One way in which people with anxiety disorders show irrational thinking (Beck, 1976, 1984) is through magnifica- tion, or the tendency to “make mountains out of molehills” by interpreting situations as being far more harmful, dangerous, or embarrassing than they actually are. In panic dis- order, for example, a person might interpret a racing heartbeat as a sign of a heart attack instead of just a momentary arousal.
Cognitive-behavioral psychologists may see anxiety as related to another distorted thought process called all-or-nothing thinking, in which a person believes that his or her performance must be perfect or the result will be a total failure. Overgeneralization (a sin- gle negative event interpreted as a never-ending pattern of defeat), jumping to conclusions without facts to support that conclusion, and minimization (giving little or no emphasis to one’s successes or positive events and traits) are other examples of irrational thinking. BIologIcAl fActors Growing evidence exists that biological factors contribute to anxiety disorders. Several disorders, including generalized anxiety disorder, panic dis- orders, phobias, and OCD, tend to run in families, pointing to a genetic basis for these disorders. Furthermore, genetic factors in PTSD seem to influence both the risk of
Anxiety disorders affect children as well as adults.
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developing the disorder and the likelihood individuals may be involved in potentially dangerous situations (Hyman & Cohen, 2013). Functional neuroimaging studies,
to Learning Objective 2.6, have revealed that the amygdala, an area of the limbic system, is more active in phobic people responding to pictures of spiders than in nonphobic people (LeDoux, 2003; Rauch et al., 2003) and also more active in individu- als with PTSD and social anxiety disorder, suggesting excessive conditioning and exag- gerated responses to stimuli that would typically elicit minimal fear-related responses (Hyman & Cohen, 2013). to Learning Objectives 2.8, 6.11 and 9.7. culturAl VArIAtIons Anxiety disorders are found around the world, although the par- ticular form the disorder takes might be different in various cultures. For example, in some Latin American cultures anxiety can take the form of ataque de nervios, or “attack of nerves,” in which the person may have fits of crying, shout uncontrollably, experience sensations of heat, and become very aggressive, either verbally or physically. These attacks usually come af- ter some stressful event such as the death of a loved one (American Psychiatric Association, 2013). Several syndromes that are essentially types of phobias are specific to certain cultures. For example, koro, found primarily in China and a few other South Asian and East Asian countries, involves a fear that one’s genitals are shrinking (Pfeiffer, 1982), and taijin kyofusho (TKS), found primarily in Japan, involves excessive fear and anxiety, but in this case it is the fear that one will do something in public that is socially inappropriate or embarrassing, such as blushing, staring, or having an offensive body odor (Kirmayer, 1991). Panic disorder occurs at similar rates in adolescents and adults in the United States and parts of Europe, but found less often in Asian, African, and Latin American countries. Within the United States, American Indians have significantly higher rates whereas Latinos, African Ameri- cans, Caribbean blacks, and Asian Americans have significantly lower rates as compared to non-Latino whites (American Psychiatric Association, 2013).
Disorders of mood: the effect of Affect
14.5 What are different disorders of mood and their causes?
In psychological terms, the word affect is used to mean “emotion” or “mood.” Mood disorders are disturbances in emotion and are also referred to as affective disorders. Although the range of human emotions runs from deep, intense sadness and despair to extreme happiness and elation, under normal circumstances people stay in between those extremes—neither too sad nor too happy, but content (see Figure 14.1). It is when stress or some other factor pushes a person to one extreme or the other that mood disorders can result. Mood disorders can be relatively mild or moderate (straying only a short distance from the “average”) or they can be extreme (existing at either end of the full range). Another major change in the DSM-5 was to separate disorders previously and collectively classified as “mood disorders” into dif- ferent categories. As such, in the DSM-5, disorders of mood can be found under “Bipolar and Related Disorders” or “Depressive Disorders.” Given disordered mood is still a common feature, they will be examined together here.
mAjor DePressIVe DIsorDer
When a deeply depressed mood comes on fairly suddenly and either seems to be too severe for the circumstances or exists without any external cause for sadness, it is called major depressive disorder. Major depression would fall at the far extreme of sadness on Figure 14.1. People suffering from major depressive disorder are depressed for most of
Figure 14.1 the range of emotions
Most people experience a range of emotions over the course of a day or several days, such as mild sadness, calm contentment, or mild elation and happiness. A person with a disorder of mood experiences emotions that are extreme and, therefore, abnormal.
Extreme sadness
Mild sadness
Normal emotions
Mild elation
Extreme elation
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every day, take little or no pleasure in any activities, feel tired, have trouble sleeping or sleep too much, experience changes in appetite and significant weight changes, experi- ence excessive guilt or feelings of worthlessness, and have trouble concentrating. Some people with this disorder also suffer from delusional thinking and may experience hal- lucinations. Most of these symptoms occur on a daily basis, lasting for the better part of the day (American Psychiatric Association, 2013).
Some people with depression may have thoughts of death or suicide, including suicide attempts. Death by suicide is the most serious negative outcome for the person with depression. It is the third leading cause of death among young people from 15 to 24 years of age, and more than 90 percent of suicides are associated with a psychological disorder, with depression being the most likely cause (Hyman & Cohen, 2013; National Institute of Mental Health, 2008). If you or someone you know is thinking about suicide, confidential assistance is available from the National Suicide Prevention Lifeline, 1-800-273-TALK (8255).
Major depressive disorder is the most common of the diagnosed disorders of mood and is 1.5 to 3 times more likely in women as it is in men (American Psychiatric As- sociation, 2013). This is true even across various cultures (Kessler et al., 2012; Seedat et al., 2009). Many possible explanations have been proposed for this gender difference, including the different hormonal structure of the female system (menstruation, hor- monal changes during and after pregnancy, menopause, etc.) and different social roles played by women in the culture (Blehar & Oren, 1997). Research has found little support for hormonal influences in general, instead finding that the role of hormones and other biological factors in depression is unclear. Furthermore, studies have found that the de- gree of differences between male and female rates of depression is decreasing and is non- existent in college students and single adults, leading some to conclude that gender roles and social factors such as marital status, career type, and number of children may have more importance in creating the gender difference than biological differences (McGrath et al., 1992; Nolen-Hoeksema, 1990; Seedat et al., 2009; Weissman & Klerman, 1977). Women also tend to ruminate, or repeatedly focus more on negative emotions, more than men and this may also be a contributing factor for reported gender differences in prevalence rates for both depression and anxiety (Nolen-Hoeksema, 2012). Watch the Video, Speaking Out: Martha: Living with Major Depressive Disorder, at MyPsychLab
Some people find that they only get depressed at certain times of the year. In particular, depression seems to set in during the winter months and goes away with the coming of spring and summer. Seasonal affective disorder (SAD) is a mood disorder that is caused by the body’s reaction to low levels of light present in the winter months ( Partonen & Lonnqvist, 1998).
BIPolAr DIsorDers
Major depressive disorder is sometimes referred to as a unipolar disorder because the emotional problem exists at only one end, or “pole,” of the emotional range. When a person experiences periods of mood that can range from severe depression to manic episodes (ex- cessive excitement, energy, and elation), that person is said to suffer from a type of bipolar disorder (American Psychiatric Association, 2013). However, while an individual may expe- rience periods of mood at the two extremes, in some instances the individual may only expe- rience mood that spans from normal to manic, and may or may not experience episodes of depression, called bipolar I disorder. In the manic episodes, the person is extremely happy or euphoric * without any real cause to be so happy. Restlessness, irritability, an inability to sit still or remain inactive, and seemingly unlimited energy are also common. The person may seem silly to others and can become aggressive when not allowed to carry out the grand (and sometimes delusional) plans that may occur in mania. Speech may be rapid and jump from one topic to another. Oddly, people in the manic state are often very creative until their lack
*euphoric: having a feeling of vigor, well-being, or high spirits.
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of organization renders their attempts at being creative useless (Blumer, 2002; McDermott, 2001; Rothenberg, 2001). In bipolar II disorder, spans of normal mood are interspersed with episodes of major depression and episodes of hypomania, a level of mood that is elevated but at a level below or less severe than full mania (American Psychiatric Association, 2013).
That sounds almost like a description of an overactive child— can’t sit still, can’t concentrate—are the two disorders related?
The answer to that question is actually part of an ongoing controversy. There does seem to be a connection between attention-deficit/hyperactivity disorder (ADHD) and the onset of bipolar disorder in adolescence (Carlson et al., 1998), but only a small percentage of children with ADHD go on to develop bipolar disorder. Recent evidence has found sig- nificantly higher rates of ADHD among relatives of individuals with bipolar disorder, and a higher prevalence of bipolar disorder among relatives of individuals with ADHD (Faraone et al., 2012). The symptoms of bipolar disorder include irrational thinking and other manic symptoms that are not present in ADHD (Geller et al., 1998). Confusion between the two disorders arises because hyperactivity (excessive movement and an inability to concentrate) is a symptom of both disorders. In one study, researchers compared children diagnosed with both bipolar disorder and ADHD to children diagnosed with ADHD only on measures of academic performance and a series of neurological tests (Henin et al., 2007). They found that the two groups responded in very similar ways, showing the same deficits in information- processing abilities, with only one exception: The children with both disorders performed more poorly on one measure of processing speed when compared to children with only ADHD. The researchers concluded that the neurological deficits often observed in children with bipolar disorder are more likely to be due to the ADHD rather than the bipolar disorder itself. Children with bipolar disorder also seem to suffer from far more severe emotional and behavioral problems than those with ADHD (Ferguson-Noyes, 2005; McDougall, 2009).
cAuses of DIsorDereD mooD
Explanations of depression and other disorders of mood today come from the perspectives of behavioral, social cognitive, and biological theories as well as genetics.
Behavioral theorists link depression to learned helplessness (Seligman, 1975, 1989), whereas social cognitive theorists point to distortions of thinking such as blowing negative events out of proportion and minimizing positive, good events (Beck, 1976, 1984). In the social cognitive view, depressed people continually have negative, self-defeating thoughts about themselves, which depress them further in a downward spiral of despair. Learned helplessness has been linked to an increase in such self-defeating thinking and depression in studies with people who have experienced uncontrollable, painful events (Abramson et al., 1978, 1980). This link does not necessarily mean that negative thoughts cause depres- sion; it may be that depression increases the likelihood of negative thoughts (Gotlib et al., 2001). One study found that when comparing adolescents who were depressed to those who were not, the depressed group faced risk factors specifically associated with the social cognitive environment, such as being female or a member of an ethnic minority, living in poverty, regular use of drugs (including tobacco and alcohol), and engaging in delinquent behavior (Costello et al., 2008). In contrast, those in the nondepressed group of adoles- cents were more likely to come from two-parent households; had higher self-esteem; and felt connected to parents, peers, and school. Clearly, learned helplessness in the face of dis- crimination, prejudice, and poverty may be associated with depression in these adolescents. A recent study has also found that when therapists focus on helping clients to change their way of thinking, depression improves significantly when compared to therapy that focuses only on changing behavior; these results lend support to the cognitive explanation of dis- torted thinking as the source of depression (Strunk et al., 2010).
Biological explanations of disordered mood focus on the effects of brain chemicals such as serotonin, norepinephrine, and dopamine; drugs used to treat depression and
Depression may be caused by conflicts with others, learned reactions, illogical thought patterns, or brain dysfunction—or some combination of all of these factors.
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mania typically affect the levels of these three neurotransmitters, either alone or in combination (Cohen, 1997; Cummings & Coffey, 1994; Ruhe et al., 2007).
Genes also play a part in these disorders. The fact that the more severe mood dis- orders are not a reaction to some outside source of stress or anxiety but rather seem to come from within the person’s own body, together with the tendency of mood disorders to appear in genetically related individuals at a higher rate, suggests rather strongly that inheritance may play a significant part in these disorders (Barondes, 1998; Farmer, 1996). It is possible that some mood disorders share a common gene, but actual rates vary. For example, genetic risks are higher in bipolar disorder as compared to unipolar depres- sion (Hyman & Cohen, 2013; McMahon et al., 2010). More than 65 percent of people with bipolar disorder have at least one close relative with either bipolar disorder or major depression (Craddock et al., 2005; National Institute of Mental Health Genetics Work- group, 1998; Sullivan et al., 2000). Twin studies have shown that if one identical twin has either major depression or bipolar disorder, the chances that the other twin will also develop a mood disorder are about 40 to 70 percent (Muller-Oerlinghausen et al., 2002).
behavioral: anxious behavioral reactions are learned
cognitive: anxiety is result of illogical, irrational thought processes
biological: anxiety is due to dysfunction in several neurotransmitter systems (e.g., serotonin, GABA) and/or difference in brain activation; panic disorder is also hereditary
cultural: anxiety disorders found around the world but particular forms vary across cultures
all-or-none thinking
overgeneralization
minimization
social anxiety disorder (social phobia)
(e.g., claustrophobia, acrophobia) agoraphobia
panic disorder consists of an individual having recurrent panic attacks that cause ongoing worry and concern
obsessive-compulsive disorder (OCD) consists of recurring anxiety-provoking thoughts or obsessions that are only relieved through ritualistic or repetitive behaviors or mental events
stressors; diagnosis differs according to duration and onset of symptoms, including dissociation, nightmares, and reliving the event.
acute stress disorder (ASD) posttraumatic stress disorder (PTSD)
generalized anxiety disorder involves excessive worry about lots of things and occurs more days than not
causes
psychodynamic: depression is repressed anger originally aimed at parents
behavioral: depression is linked to learned helplessness
social cognitive: distorted thinking and negative, self-defeating thoughts
biological: variation in neurotransmitter systems (e.g., serotonin, norepinephrine,
major depressive disorder: deeply depressed mood; most commonly diagnosed mood disorder, twice as common in women
bipolar disorders: experience of mood from normal to manic, possibly with episodes of depression, or the experience of normal mood interrupted by episodes of depression and hypomania
causes
anxiety, OCD, trauma and stress disorders most dominant symptom is excessive or unrealistic anxiety, or related to traumatic stress
mood disorders involve a disturbance in mood or emotion; can be mild or severe
Disorders of Anxiety, Trauma, Stress, and Mood
magni�cation
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c o n c e P t m A P
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(continued )
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eating Disorders
14.6 What are different types of eating disorders, how do they differ, and who are they most likely to affect?
There are a variety of disorders that relate to the intake of food, or in some cases non- nutritive substances, or in the elimination of bodily waste. These are found in the DSM-5 under “Feeding and Eating Disorders.” We will specifically examine three eating disor- ders: anorexia nervosa, bulimia nervosa, and binge-eating disorder. Watch the Video, In the Real World: Eating Disorders, at MyPsychLab
AnorexIA nerVosA
Anorexia nervosa, often called anorexia, is a condition in which a person (typically young and female) reduces eating to the point that their body weight is significantly low, or less than minimally expected. For adults, this is likely a body mass index (BMI; weight in kilograms/height in meters2) less than 18.5 (American Psychiatric Association, 2013). Hormone secretion becomes abnormal, especially in the thyroid and adrenal glands. The heart muscles become weak and heart rhythms may alter. Other physical effects of anorexia may include diarrhea, loss of muscle tissue, loss of sleep, low blood pressure, and lack of menstruation in females.
Some individuals with anorexia will eat in front of others (whereas individuals with bulimia tend to binge eat as secretly as possible) but then force themselves to throw up or take large doses of laxatives. They are often obsessed with exercising and with food— cooking elaborate meals for others while eating nothing themselves. They have extremely distorted body images, seeing fat where others see only skin and bones.
1. Who is most likely to be diagnosed with a phobic disorder? a. Brianne, who is afraid of snakes after nearly being bitten
while running b. Calista, who is afraid of snakes after watching a docu-
mentary on poisonous snakes found in her region c. Jennifer, who is morbidly afraid of snakes and refuses to
even look a picture of a snake d. Both Calista and Jennifer’s behavior would qualify as a
phobic disorder.
2. Amelia has recently given birth to her first child. She men- tions that she often goes into her baby’s bedroom to check if he is still breathing. Would this qualify as an obsessive- compulsive disorder (OCD)?
a. If Amelia continues to carry out this behavior for more than one or two days, this would qualify as an OCD.
b. If Amelia and her husband both carry out this behavior, then it would qualify as an OCD.
c. If Amelia enjoys frequently checking to see that her baby is breathing, then this would qualify as an OCD.
d. As long as Amelia is not compelled to check on her baby and does not suffer from severe anxiety if she is unable to do so, then this is not an OCD.
3. Sandy took part in the April 2013 Boston Marathon, where two bombs were detonated near the finish line killing three spectators. For approximately two weeks after the mara- thon, Sandy was unable to sleep or concentrate and often found herself reliving the moment she heard the bombs explode. What disorder might Sandy be diagnosed with?
a. acute stress disorder b. posttraumatic stress disorder c. phobic disorder d. panic disorder
4. Jorge finds himself feeling depressed most of the day. He is constantly tired yet he sleeps very little. He has feelings of worthlessness that have come on suddenly and seemingly have no basis in reality. What might Jorge be diagnosed with?
a. seasonal affective disorder b. acute depressive disorder c. major depressive disorder d. bipolar disorder
5. Studies have suggested the increased rates of major de- pressive disorder in women may have a basis in __________
a. gender roles, social factors, and emotional processing. b. hormonal differences. c. biological differences. d. heredity.
6. What disorder seems to hold an association with bipolar disorder?
a. dysthymia b. cyclothymia c. phobic disorder d. ADHD
Practice quiz How much do you remember? answers available in answer Key. Pick the best answer.
This young model is not merely thin; by medical standards she is probably at a weight that would allow her to be labeled as having anorexia. The “thin is in” mentality that dominates the field of fashion design models is a major contributor to the Western cultural concept of very thin women as beautiful and desirable. The model pictured here is a far cry from the days of sex symbol Marilyn Monroe, who was rumored to be a size 12.
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What can be done to treat anorexia? If the weight loss due to anorexia is severe (40 percent or more below expected normal weight), dehydration, severe chemical imbal- ances, and possibly organ damage may result. Hospitalization should occur before this dangerous point is reached. In the hospital the individual’s physical needs will be treated, even to the point of force-feeding in extreme cases. Psychological counseling will also be part of the hospital treatment, which may last from 2 to 4 months. Those individuals with anorexia who are not so severely malnourished as to be in immediate danger can be treated outside of the hospital setting. Psychological treatment strategies might in- clude supportive clinical management, interpersonal therapy, cognitive-behavioral ther- apy, group therapy, or family-based therapy (Hay, 2013). to Learning Objective 15.6. The prognosis for full recovery is not as hopeful as it should be; only 40 to 60 per- cent of all individuals with anorexia who receive treatment will make a recovery. For some individuals with anorexia who do gain weight, the damage already done to the heart and other body systems may still be so great that an early death is a possibility (Neumarker, 1997). Overall, the estimated mortality rate in anorexia is highest among all of the eating disorders, and much higher than any other psychological disorder (Arcelus et al., 2011).
BulImIA nerVosA
Bulimia nervosa, often called bulimia, is a condition in which a person develops a cycle of “binging,” or overeating enormous amounts of food at one sitting, and then using in- appropriate methods for avoiding weight gain (American Psychiatric Association, 2013). Most individuals with bulimia engage in “purging” behaviors, such as deliberately vomit- ing after the binge or misuse of laxatives, but some may not, using other inappropriate methods to avoid weight gain such as fasting the day or two after the binge or engaging in excessive exercise (American Psychiatric Association, 2013). There are some similari- ties to anorexia: The victims are usually female, are obsessed with their appearance, diet excessively, and believe themselves to be fat even when they are quite obviously not fat. But individuals with bulimia are typically a little older than individuals with anorexia at the onset of the disorder—early 20s rather than early puberty. Individuals with bulimia often maintain a normal weight, making the disorder difficult to detect. The most obvi- ous difference between the two conditions is that the individual with bulimia will eat, and eat to excess, binging on huge amounts of food—an average of 3,500 calories in a single binge and as much as 50,000 calories in one day (Humphries, 1987; Mitchell et al., 1981; Oster, 1987). A typical binge may include a gallon of ice cream, a package of cook- ies, and a gallon of milk—all consumed as quickly as possible.
But wait a minute—if individuals with bulimia are so concerned about gaining weight, why do they binge at all?
The binge itself may be prompted by an anxious or depressed mood, social stress- ors, feelings about body weight or image, or intense hunger after attempts to diet. The binge continues due to a lack of, or impairment in, self-control once the binge begins. The individual is unable to control when to stop eating or how much to eat. Eating one cookie while trying to control weight can lead to a binge—after all, since the diet is com- pletely blown, why not go all out? This kind of thought process is another example of the cognitive distortion of all-or-nothing thinking.
One might think that bulimia is not as damaging to the health as anorexia. After all, the individual with bulimia is in no danger of starving to death. But bulimia comes with many serious health consequences: severe tooth decay and erosion of the lining of the esophagus from the acidity of the vomiting, enlarged salivary glands, potassium, cal- cium, and sodium imbalances that can be very dangerous, damage to the intestinal tract from overuse of laxatives, heart problems, fatigue, and seizures (Berg, 1999).
Treatment of bulimia can involve many of the same measures taken to treat an- orexia. In addition, the use of antidepressant medication can be helpful, especially those
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that affect serotonin levels such as the SSRIs (Mitchell et al., 2013). The prognosis for recovery of the individual with bulimia is somewhat more hopeful than that of anorexia. Therapist-led cognitive-behavioral therapy is the best empirically supported therapy and there is developing evidence for some guided self-help approaches (Hay, 2013). A cognitive therapist is very direct, forcing clients to see how their beliefs do not stand up when considered in “the light of day” and helping them form new, more con- structive ways of thinking about themselves and their behavior. to Learning Objective 15.5.
BInge-eAtIng DIsorDer
Binge-eating disorder also involves uncontrolled binge eating but differs from bulimia primarily in that individuals with binge-eating disorder do not purge or use other inap- propriate methods for avoiding weight gain (American Psychiatric Association, 2013). Treatment of binge-eating disorder may use some of the same strategies used for anorexia and bulimia, with the added issue of weight loss management in those with obesity.
cAuses of eAtIng DIsorDers
The causes of anorexia, bulimia, and binge-eating disorder are not yet fully understood, but the greatest risk factor appears to be someone being an adolescent or young adult female (Keel & Forney, 2013). Increased sensitivity to food and its reward value may play a role in bulimia and binge-eating disorder while fear and anxiety may become associated with food in anorexia nervosa, with altered activity or functioning of associated brain structures in each (Friedrich et al., 2013; Kaye et al., 2009; Kaye et al., 2013). Research continues to investigate genetic components for eating disorders, as they account for 40 to 60 percent of the risk for anorexia, bulimia, and binge-eating disorder, and although several genes have been implicated, the exact ones to focus on have not yet been identi- fied (Trace et al., 2013; Wade et al., 2013).
culture AnD eAtIng DIsorDers
Although many researchers have believed eating disorders, especially anorexia, are cultural syndromes that only show up in cultures obsessed with being thin (as many Western cultures are), eating disorders are also found in non-Western cultures (Miller & Pumariega, 1999). What dif- fers between Western and non-Western cultures is the rate at which such disorders appear. For example, Chinese and Chinese American women are far less likely to suffer from eating disorders than are non-Hispanic White women (Pan, 2000). Why wouldn’t Chinese American women be more likely to have eating disorders after being exposed to the Western cultural obsession with thinness? Pan (2000) assumes that whatever Chinese cultural factors “protect” Chinese women from developing eating disorders may also still have a powerful influence on Chinese American women.
One problem with studying anorexia and bulimia in other cultures is that the be- havior of starving oneself may be seen in other cultures as having an entirely different purpose than in Western cultures. One key component of anorexia, for example, is a fear of being fat, a fear that is missing in many other cultures. Yet women in those cultures have starved themselves for other socially recognized reasons: religious fasting or unusual ideas about nutrition (Castillo, 1997).
Anorexia and bulimia have also been thought to occur only rarely in African American women, but that characterization seems to be changing. Researchers are seeing an increase in anorexia and bulimia among young African American women of all socioeconomic levels (Crago et al., 1996; Mintz & Betz, 1998; Pumariega & Gustavson, 1994). If clinicians and doctors are not aware that these disorders can affect more than the typical White, young, middle-class to upper-middle-class woman, important signs and symptoms of eating disorders in non-White or non-Western people may allow these disorders to go untreated until it is too late.
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Dissociative Disorders: Altered Identities
14.7 How do the various dissociative disorders differ, and how do they develop?
Dissociative disorders involve a break, or dissociation, in consciousness, memory, or a person’s sense of identity. This “split” is easier to understand when thinking about how people sometimes drive somewhere and then wonder how they got there—they don’t remember the trip at all. This sort of “automatic pilot” driving happens when the route is familiar and frequently traveled. One part of the conscious mind was thinking about work, school, or whatever was uppermost in the mind while lower centers of conscious- ness were driving the car, stopping at signs and lights, and turning when needed. This split in conscious attention is very similar to what happens in dissociative disorders. The difference is that in these disorders the dissociation is much more pronounced and involuntary.
DIssocIAtIVe AmnesIA AnD fugue: WHo Am I AnD HoW DID I get Here?
In dissociative amnesia, the individual cannot remember personal information such as one’s own name or specific personal events—the kind of information contained in episodic long-term memory. to Learning Objective 6.5. Dissociative amnesia may sound like retrograde amnesia, but it differs in its cause. In retrograde amnesia, the memory loss is typically caused by a physical injury, such as a blow to the head. In dissociative amnesia, the cause is psychological rather than physical. The “blow” is a mental one, not a physical one. The reported memory loss is usually associated with a stressful or emotionally traumatic experience, such as rape or childhood abuse (Chu et al., 1999; Kirby et al., 1993), and cannot be easily explained by simple forgetful- ness. It can be a loss of memory for only one small segment of time, or it can involve a total loss of one’s past personal memories. For example, a soldier might be able to remember being in combat but cannot remember witnessing a friend get killed, or a person might forget his or her entire life. These memories usually resurface, some- times quickly, and sometimes after a long delay. Dissociative amnesia can occur with or without fugue. The Latin word fugere means “flight” and is the word from which the term fugue is taken. A dissociative fugue occurs when a person suddenly travels away from home (the flight) and afterwards cannot remember the trip or even personal in- formation such as identity. The individual may become confused about identity, some- times even taking on a whole new identity in the new place (Nijenhuis, 2000). Such flights usually take place after an emotional trauma and are more common in times of disasters or war.
DIssocIAtIVe IDentIty DIsorDer: HoW mAny Am I?
Perhaps the most controversial dissociative disorder is dissociative identity disorder (DID), formerly known as multiple personality disorder. In this disorder, a person seems to experience at least two or more distinct personalities existing in one body. There may be a “core” personality, who usually knows nothing about the other personalities and is the one who experiences “blackouts” or losses of memory and time. Fugues are com- mon in dissociative identity disorder, with the core personality experiencing unsettling moments of “awakening” in an unfamiliar place or with people who call the person by another name (Kluft, 1984).
With the publication of several famous books and movies made from those books, dissociative identity disorder became well known to the public. Throughout the 1980s, psychological professionals began to diagnose this condition at an alarming
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rate—“multiple personality,” as it was then known, had become the “fad” disorder of the late twentieth century, according to some researchers (Aldridge-Morris, 1989; Boor, 1982; Cormier & Thelen, 1998; Showalter, 1997). In the last decade, the diagnosis of dis- sociative identity disorder has come under scrutiny, with many (but not all) professionals now doubting the validity of previous diagnoses.
cAuses of DIssocIAtIVe DIsorDers
Psychodynamic theory sees the repression of threatening or unacceptable thoughts and behavior as a defense mechanism at the heart of all disorders, and the dissociative disor- ders in particular seem to have a large element of repression—motivated forgetting—in them. In the psychodynamic view, loss of memory or disconnecting one’s awareness from a stressful or traumatic event is adaptive in that it reduces the emotional pain (Dorahy, 2001).
Cognitive and behavioral explanations for dissociative disorders are connected: The person may feel guilt, shame, or anxiety when thinking about disturbing experiences or thoughts and start to avoid thinking about them. This “thought avoidance” is negatively reinforced by the reduction of the anxiety and unpleasant feelings and eventually will be- come a habit of “not thinking about” these things. This is similar to what many people do when faced with something unpleasant, such as an injection or a painful procedure such as having a root canal. They “think about something else.” In doing that, they are delib- erately not thinking about what is happening to them at the moment and the experience of pain is decreased. People with dissociative disorders may simply be better at doing this sort of “not thinking” than other people are.
Also, consider the positive reinforcement possibilities for a person with a dissocia- tive disorder: attention from others and help from professionals. Shaping may also play a role in the development of some cases of dissociative identity disorder. The therapist may unintentionally pay more attention to a client who talks about “feeling like someone else,” which may encourage the client to report more such feelings and even elaborate on them.
There are some possible biological sources for dissociations, as well. Researchers have found that people with depersonalization/derealization disorder (a dissociative disorder in which people feel detached and disconnected from themselves, their bodies, and their surroundings) have lower brain activity in the areas responsible for their sense of body awareness than do people without the disorder (Simeon et al., 2000). Others have found evidence that people with dissociative identity disorders show significant dif- ferences in PET scan activity taken when different “personalities” are present (Reinders et al., 2001; Tsai et al., 1999). It is also possible individuals with DID may be more elaborative when forming memories and are better at memory recall as a result (García- Campayo et al., 2009).
Dissociative symptoms and features can also be found in other cultures. The trance- like state known as amok in which a person suddenly becomes highly agitated and vio- lent (found in Southeast Asia and Pacific Island cultures) is usually associated with no memory for the period during which the “trance” lasts (Suryani & Jensen, 1993). But a study that reviewed historical literature throughout the centuries found no mention or tales of what would be labeled as dissociative amnesia in the stories or nonfiction writ- ings of any culture prior to the 1800s (Pope et al., 2007). The authors concluded that dissociative amnesia may be more of a nineteenth-century cultural phenomenon than a neuropsychological one.
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Eating and Dissociative Disorders
dissociative amnesia: one cannot remember personal information; may involve a dissociative fugue in that the person takes a sudden trip and also cannot remember the trip
dissociative identity disorder: person seems to experience at least two or more distinct personalities; validity of actual disorder has been topic of debate
causes psychodynamic: repressed thoughts and behavior is primary defense mechanism and reduces emotional pain
cognitive and behavioral: trauma-related thought avoidance is negatively reinforced by reduction in anxiety and emotional pain
biological: support for brain activity differences in body awareness has been found in individuals with depersonalization/derealization disorder
dissociative disorders involve a dissociation in consciousness, memory, or sense of identity, often associated with extreme stress or trauma
anorexia nervosa is disordered eating that results in signi�cantly low body weight
bulimia nervosa involves cycles of binging and use of unhealthy methods to avoid weight gain; unlike anorexia, those with bulimia will tend to maintain a normal body weight
binge-eating disorder involves binge-eating similar to bulimia but individuals do not purge afterwards; weight gain and related issues may result
prevalence rates across various cultures
eating disorders typically female, obsessed with appearance, diet excessively, and have distorted body images; biological, psychological, and cultural factors are likely
14.714.6
1. Olivia is a teenager who has been diagnosed with anorexia nervosa. What percentage of individuals with anorexia that receive treatment make a recovery?
a. 40 to 60 percent b. 70 to 80 percent c. 80 to 90 percent d. approximately 95 percent
2. Which of the following characteristics best describes differ- ences between bulimia nervosa and anorexia nervosa?
a. Individuals with anorexia do not have as severe health risks that individual with bulimia have.
b. Individuals with bulimia may have a normal body weight whereas those with anorexia tend to be severely under their expected body weight.
c. Individuals with anorexia have been known to binge like those with bulimia on occasion.
d. Anorexia tends to occur in early adulthood while bulimia often starts in early adolescence.
3. researchers believe that 40 to 60 percent of the risk for an- orexia, bulimia, and binge-eating disorder are due to
a. genetic factors. c. environmental factors. b. hormonal factors. d. psychological factors.
4. What is the major difference between dissociative amnesia and retrograde amnesia?
a. retrograde amnesia patients often suffer from some form of physical brain trauma.
b. Individuals suffering from dissociative amnesia of- ten have a history of memory loss that seems to be hereditary.
c. Those suffering from dissociative amnesia have prior damage to the brain, which in turn causes memory loss.
d. retrograde amnesia patients often have suffered from painful psychological trauma.
5. Franklin wakes up on a cot in a homeless shelter in another town. He doesn’t know where he is or how he got there, and he’s confused when people say he has been calling himself Anthony. This is most likely an episode of dissociative
a. amnesia. c. identity disorder. b. amnesia with fugue. d. multiple personality.
6. Dr. Cowden believes that Jamison’s dissociation disor- der may be due to his apparent enhanced ability to think about things other than those associated with his traumatic childhood. What psychological perspective is Dr. Cowden applying?
a. psychodynamic perspective b. biological perspective c. cognitive/behavioral perspective d. evolutionary perspective
THINkING CrITICALLY: How might the proliferation of various media and the Internet affect the development of eating disorders in cultures not previously impacted by them?
PRACTiCE quiz How much do you remember? answers available in answer Key. Pick the best answer.
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Schizophrenia: Altered Reality
14.8 What are the main symptoms and causes of schizophrenia?
Once known as dementia praecox, a Latin-based term meaning “out of one’s mind before one’s time,” schizophrenia was renamed by Eugen Bleuler, a Swiss psychiatrist, to better illustrate the division (schizo-) within the brain (phren) among thoughts, feelings, and behavior that seems to take place in people with this disorder (Bleuler, 1911; Möller & Hell, 2002). Because the term literally means “split mind,” it has often been confused with dissociative identity disorder, which was at one time called “split personality.” A more modern definition of schizo- phrenia describes it as a long-lasting psychotic disorder (involving a severe break with reality), in which there is an inability to distinguish what is real from fantasy as well as disturbances in thinking, emotions, behavior, and perception. The disorder typically arises in the late teens or early twenties, affects both males and females, and is consistent across cultures.
symPtoms
Schizophrenia includes several different kinds of symptoms. Disorders in thinking are a common symptom and are called delusions. Although delusions are not prominent in ev- eryone with schizophrenia, they are the symptom that most people associate with this disor- der. Delusions are false beliefs about the world that the person holds and that tend to remain fixed and unshakable even in the face of evidence that disproves the delusions. Common schizophrenic delusions include delusions of persecution, in which people believe that others are trying to hurt them in some way; delusions of reference, in which people believe that other
people, television characters, and even books are specifically talking to them; delusions of influence, in which people be- lieve that they are being con- trolled by external forces, such as the devil, aliens, or cosmic forces; and delusions of gran- deur (or grandiose delusions), in which people are convinced that they are powerful people who can save the world or h a v e a s p e c i a l m i s s i o n ( A m e r i c a n P s y c h i a t r i c Association, 2013). Watch the Video, Schizophrenia: The Case of Georgina, at MyPsychLab
Delusional thinking alone is not enough to merit a diagnosis of schizophrenia, as other symptoms must be present (American Psychiat- ric Association, 2013). Speech
disturbances are common: People with schizophrenia will make up words, repeat words or sentences persistently, string words together on the basis of sounds (called clanging, such as “come into house, louse, mouse, mouse and cheese, please, sneeze”), and experience sud- den interruptions in speech or thought. Thoughts are significantly disturbed as well, with individuals with schizophrenia having a hard time linking their thoughts together in a logi- cal fashion, and in advanced schizophrenia, may express themselves in a meaningless and jumbled mixture of words and phrases sometimes referred to as a word salad. Attention is
Dr. John Nash is a famous mathematician who won the Nobel Prize for mathematics in 1994. His fame, however, is more due to the fact that Nash once suffered from a form of schizophrenia in which he experienced delusions of persecution. He at one time believed that aliens were trying to contact him through the newspaper (delusions of reference). His life story and remarkable recovery from schizophrenia are portrayed in the 2001 movie A Beautiful Mind, which starred russell Crowe as Nash.
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also a problem for many people with schizophrenia. They seem to have trouble “screening out” information and stimulation that they don’t really need, causing them to be unable to focus on information that is relevant (Asarnow et al., 1991; Luck & Gold, 2008).
People with schizophrenia may also have hallucinations, in which they hear voices or see things or people that are not really there. Hearing voices is actually more common and one of the key symptoms in making a diagnosis of schizophrenia (Kuhn & Nasar, 2001; Nasar, 1998). Hallucinations involving touch, smell, and taste are less common but also pos- sible. Emotional disturbances are also a key feature of schizophrenia. Flat affect is a condi- tion in which the person shows little or no emotion. Emotions can also be excessive and/or inappropriate—a person might laugh when it would be more appropriate to cry or show sor- row, for example. The person’s behavior may also become disorganized and extremely odd. The person may not respond to the outside world and either doesn’t move at all, maintaining often odd-looking postures for hours on end or moves about wildly in great agitation. Both extremes, either wildly excessive movement or total lack thereof are referred to as catatonia.
Another way of describing symptoms in schizophrenia is to group them by the way they relate to normal functioning. Positive symptoms appear to reflect an excess or distortion of normal functions, such as hallucinations and delusions. Negative symptoms appear to reflect a decrease of normal functions, such as poor attention or lack of affect (American Psychiatric Association, 2013). According to the American Psychiatric Association (2013), at least two or more of the following symptoms must be present frequently for at least 1 month to diagnose schizophrenia: delusions, hallucinations, disorganized speech, negative symptoms, and grossly disorganized or catatonic behavior, and at least one of the two symptoms has to be delusions, hallucinations, or disorganized speech. The video, The Basics: Living with a Disorder: Schizo- phrenia, summarizes the key biological, psychological, and social components of the disorder.
cAuses of scHIzoPHrenIA
When trying to explain the cause or causes of schizophrenia, biological models and theories prevail, as it appears to be most likely caused by a combination of genetic and environ- mental factors. This is captured by the neurodevelopmental model, or neurodevelopmen- tal hypothesis, of schizophrenia (Rapoport et al., 2005; Rapoport et al., 2012). Biological explanations of schizophrenia have generated a significant amount of research pointing to genetic origins, prenatal influences such as the mother experiencing viral infections during
Watch the Video, The Basics: Living with a Disorder: Schizophrenia, at MyPsychLab
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pregnancy, inflammation in the brain, chemical influences (dopamine, GABA, glutamate, and other neurotransmitters), and brain structural defects (frontal lobe defects, deteriora- tion of neurons, and reduction in white matter integrity) as the causes of schizophrenia (Brown & Derkits, 2010; Cardno & Gottesman, 2000; Gottesman & Shields, 1982; Harrison, 1999; Kety et al., 1994; Nestor et al., 2008; Rijsdijk et al., 2011; Söderlund et al., 2009). Dopamine was first suspected when amphetamine users began to show schizophrenia-like psychotic symptoms. One of the side effects of amphetamine usage is to increase the release of dopamine in the brain. Drugs used to treat schizophrenia decrease the activity of dopamine in areas of the brain responsible for some of the positive symptoms. However, it is not that simple, the prefrontal cortex (an area of the brain involved in plan- ning and organization of information) of people with schizophrenia has been shown to pro- duce lower levels of dopamine than normal (Harrison, 1999), resulting in attention deficits (Luck & Gold, 2008) and poor organization of thought, negative symptoms of the disorder.
Further support for a biological explanation of schizophrenia comes from studies of the incidence of the disorder across different cultures. If schizophrenia were caused mainly by environmental factors, the expectation would be that rates of schizophrenia would vary widely from culture to culture. There is some variation for immigrants and children of immigrants, but about 7 to 8 individuals out of 1,000 will develop schizo- phrenia in their lifetime, regardless of the culture (Saha et al., 2005).
Family, twin, and adoption studies have provided strong evidence that genes are a major means of transmitting schizophrenia. The highest risk for developing schizo- phrenia if one has a blood relative with the disorder is faced by monozygotic (identical) twins, who share 100 percent of their genetic material, with a risk factor of about 50 percent (Cardno & Gottesman, 2000; Gottesman & Shields, 1976, 1982; Gottesman et al., 1987). Dizygotic twins, who share about 50 percent of their genetic material, have about a 17 percent risk, the same as a child with one parent with schizophrenia. As ge- netic relatedness decreases, so does the risk (see Figure 14.2). Twin studies are not perfect tools, however; identical twins share the same womb but are not necessarily exposed to the same exact prenatal or postnatal environments, causing some to urge caution in in- terpreting the 50 percent figure; and even twins reared apart are often raised in similar childhood environments (Davis et. al., 1995).
Adoption studies also support the genetic basis of schizophrenia (Sullivan, 2005; Tienari et al., 2004). In one study, the biological and adoptive relatives of adoptees with schizophrenia were compared to a control group of adoptees without schizophrenia but from similar backgrounds and conditions (Kety et al., 1994). The adoptees with schizo- phrenia had relatives with schizophrenia but only among their biological relatives. When
Nathaniel Ayers, a homeless musician, is pictured in 2003 in front of the Midnight Mission shelter in Los Angeles, California. Mr. Ayers’s life is the subject of the 2009 movie The Soloist starring Jamie Foxx. Mr. Ayers was a Julliard- trained musician who developed schizophrenia.
Figure 14.2 genetics and schizophrenia
This chart shows a definite pattern: The greater the degree of genetic relatedness, the higher the risk of schizophrenia in individuals related to each other. The only individual to carry a risk even close to that of identical twins (who share 100 percent of their genes) is a person who is the child of two parents with schizophrenia. Based on Gottesman (1991).
General population (1%)
Spouses of patients (2%)
First cousins (2%)
Uncles/aunts (2%)
Nephews/nieces (4%)
Grandchildren (5%)
Half-siblings (6%)
Parents (6%)
Siblings (9%)
Children (12%)
Siblings with
schizophrenic parent (17%)
Dizygotic twins (17%)
Offspring of two
schizophrenic parents (46%)
Monozygotic twins (48%)
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the prevalence of schizophrenia was compared between the biological relatives of the adoptees with schizophrenia and the biological relatives of the control group, the rate of the disorder in the relatives of the group with schizophrenia was 10 times higher than in the control group (Kety et al., 1994).
There’s something I don’t understand. If one identical twin has the gene and the disorder, shouldn’t the other one always have it, too? Why is the rate only 50 percent?
If schizophrenia were entirely controlled by genes, identical twins would indeed both have the disorder at a risk of 100 percent, not merely 50 percent. Obviously, there is some influence of environment on the development of schizophrenia. One model that has been proposed is the stress-vulnerability model, which assumes that persons with the genetic “markers” for schizophrenia have a physical vulnerability to the disorder but will not develop schizophrenia unless they are exposed to environmental or emotional stress at critical times in development, such as puberty (Harrison, 1999; Weinberger, 1987). That would explain why only one twin out of a pair might develop the disorder when both carry the genetic markers for schizophrenia—the life stresses for the affected twin were differ- ent from those of the one who remained healthy. The immune system is activated during stress, and one recent study has found that in recent-onset schizophrenia (the early stages of the disorder) the brain’s immune system secretes high levels of an inflammation-fighting substance, indicating a possible infection (Söderlund et al., 2009). This leads to the possi- bility that schizophrenia might one day be treatable with anti-inflammatory medications.
The development of brain-scanning techniques such as magnetic resonance imaging (MRI) and functional MRI (fMRI) has made studies of the structure as well as the func- tioning of the brains of those with schizophrenia possible. In one study, researchers using diffusion tensor imaging (DTI), to Learning Objective 2.6, in addition to other neurological testing found that, when compared to healthy control participants, partici- pants with schizophrenia showed structural differences in two particular areas of the brain (Nestor et al., 2008). Specifically, a white matter tract called the cingulum bundle (CB) that lies under the cingulate gyrus and links part of the limbic system, and another that links the frontal lobe to the temporal lobe, were found to have significantly less myelin coating on the axons of the neurons within the bundle. This makes these areas of the brain less efficient in sending neural messages to other cells, resulting in decreased memory and decision-making ability. The CB has been implicated in other studies of schizophrenia us- ing DTI, which suggests that the less myelin and lower neural efficiency is partly respon- sible for attention problems in schizophrenia (Kubicki et al., 2009) and lower white matter integrity in areas of the frontal lobe might be associated with genetic predisposition to schizophrenia (Camchong et al., 2009). Measuring cortical thickness and tracking changes in the volume of gray matter and white matter is also providing valuable information about the abnormal patterns of brain development in schizophrenia and other disorders (Gogtay et al., 2008; Gogtay & Thompson, 2010; Goldman et al., 2009).
Personality Disorders: I’m okay, It’s everyone else Who’s Weird
14.9 How do various personality disorders differ, and what is thought to be the cause of personality disorders?
Personality disorders are a little different from other psychological disorders in that the disorder does not affect merely one aspect of the person’s life, such as a higher than normal level of anxiety or a set of distorted beliefs, but instead affects the entire life
Nestor et al. (2008) used diffusion tensor imaging to investigate schizophrenia. Two of the brain areas examined were the cingulum bundle (CB, consisting of fibers underlying the cingulate gyrus linking parts of the limbic system) and the uncinate fasciculus (UF, neural fibers linking the frontal lobe to the temporal lobe). The cingulum bundle is depicted in the image above. For individuals with schizophrenia, both the CB and UF fiber pathways were found to have neurons with significantly less myelin, making them less efficient in information transfer, and resulting in decreased memory and decision-making ability. Image courtesy of Dr. Paul Nestor.
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adjustment of the person. The disorder is the personality itself, not one aspect of it. In personality disorder, a person has an excessively rigid, maladaptive pattern of behavior and ways of relating to others (American Psychiatric Association, 2013). This rigidity and the inability to adapt to social demands and life changes make it very difficult for the individual with a personality disorder to fit in with others or have relatively normal so- cial relationships. The DSM-5 lists ten primary types of personality disorder across three basic categories (American Psychiatric Association, 2013): those in which the people are seen as odd or eccentric by others (Paranoid, Schizoid, Schizotypal), those in which the behavior of the person is very dramatic, emotional, or erratic (Antisocial, Borderline, Histrionic, Narcissistic), and those in which the main emotion is anxiety or fearfulness (Avoidant, Dependent, Obsessive-Compulsive). These categories are labeled Cluster A, Cluster B, and Cluster C, respectively.
AntIsocIAl PersonAlIty DIsorDer
One of the most well researched of the personality disorders is antisocial personality disorder (ASPD). People with ASPD are literally “against society.” The antisocial person may habitually break the law, disobey rules, tell lies, and use other people without worrying about their rights or feelings. The person with ASPD may be irritable or aggressive. These individuals may not keep promises or other obligations and are consistently irresponsible. They may also seem indifferent, or able to rationalize taking advantage of or hurting oth- ers. Typically they borrow money or belongings and don’t bother to repay the debt or re- turn the items, they are impulsive, they don’t keep their commitments either socially or in their jobs, and they tend to be very selfish, self- centered, and manipulative. There is a defi- nite gender difference in ASPD with many more males diagnosed with this disorder than females (American Psychiatric Association, 2013). The habitual disregard for both the law and rights of others may be confused with the terms sociopath or psychopath. Although some people with psychopathic personality may be diagnosed with ASPD, the majority of individuals with ASPD are not psychopathic.
BorDerlIne PersonAlIty DIsorDer
People with borderline personality disorder (BLPD) have relationships with other people that are intense and relatively unstable. They are impulsive, have an unstable sense of self, and are intensely fearful of abandonment. Life goals, career choices, friendships, and even sexual behavior may change quickly and dramatically. Close personal and romantic re- lationships are marked by extreme swings from idealization to demonization. Periods of depression are not unusual, and some may engage in excessive spending, drug abuse, or suicidal behavior (suicide attempts may be part of the manipulation used against others in a relationship). Emotions are often inappropriate and excessive, leading to confusion with histrionic personality disorder. What makes the individual with BLPD different is the pat- tern of self-destructiveness, chronic loneliness, and disruptive anger in close relationships (American Psychiatric Association, 2013). The frequency of this disorder in women is nearly three times greater than in men (American Psychiatric Association, 2013).
cAuses of PersonAlIty DIsorDers
Cognitive-behavioral theorists talk about how specific behavior can be learned over time through the processes of reinforcement, shaping, and modeling. More cognitive explana- tions involve the belief systems formed by the personality disordered persons, such as the paranoia, extreme self-importance, and fear of being unable to cope by oneself of the paranoid, narcissistic, and dependent personalities, for example.
There is some evidence of genetic factors in personality disorders (Reichborn- Kjennerud, 2008). Close biological relatives of people with disorders such as antisocial, schizotypal, and borderline are more likely to have these disorders than those who are not related (American Psychiatric Association, 2013; Kendler et al., 2006; Reichborn- Kjennerud et al., 2007; Torgersen et al., 2008). Adoption studies of children whose
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biological parents had antisocial personality disorder show an increased risk for that disorder in those children, even though raised in a different environment by different people (American Psychiatric Association, 2013). A longitudinal study has linked the temperaments of children at age 3 to antisocial tendencies in adulthood, finding that those children with lower fearfulness and inhibitions were more likely to show antisocial personality characteristics in a follow-up study at age 28 (Glenn et al., 2007).
Other causes of personality disorders have been suggested. Antisocial personalities are emotionally unresponsive to stressful or threatening situations when compared to oth- ers, which may be one reason that they are not afraid of getting caught (Arnett et al., 1997; Blair et al., 1995; Lykken, 1995). This unresponsiveness seems to be linked to lower than normal levels of stress hormones in antisocial persons (Fairchild et al., 2008; Lykken, 1995).
Disturbances in family relationships and communication have also been linked to personality disorders and, in particular, to antisocial personality disorder (Benjamin, 1996; Livesley, 1995). Childhood abuse, neglect, overly strict parenting, overprotective parenting, and parental rejection have all been put forth as possible causes, making the picture of the development of personality disorders a complicated one. It is safe to say that many of the same factors (genetics, social relationships, and parenting) that help to create ordinary personalities also create disordered personalities.
Schizophrenia and Personality Disorders
personality disorders involve excessively rigid and maladaptive patterns of behavior and ways of relating to others
primary symptoms are
(in excess or in addition to normal functions) or negative (absence or decrease in normal functions)
causes
antisocial personality disorder: minimal to no regard for value of others’ rights or feelings; more common in men
borderline personality disorder: relationships with others that are intense and unstable; often moody, manipulative, and untrusting of others; more common in women
causes
positive symptoms appear to be associated with overactivity of dopamine areas of brain; negative with lower dopamine activity; related to dopamine hypothesis
biological roots supported by universal lifetime prevalence across cultures of approximately 7–8 people out of 1,000; genetics supported by twin and adoption studies
genetics and brain structural defects have been implicated
stress-vulnerability model: suggests people with genetic markers for schizophrenia will not develop the disorder unless they are exposed to environmental or emotional stress at critical times in development
psychodynamic: inadequate resolution of Oedipus complex
cognitive-behavioral: associated with maladaptive belief systems
genetic factors play a role, with many showing increased rates of heritability
variances in stress tolerance and disturbances in family relationships and communication have also been linked to personality disorders
delusions: false beliefs about the world (e.g., delusions of persecution, delusions of grandeur, delusions of reference)
hallucinations: can occur in any sensory modality but auditory hallucinations are most common
changes in mood: little or no emotion)
disturbed or disorganized thoughts: often lacking structure or relevance, most often displayed through disorganized speech
disorganized or odd behavior: ranging from periods of immobility to odd gesturing or facial grimaces; wildly excessive movement or total lack thereof is called catatonia
schizophrenia psychotic disorder involving a break with reality and disturbances in thinking, emotions, behavior, and perceptions
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c o n c e P t m A P
14.8 14.9
(continued )
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Applying Psychology to everyday life: taking the Worry out of exams
14.10 What are some ways to overcome test anxiety?
Imagine this scenario: You sit down to take your midterm exam, feeling that you are pre- pared and ready. Once you get the test in front of you, well, maybe you start to feel just a bit more nervous, your hands get sweaty, your stomach may ache; and when you look at the first question—your mind becomes a complete blank!
These are a few of the common symptoms of test anxiety, the personal experience of possible negative consequences or poor outcomes on an exam or evaluation, accompa- nied by a cluster of cognitive, affective, and behavioral symptoms (Zeidner & Matthews, 2005). Cognitive symptoms may consist of worrying excessively about an exam, expect- ing to do poorly no matter how hard you study, or even finding it hard to start studying in the first place. Then, while taking the test, you might find you do not understand cer- tain directions or questions, “go blank” when looking at the items, or feel like you cannot concentrate on the exam in front of you because your mind keeps wandering. Affective or emotional symptoms may include body tension and heightened physiological arousal including sweaty palms, upset stomach, difficulty breathing, and the like, prior to and/or during the exam. Behavioral aspects may include procrastination, deficient study skills, or avoiding studying altogether.
While not yet recognized as a clinical disorder in the DSM-5, test anxiety has caused countless students considerable stress and agony over the years. Remember “psy- chology student’s syndrome”? You may not really have any of the psychological disorders we’ve discussed in this chapter, but chances are good that you have experienced test anxi- ety a time or two. One way to make the development of a true anxiety disorder less likely is to deal realistically with milder forms of anxiety before they escalate, and the main intent of this section is to help you achieve that.
So, what can you do if you experience test anxiety and want to get your worrying under control? First, determine why you want to do well on the test in the first place. Do you really want to demonstrate your understanding of the material or are you hoping just to pass? Try to find an internal motivation to do well on the exam rather than simply
1. David believes that characters in a popular science fiction show are secretly sending him messages. This would be an example of a delusion of
a. persecution. b. reference. c. influence. d. grandeur.
2. Dr. Haldol has several patients with schizophrenia who appear to exhibit excessive or distorted characteristics in relation to what one might consider normal functioning. Specific symptoms include varied hallucinations and mul- tiple delusions. According to the DSM-5, these are referred to as
a. flat affect. b. positive symptoms. c. negative symptoms. d. catatonia.
3. Which of the following is not an accurate portrayal of antisocial personality disorder?
a. Most people with this disorder are female. b. Most people with this disorder are male. c. People with this disorder suffer little or no guilt for their
criminal acts. d. People with this disorder are consistently irresponsible
and don’t keep commitments.
4. Studies show that _________ personality disorders occur more frequently in women while ___________ personality disorders happen more often in men.
a. antisocial; borderline b. borderline; schizotypal c. schizotypal; antisocial d. borderline; antisocial
PRACTiCE quiz How much do you remember? answers available in answer Key. Pick the best answer.
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relying on extrinsic reasons. Even if you are taking a test in a subject you don’t necessarily enjoy, try to identify something you want to accomplish, and get your focus off the goal of simply earning a passing grade.
Second, develop some type of strategy for controlling both your cognitive state and behavior, before and during the exam. Review the study tips we presented in the Psychology in Action section of this book. to Learning Objective PIA.5. As mentioned there, if you are well prepared, you are less likely to worry. Avoid cramming and take advantage of the additive effects of distributed practice. Refer back to that information and review sug- gestions that will help you manage your tasks and your time. Schedule regular study sessions and avoid or limit distractions (email, phone, text messages, television, noisy roommates, and the like may seem to provide welcome escapes from studying, but they will only keep you from your intended goal). You’ve read the chapter on Memory (or at least you should have!) and now know that spacing out your study and using meaningful, elaborative rehearsal over multiple study periods is going to yield much better results than an all-out cramming mara- thon the night before an exam. to Learning Objective 6.4 and 6.10.
The way you approach an exam can have a significant impact on the testing ex- perience and how you manage yourself during that exam (Davis et al., 2008). Instead of focusing on how nervous you are and how sure you are that you aren’t going to be able to remember anything, turn that thinking around and recognize how much energy you have going into the exam (Dundas et al., 2009). Positive self-talk can be very valuable in this kind of situation (and is a good example of cognitive therapy at work). A recent study demonstrated that competence-priming (imagining a person who is successful at a related task) lowered the relationship between test anxiety and test performance (Lang & Lang, 2010). Additionally, instead of focusing on the whole exam, take control and ad- dress one question at a time, first answering the questions you know—that will build your confidence and help you progress through the test. Also control your body; try to stay relaxed and breathe normally. If you get distracted, consciously redirect yourself back to the next question. Before you know it, you will have completed the entire exam—whew!
Questions for further Discussion:
1. Have you ever experienced test anxiety? What methods did you use to get your worry- ing under control?
2. What factors, other than the ones listed here, might influence the anxiety one feels when taking an exam?
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Why do most researchers consider schizophrenia a brain disorder? What evidence suggests that schizophrenia could begin in the womb?
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570 CHAPTER 14
What Is Abnormality?
14.1 How has mental illness been explained in the past and how is abnormal behavior and thinking defined today? • Psychopathology is the study of abnormal behavior and
psychological dysfunction. • In ancient times holes were cut in an ill person’s head to let out
evil spirits in a process called trephining. Hippocrates believed that mental illness came from an imbalance in the body’s four humors, whereas in the early Renaissance period the mentally ill were labeled as witches.
• Abnormality can be characterized as thinking or behavior that is statistically rare, deviant from social norms, causes subjective discomfort, does not allow day-to-day functioning, or causes a person to be dangerous to self or others.
• In the United States, insanity is a legal term, not a psychologi- cal term.
1 4 . 2 W h a t a re s o m e o f t h e m o d e l s u s e d t o e x p l a i n psychological disorders? • In biological models of abnormality, the assumption is that men-
tal illnesses are caused by chemical or structural malfunctions in the nervous system.
• Psychodynamic theorists assume that abnormal thinking and behavior stems from repressed conflicts and urges that are fighting to become conscious.
• Behaviorists see abnormal behavior or thinking as learned. • Cognitive theorists see abnormal behavior as coming from
irrational beliefs and illogical patterns of thought. • The sociocultural perspective conceptualizes all thinking and
behavior as the product of learning and shaping of behavior within the context of family, social group, and culture.
• Cultural relativity refers to the need to consider the norms and customs of another culture when diagnosing a person from that culture with a disorder.
• The biopsychosocial model views abnormal thinking and behavior as the sum result of biological, psychological, social, and cultural influences
Diagnosing and classifying Disorders
14.3 What are the different types of psychological disorders, and how common are they? • The Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition (DSM-5) is a manual of psychological disorders and their symptoms.
• Over one fifth of all adults over age 18 suffer from a mental disorder in any given year.
Disorders of Anxiety, trauma, and stress: What, me Worry?
1 4 . 4 W hat are diff erent t y p es of anxiet y disorders, obsessive-compulsive disorder, and stress-related disorders, and what are their symptoms and causes? • Anxiety disorders are all disorders in which the most dominant
symptom is excessive and unrealistic anxiety. • Phobias are irrational, persistent fears. Three types of phobias
are social anxiety disorder (social phobia), specific phobias, and agoraphobia.
• Panic disorder is the sudden and recurrent onset of intense panic for no reason, with all the physical symptoms that can occur in sympathetic nervous system arousal.
• Generalized anxiety disorder is a condition of intense and un- realistic anxiety that lasts 6 months or more.
• Obsessive-compulsive disorder consists of an obsessive, recur- ring thought that creates anxiety and a compulsive, ritualis- tic, and repetitive behavior or mental action that reduces that anxiety.
• Significant and traumatic stressors can lead to acute stress disorder or posttraumatic stress disorder. The diagnosis dif- fers according to duration and onset but includes symptoms of anxiety, dissociation, nightmares, and reliving the event.
• Psychodynamic explanations of anxiety and related disorders point to repressed urges and desires that are trying to come into consciousness, creating anxiety that is controlled by the abnormal behavior.
• Behaviorists state that disordered behavior is learned through both operant conditioning and classical conditioning tech- niques.
• Cognitive psychologists believe that excessive anxiety comes from illogical, irrational thought processes.
• Biological explanations of anxiety-related disorders include chemical imbalances in the nervous system, in particular sero- tonin and GABA systems.
• Genetic transmission may be responsible for anxiety-related disorders among related persons.
Disorders of mood: the effect of Affect
14.5 What are different disorders of mood and their causes? • Mood disorders, also called affective disorders, are severe distur-
bances in emotion. • Major depressive disorder has a fairly sudden onset and is ex-
treme sadness and despair, typically with no obvious external cause. It is the most common of the mood disorders and is more common in women than in men.
chapter summary Listen to the Audio File of your chapter MyPsychLab
psychological disorders 571
• Bipolar disorders are characterized by shifts in mood that may range from normal to manic, with or without episodes of depression (bipolar I disorder), or spans of normal mood interspersed with episodes of major depression and hypomania (bipolar II disorder).
• Learning theories link depression to learned helplessness. • Cognitive theories see depression as the result of distorted, il-
logical thinking. • Biological explanations of mood disorders look at the function
of serotonin, norepinephrine, and dopamine systems in the brain.
• Mood disorders are more likely to appear in genetically related people, with higher rates of risk for closer genetic relatives.
eating Disorders
14.6 What are different types of eating disorders, how do they differ, and who are they most likely to affect? • Maladaptive eating problems include anorexia nervosa, bulimia
nervosa, and binge-eating disorder. • Genetics, increased sensitivity to the rewarding value of food,
or food-related anxiety, altered brain function, and being female contribute to risk of being diagnosed with an eating disorder.
Dissociative Disorders: Altered Identities
14.7 How do the various dissociative disorders differ, and how do they develop? • Dissociative disorders involve a break in consciousness, memory,
or both. These disorders include dissociative amnesia, with or without fugue, and dissociative identity disorder.
• Psychodynamic explanations point to repression of memories, seeing dissociation as a defense mechanism against anxiety.
• Cognitive and behavioral explanations see dissociative disor- ders as a kind of avoidance learning.
• Biological explanations point to lower than normal activity lev- els in the areas responsible for body awareness in people with dissociative disorders.
schizophrenia: Altered reality
1 4 . 8 W h a t a r e t h e m a i n s y m p t o m s a n d c a u s e s o f schizophrenia? • Schizophrenia is a split between thoughts, emotions, and behav-
ior. It is a long-lasting psychotic disorder in which reality and fantasy become confused.
• Symptoms of schizophrenia include delusions (false beliefs about the world), hallucinations, emotional disturbances, atten- tional difficulties, disturbed speech, and disordered thinking.
• Positive symptoms are excesses of behavior associated with in- creased dopamine activity in some parts of the brain, whereas negative symptoms are deficits in behavior associated with de- creased dopamine activity in other parts of the brain.
• Biological explanations for schizophrenia focus on dopamine, structural defects in the brain, and genetic influences. Rates of risk of developing schizophrenia increase drastically as genetic relatedness increases, with the highest risk faced by an identical twin whose twin sibling has schizophrenia.
Personality Disorders: I’m okay, It’s everyone else Who’s Weird
14.9 How do various personality disorders differ, and what is thought to be the cause of personality disorders? • Personality disorders are extremely rigid, maladaptive patterns of
behavior that prevent a person from normal social interactions and relationships.
• In antisocial personality disorder a person consistently violates the rights of others.
• In borderline personality disorder a person is clingy, moody, unstable in relationships, and suffers from problems with identity.
• Cognitive-learning theorists see personality disorders as a set of learned behavior that has become maladaptive—bad habits learned early on in life. Belief systems of the personality disor- dered person are seen as illogical.
• Biological relatives of people with personality disorders are more likely to develop similar disorders, supporting a genetic basis for such disorders.
• Biological explanations look at the lower than normal stress hormones in antisocial personality disordered persons as re- sponsible for their low responsiveness to threatening stimuli.
• Other possible causes of personality disorders may include dis- turbances in family communications and relationships, child- hood abuse, neglect, overly strict parenting, overprotective parenting, and parental rejection.
Applying Psychology to everyday life: taking the Worry out of exams
14.10 What are some ways to overcome test anxiety? • Test anxiety is the personal experience of possible negative
consequences or poor outcomes on an exam or evaluation. • Some ways to deal with test anxiety are to find an internal
motivation, develop strategies for studying and controlling your emotional reactions, and focusing on the positive rather than the negative.
572 CHAPTER 14
Pick the best answer.
1. What was the most likely reason that someone would perform an exorcism?
a. to relieve fluid pressure on the brain b. to look into the brain to see what was wrong c. to release evil spirits d. to restore balance to the body’s humors
2. In 1972, a jet carrying a rugby team from Peru crashed high in the snow-covered Andes Mountains. Many of the players survived for over 2 months by eating the remains of those who died. Psycholo- gists justified their cannibalism because that was the only way they could have survived so long without food. By what definition might their behavior best be classified?
a. statistical b. subjective discomfort c. maladaptive d. situational context
3. Which of the following is an example of cultural relativity? a. Dr. Han believes that the voices his patient is hearing stem
from a biological instead of a psychological cause. b. While Dr. Howard believes that hypnosis is the best way to
understand all disorders, his approach is not shared by his colleagues.
c. While Dr. Akido knows that his patient, Aki, believes her anxi- ety has a biological explanation, in learning more about her family of origin, he suspects it has a psychological cause.
d. Dr. roland uses a behavioral approach to treat all his clients who are younger than age 10.
4. How many axes does the DSM-5 use to aid mental health profes- sionals in making a diagnosis?
a. one b. two c. four d. five
5. Trypanophobia, also known as a fear of receiving an injection, is an example of
a. obsession. b. social phobia. c. anxiety attack. d. specific phobia.
6. Aaron hates to go to restaurants for fear that he will be seated in the far back of the restaurant and be unable to get out in case of an emergency. This may be a symptom of
a. social phobia. b. specific phobia. c. agoraphobia. d. claustrophobia.
7. ria experienced a sudden attack of intense fear when she was boarding a plane with her friends to fly to Mexico for spring break. ria’s heart raced, she became dizzy, and she was certain she would die in a plane crash if she boarded the plane. Subsequently she did not go on her trip, and the plane arrived safely in Mexico 3 hours later. ria experienced
a. a depressive episode. b. a panic attack. c. panic disorder. d. agoraphobia.
8. Dr. kirby has been meeting with 9-year-old Loren, whose family lost everything in a tornado. In her initial visit, Loren was diagnosed with acute stress disorder. During a 2-month follow-up with Dr. kirby, Loren is still exhibiting many of the same symptoms. What should Dr. kirby do?
a. Dr. kirby will revise Loren’s diagnosis from ASD to posttrau- matic stress disorder.
b. Dr. kirby will revise Loren’s diagnosis from ASD to generalized anxiety disorder.
c. Dr. kirby will continue treatment for acute stress disorder for at least 6 months.
d. Dr. kirby should tell Loren she is cured so as to speed her recovery.
9. Survivors of natural disasters like Hurricane Sandy in 2012 may experience higher incidences of
a. depression. b. posttraumatic stress disorder. c. anxiety disorders. d. schizophrenia.
10. Calvin is terribly worried that his college education was wasted when he didn’t get his dream job. Furthermore, Calvin believes he ruined his future when he did poorly in his job interview. Calvin explains, “I had to ace the interview. It had to be perfect, and it wasn’t!” How might a cognitive-behavioral psychologist classify this distorted thought process?
a. magnification b. overgeneralization c. all-or-nothing thinking d. minimization
11. Which type of depression is the most common type of mood disorder?
a. bipolar disorder b. mania c. seasonal affective disorder d. major depressive disorder
12. Behavioral theorists link depression to ___________________, whereas social cognitive theorists point to ___________________.
a. distortions in thinking; learned helplessness b. biological abnormalities; distortions in thinking c. unconscious forces; learned helplessness d. learned helplessness; distortions in thinking
13. Individuals with bulimia often rationalize that since they have had a single treat, their diet is ruined and therefore they might as well go ahead and eat excessively. Such irrational thinking is an example of the cognitive distortion known as
a. overgeneralization. b. all or nothing thinking. c. magnification. d. minimization.
14. Binge-eating disorder is different from bulimia in that individuals with binge-eating disorder
a. typically eat much smaller portions before purging the food.
b. do not typically purge the food they eat. c. only purge their food after several binge sessions. d. often resort to anorexic methods to rid themselves of the
food they have eaten.
test YOURSElF answers available in answer Key.
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psychological disorders 573
15. Dissociative amnesia is different from retrograde amnesia because a. dissociative amnesia is typically psychological in origin. b. retrograde amnesia has been shown to not actually exist. c. dissociative amnesia is caused by a physical blow to the head. d. retrograde amnesia is caused by psychological trauma.
16. Depersonalization/derealization disorder is a type of dissociative disorder that has been found to have possible __________ founda- tions for the experience of detachment.
a. biological b. psychodynamic c. behavioral d. cognitive
17. On your first call as a paramedic, you enter the house of a man who has covered his walls and ceiling in aluminum foil to protect his brain from the thought-controlling rays of the government. This is an example of a __________ delusion.
a. persecution b. reference c. influence d. grandeur
18. rodney has been diagnosed with schizophrenia. He rarely smiles and often shows little emotion to any situation. Psychologists refer to this characteristic as
a. catatonia. b. flat affect. c. positive symptoms. d. negative symptoms.
19. What neurotransmitter was first believed to be the cause of schizophrenia?
a. GABA b. serotonin c. epinephrine d. dopamine
20. Colleen found herself attracted to her psychology instructor. She would frequently go by his office just to be near him. When he didn’t respond to her advances, Colleen eventually told him that she had thoughts of killing herself so that he would spend time trying to counsel her. What personality disorder best describes Colleen’s thinking and behavior?
a. borderline personality disorder b. schizoid personality disorder c. schizotypal personality disorder d. antisocial personality disorder
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CCCC
15 p s y c h o l o g i c a l t h e r a p i e s A set of films were made in the mid-1960s, “Three Approaches to Psychotherapy,” that focused on three pioneering therapists
working with a single client, “Gloria.” Often referred to as the “Gloria tapes” or “Gloria films,” this collection provided many
students of psychology and professionals in training, their first look into what actually may occur during a therapy session.
Each of the therapists worked with Gloria to address concerns she was experiencing as a recently divorced mother. In
doing so, each demonstrated aspects of their respective techniques and theories. The therapists were none other than Carl
Rogers demonstrating his person-centered therapy, Fritz Perls demonstrating his Gestalt therapy, and Albert Ellis demon-
strating his rational therapy or rational emotive therapy (later developed into rational emotive behavior therapy).
The field of psychology has grown a great deal since the Gloria films were made, and potential clients now have many
more sources of information available to them regarding therapy options.
What information might be most useful for someone interested in pursuing a particular therapy or treatment for a psychological disorder?
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Why study therapies for psychological disorders? There are almost as many therapy methods as there are disorders. Correctly matching the
type of therapy to the disorder can mean the difference between a cure or a crisis. It is
important to know the choices available for treatment and how they relate to the different
kinds of disorders so that an informed decision can be made and the best possible outcome
can be achieved for mental health and wellness.
l e a r n i n g o b j e c t i v e s
15.1 15.6
15.2 15.7
15.3 15.8
15.4 15.9
15.5 15.10
How have psychological disorders been treated throughout history, and what are two modern ways they are treated today?
What are the various types of group therapies and the advantages and disadvantages of group therapy?
What were the basic elements of Freud’s psychoanalysis, and how do psychodynamic approaches differ today?
How effective is psychotherapy, and what factors influence its effectiveness?
What are the basic elements of the humanistic therapies known as person-centered therapy and Gestalt therapy?
What are the various types of drugs used to treat psychological disorders?
How do behavior therapists use classical and operant conditioning to treat disordered behav- ior, and how successful are these therapies?
How are electroconvulsive therapy and psychosurgery used to treat psychological disorders today?
What are the goals and basic elements of cognitive therapies such as cognitive–behavioral therapy and rational emotive behavior therapy?
How might computers be used in psychotherapy?
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Treatment of Psychological Disorders: Past to Present
15.1 How have psychological disorders been treated throughout history, and what are two modern ways they are treated today?
As discussed in Chapter Fourteen, although psychological or social causes might have been identified for some disorders, until the late 1700s, people suffering severe men- tal illnesses were sometimes thought to be possessed by demons or evil spirits, and the “treatments” to rid the person of these spirits were severe and deadly. Even within the last 200 years, a period of supposedly more “enlightened” awareness, the mentally ill did not always receive humane* treatment Watch the Video, Thinking Like a Psychologist: Assessing Treatment Effectiveness: Histor y of Treatments, at MyPsychLab.
Early TrEaTmEnT Of ThE mEnTally Ill
I’ve seen movies about mental hospitals, and they didn’t look like great places to be in even now—how bad was it back then? What did people do with relatives who were ill that way?
The first truly organized effort to do something with mentally ill persons began in England in the middle of the sixteenth century. Bethlehem Hospital in London (later known as “Bedlam”) was converted into an asylum (a word meaning “place of safety”) for the mentally ill. In reality, the first asylums were little more than prisons where the mentally ill were chained to their beds. “Treatments” consisted of bloodletting (which more often than not led to death or the need for lifelong care for the patient), beatings, ice baths in which the person was submerged until passing out or suffering a seizure, and induced vomiting in a kind of spiritual cleansing (Hunt, 1993). This cleansing or purging was meant to rid the body of physical impurities so that the person’s mind and soul could function more perfectly.
It was not until 1793 that efforts were made to treat the mentally ill with kindness and guidance—known as “moral treatment”—rather than beating them or subjecting them to the harsh physical purging that had been commonplace. It was at this time that Philippe Pinel personally unchained the inmates at La Bicêtre Asylum in Paris, France, beginning the movement of humane treatment of the mentally ill (Brigham, 1844; Curtis, 1993).
CurrEnT TrEaTmEnTs: TwO KInDs Of ThEraPy
Today, we can group the primary approaches to therapy (treatment methods aimed at making people feel better and function more effectively) into two broad categories. One category is based primarily in psychological theory and techniques; people tell the therapist about their problems, and the therapist listens and tries to help them understand those problems or assists them in changing the behaviors related to the problem. The other category uses medical interventions to bring the symptoms under control. Although we can separate treatments into these two larger categories, in actual practice, many ef- fective treatment strategies or treatment plans combine facets of both. Just as there is no one single “cause” of a disorder (Maxmen et al., 2009), different psychological treatments are often used in tandem or combined with biomedical interventions. Furthermore, many psychology professionals do not limit themselves to a single technique and are eclectic, using more than one treatment approach or technique to best meet the needs of the peo- ple they are working with. The fields of clinical psychology and counseling psychology are diverse, and professionals have a wide variety of educational and training experiences.
to Learning Objective B.5. Before we discuss the various types of therapy in more detail, take a moment to evaluate your own views and experiences with therapy in the experiment, How Do You Take Care of Your Mental Health?
*humane: marked by compassion, sympathy, or consideration for humans (and animals).
In this famous painting by French artist Robert Fleury, French psychiatrist Dr. Philippe Pinel orders the chains removed from patients at a Paris asylum for insane women. Pinel was one of the first psychiatrists to recommend humane treatment of the mentally ill.
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PsyChOThEraPy Psychotherapy typically involves an individual, couple, or small group of individuals working directly with a therapist and discussing their concerns or problems. The goal of most psychotherapy is to help both mentally healthy and psychologically dis- ordered persons understand themselves better (Goin, 2005; Wolberg, 1977). Because un- derstanding of one’s motives and actions is called insight, therapies aimed mainly at this goal are called insight therapies. A therapy that is directed more at changing behavior than providing insights into the reasons for that behavior is called action therapy. Many psychological professionals use a combination of insight and action therapeutic* methods. BIOmEDICal ThEraPy The other main type of therapy uses some biological treatment in the form of a medical procedure to bring about changes in the person’s disordered behavior. Biomedical therapies include the use of drugs, surgical methods, electric shock treatments, and noninvasive stimulation techniques. It is important to understand that biomedical therapy often eliminates or alleviates the symptoms of a disorder, while psychotherapy addresses issues associ- ated with the disorder, and when used together, these two types of therapy facilitate** each other (Maxmen et al., 2009). For example, when medications are needed, individuals taking the proper medications are going to benefit more from psychotherapy, as their symptoms will be better controlled. Furthermore, psychotherapy, not medication, is going to help them better understand what the symptoms of their disorder are and facilitate adjustment, other coping strategies, and proactive ways of addressing the disorder or its related outcomes (Maxmen et al., 2009).
Psychotherapy Begins
15.2 What were the basic elements of Freud’s psychoanalysis, and how do psychody- namic approaches differ today?
So what exactly happens in psychoanalysis? I’ve heard lots of stories about it, but what’s it really like?
In a sense, Freud took the sixteenth-century method of physical cleansing to a different level. Instead of a physical purge, cleansing for Freud meant removing all the “impurities”
*therapeutic: providing or assisting in a cure. **facilitate: to assist, make possible, or make easier.
Simulate the Experiment, How Do You Take Care of Your Mental Health?, on MyPsychLab
15.2How Do You Take Care of Your Mental Health? This survey asks you about your attitudes towards and experiences with taking care of your mental health.
Go to the Experiment
Simulation
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of the unconscious mind that he believed were responsible for his patients’ psychological and nervous disorders. (Freud was a medical doctor and referred to the people who came to him for help as “patients.”) The impurities of the unconscious mind were considered to be disturbing thoughts, socially unacceptable desires, and immoral urges that origi- nated in the id, the part of the personality that is itself unconscious and driven by basic needs for survival and pleasure. to Learning Objective 13.2.
Psychoanalysis
Freud believed that his patients used these unconscious thoughts to prevent anxiety, and as such, the thoughts would not be easily brought into conscious awareness. Freud de- signed a therapy technique to help his patients feel more relaxed, open, and able to ex- plore their innermost feelings without fear of embarrassment or rejection. This method was called psychoanalysis, and it is an insight therapy that emphasizes revealing the un- conscious conflicts, urges, and desires that are assumed to cause disordered emotions and behavior (Freud, 1904; Mitchell & Black, 1996). This is the original reason for the couch in Freud’s version of psychoanalysis; people lying on the couch were more relaxed and would, Freud thought, feel more dependent and childlike, making it easier for them to “get at” those early childhood memories. An additional plus was that he could sit behind the patients at the head of the couch and take notes. Without the patients being able to see his reactions to what they said, they remained unaffected by his reactions.
Freud also made use of two techniques to try to reveal the repressed information in his patients’ unconscious minds. These techniques were the interpretation of dreams and allowing patients to talk freely about anything that came to mind. Dream interPretation Dream interpretation, or the analysis of the elements within a patient’s reported dream, formed a large part of Freud’s psychoanalytic method. to Learning Objective 4.5. Freud believed that repressed material often surfaced in dreams, although in symbolic form. The manifest content of the dream was the actual dream and its events, but the latent content was the hidden, symbolic meaning of those events that would, if correctly interpreted, reveal the unconscious conflicts that were cre- ating the nervous disorder (Freud, 1900). Free association The other technique for revealing the unconscious mind was a method originally devised by Freud’s coworker, Josef Breuer (Breuer & Freud, 1895). Breuer encouraged his patients to freely say whatever came into their minds without fear of being negatively evaluated or condemned. As the patients talked, they began to reveal things that were loosely associated with their flow of ideas, often revealing what Breuer felt were hidden, unconscious concerns. Freud adopted this method of free association, believing that repressed impulses and other material were trying to “break free” into con- sciousness and would eventually surface using this technique. resistance anD transFerence Other components of Freud’s original psychoanalytic method were resistance (the point at which the patient becomes unwilling to talk about certain topics) and transference (when the therapist becomes a symbol of a parental au- thority figure from the past). Therapists can also experience countertransference, in which the therapist has a transference reaction to the patient. This reaction might not always be to the benefit of the patient. As in all of the therapeutic approaches, peer and professional supervision helps therapists recognize potential issues in providing effective therapy.
evaluation oF Psychoanalysis anD PsychoDynamic aPProaches
Freud’s original theory, on which he based his interpretations of his patients’ revelations, has been criticized as having several flaws, which were discussed in Chapter Thirteen. These included the lack of scientific research to support his claims, his unwillingness to believe some of the things revealed by his patients when those revelations did not fit into his view of the world, and his almost obsessive need to assume that problems with sex and sexuality were at the heart of nearly every nervous disorder.
“Why do you think you cross the road?” ©The New Yorker Collection 1990 Arnie Levin from cartoonbank.com. All Rights Reserved.
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Few psychoanalysts to- day still use Freud’s original methods, which could take years to produce results. The couch is gone, and the client (a term used to support the active role of the person seek- ing help and to avoid imply- ing “sickness,” as might result when using the term patient) may sit face-to-face with the therapist. The client may also stand or walk about. Rather than remaining quiet until the client says something reveal- ing, the modern psychoanalyst is far more directive, asking questions, suggesting helpful behavior, and giving opinions and interpretations earlier in the relationship, which helps speed up the therapeutic process. Today’s psychoanalysts also focus less on the id as the motivator of behavior, instead looking more at the ego or sense of self as the motivating force behind all actions (Prochaska & Norcross, 2003). Some psy- choanalysts also focus on the process of transference more than on other typical aspects of traditional psychoanalysis, leading to the more general method called psychodynamic therapy. Psychodynamic therapy is typically shorter in duration than traditional psycho- analysis. Watch the Video, The Basics: Therapies in Action: Psychoanalysis, at MyPsychLab
Even so, all of the psychodynamic techniques require the client to be fairly intelli- gent and verbally able to express his or her ideas, feelings, and thoughts effectively. People who are extremely withdrawn or who suffer from the more severe psychotic disorders are not good candidates for this form of psychotherapy. People who have nonpsychotic ad- justment disorders, such as anxiety, somatoform, or dissociative disorders, are more likely to benefit from psychodynamic therapy.
InTErPErsOnal PsyChOThEraPy
Interpersonal psychotherapy (IPT) is a psychotherapy developed to address depression. It is an insight therapy focusing on relationships of the individual with others and the in- terplay between mood and the events of everyday life (Bleiberg & Markowitcz, 2008). It is based on the interpersonal theories of Adolph Meyer and Harry Stack Sullivan along with the attachment theory of John Bowlby, and focuses on interpersonal relationships and functioning (Bleiberg & Markowitcz, 2008). It is one of the few theories derived from psychodynamic thinking that does have some research support for its effectiveness in treating depression, particularly when combined with medication (Mufson et al., 2004; Reynolds et al., 1999). Despite its origins, IPT is not considered to be a psychodynamic therapy as it combines aspects of humanistic and cognitive–behavioral therapies, making it truly eclectic.
humanistic Therapy: To Err Is human
15.3 W h a t a re t h e b a s i c e l e m e n t s o f t h e h u m a n i s t i c t h e r a p i e s k n o w n a s person- centered therapy and Gestalt therapy?
Unlike psychodynamic therapists, humanistic theorists do not focus on unconscious, hidden conflicts. Instead, humanists focus on conscious, subjective experiences of emo- tion and people’s sense of self, as well as the more immediate experiences in their daily
Psychotherapy often takes place one-on-one, with a client and therapist exploring various issues together to achieve deeper insights or to change undesirable behavior.
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lives rather than early childhood experiences of the distant past (Cain & Seeman, 2001; Rowan, 2001; Schneider et al., 2001). to Learning Objective 1.4. Humanistic therapy emphasizes the importance of the choices made by individuals and the potential to change one’s behavior. The two most common therapy styles based on humanistic theory are Carl Rogers’s person-centered therapy and Fritz Perls’s Gestalt therapy; both are primarily insight therapies.
TEll mE mOrE: rOgErs’s PErsOn-CEnTErED ThEraPy
Chapter Thirteen discussed the basic elements of Rogers’s theory of personality, which emphasizes the sense of self (Rogers, 1961). To sum it up quickly, Rogers proposed that everyone has a real self (how people see their actual traits and abilities) and an ideal self (how people think they should be). The closer the real and ideal selves match up, the happier and more well adjusted the person. To have these two self-concepts match, people need to receive unconditional positive regard, which is love, warmth, respect, and affection without any conditions attached. If people think that there are conditions put on the love and affection they receive, their ideal selves will be determined by those conditions and become more difficult to achieve, resulting in a mismatch of selves and unhappiness.
So the key to getting over unhappiness would be to get the real and ideal selves closer together? How does a therapist do that?
Rogers believed that the goal of the therapist should be to provide the unconditional positive regard that has been absent from the troubled person’s life and to help the person recognize the discrepancies between the real and ideal selves. He also believed that the person would actually have to do most of the work, talking out problems and concerns in an atmosphere of warmth and acceptance from the therapist, so he originally called the people in this therapy relationship “clients” instead of “patients,” to put the therapeutic relationship on a more equal footing. As a result, Rogers’s therapy is very nondirective because the person actually does all the real work, with the therapist merely acting as a sounding board. However, therapists may help individuals redirect or reallocate their at- tention to focus on feelings not fully processed previously (Prochaska & Norcross, 2009). Later, the term client was changed to the even more neutral term person. His therapy is now called person-centered therapy because the person is truly the center of the process.
Watch the Video, The Basics: Therapies in Action: Humanistic Therapy, at MyPsychLab.
BasIC ElEmEnTs Rogers (1961) saw three key elements as being necessary in any suc- cessful person–therapist relationship.
authenticity The therapist must show authenticity in a genuine, open, and hon- est response to the individual. It is easier for some professionals to “hide” behind the role of the therapist, as was often the case in psychoanalysis. In person-centered therapy, the therapist has to be able to tolerate a person’s differences without being judgmental.
unconditional Positive regard Another key element of person-centered therapy is the warm, accepting, completely uncritical atmosphere that the therapist must create for the people they work with. Having respect for an individual and their feelings, values, and goals, even if they are different from those of the therapist, is called uncon- ditional positive regard.
Empathy Lastly, the therapist needs to be able to see the world through the eyes of the person they are working with. The therapist has to be able to acknowledge what people are feeling and experiencing by using a kind of understanding called empathy. This involves listening carefully and closely to what individuals are saying and trying to feel what they feel. Therapists must also avoid getting their own feelings mixed up
A Rogerian person-centered therapist listens with calm acceptance to anything the client says. A sense of empathy with the client’s feelings is also important.
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with their clients’ feelings (e.g., countertransference). Watch the Video, Classic Footage of Carl Rogers on the Role of a Therapist, at MyPsychLab.
A person-centered therapist typically responds in a way that seeks clarification and demonstrates attempts to understand the experience of the individual. Reflection refers to a technique therapists use to allow clients to continue to talk and have insights with- out the interference of the therapist’s interpretations and possible biases. Reflection is literally a kind of mirroring of clients’ statements. Here’s an example from one of Rogers’s own therapy sessions with a client (Meador & Rogers, 1984, p. 143):
Client: I just ain’t no good to nobody, never was, and never will be. Rogers: Feeling that now, hm? That you’re just no good to yourself, no good to
anybody. Never will be any good to anybody. Just that you’re completely worthless, huh?—Those really are lousy feelings. Just feel that you’re no good at all, hm?
Client: Yeah.
mOTIvaTIOnal InTErvIEwIng A variation of person-centered therapy is motivational interviewing, or MI (Miller & Rollnick, 2002), which has been described by Hal Arkow- itz and William R. Miller as “client-centered therapy with a twist” (p. 4). In contrast to person-centered, MI has specific goals, to reduce ambivalence about change and to increase intrinsic motivation to bring that change about (Arkowitcz & Miller, 2008). For a thera- pist, the four principles of MI are express empathy, develop discrepancy between the cli- ent’s present behaviors and values, roll with resistance, and support the client’s self-efficacy (Miller & Rollnick, 2002). Beyond assisting the individual with self-understanding, MI incorporates therapist goals and specific strategies for helping the individual achieve self-directed behavior change (Prochaska & Norcross, 2009). Although it was originally developed and validated as effective for addictive disorders, it has also been useful in the treatment of anxiety and mood disorders (Arkowitcz & Miller, 2008; Barlow et al., 2013).
gEsTalT ThEraPy
Another therapy based on humanistic ideas is called Gestalt therapy. The founder of this therapeutic method is Fritz Perls, who believed that people’s problems often stemmed from hiding important parts of their feelings from themselves. If some part of a person’s personality, for example, is in conflict with what society says is acceptable, the person might hide that aspect behind a false “mask” of socially acceptable behavior. As happens in Rogers’s theory when the real and ideal selves do not match, in Gestalt theory the per- son experiences unhappiness and maladjustment when the inner self does not match the mask (Perls, 1951, 1969).
That sounds pretty much like the same thing, only with slightly different words. How is Gestalt therapy different from person- centered therapy?
The two therapy types are similar because they are both based in humanism. But whereas person-centered therapy is nondirective, allowing the client to talk out concerns and eventually come to insights with only minimal guidance from the therapist, Gestalt therapists are very directive, often confronting clients about the statements they have made. This means that a Gestalt therapist does more than simply reflect back clients’ statements; instead, a Gestalt therapist actually leads clients through a number of planned experiences, with the goal of helping clients to become more aware of their own feelings and take responsibility for their own choices in life, both now and in the past. These ex- periences might include a dialogue that clients have with their own conflicting feelings in which clients actually argue both sides of those feelings. Clients may talk with an empty
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chair to reveal their true feelings toward the person represented by the chair or take on the role of a parent or other person with whom they have a conflict so that the clients can see things from the other person’s point of view. The Gestalt therapist pays attention to body language as well as to the events going on in the client’s life at the time of therapy. Unlike psychoanalysis, which focuses on the hidden past, Gestalt therapy focuses on the denied past. Gestalt therapists do not talk about the unconscious mind. They believe ev- erything is conscious but that it is possible for some people to simply refuse to “own up” to having certain feelings or to deal with past issues. By looking at the body language, feelings both stated and unstated, and the events in the life of the client, the therapist gets a gestalt—a whole picture—of the client.
EvaluaTIOn Of ThE humanIsTIC ThEraPIEs
Humanistic therapies have been used to treat psychological disorders, help people make career choices, deal with workplace problems, and counsel married couples. Person- centered therapy in particular can be a very “hands-off ” form of therapy because it is so nondirective: Most often, there’s nothing that the therapist says that the client has not already said, so the therapist runs a lower risk of misinterpretation. However, omission or not reflecting some things back might be a source of error.
Unfortunately, humanistic therapies have several of the same drawbacks as Freudian psychoanalysis and other forms of modern psychodynamic therapy. There is little experi- mental research to support the basic ideas on which this type of therapy is founded, but humanists have always preferred to use case studies to build their theories. People must be intelligent, verbal, and able to express their thoughts, feelings, and experiences in a logical manner, which makes humanistic therapies a somewhat less practical choice for treating the more serious mental disorders such as schizophrenia.
In Gestalt therapy, it is not unusual to find a client talking to an empty chair. The chair represents some person from the past with whom the client has unresolved issues, and this is the opportunity to deal with those issues.
psychotherapy: based on psychological techniques, individuals talk about their problems and the therapist assists them in understanding and changing behavior
biomedical therapy: uses medical interventions to bring symptoms under control
Psychological Therapies
Psychological Therapies (continued)
modern treatments
historically, psychological or social causes identi�ed for some disorders; for others, individuals with mental illness were believed to be possessed by demons or evil spirits
organized treatment began in England around the middle 1500s
Pinel started the “moral treatment” movement in France
early interventions
insight therapies
action therapies
Freud developed the technique of psychoanalysis, an insight therapy aimed at revealing unconscious con�icts, urges, and desires
dream interpretation: involved deciphering the hidden, latent content from the manifest content, the actual dream itself
free association: originally developed by Breuer, involved patients freely talking about whatever came to mind; believed to reveal hidden, unconscious concerns
modern psychodynamic approach: more directive than it was historically and typically focuses more on the ego or sense of self rather than the id, when looking at reasons behind behavior
evaluation: although techniques have been modi�ed, still lacks scienti�c support for basic premises and requires client to be fairly intelligent and verbally expressive
Freud’s psychoanalysis and related techniques
interpersonal therapy (IPT)
eclectic therapy with some theoretical roots in the psychodynamic approach but combines aspects from humanistic and cognitive–behavioral therapies
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Psychological Therapies (continued)
humanistic therapy
eclectic therapy with some theoretical roots in the psychodynamic approach but combines aspects from humanistic and cognitive–behavioral therapies
focuses on the conscious, subjective experience of emotion and people’s sense of self; promotes insight and emphasizes the importance of individual choice and the potential to change one’s behavior
“client-centered with a twist”; has speci�c goals to reduce ambivalence about change and increase intrinsic motivation
developed by Carl Rogers; focuses on match between real self and ideal self; maladjustment is result of not matching; unconditional positive regard is important for congruence between real and ideal selves
therapist uses a nondirective approach and four basic elements to develop the person–therapist relationship
developed by Fritz Perls; focuses on match between actual and ideal self; focuses on the gestalt, or “whole picture”
therapist uses a very directive approach to lead the client through a number of planned experiences (e.g., self-dialogue, “empty chair” technique), with the goal of increasing self-awareness
although aspects of the individual’s past are examined, the focus is on denied past, not hidden past; everything is conscious but possibly not in the “here and now”
person-centered therapy
re�ection
unconditional positive regard
empathy
authenticity
Gestalt therapy
motivational interviewing
evaluation: little scienti�c support for basic premises and requires client to be fairly intelligent and verbally expressive
1. One of the first therapists to begin a movement towards the humane treatment of patients was
a. Robert Fleury. b. Philippe Pinel. c. Sigmund Freud. d. Josef Breuer.
2. Psychotherapies that attempt to increase the understanding of a client’s motives are known as __________ therapies.
a. insight b. action c. biomedical d. psychoanalytic
3. Although the term may apply to many therapies, transfer- ence is typically associated with ____________ therapies.
a. behavioral b. humanistic c. biomedical d. psychodynamic
4. Motivational interviewing is an alternative therapy to what therapeutic approach?
a. psychodynamic therapy b. Gestalt therapy c. humanistic therapy d. group therapy
5. Dr. Ellington is directive in his approach with clients. He pays close attention to body language and often focuses on a client’s denied past. What type of therapeutic ap- proach is Dr. Ellington using?
a. humanistic approach b. Gestalt approach c. group approach d. behavioral approach
6. Which of the following cases would a humanistic approach probably be LEAST effective in treating?
a. Leilani, a university professor who has feelings of inadequacy
b. Kayla, a professional musician who feels worthless and suffers from depression
c. Miranda, a corporate executive who suffers from marked delusions and active auditory hallucinations
d. Felicia, a homemaker who suffers from the traumatic memories of her abusive childhood
THINKING CRITICALLY: Which of the forms of psychotherapy discussed so far would probably work best for a client who has commitment issues in relationships? Why?
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
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Behavior Therapies: learning One’s way to Better Behavior
15.4 How do behavior therapists use classical and operant conditioning to treat disordered behavior, and how successful are these therapies?
The last chapter talked about how behaviorists have a very different way of looking at abnormality—it’s all learned. So do behaviorists do any kind of therapy?
That’s right—the basic concept behind behaviorism is that all behavior, whether “nor- mal” or “abnormal,” is learned through the same processes of classical and operant con- ditioning. Unlike the psychodynamic and humanistic therapies, behavior therapies are action based rather than insight based. Their aim is to change behavior through the use of the same kinds of learning techniques that people (and animals) use to learn any new responses. The abnormal or undesirable behavior is not seen as a symptom of anything else but rather is the problem itself. Learning created the problem, and new learning can correct it (Onken et al., 1997; Skinner, 1974; Sloan & Mizes, 1999). The video The Ba- sics: Therapies in Action: Behavioral Therapy provides an overview of these therapies.
“Freudian - What’s the nature of the trouble, and when did it begin? Behavior Therapist - Let’s drive it around and see what happens” Sidney Harris/Sciencecartoonsplus.com
ThEraPIEs BasED On ClassICal COnDITIOnIng
Classical conditioning is the learning of involuntary responses by pairing a stimulus that normally causes a particular response with a new, neutral stimulus. After enough pairings, the new stimulus will also cause the response to occur. to Learning Objectives 5.2 and 5.3. Through classical conditioning, old and undesirable automatic responses can be replaced by desirable ones. There are several techniques that have been developed using this type of learning to treat disorders such as phobias, anxiety disorders, and obsessive-compulsive disorder.
Using learning techniques to change undesirable behavior and increase desirable behavior has a long history (Hughes, 1993; Lovaas, 1987; Lovaas et al., 1966). Originally
Watch the Video, The Basics: Therapies in Action: Behavioral Therapy, at MyPsychLab
CC
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called behavior modification, the more recent adaptation of these techniques is applied behavior analysis. The newer term better highlights the need for a functional analysis of the behavior to be modified, which is then followed by the use of conditioning tech- niques to modify the behavior. sysTEmaTIC DEsEnsITIzaTIOn Systematic desensitization, in which a therapist guides the client through a series of steps meant to reduce fear and anxiety, is normally used to treat phobic disorders and consists of a three-step process. First, the client must learn to relax through deep muscle relaxation training. Next, the client and the therapist construct a list, beginning with the object or situation that causes the least fear to the client, even- tually working up to the object or situation that produces the greatest degree of fear. Fi- nally, under the guidance of the therapist the client begins at the first item on the list that causes minimal fear and looks at it, thinks about it, or actually confronts it, all while re- maining in a relaxed state. By pairing the old conditioned stimulus (the fear object) with a new relaxation response that is incompatible* with the emotions and physical arousal associated with fear, the person’s fear is reduced and relieved. The person then proceeds to the next item on the list of fears (called a hierarchy of fears) until the phobia is gone (see Table 15.1). It is even possible to use a computer-generated virtual reality technique for desensitization (Rothbaum et al., 1995). avErsIOn ThEraPy Another way to use classical conditioning is to reduce the fre- quency of undesirable behaviors, such as smoking or overeating, by teaching the client to pair an aversive (unpleasant) stimulus with the stimulus that results in the undesirable response, in a process called aversion therapy. For example, someone who wants to stop smoking might go to a therapist who uses a rapid-smoking technique, in which the client is allowed to smoke but must take a puff on the cigarette every 5 or 6 seconds. As nicotine is a poison, such rapid smoking produces nausea and dizziness, both unpleasant effects.
Could you use aversion therapy to help someone with a phobia?
Because phobias are already very unpleasant, aversive conditioning is not the most useful method of therapy. But although desensitization remains one of the more common therapies for phobias, it does not always bring quick results.
*incompatible: referring to two or more things that cannot exist together or at the same time.
Table 15.1
Fear Hierarchy
sITuaTIOn fEar lEvEl
Being bitten by a rabbit 100
Petting a rabbit on the head 90
Petting a rabbit on the back 80
Holding a rabbit 70
Touching a rabbit held by someone else 60
Seeing someone I trust hold a rabbit 50
Being in a room with a rabbit 40
Thinking about petting a rabbit 30
Looking at pictures of rabbits 20
Watching the movie “Hop” 10
Items are ranked by level of fear from most fearful, Fear = 100, to least fearful, Fear = 0.
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ExPOsurE ThEraPIEs Behavioral techniques that introduce the client to situations, un- der carefully controlled conditions, which are related to their anxieties or fears are called exposure therapies. Exposure can be accomplished through a variety of routes and is intended to promote new learning. It can be in vivo (“in life”), where the client is exposed to the actual anxiety-related stimulus; imaginal, where the client visualizes or imagines the stimulus; and even virtual, where virtual reality (VR) technology is used (Najavits, 2007). (For more on virtual reality in psychology, see the Applying Psychology to Every- day Life section at the end of this chapter.)
For example, if Chang-sun has social anxiety disorder (fairly rare for Korean males, at a lifetime prevalence of only about 0.1 percent) (Sadock et al., 2007), for in vivo ex- posure he might have to attend a social event; for imaginal exposure he might be asked to visualize himself attending a social event; and for virtual exposure, Chang-sun might experience a social event, such as attending a dinner party, through VR technology.
Exposure methods can introduce the feared stimulus gradually, or quite suddenly. A gradual, or graded, exposure involves the client and therapist developing a fear hierarchy as in systematic desensitization: Exposure begins at the least feared event and progresses through to the most feared, similar to desensitization. If the exposure is rapid and in- tense, it begins with the most feared event and is called flooding (Gelder, 1976; Olsen, 1975). Flooding is used under very controlled conditions and, like graded exposure, pro- duces extinction of the conditioned fear response by preventing an escape or avoidance response (e.g., Chang-sun would not be allowed to leave the party). Exposure therapy is sometimes called “exposure and response prevention” for that reason.
Eye-movement desensitization and reprocessing, or EMDR, is an exposure-based ther- apy, sometimes used in the treatment of posttraumatic stress disorder (PTSD). As originally formulated, it involves very brief and repeated imaginal flooding, cognitive reprocessing and desensitization of the fearful event, and rapid eye movements or other bilateral stimulation (Shapiro, 2001, 2012). It is also used with phobias and other anxiety-related disorders, al- though PTSD remains a primary disorder for which this therapy is most commonly used. It is a somewhat controversial therapy as it evolved from the founder’s personal observation, not psychological theory or modification of techniques for other disorders, and past research has suggested the eye movements or other bilateral stimulation serve little to no purpose (Resick et al., 2008). As a topic of ongoing investigation and debate, recent studies have suggested eye movements or other dual-attention tasks interfere with working memory pro- cesses and may decrease the vividness or emotional impact of negative memories (de Jongh et al., 2013; van den Hout et al., 2013).
ThEraPIEs BasED On OPEranT COnDITIOnIng
Operant conditioning techniques include reinforcement, extinction, shaping, and model- ing to change the frequency of voluntary behavior. to Learning Objectives 5.9, 5.10, and 5.12. In the treatment of psychological disorders, the goal is to reduce the fre- quency of undesirable behavior and increase the frequency of desirable responses.
One of the advantages of using operant conditioning to treat a problem behavior is that results are usually quickly obtained rather than having to wait through years of more insight- oriented forms of therapy. When bringing the behavior under control (rather than finding out why it occurs in the first place) is the goal, operant and other behavioral techniques are very practical. There’s an old joke about a man whose fear of things hiding under his bed is cured by a behavioral therapist in one night. The therapist simply cut the legs off the bed. mODElIng Modeling, or learning through the observation and imitation of a model, is discussed in Chapter Five. The use of modeling as a therapy is based on the work of Albert Bandura, which states that a person with specific fears or someone who needs to develop social skills can learn to do so by watching someone else (the model) confront those fears or demonstrate the needed social skills (Bandura et al., 1969). In participant modeling, a model demonstrates the desired behavior in a step-by-step, gradual process.
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The client is encouraged by the therapist to imitate the model in the same gradual, step-by-step manner (Bandura, 1986; Bandura et al., 1974). The model can be a person actually present in the same room with the client or someone viewed on video. For example, a model might first approach a dog, then touch the dog, then pet the dog, and finally hug the dog. A child (or adult) who fears dogs would watch this process and then be encouraged to repeat the steps that the model demonstrated.
Behavioral therapists can give parents or others advice and demonstrations on how to carry out behavioral techniques. Once a person knows what to do, modeling is a fairly easy technique. Modeling has been effective in helping children with dental fears (Klorman et al., 1980; Ollendick & King, 1998), social withdrawal (O’Connor, 1972), obsessive-compulsive disorder (Roper et al., 1975), and phobias (Hintze, 2002). usIng rEInfOrCEmEnT Reinforcement is the strengthening of a response by following it with some pleasurable consequence (positive reinforcement) or the removal of an un- pleasant stimulus (negative reinforcement). Reinforcement of both types can form the basis for treatment of people with behavioral problems.
Token Economies In a token economy, objects known as tokens can be traded for food, candy, treats, or special privileges. Clients earn tokens for behaving correctly or accomplishing behavioral goals and can later exchange those tokens for things that they want. They may also lose tokens for inappropriate behavior. This trading system is a token economy. to Learning Objective 5.10. Token economies have also been used successfully in modifying the behavior of relatively disturbed persons in mental institutions, such as people with schizophrenia or depressed persons (Dickerson et al., 1994; Glynn, 1990; McMonagle & Sultana, 2002).
Contingency Contracting Another method based on the use of reinforcement in- volves making a contingency contract with the client (Salend, 1987). This contract is a formal agreement between therapist and client (or teacher and student, or parent and child) in which both parties’ responsibilities and goals are clearly stated. Such contracts are useful in treating specific problems such as drug addiction (Talbott & Crosby, 2001), educational problems (Evans & Meyer, 1985; Evans et al., 1989), and eating disorders (Brubaker & Leddy, 2003). Because the stated tasks, penalties, and reinforcements are clearly stated and consistent, both parties are always aware of the consequences of acting or failing to act within the specifications of the contract, making this form of behavioral treatment fairly effective. Consistency is one of the most effective tools in using both rewards and punishments to mold behavior. to Learning Objective 5.8. usIng ExTInCTIOn Extinction involves the removal of a reinforcer to reduce the fre- quency of a particular response. In modifying behavior, operant extinction often involves removing one’s attention from the person when that person is engaging in an inappropri- ate or undesirable behavior. With children, this removal of attention may be a form of time-out, in which the child is removed from the situation that provides reinforcement (Kazdin, 1980). In adults, a simple refusal by the other persons in the room to acknowl- edge the behavior is often successful in reducing the frequency of that behavior.
EvaluaTIOn Of BEhavIOr ThEraPIEs
Behavior therapies may be more effective than other forms of therapy in treating specific behavioral problems, such as bed-wetting, overeating, drug addictions, and phobic reac- tions (Burgio, 1998; Wetherell, 2002). More serious psychological disorders, such as se- vere depression or schizophrenia, do not respond as well overall to behavioral treatments, although improvement of specific symptoms can be achieved (Glynn, 1990; McMonagle & Sultana, 2002). Bringing symptoms under control is an important step in allowing a person to function normally in the social world, and behavior therapies are a relatively quick and efficient way to eliminate or greatly reduce such symptoms. However, some behavioral paradigms are not simple to establish or continually implement, and steps
This boy is sitting in the “time- out” corner at his school. By removing the attention that he found rewarding, the teacher is attempting to extinguish the behavior that earned the boy a time-out. Do you see anything in this time-out corner that might make it less effective?
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have to be taken so adaptive behaviors can be generalized to other situations and main- tained in the future (Prochaska & Norcross, 2009).
Cognitive Therapies: Thinking Is Believing
15.5 W hat are the goals and basic elements of cognitive therapies such as cognitive–behavioral therapy and rational emotive behavior therapy?
Cognitive therapy (Beck, 1979; Freeman et al., 1989) was developed by Aaron T. Beck and is focused on helping people change their ways of thinking. Rather than focusing on the behavior itself, the cognitive therapist focuses on the distorted thinking and unreal- istic beliefs that lead to maladaptive behavior (Hollon & Beck, 1994), especially those distortions relating to depression (Abela & D’Allesandro, 2002; McGinn, 2000). The goal is to help clients test, in a more objective, scientific way, the truth of their beliefs and assumptions, as well as their attributions concerning both their own behavior and the behavior of others in their lives. to Learning Objective 12.7. Then they can recognize thoughts that are distorted and negative and replace them with more positive, helpful thoughts. Because the focus is on changing thoughts rather than gaining deep insights into their causes, this kind of therapy is primarily an action therapy.
BECK’s COgnITIvE ThEraPy
What are these unrealistic beliefs?
Cognitive therapy focuses on the distortions of thinking. to Learning Objective 13.4. Here are some of the more common distortions in thought that can create negative feelings and unrealistic beliefs in people:
• Arbitrary inference: This refers to “jumping to conclusions” without any evidence. Arbitrary means to decide something based on nothing more than personal whims. Example: “Suzy canceled our lunch date—I’ll bet she’s seeing someone else!”
• Selective thinking: In selective thinking, the person focuses only on one aspect of a situation, leaving out other relevant facts that might make things seem less negative. Example: Peter’s teacher praised his paper but made one comment about needing to check his punctuation. Peter assumes that his paper is lousy and that the teacher really didn’t like it, ignoring the other praise and positive comments.
• Overgeneralization: Here a person draws a sweeping conclusion from one in- cident and then assumes that the conclusion applies to areas of life that have nothing to do with the original event. Example: “I got yelled at by my boss. My boyfriend is going to break up with me and kick me out of the apartment—I’ll end up living in a van down by the river.”
• Magnification and minimization: Here a person blows bad things out of propor- tion while not emphasizing good things. Example: A student who has received good grades on every other exam believes that the C she got on the last quiz means she’s not going to succeed in college.
• Personalization: In personalization, an individual takes responsibility or blame for events that are not really connected to the individual. Example: When Sandy’s hus- band comes home in a bad mood because of something that happened at work, she immediately assumes that he is angry with her. A cognitive therapist tries to get clients to look at their beliefs and test them to see
how accurate they really are. The first step is to identify an illogical or unrealistic belief, which the therapist and client do in their initial talks. Then the client is guided by the
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therapist through a process of asking questions about that belief, such as “When did this belief of mine begin?” or “What is the evidence for this belief ?”
Don’t those questions sound like critical thinking, which was dis- cussed in Chapter One?
Cognitive therapy really is critical thinking applied to one’s own thoughts and beliefs. Just as cognitive psychology grew out of behaviorism, to Learning Objectives 1.3 and 1.4, therapies using cognitive methods have behavioral elements within them as well, leading to the term cognitive–behavioral therapy (CBT).
Watch the Video, The Basics: Therapies in Action: CBT, at MyPsychLab Cognitive–behavioral therapy, or CBT, focuses on the present rather than the past
(like behaviorism) but also assumes that people interact with the world with more than simple, automatic reactions to external stimuli. People observe the world and the people in the world around them, make assumptions and inferences* based on those observa- tions or cognitions, and then decide how to respond (Rachman & Hodgson, 1980). As a form of cognitive therapy, CBT also assumes that disorders come from illogical, irrational cognitions and that changing the thinking patterns to more rational, logical ones will re- lieve the symptoms of the disorder, making it an action therapy. CBT has three basic ele- ments: cognitions affect behavior, cognitions can be changed, behavior change can result from cognitive change (Dobson & Block, 1988). Cognitive–behavioral therapists may also use any of the tools that behavioral therapists use to help clients alter their actions. The three basic goals of any cognitive–behavioral therapy follow. Watch the Video, In the Real World: Cognitive Behavioral Therapy, at MyPsychLab. 1. Relieve the symptoms and help clients resolve the problems. 2. Help clients develop strategies that can be used to cope with future problems. 3. Help clients change the way they think from irrational, self-defeating thoughts to
more rational, self-helping, positive thoughts.
EllIs anD raTIOnal EmOTIvE BEhavIOr ThEraPy (rEBT)
Albert Ellis proposed a version of CBT called rational emotive behavior therapy (REBT), in which clients are taught a way to challenge their own irrational beliefs with more rational, helpful statements (Ellis, 1997, 1998). Here are some examples of irrational beliefs:
• Everyone should love and approve of me (if they don’t, I am awful and unlovable). • When things do not go the way I wanted and planned, it is terrible and I am, of
course, going to get very disturbed. I can’t stand it!
But I’ve felt that way at times. Why are these statements so irrational?
Notice that these statements have one thing in common: It’s either all or nothing. Can a person really expect the love and affection of every single person? Is it realistic to expect things to work as planned every time? Rational emotive behavioral therapy is about challenging these types of “my way or nothing” statements, helping people to real- ize that life can be good without being “perfect.” In REBT, therapists take a very directive role, challenging the client when the client makes statements like those listed earlier, assigning homework, using behavioral techniques to modify behavior, and arguing with clients about the rationality of their statements.
EvaluaTIOn Of COgnITIvE anD COgnITIvE–BEhavIOral ThEraPIEs
Cognitive and cognitive–behavioral therapies are less expensive than the typical insight therapy because they are comparatively short-term therapies. As in behavior therapy, clients do not have to dig too deep for the hidden sources of their problems. Instead,
*inferences: conclusions drawn from observations and facts.
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cognitive-based therapies get right to the problems themselves, helping clients deal with their symptoms more directly. In fact, one of the criticisms of these therapies as well as be- havior therapies is that they treat the symptom, not the cause. However, it should be noted that in the cognitive viewpoint, the maladaptive thoughts are seen as the cause of the prob- lems, not merely the symptoms. There is also an element of potential bias because of the therapist’s opinions as to which thoughts are rational and which are not (Westen, 2005).
Nevertheless, cognitive and cognitive–behavioral therapies have considerable suc- cess in treating many types of disorders, including depression, stress disorders, eating disorders, anxiety disorders, personality disorders, and even—in addition to other forms of therapy—some types of schizophrenia (Barlow et al., 2007; Beck, 2007; Clark et al., 1989, 2009; DeRubeis et al., 1999; Holcomb, 1986; Jay & Elliot, 1990; Kendall, 1983; Kendall et al., 2008; McGinn, 2000; Meichenbaum, 1996; Mueser et al., 2008; Resick et al., 2008; Turk et al., 2008; Young et al., 2008). As an offshoot of behaviorism, the learning principles that are the basis of cognitive–behavioral therapies are considered empirically sound (Barlow et al., 2007; Masters et al., 1987). For a summary of the vari- ous types of psychotherapies discussed up to this point, see Table 15.2.
group Therapies: not Just for the shy
15.6 What are the various types of group therapies and the advantages and disadvan- tages of group therapy?
An alternative to individual therapy, in which the client and the therapist have a private, one- on-one session, is group therapy, in which a group of clients with similar problems gather together to discuss their problems under the guidance of a single therapist (Yalom, 1995).
TyPEs Of grOuP ThEraPIEs
Group therapy can be accomplished in several ways. The therapist may use either an insight or cognitive–behavioral style, although person-centered, Gestalt, and behavior therapies seem to work better in group settings than psychodynamic and cognitive– behavioral therapies (Andrews, 1989).
In addition to the variations in the style of therapy, the group structure can also vary. There may be small groups formed of related persons or other groups of unrelated persons that meet without the benefit of a therapist. Their goal is to share their problems and provide social and emotional support for each other.
Table 15.2
Characteristics of Psychotherapies
TyPE Of ThEraPy (KEy PEOPlE) gOal mEThODs
Psychodynamic therapy (Freud) Insight Aims to reveal unconscious conflicts through dream interpretation, free association, resistance and transference
Humanistic therapy
Person-centered therapy (Rogers)
Gestalt therapy (Perls)
Insight Non-directive therapy; client does most of the talking; key elements are authenticity, unconditional positive regard, and empathy.
Directive therapy; therapist uses leading questions and role-playing to help client accept all parts of their feelings and experiences
Behavior therapy (Watson, Jones, Skinner, Bandura)
Action Based on principles of classical and operant conditioning; aimed at changing behavior without concern for causes of behavior
Cognitive therapy (Beck)
CBT (various professionals)
REBT (Ellis)
Action Aims to help clients overcome problems by learning to think more rationally and logically
Clients are challenged in their irrational beliefs and helped to restructure their thinking
In group therapy, several people who share similar problems gather with a therapist to discuss their feelings and concerns. The presence of others who are going through the same kind of emotional difficulties can be comforting as well as provide the opportunity for insights into one’s own problems by hearing about the problems of others.
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famIly COunsElIng One form of group therapy is family counseling or family ther- apy, in which all of the members of a family who are experiencing some type of prob- lem—marital problems, problems in child discipline, or sibling rivalry, for example—are seen by the therapist as a group. The therapist may also meet with one or more family members individually at times, but the real work in opening the lines of communication among family members is accomplished in the group setting (Frankel & Piercy, 1990; Pinsoff & Wynne, 1995). The family members may include grandparents, aunts and un- cles, and in-laws as well as the core family. This is because family therapy focuses on the family as a whole unit or system of interacting “parts.” No one person is seen as “the prob- lem” because all members of the family system are part of the problem: They are experi- encing it, rewarding it, or by their actions or inactions causing it to occur in the first place.
The goal in family therapy, then, is to discover the unhealthy ways in which family mem- bers interact and communicate with one another and change those ways to healthier, more productive means of interaction. Family therapists work not only with families but also with couples who are in a committed relationship, with the goal of improving communication, help- ing the couple to learn better ways of solving their problems and disagreements, and increasing feelings of intimacy and emotional closeness (Christensen et al., 1995; Heavey et al., 1993). sElf-hElP grOuPs Many people may feel that a therapist who has never had, for ex- ample, a drug problem would be unable to truly understand their situation; and they may also feel that someone who has experienced addiction and beaten it is more capable of providing real help. Therapists are also often in short supply, and they charge a fee for leading group-therapy sessions. These are reasons some people choose to meet with others who have problems similar to their own, with no therapist in charge. Called self-help groups or support groups, these groups are usually formed around a particular problem. Some examples of self-help groups are Alcoholics Anonymous, Overeaters Anonymous, and Narcotics Anonymous, all of which have groups meeting all over the country at al- most any time of the day or night. There are countless smaller support groups for nearly every condition imaginable, including anxiety, phobias, having a parent with dementia, having difficult children, depression, and dealing with stress—to name just a few. The advantages of self-help groups are that they are free and provide the social and emotional support that a group session can provide (Bussa & Kaufman, 2000). Self-help groups do not have leaders but instead have people who volunteer monthly or weekly to lead individual meetings. So the person who is in charge of organizing the meetings is also a member of the group, with the same problem as all the other members.
EvaluaTIOn Of grOuP ThEraPy
Group therapy can provide help to people who might be unable to afford individual psy- chotherapy. Because the therapist can see several clients at one time, this type of therapy is usually less expensive than individual therapy. It also allows an opportunity for both the therapist and the person to see how that person interacts with others.
Another advantage of group therapy is that it offers social and emotional support from people who have problems that are similar or nearly identical to one’s own. This advantage is an important one; studies have shown that breast cancer patients who were part of a group-therapy process had much higher survival and recovery rates than those who received only individual therapy or no psychotherapy (Fawzy et al., 1993; Spiegel et al., 1989). Another study found that adolescent girls in Africa, suffering from de- pression due to the stresses of the war in Uganda, experienced significant reductions in depression when treated with group therapy (Bolton et al., 2007).
Group therapy is not appropriate for all situations, and there can be disadvantages. Clients must share the therapist’s time during the session. People who are not comfort- able in social situations or who have trouble speaking in front of others may not find group therapy as helpful as those who are more verbal and social by nature. In addition, since the therapist is no longer the only person to whom secrets and fears are revealed,
In self-help groups, the person or persons leading a group are not specialists or therapists but just members of the group. They often have the same problem as all of the other people in the room, which is the strength of this type of program—people may be more likely to trust and open up to someone who has struggled as they have.
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some people may be reluctant to speak freely. An extremely shy person may initially have great difficulty speaking up in a group setting, but cognitive–behavioral group therapy can be effective for social anxiety disorder (Heimberg & Becker, 2002; Turk et al., 2008). People with psychiatric disorders involving paranoia that is not well controlled, such as schizophrenia, may not be able to tolerate group-therapy settings.
A survey and comparison of the effectiveness of both individual and group therapy found that group therapy is only effective if it is long term and that it is more effective when used to promote skilled social interactions rather than as an attempt to decrease the more bizarre symptoms of delusions and hallucinations (Evans et al., 2000). It is also important to note that group therapy can be used in combination with individual and biomedical therapies.
Action Therapies
systematic desensitization
aversion therapy
exposure therapies: expose individual to anxiety-provoking stimulus in real or imagined form, in a gradual or sudden (�ooding) manner
participant modeling
token economies (reinforcement)
contingency contracting (reinforcement)
time-out (extinction)
arbitrary inference (jumping to conclusions)
selective thinking
overgeneralization
magni�cation and minimization
personalization
cognitive therapies action-based therapies that focus on helping people change their ways of thinking; emphasis on identifying distorted and unrealistic beliefs that lead to maladaptive behavior and problem emotions and then replacing them with more-positive, helpful thoughts
techniques based on classical conditioning—pairing of stimuli
techniques based on operant conditioning—reinforcement, extinction, shaping, and modeling
evaluation: more effective than others for speci�c behavioral problems (e.g., bed-wetting, overeating, drug addictions, phobic reactions)
Beck’s cognitive therapy identi�es several common distortions
cognitive–behavioral therapy (CBT) uses cognitive methods that have behavioral elements within them as well
rational emotive behavior therapy (REBT) was developed by Albert Ellis; teaches clients to challenge their own irrational beliefs with more-rational, helpful statements
evaluation: typically shorter and less expensive than insight therapies; treating the symptom, not the cause, is both a feature and a criticism; especially effective for many disorders, including depression, anxiety disorders, and personality disorders
behavior therapies action-based therapies operating on the premise that all behaviors, both normal and abnormal, are learned; applied behavior analysis involves functional analysis and learning techniques to increase desirable behaviors and decrease undesirable behaviors
self-help groups may also be effective; do not have a therapist directly involved
evaluation: advantages include lower cost, exposure to ways other people view and handle same type of problems, social and emotional support; disadvantages include greater exposure, less one-on-one contact with therapist, and some problems hard to treat in group setting
family therapy
problem-based groups
Group Therapies
alternative to individual therapy; group of clients meet together to discuss similar problems with a single therapist or pair of therapists
may use a variety of styles, but person-centered, Gestalt, and behavioral seem to work best; may also take several different forms
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Does Psychotherapy really work?
15.7 How effective is psychotherapy, and what factors influence its effectiveness?
There sure are a lot of psychotherapies, but do any of them really work?
In the 1950s, Hans Eysenck did one of the earliest studies of the effectiveness of therapy. His conclusion—that the people receiving psychotherapy did not recover at any higher rate than those who had no psychotherapy and that the passage of time alone could ac- count for all recovery.
sTuDIEs Of EffECTIvEnEss
Eysenck’s classic survey created a major controversy within the world of clinical and counsel- ing psychology. Other researchers began their own studies to find evidence that would con- tradict Eysenck’s findings. One such effort reviewed studies that the researchers considered to be well controlled and concluded that the psychotherapies did not differ from one another in effectiveness (Luborsky et al., 1975). Of course, that can mean either that the psychotherapies were all equally effective or that they were all equally ineffective. (Reminder—many psycho- logical professionals take an eclectic approach, using more than one psychotherapy technique.)
There are numerous problems with studying the effectiveness of psychotherapy. Controlled studies can be done using an experimental group of people who receive a par- ticular psychotherapy and a control group of people who are put on a waiting list, but this is less than ideal. The control group is not getting the attention from the therapist, for one thing, and so there would be no placebo-effect expectations about getting better because of therapy (Shapiro & Shapiro, 1997). Also, not all therapies take the same amount of time to be effective. For example, psychoanalysis, even in its short form, takes longer than a behavioral therapy. In a short-term study, behavioral therapy would obviously look more
1. Behavior-based therapies are ____________ based while psychodynamic and humanistic therapies are ____________ based.
a. insight; action b. action; insight
c. rationale; medically d. medically; action
2. Dr. Kali works with clients to help them learn deep relax- ation. Next, he has them list their fears from least to most anxiety provoking. Finally, Dr. Kali slowly exposes his clients to each of their fears and assists them in gaining control of their anxiety. His approach is best known as
a. aversion therapy. b. systematic desensitization. c. flooding. d. fear therapy.
3. Dr. Williams uses exposure-based therapies to treat many of her patients. Client A is actually confronted with the situation that causes her anxiety while Client B is asked to think about and visualize the frightening situation. Client A’s treatment method would be described as ____________, while client B’s treatment method is ____________.
a. virtual; in vivo b. imaginal; virtual
c. in vivo; imaginal d. virtual; in vivo
4. Which of the following therapies has been successful across multiple settings in the establishment of desirable behaviors and modification of problem behaviors?
a. token economies b. aversion therapy c. systematic desensitization d. flooding
5. Nicole’s therapist tells her that she is applying arbitrary inference to her thinking, which ultimately is causing her to be depressed. Which of the following is an example of Nicole’s arbitrary inference?
a. Nicole maximizes the bad things she experiences while minimizing the good aspects of life.
b. Nicole tends to jump to conclusions with little or no evidence to support her beliefs.
c. Nicole focuses strictly on a single negative event while ignoring less negative aspects.
d. Nicole tends to overgeneralize a single bad event and assume all things about her life are failing.
6. Which of the following may be an effective option for some concerns if there isn’t a therapist available in your local community?
a. family therapy b. group therapy
c. self-help group d. psychodynamic therapy
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
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effective. Action therapies such as behavior therapy measure the success of the therapy differently than do insight therapies; in a behavioral therapy the reduction of the unde- sired behavior is easy to objectively measure, but gaining insights and feelings of control, self-worth, self-esteem, and so on are not as easily evaluated (Shadish et al., 2002).
Studies that do not use empirical* procedures but instead try to determine if the clients who have been helped by the therapy in general are plagued by problems such as experimenter bias (the therapist expects the therapy to work and is also the one assess- ing the progress of the client), the inaccuracies of self-report information, and the same placebo-effect expectations cited by Shapiro and Shapiro (Seligman, 1995; Wampold, 1997). to Learning Objective 1.11.
Nevertheless, more recent surveys have shown that people who have received psy- chotherapy believe that they have been helped more often than not (Consumer Reports, 1995; Kotkin et al., 1996). The Consumer Reports research was a survey of the magazine’s readers in which those who had been or were currently clients in psychotherapy rated the effectiveness of the therapy they received. Here are the findings from a summary of this and several other similar surveys (Lambert & Ogles, 2004; Seligman, 1995; Thase, 1999):
• An estimated 75–90 percent of people feel that psychotherapy has helped them. • The longer a person stays in therapy, the greater the improvement.
Other studies have found that some psychotherapies are more effective for certain types of disorders (Clarkin et al., 2007; Hollon et al., 2002) but that no one psychother- apy is the most effective or works for every type of problem.
CharaCTErIsTICs Of EffECTIvE ThEraPy
So how does a person with a problem know what kind of therapist to go to? How do you pick a good one?
As the Psychology in the News feature that follows describes, an increasing number of college students are seeking help for psychological disorders. It can sometimes be hard to determine if you or someone you know needs professional help and, if so, where to find it. The video, What’s In It For Me?: Finding a Therapist if You Need One: Resources for Students, offers some advice.
*empirical: capable of being verified or disproved by observation or experiment.
“William, Chris, Ben, Richard, Neal, Jason, Roger” ©The New Yorker Collection 1991 Mike Twohy from cartoonbank.com. All Rights Reserved.
Watch the Video, What’s In It For Me?: Finding a Therapist if You Need One: Resources for Students, at MyPsychLab
CC
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As discussed before, many psychological professionals today take an eclectic view of psychotherapy, using a combination of methods or switching methods to fit the particu- lar client’s needs or specific problems.
The common factors approach in psychotherapy is a modern approach to eclecticism and focuses on those factors common to successful outcomes from different forms of therapy (Norcross, 2005). These factors are seen as the source of the success rather than specific differences among therapies. The most important common factor of a successful psychotherapy may be the relationship between the client and the therapist, known as the therapeutic alliance. This relationship should be caring, warm, and accepting, and be characterized by empathy, mutual respect, and understanding. Therapy should also offer clients a protected setting in which to release emotions and reveal private thoughts and concerns and should help clients understand why they feel the way they do and provide them with ways to feel better. Other common factors in therapy effectiveness are oppor- tunity for catharsis (relieving pent-up emotions), learning and practice of new behaviors, and positive experiences for the client (Norcross, 2005).
An ongoing area of research in psychology is related to identifying those treatments and other aspects of treatment that work best for specific disorders. Some treatments may not only be ineffective for certain disorders, some treatments or alternative therapies may even prove to be dangerous or harmful. Especially in light of managed health care and tight budgets, clients benefit through evidence-based practice. Empirically supported or evidence-based treatment (EBT) refers to techniques or interventions that have pro- duced desired outcomes, or therapeutic change in controlled studies (Barlow et al., 2013; Kazdin, 2008). Evidence-based practice includes systematic reviews of relevant and valid information that ranges from assessment to intervention (American Psychological Association, 2005; Hunsley & Mash, 2008; Kazdin, 2008; Nathan & Gorman, 2007). Some examples of evidence-based, or empirically supported, treatments are exposure therapies, cognitive–behavioral, and cognitive processing for PTSD (Ehlers et al., 2010; Najavits, 2007; Resick et al., 2008), cognitive–behavioral treatment for panic disorder with agoraphobia (Barlow et al., 2007; Craske & Barlow, 2008), cognitive–behavioral group therapy for social anxiety disorder (Turk et al., 2008), cognitive therapy for depres- sion (Young et al., 2008), antipsychotic drugs for schizophrenia (Sharif et al., 2007), and interpersonal psychotherapy for depression (Bleiberg & Markowitcz, 2008). Simulate the Experiment, Ineffective Therapies, on MyPsychLab
psychology in the news
Mental Health on Campus The college experience is supposed to be one of intellectual and social develop- ment, but it is also a time of strife and stress for many. From exams to living condi- tions (commuting, new roommates, living in a dorm), relationship issues (immediate
family, significant others), and adjustment in general, college life can be quite stressful. The shootings and other campus crises over the past few years are just one indicator of the level of psychological dysfunction that can occur in extreme circumstances.
These circumstances can make preexisting conditions worse or prompt the development of new psychological disorders. According to the American College Counseling Association’s 2009 National Survey of Counseling Center Directors, of the 2.6 million students represented in the survey, approximately 270,000 sought counseling (Gallagher, 2009). Of those students receiving services in college counseling centers, 16 percent are referred for psychiatric evalu- ation and 25 percent are on psychiatric medication. The majority of counseling center direc- tors believe there is an increase in the number of students coming to campus already on psychiatric medication, and there is a trend toward a greater number of students on cam- pus recognized with severe psychological problems. Increases are being noted in medication
“I like to think that each generation will need a little less therapy than the generation before” ©The New Yorker Collection 1999 Barbara Smaller from cartoonbank.com. All Rights Reserved.
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management, crisis intervention, learning disabilities, self-injury (e.g., self-cutting), illicit drug use, alcohol abuse, eating disorders, and sexual assault concerns or problems related to ear- lier sexual abuse (Gallagher, 2009).
As revealed by the 2009–2010 Community College Counselors Survey, these increases are especially troublesome given the added stress of the ongoing economic situation in the United States. Consequences of economic stressors include increases in enrollment, more signs of anxiety and depression in both students and college employees, and an increased need for mental health services (American College Counseling Association’s Community Col- lege Task Force, 2010). The top four presenting problems were stress, depression, anxiety disorders, and academic problems.
So what can you do with this information? First, if you are not familiar with your college’s counseling resources, learn more about what is offered. Even if you do not have a serious psychological disorder, counselors can assist you in identifying and developing effective cop- ing strategies. Second, take care of yourself, get enough sleep, eat healthy foods (not just instant noodles or macaroni and cheese), exercise, and take time for yourself to relax. Finally, know that you are not alone if you do experience difficulties and that a variety of resources are likely available to help you along the path to your college degree.
Questions for further Discussion
1. Do you know any of your fellow students who have used your college’s counseling center? If so, what was their experience like?
2. What do you believe to be the greatest stressor in college life today?
CulTural, EThnIC, anD gEnDEr COnCErns In PsyChOThEraPy
Consider the following situation (adapted from Wedding, 2004).
K. is a 24-year-old Korean American. She lived with her parents, who were both born and reared in Korea before moving to the United States as adults. She came to a therapist because she was depressed and unhappy with her lack of independence. Her father was angry about her plans to marry a non-Korean. Her therapist immediately began assertiveness training and role-playing to prepare K. to deal with her father. The therapist was disappointed when K. failed to keep her second appointment.
This example of an actual case demonstrates a problem that exists in the therapist– client relationship for many clients when the ethnicity or culture of the client is different from that of the therapist. This cultural difference makes it difficult for therapists to un- derstand the exact nature of their clients’ problems and for clients to benefit from thera- pies that do not match their needs (Matsumoto, 1994; Moffic, 2003; Wedding, 2004). The values of different cultures and ethnic groups are not universally the same. How, for example, could a female therapist who is White, from an upper-middle-class family, and well educated understand the problems of a Hispanic adolescent boy from a poor family living in substandard housing if she did not acknowledge the differences between them? In this case, gender, ethnicity, and economic background of client and therapist are all vastly different.
In the case of K., for example, the therapist mistakenly assumed that the key to im- proving K.’s situation was to make her more assertive and independent from her family, particularly her father. This Western idea runs counter to Korean cultural values. Korean culture stresses interdependence, not independence. The family comes first, obedience to one’s elders is highly valued, and “doing one’s own thing” is not acceptable. K.’s real prob- lem may have been her feelings of guilt about her situation and her father’s anger. She may have wanted help in dealing with her family situation and her feelings about that situation, not help in becoming more independent.
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For therapy to be effective, the client must continue in treatment until a success- ful outcome is reached. K. never came back after the first session. One of the problems that can occur when the culture or ethnic backgrounds of the client and therapist are mismatched, as in K.’s case, is that the therapist may project his or her values onto the client, failing to achieve true empathy with the client’s feelings or even to realize what the client’s true feelings are, thus causing the client to drop out of therapy. Studies of such situations have found that members of minority racial or ethnic groups drop out of therapy at a significantly higher rate than the majority group clients (Brown et al., 2003; Cooper et al., 2003; Flaherty & Adams, 1998; Fortuna et al., 2010; Sue, 1977, 1992; Sue et al., 1994; Vail, 1976; Vernon & Roberts, 1982).
Traditional forms of psychotherapy, developed mainly in Western, individualistic cultures, may need to be modified to fit the more collectivistic, interdependent cultures. For example, Japanese psychologist Dr. Shigeru Iwakabe has pointed out that the typical “talking cure” practiced by many psychotherapists—including psychodynamic and hu- manistic therapists—may have to be altered to a nontalking cure and the use of nonver- bal tasks (like drawing) due to the reluctance of many traditional Japanese people to talk openly about private concerns (Iwakabe, 2008).
Are differences in gender that important? For example, do women prefer female therapists, but men would rather talk to another man?
Research on gender and therapist–client relationships varies. When talking about White, middle-class clients, it seems that both men and women prefer a female therapist ( Jones et al., 1987). But African American clients were more likely to drop out of therapy if the therapist was the same sex as the client (Vail, 1976); male Asian clients seemed to prefer a male therapist; and female Asian clients stayed in therapy equally long with ei- ther male or female therapists (Flaherty & Adams, 1998; Flaskerud, 1991).
Four barriers to effective psychotherapy exist when the culture or ethnic back- grounds of client and therapist are different (Sue & Sue, 2008): 1. Culture-bound values. Including individual centered versus other (or others)
centered, verbal/emotional/behavioral expressiveness, communication patterns from client to counselor, nuclear family, and so forth (Sue & Sue, 2008). Differing cultural values can cause therapists to fail at forming an empathetic relationship (Sattler, 1977; Wedding, 2004).
2. Class-bound values. Adherence to time schedules, ambiguous approach to prob- lems, looking for long-range goals (Sue & Sue, 2008). Clients from impoverished backgrounds may have values and experiences that the therapist cannot understand (Wedding, 2004).
3. Language. Use of Standard English, emphasis on verbal communication (Sue & Sue, 2008). Speaking different languages becomes a problem in understanding what both client and therapist are saying and in psychological testing (Betancourt & Jacobs, 2000; Lewis, 1996).
4. Nonverbal communication. Body language, or nonverbal communication, can also differ between cultures and ethnicities. The physical distance between the client and therapist, the use of gestures, and eye contact, for example, can cause misunderstandings during the session and in in- terpretation of the client’s moods and intentions (Galanti, 1997; Like et al., 1996). People in some cultures are con- tent with long periods of silence whereas others are not, direct eye contact is desirable in some cultures and offen- sive in others, and even facial expressions of emotion vary
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from very expressive (as with many Hispanic people) to nonexpressive (as with many Asian people).
The American Psychiatric Association (2013) has included information for psy- chology professionals concerning cultural issues and culture syndromes. to Learning Objective 14.2. All therapists need to make an effort to become aware of cul- tural differences, syndromes, and possible gender issues. Sociopolitical issues should also be examined (Sue & Sue, 2008).
CyBErThEraPy: ThEraPy In ThE COmPuTEr agE
Although psychotherapy is usually accomplished by the client or clients speaking face-to- face with the therapist, a new type of therapy is now available to people in need who own a computer. Cybertherapy refers to psychotherapy that is offered on the Internet, and the people who practice it are called cybertherapists. Although this method of delivery may have the advantages of lower or no cost, availability of therapy opportunities for those unable to get to a therapist easily (such as people living in a remote or rural area), access to support groups online, and relative anonymity, there are dangers. There is no guarantee that the cybertherapist has any credentials or training in psychotherapy. Although some therapists use voice or video conferencing, some only use text-based chat. When there is no face-to-face or voice-to-voice contact, the therapist has no access to body language or vocal tones in trying to assess a client’s emotional and psychological state. For further information on this subject, an excellent list of the various forms that cybertherapy can take and the strengths and weaknesses of each has been developed by Dr. Azy Barak, a psychologist at the University of Haifa in Israel and an expert in Internet psychotherapy (Barak, 1999; Barak & Hen, 2008; Barak & Suler, 2008). (For more on the application of computers in psychology, see the Applying Psychology to Everyday Life section.)
A group of researchers in Germany found that people who were treated as inpa- tients and then allowed to “meet” with a group therapist in an Internet chat room showed a significantly lower risk of negative changes in their mental status than a control group (Golkaramnay et al., 2007). The dropout rate from the Internet group was very low, and most patients “attended” the chat room sessions, which suggests that the ease of using a computer to connect to a group-therapy session may make it a viable option for some people needing continued therapy opportunities.
Biomedical Therapies Just as a therapist trained in psychoanalysis is more likely to use that technique, a thera- pist whose perspective on personality and behavior is biological will most likely turn to medical techniques to manage disordered behavior. Even psychotherapists who are not primarily biological in orientation may combine psychotherapy with medical treatments that are supervised by a medical doctor working with the psychologist. As medical doc- tors, psychiatrists are almost inevitably biological in perspective and, thus, use biomedical therapies (directly affecting the biological functioning of the body and brain) in addition to any psychotherapy technique they may favor. The biomedical therapies fall into several approaches and may consist of drug therapy, shock therapy, surgical treatments, or nonin- vasive stimulation techniques.
PsyChOPharmaCOlOgy
15.8 What are the various types of drugs used to treat psychological disorders?
The use of drugs to control or relieve the symptoms of a psychological disorder is called psychopharmacology. Although these drugs are sometimes used alone, they are more often combined with some form of psychotherapy and are more effective as a result
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( Kearney & Silverman, 1998; Keller et al., 2000). There are four basic categories of drugs used to treat psychotic disorders, anxiety disorders, the manic phase of mood disor- ders, and depression. Watch the Video, The Basics: Therapies in Action: Biomedical Therapies, at MyPsychLab
anTIPsyChOTIC Drugs Drugs used to treat psychotic symptoms, such as hallucina- tions, delusions, and bizarre behavior, are called antipsychotic drugs. These drugs can be classified into two categories, the classical, or typical antipsychotics, and newer atypical antipsychotics. The first of the typical antipsychotics to be developed was chlorpromazine. The first-generation antipsychotics caused “neurolepsis,” or psychomotor slowing and re- duced emotionality, and thus were referred to as neuroleptics, due to the neurological side effects they produced ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013). Table 15.3 lists several typical and atypical antipsychotic drugs and their side effects.
Typical antipsychotic drugs work by blocking certain dopamine receptors in the brain, namely the D2 receptor, thereby reducing the effect of dopamine in synaptic transmission ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013). However, because they block more pathways in the dopamine system than are involved in psychosis, with prolonged use they tend to cause problems. Such problems include movement disorders similar to those in Parkinson’s disease, sometimes called extrapyramidal symptoms, and others such as tardive dyskinesia. Tardive dyskinesia is a syndrome caused by long-term treatment and can even persist when typical antipsychotic medications are no longer be- ing used. The syndrome is characterized by the person making facial and tongue move- ments such as repeatedly sticking their tongue out, grimacing, or constant chewing, or causing repetitive involuntary jerks or dance-like movements of the arms and legs ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013).
The atypical antipsychotics may also suppress dopamine but to a much greater de- gree in the one dopamine pathway that seems to cause psychotic problems. These drugs also block or partially block certain serotonin receptors, resulting in fewer negative side effects and occasionally some improvement in the negative symptoms of schizophrenia ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013). Despite their effectiveness, the atypical antipsychotics may also have unwanted side effects, such as weight gain, diabetes, blood lipid level changes, or changes in the electrical rhythms of the heart ( Julien et al.,
Table 15.3
Types of Drugs Used in Psychopharmacology
ClassIfICaTIOn TrEaTmEnT arEas sIDE EffECTs ExamPlEs
Antipsychotic: Typical antipsychotic
Positive (excessive) symptoms such as delusions or hallucinations
Motor problems, tardive dyskinesia
chlorpromazine, droperidol, haloperidol
Antipsychotic: Atypical antipsychotic
Positive and some negative symptoms of psychoses
Fewer than typical antipsychotic; clozapine may cause serious blood disorder
risperidone, clozapine, aripiprazole
Antianxiety: Minor Tranquilizers
Symptoms of anxiety and phobic reactions
Slight sedative effect; potential for physical dependence
alprazolam, lorazepam, diazepam
Antimanic Manic behavior Potential for toxic buildup lithium, anticonvulsant drugs
Antidepressants: MAOIs Depression Weight gain, constipation, dry mouth, dizziness, headache, drowsiness, insomnia, some sexual arousal disorders
iproniazid, isocarboxazid, phenelzine sulfite, tranylcypromine sulfate
Antidepressants: Tricyclics Depression Skin rashes, blurred vision, lowered blood pressure, weight loss
imipramine, desipramine, amitriptyline, doxepin
Antidepressants: SSRIs Depression Nausea, nervousness, insomnia, diarrhea, rash, agitation, some sexual arousal problems
fluoxetine, sertraline, paroxetine
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2011). One of these, clozapine, can cause a potentially fatal reduction in the white blood cells of the body’s immune system in a very small percentage of people. For this reason, the blood of patients on clozapine is closely monitored, and it is not considered to be a “first choice” when selecting treatment options but used more often when other antipsy- chotic drugs are ineffective (Stahl, 2013).
Newer classes of atypical antipsychotics include partial dopamine agonists that affect the release of dopamine rather than blocking its receptors in the brain, and other agents that have agonistic or antagonistic properties for dopamine and serotonin (Stahl, 2013). (An agonist facilitates whereas an antagonist blocks or reduces effects.) Drugs are also being investigated that are linked to the actions of glutamate. to Learning Objective 2.2.
How long do people generally have to take these antipsychotic medications?
In some cases, a person might have a psychotic episode that lasts only a few months or a few years and may need drug treatment only for that time. But in most cases, es- pecially in schizophrenia that starts in adolescence or young adulthood, the medication must be taken for the rest of the person’s life. Long-term use of antipsychotics, particu- larly the older typical drugs, has been associated with a decrease in cognitive functioning such as impaired memory and sedation, possibly due to the chemical actions of the drugs themselves. The hope for newer atypical antipsychotics is that they will not only produce fewer negative side effects but also have less impact on the cognitive processes of those persons taking these drugs ( Julien et al., 2011; Stahl, 2013).
anTIanxIETy Drugs The traditional antianxiety drugs are the minor tranquilizers or benzodiazepines such as Xanax, Ativan, and Valium. All of these drugs have a sedative effect and in the right dose can start to relieve symptoms of anxiety within 20 to 30 min- utes of taking the drug by mouth (Preston et al., 2008). Although many side effects are possible, the main concern in using these drugs is their potential for addiction as well as abuse in the form of taking larger doses to “escape” (National Institute on Drug Abuse [NIDA], 2002).
mOOD-sTaBIlIzIng Drugs For many years, the treatment of choice for bipolar disor- der and episodes of mania has been lithium, a metallic chemical element that in its salt form (lithium carbonate) evens out both the highs and the lows of bipolar disorder. It is generally recommended that treatment with lithium continue at maintenance levels in people with recurring bipolar disorder. Lithium affects the way sodium ions in neuron and muscle cells are transported, although it is not clear exactly how this affects mood. Side effects typically disappear quickly, although the use of lithium has been associated with weight gain. Diet needs to be controlled when taking lithium because lowered levels of sodium in the diet can cause lithium to build up to toxic levels, as can any substance that removes water from the body such as the caffeine in sodas, tea, and coffee.
Anticonvulsant drugs, normally used to treat seizure disorders, have also been used to treat mania. Examples are carbamazepine, valproic acid (Depakote), and lamotrigine. These drugs can be as effective in controlling mood swings as lithium and can also be used in combination with lithium treatments (Bowden et al., 2000; Thase & Sachs, 2000). Some atypical antipsychotics work as mood stabilizers and may be used alone or in conjunction with anticonvulsant medications ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013).
anTIDEPrEssanT Drugs As is so often the case in scientific discoveries, the first types of drugs used in the treatment of depression were originally developed to treat other disorders. Iproniazid, for example, was used to treat tuberculosis symptoms in the early 1950s and was found to have a positive effect on mood, becoming the first modern
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antidepressant (Trujillo & Chinn, 1996). This drug became the first of the monoamine oxidase inhibitors (MAOIs), a class of antidepressants that blocks the activity of an enzyme called monoamine oxidase. Monoamine oxidase is the brain’s “cleanup worker” because its primary function is to break down the neurotransmitters norepinephrine, serotonin, and dopamine—the three neurotransmitters most involved in control of mood. Under normal circumstances, the excess neurotransmitters are broken down after they have done their “job” in mood control. In depression, these neurotransmitters need more time to do their job, and the MAOIs allow them that time by inhibiting the enzyme’s action.
Some common MAOIs in use today are isocarboxazid (Marplan), phenelzine sulfate (Nardil), and tranylcypromine sulfate (Parnate). These drugs can produce some unwanted side effects, although in most cases the side effects decrease or disappear with continued treatment: weight gain, constipation, dry mouth, dizziness, headache, drowsiness or insom- nia, and sexual arousal disorders are possible. People taking MAOIs in general should also be careful about eating certain smoked, fermented, or pickled foods, drinking certain bev- erages, or taking some other medications due to a risk of severe high blood pressure in combination with consumption of these items, although there are a couple of MAOIs that do not require any dietary restrictions (Stahl, 2013). And while these precautions are very important, certain drug–drug interactions may be more common and sometimes even le- thal, so individuals taking MAOIs should work closely with their health-care professionals to monitor adverse drug interactions ( Julien et al., 2011; Preston et al., 2008; Stahl, 2013).
The second category of antidepressant drug to be developed is called the tricyclic antidepressants. These drugs were discovered in the course of developing treatments for schizophrenia (Trujillo & Chinn, 1996). Tricyclics, so called because of their molecular structure consisting of three rings (cycles), increase the activity of serotonin and norepi- nephrine in the nervous system by inhibiting their reuptake into the synaptic vesicles of the neurons. to Learning Objective 2.2. Some common tricyclics are imipra- mine ( Tofranil), desipramine (Norpramin, Pertofrane), amitriptyline (Elavil), and dox- epin (Sinequan, Adapin). Side effects of these drugs, which may also decrease over the course of treatment, are very similar to those of the MAOIs but can also include skin rashes, blurred vision, lowered blood pressure, and weight gain ( Julien et al., 2011; Pres- ton et al., 2008; Stahl, 2013).
The effect of the MAOIs and the tricyclics on the action of the three critical neu- rotransmitters led researchers to try to develop drugs that would more specifically target the critical neural activity involved in depression with fewer negative side effects. This led to the development of the selective serotonin reuptake inhibitors (SSRIs), drugs that inhibit the reuptake process of only serotonin. This causes fewer side effects while still providing effective antidepressant action, making these drugs relatively safe when compared to the older antidepressants. But like the other two classes of antidepressants, the SSRIs may take from 2 to 6 weeks to produce effects. Some of the better-known SSRIs are fluox- etine (Prozac), sertraline (Zoloft), and paroxetine (Paxil). Other classes of antidepressants have been or are being investigated, including serotonin-norepinephrine reuptake inhibitors (SNRIs), serotonin partial agonist/reuptake inhibitors (SPARIs), norepinephrine-dopamine reuptake inhibitors (NDRIs), selective norepinephrine reuptake inhibitors (NRIs), and sero- tonin antagonist/reuptake inhibitors (SARIs).
There is also research examining the potential use of subanesthetic doses of ket- amine as an antidepressant due to its apparent ability to have immediate antidepressant effects and reduction of suicidal thoughts (Stahl, 2013). The effects are not permanent, but its effects can come on within a few hours and last for several days, and up to a week in some individuals (DiazGranados, Ibrahim, Brutsche, Newberg, et al., 2010; DiazGra- nados, Ibrahim, Brutsche, Ameli, et al., 2010; Zarate et al., 2012; Zarate et al., 2006). In addition to rapid effects, it appears to also facilitate synaptogenesis and reverse some of the neuronal effects of chronic stress (Duman & Aghajanian, 2012). Drugs that act like ketamine are being investigated for potential use as antidepressants. Ketamine itself is
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an anesthetic, sometimes abused due to its dissociative and hallucinogenic effects (e.g., “Special K” or “K”), or used in cases of sexual assault.
Concerns have arisen that children and teenagers taking newer antidepressant medications may have an increased risk of suicide versus those not receiving treatment. Recent meta-analyses have provided conflicting information, with some data suggesting an increased risk for suicide while other data does not support an increased risk (Gibbons et al., 2012; Hetrick et al., 2012). Where there is an increased risk, it is possible depres- sive symptoms are being addressed while suicidal thoughts and behavior are not reduced. Regardless, caution is urged, especially in children and teens being treated with newer antidepressant medications.
With regard to other uses for antidepressant medication, in the last several years the use of the benzodiazepines to treat anxiety has declined, and physicians and thera- pists have begun to prescribe antidepressant drugs to treat anxiety and related disorders such as panic disorder, obsessive-compulsive disorder, and posttraumatic stress disorder. Although the antidepressants take from 3 to 5 weeks to show any effect, they are not as subject to abuse as the minor tranquilizers and have fewer of the same side effects.
Overall, many psychological professionals today believe that combining psychother- apy with medical therapies—particularly drug therapy—is a more effective approach to treating many disorders. A person dealing with depression may be given an antidepressant drug to alleviate symptoms but may also still need to talk about what it’s like to deal with depression and with needing the medication. Cognitive–behavioral therapy in combination with drug therapy has been shown to be particularly effective in treating depression (Dew et al., 2007; Frank et al., 2007; Rohde et al., 2008). Another study has found that women with recurrent depression benefit from a combination of treatment with antidepressants and monthly maintenance psychotherapy (Frank et al., 2007). Even individuals with such disorders as schizophrenia benefit from psychotherapy, with strategies ranging from family and community support-based programs to individual or group-based cognitive–behavioral therapy proving to be valuable conjunctive therapies to psychopharmacological treatment (Stahl, 2013). Watch the Video, Types of Treatment People Use, at MyPsychLab
ElECTrOCOnvulsIvE ThEraPy
15.9 How are electroconvulsive therapy and psychosurgery used to treat psychologi- cal disorders today?
Many people are—well—shocked to discover that electroconvulsive therapy (ECT) is still in use to treat cases of severe depression. ECT involves the delivery of an electric shock to either one side or both sides of a person’s head, resulting in a seizure or convul- sion of the body and the release of a flood of neurotransmitters in the brain (American Psychiatric Association [APA] Committee on Electroconvulsive Therapy, 2001). The result is an almost immediate improvement in mood, and ECT is used not only in se- vere cases of depression that have not responded to drug treatments or psychotherapy, or where the side effects of medication are not acceptable, but also in the treatment of several other severe disorders, such as schizophrenia and severe mania, that are not re- sponding to alternate treatments (APA Committee on Electroconvulsive Therapy, 2001; Pompili et al., 2013).
In the 1930s, doctors actually were researching the possible uses of inducing seizures in treating schizophrenia, although the seizures were induced through means of a drug (camphor) in those early experiments. It was Italian researchers Cerletti and Bini who first used electricity to induce a seizure in a man with schizophrenia, who fully recovered after only 11 such treatments (Endler, 1988; Fink, 1984; Shorter, 1997). Soon doctors were us- ing ECT on every kind of severe mental disorder. In those early days, no anesthesia was used because the shock was severe enough to result in a loss of consciousness (most of the time). Broken bones, bitten tongues, and fractured teeth were not untypical “side effects.”
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Today ’s ECT is far more controlled and hu- mane. It is only used to treat severe disorders and w r i t t e n a n d i n f o r m e d c o n s e n t i s re q u i re d i n m o s t s t a t e s . E C T h a s been found to be most useful for severe depres- s i o n t h a t h a s n o t r e - sponded to medications or psychotherapy and in cases where suicide is a real possibility or has al- re a d y b e e n a t t e m p t e d . ECT works more quickly than antidepressant medi- cations, so it can play an important role in helping to prevent suicide attempts (APA Committee on Electroconvulsive Therapy, 2001). However, ECT should not be con- sidered a “cure.” It is a way to get a person suffering from severe depression into a state of mind that is more receptive to other forms of therapy or psychotherapy. Relapse is very possible in individuals receiving ECT, and maintenance or continuation thera- pies are an important treatment strategy to pursue (Nordenskjold et al., 2011; Petrides et al., 2011).
What are some of the side effects? Wasn’t there something from an earlier chapter about this therapy affecting memory?
ECT does have several negative side effects, some of which last longer than others. Memory is definitely affected, as ECT disrupts the consolidation process and prevents the formation of long-term memories. to Learning Objective 6.12.This causes both retrograde amnesia, the loss of memories for events that happen close to the time of the treatment, and anterograde amnesia, the rapid forgetting of new material (APA Committee on Electroconvulsive Therapy, 2001; Lisanby et al., 2000; Weiner, 2000). The retrograde effects can extend to several months before and a few weeks after treatment and the older memories may return with time, whereas the anterograde amnesia is more temporary, clearing up in a few weeks after treatment. Only a very few patients suf- fer more severe and long-lasting cognitive difficulties, and it is not easy to determine whether these difficulties originate with the treatment or the disorder the person exhibits (Smith, 2001). When ECT is used today, an effort is made to reduce as many side effects as possible. The modern patient is given muscle relaxants to reduce the effects of the con- vulsion as well as a very short-term anesthetic. Despite its efficacy, the utilization of ECT in general is not uniform. In the United States, racial differences in the use of ECT ap- pear to be present, with Black Americans with depression less likely to pursue or receive ECT treatment as compared to White Americans, and the overall use of ECT in general appears to be declining (Case et al., 2013; Case et al., 2012).
PsyChOsurgEry
Just as surgery involves cutting into the body, psychosurgery involves cutting into the brain to remove or destroy brain tissue for the purpose of relieving symptoms of men- tal disorders. One of the earliest and best-known psychosurgical techniques is the pre- frontal lobotomy, in which the connections of the prefrontal cortex to other areas of the brain are severed. The lobotomy was developed in 1935 by Portuguese neurologist
Electroconvulsive therapy consists of applying an electric shock to one or both sides of the head. The result is rapid improvement in mood. It has been shown to be most effective in treating severe depression that has not responded to medication or where medication side effects cannot be tolerated.
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Dr. Antonio Egas Moniz, who was awarded the Nobel Prize in medicine for his con- tribution to psychosurgery (Cosgrove & Rauch, 1995; Freeman & Watts, 1937). Walter Freeman and James W. Watts modified Moniz’s technique and developed a procedure called the transorbital lobotomy, during which an instrument resembling an ice pick, called a leucotome, was inserted through the back of the eye socket and into the brain to sever the brain fibers. It was this technique that became widely used, and unfortunately some- times overused, in the pursuit of relief for so many people suffering from mental illness.
But I thought lobotomies left most people worse off than be- fore—didn’t it take away their emotions or something?
Although it is true that some of the early lobotomy patients did seem less agitated, anxious, and delusional, it is also true that some early patients did not survive the surgery (about 6 percent died, in fact) and others were left with negative changes in personal- ity: apathy, lack of emotional response, intellectual dullness, and childishness, to name a few. Fortunately, the development of antipsychotic drugs, beginning with chlorproma- zine, together with the results of long-term studies that highlighted serious side effects of lobotomies, led to the discontinuation of lobotomies as a psychosurgical technique (Cosgrove & Rauch, 1995; Swayze, 1995). Some famous recipients of the last decades of lobotomies (and the disorders for which the procedure was performed) were Rosemary Kennedy, sister of John F. Kennedy (mild intellectual disability), and Rose Williams, sister of playwright Tennessee Williams (schizophrenia).
Are there any psychosurgical techniques in use today since the lobotomy is no longer used?
The lobotomy is gone, but there is a different and more modern technique called bilateral anterior cingulotomy, in which magnetic resonance imaging, to Learning Objective 2.6, is used to guide an electrode to a specific area of the brain called the cingulate gyrus. This area connects the frontal lobes to the limbic system, which con- trols emotional reactions. By running a current through the electrode, a very small and specific area of brain cells can be destroyed. This process is called lesioning. to Learning Objective 2.6. Cingulotomies have been shown to be effective in about one third to one half of cases of major depression, bipolar disorder, and certain forms of obsessive-compulsive disorder that have not responded to any other therapy techniques (Dougherty et al., 2002; Kuhn et al., 2010; Spangler et al., 1996). Because this is deliber- ate brain damage and quite permanent, all other possible treatments must be exhausted before a bilateral cingulotomy will be performed and, unlike the early days of lobotomies, it can be performed only with the patient’s full and informed consent (Rodgers, 1992; Spangler et al., 1996). In fact, because of the ethical, social, and legal implications of psy- chosurgery in general, today only a very small number of such surgeries are carried out in a few medical centers across the world (Cosgrove & Rauch, 1995).
EmErgIng TEChnIQuEs
Some new noninvasive techniques for effecting changes in the brain were discussed in Chapter Two including repetitive transcranial magnetic stimulation (rTMS), where mag- netic pulses are applied to the cortex, and transcranial direct current stimulation (tDCS), which uses scalp electrodes to pass very low amplitude direct currents to the brain. These new and exciting strategies are being evaluated as possible treatment options for a vari- ety of psychological disorders or in assisting researchers to better understand the brain mechanisms underlying them, including PTSD, depression, stroke, spinal cord injuries, and ADHD, along with many others (Adeyemo et al., 2012; Benito et al., 2012; Boggio et al., 2009; Cristancho et al., 2013; Helfrich et al., 2012; Nitsche et al., 2009). Another technique highlighted in Chapter Two is deep brain stimulation (DBS), and it is being evaluated as a treatment modality for both depression and OCD (Harvard Mental Health
Repetitive transcranial magnetic stimulation (rTMS) uses a pulsating magnetic field to activate specific parts of the brain’s surface. As seen above, by placing an electromagnet on the scalp, rTMS can be used to stimulate small areas of the cortex and is being evaluated as a way to control some psychological symptoms, such as those related to depression and PTSD.
The woman on the left is Rosemary Kennedy, sister of President John F. Kennedy. The man on the right is her father, U.S. Ambassador to Great Britain Joseph Kennedy. About 6 years after this photograph was taken, Rosemary, who had mild intellectual disability and whose behavior had become difficult to control, was subjected to a transorbital lobotomy. The results were disastrous, and she remained institutionalized until her death on January 7, 2005.
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Letter, 2010; Huff et al., 2010). Exciting research is also investigating the use of DBS for individuals with chronic anorexia nervosa who have not responded well to other treat- ments, with initial results suggesting some individuals have improved body mass index (BMI), mood, and anxiety symptoms after DBS treatment (Lipsman et al., 2013).
(continued )
Does Psychotherapy Work?
15.9–10
Biomedical Therapies
psychosurgery
electroconvulsive therapy
effectiveness is not easy to study due to different theories, techniques, time frames for success, etc.; tendency of some therapists to be eclectic (using variety of techniques) is also a challenge
where effective, greater success is often tied to the relationship between the therapist and client (therapeutic alliance), a sense of safety, and longer time in therapy
cultural, ethnic, and gender concerns should also be examined; these factors can affect not only the therapeutic alliance but also identi�cation of actual problem(s) and treatment options
antipsychotic drugs: treat psychotic symptoms such as hallucinations, delusions, and bizarre behavior; include the typical antipsychotics, atypical antipsychotics, and partial dopamine agonists; work by blocking certain dopamine receptors in the brain; long-term use has variety of risks, both behavioral and cognitive
antianxiety drugs: address anxiety and related disorders; include the minor tranquilizers (benzodiazepines) that have a sedative effect—also have potential for addiction and abuse; antidepressant drugs also used to treat anxiety disorders
antimanic drugs: address the manic episodes associated with bipolar disorder; most common is lithium; may also include anticonvulsants and antidepressants
antidepressant drugs: are used to treat symptoms of depression and include monoamine oxidase inhibitors (MAOIs), tricyclic antidepressants, and selective serotonin reuptake inhibitors (SSRIs)
still used to treat severe depression and a few other disorders that have not responded to other forms of treatment
involves the application of an electric shock and resulting seizure that appears to normalize the balance of neurotransmitters within the brain
traditional side effects (extreme memory loss, broken bones) have been minimized by lower levels of current and the use of both muscle relaxers and anesthesia
common factors approach: focuses on those factors common to successful outcomes from different forms of therapy
clients bene�t through evidence-based practice, or empirically validated treatment—identi�cation of treatments and other aspects of treatment that work best for speci�c disorders
emerging technologies
deep brain stimulation (DBS) for depression and OCD
used as a last resort, involves cutting into the brain to remove or destroy brain tissues associated with symptoms of a mental disorder
prefrontal lobotomies were widely used in the mid-1900s up until the development of antipsychotic drugs
at present, bilateral anterior cingulotomy (involves selective areas of cingulate gyrus) is used, primarily for obsessive-compulsive disorder; has also been used with depression and bipolar disorder
repetitive transcranial magnetic stimulation (rTMS)
transcranial direct current stimulation (tDCS)
psychopharmacology the use of drugs to control or relieve the symptoms of a psychological disorder; may be used alone or in combination with other therapies (see Table 15.3)
being evaluated as treatment options for PTSD and depression, and other disorders
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applying Psychology to Everyday life: virtual reality Therapies
15.10 How might computers be used in psychotherapy?
Virtual reality is a software-generated three-dimensional simulated environment. Imag- ine yourself playing a video game, but instead of viewing your character on the screen in front of you, you are immersed in the visual and auditory world created by the game designers, seeing and hearing through the eyes and ears of your character. While playing a video game in this manner might be a lot of fun, there are some very practical uses of virtual reality (VR) for treating psychological disorders.
One of the main uses of VR as a therapy incorporates exposure therapy of some form. Exposure therapy involves preventing a person with a phobia, for example, from avoiding the presentation of the phobic object—preventing the typical avoidance re- sponse and eventually resulting in extinction of the conditioned fear. Using VR ensures that the person being treated cannot avoid exposure, as the sight and sound of the animal, open spaces, or whatever the phobia involves is always right in front of him or her. A study that was conducted at the University of Manchester, England, and led by Professor
1. Dr. Cavendish is trying to establish what is known as a thera- peutic alliance with her clients. What specifically should she do to accomplish this goal?
a. She should work to better understand the disorder that she is treating.
b. She should be more confrontational in her approach so as to make clients aware of their difficulties.
c. She should be more empathetic and caring when work- ing with her clients.
d. She should openly consult with others on all cases to ensure quality therapeutic treatment.
2. Research shows that African American clients prefer a thera- pist ____________ while Asian men prefer a ___________ therapist.
a. of the opposite sex; male b. of the same sex; female c. of the same culture; Hispanic d. who is female; White
3. What do studies show about the overall effectiveness of cybertherapy?
a. It is a fad, and studies indicate that cybertherapy is rela- tively ineffective.
b. Cybertherapy can be effective for people who otherwise might be unable to get to a therapist.
c. Studies indicate that many clients who use chat rooms as part of their cybertherapy often stop showing up after 1–2 sessions.
d. There currently are not enough studies to indicate whether cybertherapy is or is not effective.
4. Why are antidepressants taking the place of many antianxi- ety drugs in the treatment of anxiety disorders?
a. Antidepressants are more cost effective. b. Antianxiety drugs may be addictive and have more side
effects. c. Antianxiety drugs are becoming less effective. d. Antianxiety drugs are actually no longer available.
5. Today’s electroconvulsive shock therapy is often quite useful in the treatment of
a. dissociative identity disorder. b. schizophrenia. c. mild anxiety. d. severe depression.
6. A new therapeutic technique known as deep brain stimula- tion (DBS) is showing promise in the treatment of
a. anorexia nervosa where other treatments have failed. b. phobias. c. personality disorders. d. mania.
THINKING CRITICALLY: At what age do you think children and/or teenagers should be able to decide if they will take medications to treat abnormal psychological functioning or behavior?
Practice quiz How Much Do You remember? answers available in answer keY. Pick the best answer.
Virtual reality can be used to expose patients to phobic objects and situations. Dr. JoAnn Difede, director of the Anxiety and Traumatic Stress Studies Program at Weill Cornell Medical College, left, has adapted virtual reality therapy to treat World Trade Center survivors.
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Nick Tarrier focused on help- i n g p e o p l e w i t h p h o b i a s about driving cars by hav- ing them wear sophisticated goggles that allowed them to experience a virtual driv- ing environment (University of Manchester, 2009). Special sensors on chest and fingers measured anxiety levels. The real advantage of VR psycho- therapy was that there was no physical risk to the pho- bic driver, therapist, or other drivers on a real road.
Po s t t r a u m a t i c s t re s s disorder (PTSD) is another mental health issue benefiting from the use of VR psychotherapy. Cases of this disorder are rising (and with the BP oil spill disaster discussed in Chapter Fourteen and other such stressors, psychologists expect the number of PTSD cases to continue to rise), and traditional treatments are not always effective. Although still a relatively new area of re- search, evidence suggests virtual reality psychotherapy may be as effective as traditional exposure methods in the treatment of PTSD and may especially be appealing for clients that do not want to pursue traditional exposure methods or techniques (Goncalves et al., 2012; Motraghi et al., 2013). Another advantage is the more vivid and realistic imagery possible with VR, especially for patients who are asked to “imagine” the scenarios that disturb them who may not be highly skilled in visualization. Think also of the portability of VR: There are currently handheld VR devices that eventually could be used to deliver therapy for PTSD, for example, to survivors of earthquakes, tsunamis, hurricanes, and other massive disasters around the world.
Questions for further Discussion
1. What other disorders can you think of that might benefit from virtual reality psychotherapy?
2. Can you think of any disadvantages to this method of therapy?
A soldier injured in the Lebanon war undergoes therapy with an Israeli-developed virtual reality “Computer Assisted Rehabilitation Environment” (CAREN) system.
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Writing Prompt
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Compare and contrast the following forms of psychotherapy: cognitive, humanistic, and behavioral. Identify the focus of each approach as well as areas of agreement and difference.
608 CHAPTER 15
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Treatment of Psychological Disorders: Past to Present
15.1 How have psychologic al disorders been treated throughout history, and what are two modern ways they are treated today? • Mentally ill people began to be confined to institutions called
asylums in the mid-1500s. Treatments were harsh and often damaging.
• Philippe Pinel became famous for demanding that the men- tally ill be treated with kindness, personally unlocking the chains of inmates at Bicêtre Asylum in Paris, France.
• Psychotherapy involves a person talking to a psychological pro- fessional about the person’s problems.
• Psychotherapy for the purpose of gaining understanding into one’s motives and actions is called insight therapy, whereas psy- chotherapy aimed at changing disordered behavior directly is called action therapy.
• Biomedical therapy uses a medical procedure to bring about changes in behavior.
Psychotherapy Begins
15.2 What were the basic elements of Freud’s psychoanaly- sis, and how do psychodynamic approaches differ today? • Sigmund Freud developed a treatment called psychoanalysis that
focused on releasing a person’s hidden, repressed urges and con- cerns from the unconscious mind.
• Psychoanalysis uses interpretation of dreams, free associa- tion, positive and negative transference, and resistance to help patients reveal their unconscious concerns.
• Freud’s original therapy technique is criticized for its lack of scientific research and his own personal biases that caused him to misinterpret much of what his patients revealed.
• Modern psychodynamic therapists have modified the tech- nique so that it takes less time and is much more direct, and they do not focus on the id and sexuality as Freud did.
humanistic Therapy: To Err Is human
15.3 What are the basic elements of the humanistic thera- pies known as person-centered therapy and Gestalt therapy? • Humanistic therapies focus on the conscious mind and subjec-
tive experiences to help clients gain insights. • Person-centered therapy is very nondirective, allowing the cli-
ent to talk through problems and concerns while the therapist provides a supportive background.
• The three basic elements of person-centered therapy are au- thenticity of the therapist in the client’s perception, uncondi- tional positive regard given to the client by the therapist, and the empathy of the therapist for the client.
• Gestalt therapy is more directive, helping clients to become aware of their feelings and to take responsibility for their choices in life.
• Gestalt therapists try to help clients deal with things in their past that they have denied and will use body language and other nonverbal cues to understand what clients are really saying.
• Humanistic therapies are also not based in experimental research and work best with intelligent, highly verbal persons.
Behavior Therapies: learning One’s way to Better Behavior
15.4 How do behavior therapists use classical and operant conditioning to treat disordered behavior, and how successful are these therapies? • Behavior therapies are action therapies that do not look at
thought processes but instead focus on changing the abnor- mal or disordered behavior itself through classical or operant conditioning.
• Classical conditioning techniques for changing behavior in- clude systematic desensitization, aversion therapy, and expo- sure therapy.
• Therapies based on operant conditioning include modeling, re- inforcement and the use of token economies, and extinction.
• Behavior therapies can be effective in treating specific prob- lems, such as bed-wetting, drug addictions, and phobias, and can help improve some of the more troubling behavioral symp- toms associated with more severe disorders.
Cognitive Therapies: Thinking Is Believing
15.5 What are the goals and basic elements of cognitive therapies such as cognitive–behavioral therapy and rational emotive behavior therapy? • Cognitive therapy is oriented toward teaching clients how their
thinking may be distorted and helping clients to see how inac- curate some of their beliefs may be.
• Some of the cognitive distortions in thinking include arbitrary inference, selective thinking, overgeneralization, magnification and minimization, and personalization.
• Cognitive–behavioral therapies are action therapies that work at changing a person’s illogical or distorted thinking.
• The three goals of cognitive–behavioral therapies are to relieve the symptoms and solve the problems, to develop strategies for solving future problems, and to help change irrational, dis- torted thinking.
• Rational emotive behavior therapy is a directive therapy in which the therapist challenges clients’ irrational beliefs, often arguing with clients and even assigning them homework.
• Although CBT has seemed successful in treating depression, stress disorders, and anxiety, it is criticized for focusing on the symptoms and not the causes of disordered behavior.
psychological therapies 609
group Therapies: not Just for the shy
15.6 What are the various types of group therapies and the advantages and disadvantages of group therapy? • Group therapy has the advantages of low cost, exposure to other
people with similar problems, social interaction with others, and social and emotional support from people with similar disorders or problems. It has also been demonstrated to be very effective for people with social anxiety.
• Disadvantages of group therapy can include the need to share the therapist’s time with others in the group, the lack of a pri- vate setting in which to reveal concerns, and the inability of people with severe disorders to tolerate being in a group.
• Group therapy can be accomplished using many styles of psy- chotherapy and may involve treating people who are all part of the same family, as in family counseling.
• Group therapy can also be accomplished without the aid of a trained therapist in the form of self-help or support groups composed of other people who have the same or similar problems.
• Group therapy is most useful to persons who cannot afford in- dividual therapy and who may obtain a great deal of social and emotional support from other group members.
Does Psychotherapy really work?
15.7 How effective is psychotherapy, and what factors influence its effectiveness? • Eysenck’s early survey of client improvement seemed to sug-
gest that clients would improve as time passed, with or without therapy.
• Surveys of people who have received therapy suggest that psy- chotherapy is more effective than no treatment at all.
• Surveys reveal that 75 to 90 percent of people who receive therapy report improvement, the longer a person stays in ther- apy the better the improvement, and psychotherapy works as well alone as with drugs.
• Some types of psychotherapy are more effective for certain types of problems, and no one psychotherapy method is effec- tive for all problems.
• Effective therapy should be matched to the particular client and the particular problem, there should exist a therapeutic al- liance between therapist and client, and a protected setting in which clients can release emotions and reveal private thoughts is essential.
• When the culture, ethnic group, or gender of the therapist and the client differs, misunderstandings and misinterpretations can occur due to differences in cultural/ethnic values, socioeco- nomic differences, gender roles, and beliefs.
• The four barriers to effective psychotherapy that exist when the backgrounds of client and therapist differ are language, cul- tural values, social class, and nonverbal communication.
• Cybertherapy is therapy that is offered on the Internet. Cy- bertherapists may or may not be trained in psychotherapy, but cybertherapy offers the advantages of anonymity and therapy for people who cannot otherwise get to a therapist.
Biomedical Therapies
15.8 What are the various types of drugs used to treat psy- chological disorders? • Biomedical therapies include the use of drugs, induced convul-
sions, and surgery to relieve or control the symptoms of mental disorders.
• Antipsychotic drugs are used to control delusions, hallucinations, and bizarre behavior and include the typical antipsychotics, atyp- ical antipsychotics, and partial dopamine agonists.
• Antianxiety drugs are used to treat anxiety and related disor- ders and include the benzodiazepines and certain antidepres- sant drugs.
• Antimanic drugs are used to treat bipolar disorder and include lithium and certain anticonvulsant drugs.
• Antidepressant drugs are used in the treatment of depression and include monoamine oxidase inhibitors (MAOIs), tricyclic antidepressants, and selective serotonin reuptake inhibitors (SSRIs).
15.9 How are electroconvulsive therapy and psychosurgery used to treat psychological disorders today? • Electroconvulsive therapy, or ECT, is used to treat severe depres-
sion, bipolar disorder, and schizophrenia and involves the use of a muscle relaxant, a short-term anesthetic, and induction of a seizure under controlled conditions.
• One of the earliest psychosurgeries was the prefrontal lobot- omy, in which the front part of the frontal lobe was cut away from the back part of the brain, producing effects ranging from a disappearance of symptoms to a lack of emotional response and dulling of mental functions.
• Modern psychosurgery includes the bilateral cingulotomy, used to treat major depression, bipolar disorders, and certain forms of obsessive-compulsive disorder that have not responded to other forms of treatment.
• Emerging technologies for treatment of psychological dis- orders include repetitive transcranial magnetic stimulation (rTMS), transcranial direct current stimulation (tDCS), and deep brain stimulation (DBS).
applying Psychology to Everyday life: virtual realities
15.10 How might computers be used in psychotherapy? • Virtual reality therapy is a computer-based simulation of envi-
ronments that can be used to treat disorders such as phobias and PTSD with less risk than that of actual exposure to anxiety-pro- voking stimuli.
• Virtual reality therapy is particularly useful as a delivery system for exposure therapy.
610 CHAPTER 15
Pick the best answer.
1. Clara is going to a therapist to gain a better understanding of why she has self-destructive relationships with all her friends. This type of therapy is known as ____________ therapy.
a. insight b. action c. behavioral d. biomedical
2. The hidden meaning of a dream is the ____________ content, according to Freud.
a. repressed b. latent c. manifest d. sexual
3. Through the use of ____________, a person-centered therapist conveys they are trying to understand the experience of the per- son they are working with.
a. reflection b. unconditional positive regard c. empathy d. authenticity
4. What differentiates motivational interviewing from person-cen- tered therapy?
a. Motivational interviewing has specific goals of reducing am- bivalence about change and increasing intrinsic motivation to bring changes about while traditional person-centered therapy does not.
b. Motivational interviewing focuses on unconscious motives while traditional person-centered therapy focuses on the self.
c. Motivational interviewing allows the client to talk about anything they wish while traditional person-centered therapy is more direct.
d. Motivational interviewing is a behavioral therapeutic technique while person-centered therapy is a biomedical therapy.
5. Which of the following clients would probably get the least ben- efit from a humanistic therapy?
a. Colin, who is bright but confused about self-image b. Cole, who is very talkative and open in discussing feelings c. Colleen, who enjoys exploring the inner workings of the
mind d. Cody, who has a hard time putting thoughts and feelings
into words in a logical manner
6. To overcome her fear of balloons, because of the loud sound they might suddenly make should they pop, Bella must sit in a room filled with balloons while the therapist continuously pops each one. After a while, Bella realizes that her fear is unjustified and even begins to pop balloons herself. This technique is known as
a. systematic desensitization. b. aversion therapy. c. flooding. d. extinction.
7. Megan’s daughter Kayla was afraid of dogs. Megan took Kayla to a therapist to help her overcome her fear but was surprised when the therapist brought a dog into the room. At first Kayla was asked to watch from across the room as the therapist showed her how to approach and pet the dog and not grab its tail. Eventually, Kayla was asked to come over and mimic the behavior she had observed. After just a few sessions, Kayla was no longer fearful of dogs. What technique did the therapist use with Kayla?
a. virtual exposure b. aversion therapy c. flooding d. participant modeling
8. Maria sat down with her daughter, Zoe, and together wrote out a list of things that Zoe was expected to do each day and the rewards she would get if she accomplished them, as well as the penalties she would face if she did not do them. This is most like which technique?
a. token economy b. time-out c. extinction d. contingency contracting
9. For both children and adults, and for many undesirable behaviors, the use of ___________ or some form of “time-out” can be quite effective.
a. arbitrary inference b. extinction c. positive reinforcement d. negative reinforcement
10. Stephan gets a text message from his girlfriend saying that she will have to work overtime tonight. Stephan immediately assumes his girlfriend is seeing someone else at work. Beck would say that Stephan has engaged in what type of distorted thinking?
a. arbitrary inference b. selective thinking c. overgeneralization d. personalization
11. Devin’s wife comes home angry from her job, and he immediately assumes that he has done something wrong. Such irrational think- ing is an example of
a. overgeneralization. b. personalization. c. arbitrary inference. d. selective thinking.
12. Latanya tends to blow negative events out of proportion to their importance (magnification) while ignoring relevant positive events (minimization). What therapeutic technique may work best to help Latanya?
a. group therapy b. virtual therapy c. bilateral anterior cingulotomy d. rational emotive behavior therapy (REBT)
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psychological therapies 611
13. Which therapy style requires the therapist to actively confront a client’s irrational beliefs?
a. person-centered b. frontal lobotomy c. rational emotive behavior therapy (REBT) d. cognitive restructuring
14. Family therapy is a form of group therapy in which a. non-professionals lead a selected group of family members
with similar concerns. b. the entire family participates as no one person is seen as the
problem. c. family members meet to single out the individual that is
causing problems in the family dynamic. d. psychology professionals treat their own family members.
15. If Dr. Phelps uses an eclectic approach to her work as a therapist, what specifically is she doing?
a. Dr. Phelps tends to rely on the unconscious as the source for all therapeutic treatments.
b. Dr. Phelps tends to rely on a behavioral approach in the treatment of her clients.
c. Dr. Phelps uses only the newest and most innovative approaches to treating her clients.
d. Dr. Phelps uses one, or a combination, of any number of therapeutic treatments depending on the situation.
16. With regard to treatment of psychological disorders, many psy- chological professionals believe medications work best in combi- nation with
a. electroconvulsive therapy. b. psychotherapy. c. psychosurgery. d. deep brain stimulation.
17. Typical antipsychotic drugs work by blocking what neurotransmit- ter?
a. norepinephrine b. serotonin c. dopamine d. epinephrine
18. Bradley has been on an antipsychotic drug for many years to con- trol his schizophrenia. He has developed repetitive, involuntary jerks and movements of the face, lips, legs, and body. These side effects make up a syndrome known as
a. the “Thorazine shuffle.” b. neurolepsis. c. tardive dyskinesia. d. psychotic syndrome.
19. As part of the medical treatment trial she is participat- ing in for severe and suicidal depression, Kierra was given __________________, which is being investigated due to its seem- ingly immediate, although short-term, effects
a. ketamine b. lithium c. valproic acid d. paroxetine
20. In bilateral anterior cingulotomy, a. the front of the brain is cut away from the back. b. a thin wire electrode is used to destroy a small area of brain
tissue. c. an electric shock is used to stimulate certain areas of the
brain. d. a drug is injected into the brain to destroy a large area of
brain tissue.
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A-1
Why study statistics? Psychology is a science, and scientists must have ways of describing, summarizing, and analyzing the numerical data gathered through systematic observation and experimentation. Statistics allow researchers to do all of these things in a meaningful, logical fashion.
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Why are statistics important to psychologists and psychology majors?
What types of tables and graphs represent patterns in data?
What types of statistics examine central ten- dencies in data?
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What types of statistics examine variations in data?
How can statistics be used to determine if dif- ferences in sets of data are large enough to be due to something other than chance variation?
How are statistics used to predict one score from another?
s t a t i s t i c s i n p s y c h o l o g y A p p e n d i x
A
A.1 Why are statistics important to psychologists and psychology majors?
Many students in psychology wonder why the field uses such seemingly complicated math- ematics. The answer is easy. Psychologists base their field on research findings. Data are collected and they have to be analyzed. Statistics is the field that gives us the tools to do that.
Psychologists have to be able to do two things with the data they collect. The first is to summarize the information from a study or experiment. The second is to make judg- ments and decisions about the data. We are interested if groups differ from each other. We are also interested in how one group of variables is related to another.
Statistical analysis is a way of trying to account for the error that exists in almost any body of data. Psychology is only one of many fields that use the following types of statistics.
In this appendix we will take a look at describing data—seeing if groups differ from each other and seeing if two variables are related to each other. Those are the basic ideas of psychological statistics. The more advanced techniques are just bigger and better versions of these ideas. Many psychology students sometimes panic at the thought of taking statistics. However, it is crucial to the field and not really that hard if you put your mind to it and don’t freeze yourself up. Why is it so important? Even if you are not the kind of psycholo- gist who uses statistics on a daily basis, all psychologists have to be able to read and under- stand the research others are doing, and understanding what the statistical analyses of that research is really saying is crucial. Here’s a practical hint: Students with good research and statistical skills are much more employable and make more money than those who don’t try to master research skills. It’s nice to care about people, but you need all the skills you can get in today’s world. Statistics and research design is one really profitable set of skills.
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A-2 Appendix A
Statistics are calculated from a sample, a group of people selected, usually randomly, from a larger population of people. If you asked what the average height of teenage males was, and you calculated the average from just your high school, that average would be a statistic. Statistics is the branch of mathematics that is concerned with the collection and interpretation of data from samples (Agresti & Finlay, 1997; Aron et al., 2005).
Descriptive Statistics Descriptive statistics are a way of organizing numbers and summarizing them so that they can be understood. There are two main types of descriptive statistics:
• Measures of Central Tendency. Measures of central tendency are used to sum- marize the data and give you one score that seems typical of your sample.
• Measures of Variability. Measures of variability are used to indicate how spread out the data are. Are they tightly packed or are they widely dispersed?
The actual descriptive statistics are best understood after we explain the concept of a frequency distribution.
One way psychologists get started in a research project is to look at their data, but just looking at a list of numbers wouldn’t do much good. So we make a graph or chart. Then we can look for patterns.
Frequency DiStributionS
A.2 What types of tables and graphs represent patterns in data?
A frequency distribution is a table or graph that shows how often different numbers, or scores, appear in a particular set of scores. For example, let’s say that you have a sample of 30 people, the size of some psychology classes. You ask them how many glasses of water they drink each day. You could represent the answers as shown in Table A.1. Just by look- ing at this table, it is clear that typical people drink between 4 and 8 glasses of water a day.
Tables can be useful, especially when dealing with small sets of data. Sometimes a more visual presentation gives a better “picture” of the patterns in a data set, and that is when researchers use graphs to plot the data from a frequency distribution. One com- mon graph is a histogram, or a bar graph. Figure A.1 shows how the same data from Table A.1 would look in a bar graph.
table A.1
A Frequency distribution
number oF GlASSeS Per DAy
number oF PeoPle out oF 30 (Frequency)
1 0
2 1
3 2
4 4
5 5
6 6
7 5
8 4
9 2
10 1
0
1
2
3
4
5
6
7
Fr e q
u e n
cy
1 2 3 4 Glasses of water
5 6 7 8 9 10
Figure A.1 A Histogram
Histograms, or bar graphs, provide a visual way to look at data from frequency distributions. In this graph, for example, the height of the bars indicates that most people drink between 4 and 8 glasses of water (represented by the five highest bars in the middle of the graph).
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Another type of graph used in frequency distributions is the polygon, a line graph. Figure A.2 shows the same data in a polygon graph.
tHe normAl curve
Frequency polygons allow researchers to see the shape of a set of data easily. For example, the number of people drinking glasses of water in Figure A.2 is easily seen to be centered about 6 glasses (central tendency) but drops off below 4 glasses and above 8 glasses a day (variability). Our frequency polygon has a high point and the frequency decreases on both sides.
A common frequency distribution of this type is called the normal curve. It has a very specific shape and is sometimes called the bell curve. Look at Figure A.3. This curve is almost a perfect normal curve, and many things in life are not that perfect. The normal curve is used as a model for many things that are measured, such as intelligence, height, or weight, but even those measures only come close to a perfect distribution (provided large numbers of people are measured). One of the reasons that the normal curve is so useful is that it has very specific relationships to measures of central tendency and a mea- surement of variability, known as the standard deviation. otHer DiStribution tyPeS: SkeweD AnD bimoDAl Distributions aren’t always nor- mal in shape. Some distributions are described as skewed. This occurs when the distri- bution is not even on both sides of a central score with the highest frequency (like in our example). Instead, the scores are concentrated toward one side of the distribution. For example, what if a study of people’s water-drinking habits in a different class re- vealed that most people drank around 7 to 8 glasses of water daily, with no one drinking more than 8? The frequency polygon shown in Figure A.4 on the next page reflects this very different distribution.
In this case, scores are piled up in the high end with most people drinking 7 or 8 glasses of water a day. The graphs in Figure A.5 on the next page show a skewed dis- tribution. Skewed distributions are called positively or negatively skewed, depending on where the scores are concentrated. A concentration in the high end would be called nega- tively skewed. A concentration in the low end would be called positively skewed. The direction of the extended tail determines whether it is positively (tail to right) or nega- tively (tail to left) skewed. Here’s an example. What do you think about the distribution of
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Figure A.2 A Polygon
A polygon is a line graph that can represent the data in a frequency distribution in much the same way as a bar graph but allows the shape of the data set to be easily viewed.
Figure A.3 the normal curve
The normal curve, also known as the bell curve because of its unique shape, is often the way in which certain characteristics such as intelligence or weight are represented in the population. The highest point on the curve typically represents the average score in any distribution.
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heights of hobbits (the little guys from The Lord of the Rings) and NBA basketball players (who are usually tall)? Might not these frequency distributions of height in Figure A.5 be appropriate?
Some frequency polygons show two high points rather than just one (see Figure A.6) and are called bimodal distributions. In this example, we have a distribu- tion of scores from a 10-point pop quiz and we see that one group of students seemed to do well and one group didn’t. Bimodal distributions usually indicate that you have two separate groups being graphed in one polygon. What would the distribution of height for men and women look like?
Figure A.4 A Frequency Polygon
Skewed distributions are those in which the most frequent scores occur at one end or the other of the distribution, as represented by this frequency polygon in which most people are seen to drink at least 7 to 8 glasses of water each day.
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Figure A.5 Skewed Distribution
These frequency polygons show how distributions can be skewed in two different directions. The graph on the left represents the frequency of heights among hobbits (the little people from the fantasy The Lord of the Rings) and is positively skewed because the long “tail” goes to the right, or positive direction. The graph on the right shows the frequency of heights among NBA basketball players and is negatively skewed—the tail points to the left.
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Height of hobbits Height of NBA players
Positive skew
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Figure A.6 A bimodal Distribution
When a distribution is bimodal, it means that there are two high points instead of just one. For example, in the pop-quiz scores represented on this graph there are two “most frequent” scores—6 and 8. This most likely represents two groups of students, with one group being less successful than the other.
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meASureS oF centrAl tenDency
A.3 What types of statistics examine central tendencies in data?
A frequency distribution is a good way to look at a set of numbers, but there’s still a lot to look at—isn’t there some way to sum it all up? One way to sum up numerical data is to find out what a “typical” score might be, or some central number around which all the others seem to fall. This kind of summation is called a measure of central tendency, or the number that best represents the central part of a frequency distribution. There are three different measures of central tendency: the mean, the median, and the mode. meAn The most commonly used measure of central tendency is the mean, the arith- metic average of a distribution of numbers. That simply indicates that you add up all the numbers in a particular set and then divide them by how many numbers there are. This is usually the way teachers get the grade point average for a particular student, for example. If Rochelle’s grades on the tests she has taken so far are 86, 92, 87, and 90, then the teacher would add 86 + 92 + 87 + 90 = 355, and then divide 355 by 4 (the number of scores) to get the mean, or grade point average, of 88.75. Here is the formula for the mean:
Mean = ΣX>N What does this mean?
• Σ is a symbol called sigma. It is a Greek letter and it is also called the summation sign.
• X represents a score. Rochelle’s grades are represented by X. • ΣX means add up or sum all the X scores or ΣX = 86 + 92 + 37 + 90 = 355. • N means the number of scores. In this case, there are four grades.
We then divide the sum of the scores 1ΣX2 by N to get the mean or
Mean = ΣX>N = 355 4
= 88.75
The mean is a good way to find a central tendency if the set of scores clusters around the mean with no extremely different scores that are either far higher or far lower than the mean.
meDiAn
I remember that sometimes my teacher would “curve” the grades for a test, and it was always bad when just one person did really well and everyone else did lousy—is that what you mean about extremely different scores?
Yes, the mean doesn’t work as well when there are extreme scores, as you would have if only two students out of an entire class had a perfect score of 100 and everyone else scored in the 70s or lower. If you want a truer measure of central tendency in such a case, you need one that isn’t affected by extreme scores. The median is just such a mea- sure. A median is the score that falls in the middle of an ordered distribution of scores. Half of the scores will fall above the median, and half of the scores will fall below it. If the distribution contains an odd number of scores, it’s just the middle number, but if the number of scores is even, it’s the average of the two middle scores. The median is also the 50th percentile. Look at Table A.2 on the next page for an example of the median.
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The mean IQ of this group would be 114.6, but the median would be 101 (the av- erage between Evan with 102 and Fethia with 100, the average of the two middle num- bers). This may not look like much of a difference, but it’s really a change of about 13.6 IQ points—a big difference. Also, think about measures of income in a particular area. If most people earn around $35,000 per year in a particular area, but there are just a few extremely wealthy people in the same area who earn $1,000,000 a year, a mean of all the annual incomes would no doubt make the area look like it was doing much better than it really is economically. The median would be a more accurate measure of the central tendency of such data.
moDe The mode is another measure of central tendency, in which the most frequent score is taken as the central measure. In the numbers given in Table A.2, the mode would be 100 because that number appears more times in the distribution than any other. Three people have that score. This is the simplest measure of central tendency and is also more useful than the mean in some cases, especially when there are two sets of frequently ap- pearing scores. For example, suppose a teacher notices that on the last exam the scores fall into two groups, with about 15 students making a 95 and another 14 students making a 67. The mean and the median would probably give a number somewhere between those two scores—such as 80. That number tells the teacher a lot less about the distribution of scores than the mode would because, in this case, the distribution is bimodal—there are two very different yet very frequent scores. (Refer back to Figure A.6 for another example.)
meASureS oF centrAl tenDency AnD tHe SHAPe oF tHe DiStribution When the distribution is normal or close to it, the mean, median, and mode are the same or very similar. There is no problem. When the distribution is not normal, then the situation requires a little more explanation.
Skewed Distributions If the distribution is skewed, then the mean is pulled in the direc- tion of the tail of the distribution. The mode is still the highest point and the median is be- tween the two. Let’s look at an example. In Figure A.7 we have a distribution of salaries at a company. A few people make a low wage, most make a mid-level wage, and the bosses make a lot of money. This gives us a positively skewed distribution with the measures of central tendency placed as in the figure. As mentioned earlier, with such a distribution, the median would be the best measure of central tendency to report. If the distribution were negatively skewed (tail to the left), the order of the measures of central tendency would be reversed.
bimodal Distributions If you have a bimodal distribution, then none of the measures of central tendency will do you much good. You need to discover why you have seemingly two groups in your one distribution.
meASureS oF vAriAbility
A.4 What types of statistics examine variations in data?
Descriptive statistics can also determine how much the scores in a distribution differ, or vary, from the central tendency of the data. These measures of variability are used to dis- cover how “spread out” the scores are from each other. The more the scores cluster around the central scores, the smaller the measure of variability will be, and the more widely the
table A.2
intelligence Test Scores For 10 people
nAme AllIson Ben CArol DenIse evAn FethIA GeorGe hAl InGA JAy
iq 160 150 139 102 102 100 100 100 98 95
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scores differ from the central scores, the larger this measurement will be.
There are two ways that variability is measured. The simpler method is by calculating the range of the set of scores, or the difference between the high- est score and the lowest score in the set of scores. The range is somewhat limited as a measure of variability when there are extreme scores in the distribution. For example, if you look at Table A.2, the range of those IQ scores would be 160–95, or 65. But if you just look at the numbers, you can see that there really isn’t that much variation except for the three highest scores of 139, 150, and 160.
The other measure of variability that is com- monly used is the one that is related to the normal curve, the standard deviation. This measurement is simply the square root of the average squared differ- ence, or deviation, of the scores from the mean of the distribution. The mathematical formula for finding the standard deviation looks complicated, but it is re- ally nothing more than taking each individual score, subtracting the mean from it, squaring that number (because some numbers will be negative and squaring them gets rid of the negative value), and adding up all of those squares. Then this total is divided by the number of scores and the square root of that number is the standard deviation. In the IQ example, it would go like this:
Standard Deviation Formula SD = 23Σ1X - M22>N4 The mean (M) of the 10 IQ scores is 114.6. To calculate the standard deviation we
1. Subtract each score from the mean to get a deviation score S 1X - M2 2. We square each deviation score S 1X - M22 3. We add them up. Remember that’s what the sigma 1Σ2 indicates S Σ1X - M22 4. We divide the sum of the squared deviation by N (the number of scores)
S Σ1X - M22>N 5. We take the square root 11 2 of the sum for our final step. 23Σ1X - M22>N4 The process is laid out in Table A.3 on the next page.
The standard deviation is equal to 23.5. What that tells you is that this particular group of data deviates, or varies, from the central tendencies quite a bit—there are some very different scores in the data set, or in this particular instance, three noticeably differ- ent scores.
This procedure may look very complicated. Let us assure you that computers and inexpensive calculators can figure out the standard deviation simply by entering the num- bers and pressing a button. No one does a standard deviation by hand anymore.
How does the standard deviation relate to the normal curve? Let’s look at the classic distribution of IQ scores. It has a mean of 100 and a standard deviation of 15 as set up by the test designers. It is a bell curve. With a true normal curve, researchers know exactly what percent of the population lies under the curve between each standard deviation from the mean. For example, notice that in the percentages in Figure A.8 on the next page, one standard deviation above the mean has 34.13 percent of the popu- lation represented by the graph under that section. These are the scores between the
Figure A.7 Positively Skewed Distribution
In a skewed distribution, the high scores on one end will cause the mean to be pulled toward the tail of the distribution, making it a poor measure of central tendency for this kind of distribution. For example, in this graph many workers make very little money (represented by the mode) while only a few workers make a lot of money (the tail). The mean in this case would be much higher than the mode because of those few high scores distorting the average. In this case, the median is a much better measure of central tendency because it tends to be unaffected by extremely high or extremely low scores such as those in this distribution.
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IQs of 100 and 115. One standard deviation below the mean 1- 12 has exactly the same percent, 34.13, under that section—the scores between 85 to 100. This means that 68.26 percent of the population falls within one standard deviation from the mean, or one av- erage “spread” from the center of the distribution. For example, “giftedness” is normally defined as having an IQ score that is two standard deviations above the mean. On the Wechsler Intelligence Scales, this means having an IQ of 130 or greater because the Wechsler’s standard deviation is 15. But if the test a person took to determine giftedness was the Stanford-Binet Fourth Edition (the previous version of the test), the IQ score must have been 132 or greater because the standard deviation of that test was 16, not 15. The current version, the Stanford-Binet Fifth Edition, was published in 2003 and it now has a mean of 100 and a standard deviation of 15 for composite scores.
Figure A.8 iq normal curve
Scores on intelligence tests are typically represented by the normal curve. The dotted vertical lines each represent one standard deviation from the mean, which is always set at 100. For example, an IQ of 116 on the Stanford- Binet Fourth Edition (Stanford-Binet 4) represents one standard deviation above the mean, and the area under the curve indicates that 34.13 percent of the population falls between 100 and 116 on that test. The Stanford-Binet Fifth Edition was published in 2003 and it now has a mean of 100 and a standard deviation of 15 for composite scores.
23 55 52
0.135
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0.003
22 70 68
2.275
21 85 84
15.856
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84.134
2 130 132
97.725
3 145 148
99.865
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Standard Deviations Wechsler IQ Stanford-Binet 4 IQ Cumulative %
34.13%
table A.3
Finding the Standard deviation
Score DeviAtion From tHe meAn 1X { M2
SquAreD DeviAtion
160.00 45.40 2,061.16
1ex. 160 - 114.60 = 45.402 145.402 = 2,061.162 150.00 35.4 1,253.16
139.00 24.4 595.36
102.00 -12.60 158.76
102.00 -12.60 158.76
100.00 -14.60 213.16
100.00 -14.60 213.16
100.00 -14.60 213.16
98.00 -16.60 275.56
95.00 -19.60 384.16
sum of scores
1ΣX2 = 1,146.00 Mean = 1ΣX2>n = 1,146>10 = 114.60
1ΣX - M2 = 0.00 1ΣX - M2 = 5,526.40 standard Deviation
= 23Σ1X - M2>n4 = 25,526.40>10 = 23.5
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Although the “tails” of this normal curve seem to touch the bottom of the graph, in theory they go on indefinitely, never touching the base of the graph. In reality, though, any statistical measurement that forms a normal curve will have 99.72 per- cent of the population it measures falling within three standard deviations either above or below the mean. Because this relationship between the standard deviation and the normal curve does not change, it is always possible to compare different test scores or sets of data that come close to a normal curve distribution. This is done by computing a z score, which indicates how many standard deviations you are away from the mean. It is calculated by subtracting the mean from your score and dividing by the standard deviation. For example, if you had an IQ of 115, your z score would be 1.0. If you had an IQ of 70, your z score would be - 2.0. So on any exam, if you had a positive z score you did relatively well. A negative z score means you didn’t do as well. The formula for a z score is:
Z = 1X - M2>SD
inferential Statistics
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How can statistics be used to determine if differences in sets of data are large enough to be due to something other than chance variation?
Descriptive methods of statistics are not useful when it comes to comparing sets of num- bers or scores to see if there are differences between them that are great enough to be caused by something other than chance variation. Inferential statistics consist of statisti- cal techniques that allow researchers to determine the difference between results of a study that are meaningful and those that are merely due to chance variations. Inferential statistics also allow researchers to draw conclusions, or make inferences, about the results of research and about whether those results are only true for the specific group of animals or people involved in the study or whether the results can be applied to, or generalized to, the larger population from which the study participants were selected.
For example, in the Cheryan (Cheryan et al., 2009) study of the difference in male and female students’ attitudes toward computer science when exposed to environments that were either stereotypically masculine or non-stereotypical, there were a lot of vari- ables that simply could not be controlled completely, even with random assignment of participants to the two conditions. to Learning Objective 1.1. For example, there was no guarantee that random assignment would account for the interfering effects of female participants who might have really liked the science fiction toys, posters, and pizza they saw in one of the test conditions. Maybe any difference found between the males and females was due to pure luck or chance and not to the variables under study.
In any analysis that compares two or more sets of data, there’s always the possibil- ity of error in the data that comes from either within the group (all participants in one group, for example, will not be exactly like each other) or differences between groups (the experimental group and the control group are formed with different people, so there are differences between the two groups that have nothing to do with the manipu- lations of the experimenter). When researchers want to know if the differences they find in the data that come from studies like the Cheryan experiment are large enough to be caused by the experimental manipulation and not just by the chance differences that exist within and between groups, they have to use a kind of statistical technique that can take those chance variations into account. These kinds of statistical analysis use inferential statistics.
Inferential statistical analysis also allows researchers to determine how much confidence they should have in the results of a particular experiment. As you might
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remember, results from other kinds of studies that look for relationships—observa- tions, surveys, and case studies—are often analyzed with descriptive statistics, espe- cially correlations. But experiments look for causes of relationships, and researchers want to have some evidence that the results of their experiments really mean what they think they mean.
StAtiSticAl SiGniFicAnce
There are many different kinds of inferential statistical methods. The method that is used depends on the design of the experiment, such as the number of independent and dependent variables or the number of experimental groups. All inferential statistics have one thing in common—they look for differences in group measurements that are statis- tically significant. Statistical significance is a way to test differences to see how likely those differences are to be real and not just caused by the random variations in behavior that exist in everything animals and people do.
For example, in a classic study investigating the effects of intrinsic versus extrinsic motivation on children’s creativity, Dr. Teresa Amabile’s 1982 study showed that the collages of the children who were promised prizes (an extrinsic reward) were judged to be less creative than those of the children who created collages just for fun. to Learning Objective 9.1. But was that difference between the creativity scores of the two groups a real difference, or was it merely due to chance variations in the children’s artistic creations? Dr. Amabile used an inferential test on her results that told her that the difference was too big to be just chance variations, which means her results were significant—they were most likely to be real differences. How likely? Tests of signifi- cance give researchers the probability that the results of their experiment were caused by chance and not by their experimental manipulation. For example, in one test called a t-test, the scores of the children’s artwork would have been placed into a formula that would result in a single number (t) that evaluates the probability that the difference between the two group means is due to pure chance or luck. That number would be compared to a value that exists in a table of possible t values, which tells researchers the probability that the result is due to chance or luck. If the number obtained by the calculation is bigger than the value in the table, there will be a probability associated with that number in the table. The probability, symbolized by the letter p, will tell re- searchers the probability that the difference was due to chance. In Dr. Amabile’s case, the probability was p 6 .05 which means the probability that the results were due to chance alone was less than 5 out of 100. Another way of stating the same result is that Dr. Amabile could be 95 percent certain that her results were real and not due to chance. Dr. Amabile would, thus, report that the study found a significant difference, which means a difference thought not to be due to chance.
There are several statistic techniques to test if groups are different from each other. Here are some common ones you might encounter if you read journal articles.
• t-test—determines if two means are different from each other. • F-test or analysis of variance—determines if three or more means are different
from each other. Can also evaluate more than one independent variable at a time. • chi-square—compares frequencies of proportions between groups to see if they are
different. For example, the proportion of women hired at a company is too low and might indicate discrimination. Chi is pronounced like the beginning of the word kite. Don’t say “chee.” It will be ugly. If you do take a statistics course, you will find out that most analyses are done by
computers and you don’t have to manually go through the long formulas. We’ve already talked about the correlation coefficient. Let’s see how psychologists
can predict one variable from another by using it. to Learning Objective 1.9.
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tHe correlAtion coeFFicient
A.6 How are statistics used to predict one score from another?
A correlation is a measure of the relationship between two or more variables. For example, if you wanted to know if scores on the SAT are related to grade point average, you could get SAT scores and GPAs from a group of people and enter those numbers into a math- ematical formula, which will produce a number called the correlation coefficient. The correlation coefficient represents the direction of the relationship and its strength. Chap- ter One discusses correlation in more detail and also emphasizes that correlation does not allow the assumption that one variable causes the other.
Is the formula for the correlation coefficient really complicated?
Actually, the definitional formula for finding a correlation coefficient is not very complicated. Here it is:
r = ΣZxZy
n The r is the correlation coefficient, the number representing the strength and direction of the relationship between the two variables. Zx and Zy are the z scores for each score. If you remember, the z score tells you how many standard deviations a score is away from the mean. You would calculate the Zx and Zy for each subject, multiply, and add them up. Then divide by the number of subjects. There is a very complicated-looking formula based on the raw scores.
r = ΣXY -
ΣX ΣY NAaΣX 2 - 1ΣX 22N baΣY 2 - 1ΣY22N b
Don’t worry. You can do all this work on inexpensive calculators or on computers using common statistical programs or spreadsheets. Let’s take the following example of two sets of scores, one on a test of drawing ability with scores from 1 (poor) to 5 (excel- lent) and the other on a test of writing ability using the same scale.
Drawing (X) Writing (Y)
Student 1 3 5
Student 2 1 2
Student 3 2 3
Student 4 4 4
Student 5 1 3
Student 6 4 6
Student 7 2 3
Student 8 3 4
Student 9 5 5
Student 10 1 2
A-12 Appendix A
chapter summary
A.1 Why are statistics important to psychologists and psy- chology majors? • Statistics is a branch of mathematics that involves the collection,
description, and interpretation of numerical data. • Students who understand the process of research and the statis-
tical methods used in research are more desirable to many uni- versity and business institutions than those who lack such skills.
Descriptive Statistics
• Descriptive statistics are ways of organizing numbers and summa- rizing them so that they can be understood.
A.2 What types of tables and graphs represent patterns in data? • Frequency distributions are tables or graphs that show the patterns
in a set of scores and can be a table, a bar graph or histogram, or a line graph or polygon.
• The normal curve is a special frequency polygon that is symmet- rical and has the mean, median, and mode as the highest point on the curve.
A.3 What types of statistics examine central tendencies in data? • Measures of central tendency are ways of finding numbers that
best represent the center of a distribution of numbers and include the mean, median, and mode.
A.4 What types of statistics examine variations in data? • Measures of variability provide information about the differ-
ences within a set of numbers and include the range and the standard deviation.
inferential Statistics
A.5 How can statistics be used to determine if differences in sets of data are large enough to be due to something other than chance variation? • Inferential statistics involves statistical analysis of two or more sets
of numerical data to reduce the possibility of error in measurement and determine statistical significance of the results of research.
A.6 How are statistics used to predict one score from another? • The correlation coefficient is a number that represents the strength
and direction of a relationship existing between two variables.
Listen to the Audio File of your chapter MyPsychLab
Pick the best answer.
1. Polygons and histograms are examples of a. frequency distributions. b. correlations. c. inferential statistics. d. mode.
2. If a chart shows that more than 80 percent of the students received either an A or B in the class, one would describe the chart as
a. normal distribution. b. positively skewed. c. negatively skewed. d. bell-shaped.
3. Your psychology instructor posts the results of the midterm on a histogram chart. On the chart, you see a high frequency of B’s and a high frequency of D’s. How else might you describe the results?
a. This is a normal curve. b. This chart is skewed and bimodal. c. This chart is a typical bell-shaped chart. d. This chart is incapable of expressing an accurate picture of the results.
4. The mean, median, and mode are all measures of a. correlations. b. inferential statistics. c. variability. d. central tendency.
test YourSelF Answers AvAilAble in Answer key.
Study and Review with more quizzes and a customized study plan at MyPsychLab
If we plugged our data set into our calculator or spreadsheet, we would find that r (the correlation coefficient) equals 0.86. That would indicate a fairly strong correlation. If you con- tinue studies in statistics, you will find out how to see if the correlation coefficient we calcu- lated is statistically significant or, if you recall, not due to just dumb luck when we picked our subjects. In our case, the r is very significant and would happen by chance only 1 in 100 times!
Remember that the correlation coefficient has values that range between + 1.0 and - 1.0. The closer the r is to these values, the stronger the relationship. A posi- tive r means a positive relationship, whereas a negative r means a negative relationship.
to Learning Objective 1.9; see Figure 1.3. Our example had us trying to see if two scores were related. It is also possible to
see if three or more scores are related with various techniques. The most common one is called multiple regression.
statistics in psychology A-13
5. Imagine that the following is a set of grades from your classes’ first psychology exam: 71, 71, 71, 73, 75, 76, 81, 86, 97. What is the median score?
a. 71 b. 75 c. 9 d. 700
6. Imagine that the following is a set of grades from your first psychol- ogy exam: 71, 71, 71, 73, 75, 76, 81, 86, 97. What is the mode?
a. 71 b. 75 c. 9 d. 700
7. In the normal curve, a. the mean, median, and mode are all on the highest point of the
curve. b. the mean is on the highest point while the median and mode
are on either side of the mean. c. the median is on the highest point while the mean and mode
are on either side of the median. d. the standard deviation is located at the highest point of the curve.
8. _______________ is a way of organizing numbers and summarizing them so that they can be understood whereas _______________ allows researchers to draw conclusions about the results of research.
a. Descriptive statistics; inferential statistics b. Inferential statistics; descriptive statistics c. Correlational research; mean statistics d. Inferential statistics; mean, medium, and mode
9. Dr. White finds that the results of his t-test are significant at p 6 .05. That means that he can be
a. reasonably assured that the results are not due to chance. b. reasonably assured that the results are due to chance. c. 5 percent certain that the results are not due to chance. d. 95 percent certain that the results are not due to chance.
10. Your best friend tells you he got a correlational score of 14.6 from the research he conducted. What can you infer from his finding?
a. Your friend’s research shows only a small correlation since 14.6 is close to zero.
b. Your friend’s research shows a positive score in 14.6 and there- fore a positive relationship exists.
c. Your friend’s research is inconclusive. You need more than a correlational score of 14.6 to know if there is any statistical significance.
d. Your friend’s analysis is flawed. Correlational scores only range from - 1.00 to + 1.00.
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a p p l i e d p s y c h o l o g y a n d p s y c h o l o g y c a r e e r s
Why study applied psychology? Many different kinds of psychologists study or work in many different fields. Whereas early psychologists were still discovering the processes that govern the human mind, today’s psychologists are more often applying information and principles gained from research to people in the real world. Why study careers in psychology? With so many different areas of focus, a career in psychology can be varied and exciting. There is much more to psychology than helping people who have mental health problems.
Professor John Gambon of Ozarks Technical and Community College in Springfield, Missouri, begins his class like any other. After a few minutes two students rush in and each throw two water balloons at the professor. As they run out, they yell something about fried eggs. Professor Gambon, soaked from the balloons, asks his students to write down everything they just saw, including what was said. After a few minutes, he gathers up the paperwork and invites his two balloon-throwing accom- plices back into the room.
As he reads the papers of his students, many realize that they made mistakes in identifying the perpetrators. Quite often, students mismatch hair color, height, facial features, and even the clothes that each was wearing. What’s more, nearly 90 per- cent claim that they heard the two men yell, “That was for last Friday!” When students are shown the truth, many are shocked at their overall inaccuracy at identifying the two men.
Work such as this is not new to Professor Gambon. He has worked as a consultant in several trials where the issue of accurately identifying someone has been brought into question. His cases include several homicides, assault, breaking and entering, and armed robbery.
His demonstrations show the overall unreliability of eyewitness identification, as outlined by psychologist Elizabeth Loftus. to Learning Objective 6.7. The kind of issues that influence an eyewitness’s accuracy include the presence of a weapon
(people tend to look at a weapon more than the physical attributes of the assailant), time of day, fatigue, and the amount of time between the crime and when they are required to recall it. Clearly, there are flaws inherent in eyewitness identification.
Forensic psychology is just one of many areas in which psychological principles can be applied to issues and concerns of everyday life. This appendix will look at several areas of applied psychology, as well as the types of careers that are open to someone who studies psychology today.
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What is the definition of applied psychology? W h a t a r e t h e a r e a s o f s p e c i a l i z a t i o n i n psychology?
What are the different types of psychological professionals?
How does psychology interact with other career fields?
What kinds of careers are available to someone with a master’s degree in psychology?
What are industrial/organizational psychology and human factors psychology?
What kinds of careers are available to someone with a bachelor’s degree in psychology?
W h a t a r e s o m e t e c h n i q u e s u s e d i n s p o r t s psychology?
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B.1 What Is Applied Psychology?
B.1 What is the definition of applied psychology?
The term applied psychology refers to using findings from psychological research to solve real-world problems. The psychological professional, who might be a psychiatrist, a psychologist, or even a psychiatric social worker (as described later in this appendix), may do testing or use some other type of assessment and then describe a plan of action intended to solve whatever problem is of concern. As is evident in the opening com- ments about John Gambon, you can see that his training in psychology and his special- ized knowledge enabled him to testify in court as an expert witness. This is a practical application of psychological tools to a real problem—the professional literally “applies” psychology.
It seems to me that psychology could be useful in a lot of different areas, not just education. In fact, wasn’t that what all those “Applying Psychology” sections at the end of each chapter were about?
Every chapter in this text (and even this appendix) does end with some applica- tion of psychology to the real world. The field of applied psychology isn’t just one field but rather a lot of different areas that all share the common goal of using psychology in a practical way. A large number of areas can be considered applied psychology, in- cluding one of the broadest areas of psychology: clinical and counseling psychology. For example, health psychologists examine the effects of stress on physical as well as mental health; educational and school psychologists look for ways to improve student learning and apply the findings to the classroom; sports psychologists help athletes pre- pare themselves mentally for competition; human-factors psychologists deal with the way people and machines interact; forensic psychologists deal with psychological issues within the legal system; and industrial/organizational (I/O) psychologists deal with the work environment. In addition, environmental psychologists examine the interaction of people with their surroundings at work, in social settings, and in schools, homes, and other buildings. Those surroundings include not just the physical structures but also the particular population of people who live, work, and play in those surroundings. Other psychologists look at the factors that influence people to buy certain products, analyze the best ways to market a product, and examine the buying habits of the typical consumer.
This appendix includes information on the different roles of psychological pro- fessionals and the type of education required for many professions, along with a brief overview of many of the specialized areas in psychology. The remainder of this appen- dix briefly explores how psychology can be used in practical ways in several different areas of life: the environment, law, education, the military, sports, and the world of work.
Psychology as a Career When most people think of psychology as a potential career, they assume certain things about the profession: For example, to help people with their problems one has to be a psychologist, all psychologists are doctors, and all psychologists counsel mentally ill people. None of these assumptions are completely true.
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TyPes Of PsyChOlOgICAl PrOfessIOnAls
B.2 What are the different types of psychological professionals?
There are several types of professionals who work in psychology. These professionals have different training with different focuses and may have different goals. PsyChIATrIC sOCIAl WOrkers A psychiatric social worker is trained in the area of social work and usually possesses a master of social work (M.S.W.) degree and may be licensed in the state he or she works as a licensed clinical social worker (LCSW ). These professionals focus more on the social conditions that can have an impact on mental disorders, such as poverty, overcrowding, stress, and drug abuse. They may administer psychotherapy (talking with clients about their problems) and often work in a clinical setting where other types of psychological professionals are available. PsyChIATrIsTs A psychiatrist has a medical doctorate (M.D. or D.O.) degree and is a physician who specializes in the diagnosis and treatment of psychological disorders. Like any other medical doctor who may specialize in emergency medicine, treating the diseases of the elderly, treating infants and children, or any other special area of medicine, psychiatrists are able to write prescriptions and perform medical procedures on their pa- tients. They simply have special training in the diagnosis and treatment of disorders that are considered to be mental disorders, such as schizophrenia, depression, or extreme anxi- ety. Because they are medical doctors, they tend to have a biopsychological perspective on the causes of and treatments for such disorders. PsyChOlOgIsTs A psychologist doesn’t have a medical degree but instead undergoes intense academic training, learning about many different areas of psychology before choosing an area in which to specialize. Psychologists typically have either a doctor of philosophy (Ph.D.) or doctor of psychology (Psy.D.) degree. (People who hold a master of science or M.S. degree are not usually called psychologists except in a few states. They can be called therapists or counselors, or they may be teachers or researchers.)
What’s the difference between a Ph.D. and a Psy.D.?
The Ph.D. is a type of degree that usually indicates the highest degree of learning available in almost any subject area—psychology, the study of languages, education, phi- losophy, the sciences, and many others. It is typically very research oriented, and earning the degree usually requires a previous master’s degree in addition to course work for the doctorate itself, as well as a dissertation—a scholarly work of research in the area of focus that is as long as a book and may even be published as a book.
The Psy.D. is a type of degree developed in the late 1970s that is focused less on re- search and more on the practical application of psychological principles (Peterson, 1976, 1982). In addition to academic course work such as that required for the Ph.D., this degree may require a major paper instead of a dissertation, with the difference being that the paper is not a report of research designed and conducted by the student but is rather a large-scale term paper. Each year of a Psy.D. program will also require the student to participate in a practicum, an actual experience with observing and eventually conducting therapy and treatments under supervision.
Unlike psychiatrists, psychologists typically cannot prescribe medicines or per- form medical procedures. Some states are seeking legislative changes to allow psychol- ogists to prescribe psychotropic medications if they receive special education in the use of prescription drugs. Such privileges were first pursued by the U.S. military. The reasoning behind this move, for which the American Psychological Association has been lobbying since 1984, involves both cost and the delay in receiving mental health services. If a person sees a psychologist and then has to go to a psychiatrist for medical
Psychologists specialize in many different areas and work in many different settings. This child psychologist is evaluating the young boy by using puppets and dolls to encourage the boy to talk about his feelings.
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prescriptions, the cost can be prohibitive. There are also fewer psychiatrists in some states than in others, causing long waits for mental health services from those doc- tors—delays that can sometimes lead to an increase in suicide rates for patients who are not getting the help they need. Although some psychologists in the military or Indian Health Service can already prescribe, as of May 2013, only two states and one territory (New Mexico, Louisiana, and Guam) have successfully afforded prescription privileges to psychologists.
Some psychologists provide counseling or therapy and use a variety of techniques and approaches. to L earning O bjectives 15.2-15.6. However, many psychologists do no counseling at all. There are psychologists who only engage in assess- ment, those who teach at colleges or universities, those who do only research in those same institutions or for industries, and those who do a combination of teaching and research (and some that do a combination of teaching, research, and counseling or clini- cal practice). Other psychologists are involved in designing equipment and workplaces, developing educational methods, or working as consultants to businesses and the court system.
Although becoming a psychologist requires a doctorate degree of some kind, many career fields can benefit from a 4-year college degree in psychology as the basis of that career or going on to obtain a master’s degree in psychology.
CAreers WITh A MAsTer’s Degree In PsyChOlOgy
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W hat kinds of careers are available to someone with a master’s degree in psychology?
While individuals earning a master’s degree in psychology are not typically able to en- gage in the same level of independent research or practice of psychology as someone with a doctoral degree, they can still work in a variety of areas, both within and beyond the field of psychology. They may work directly under the supervision of a doctoral psycholo- gist if engaged in clinical, counseling, or school psychology, or engaged in assessment. Others work outside of the field in jobs requiring research or analysis skills and work in health, industry, or government areas.
For those interested in counseling or providing therapy, many states allow individu- als with master’s degrees and prerequisite training and supervision experiences to become licensed to provide unsupervised counseling and therapy. Titles may vary by state but some of the areas and titles associated with licensed master’s level work include licensed marriage and family therapist (LMFT), licensed professional counselor (LPC), licensed mental health counselor (LMHC), or licensed clinical social worker (LCSW ). These individuals may work in a larger organization or work independently in private prac- tice. Beyond these areas, some individuals with a master’s degree in psychology become certified or licensed to serve as school counselors at various levels and may work in an elementary, middle, or high school.
CAreers WITh A BAChelOr’s Degree In PsyChOlOgy
B.4 What kinds of careers are available to someone with a bachelor’s degree in psychology?
Although people earning only the baccalaureate (bachelor’s) degree in psychology can- not be called psychologists or provide therapy in a private practice, there are many career fields open to such a person. More than 1 million bachelor’s degrees in psychology have been awarded since 1970, and since 2000 the number has increased each year (Landrum, 2009; Snyder & Dillow, 2010). A bachelor’s degree in psychology can be highly flexible and adaptable to many different kinds of careers (Landrum, 2009; Landrum & Davis,
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2007; Schwartz, 2000). While surveys, both by the American Psychological Association and others, reveal many may work in health-related or social fields, individuals with a bachelor’s degree in psychology may be employed in research development or research management, administration, business, education and teaching, professional services, sales, or management (Grocer & Kohout, 1997; Landrum, 2009).
Other possible careers include marketing researcher, social worker, and communi- cations specialist (Landrum & Davis, 2007; Schwartz, 2000). With its emphasis on criti- cal thinking and empirical observation, psychology trains people for a variety of potential workplace environments and requirements. Psychology is an excellent major even if you intend to do graduate work in some other career: Business, law, child care, teaching, and management are only a few of the areas that relate to psychology.
AreAs Of sPeCIAlIzATIOn
B.5 What are the areas of specialization in psychology?
You said that some psychologists teach or do research. What kind of research do they do?
There are many different areas in which psychologists may focus their energies. They conduct experiments, surveys, observations, and so on to gather more information for their particular field of interest, to find support for current theories, or to develop new ones. Let’s look at some of the areas in which psychologists may specialize. ClInICAl PsyChOlOgy Even though not all psychologists do counseling or therapy, many psychologists do. Clinical psychology is the most similar of the areas to psychiatry in that professionals with this focus traditionally work with individuals with more seri- ous forms of mental illness. It is also the area of specialization with the largest number of psychologists. Clinical psychologists, like psychiatrists, diagnose and treat psychological disorders in people. However, the clinical psychologist cannot prescribe drugs or medical therapies (with the exceptions discussed earlier, of course) but instead relies on listening or observing the client’s problems, possibly administering psychological tests, and then providing explanations for the client’s behavior and feelings or directing the client in specific actions to make positive changes in his or her life. COunselIng PsyChOlOgy Counseling psychology is similar to clinical psychology in that this type of psychologist diagnoses and treats problems. The difference is that a counseling psychologist usually works with relatively healthy people who have less severe forms of mental illness or problems, such as adjustment to college, marriage, family life, work problems, and so on. As of 2008, nearly 73 percent of surveyed psychologists cur- rently providing health services identified themselves as clinical psychologists or counsel- ing psychologists (Michalski et al., 2010). to Learning Objective 1.5. DevelOPMenTAl PsyChOlOgy Developmental psychology is an area that focuses on the study of change, or development. Developmental psychologists are interested in changes in the way people think, in how people relate to others, and in the ways people feel over the entire span of life. These psychologists work in academic settings such as colleges and universities and may do research in various areas of development. They do not provide therapy. to Learning Objective 8.1. exPerIMenTAl PsyChOlOgy Experimental psychology encompasses several differ- ent areas such as learning, memory, thinking, perception, motivation, and language. The focus of these psychologists, however, is on doing research and conducting studies and experiments with both people and animals in these various areas. They tend to work in academic settings, especially in large universities. to Learning Objective 1.5.
Many people with a bachelor’s degree in psychology work in health-related or social fields, such as this social worker who is working with a mother and child.
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sOCIAl PsyChOlOgy Social psychology is an area that focuses on how human behavior is affected by the presence of other people. For example, social psychologists explore areas such as prejudice, attitude change, aggressive behavior, and interpersonal attraction. Al- though most social psychologists work in academic settings teaching and doing research, some work in federal agencies and big business doing practical (applied) research. In fact, many social psychologists are experimental psychologists who perform their experiments in real-world settings rather than the laboratory to preserve the natural reactions of people. When people are in an artificial setting, they often behave in self-conscious ways, which is not the behavior the researcher wishes to study. to Learning Objective 12.1. PersOnAlITy PsyChOlOgy Personality psychology focuses on the differences in personality among people. These psychologists may look at the influence of heredity on personality. They study the ways in which people are both alike and different. They look at the development of personality and do personality assessment. They may be involved in forming new theories of how personality works or develops. Personality psychologists work in academic settings, doing research and teaching. to Learning Objective 13.1. PhysIOlOgICAl PsyChOlOgy Physiological psychology is an area that focuses on the study of the biological bases of behavior. Many professionals now refer to this area as behavioral neuroscience or biopsychology. Physiological psychologists study the brain, nervous system, and the influence of the body’s chemicals, such as hormones and the chemicals in the brain, on human behavior. They study the effects of drug use and possible genetic influences on some kinds of abnormal and normal human behavior, such as schizophrenia or aspects of intelligence. Most physiological psychologists, like experi- mental psychologists, work in an academic setting. to Learning Objective 2.1. neurOPsyChOlOgy Neuropsychology is an area within the field of psychology in which professionals explore the relationships between the brain systems and behavior. Neuropsychologists may be engaged in research or more focused on the assessment, diag- nosis, treatment, and/or rehabilitation of individuals with various neurological, medical, neurodevelopmental, or psychiatric conditions (National Academy of Neuropsychology, 2001). to Learning Objective 7.5. COMPArATIve PsyChOlOgy Comparative psychology is an area that focuses exclu- sively on animals and animal behavior. By comparing and contrasting animal behavior with what is already known about human behavior, comparative psychologists can con- tribute to the understanding of human behavior by studying animals. Research in animal behavior also helps people to learn how to treat animals more humanely and to coexist with the animals in a common environment. Comparative psychologists might work in animal laboratories in a university or may do observation and studies of animals in the animals’ natural habitats.
Psychologists in these areas may do research that is directed at discovering basic principles of human behavior (basic research) or they may engage in research designed to find solutions to practical problems of the here and now (applied research). to Learning Objective 1.5. There are many other areas in which psychologists may special- ize that focus almost exclusively on applied research. These areas are those most often associated with applied psychology.
Psychology Beyond the Classroom
B.6 How does psychology interact with other career fields?
Individuals working in psychology can serve an important role in many different fields. Some are extensions of the areas of specialization just covered. Other fields are well suited due to the general, and sometimes specific, skills psychology professionals can provide.
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PsyChOlOgy AnD heAlTh
Health psychology focuses on the relationship of human behavior patterns and stress reactions to physical health with the goal of improving and helping to maintain good health while preventing and treating illness. For example, a health psychologist might design a program to help people lose weight or stop smoking. Stress management tech- niques are also a major focus of this area. Health psychologists may work in hospitals, clinics, medical schools, health agencies, academic settings, or private practice.
In one study (Kerwin et al., 2010), researchers found an association between obe- sity in older women and a decline in memory functioning in those women. This find- ing was particularly true for women carrying the excess weight around their hips (pear shapes) and less so for women carrying the excess weight around their waists (apple shapes). The study controlled for other health variables, such as diabetes, heart disease, and stroke. This is a good example of the kind of research that health psychologists conduct. Other areas studied by health psychologists include the influence of optimistic attitudes on the progress of disease, the link between mental distress and health, and the promotion of wellness and hope in an effort to prevent illness. to Learning Objective 11.4.
PsyChOlOgy AnD eDuCATIOn
Educational psychology is concerned with the study of human learning. As educational psychologists come to understand some of the basic aspects of learning, they develop methods and materials for aiding the process of learning. For example, educational psy- chologists helped to design the phonics method of teaching children to read. This type of psychologist may have a doctorate of education (Ed.D.) rather than a Ph.D. and typically works in academic settings.
What types of research might an educational psychologist conduct? The August 2013 issue of Journal of Educational Psychology included articles on teacher self-efficacy and instructional quality, stereotype threat in girls’ math performance ( to Learning Objective 7.8), student motivation, and effects of teacher’s professional compe- tence on both instruction and student development — just to name a few.
School psychology is related to, but not at all the same as, educational psychol- ogy. Whereas educational psychologists may do research and develop new learning tech- niques, school psychologists may take the results of that research or those methods and apply them in the actual school system. School psychologists work directly with children in the school setting. They do testing and other forms of assessment to place children in special programs or to diagnose educational problems such as dyslexia or attention- deficit/hyperactivity disorder. They may act as consultants to teachers, parents, and edu- cational administrators. Counseling students is actually a relatively small part of the job of a school psychologist, although counseling takes a much bigger role when tragedies strike a school. When traumatic events such as the unexpected and tragic death of a classmate or even larger-scale tragedies such as the numerous school shootings of the past decade take place, school psychologists are often called on to offer help and counsel- ing to students.
PsyChOlOgy AnD sPOrTs
Sports psychology is a relatively new and fast-growing field in which the main focus is on helping athletes and others involved in sports activities prepare mentally, rather than just physically, for participation in sports. The idea behind this field is that a su- perior physical performance is not enough to guarantee success; rather, the mind must be prepared for the activity by setting clear short-term goals, holding positive thoughts, using visualization of the goal, stopping negative thoughts, and other techniques based primarily in the cognitive perspective. For example, a sports psychologist might have a golfer, who has been having trouble with the accuracy of his drives, perform visualization
School psychologists often administer tests to assess a child’s level of achievement, intelligence, or psychological well-being.
This woman is a health psychologist. She is helping this girl to control her fear of receiving an injection by letting her act out giving an injection to a special doll.
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exercises, mentally seeing himself hit the ball down the fairway again and again. Sports psychologists work in athletic organizations and may have a private practice or do con- sulting work. (For more on the techniques used in sports psychology, see the Applying Psychology to Everyday Life section at the end of this appendix.)
PsyChOlOgy AnD The MIlITAry
Within the military, psychologists work in a variety of areas ranging from assessment, teaching, management, research, and the provision of mental health services. The variety of psychologists in this field may include clinical, counseling, experimental, I/O, or hu- man factors, among others, and may reflect any specialty area in the field of psychology. In short, they apply psychological skills to human issues in military environments, work- ing with both military personnel and their families (American Psychological Associa- tion, Division 19, 2010). One poignant example, the rise of suicides in the armed forces associated with the conflicts in Iraq and Afghanistan have placed demands on both the military and military families at a level not seen before (Berman et al., 2010). For more on the work of psychologists (specifically neuropsychologists) in the military, see the Psy- chology in the News section of Chapter Seven.
PsyChOlOgy AnD The lAW
Psychologists have often been involved in the world of legal matters in various ways. Social psychologists often do research in the areas of criminal behavior and may consult with attorneys or other agents of the court system on such topics as witness credibil- ity, jury selection, and the kind of influences that exist for decision-making processes. Developmental psychologists may become involved in determining the accuracy of and influences on the testimony of children and adolescents, as well as the needs of children caught up in a custody battle between divorced or divorcing parents. Cognitive psycholo- gists may become expert witnesses on the accuracy of memory and eyewitness testimony or ways to determine the truth or falsehood of statements made by witnesses or defen- dants. Clinical psychologists may deliver their services directly to incarcerated prisoners or may conduct assessments of intelligence and/or mental status to determine whether or not a person charged with a crime should stand trial.
All of the forms of psychological involvement in legal matters mentioned here can be considered as part of the growing field of forensic psychology. Forensic psychology is the practice of psychology related to the legal system and it involves examining criminal evidence and aiding law enforcement investigations into criminal activities. Some fo- rensic psychologists provide information and advice to officials in the legal system, such as lawyers or judges; some act as expert witnesses (like Professor John Gambon in the opening story); some actually diagnose and treat criminals within the prison system; and others may administer psychological tests to criminal defendants. Forensic psychologists may aid either the prosecution or the defense in a trial by helping determine which po- tential jurors would be the best or worst choices. This type of professional may do con- sulting work in addition to maintaining a regular private practice in clinical or counseling psychology, or may work entirely within the justice system as a police psychologist or a full-time jury expert, for example.
PsyChOlOgy AnD The COMMunITy
Community psychology is an area that focuses on both individuals and their com- munity. This field is often concerned with issues at various levels, including individual, group, neighborhood, and organizational. It is an area that focuses on promoting health and preventing common societal issues across all levels. Community psychology aims to understand human behavior in context, and recognizes the role of human diversity in promoting change. Advocacy is a key role for individuals in this area as they work to promote social justice, or practices and policies that directly impact aspects of life such
A Fort Lewis Army psychologist demonstrates a headset from the “Virtual Reality Iraq” therapy program on April 18, 2007, in Spanaway, Washington. The virtual reality program, which simulates the sights, sounds, and smells of combat, will be used in working with soldiers suffering from posttraumatic stress disorder.
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as equal opportunity for all people, prevention of violence, and active citizenship. Com- munity psychologists are involved in a variety of life activities and may be engaged in promoting mental health, physical health, educational interventions, or work policies.
PsyChOlOgy AnD The envIrOnMenT
Another broad area in which psychological principles can be applied to solve practical problems is the area of managing the environment. Environmental psychology is an area that focuses on the relationship between human behavior and the environment in which the behavior takes place, such as an office, store, school, dormitory, or hospital. Because the concern of researchers in this field deals directly with behavior in a particular setting, research is always conducted in that setting rather than in a laboratory. Environ- mental psychologists may work with other professionals such as urban or city planners, economists, engineers, and architects, helping those professionals to plan the most effi- cient buildings, parks, housing developments, or plants.
Psychology and Work
B.7 What are industrial/organizational psychology and human factors psychology?
Work is a tremendous part of many people’s lives. People often spend more time at work than they do with their families or in social activities. One of the largest branches of ap- plied psychology focuses on how psychology can help people in management, productiv- ity, morale, and many other areas of the world of work.
Industrial/organizational (I/O) psychology is concerned with the relationships between people and their work environments. I/O psychologists may help in person- nel selection, administer job performance assessments, design work schedules that help workers adjust to new time periods of work hours with less difficulty, or design new work areas to increase morale and productivity. Psychologists in this field may study the behavior of entire organizations. They are often hired by corporations and businesses to deal with the hiring and assessment of employees. They may research and develop ways for workers to be more efficient and productive. They may work in business, government agencies, and academic settings. Table B.1 briefly lists some of the areas of specialization.
A specific kind of I/O specialist, called a human factors engineer, focuses on ergo- nomics, or designing machines, furniture, and other devices that people have to use so that those devices are the most practical, comfortable, and logical for human use. Human factors psychology consists of these researchers and designers who study the way humans
Table B.1
Areas in i/O psychology
AreAs In InDusTry AreAs In OrgAnIzATIOns
Job analysis Social behavior of work teams
Job evaluation and compensation Job satisfaction
Characteristics critical to effective management Personality characteristics critical to job performance
Personnel recruiting, selection, and placement Relationships between management and workers
Occupational training Leadership characteristics and training
Examination of working conditions Consumer psychology
Interviewing and testing Motivational concerns
Performance appraisal and feedback Conflict management
Human factors psychologists design machines that are more practical and comfortable for people to use. For example, this keyboard is designed to reduce the risk of pain in the wrists and increase accuracy in typing.
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and machines interact with each other. They may work directly in the companies involved in the design of appliances, airplane controls, and the operation of computers or other mechanical devices. For example, recall a recent iPhone® commercial about how your thumb can reach all parts of the screen. Or have you ever seen a ergonomic chair? Most likely a human factors engineer was involved in the design or testing of these products.
Psychologists working in I/O settings apply psychological principles and theo- ries to the workplace. For example, Maslow’s humanistic theory and hierarchy of needs ( to Learning Objective 9.4) has had a powerful influence on the field of man- agement (Heil et al., 1998). Douglas McGregor, in his explanations of two different styles of management (McGregor, 1960), relates the older and less productive “Theory X” (workers are unmotivated and need to be managed and directed) to Maslow’s lower needs and the newer, more productive style of management called “Theory Y ” (workers want to work and want that work to be meaningful) to the higher needs.
Industrial/organizational psychology got its start near the beginning of the twen- tieth century with the work of Walter D. Scott, a former student of famed physiolo- gist and founder of the first psychological laboratory, Wilhelm Wundt. Scott applied psychological principles to hiring, management, and advertising techniques (Schultz & Schultz, 2004). He also wrote one of the first books about the application of psychology to industry and advertising, called The Theory and Practice of Advertising (Scott, 1908). Another early figure in the newly developing field of industrial/organizational psychol- ogy was Hugo Munsterberg, a psychologist also trained by Wundt, who conducted re- search on such varied topics as the power of prayer and eyewitness testimony (Hothersall, 1995). Munsterberg wrote a book about eyewitness testimony called On the Witness Stand (1907) and later wrote Psychology and Industrial Efficiency (1913).
The I/O field became important during World War I when the army needed a way to test the intelligence of potential recruits. Psychologist Robert Yerkes, who would later become known for his groundbreaking research in comparative psychology while working with the great apes, developed the Army Alpha and Army Beta tests. The Army Alpha test was used with applicants who were able to read, whereas the Army Beta test was administered to applicants who were illiterate (McGuire, 1994; Yerkes, 1921).
In the mid-1920s a series of studies conducted by Elton Mayo for the Western Electric Company (Franke & Kaul, 1978; Parsons, 1992; Roethlisberger & Dickson, 1939) broadened the field. These were the first studies to view the workplace as a social system rather than as just a production line. Instead of treating workers as simply other pieces of equipment, these studies suggested that allowing workers some input into the decision-making process not only improved worker morale* but also reduced workers’ re- sistance to changes in the workplace. These studies led the way for others to examine how management of employees and production could be improved. For example, Google® is one of the leaders in creating a rewarding work environment and providing various perks to its employees. It was selected as Fortune magazine’s top company to work for in both 2012 and 2013 (“Best Companies to Work For 2013 – Fortune”). From free gourmet food, to an on-site laundry and dry cleaners, and both indoor and outdoor recreation facilities, Google works to create an intimate environment for its employees (Mangalin- dan, 2012). Management theories and strategies may also be applied to other kinds of settings such as schools, colleges, and universities. Yet another setting I/O psychologists are currently involved in is working with NASA for the planned 2030 trip to Mars (No- votney, 2013, March). I/O psychologists are researching ways to improve team selection and training for the astronauts who will have to endure a longer and further space voyage than anyone ever has, a trip that will take close to 3 years. Promotion of resiliency, adapt- ability, and group cohesion are some of the areas being investigated, especially in light of the lack of privacy and cramped quarters they will be living in.
These women were participants in one of the early industrial/ organizational psychology experiments conducted by Elton Mayo for the Western Electric Company. *morale: a sense of common purpose, enthusiasm, confidence, and loyalty.
applied psychology and psychology careers B-11
B.1
B.2
B.3
B.4
B.5
B.6
B.7
B.8
B.7
issues in psychology
Workplace Violence Acts of violence in the workplace have increased dramatically in the past few de- cades—nearly tripling in the 1980s alone (Baron, 1993). Psychologists are devoting time and energy to studying the reasons for this violence and are looking for ways
to recognize and prevent future incidents. Some highlights from research in workplace vio- lence show that people in some types of jobs face a higher probability of becoming a victim of a crime because of the characteristics of the job. For example, three of the most likely oc- cupations are police officers, corrections officers, and taxi drivers (Centers for Disease Control and Prevention, 2009). For taxi drivers (along with convenience-store clerks), it is the availabil- ity of cash and the solitary nature of the job that entices many criminals to attempt robbery. In the case of police and correctional officers, violence is part of the very nature of their job. Consider the following statistics:
• Between 1992 and 2006, there were 11,613 workplace homicide victims reported. • Of those homicides, 11.6 police officers out of every 100,000 were killed on the job
compared to the national average for all occupations of 4.0 out of every 100,000. • From 2004 to 2008 there was an average of 564 work-related homicides each year—
10 percent of all fatal work injuries. • Four out of every 5 homicide victims in 2008 were male. • Men were more likely to be killed by a stranger, while women were more likely to be
killed by a relative or personal acquaintance. • In 2008, there were 30 multiple-fatality workplace homicide incidents, with an aver-
age of 2 people dying in each incident. Most were shot, and in 12 percent of the shootings the assailants were coworkers or former coworkers (Bureau of Labor Statis- tics, 2010).
Industrial/organizational psychologists have developed a term for the employee who be- comes highly violent and commits violent crimes resulting in serious injury or death to other employees: the berserker. What are the characteristics of persons who “go berserk” in the workplace? Typically, they have at least a high school diploma or some college. Their self- esteem, or sense of worth as a person, is intimately tied to their job. They tend to like watch- ing violent television or movies. Prevention of violence in the workplace can include some simple, commonsense steps as well as more complicated training and preparation (Arbury, 2005; Harvey & Keashly, 2003; Security Director’s Report, 2008; VandenBos & Bulatao, 1996):
• entrances and exits that are well lighted • presence of video cameras or security guards, especially at night • criminal background checks performed on all potential new employees • training managers and supervisors to identify signs of potential workplace violence,
including such things as employees (1) who have a tendency to use verbal threats or who use low-grade acts of violence, such as pushing or shoving; (2) who are fasci- nated with and have access to firearms; or (3) who appear desensitized to television and movie violence and show a preference for watching such media.
Questions for further Discussion
1. Refer back to the Learning and Social Psychology chapters. to Chapter Five: Learning, to Chapter Twelve: Social Psychology. What might be some other reasons for workplace violence?
2. In what ways might a psychologist serve as a resource for individuals working in an occupation with higher risks of violence?
The aftermath of workplace violence: A somber crowd gathers at a candlelight vigil Sunday, August 8, 2010, in honor of the victims of a workplace shooting at a Connecticut beer distribution company, which took place on August 3, 2010. Less than one week prior to this vigil, Omar Thornton killed eight coworkers and wounded two others before killing himself at the Hartford Distributors building.
B-12 Appendix B
B.1
B.2
B.3
B.4
B.5
B.6
B.7
B.8B.8
Applying Psychology to everyday life: Techniques used by sports Psychologists
B.8 What are some techniques used in sports psychology?
Many athletes become frustrated when their performance seems to be less than it could be or when they reach some “roadblock” on their way to achieving new goals. The tech- niques that follow are designed to help athletes get around the roadblocks and get the most out of their performance. The same techniques are also helpful in the careers of act- ing, musical performance, professional speaking, teaching, or any career in which there is an element of performance in front of others. 1. Visualization. In this technique, athletes try to “see” their performance in their
minds as if watching from the sidelines before actually doing it. 2. Imagery/mental rehearsal. Similar to visualization, imagery can be used to men-
tally rehearse the desired performance. Instead of visualizing oneself as if from the sidelines, however, imagery/mental rehearsal involves actually “seeing” and “feeling” the performance in one’s mind from one’s own viewpoint. This helps prepare the muscles that will be used for action.
3. Distraction desensitization. Athletes can be trained to ignore distractions, such as the shouts of spectators.
4. Thought stopping. People often have negative thoughts about things that might happen: “I’m going to miss it, I just know it!” is a good example of a negative, self- defeating thought. Sports psychologists train athletes to stop such thoughts in the making, replacing them with more positive thoughts: “I can do this. I’ve done it before and it was easy.”
5. Conf idence training. Another thing that sports psychologists do is try to build con- fidence and self-esteem in the athletes who come to them for help. Lack of confi- dence in one’s own abilities is a major roadblock.
6. Focus training. Athletes can also be trained to focus attention, often through the use of hypnosis, concentrative meditation, or similar psychological techniques.
7. Relaxation training. Athletes can be trained to use special breathing methods, ten- sion and relaxation of muscles, and other strategies for relaxation to reduce anxiety and tension before a performance.
8. Autogenic training. Autogenic essentially means “from within the self.” In the sense used here, autogenic training involves helping athletes learn about their physiologi- cal responses to stress. Once learned, athletes can gain control over these responses, such as learning to slow one’s heart rate or to lower anxiety.
9. Fostering realistic goals and expectations. Sports psychologists try to teach athletes that although setting goals is important, setting unrealistic goals can lead to burn- out, frustration, and feelings of failure. Sports psychologists try to help athletes modify their expectations and goals to be more realistic.
10. Fostering team unity. Sports psychologists may also work with entire teams of ath- letes, helping them to become a unit that works as one single “organism” while still providing support for each individual athlete.
Questions for further Discussion
1. What are some other occupations in which people might benefit from using some of these techniques?
2. Are there factors outside of the game itself that might interfere with fostering team unity?
The sports psychologist on the right is helping Red Sox player David Ortiz work through his frustration at being injured during the game.
applied psychology and psychology careers B-13
chapter summary
What Is Applied Psychology?
B.1 What is the definition of applied psychology? • Applied psychology refers to using psychological principles and
research to solve problems in the real world.
Psychology as a Career
B . 2 W h a t a r e t h e d i f f e r e n t t y p e s o f p s y c h o l o g i c a l professionals? • Different types of psychological professionals vary by level of ed-
ucation and training. Examples include psychiatrists, psychiatric social workers, and psychologists.
• Psychologists hold either a Ph.D. or Psy.D. degree. B.3 What kinds of careers are available to someone with a master’s degree in psychology? • Individuals with a master’s degree may work under the supervision
of a doctoral-level psychology professional, practice independently if licensed, or work in private or educational settings.
B.4 What kinds of careers are available to someone with a bachelor’s degree in psychology? • Education, statistical consulting, administration and other busi-
ness occupations, as well as health services are examples of careers that a person with a bachelor’s degree in psychology might enter.
B.5 What are the areas of specialization in psychology? • Areas of specialization include clinical and counseling psychology,
developmental, experimental, social, personality, and physiological psychology, neuropsychology, and comparative psychology.
Psychology Beyond the Classroom
B.6 How does psychology interact with other career fields? • Health psychology is an area in which the goal is to discover relation-
ships between human behavior, including stress factors, and physical health, with the intention of preventing and treating ill health.
• Educational psychologists study the processes of human learn- ing to develop new techniques and methods, whereas school
psychologists apply those methods in the school, administer as- sessments, recommend placement, and provide counseling and diagnosis of educational problems.
• Sports psychologists help athletes prepare themselves mentally for participation in sports.
• Psychologists working in the military represent almost all sub- fields of psychology and work with both military personnel and their families in military environments.
• Psychologists may act as expert witnesses for legal matters, help in jury selection, provide clinical services to defendants or pris- oners, or produce personality profiles of various types of crimi- nals in the field of forensic psychology.
• Community psychologists help solve social issues and work to promote health for individuals and for the larger community in which people live.
• Environmental psychology looks at the relationship between hu- man behavior and the physical environment in which that be- havior takes place.
Psychology and Work
B.7 What are industrial/organizational psychology and hu- man factors psychology? • Industrial/organizational psychology is concerned with how peo-
ple function in and are affected by their work environments. • Human factors is a type of I/O psychology in which the focus
is on the way humans and machines interact with each other, designing or helping to design the machines used by people in various science and industrial settings.
Applying Psychology to everyday life: Techniques used by sports Psychologists
B.8 What are some techniques used in sports psychology? • Sports psychologists use many techniques to help athletes bet-
ter their performances, including visualization, imagery, thought stopping, confidence training, relaxation training, and fostering team unity.
Listen to the Audio File of your chapter MyPsychLab
Pick the best answer.
1. Which of the following professionals has a medical degree? a. clinical psychologist b. psychiatrist c. psychiatric social worker d. counseling psychologist
2. Elaine has always wanted to be a psychologist. She dreams of help- ing people with their problems and wants to become “Dr. Elaine.” However, she is not interested in conducting scientific research or in becoming a medical doctor. What type of degree would be best for Elaine to pursue?
a. a master’s degree in psychology b. a Ph.D. c. a Psy.D. d. a master’s degree in social work
test YOurself Answers AvAilAble in Answer key.
Study and Review with more quizzes and a customized study plan at MyPsychLab
B-14 Appendix B
3. Dr. Troxell conducts scientific studies on topics such as the power of prejudice, attitude change, aggressive behavior, and interpersonal attraction in teenagers. Dr. Troxell’s area of specialization is most likely in _____________ psychology.
a. social b. personality c. comparative d. developmental
4. Dr. Cavendish is a _____________ psychologist who conducts experi- ments using animals as her subjects. Her focus of study includes ani- mal learning, memory, and even language.
a. experimental b. comparative c. developmental d. social
5. What type of psychologist would be most likely to put together an anti-bullying program for middle school students?
a. experimental b. clinical c. forensic d. educational
6. In working with a professional athlete, what aspects of performance might a sports psychologist likely focus on?
a. strength and agility training b. focus and relaxation c. memory and motivation d. perceptual and problem solving
7. Dr. Lewis studies the topic of crowding. She often wonders why peo- ple can feel crowded in an elevator that has 8–10 people in it but not at a large sporting event where over 2,000 people are present. What is Dr. Lewis’s specialty?
a. developmental b. physiological c. social d. environmental
8. Which type of psychologist is most concerned with maximizing job satisfaction in night-shift employees?
a. industrial/organizational b. clinical c. forensic d. environmental
9. Suzanne is working to redesign the controls for a new type of plane so that pilots can tell the difference between instruments in the dark just by the way each control feels. Suzanne is probably a(n) _____________ psychologist.
a. industrial/organizational b. human factors c. experimental d. military
10. Thought stopping, mental rehearsal, and focus training are some of the tools of the _____________ psychologist.
a. experimental b. clinical c. sports d. military
AK-1
PSYCHOLOGY IN ACTION Practice Quiz page PIA-11 1. b; 2. a; 3. a; 4. a; 5. c Practice Quiz page PIA-16 1. a; 2. c; 3. d; 4. a; 5. a; 6. c Test Yourself page PIA-19 1. d; 2. d; 3. c; 4. c; 5. a; 6. c; 7. d; 8. b; 9. a; 10. a
CHAPTER 1 Practice Quiz page 13 1. a; 2. b; 3. c; 4. b; 5. a; 6. a Practice Quiz page 19 1. d; 2. c; 3. c; 4. a; 5. d; 6. a Practice Quiz page 26 1. a; 2. b; 3. b; 4. b; 5. b Practice Quiz page 37 1. c; 2. a; 3. b; 4. a; 5. c; 6. c Test Yourself pages 42–43 1. c; 2. b; 3. c; 4. d; 5. b; 6. d; 7. d; 8. d; 9. b; 10. a; 11. b; 12. a; 13. c 14. b; 15. b; 16. a; 17. c; 18. a; 19. d; 20. c
CHAPTER 2 Practice Quiz page 55 1. a; 2. b; 3. b; 4. a; 5. a; 6. d Practice Quiz page 66 1. a; 2. d; 3. b; 4. b; 5. a; 6. c Practice Quiz page 76 1. c; 2. c; 3. a; 4. d; 5. d Practice Quiz page 84 1. d; 2. c; 3. b; 4. a; 5. b Test Yourself pages 89 1. b; 2. c; 3. c; 4. a; 5. a; 6. c; 7. b; 8. b; 9. d; 10. b; 11. b; 12. d; 13. c; 14. d; 15. a; 16. a; 17. d; 18. b; 19. d; 20. b
CHAPTER 3 Practice Quiz page 95 1. d; 2. a; 3. d; 4. a Practice Quiz page 104 1. a; 2. b; 3. a; 4. b; 5. c; 6. b Practice Quiz page 109 1. a; 2. c; 3. b; 4. a; 5. d Practice Quiz page 117 1. c; 2. d; 3. d; 4. b; 5. a; 6. a Practice Quiz page 128 1. b; 2. c; 3. b; 4. c; 5. a; 6. b Test Yourself pages 132–133 1. b; 2. d; 3. a; 4. b; 5. a; 6. c; 7. b; 8. b; 9. a; 10. a; 11. b; 12. b; 13. c; 14. a; 15. a; 16. c; 17. a; 18. d; 19. b; 20. c
CHAPTER 4 Practice Quiz page 142 1. b; 2. d; 3. c; 4. b; 5. b Practice Quiz page 150 1. a; 2. c; 3. c; 4. d; 5. c; 6. a Practice Quiz page 154 1. a; 2. c; 3. a; 4. d; 5. b Practice Quiz page 157 1. a; 2. c; 3. c; 4. d Practice Quiz page 168 1. a; 2. d; 3. a; 4. c; 5. b; 6. a Test Yourself pages 172–173 1. a; 2. b; 3. d; 4. c; 5. a; 6. a; 7. c; 8. b; 9. d; 10. b; 11. d; 12. b; 13. c; 14. d; 15. a; 16. b; 17. b; 18. c; 19. a; 20. c
CHAPTER 5 Practice Quiz page 182 1. a; 2. b; 3. a; 4. d; 5. a Practice Quiz page 186 1. a; 2. a; 3. c; 4. d Practice Quiz page 190 1. a; 2. b; 3. b; 4. a Practice Quiz page 204 1. c; 2. c; 3. d; 4. a; 5. c; 6. d Practice Quiz page 212 1. b; 2. a; 3. b; 4. d; 5. a; 6. b Test Yourself pages 216–217 1. a; 2. b; 3. b; 4. d; 5. b; 6. a; 7. a; 8. d; 9. a; 10. b; 11. b; 12. c; 13. c; 14. c; 15. a; 16. b; 17. c; 18. b; 19. b; 20. b
CHAPTER 6 Practice Quiz page 222 1. b; 2. c; 3. b; 4. a Practice Quiz page 234 1. b; 2. c; 3. a; 4. c; 5. d; 6. b Practice Quiz page 241 1. b; 2. b; 3. d; 4. d; 5. a Practice Quiz page 245 1. a; 2. c; 3. a; 4. a Practice Quiz page 254 1. a; 2. c; 3. d; 4. a; 5. d Test Yourself pages 257–259 1. b; 2. a; 3. b; 4. d; 5. c; 6. c; 7. c; 8. a; 9. b; 10. a; 11. d; 12. d; 13. a; 14. b; 15. b; 16. d; 17. b; 18. a; 19. d; 20. d
CHAPTER 7 Practice Quiz page 269 1. a; 2. c; 3. a; 4. b; 5. d; 6. d Practice Quiz page 273 1. a; 2. b; 3. a; 4. a Practice Quiz page 284 1. c; 2. a; 3. c; 4. c; 5. d; 6. b Practice Quiz page 293 1. d; 2. c; 3. d; 4. b; 5. a Practice Quiz page 299 1. d; 2. b; 3. b; 4. a Test Yourself pages 302–303 1. a; 2. b; 3. a; 4. d; 5. c; 6. b; 7. c; 8. a; 9. a; 10. d; 11. d; 12. b; 13. c; 14. a; 15. c; 16. b; 17. d; 18. a; 19. a; 20. a
CHAPTER 8 Practice Quiz page 311 1. a; 2. d; 3. b; 4. c; 5. c; 6. b Practice Quiz page 316 1. b; 2. c; 3. b; 4. a; 5. b Practice Quiz page 328 1. b; 2. b; 3. c; 4. a; 5. d Practice Quiz page 334 1. d; 2. c; 3. b; 4. c; 5. b Practice Quiz page 338 1. b; 2. c; 3. c; 4. a; 5. d Practice Quiz page 343 1. a; 2. d; 3. c; 4. b; 5. a; 6. a Practice Quiz page 345 1. a; 2. b; 3. a; 4. d Test Yourself pages 349–351 1. a; 2. b; 3. c; 4. c; 5. b; 6. c; 7. a; 8. a; 9. b; 10. d; 11. c; 12. b; 13. a; 14. d; 15. a; 16. a; 17. b; 18. d; 19. c; 20. d
answer key
AK-2 Answer Key
chAPter 9 Practice Quiz page 359 1. a; 2. b; 3. c; 4. c; 5. b; 6. a Practice Quiz page 365 1. c; 2. a; 3. b; 4. c; 5. b Practice Quiz page 370 1. d; 2. b; 3. b; 4. c; 5. d; 6. d Practice Quiz page 381 1. b; 2. a; 3. c; 4. a; 5. d Test Yourself pages 384–385 1. d; 2. b; 3. b; 4. c; 5. a; 6. a; 7. b; 8. a; 9. b; 10. a; 11. c; 12. b; 13. d; 14. b; 15. d; 16. d; 17. a; 18. a; 19. b; 20. c
chAPter 10 Practice Quiz page 395 1. b; 2. c; 3. c; 4. c; 5. d; 6. d Practice Quiz page 399 1. d; 2. a; 3. a; 4. a Practice Quiz page 402 1. a; 2. a; 3. c; 4. d Practice Quiz page 409 1. b; 2. d; 3. d; 4. b; 5. b; 6. c Practice Quiz page 414 1. a; 2. b; 3. c; 4. d Test Yourself pages 416–417 1. d; 2. b; 3. b; 4. c; 5. a; 6. d; 7. b; 8. d; 9. b; 10. b; 11. c; 12. d; 13. a; 14. a; 15. b; 16. c; 17. c; 18. a; 19. a; 20. d
chAPter 11 Practice Quiz page 425 1. c; 2. b; 3. c; 4. c Practice Quiz page 429 1. c; 2. b; 3. a; 4. a; 5. c Practice Quiz page 441 1. a; 2. b; 3. b; 4. a; 5. a; 6. d Practice Quiz page 444 1. a; 2. c; 3. b; 4. d Practice Quiz page 448 1. c; 2. b; 3. b; 4. a; 5. d Test Yourself pages 451 1. d; 2. b; 3. b; 4. a; 5. a; 6. b; 7. d; 8. a; 9. b; 10. c; 11. c; 12. a; 13. d; 14. b; 15. b; 16. d; 17. b; 18. a; 19. d; 20. a
chAPter 12 Practice Quiz page 464 1. b; 2. a; 3. d; 4. b; 5. c Practice Quiz page 470 1. d; 2. a; 3. d; 4. a; 5. b; 6. c Practice Quiz page 475 1. b; 2. a; 3. b; 4. b; 5. d Practice Quiz page 481 1. d; 2. b; 3. c; 4. a Practice Quiz page 486 1. c; 2. d; 3. a; 4. b; 5. d Practice Quiz page 494 1. a; 2. d; 3. d; 4. d; 5. c Test Yourself pages 498–499 1. d; 2. d; 3. a; 4. b; 5. d; 6. c; 7. b; 8. d; 9. a; 10. d; 11. c; 12. a; 13. b; 14. b; 15. a; 16. b; 17. b; 18. d; 19. d; 20. a
chAPter 13 Practice Quiz page 511 1. c; 2. d; 3. c; 4. c; 5. d; 6. a Practice Quiz page 517 1. b; 2. d; 3. a; 4. c; 5. c Practice Quiz page 521 1. a. 2. d; 3. b; 4. d Practice Quiz page 531 1. a; 2. b; 3. a; 4. b; 5. c; 6. a Test Yourself pages 534–535 1. d; 2. a; 3. b; 4. b; 5. b; 6. a; 7. a; 8. a; 9. b; 10. d; 11. c; 12. c; 13. b; 14. d; 15. d; 16. c; 17. d; 18. c; 19. a; 20. a
chAPter 14 Practice Quiz page 546 1. b; 2. a; 3. d; 4. b; 5. d Practice Quiz page 556 1. c; 2. d; 3. a; 4. c; 5. a; 6. d Practice Quiz page 561 1. a; 2. b; 3. a; 4. a; 5. b; 6. c Practice Quiz page 568 1. b; 2. b; 3. a; 4. d Test Yourself pages 572–573 1. c; 2. d; 3. c; 4. a; 5. d; 6. c; 7. b; 8. a; 9. b; 10. c; 11. d; 12. d; 13. b; 14. b; 15. a; 16. a; 17. a; 18. b; 19. d; 20. a
chAPter 15 Practice Quiz page 583 1. b; 2. a; 3. d; 4. c; 5. b; 6. c Practice Quiz page 593 1. b; 2. b; 3. c; 4. a; 5. b; 6. c Practice Quiz page 606 1. c; 2. a; 3. b; 4. b; 5. d; 6. a Test Yourself pages 610–611 1. a; 2. b; 3. a; 4. a; 5. d; 6. c; 7. d; 8. d; 9. b; 10. a; 11. b; 12. d; 13. c; 14. b; 15. d; 16. b; 17. c; 18. c; 19. a; 20. b
APPendIces Test Yourself pages A-12–A-13 1. a; 2. c; 3. b; 4. d; 5. b; 6. a; 7. a; 8. a; 9. d; 10. d Test Yourself pages B-13–B-14 1. b; 2. c; 3. a; 4. b; 5. d; 6. b; 7. d; 8. a; 9. b; 10. c
G–1
absolute threshold the lowest level of stimulation that a person can consciously detect 50 percent of the time the stimulation is present.
accommodation as a monocular cue of depth perception, the brain’s use of information about the changing thickness of the lens of the eye in response to looking at objects that are close or far away.
acculturative stress stress resulting from the need to change and adapt a person’s ways to the majority culture.
acquired (secondary) drives those drives that are learned through experience or conditioning, such as the need for money or social approval.
acrophobia fear of heights. action potential the release of the neural impulse, consisting of a reversal of the
electrical charge within the axon. action therapy therapy in which the main goal is to change disordered or
inappropriate behavior directly. activation-information-mode model (AIM) revised version of the activation-
synthesis explanation of dreams in which information that is accessed during waking hours can have an influence on the synthesis of dreams.
activation-synthesis hypothesis premise that states that dreams are created by the higher centers of the cortex to explain the activation by the brain stem of cortical cells during REM sleep periods.
activity theory theory of adjustment to aging that assumes older people are happier if they remain active in some way, such as volunteering or developing a hobby.
acute stress disorder (ASD) a disorder resulting from exposure to a major stressor, with symptoms of anxiety, dissociation, recurring nightmares, sleep disturbances, problems in concentration, and moments in which people seem to “relive” the event in dreams and flashbacks for as long as 1 month following the event.
adaptive theory theory of sleep proposing that animals and humans evolved sleep patterns to avoid predators by sleeping when predators are most active.
adolescence the period of life from about age 13 to the early 20s, during which a young person is no longer physically a child but is not yet an independent, self-supporting adult.
adrenal glands endocrine glands located on top of each kidney that secrete over 30 different hormones to deal with stress, regulate salt intake, and provide a secondary source of sex hormones affecting the sexual changes that occur during adolescence.
aerial (atmospheric) perspective monocular depth perception cue, the haziness that surrounds objects that are farther away from the viewer, causing the distance to be perceived as greater.
affect in psychology, a term indicating “emotion” or “mood.” afferent (sensory) neuron a neuron that carries information from the senses to
the central nervous system. afterimages images that occur when a visual sensation persists for a brief time
even after the original stimulus is removed. aggression actions meant to harm or destroy; behavior intended to hurt or
destroy another person. agonists chemical substances that mimic or enhance the effects of a neurotrans-
mitter on the receptor sites of the next cell, increasing or decreasing the activity of that cell.
agoraphobia fear of being in a place or situation from which escape is difficult or impossible.
agreeableness the emotional style of a person that may range from easygoing, friendly, and likeable to grumpy, crabby, and unpleasant.
AIDS or acquired immune deficiency syndrome sexually transmitted viral dis- order that causes deterioration of the immune system and eventually results in death due to complicating infections that the body can no longer fight.
alcohol the chemical resulting from fermentation or distillation of various kinds of vegetable matter.
algorithms very specific, step-by-step procedures for solving certain types of problems.
all-or-none referring to the fact that a neuron either fires completely or does not fire at all.
all-or-nothing thinking the tendency to believe that one’s performance must be perfect or the result will be a total failure.
alpha waves brain waves that indicate a state of relaxation or light sleep. altered state of consciousness state in which there is a shift in the quality or
pattern of mental activity as compared to waking consciousness. altruism prosocial behavior that is done with no expectation of reward and may
involve the risk of harm to oneself. amphetamines stimulants that are synthesized (made) in laboratories rather
than being found in nature. amygdala brain structure located near the hippocampus, responsible for fear
responses and memory of fear. anal stage the second stage in Freud’s psychosexual stages, occurring from
about 18 to 36 months of age, in which the anus is the erogenous zone and toilet training is the source of conflict.
analytical intelligence the ability to break problems down into component parts, or analysis, for problem solving.
androgens male hormones. androgyny characteristic of possessing the most positive personality character-
istics of males and females regardless of actual sex. andropause gradual changes in the sexual hormones and reproductive system
of middle-aged males. anorexia nervosa (anorexia) a condition in which a person reduces eating to
the point that their body weight is significantly low, or less than minimally expected. In adults, this is likely associated with a BMI < 18.5.
antagonists chemical substances that block or reduce a cell’s response to the action of other chemicals or neurotransmitters.
anterograde amnesia loss of memory from the point of injury or trauma forward, or the inability to form new long-term memories.
antianxiety drugs drugs used to treat and calm anxiety reactions, typically minor tranquilizers.
antidepressant drugs drugs used to treat depression and anxiety. antipsychotic drugs drugs used to treat psychotic symptoms such as delusions,
hallucinations, and other bizarre behavior. antisocial personality disorder (ASPD) disorder in which a person uses other
people without worrying about their rights or feelings and often behaves in an impulsive or reckless manner without regard for the consequences of that behavior.
anxiety disorders class of disorders in which the primary symptom is excessive or unrealistic anxiety.
applied behavior analysis (ABA) modern term for a form of functional analysis and behavior modification that uses a variety of behavioral techniques to mold a desired behavior or response.
applied psychology the use of psychological concepts in solving real-world problems.
glossary
G–2 Glossary
applied research research focused on finding practical solutions to real-world problems.
approach–approach conflict conflict occurring when a person must choose between two desirable goals.
approach–avoidance conflict conflict occurring when a person must choose or not choose a goal that has both positive and negative aspects.
arbitrary inference distortion of thinking in which a person draws a conclusion that is not based on any evidence.
archetypes Jung’s collective, universal human memories. arousal theory theory of motivation in which people are said to have an optimal
(best or ideal) level of tension that they seek to maintain by increasing or decreasing stimulation.
association areas areas within each lobe of the cortex responsible for the coordination and interpretation of information, as well as higher mental processing.
attachment the emotional bond between an infant and the primary caregiver. attitude a tendency to respond positively or negatively toward a certain person,
object, idea, or situation. attribution the process of explaining one’s own behavior and the behavior of
others. attribution theory the theory of how people make attributions. auditory canal short tunnel that runs from the pinna to the eardrum. auditory nerve bundle of axons from the hair cells in the inner ear. authenticity the genuine, open, and honest response of the therapist to the
client. authoritarian parenting style of parenting in which parent is rigid and overly
strict, showing little warmth to the child. authoritative parenting style of parenting in which parent combines warmth
and affection with firm limits on a child’s behavior. autobiographical memory the memory for events and facts related to one’s
personal life story. automatic encoding tendency of certain kinds of information to enter long-
term memory with little or no effortful encoding. autonomic nervous system (ANS) division of the PNS consisting of nerves
that control all of the involuntary muscles, organs, and glands. availability heuristic estimating the frequency or likelihood of an event based
on how easy it is to recall relevant information from memory or how easy it is for us to think of related examples.
aversion therapy form of behavioral therapy in which an undesirable behavior is paired with an aversive stimulus to reduce the frequency of the behavior.
avoidance–avoidance conflict conflict occurring when a person must choose between two undesirable goals.
axon tubelike structure of neuron that carries the neural message from the cell body to the axon terminals, for communication with other cells..
axon terminals enlarged ends of axonal branches of the neuron, specialized for communication between cells.
basal metabolic rate (BMR) the rate at which the body burns energy when the organism is resting.
basic anxiety anxiety created when a child is born into the bigger and more powerful world of older children and adults.
basic research research focused on adding information to the scientific knowledge base.
behavioral genetics field of study devoted to discovering the genetic bases for personality characteristics.
behaviorism the science of behavior that focuses on observable behavior only. behavior modification or applied behavior analysis the use of learning
techniques to modify or change undesirable behavior and increase desirable behavior.
behavior therapies action therapies based on the principles of classical and operant conditioning and aimed at changing disordered behavior without concern for the original causes of such behavior.
benevolent sexism acceptance of positive stereotypes of males and females that leads to unequal treatment.
benzodiazepines drugs that lower anxiety and reduce stress. beta waves smaller and faster brain waves, typically indicating mental activity. bilateral anterior cingulotomy psychosurgical technique in which an electrode
wire is inserted into the anterior cingulate gyrus, with the guidance of magnetic resonance imaging, to destroy a very small portion of that brain area with electric current.
bimodal condition in which a distribution has two modes. bimodal distribution frequency distribution in which there are two high points
rather than one. binge-eating disorder a condition in which a person overeats, or binges, on
enormous amounts of food at one sitting, but unlike bulimia nervosa, the individual does not then purge or use other unhealthy methods to avoid weight gain.
binocular cues cues for perceiving depth based on both eyes. binocular disparity binocular depth perception cue, the difference in images
between the two eyes, which is greater for objects that are close and smaller for distant objects.
biofeedback using feedback about biological conditions to bring involuntary responses, such as blood pressure and relaxation, under voluntary control.
biological model model of explaining behavior as caused by biological changes in the chemical, structural, or genetic systems of the body.
biological preparedness referring to the tendency of animals to learn certain associations, such as taste and nausea, with only one or few pairings due to the survival value of the learning.
biological psychology or behavioral neuroscience branch of neuroscience that focuses on the biological bases of psychological processes, behavior, and learning.
biomedical therapies therapies that directly affect the biological functioning of the body and brain; therapies for mental disorders in which a person with a problem is treated with biological or medical methods to relieve symptoms.
biopsychological perspective perspective that attributes human and animal behavior to biological events occurring in the body, such as genetic influ- ences, hormones, and the activity of the nervous system.
biopsychosocial model perspective in which abnormal behavior is seen as the result of the combined and interacting forces of biological, psychological, social, and cultural influences.
bipolar disorder periods of mood that may range from normal to manic, with or without episodes of depression (bipolar I disorder), or spans of normal mood interspersed with episodes of major depression and episodes of hypomania (bipolar II disorder).
bisexual person attracted to both men and women. blind spot area in the retina where the axons of the three layers of retinal cells
exit the eye to form the optic nerve, insensitive to light. borderline personality disorder (BLPD) maladaptive personality pattern in which
the person is moody, unstable, lacks a clear sense of identity, and often clings to others with a pattern of self-destructiveness, chronic loneliness, and disruptive anger in close relationships.
bottom-up processing the analysis of the smaller features to build up to a complete perception.
brightness constancy the tendency to perceive the apparent brightness of an object as the same even when the light conditions change.
Broca’s aphasia condition resulting from damage to Broca’s area, causing the affected person to be unable to speak fluently, to mispronounce words, and to speak haltingly.
bulimia nervosa (bulimia) a condition in which a person develops a cycle of “binging,” or overeating enormous amounts of food at one sitting, and then using unhealthy methods to avoid weight gain.
burnout negative changes in thoughts, emotions, and behavior as a result of prolonged stress or frustration, leading to feelings of exhaustion.
Glossary G–3
bystander effect referring to the effect that the presence of other people has on the decision to help or not help, with help becoming less likely as the number of bystanders increases.
caffeine a mild stimulant found in coffee, tea, and several other plant-based substances.
Cannon-Bard theory of emotion theory in which the physiological reaction and the emotion are assumed to occur at the same time.
case study study of one individual in great detail. catastrophe an unpredictable, large-scale event that creates a tremendous need
to adapt and adjust as well as overwhelming feelings of threat. catatonia disturbed behavior ranging from statue-like immobility to bursts of
energetic, frantic movement, and talking. central nervous system (CNS) part of the nervous system consisting of the
brain and spinal cord. central-route processing type of information processing that involves attend-
ing to the content of the message itself. centration in Piaget’s theory, the tendency of a young child to focus only on one
feature of an object while ignoring other relevant features. cerebellum part of the lower brain located behind the pons that controls and
coordinates involuntary, rapid, fine motor movement, and may have some cognitive functions.
cerebral hemispheres the two sections of the cortex on the left and right sides of the brain.
cerebrum the upper part of the brain consisting of the two hemispheres and the structures that connect them.
character value judgments of a person’s moral and ethical behavior. chromosome tightly wound strand of genetic material or DNA. circadian rhythm a cycle of bodily rhythm that occurs over a 24-hour period. classical conditioning learning to make an involuntary response to a stimu-
lus other than the original, natural stimulus that normally produces the response.
claustrophobia fear of being in a small, enclosed space. clinical psychology area of psychology in which the psychologists diagnose
and treat people with psychological disorders that may range from mild to severe.
closure a Gestalt principle of perception, the tendency to complete figures that are incomplete.
cocaine a natural drug derived from the leaves of the coca plant. cochlea snail-shaped structure of the inner ear that is filled with fluid. cognitive arousal theory (two-factor theory) theory of emotion in which both
the physical arousal and the labeling of that arousal based on cues from the environment must occur before the emotion is experienced.
cognitive–behavioral therapy (CBT) action therapy in which the goal is to help clients overcome problems by learning to think more rationally and logically, which in turn will impact their behavior.
cognitive development the development of thinking, problem solving, and memory.
cognitive dissonance sense of discomfort or distress that occurs when a per- son’s behavior does not correspond to that person’s attitudes.
cognitive-mediational theory theory of emotion in which a stimulus must be interpreted (appraised) by a person in order to result in a physical response and an emotional reaction.
cognitive neuroscience study of the physical changes in the brain and nervous system during thinking.
cognitive perspective modern perspective in psychology that focuses on memory, intelligence, perception, problem solving, and learning.
cognitive perspective in classical conditioning, modern theory in which conditioning is seen to occur because the conditioned stimulus provides infor- mation or an expectancy about the coming of the unconditioned stimulus.
cognitive psychologists psychologists who study the way people think, remem- ber, and mentally organize information.
cognitive therapy therapy in which the focus is on helping clients recognize distortions in their thinking and replacing distorted, unrealistic beliefs with more realistic, helpful thoughts.
cognitive universalism theory that concepts are universal and influence the development of language.
cohort effect the impact on development occurring when a group of people share a common time period or common life experience.
collective unconscious Jung’s name for the memories shared by all members of the human species.
College Undergraduate Stress Scale (CUSS) assessment that measures the amount of stress in a college student’s life over a 1-year period resulting from major life events.
community psychology area of psychology in which psychologists serve at various levels including individual, group, and community, focusing on promoting social welfare and preventing social problems.
companionate love type of love consisting of intimacy and commitment. comparative psychology area of psychology in which the psychologists study
animals and their behavior for the purpose of comparing and contrasting it to human behavior.
compensation (substitution) defense mechanism in which a person makes up for inferiorities in one area by becoming superior in another area.
compliance changing one’s behavior as a result of other people directing or asking for the change.
computed tomography (CT) brain-imaging method using computer- controlled X-rays of the brain.
concentrative meditation form of meditation in which a person focuses the mind on some repetitive or unchanging stimulus so that the mind can be cleared of disturbing thoughts and the body can experience relaxation.
concept map an organized visual representation of knowledge consisting of concepts and their relationships to other concepts.
concepts ideas that represent a class or category of objects, events, or activities. concrete operations stage Piaget’s third stage of cognitive development, in
which the school-age child becomes capable of logical thought processes but is not yet capable of abstract thinking.
conditional positive regard positive regard that is given only when the person is doing what the providers of positive regard wish.
conditioned emotional response (CER) emotional response that has become classically conditioned to occur to learned stimuli, such as a fear of dogs or the emotional reaction that occurs when seeing an attractive person.
conditioned response (CR) in classical conditioning, a learned response to a conditioned stimulus.
conditioned stimulus (CS) in classical conditioning, a previously neutral stimulus that becomes able to produce a conditioned response, after pairing with an unconditioned stimulus.
conditioned taste aversion development of a nausea or aversive response to a particular taste because that taste was followed by a nausea reaction, occur- ring after only one association.
cones visual sensory receptors found at the back of the retina, responsible for color vision and sharpness of vision.
confirmation bias the tendency to search for evidence that fits one’s beliefs while ignoring any evidence that does not fit those beliefs.
conformity changing one’s own behavior to match that of other people. conscience part of the superego that produces guilt, depending on how accept-
able behavior is. conscientiousness the care a person gives to organization and thoughtfulness
of others; dependability. consciousness a person’s awareness of everything that is going on around him
or her at any given time. conservation in Piaget’s theory, the ability to understand that simply changing
the appearance of an object does not change the object’s nature. consolidation the changes that take place in the structure and functioning of
neurons when a memory is formed.
G–4 Glossary
constructive processing referring to the retrieval of memories in which those memories are altered, revised, or influenced by newer information.
consumer psychology branch of psychology that studies the habits of consum- ers in the marketplace.
contiguity a Gestalt principle of perception, the tendency to perceive two things that happen close together in time as being related.
contingency contract a formal, written agreement between the therapist and client (or teacher and student) in which goals for behavioral change, rein- forcements, and penalties are clearly stated.
continuity a Gestalt principle of perception, the tendency to perceive things as simply as possible with a continuous pattern rather than with a complex, broken-up pattern.
continuous reinforcement the reinforcement of each and every correct response.
control group subjects in an experiment who are not subjected to the indepen- dent variable and who may receive a placebo treatment.
conventional morality second level of Kohlberg’s stages of moral development in which the child’s behavior is governed by conforming to the society’s norms of behavior.
convergence binocular depth perception cue, the rotation of the two eyes in their sockets to focus on a single object, resulting in greater convergence for closer objects and lesser convergence if objects are distant.
convergent thinking type of thinking in which a problem is seen as having only one answer, and all lines of thinking will eventually lead to that single answer, using previous knowledge and logic.
coping strategies actions that people can take to master, tolerate, reduce, or minimize the effects of stressors.
coronary heart disease (CHD) the buildup of a waxy substance called plaque in the arteries of the heart.
corpus callosum thick band of neurons that connects the right and left cerebral hemispheres.
correlation a measure of the relationship between two variables. correlation coefficient a number that represents the strength and direction of
a relationship existing between two variables; number derived from the formula for measuring a correlation.
cortex outermost covering of the brain consisting of densely packed neurons, responsible for higher thought processes and interpretation of sensory input.
counseling psychology area of psychology in which the psychologists help people with problems of adjustment.
creative intelligence the ability to deal with new and different concepts and to come up with new ways of solving problems.
creativity the process of solving problems by combining ideas or behavior in new ways.
critical periods times during which certain environmental influences can have an impact on the development of the infant.
critical thinking making reasoned judgments about claims. cross-sectional design research design in which several different participant
age-groups are studied at one particular point in time. cross-sequential design research design in which participants are first studied
by means of a cross-sectional design but are also followed and assessed longitudinally.
cult any group of people with a particular religious or philosophical set of beliefs and identity.
cultural relativity the need to consider the unique characteristics of the culture in which behavior takes place.
cultural syndromes sets of particular symptoms of distress found in particular cultures, which may or may not be recognized as an illness within the culture.
curve of forgetting a graph showing a distinct pattern in which forgetting is very fast within the first hour after learning a list and then tapers off gradually.
cybertherapy psychotherapy that is offered on the Internet. Also called online, Internet, or Web therapy or counseling.
dark adaptation the recovery of the eye’s sensitivity to visual stimuli in darkness after exposure to bright lights.
decay loss of memory due to the passage of time, during which the memory trace is not used.
decision making process of cognition that involves identifying, evaluating, and choosing among several alternatives.
declarative (explicit) memory type of long-term memory containing informa- tion that is conscious and known.
deindividuation the lessening of personal identity, self-restraint, and the sense of personal responsibility that can occur within a group.
delta waves long, slow brain waves that indicate the deepest stage of sleep. delusions false beliefs held by a person who refuses to accept evidence of their
falseness. dendrites branchlike structures of a neuron that receive messages from other
neurons. denial psychological defense mechanism in which the person refuses to
acknowledge or recognize a threatening situation. dependent variable variable in an experiment that represents the measurable
response or behavior of the subjects in the experiment. depressants drugs that decrease the functioning of the nervous system. depth perception the ability to perceive the world in three dimensions.. descriptive statistics a way of organizing numbers and summarizing them so
that patterns can be determined. developmental psychology area of psychology in which the psychologists
study the changes in the way people think, relate to others, and feel as they age.
deviation IQ scores a type of intelligence measure that assumes that IQ is normally distributed around a mean of 100 with a standard deviation of about 15.
diffusion process of molecules moving from areas of high concentration to areas of low concentration.
diffusion of responsibility occurring when a person fails to take responsibility for actions or for inaction because of the presence of other people who are seen to share the responsibility.
directive therapy in which the therapist actively gives interpretations of a cli- ent’s statements and may suggest certain behavior or actions.
direct observation assessment in which the professional observes the client engaged in ordinary, day-to-day behavior in either a clinical or natural setting.
discrimination treating people differently because of prejudice toward the social group to which they belong.
discriminative stimulus any stimulus, such as a stop sign or a doorknob, that provides the organism with a cue for making a certain response in order to obtain reinforcement.
displaced aggression taking out one’s frustrations on some less threatening or more available target.
displacement redirecting feelings from a threatening target to a less threaten- ing one.
display rules learned ways of controlling displays of emotion in social settings. dispositional cause cause of behavior attributed to internal factors such as
personality or character. dissociation divided state of conscious awareness. dissociative disorders disorders in which there is a break in conscious aware-
ness, memory, the sense of identity, or some combination. dissociative identity disorder (DID) disorder occurring when a person seems
to have two or more distinct personalities within one body. distress the effect of unpleasant and undesirable stressors. distributed practice spacing the study of material to be remembered by includ-
ing breaks between study periods.
Glossary G–5
disuse another name for decay, assuming that memories that are not used will eventually decay and disappear.
divergent thinking type of thinking in which a person starts from one point and comes up with many different ideas or possibilities based on that point.
dizygotic twins often called fraternal twins, occurring when two individual eggs get fertilized by separate sperm, resulting in two zygotes in the uterus at the same time.
DNA (deoxyribonucleic acid) special molecule that contains the genetic mate- rial of the organism.
dominant referring to a gene that actively controls the expression of a trait. door-in-the-face technique asking for a large commitment and being refused
and then asking for a smaller commitment. double approach–avoidance conflict conflict in which the person must
decide between two goals, with each goal possessing both positive and negative aspects.
double-blind study study in which neither the experimenter nor the subjects know if the subjects are in the experimental or the control group.
drive a psychological tension and physical arousal arising when there is a need that motivates the organism to act in order to fulfill the need and reduce the tension.
drive-reduction theory approach to motivation that assumes behavior arises from physiological needs that cause internal drives to push the organism to satisfy the need and reduce tension and arousal.
drug tolerance the decrease of the response to a drug over repeated uses, leading to the need for higher doses of drug to achieve the same effect.
echoic memory auditory sensory memory, lasting only 2–4 seconds. eclectic approach to therapy that results from combining elements of several
different approaches or techniques. educational psychology area of psychology in which the psychologists are
concerned with the study of human learning and development of new learning techniques.
efferent (motor) neuron a neuron that carries messages from the central ner- vous system to the muscles of the body.
ego part of the personality that develops out of a need to deal with reality; mostly conscious, rational, and logical.
egocentrism the inability to see the world through anyone else’s eyes. ego integrity sense of wholeness that comes from having lived a full life
possessing the ability to let go of regrets; the final completion of the ego.
eidetic imagery the ability to access a visual memory for 30 seconds or more. elaboration likelihood model model of persuasion stating that people will either
elaborate on the persuasive message or fail to elaborate on it and that the future actions of those who do elaborate are more predictable than those who do not.
elaborative rehearsal a method of transferring information from STM into LTM by making that information meaningful in some way.
electroconvulsive therapy (ECT) form of biomedical therapy to treat severe depression in which electrodes are placed on either one or both sides of a person’s head and an electric current is passed through the electrodes that is strong enough to cause a seizure or convulsion.
electroencephalogram (EEG) a recording of the electrical activity of large groups of cortical neurons just below the skull, most often using scalp electrodes.
electroencephalograph machine designed to record the electroencephalogram. embryo name for the developing organism from 2 weeks to 8 weeks after
fertilization. embryonic period the period from 2 to 8 weeks after fertilization, during which
the major organs and structures of the organism develop. emotion the “feeling” aspect of consciousness, characterized by a certain physi-
cal arousal, a certain behavior that reveals the emotion to the outside world, and an inner awareness of feelings.
emotional intelligence the awareness of and ability to manage one’s own emo- tions to facilitate thinking and attain goals, as well as the ability to under- stand emotions in others.
emotion-focused coping coping strategies that change the impact of a stressor by changing the emotional reaction to the stressor.
empathy the ability of the therapist to understand the feelings of the client. encoding the set of mental operations that people perform on sensory informa-
tion to convert that information into a form that is usable in the brain’s storage systems.
encoding failure failure to process information into memory. encoding specificity the tendency for memory of information to be improved
if related information (such as surroundings or physiological state) that is available when the memory is first formed is also available when the memory is being retrieved.
endocrine glands glands that secrete chemicals called hormones directly into the bloodstream.
environmental psychology area of psychology in which the focus is on how people interact with and are affected by their physical environments.
enzymatic degradation process by which the structure of a neurotransmitter is altered so it can no longer act on a receptor.
episodic memory type of declarative memory containing personal information not readily available to others, such as daily activities and events.
equal status contact contact between groups in which the groups have equal status with neither group having power over the other.
escape or withdrawal leaving the presence of a stressor, either literally or by a psychological withdrawal into fantasy, drug abuse, or apathy.
estrogens female hormones. eustress the effect of positive events, or the optimal amount of stress that people
need to promote health and well-being. evidence-based treatment also called empirically supported treatment,
refers to interventions, strategies, or techniques that have been found to produce therapeutic and desired changes during controlled research studies.
evolutionary perspective perspective that focuses on the biological bases of universal mental characteristics that all humans share.
excitatory synapse synapse at which a neurotransmitter causes the receiving cell to fire.
expectancy a person’s subjective feeling that a particular behavior will lead to a reinforcing consequence.
experiment a deliberate manipulation of a variable to see if corresponding changes in behavior result, allowing the determination of cause-and-effect relationships.
experimental group subjects in an experiment who are subjected to the inde- pendent variable.
experimental psychology area of psychology in which the psychologists primarily do research and experiments in the areas of learning, memory, thinking, perception, motivation, and language.
experimenter effect tendency of the experimenter’s expectations for a study to unintentionally influence the results of the study.
exposure therapies behavioral techniques that expose individuals to anxiety- or fear-related stimuli, under carefully controlled conditions, to promote new learning.
extinction the disappearance or weakening of a learned response following the removal or absence of the unconditioned stimulus (in classical condition- ing) or the removal of a reinforcer (in operant conditioning).
extraversion dimension of personality referring to one’s need to be with other people.
extraverts people who are outgoing and sociable. extrinsic motivation type of motivation in which a person performs an action
because it leads to an outcome that is separate from or external to the person.
G–6 Glossary
facial feedback hypothesis theory of emotion that assumes that facial expres- sions provide feedback to the brain concerning the emotion being expressed, which in turn causes and intensifies the emotion.
family counseling (family therapy) a form of group therapy in which family members meet together with a counselor or therapist to resolve problems that affect the entire family.
fertilization the union of the ovum and sperm. fetal alcohol syndrome (FAS) the physical and mental defects caused by con-
sumption of alcohol during pregnancy. fetal period the time from about 8 weeks after conception until the birth of
the baby. fetus name for the developing organism from 8 weeks after fertilization to the
birth of the baby. figure–ground the tendency to perceive objects, or figures, as existing on a
background. five-factor model (Big Five) model of personality traits that describes five basic
trait dimensions. fixation disorder in which the person does not fully resolve the conflict in a
particular psychosexual stage, resulting in personality traits and behavior associated with that earlier stage.
fixed interval schedule of reinforcement schedule of reinforcement in which the interval of time that must pass before reinforcement becomes possible is always the same.
fixed ratio schedule of reinforcement schedule of reinforcement in which the number of responses required for reinforcement is always the same.
flashbulb memories type of automatic encoding that occurs because an unex- pected event has strong emotional associations for the person remembering it.
flat affect a lack of emotional responsiveness. flooding technique for treating phobias and other stress disorders in which the
person is rapidly and intensely exposed to the fear-provoking situation or object and prevented from making the usual avoidance or escape response.
foot-in-the-door technique asking for a small commitment and, after gaining compliance, asking for a bigger commitment.
forensic psychology area of psychology concerned with people in the legal system, including psychological assessment of criminals, jury selection, and expert witnessing.
formal operations stage Piaget’s last stage of cognitive development, in which the adolescent becomes capable of abstract thinking.
free association psychoanalytic technique in which a patient was encouraged to talk about anything that came to mind without fear of negative evaluations.
free-floating anxiety anxiety that is unrelated to any specific and known cause. frequency count assessment in which the frequency of a particular behavior is
counted. frequency distribution a table or graph that shows how often different num-
bers or scores appear in a particular set of scores. frequency theory theory of pitch that states that pitch is related to the speed of
vibrations in the basilar membrane. frontal lobes areas of the brain located in the front and top, responsible for
higher mental processes and decision making as well as the production of fluent speech.
frustration the psychological experience produced by the blocking of a desired goal or fulfillment of a perceived need.
fully functioning person a person who is in touch with and trusting of the deepest, innermost urges and feelings.
functional fixedness a block to problem solving that comes from thinking about objects in terms of only their typical functions.
functionalism early perspective in psychology associated with William James, in which the focus of study is how the mind allows people to adapt, live, work, and play.
functional magnetic resonance imaging (fMRI) MRI-based brain-imaging method that allows for functional examination of brain areas through changes in brain oxygenation.
fundamental attribution error the tendency to overestimate the influence of internal factors in determining behavior while underestimating situational factors.
gender the psychological aspects of being male or female. gender identity the individual’s sense of being male or female. gender roles the culture’s expectations for male or female behavior, including
attitudes, actions, and personality traits associated with being male or female in that culture.
gender schema theory theory of gender identity acquisition in which a child develops a mental pattern, or schema, for being male or female and then organizes observed and learned behavior around that schema.
gender stereotype a concept held about a person or group of people that is based on being male or female.
gender typing the process of acquiring gender-role characteristics. gene section of DNA having the same arrangement of chemical elements. general adaptation syndrome (GAS) the three stages of the body’s physiological
reaction to stress, including alarm, resistance, and exhaustion. generalized anxiety disorder disorder in which a person has feelings of dread
and impending doom along with physical symptoms of stress, which lasts 6 months or more.
generativity providing guidance to one’s children or the next generation, or contributing to the well-being of the next generation through career or volunteer work.
genetics the science of inherited traits. genital stage the final stage in Freud’s psychosexual stages, from puberty on,
sexual urges are allowed back into consciousness and the individual moves toward adult social and sexual behavior.
germinal period first 2 weeks after fertilization, during which the zygote moves down to the uterus and begins to implant in the lining.
Gestalt psychology early perspective in psychology focusing on perception and sensation, particularly the perception of patterns and whole figures.
Gestalt therapy form of directive insight therapy in which the therapist helps clients to accept all parts of their feelings and subjective experiences, using leading questions and planned experiences such as role-playing.
g factor the ability to reason and solve problems, or general intelligence. gifted the 2 percent of the population falling on the upper end of the normal
curve and typically possessing an IQ of 130 or above. glial cells cells that provide support for the neurons to grow on and around,
deliver nutrients to neurons, produce myelin to coat axons, clean up waste products and dead neurons, influence information processing, and, during prenatal development, influence the generation of new neurons.
glucagon hormone that is secreted by the pancreas to control the levels of fats, proteins, and carbohydrates in the body by increasing the level of glucose in the bloodstream.
gonads sex glands; secrete hormones that regulate sexual development and behavior as well as reproduction.
grammar the system of rules governing the structure and use of a language. group polarization the tendency for members involved in a group discussion
to take somewhat more extreme positions and suggest riskier actions when compared to individuals who have not participated in a group discussion.
group therapy form of therapy or treatment during which a small group of clients with similar concerns meet together with a therapist to address their issues.
groupthink kind of thinking that occurs when people place more importance on maintaining group cohesiveness than on assessing the facts of the prob- lem with which the group is concerned.
habits in behaviorism, sets of well-learned responses that have become automatic.
habituation tendency of the brain to stop attending to constant, unchanging information.
hallucinations false sensory perceptions, such as hearing voices that do not really exist.
Glossary G–7
hallucinogenics drugs including hallucinogens and marijuana that produce hallucinations or increased feelings of relaxation and intoxication.
hallucinogens drugs that cause false sensory messages, altering the perception of reality.
halo effect tendency of an interviewer to allow positive characteristics of a client to influence the assessments of the client’s behavior and statements.
hardy personality a person who seems to thrive on stress but lacks the anger and hostility of the Type A personality.
hassles the daily annoyances of everyday life. health psychology area of psychology focusing on how physical activities,
psychological traits, stress reactions, and social relationships affect overall health and rate of illnesses.
heritability degree to which the changes in some trait within a population can be considered to be due to genetic influences; the extent individual genetic differences affect individual differences in observed behavior; in IQ, proportion of change in IQ within a population that is caused by hereditary factors.
heroin narcotic drug derived from opium that is extremely addictive. hertz (Hz) cycles or waves per second, a measurement of frequency. heterosexual person attracted to the opposite sex. heuristic an educated guess based on prior experiences that helps narrow down
the possible solutions for a problem. Also known as a “rule of thumb.” higher-order conditioning occurs when a strong conditioned stimulus is paired
with a neutral stimulus, causing the neutral stimulus to become a second conditioned stimulus.
hindsight bias the tendency to falsely believe, through revision of older memo- ries to include newer information, that one could have correctly predicted the outcome of an event.
hippocampus curved structure located within each temporal lobe, responsible for the formation of long-term declarative memories.
histogram a bar graph showing a frequency distribution. homeostasis the tendency of the body to maintain a steady state. homosexual person attracted to the same sex. hormones chemicals released into the bloodstream by endocrine glands. human development the scientific study of the changes that occur in people as
they age from conception until death. human factors psychology area of industrial/organizational psychology con-
cerned with the study of the way humans and machines interact with each other.
humanistic perspective the “third force” in psychology that focuses on those aspects of personality that make people uniquely human, such as subjective feelings and freedom of choice.
hypnosis state of consciousness in which the person is especially susceptible to suggestion.
hypothalamus small structure in the brain located below the thalamus and directly above the pituitary gland, responsible for motivational behavior such as sleep, hunger, thirst, and sex.
hypothesis tentative explanation of a phenomenon based on observations. iconic memory visual sensory memory, lasting only a fraction of a second. identification defense mechanism in which a person tries to become like some-
one else to deal with anxiety. identity versus role confusion stage of personality development in which the
adolescent must find a consistent sense of self. id part of the personality present at birth and completely unconscious. imaginary audience type of thought common to adolescents in which young
people believe that other people are just as concerned about the adoles- cent’s thoughts and characteristics as they themselves are.
immune system the system of cells, organs, and chemicals of the body that responds to attacks from diseases, infections, and injuries.
implicit personality theory sets of assumptions about how different types of people, personality traits, and actions are related to each other.
impression formation the forming of the first knowledge that a person has concerning another person.
incentive approaches theories of motivation in which behavior is explained as a response to the external stimulus and its rewarding properties.
incentives things that attract or lure people into action. independent variable variable in an experiment that is manipulated by the
experimenter. industrial/organizational (I/O) psychology area of psychology concerned
with the relationships between people and their work environment. infantile amnesia the inability to retrieve memories from much before age 3. inferential statistics statistical analysis of two or more sets of numerical data
to reduce the possibility of error in measurement and to determine if the differences between the data sets are greater than chance variation would predict.
information-processing model model of memory that assumes the process- ing of information for memory storage is similar to the way a computer processes memory in a series of three stages.
in-groups social groups with whom a person identifies; “us.” inhibitory synapse synapse at which a neurotransmitter causes the receiving
cell to stop firing. insight the sudden perception of relationships among various parts of a prob-
lem, allowing the solution to the problem to come quickly. insight therapies therapies in which the main goal is helping people to gain
insight with respect to their behavior, thoughts, and feelings. insomnia the inability to get to sleep, stay asleep, or get a good quality of sleep. instinctive drift tendency for an animal’s behavior to revert to genetically
controlled patterns. instincts the biologically determined and innate patterns of behavior that exist
in both people and animals. insulin a hormone secreted by the pancreas to control the levels of fats, pro-
teins, and carbohydrates in the body by reducing the level of glucose in the bloodstream.
intellectual disability (intellectual developmental disorder) condition in which a person’s behavioral and cognitive skills exist at an earlier develop- mental stage than the skills of others who are the same chronological age; may also be referred to as developmentally delayed. This condition was formerly known as mental retardation.
intelligence the ability to learn from one’s experiences, acquire knowledge, and use resources effectively in adapting to new situations or solving problems.
intelligence quotient (IQ) a number representing a measure of intelligence, resulting from the division of one’s mental age by one’s chronological age and then multiplying that quotient by 100.
interneuron a neuron found in the center of the spinal cord that receives infor- mation from the afferent neurons and sends commands to the muscles through the efferent neurons. Interneurons also make up the bulk of the neurons in the brain.
interpersonal attraction liking or having the desire for a relationship with another person.
interpersonal therapy (IPT) form of therapy for depression which incorpo- rates multiple approaches and focuses on interpersonal problems.
intersexed, intersexual modern term for a hermaphrodite, a person who pos- sesses ambiguous sexual organs, making it difficult to determine actual sex from a visual inspection at birth.
interview method of personality assessment in which the professional asks questions of the client and allows the client to answer, either in a structured or unstructured fashion.
intimacy an emotional and psychological closeness that is based on the ability to trust, share, and care, while still maintaining a sense of self.
intrinsic motivation type of motivation in which a person performs an action because the act itself is rewarding or satisfying in some internal manner.
introversion dimension of personality in which people tend to withdraw from excessive stimulation.
G–8 Glossary
introverts people who prefer solitude and dislike being the center of attention. irreversibility in Piaget’s theory, the inability of the young child to mentally
reverse an action. James-Lange theory of emotion theory in which a physiological reaction leads
to the labeling of an emotion. “jigsaw classroom” educational technique in which each individual is given
only part of the information needed to solve a problem, causing the separate individuals to be forced to work together to find the solution.
just noticeable difference (jnd or the difference threshold) the smallest differ- ence between two stimuli that is detectable 50 percent of the time.
kinesthetic sense the awareness of where body parts such as the legs, arms, etc. are located in relation to each other and the ground.
language a system for combining symbols (such as words) so that an unlimited number of meaningful statements can be made for the purpose of com- municating with others.
latency the fourth stage in Freud’s psychosexual stages, occurring during the school years, in which the sexual feelings of the child are repressed while the child develops in other ways.
latent content the symbolic or hidden meaning of dreams. latent learning learning that remains hidden until its application becomes useful. law of effect law stating that if an action is followed by a pleasurable conse-
quence, it will tend to be repeated, and if followed by an unpleasant conse- quence, it will tend not to be repeated.
learned helplessness the tendency to fail to act to escape from a situation because of a history of repeated failures in the past.
learning any relatively permanent change in behavior brought about by experi- ence or practice.
learning/performance distinction referring to the observation that learning can take place without actual performance of the learned behavior.
leptin a hormone that, when released into the bloodstream, signals the hypo- thalamus that the body has had enough food and reduces the appetite while increasing the feeling of being full.
lesioning insertion of a thin, insulated electrode into the brain through which an electrical current is sent, destroying the brain cells at the tip of the wire.
levels-of-processing model model of memory that assumes information that is more “deeply processed,” or processed according to its meaning rather than just the sound or physical characteristics of the word or words, will be remembered more efficiently and for a longer period of time.
light adaptation the recovery of the eye’s sensitivity to visual stimuli in light after exposure to darkness.
limbic system a group of several brain structures located primarily under the cortex and involved in learning, emotion, memory, and motivation.
linear perspective monocular depth perception cue, the tendency for parallel lines to appear to converge on each other.
linguistic relativity hypothesis the theory that thought processes and concepts are controlled by language.
locus of control the tendency for people to assume that they either have control or do not have control over events and consequences in their lives.
longitudinal design research design in which one participant or group of par- ticipants is studied over a long period of time.
long-term memory (LTM) the system of memory into which all the informa- tion is placed to be kept more or less permanently.
lowball technique getting a commitment from a person and then raising the cost of that commitment.
LSD (lysergic acid diethylamide) powerful synthetic hallucinogen. magnetic resonance imaging (MRI) brain-imaging method using radio
waves and magnetic fields of the body to produce detailed images of the brain.
magnification the tendency to interpret situations as far more dangerous, harmful, or important than they actually are.
magnification and minimization distortions of thinking in which a person blows a negative event out of proportion to its importance (magnification) while ignoring relevant positive events (minimization).
maintenance rehearsal practice of saying some information to be remembered over and over in one’s head in order to maintain it in short-term memory.
major depressive disorder severe depression that comes on suddenly and seems to have no external cause, or is too severe for current circumstances.
maladaptive anything that does not allow a person to function within or adapt to the stresses and everyday demands of life.
mammary glands glands within the breast tissue that produce milk when a woman gives birth to an infant.
manic having the quality of excessive excitement, energy, and elation or irri- tability.
marijuana mild hallucinogen (also known as “pot” or “weed”) derived from the leaves and flowers of a particular type of hemp plant.
MDMA (Ecstasy or X) designer drug that can have both stimulant and hal- lucinatory effects.
mean the arithmetic average of a distribution of numbers. measure of central tendency numbers that best represent the most typical score
of a frequency distribution. measures of variability measurement of the degree of differences within a
distribution or how the scores are spread out. median the middle score in an ordered distribution of scores, or the mean of the
two middle numbers; the 50th percentile. meditation mental series of exercises meant to refocus attention and achieve a
trancelike state of consciousness. medulla the first large swelling at the top of the spinal cord, forming the lowest
part of the brain, which is responsible for life-sustaining functions such as breathing, swallowing, and heart rate.
memory an active system that receives information from the senses, puts that information into a usable form, and organizes it as it stores it away, and then retrieves the information from storage.
memory trace physical change in the brain that occurs when a memory is formed.
menarche the first menstrual cycle, the monthly shedding of the blood and tissue that line the uterus in preparation for pregnancy when conception does not occur.
menopause the cessation of ovulation and menstrual cycles and the end of a woman’s reproductive capability.
mental images mental representations that stand for objects or events and have a picturelike quality.
mental set the tendency for people to persist in using problem-solving patterns that have worked for them in the past.
microsleeps brief sidesteps into sleep lasting only a few seconds. minimization the tendency to give little or no importance to one’s successes or
positive events and traits. mirror neurons neurons that fire when an animal or person performs an action
and also when an animal or person observes that same action being per- formed by another.
misinformation effect the tendency of misleading information presented after an event to alter the memories of the event itself.
mode the most frequent score in a distribution of scores. modeling learning through the observation and imitation of others. monocular cues (pictorial depth cues) cues for perceiving depth based on one
eye only. monozygotic twins identical twins formed when one zygote splits into two
separate masses of cells, each of which develops into a separate embryo. mood disorders disorders in which mood is severely disturbed. morphemes the smallest units of meaning within a language.
Glossary G–9
morphine narcotic drug derived from opium, used to treat severe pain. motion parallax monocular depth perception cue, the perception of motion of
objects in which close objects appear to move more quickly than objects that are farther away.
motivation the process by which activities are started, directed, and continued so that physical or psychological needs or wants are met.
motor cortex rear section of the frontal lobe, responsible for sending motor commands to the muscles of the somatic nervous system.
motor pathway nerves coming from the CNS to the voluntary muscles, consist- ing of efferent neurons.
Müller-Lyer illusion illusion of line length that is distorted by inward-turning or outward-turning corners on the ends of the lines, causing lines of equal length to appear to be different.
multiple approach avoidance conflict conflict in which the person must decide between more than two goals, with each goal possessing both positive and negative aspects.
myelin fatty substances produced by certain glial cells that coat the axons of neurons to insulate, protect, and speed up the neural impulse.
narcolepsy sleep disorder in which a person falls immediately into REM sleep during the day without warning.
narcotics a class of opium-related drugs that suppress the sensation of pain by binding to and stimulating the nervous system’s natural receptor sites for endorphins.
natural killer (NK) cell immune-system cell responsible for suppressing viruses and destroying tumor cells.
nature the influence of our inherited characteristics on our personality, physical growth, intellectual growth, and social interactions.
need a requirement of some material (such as food or water) that is essential for survival of the organism.
need for achievement (nAch) a need that involves a strong desire to succeed in attaining goals, not only realistic ones but also challenging ones.
need for affiliation (nAff ) the need for friendly social interactions and relation- ships with others.
need for power (nPow) the need to have control or influence over others. negatively skewed a distribution of scores in which scores are concentrated in
the high end of the distribution. negative reinforcement the reinforcement of a response by the removal, escape
from, or avoidance of an unpleasant stimulus. negative symptoms symptoms of schizophrenia that are less than normal
behavior or an absence of normal behavior; poor attention, flat affect, and poor speech production.
neo-Freudians followers of Freud who developed their own competing psy- chodynamic theories.
nerves bundles of axons coated in myelin that travel together through the body. nervous system an extensive network of specialized cells that carries informa-
tion to and from all parts of the body. neurofeedback form of biofeedback using brain-scanning devices to provide
feedback about brain activity in an effort to modify behavior. neuron the basic cell that makes up the nervous system and that receives and
sends messages within that system. neuroplasticity the ability within the brain to constantly change both the
structure and function of many cells in response to experience or trauma. neuropsychology area of psychology in which psychologists specialize in the
research or clinical implications of brain-behavior relationships. neuroscience a branch of the life sciences that deals with the structure and
function of neurons, nerves, and nervous tissue. neuroticism degree of emotional instability or stability. neurotic personalities personalities typified by maladaptive ways of dealing
with relationships in Horney’s theory. neurotransmitter chemical found in the synaptic vesicles that, when released,
has an effect on the next cell.
neutral stimulus (NS) in classical conditioning, a stimulus that has no effect on the desired response prior to conditioning.
nicotine the active ingredient in tobacco. nightmares bad dreams occurring during REM sleep. night terrors relatively rare disorder in which the person experiences extreme
fear and screams or runs around during deep sleep without waking fully. nondeclarative (implicit) memory type of long-term memory including
memory for skills, procedures, habits, and conditioned responses. These memories are not conscious but are implied to exist because they affect conscious behavior.
nondirective therapy style in which the therapist remains relatively neutral and does not interpret or take direct actions with regard to the client, instead remaining a calm, nonjudgmental listener while the client talks.
non-REM (NREM) sleep any of the stages of sleep that do not include REM. normal curve a special frequency polygon, shaped like a bell, in which the
scores are symmetrically distributed around the mean, and the mean, median, and mode are all located on the same point on the curve with scores decreasing as the curve extends from the mean.
nurture the influence of the environment on personality, physical growth, intel- lectual growth, and social interactions.
obedience changing one’s behavior at the command of an authority figure. objective introspection the process of examining and measuring one’s own
thoughts and mental activities. object permanence the knowledge that an object exists even when it is not in
sight. observational learning learning new behavior by watching a model perform
that behavior. observer bias tendency of observers to see what they expect to see. observer effect tendency of people or animals to behave differently from nor-
mal when they know they are being observed. obsessive-compulsive disorder disorder in which intruding, recurring thoughts
or obsessions create anxiety that is relieved by performing a repetitive, ritualistic behavior or mental act (compulsion).
occipital lobe section of the brain located at the rear and bottom of each cere- bral hemisphere containing the primary visual centers of the brain.
Oedipus complex/Electra complex situation occurring in the phallic stage in which a child develops a sexual attraction to the opposite-sex parent and jealousy of the same-sex parent. Males develop an Oedipus complex whereas females develop an Electra complex.
olfaction (olfactory sense) the sensation of smell. olfactory bulbs two bulb-like projections of the brain located just above the
sinus cavity and just below the frontal lobes that receive information from the olfactory receptor cells.
openness one of the five factors; willingness to try new things and be open to new experiences.
operant any behavior that is voluntary and not elicited by specific stimuli. operant conditioning the learning of voluntary behavior through the effects of
pleasant and unpleasant consequences to responses. operational definition definition of a variable of interest that allows it to be
measured. opium substance derived from the opium poppy from which all narcotic drugs
are derived. opponent-process theory theory of color vision that proposes visual neurons
(or groups of neurons) are stimulated by light of one color and inhibited by light of another color.
optimists people who expect positive outcomes. oral stage the first stage in Freud’s psychosexual stages, occurring in the first
18 months of life in which the mouth is the erogenous zone and weaning is the primary conflict.
orgasm a series of rhythmic contractions of the muscles of the vaginal walls or the penis, also the third and shortest phase of sexual response.
G–10 Glossary
out-groups social groups with whom a person does not identify; “them.” ovaries the female gonads or sex glands. overgeneralization distortion of thinking in which a person draws sweep-
ing conclusions based on only one incident or event and applies those conclusions to events that are unrelated to the original; the tendency to interpret a single negative event as a neverending pattern of defeat and failure.
overlap (interposition) monocular depth perception cue, the assumption that an object that appears to be blocking part of another object is in front of the second object and closer to the viewer.
ovum the female sex cell, or egg. oxytocin hormone released by the posterior pituitary gland that is involved in
reproductive and parental behaviors. pancreas endocrine gland; controls the levels of sugar in the blood. panic attack sudden onset of intense panic in which multiple physical symptoms
of stress occur, often with feelings that one is dying. panic disorder disorder in which panic attacks occur more than once or
repeatedly, and cause persistent worry or changes in behavior. parallel distributed processing (PDP) model a model of memory in which
memory processes are proposed to take place at the same time over a large network of neural connections.
parasympathetic division (eat-drink-and-rest system) part of the ANS that restores the body to normal functioning after arousal and is responsible for the day-to-day functioning of the organs and glands..
parietal lobes sections of the brain located at the top and back of each cerebral hemisphere containing the centers for touch, temperature, and body position.
partial reinforcement effect the tendency for a response that is reinforced after some, but not all, correct responses to be very resistant to extinction.
participant modeling technique in which a model demonstrates the desired behavior in a step-by-step, gradual process while the client is encouraged to imitate the model.
participant observation a naturalistic observation in which the observer becomes a participant in the group being observed.
PCP synthesized drug now used as an animal tranquilizer that can cause stimu- lant, depressant, narcotic, or hallucinogenic effects.
peak experiences according to Maslow, times in a person’s life during which self-actualization is temporarily achieved.
penis the organ through which males urinate and which delivers the male sex cells or sperm.
perception the method by which the sensations experienced at any given moment are interpreted and organized in some meaningful fashion.
perceptual set (perceptual expectancy) the tendency to perceive things a certain way because previous experiences or expectations influence those perceptions.
peripheral nervous system (PNS) all nerves and neurons that are not contained in the brain and spinal cord but that run through the body itself.
peripheral-route processing type of information processing that involves attending to factors not involved in the message, such as the appear- ance of the source of the message, the length of the message, and other noncontent factors.
permissive indulgent permissive parenting in which parent is so involved that children are allowed to behave without set limits.
permissive neglectful permissive parenting in which parent is uninvolved with child or child’s behavior.
permissive parenting style of parenting in which parent makes few, if any, demands on a child’s behavior.
personal fable type of thought common to adolescents in which young people believe themselves to be unique and protected from harm.
personality the unique and relatively stable ways in which people think, feel, and behave.
personality disorders disorders in which a person adopts a persistent, rigid, and maladaptive pattern of behavior that interferes with normal social interactions.
personality inventory paper-and-pencil or computerized test that consists of statements that require a specific, standardized response from the person taking the test.
personality psychology area of psychology in which the psychologists study the differences in personality among people.
personalization distortion of thinking in which a person takes responsibility or blame for events that are unconnected to the person.
personal unconscious Jung’s name for the unconscious mind as described by Freud.
person-centered therapy a nondirective insight therapy based on the work of Carl Rogers in which the client does all the talking and the therapist listens.
persuasion the process by which one person tries to change the belief, opinion, position, or course of action of another person through argument, pleading, or explanation.
phallic stage the third stage in Freud’s psychosexual stages, occurring from about 3 to 6 years of age, in which the child discovers sexual feelings.
phobia an irrational, persistent fear of an object, situation, or social activity. phonemes the basic units of sound in language. physical dependence condition occurring when a person’s body becomes
unable to function normally without a particular drug. physiological psychology area of psychology in which the psychologists study
the biological bases of behavior. pineal gland endocrine gland located near the base of the cerebrum; secretes
melatonin. pinna the visible part of the ear. pitch psychological experience of sound that corresponds to the frequency of
the sound waves; higher frequencies are perceived as higher pitches. pituitary gland gland located in the brain that secretes human growth hormone
and influences all other hormone-secreting glands (also known as the master gland).
placebo effect the phenomenon in which the expectations of the participants in a study can influence their behavior.
place theory theory of pitch that states that different pitches are experienced by the stimulation of hair cells in different locations on the organ of Corti.
pleasure principle principle by which the id functions; the desire for the imme- diate satisfaction of needs without regard for the consequences.
polygon line graph showing a frequency distribution. pons the larger swelling above the medulla that connects the top of the brain
to the bottom and that plays a part in sleep, dreaming, left-right body coordination, and arousal.
population the entire group of people or animals in which the researcher is interested.
positively skewed a distribution of scores in which scores are concentrated in the low end of the distribution.
positive regard warmth, affection, love, and respect that come from significant others in one’s life.
positive reinforcement the reinforcement of a response by the addition or experiencing of a pleasurable stimulus.
positive symptoms symptoms of schizophrenia that are excesses of behavior or occur in addition to normal behavior; hallucinations, delusions, and distorted thinking.
positron emission tomography (PET) brain-imaging method in which a radioactive sugar is injected into the subject and a computer compiles a color-coded image of the activity of the brain.
postconventional morality third level of Kohlberg’s stages of moral develop- ment in which the person’s behavior is governed by moral principles that have been decided on by the individual and that may be in disagreement with accepted social norms.
Glossary G–11
posttraumatic stress disorder (PTSD) a disorder resulting from exposure to a major stressor, with symptoms of anxiety, dissociation, nightmares, poor sleep, reliving the event, and concentration problems, lasting for more than 1 month; symptoms may appear immediately, or not occur until 6 months or later after the traumatic event.
practical intelligence the ability to use information to get along in life and become successful.
pragmatics aspects of language involving the practical ways of communicating with others, or the social “niceties” of language.
preconventional morality first level of Kohlberg’s stages of moral develop- ment, in which the child’s behavior is governed by the consequences of the behavior.
prefrontal lobotomy psychosurgery in which the connections of the prefrontal cortex to other areas of the brain are severed.
prejudice negative attitude held by a person about the members of a particular social group.
preoperational stage Piaget’s second stage of cognitive development, in which the preschool child learns to use language as a means of exploring the world.
pressure the psychological experience produced by urgent demands or expecta- tions for a person’s behavior that come from an outside source.
primacy effect tendency to remember information at the beginning of a body of information better than the information that follows.
primary appraisal the first step in assessing stress, which involves estimating the severity of a stressor and classifying it as either a threat or a challenge.
primary drives those drives that involve needs of the body such as hunger and thirst. primary reinforcer any reinforcer that is naturally reinforcing by meeting a
basic biological need, such as hunger, thirst, or touch. primary sex characteristics sexual organs present at birth and directly involved
in human reproduction. proactive interference memory problem that occurs when older information
prevents or interferes with the learning or retrieval of newer information. problem-focused coping coping strategies that try to eliminate the source of a
stress or reduce its impact through direct actions. problem solving process of cognition that occurs when a goal must be reached
by thinking and behaving in certain ways. projection psychological defense mechanism in which unacceptable or threat-
ening impulses or feelings are seen as originating with someone else, usu- ally the target of the impulses or feelings.
projective tests personality assessments that present ambiguous visual stimuli to the client and ask the client to respond with whatever comes to mind.
prosocial behavior socially desirable behavior that benefits others. prostate gland gland that secretes most of the fluid holding the male sex cells
or sperm. prototype an example of a concept that closely matches the defining character-
istics of the concept. proximity a Gestalt principle of perception, the tendency to perceive objects
that are close to each other as part of the same grouping; physical or geographical nearness.
psychiatric social worker a social worker with some training in therapy meth- ods who focuses on the environmental conditions that can have an impact on mental disorders, such as poverty, overcrowding, stress, and drug abuse.
psychiatrist a physician who specializes in the diagnosis and treatment of psychological disorders.
psychoactive drugs chemical substances that alter thinking, perception, and memory.
psychoanalysis an insight therapy based on the theory of Freud, emphasizing the revealing of unconscious conflicts; Freud’s term for both the theory of personality and the therapy based on it.
psychodynamic perspective modern version of psychoanalysis that is more focused on the development of a sense of self and the discovery of motiva- tions behind a person’s behavior other than sexual motivations.
psychodynamic therapy a newer and more general term for therapies based on psychoanalysis with an emphasis on transference, shorter treatment times, and a more direct therapeutic approach.
psychological defense mechanisms unconscious distortions of a person’s per- ception of reality that reduce stress and anxiety.
psychological dependence the feeling that a drug is needed to continue a feel- ing of emotional or psychological well-being.
psychological disorder any pattern of behavior or thinking that causes people significant distress, causes them to harm others, or harms their ability to function in daily life.
psychologist a professional with an academic degree and specialized training in one or more areas of psychology.
psychology scientific study of behavior and mental processes. psychoneuroimmunology the study of the effects of psychological factors such
as stress, emotions, thoughts, and behavior on the immune system. psychopathology the study of abnormal behavior and psychological dysfunc-
tion. psychopharmacology the use of drugs to control or relieve the symptoms of
psychological disorders. psychosexual stages five stages of personality development proposed by Freud
and tied to the sexual development of the child. psychosurgery surgery performed on brain tissue to relieve or control severe
psychological disorders. psychotherapy therapy for mental disorders in which a person with a problem
talks with a psychological professional. psychotic refers to an individual’s inability to separate what is real and what is
fantasy. puberty the physical changes that occur in the body as sexual development
reaches its peak. punishment any event or object that, when following a response, makes that
response less likely to happen again. punishment by application the punishment of a response by the addition or
experiencing of an unpleasant stimulus. punishment by removal the punishment of a response by the removal of a
pleasurable stimulus. random assignment process of assigning subjects to the experimental or con-
trol groups randomly, so that each subject has an equal chance of being in either group.
range the difference between the highest and lowest scores in a distribution. rapid eye movement (REM) sleep stage of sleep in which the eyes move
rapidly under the eyelids and the person is typically experiencing a dream. rating scale assessment in which a numerical value is assigned to specific
behavior that is listed in the scale. rational emotive behavior therapy (REBT) cognitive behavioral therapy in
which clients are directly challenged in their irrational beliefs and helped to restructure their thinking into more rational belief statements.
rationalization psychological defense mechanism in which a person invents acceptable excuses for unacceptable behavior.
reaction formation psychological defense mechanism in which a person forms an opposite emotional or behavioral reaction to the way he or she really feels to keep those true feelings hidden from self and others.
realistic conflict theory theory stating that prejudice and discrimination will be increased between groups that are in conflict over a limited resource.
reality principle principle by which the ego functions; the satisfaction of the demands of the id only when negative consequences will not result.
recall type of memory retrieval in which the information to be retrieved must be “pulled” from memory with very few external cues.
recency effect tendency to remember information at the end of a body of infor- mation better than the information that precedes it.
receptor sites three-dimensional proteins on the surface of the dendrites or certain cells of the muscles and glands, which are shaped to fit only certain neurotransmitters.
G–12 Glossary
recessive referring to a gene that only influences the expression of a trait when paired with an identical gene.
reciprocal determinism Bandura’s explanation of how the factors of environ- ment, personal characteristics, and behavior can interact to determine future behavior.
reciprocity of liking tendency of people to like other people who like them in return.
recognition the ability to match a piece of information or a stimulus to a stored image or fact.
reflection therapy technique in which the therapist restates what the client says rather than interpreting those statements.
reflex an involuntary response, one that is not under personal control or choice. reflex arc the connection of the afferent neurons to the interneurons to the
efferent neurons, resulting in a reflex action. refractory period time period in males just after orgasm in which the male can-
not become aroused to another orgasm or achieve erection. regression psychological defense mechanism in which a person falls back on
childlike patterns of responding in reaction to stressful situations. reinforcement any event or stimulus, that when following a response, increases
the probability that the response will occur again. reinforcers any events or objects that, when following a response, increase the
likelihood of that response occurring again. relative size monocular depth perception cue, perception that occurs when
objects that a person expects to be of a certain size appear to be small and are, therefore, assumed to be much farther away.
reliability the tendency of a test to produce the same scores again and again each time it is given to the same people.
REM behavior disorder a rare disorder in which the mechanism that blocks the movement of the voluntary muscles fails, allowing the person to thrash around and even get up and act out nightmares.
REM rebound increased amounts of REM sleep after being deprived of REM sleep on earlier nights.
replicate in research, repeating a study or experiment to see if the same results will be obtained in an effort to demonstrate reliability of results.
representativeness heuristic assumption that any object (or person) sharing characteristics with the members of a particular category is also a member of that category.
representative sample randomly selected sample of subjects from a larger population of subjects.
repression psychological defense mechanism in which the person refuses to consciously remember a threatening or unacceptable event, instead pushing those events into the unconscious mind.
resistance occurring when a patient becomes reluctant to talk about a certain topic, by either changing the subject or becoming silent.
resolution the final phase of the sexual response in which the body is returned to a normal state.
resting potential the state of the neuron when not firing a neural impulse. restorative theory theory of sleep proposing that sleep is necessary to the physical
health of the body and serves to replenish chemicals and repair cellular damage. reticular formation (RF) an area of neurons running through the middle of the
medulla and the pons and slightly beyond that is responsible for general attention, alertness, and arousal.
retrieval getting information that is in storage into a form that can be used. retrieval cue a stimulus for remembering. retroactive interference memory problem that occurs when newer information
prevents or interferes with the retrieval of older information. retrograde amnesia loss of memory from the point of some injury or trauma
backwards, or loss of memory for the past. reuptake process by which neurotransmitters are taken back into the synaptic
vesicles. reversible figures visual illusions in which the figure and ground can be reversed.
rods visual sensory receptors found at the back of the retina, responsible for noncolor sensitivity to low levels of light.
romantic love type of love consisting of intimacy and passion. Rorschach inkblot test projective test that uses 10 inkblots as the ambiguous
stimuli. sample group of subjects selected from a larger population of subjects, usually
selected randomly. scaffolding process in which a more skilled learner gives help to a less skilled
learner, reducing the amount of help as the less skilled learner becomes more capable.
scheme in this case, a mental concept formed through experiences with objects and events.
schizophrenia severe disorder in which the person suffers from disordered thinking, bizarre behavior, hallucinations, and inability to distinguish between fantasy and reality.
school psychology area of psychology in which the psychologists work directly in the schools, doing assessments, educational placement, and diagnosing educational problems.
scientific method system of gathering data so that bias and error in measure- ment are reduced.
scrotum external sac that holds the testes. secondary appraisal the second step in assessing a stressor, which involves
estimating the resources available to the person for coping with the threat.
secondary reinforcer any reinforcer that becomes reinforcing after being paired with a primary reinforcer, such as praise, tokens, or gold stars.
secondary sex characteristics sexual organs and traits that develop at puberty and are indirectly involved in human reproduction.
selective attention the ability to focus on only one stimulus from among all sensory input.
selective thinking distortion of thinking in which a person focuses on only one aspect of a situation while ignoring all other relevant aspects.
self an individual’s awareness of his or her own personal characteristics and level of functioning.
self-actualization according to Maslow, the point that is seldom reached at which people have sufficiently satisfied the lower needs and achieved their full human potential.
self-actualizing tendency the striving to fulfill one’s innate capacities and capabilities.
self-concept the image of oneself that develops from interactions with impor- tant significant people in one’s life.
self-determination theory (SDT) theory of human motivation in which the social context of an action has an effect on the type of motivation existing for the action.
self-efficacy individual’s expectancy of how effective his or her efforts to accomplish a goal will be in any particular circumstance.
self-fulfilling prophecy the tendency of one’s expectations to affect one’s behavior in such a way as to make the expectations more likely to occur.
self-help groups (support groups) a group composed of people who have similar problems and who meet together without a therapist or counselor for the purpose of discussion, problem solving, and social and emotional support.
semantic memory type of declarative memory containing general knowl- edge, such as knowledge of language and information learned in formal education.
semantic network model model of memory organization that assumes infor- mation is stored in the brain in a connected fashion, with concepts that are related stored physically closer to each other than concepts that are not highly related.
semantics the rules for determining the meaning of words and sentences. semen fluid released from the penis at orgasm that contains the sperm.
Glossary G–13
sensation the process that occurs when special receptors in the sense organs are activated, allowing various forms of outside stimuli to become neural signals in the brain.
sensation seeker someone who needs more arousal than the average person. sensorimotor stage Piaget’s first stage of cognitive development, in which the
infant uses its senses and motor abilities to interact with objects in the environment.
sensory adaptation tendency of sensory receptor cells to become less responsive to a stimulus that is unchanging.
sensory conflict theory an explanation of motion sickness in which the infor- mation from the eyes conflicts with the information from the vestibular senses, resulting in dizziness, nausea, and other physical discomfort.
sensory memory the very first stage of memory, where raw information from the senses is held for a very brief period of time.
sensory pathway nerves coming from the sensory organs to the CNS consisting of afferent neurons.
serial position effect tendency of information at the beginning and end of a body of information to be remembered more accurately than information in the middle of the body of information.
sexism prejudice about males and/or females leading to unequal treatment. sexual dysfunction a problem in sexual functioning. sexually transmitted infection (STI) an infection spread primarily through
sexual contact. sexual orientation a person’s sexual attraction to and affection for members of
either the opposite or the same sex. s factor the ability to excel in certain areas, or specific intelligence. shape constancy the tendency to interpret the shape of an object as being con-
stant, even when its shape changes on the retina. shaping the reinforcement of simple steps in behavior through successive
approximations that lead to a desired, more complex behavior. short-term memory (STM) the memory system in which information is held
for brief periods of time while being used. significant difference a difference between groups of numerical data that
is considered large enough to be due to factors other than chance variation.
similarity a Gestalt principle of perception, the tendency to perceive things that look similar to each other as being part of the same group.
single-blind study study in which the subjects do not know if they are in the experimental or the control group.
situational cause cause of behavior attributed to external factors, such as delays, the action of others, or some other aspect of the situation.
situational context the social or environmental setting of a person’s behavior. size constancy the tendency to interpret an object as always being the same
actual size, regardless of its distance. skewed distribution frequency distribution in which most of the scores fall to
one side or the other of the distribution. skin senses the sensations of touch, pressure, temperature, and pain. sleep apnea disorder in which the person stops breathing for 10 seconds or
more. sleep deprivation any significant loss of sleep, resulting in problems in concen-
tration and irritability. sleep paralysis the inability of the voluntary muscles to move during REM sleep. sleepwalking (somnambulism) occurring during deep sleep, an episode of
moving around or walking around in one’s sleep. social anxiety disorder (social phobia) fear of interacting with others or being
in social situations that might lead to a negative evaluation. social categorization the assignment of a person one has just met to a category
based on characteristics the new person has in common with other people with whom one has had experience in the past.
social cognition the mental processes that people use to make sense of the social world around them.
social cognitive learning theorists theorists who emphasize the importance of both the influences of other people’s behavior and of a person’s own expectancies on learning.
social cognitive theory referring to the use of cognitive processes in relation to understanding the social world.
social cognitive theory of hypnosis theory that assumes that people who are hypnotized are not in an altered state but are merely playing the role expected of them in the situation.
social cognitive view learning theory that includes cognitive processes such as anticipating, judging, memory, and imitation of models.
social comparison the comparison of oneself to others in ways that raise one’s self-esteem.
social facilitation the tendency for the presence of other people to have a posi- tive impact on the performance of an easy task.
social identity the part of the self-concept including one’s view of self as a member of a particular social category.
social identity theory theory in which the formation of a person’s identity within a particular social group is explained by social categorization, social identity, and social comparison.
social impairment the tendency for the presence of other people to have a negative impact on the performance of a difficult task.
social influence the process through which the real or implied presence of oth- ers can directly or indirectly influence the thoughts, feelings, and behavior of an individual.
social loafing the tendency for people to put less effort into a simple task when working with others on that task.
social neuroscience the study of the relationship between biological systems and social processes and behavior.
social psychology the scientific study of how a person’s thoughts, feelings, and behavior influence and are influenced by social groups; area of psychology in which psychologists focus on how human behavior is affected by the presence of other people.
Social Readjustment Rating Scale (SRRS) assessment that measures the amount of stress in a person’s life over a 1-year period resulting from major life events.
social role the pattern of behavior that is expected of a person who is in a par- ticular social position.
social-support system the network of family, friends, neighbors, coworkers, and others who can offer support, comfort, or aid to a person in need.
sociocultural perspective perspective that focuses on the relationship between social behavior and culture; in psychopathology, perspective in which abnormal thinking and behavior (as well as normal) is seen as the product of learning and shaping within the context of the family, the social group to which one belongs, and the culture within which the family and social group exist.
soma the cell body of the neuron responsible for maintaining the life of the cell. somatic nervous system division of the PNS consisting of nerves that carry
information from the senses to the CNS and from the CNS to the volun- tary muscles of the body.
somatosensory cortex area of cortex at the front of the parietal lobes respon- sible for processing information from the skin and internal body receptors for touch, temperature, and body position.
somesthetic senses the body senses consisting of the skin senses, the kines- thetic sense, and the vestibular senses.
source traits the more basic traits that underlie the surface traits, forming the core of personality.
spatial neglect condition produced most often by damage to the parietal lobe association areas of the right hemisphere, resulting in an inability to recog- nize objects or body parts in the left visual field.
specific phobia fear of objects or specific situations or events. spinal cord a long bundle of neurons that carries messages between the body
and the brain and is responsible for very fast, lifesaving reflexes.
G–14 Glossary
spontaneous recovery the reappearance of a learned response after extinction has occurred.
sports psychology area of psychology in which the psychologists help athletes and others to prepare themselves mentally for participation in sports activities.
standard deviation the square root of the average squared deviations from the mean of scores in a distribution; a measure of variability.
statistically significant referring to differences in data sets that are larger than chance variation would predict.
statistics branch of mathematics concerned with the collection and interpreta- tion of numerical data.
stem cells special cells found in all the tissues of the body that are capable of becoming other cell types when those cells need to be replaced due to damage or wear and tear.
stereotype a set of characteristics that people believe is shared by all members of a particular social category; a concept held about a person or group of people that is based on superficial, irrelevant characteristics.
stereotype threat condition in which being made aware of a negative perfor- mance stereotype interferes with the performance of someone that consid- ers himself or herself part of that group.
stereotype vulnerability the effect that people’s awareness of the stereotypes associated with their social group has on their behavior.
stimulants drugs that increase the functioning of the nervous system. stimulatory hallucinogenics drugs that produce a mixture of psychomotor
stimulant and hallucinogenic effects. stimulus discrimination the tendency to stop making a generalized response to
a stimulus that is similar to the original conditioned stimulus because the similar stimulus is never paired with the unconditioned stimulus.
stimulus generalization the tendency to respond to a stimulus that is only similar to the original conditioned stimulus with the conditioned response.
stimulus motive a motive that appears to be unlearned but causes an increase in stimulation, such as curiosity.
storage holding on to information for some period of time. stress the term used to describe the physical, emotional, cognitive, and behavioral
responses to events that are appraised as threatening or challenging. stressors events that cause a stress reaction. stress-vulnerability model explanation of disorder that assumes a biologi-
cal sensitivity, or vulnerability, to a certain disorder will result in the development of that disorder under the right conditions of environmental or emotional stress.
structuralism early perspective in psychology associated with Wilhelm Wundt and Edward Titchener, in which the focus of study is the structure or basic elements of the mind.
subjective referring to concepts and impressions that are only valid within a particular person’s perception and may be influenced by biases, prejudice, and personal experiences.
subjective discomfort emotional distress or emotional pain. sublimation channeling socially unacceptable impulses and urges into socially
acceptable behavior. superego part of the personality that acts as a moral center. surface traits aspects of personality that can easily be seen by other people in
the outward actions of a person. sympathetic division (fight-or-flight system) part of the ANS that is respon-
sible for reacting to stressful events and bodily arousal. synapse (synaptic gap) microscopic fluid-filled space between the axon terminal
of one cell and the dendrites or surface of the next cell. synaptic vesicles saclike structures found inside the synaptic knob containing
chemicals. synesthesia disorder in which the signals from the various sensory organs are
processed in the wrong cortical areas, resulting in the sense information being interpreted as more than one sensation.
syntax the system of rules for combining words and phrases to form grammati- cally correct sentences.
systematic desensitization behavior technique used to treat phobias, in which a client is asked to make a list of ordered fears and taught to relax while concentrating on those fears.
temperament the behavioral characteristics that are fairly well established at birth, such as “easy,” “difficult,” and “slow to warm up;” the enduring characteristics with which each person is born.
temporal lobes areas of the cortex located along the side of the brain, starting just behind the temples, containing the neurons responsible for the sense of hearing and meaningful speech.
teratogen any factor that can cause a birth defect. testes (testicles) the male gonads or sex glands. texture gradient monocular depth perception cue, the tendency for textured
surfaces to appear to become smaller and finer as distance from the viewer increases.
thalamus part of the limbic system located in the center of the brain, this structure relays sensory information from the lower part of the brain to the proper areas of the cortex and processes some sensory information before sending it to its proper area.
Thematic Apperception Test (TAT) projective test that uses 20 pictures of people in ambiguous situations as the visual stimuli.
therapeutic alliance the relationship between therapist and client that develops as a warm, caring, accepting relationship characterized by empathy, mutual respect, and understanding.
therapy treatment methods aimed at making people feel better and function more effectively.
theta waves brain waves indicating the early stages of sleep. thinking (cognition) mental activity that goes on in the brain when a person is
organizing and attempting to understand information and communicating information to others.
thyroid gland endocrine gland found in the neck; regulates metabolism. time-out an extinction process in which a person is removed from the situa-
tion that provides reinforcement for undesirable behavior, usually by being placed in a quiet corner or room away from possible attention and rein- forcement opportunities.
token economy the use of objects called tokens to reinforce behavior in which the tokens can be accumulated and exchanged for desired items or privi- leges.
top-down processing the use of preexisting knowledge to organize individual features into a unified whole.
trait a consistent, enduring way of thinking, feeling, or behaving. trait–situation interaction the assumption that the particular circum-
stances of any given situation will influence the way in which a trait is expressed.
trait theories theories that endeavor to describe the characteristics that make up human personality in an effort to predict future behavior.
transduction the process of converting outside stimuli, such as light, into neural activity.
transference in psychoanalysis, the tendency for a patient or client to project positive or negative feelings for important people from the past onto the therapist.
trial and error (mechanical solution) problem-solving method in which one possible solution after another is tried until a successful one is found.
triarchic theory of intelligence Sternberg’s theory that there are three kinds of intelligence: analytical, creative, and practical.
trichromatic theory theory of color vision that proposes three types of cones: red, blue, and green.
t-test type of inferential statistical analysis typically used when two means are compared to see if they are significantly different.
Glossary G–15
Type 2 diabetes disease typically occurring in middle adulthood when the body either becomes resistant to the effects of insulin or can no longer secrete enough insulin to maintain normal glucose levels.
Type A personality person who is ambitious, time conscious, extremely hard- working, and tends to have high levels of hostility and anger as well as being easily annoyed.
Type B personality person who is relaxed and laid-back, less driven and com- petitive than Type A, and slow to anger.
Type C personality pleasant but repressed person, who tends to internalize his or her anger and anxiety and who finds expressing emotions difficult.
unconditional positive regard referring to the warmth, respect, and accept- ing atmosphere created by the therapist for the client in person-centered therapy; positive regard that is given without conditions or strings attached.
unconditioned response (UCR) in classical conditioning, an involuntary and unlearned response to a naturally occurring or unconditioned stimulus.
unconditioned stimulus (UCS) in classical conditioning, a naturally occurring stimulus that leads to an involuntary and unlearned response.
unconscious mind level of the mind in which thoughts, feelings, memories, and other information are kept that are not easily or voluntarily brought into consciousness.
uterus the womb in which the baby grows during pregnancy. vagina the tube that leads from the outside of a female’s body to the opening
of the womb. validity the degree to which a test actually measures what it’s supposed to measure. variable interval schedule of reinforcement schedule of reinforcement in
which the interval of time that must pass before reinforcement becomes possible is different for each trial or event.
variable ratio schedule of reinforcement schedule of reinforcement in which the number of responses required for reinforcement is different for each trial or event.
vestibular senses the awareness of the balance, position, and movement of the body through space in relation to gravity’s pull.
vicarious conditioning classical conditioning of an involuntary response or emotion by watching the reaction of another person.
visual accommodation the change in the thickness of the lens as the eye focuses on objects that are far away or close.
volley principle theory of pitch that states that frequencies from about 400 Hz to 4000 Hz cause the hair cells (auditory neurons) to fire in a volley pattern, or take turns in firing.
waking consciousness state in which thoughts, feelings, and sensations are clear, organized, and the person feels alert.
weight set point the particular level of weight that the body tries to maintain. Wernicke’s aphasia condition resulting from damage to Wernicke’s area, caus-
ing the affected person to be unable to understand or produce meaningful language.
withdrawal physical symptoms that can include nausea, pain, tremors, cranki- ness, and high blood pressure, resulting from a lack of an addictive drug in the body systems.
working memory an active system that processes the information in short-term memory.
Yerkes-Dodson law law stating that when tasks are simple, a higher level of arousal leads to better performance; when tasks are difficult, lower levels of arousal lead to better performance.
zone of proximal development (ZPD) Vygotsky’s concept of the difference between what a child can do alone and what that child can do with the help of a teacher.
z score a statistical measure that indicates how far away from the mean a particular score is in terms of the number of standard deviations that exist between the mean and that score.
zygote cell resulting from the uniting of the ovum and sperm.
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Chapter 4 Page 134 Triff/Shutterstock.com; Page 134 Redcollegiya/Shutterstock; Page 135 Inara Prusakova/Shutterstock.com; Page 135 Eric Gevaert/Fotolia; Page 137 Sunny S. Unal/CORBIS; Page 138 © AUGUST/Corbis; Page 140 SW Productions/ Photodisc/Getty Images; Page 140 © Koca Little Company/cultura/Corbis; Page 141 © Stephen Frink/CORBIS; Page 146 (c) Charles Gullung/Zefa/CORBIS; Page
146 © Mark Seelen/Corbis; Page 147 Pool/Getty Images; Page 148 Envision/Corbis; Page 148Cartoonbank.com; Page 149 Bill Abbott/CartoonStock Ltd.; Page 151 © Sven Hagolani/Corbis; Page 151 Dana Fradon/The New Yorker Collection/www. cartoonbank.com; Page 156 © Bettmann/CORBIS; Page 159 Monkey Business Images/Shutterstock.com; Page 160 Bettmann/Corbis; Page 161 Spencer Grant/ PhotoEdit; Page 162 © Ocean/Corbis; Page 162 PN2/ARB WENN Photos/ Newscom; Page 163 Ashley Cooper/Terra/Corbis; Page 166 Brand X Pictures/Jupiter Images; Page 167 Lee Powers/Science Source; Page 169 Chris Harvey/Shutterstock. com.
Chapter 5 Page 175 macgyverhh/Fotolia; Page 176 NEIGHBORHOOD (c) KING FEATURES SYNDICATE; Page 177 Novosti/Photo Researchers, Inc.; Page 178 © David Grossman/Alamy; Page 179 Dagmar Ehling/Photo Researchers, Inc.; Page 183 Benjamin Harris, Ph.D; Page 183 Jim West/Alamy; Page 185 StevenRussellSmithPh otos/Shutterstock.com; Page 188 Nina Leen//Time Life Pictures/Getty Images; Page 191 Joe Dator/cartoonbank.com; Page 193 ©Deklofenak/Shutterstock.com; Page 193 Noel Hendrickson/Blend Images/Corbis; Page 195 Myrleen Pearson/PhotoEdit; Page 199 Syracuse Newspapers/David Lassman/The Image Works; Page 200 Nancy Richmond/The Image Works; Page 201 Bonnie Kamin/PhotoEdit; Page 205 Pat Byrnes/The New Yorker Collection/www.cartoonbank.com; Page 207 SuperStock, Inc.; Page 210 Albert Bandura; Page 213 AP Photo/Mel Evans; Page 213 AP Photo/ Mel Evans.
Chapter 6 Page 218 Keith Bell/Shutterstock.com; Page 218 Lightspring/Shutterstock.com; Page 219 Pakhnyushcha/Shutterstock.com; Page 219 sevenke/Shutterstock.com; Page 221 Huw Evans/Rex Features via AP Images; Page 224 Gjon Mili//Time Life Pictures/ Getty Images; Page 225 Bob Krist/CORBIS; Page 225 Norbert von der Groeben/The Image Works; Page 228 © Whisson/Jordan/Corbis; Page 228 Kathy Ferguson-Johnson/ PhotoEdit, Inc; Page 229 Tim Pannell/Corbis; Page 230 Dex Image/Corbis; Page 236 Alan Bailey/Shutterstock; Page 236 © Frank Burek/Corbis; Page 236 Mort Walker/King Features Syndicate; Page 238 Rainer Holz/Corbis; Page 239 AP Photo/Don Shrubshell, Pool; Page 239 (c)The New Yorker Collection 1988 Lee Lorenz from cartoonbank.com. All Rights Reserved.; Page 240 Newscom; Page 242 Ryan McVay/Photodisc/Getty Images; Page 244 zeljkodan/Shutterstock.com; Page 247 Richard Lord/The Image Works; Page 251 Lacy Atkins/San Francisco Chronicle/Corbis; Page 252 Dr. Robert Friedland/Photo Researchers/Science Source.
Chapter 7 Page 260 mtkang/Shutterstock.com; Page 261 alphaspirit /Fotolia; Page 264 Eric Isselee/Shutterstock.com; Page 265 Dave Watts/Nature Picture Library; Page 266 Jennie Hart/Alamy; Page 268 Brigette Sullivan/Outer Focus Photos/Alamy; Page 268 AVAVA/Shutterstock.com; Page 271 Hector Mata/AP Photos; Page 273 © George Steinmetz/Corbis; Page 275 David Grossman/Science Source; Page 276 Eastcott-Momatiuk/The Image Works; Page 280 Ian Cumming/PhotoLibrary; Page 286 Randy Olson/Aurora Photos, Inc.; Page 287 Roy Delgado/Cartoonstock; Page 287 Stanford University Libraries; Page 290 Mark Richards/PhotoEdit; Page 292 © Karen Kasmauski/Corbis; Page 295 Carson Ganci/Design Pics/Corbis; Page 298 Frans Lanting Studio/Alamy.
Chapter 8 Page 304 pp76/Fotolia; Page 305 Ljupco Smokovski/Fotolia; Page 308 Pasieka/Science Source; Page 309 Frank & Ernest reprinted by permission of Tom Thaves; Page 310 CNRI/Science Photo Library/Science Source; Page 313 Abby and Brittany Hensel; Page 313 Abby and Brittany Hensel; Page 313 Abby and Brittany Hensel; Page 314 Petit Format/Nestle/ Science Source/ Photo Researchers, Inc; Page 314 Petit Format/ Photo Researchers Inc.; Page 314 © BSIP SA/Alamy; Page 315 Chad Ehlers/Alamy; Page 318 BSIP/UIG Via Getty Images; Page 318 Catchlight Visual Services/Alamy; Page 318 Laura Elliott/Jupiter Images; Page 318 Bloomimage/Corbis RF; Page 318 Elizabeth Crews/The Image Works; Page 319 Gelpi JM/Shutterstock.com; Page 319
credits
C-2 Credits
Dave King/Dorling Kindersley Media Library; Page 319 Jo Foord/Dorling Kindersley Media Library; Page 319 Jo Foord/Dorling Kindersley Media Library; Page 319 Geri Engberg Photography; Page 319 Elizabeth Crews Photography; Page 320 © Mark Richards/PhotoEdit; Page 323 Photofusion Picture Library/Alamy; Page 324 Dennis MacDonald/PhotoEdit; Page 325 Mike Good/Dorling Kindersley; Page 326 Saturn Still/Science Photo Library/Science Source; Page 330 © Radius Images/Corbis; Page 331 Harlow Primate Laboratory/University of Wisconsin; Page 335 King Features Syndicate; Page 337 Michael Gibson/Paramount Picture/Bureau L.A. Collection/ Corbis; Page 341 Olivier Voisin/Photo Researchers, Inc.; Page 344 Mike Greenlar/ The Image Works; Page 346 Yadid Levy/Alamy.
Chapter 9 Page 352 md3d/Fotolia; Page 353 Pete Saloutos/Shutterstock.com; Page 355 The New Yorker Collection 1981 Michael Maslin from cartoonbank.com. All Rights Reserved.; Page 356 Greg Epperson/Shutterstock.com; Page 356 © Norbert Schaefer/ CORBIS; Page 357 © London Entertainment/Alamy; Page 358 David Roth/ Stone/ Getty Images; Page 360 Shutterstock; Page 363 courtesy Everett Collection; Page 364 The New Yorker Collection 1986 Lee Lorenz from cartoonbank.com. All Rights Reserved.; Page 366 Olivier Voisin/Science Source; Page 368 Ryan McVay/Lifesize/ Thinkstock; Page 368 © Trinette Reed/CORBIS; Page 369 altrendo images/Getty Images; Page 370 ACE STOCK LIMITED/Alamy; Page 374 Science Source; Page 374 J. Christopher Briscoe /Science Source; Page 374 Cheryl Casey/Shutterstock; Page 374 Pixland/Corbis RF; Page 374 Barbara Penoyar/Photodisc/Getty Images; Page 374 © Guido Alberto Rossi/AGE Fotostock; Page 379 Jack Hollingsworth/ Getty Images; Page 382 Lourens Smak/Alamy.
Chapter 10 Page 386 Christopher Elwell/Shutterstock; Page 386 SeDmi/Shutterstock; Page 387 igorborodin/Fotolia; Page 389 © Mark Richards/PhotoEdit; Page 391 Photo Response; Page 392 Robert Mankoff/The New Yorker Collection/www.cartoonbank. com; Page 393 © Blue Jean Images/Corbis; Page 396 © Ariel Skelley/Corbis; Page 397 Beyond Fotomedia GmbH/Alamy; Page 398 Pixtal/Superstock; Page 398 Donald Reilly/The New Yorker Collection/www.cartoonbank.com; Page 401 Bettmann/ Corbis; Page 403 Wallace Kirkland/Time Life Pictures/Getty Images; Page 405 Kimberly White/Reuters/Corbis; Page 411 © Sam Sharpe/The Sharpe Image/Corbis; Page 411 Dwayne Newton/PhotoEdit Inc.; Page 412 Rachel Epstein/Photo Edit; Page 413 © Bill Aron/PhotoEdit.
Chapter 11 Page 418 MidoSemsem/Shutterstock; Page 418 BMCL/Shutterstock; Page 419 StockImageGroup/Shutterstock; Page 419 ifong/Shutterstock.com; Page 420 Robert Harbison; Page 424 © Myrleen Pearson/PhotoEdit; Page 426 Stockbroker/Alamy; Page 427 Profimedia International s.r.o./Alamy; Page 428 Kablonk/SuperStock; Page 437 The New Yorker Collection 1983 Mischa Richter from cartoonbank.com. All Rights Reserved.; Page 439 Ronnie Kaufman/CORBIS; Page 439 The New Yorker Collection 1987 Donald Reilly from cartoonbank.com. All Rights Reserved.; Page 441 Nathan Benn/CORBIS; Page 442 Gary Conner/PhotoEdit; Page 443 David Pollack/ Surf/CORBIS; Page 446 Adrian Weinbrecht/Getty Images; Page 446 Ada Summer/ Corbis; Page 447 Victor Englebert/Photo Researchers, Inc.
Chapter 12 Page 452 Mrs. Opossum/Shutterstock; Page 453 Odua Images/Shutterstock; Page 454 The New Yorker Collection 2003 Alex Gregory from cartoonbank.com. All Rights Reserved.; Page 456 REUTERS/Ho New; Page 458 © Javier Pierini/CORBIS; Page 460 Bettmann/CORBIS; Page 462 Archives of the History of American Psychology - The University of Akron; Page 466 © neal and molly jansen/Alamy; Page 468 Tim Pannell/Corbis; Page 471 © Imaginechina/Corbis; Page 476 Bettmann/Corbis; Page 477 The New Yorker Collection 2002 Charles Barsotti from cartoonbank.com. All Rights Reserved.; Page 477 Allan Tannenbaum/Polaris/Newscom; Page 479 Image Source/SuperStock; Page 480 Bill Aron/PhotoEdit; Page 489 Philip G. Zimbardo, Inc.; Page 489 AP Photos.
Chapter 13 Page 500 alice-photo/Shutterstock; Page 501 (l) Antonov Roman/Shutterstock; Page 501 (m) Atiketta Sangasaeng/Shutterstock; Page 501 (r) Bugtiger/Shutterstock; Page 503 © Bjanka Kadic/Alamy; Page 507 shalunts/Shutterstock.com; Page 509 Clearviewimages RF/Alamy; Page 513 Andresr /Shutterstock.com; Page 514 The New Yorker Collection 1990 Peter Steiner from cartoonbank.com. All Rights
Reserved.; Page 516 © Radius Images/Alamy; Page 518 Lee Lorenz/The New Yorker Collection/www.cartoonbank.com; Page 519 (l) Corbis Premium RF/Alamy; Page 519 (r) Gravicapa/Shutterstock; Page 522 AP Photos; Page 526 Noland White, Ph.D.; Page 527 Bill Aron/PhotoEdit.
Chapter 14 Page 536 Maksim Samasiuk/Fotolia; Page 537 sabri deniz kizil/Shutterstock.com; Page 537 puckillustrations/Fotolia; Page 539 New York Public Library/Science Source; Page 540 Enigma/Alamy; Page 542 David R. Frazier Photolibrary, Inc./ Alamy; Page 544 Ints Vikmanis/Shutterstock.com; Page 547Images.com/Corbis; Page 548 Owen Franken/CORBIS; Page 549 S. Harris/CartoonStock, Ltd.; Page 550 Julie Dermansky/Corbis; Page 551 Bernd Vogel/Corbis; Page 554 © M. Deutsch/ Corbis; Page 556 Charles Platiau/Reuters/Corbis; Page 562 A3637 Joerg Carstensen Deutsche Presse-Agentur/Newscom; Page 564 Larry Brownstein/Ambient Images/ Newscom; Page 565 Dr. Marek Kubicki.
Chapter 15 Page 574 Alhovik/Shutterstock.com; Page 575 jcfotografie/Fotolia; Page 576 jcfoto- grafie/Fotolia; Page 576 Charles Ciccione/Photo Researchers, Inc.; Page 578 (c) The New Yorker Collection 1990. Arnie Levin from cartoonbank.com. All Rights Reserved.; Page 579 Lisa F. Young/Shutterstock.com; Page 580 Zigy Kaluzny/Stone/ Getty Images; Page 582 Jaqui Farrow/Bubbles Photolibrary/Alamy; Page 584 Sidney Harris/Sciencecartoonsplus.com; Page 587 Bob Daemmrich/The Image Works; Page 590 Pearson Education/PH College; Page 591 Jim Bates/KRT/Newscom; Page 594 The New Yorker Collection 1991 Mike Twohy from Cartoonbank.com. All Rights Reserved.; Page 595 The New Yorker Collection 1999 Barbara Smaller from Cartoonbank.com. All Rights Reserved.; Page 603 Bettmann/CORBIS; Page 603 P. Berndt/Custom Medical Stock Photo Custom Medical Stock Photo/Newscom; Page 604 Bettmann/CORBIS; Page 604 © Research Institute Brainclinics: www. brainclinics.com; Page 606 AP Photo/Bebeto Matthews; Page 607 YONATHAN WEITZMAN/Reuters/Corbis.
Chapter B Page B-3 Michal Heron Photography; Page B-5 Ted Foxx/Alamy; Page B-7 Paul Conklin/PhotoEdit; Page B-7 Science Source; Page B-8 Erika Schultz/MCT/ Newscom; Page B-9 restyler/Shutterstock.com; Page B-10 AT&T Archives; Page B-11 AP Photo/Journal Inquirer, Jim Michaud; Page B-12 AP Photo/Joel Page.
text Credits
Chapter 1 Page 8 Clark University Archives; Page 17 Figure 1.2 a Tsapogas, J. Project Officer. 2006. Characteristics of Doctoral Scientists and Engineers in the United States: 2003, NSF, 06320. National Science Foundation; Page 17 Figure 1.2 b Hoffer, T. B., Hess, M.,Welch, V., Jr., & Williams, K. (2007). Doctorate Recipients from United States Universities: Summary Report 2006. Chicago: National Opinion Research Center.; Page 33 Jameson, M., Diehl, R., & Danso, H. (2007). Stereotype threat impacts col- lege athletes’ academic performance. Current Research in Social Psychology, 12(5), 68–79.
Chapter 2 Page 58 Items adapted from Neuromyth Busters: Eight Myths About the Brain, Society for Neuroscience. Available at www.sfn.org/skins/main/pdf/neuromyth_busters/ neuromyth_busters.pdf; Page 69 Figure 2.10 CT and MRI data courtesy of N. White; Page 70 Figure 2.11 CT and MRI data courtesy of N. White.
Chapter 3 Page 96 Figure 3.1 Pearson Education, Used by permission.; Page 98 Source: Based on information from St. Luke's Cataract & Laser Institute; Page 126 Figure 3.23 Created by and courtesy of Dr. Akiyoshi Kitaoka, Ritsumeikan University.; Page 126 Created by and courtesy of Jorge Otero-Millan, Martinez-Conde Laboratory, Barrow Neurological Institute.; Page 127 Figure 3.25 Hill, “My Wife and My Mother-in-Law,” Puck, p.11, 1915.
Chapter 4 Page 140 from H. P. Roffwarg; J. N. Muzio; W. C. Dement, "Ontogenetic Development of the Human Sleep-Dream Cycle" Science, (1966), 152, pp. 604-619.
Credits C-3
Reprinted with permission from AAAS.; Page 143 Figure 4.2 Based on Hilgard, E, Hypnotic Susceptibility, 1965; Page 155 Table 4.2 Source: Hilgard, E. (1965). Hypnotic Susceptibility. New York: Houghton Mifflin Harcourt Brace.; Page 164 Table 4.4 Source: Adapted from the Moderate Drinking Skills Study Guide. (2004). Eau-Claire, WI: University of Wisconsin.
Chapter 5 Page 179 Figure 5.2 CI Hovland, "The Generalization of Conditioned Responses: IV. The Effects of Varying Amount of Reinforcement Upon the Degree of Generalization of Conditioned Reponses," in Journal of Experimental Psychology (1937), 21, 261-267.; Page 207 Figure 5.10 "Introduction and Removal of Reward and Maze Learning in Rats" by EC Tolman and CH Honziak, University of California Publication in Psychology (1930), 4, 257-275; Page 213 Karawynn Long.
Chapter 6 Page 239 Loftus, E. (1975). Leading questions and the eyewitness report. Cognitive Psychology, 7, 560–572.; Page 247 Figure 6.9 Saundra Ciccarelli.
Chapter 7 Page 262 Figure 7.1 From “Visual Images Preserve Metric Spatial Information:Evidence from Studies of Image Scanning” by S. M. Kosslyn, T. M. Ball, and B. J.Reiser, Journal of Experimental Psychology: Human Perception and Performance(1978) 4, 47 60. Published by American Psychological Association; Page 275 Table 7.2 (Gardner, 1998, 1999b); Page 277 Table 7.3 Source: Based on Stanford-Binet Intelligence Scales,Fifth Edition (SB5) (Roid, 2003) Roid, G. H. (2003). Stanford-Binet intelligence scales (5th ed.). Itasca, IL: Riverside.; Page 278 Table 7.4 Source: Based on WECHSLERADULT INTELLIGENCE SCALE Third Edition (WAIS III) by DavidWechsler. Copyright © 1997 by NCS Pearson, Inc.
Chapter 8 Page 315 Table 8.2 Sources: March of Dimes Foundation (2009); Organization of Teratology Information Specialists (2011); Shepard, T. H. (2001); Page 332 Harlow, H. F. (1958). The nature of love. American Psychologist, 13, 573–685; Page 333 Table 8.4 Source: Derived from Erikson, 1950.; Page 337 Table 8.5 Source: Based on Kohlberg, L. (1969). Stage and sequence: the cognitive-developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization: Theory in research (pp. 347–480). Boston: Houghton-Mifflin.; Page 346 The Princess Bride movie.
Chapter 9 Page 360 Table 9.1 Reproduced with permission. Originally published in Big Five Assessment by BOELE De Raad 8 Macro Penguin, ISBN 0-88937-242-X (c) Hogrefe and Huber Publishers www.Hogrefe.com; Page 360 Table 9.1 Reproduced with permission. Originally published in Big Five Assessment by Boele De Raad and Marcp Perugini. ISBN 0-88937-242-X (c) 2002 Hogrefe and Huber Publishers www. hogrefe.com; Page 362 Figure 9.3 From MOTIVATION AND PERSONALITY 3rd edition by Abraham H. Maslow, edited by Robert D. Frager & JamesFadiman.
Copyright © 1987. Printed and electronically reproduced by permission ofPearson Education, Inc., Upper Saddle River, NJ 07458.
Chapter 11 Page 423 Table 11.1 Source: Adapted and abridged from Holmes & Rahe (1967). Holmes, T. H. & Rahe, R. H. (1967). The Social ReadjustmentScale. Journal of Psychosomatic Research 11, 213 218. Copyright © 1967 by American Psychological Association;; Page 432 Figure 11.2 Source: Cohen, S., Frank, E., Doyle, B. J., Skoner, D. P., Rabin, B. S., & Gwaltney, J. M. (1998). Types of stressors that increase suscep- tibility to the common cold. Health Psychology, 17, 214–223.; Page 437 Figure 11.5 Source: Data from Miller et al. (1991, 1996).
Chapter 12 Page 455 Figure 12.1 Source: Adapted from Asch, S. E. (1956). Studies of indepen- dence and conformity: A minority of oneagainst a unanimous majority. Psychological Monographs, 70 (Whole no. 416).; Page 457 Table 12.1 Janis 1972, 1988.; Page 462 Table 12.2 Source: Based on Milgram (1 964a, 1 974). Milgram, S. (1964a). Behavioral study of obedience. Journal ofAbnormal and SocialPsychology, 67, 371–378; Milgram, S. (1974). Obedience to authority: An experimental view. New York: Harper& Row.; Page 469 Figure 12.4 Source: Adapted from Festinger, L., & Carlsmith, J. (1959). $1/$20 experiment: Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58(2), 203–210.; Page 492 Figure 12.6 Source: Latané & Darley (1 969). Darley, J. M., & Latané, B.(1968). Bystander intervention in emer- gencies: Diffusion of responsibility. Journal ofPersonality and Social Psychology, 8, 377–383. Copyright © 1968 by the AmericanPsychological Association.
Chapter 13 Page 512 Figure 13.2 Self-Efficacy The Exercise of Control by Albert Bandura. Copyright © 1997 by W. H. Freeman and Company. Used with the permission ofWorth Publishers.; Page 519 Table 13.2 Source: Adapted from McCrae & Costa (1990). From PERSONALITY IN ADULTHOOD 2nd edition by Robert R. MacCrae and Paul T. Costa. Copyright © 1990 by Guilford Publications. Reprinted with permission of the Guilford Publications.
Chapter 14 Page 545 Table 14.1 Source: Adapted from National Institute of Mental Health (2013). Table uses terminology from both the DSM-IV and DSM-5 (American Psychiatric Association, 2000, 2013); Page 548 Table 14.2 Based on Culbertson, F. (2003). The Phobia List. www.phobialist.com; Page 564 Figure 14.2 Copyrighted by Pearson Education, Upper Saddle River, NJ.
Chapter 15 Page 581 Meador, B. D., & Rogers, C. R. (1984). Person-centered therapy. In R. J. Corsini(Ed.), Current psychotherapies (3rd ed., pp. 142–195). Itasca, IL: Peacock.; Page 596 adapted from Wedding, D. (2004). Cross-cultural counseling and psycho- therapy. In R. J. Corsini& D. Wedding (Eds.), Current psychotherapies (7th ed., p. 485). Itasca, IL:Peacock.
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A Abadinsky, H., 158 Abbott, L., 163 Abe, K., 147 Abel, E. L., 314 Abel, G. G., 243 Abela, J. R. Z., 588 Åberg, M. A., 300 Abrahamsen, A., 221 Abramson, L. Y., 513, 554 Accornero, V. H., 160 Aceijas, C., 414 Acheson, D. J., 226 Adam, K., 141 Adams, D. B., 487 Adams, J. J., 247 Adams, R. J., 318 Adams, S. A., 597 Addington, A. M., 563 Addis, D. R., 340 Ader, R., 431 Adeyemo, B. O., 604 Adkins, C., 406 Adler, A., 509 Adler, S. R., 340 Adolphs, R., 75, 372, 495 Afifi, T. O., 197 Agel, J., 282 Ageta, H., 227 Aggen, S. H., 566 Aggleton, J. P., 487 Aghajanian, G. K., 601 Agresti, A., A2 Aguiar, A., 324 Agyei, Y., 407 Ahlskog, J. E., 52 Ahn, W., 265 Aiello, J. R., 458 Ainsworth, M., 329, 330 Airasian, P. W., PIA–12 Aitchison, J., 265 Ajzen, I., 466 Akana, S., 368 Akgul, G., 47 Akil, M., 52 Akula, N., 555 Al-Hammadi, N., 16 Albert, D. R., 487 Albus, M., 426 Aldag, J. M., 64 Alderfer, C. P., 363 Aldridge-Morris, R., 560 Aleksejev, R. M., 209 Alexander, C., 446 Alexander, C. N., 446 Alexander, G., 488 Alexander, M. P., 225 Alfredsson, L., 434 Alhabash, S., 484 Aligne, C. A., 441 Alkon, D., 249
Allen, D., 382 Allen, F., 160 Allen, G., 312 Allen, G. E., 281 Allen, J. P., 483 Allen, K., 443 Allen, L. B., 590, 595 Alleyne, V. L., 447 Allik, J., 520 Alloway, T. P., 228 Alloy, L. B., 208 Allport, G., 518 Alm, H., 137 Almeida, D. A ., 487 Alperstein, L., 410 Alpert, N. M., 263 Altamura, C., 59 Alvarez, J., 477 Alvarez-Buylla, 47 Amabile, T., 354, 426, A10 Amaral, D. G., 57 Amat, J., 208, 209 Amatomi, M., 147 Ameli, R., 601 Amen, D. G., 283 Ames, D., 252 Ames, D. R., 474 Ames, M. A., 407 Ametaj, A. A., 581, 595 Amoiridis, G., 73 Amsterdam, B., 332 Amunts, K., 54, 397 Anand, B. K., 366 Anastasi, A., 530 Ancoli-Israel, S., 144 Andersen, J., 432 Anderson, C. A., 210, 487, 490 Anderson, J. W., 446 Anderson, L. W., PIA–12 Anderson, M. C., 248 Anderson, N. D., 341 Andrews, C., 296 Andrews, J. D. W., 590 Andrieu, S., 433 Angen, E., 446 Angleitner, A., 519, 523 Ankarberg, E., 286 Anschuetz, B. L., 442 Anthony, A., 326 Anthony, J. C., 160 Antley, A., 463 Antoni, M. H., 443 Antony, J. W., 254, 255 Antuono, P. G., 251 Appleby, B. S., 67 Araki, S., 286 Arbury, S., B11 Arcelus, J., 557 Archer, J., 488 Archibald, L., 228 Ardila, R., 447
Arevalo, J. M. G., 439 Argamon, S., 398 Arkowitz, H., 581, 588 Armon, G., 433 Armstrong, B. K., 467 Armstrong, R., 162 Arnett, J. J., 339 Arnett, P. A., 567 Arnold, L. E., 86 Arnow, B., 599 Arns, M., 86, 203 Aron, A., A2 Aron, E., A2 Aronson, E., 468, 481 Aronson, J., 282, 292, 479 Arria, A. M., 85 Arsarnow, R. F., 563 Asch, S., 454, 455 Aserinsky, E., 143 Ash, M. G., 10 Ashida, H., 126 Ashmore, R. D., 482 Ashton, J. A., 389 Asp, E., 79 Assaf, Y., 69 Atkinson, R. C., 222, 227, 228 Atladóttir, H. O., 326 Aton, S., 141 Auinger, P., 286, 441 Austin, S., 406 Autenrieth, C., 433 Avis, D., 77 Azmitia, M., 339
B Baan, C. A., 433 Babcock, J. C., 591 Baberg, H. T., 160 Babiloni, C., 94 Bachg, D., 432 Bachman, J. G., 166 Bachman, M., 477 Backenstrass, M., 514 Backer, B., 344 Backstrand, B., 300 Baddeley, A. D., 220, 226, 236 Baddeley, J. C., 226 Badewien, M., 68 Bae, S. M., 70 Baehr, E. K., 138 Baer, D. M., 203 Baer, L., 604 Bagg, K., 283 Bagiella, E., 437 Bahrick, H., 228 Bahrick, H. P., 242 Baik, J., 369, 370 Bailer, U. F., 558 Bailes, J., 283 Bailey, J. M., 407, 408 Baillargeon, R., 324
Baillie, G. S., PIA–13 Bains, G., 418 Baiz, D., 434 Baker, J. H., 558 Baker, L. A., 298 Baker, L. D., 300 Balin, A. K., 344 Balkin, T., 140 Ball, K., 341 Ball, S. G., 75 Ball, T. M., 262 Ballantine, H. T., Jr., 604 Baltes, P. B., 306 Bammer, R., 155 Banaji, M. R., 472 Band, E. B., 447 Bandstra, E. S., 160 Bandura, A, 586, 587 Bandura, A., 183, 209, 210, 488,
489, 512, 513, 514 Banich, M. T., 426 Banko, K. M., 364 Banys, P., 159 Barak, A., 597 Baratta, M. V., 208, 209 Bard, P., 376 Barefoot, J. C., 437 Bargh, J. A., 94 Bargmann, C. I., 111 Barker, E., 461 Barkley, R. A., 85 Barlas, P., 115 Barlow, D. H., 581, 590, 595 Barnes, A. M., 310 Barnes, D., 551 Barnes, T. R., 167 Barnes, V., 446 Barnett, R. C., 479 Barnyard, P., 228 Baron, J. N., 490 Baron, R., 487 Baron, S. A., B11 Barondes, S. H., 555 Barresi, B., 80 Barrett, A., 378, 379 Barrett, D., 459 Barry, K. L., 158 Barry, R. J., 86 Barry, T., 487 Barsade, S. G., 290 Barsalou, L. W., 176 Barsch, J., PIA–4 Barsh, G. S., 368 Bartels, A., 485 Barth, J. M., 373 Barth, J. T., 282 Bartholomew, K., 330 Bartke, A., 344 Bartlett, C., 490 Bartlett, F., 242 Bartlett, N. R., 100
name index
NI-2 NAME INDEX
Barton, M. E., 265 Bartoshuk, L. M., 110, 111 Bartz, J. A., 65 Basadur, M., 272 Basden, S. L., 590, 595 Basner, M., 255 Bass, J., 591 Bassett, A. S., 16 Bastien, C. H., 148 Bates, J. E., 489 Bator, R. J., 459 Batt, J., 418 Battjes, R. J., 584 Batton, D. G., 149 Bauer, M., 555 Bauer, P. J., 253 Baumert, J., 433 Baumgartner, T., 372 Baumrind, D., 197, 341, 342, 463 Bavelier, D., 59 Baxter, D. A., 176 Baxter, G. D., 115 Bayliss, D. M., 226 Beach, S. R., 448 Beardsley, T., 292 Beary, J., 446 Beauchamp, G. K., 110 Beaudry, J. S., PIA–4 Beauregard, M., 203 Bechtel, W., 221 Beck, A. T., 551, 554, 588, 590, 595 Beck, J. S., 590 Becker, R. E., 592 Beckman, M., 295 Beehr, T. A., 443 Beer, J. M., 509 Beer, J. S., 373 Behar, C., 486 Behne, T., 325 Békésy, G. V., 107 Bekkering, H., 79 Belch, G. E., 467 Belenky, G., 141 Bell, E. F., 149 Bell, L. M., 326, 327 Belletti, A., 294 Bellis, M. A., 389 Bellisle, F., 183 Belsky, J., 330 Bem, D., 469 Bem, S., 396, 397 Ben-Poarth, Y. S., 529 Bender, S., 604 Benet-Martinez, V., 520 Bengsten, V. L., 338 Benington, J., 141 Benito, J. M., 604 Benjafield, J. J. G., 506 Benjamin, S. L., 567 Bennett, K., 16 Bennett, M. V., 47 Bennett, S., 195, 197 Benowitz, N. L., 161 Benson, H., 446 Benson, P., 326 Benton, D., PIA–14 Berberich, J. P., 584 Berch, D. B., 341
Berenbaum, S. A., 391 Berent, S., 373 Berg, F., 557 Berger, S. A., 242 Berghofer, A., 555 Berglund, H., 407 Bergman, H. F., 522 Beringer, L., 554 Berk, D., 418 Berk, L., 418 Berk, L. E., 296 Berk, L. S., 446 Berke, J. D., 372 Berkowitz, F., 71 Berkowitz, L., 210, 427, 487, 490 Berman, A., B8 Bermejo, E., 312 Bermond, B., 376 Bernat, E., 94 Bernath, L., 123 Berner, D., 300 Bernieri, F. J., 488 Berntsen, G. G., 372 Berntson, G. G., 495 Berry, J. W., 442 Berscheid, E., 479, 482 Berteretche, M. V, 183 Bertollo, D. N., 603 Bertram, L., 252 Best, D. L., 393 Betancourt, J. R., 597 Betancourt, T., 591 Betz, N. E., 558 Beutler, L. E., 588 Beyer, B. K., 37 Beyreuther, K., 111 Biederman, J., 554 Bierhals, A. J., 432 Biesalski, H. K., 111 Biesanz, J. C., 471 Billingsley, D., 197 Bindman, A. B., 493 Binet, A., 277 Bingham, S., 340 Binkofksi, F., 79 Binns, M. A., 225 Birbaumer, N., 203 Bischoff-Grethe, A., 558 Bishop, J., PIA–11, PIA–16 Bishop, S. F., 159 Bisson, J., 595 Bissonnette, L., 16 Bittman, B. B., 446 Bivens, J. A., 296 Bixby, E., 147 Bjerkedal, T., 307 Björck, L., 433 Bjork, E. L., 247 Bjork, R. A., 156, 238, 246, 247 Bjorner, J. B., 434 Bjorness, T. E., 255 Black, E., 414 Black, M. J., 578 Blackless, M., 390 Blackmon, L. R., 149 Blaine, J. D., 584 Blair, C., 282 Blair, R. J. R., 567
Blais, F. C., 148 Blakeslee, S., 81 Blanchard, E. B., 586 Blanchard, M., 330 Blanchard, R., 407 Blanchard-Fields, F., 474, 475 Blanchette-Sylvestre, M., 203 Blanco, M., 312 Bland, S. T., 208, 209 Blaney, N., 481 Blank, T., 47 Blascovich, J., 443 Blass, T., 463 Blazer, D. G., 447 Bledsoe, C. H., 339 Blefari, M. L., 203 Blehar, M. C., 329, 553 Bleiberg, K. L., 579, 595 Bleuler, E., 562 Block, J., PIA–16 Block, L., 589 Block, N., 136 Block, R. A., 179 Blommel, J. M., 458 Bloom, B. S., PIA–12 Bloom, J. R., 591 Bloom, L., 325 Bloom, P., 296, 325, 470 Bloom, S. R., 366 Blumenfeld, H., 282 Blumenthal, J. A., 437 Blumer, D., 554 Blunt, PIA–13 Bobulinski, M., 422 Bock, R., 310 Bodenhausen, G. V., 471 Bodrova, E., 324 Boggio, P. S., 68, 604 Bogle, K. D., 474 Bokat, C. E., 221 Boles, D. B., 373 Bolger, N., 65 Bolton, E. E., 590 Bolton, P., 591 Bond, R. A., 455 Bondarenko, L. A., 138 Bonnelykke, B., 312 Boodoo, G., 292 Boor, M., 560 Booth-Butterfield, S., 468 Bootzin, R. R., 148 Borgeat, F., 510 Borges, M. A., 237, 238 Borkovec, T. D., 549 Born, J., 141 Borneman, M. J., 281 Boroditsky, L., 297 Boronow, J., 587 Borthwick-Duffy, S. A., 285 Bosley, S., 326 Bossert, W., 457 Bosworth, H. B., 341 Botwin, M. D., 519 Bouchard, C., 366, 500 Bouchard, M. B., 317 Bouchard, S., 148 Bouchard, T., 522, 523, 541 Bouchard, T. J., 292, 307, 368
Bouchard, T. J., Jr., 307 Boucher, K. L., 479 Boudewijn Gunning, W., 86 Bouix, S., 69, 565 Bourguignon, J. P., 389 Bowden, C. L., 600 Bower, D., 39 Bowers, K. S., 156 Bowler, W. M., 442 Bowling, D. L., 495 Bowman, E. S., 243 Boyd, L. A., 249, PIA–8 Boykin, A. W., 292 Boynes, M., 560 Boyson-Bardies, B., 294 Bracey, G., 441 Bracha, H. S., 564 Bradbury, T. N., 473 Braddock, J. E., 161 Braden, A. L., 203 Bradford, D., 595 Bradley, J. C., B8 Bradman, A., 286 Brady, C., 137 Brand, J. J., 116 Brand, R. I., 437 Brandt, J., 67 Brantley, C., 407 Brass, M., 79 Braun, S. R., 161 Bray, C., 107 Brazelton, T. B., 332 Brecher, M., 166 Breedlove, S. M., 16 Breier, A., 426 Breiter, H. C., 372 Breland, K., 201 Breland, M., 201 Bremmer, J. D., 71 Brems, C., 426 Brennan, J. F., 7 Brennan, P. A., 522 Brenner, J., 467 Breteler, M., 203 Brett, L. P., 184 Breuer, J., 578 Brewer, M. B., 477 Brick, J., 163 Briem, V., 137 Briggs, K. C., 529 Brigham, A., 576 Britton, A., 432 Broadbent, D. E., 225 Brobeck, J. R., 366 Brocato, R. M., 458 Brody, N., 292 Brondolo, E., 437 Bronkhorst, A. W., 225 Brooks, J. G., 324 Brooks, M. G., 324 Broshek, D. K., 282 Brotman, M. A., 554 Brown, A. S., 564 Brown, C., 597 Brown, C. A., 446 Brown, C. H., 602 Brown, E., 460 Brown, G., 8, 590
NAME INDEX NI-3
Brown, G. L., 488 Brown, J., 227, 247 Brown, P. K., 101 Brown, R., 237, 325 Browne, D., 136 Browne, J. V., 317 Browne, M. N., 37, 38 Brownell, K. D., 369, 370 Broyles, S., 94 Brozoski, D., 139 Brubaker, D. A., 587 Bruey, C., 490 Bruhin, A., 491, 495 Brummett, B. H., 437 Brunner, E., 432 Brutsche, N. E., 601 Bryan, E. B., 312 Bryan, J., 197 Bryant, R. A., 510 Bryden, M., 394, 398 Brzustowicz, L. M., 16 Bu, G., 252 Buccino, G., 79 Buchanan, T. W., 75 Buche, L. C., 372 Bucher, B. D., 197 Buchsbaum, M. S., 560 Buck, L. B., 111 Buck, R., 378 Buck, S. M., 300 Buckwalter, J. J., 344 Bucuvalas, M., 442 Bucy, P. C., 75 Budson, A. E., 283 Buechel, C., 141 Buffo, P., 94 Buffone, A., 64 Bugental, J. F. T., 580 Buhrich, N., 407 Bulatao, E. Q., B11 Bulik C. M., 558 Bulik, C. M., 558 Bullis, J. R., 590, 595 Bullock, T. H., 47 Buntinez, W. H. E., 285 Buonano, F. S., 263 Buonocore, M. H., 225 Burchinal, M., 330 Burger, J. J. M., 509 Burger, J. M., 459, 463 Burgess, D. M., 286 Burgio, K. L., 587 Burish, T. G., 590 Burke, D., 407 Burke, D. M., 237 Burke, M., 167 Burks, N., 424 Burney, R., 446 Burns, H. J., 242 Burns, J. F., 326 Burriss, R. P., 16 Burrows, C., 94 Buschkuehl, M., 300 Bush, D. E. A., 230, 249 Bush, G., 75, 86 Bush, S. S., 282 Bush, T. M., 443 Bushey, D., 141
Bushman, B. J., 210, 488, 490 Buss, D., 404, 502 Buss, D. M., 16, 17, 487, 519 Buss, R. R., 336 Bussa, B., 591 Butcher, J. N., 527, 529 Butner, J., 459 Butter, E. M., 447 Buttiglione, M., 94 Buysse, D. J., 148, 602 Byrd, R. S., 441 Byrne, J. H., 176
C Caan, B. J., 443 Cabeza, R., 75, 240, 341, 372 Cacioppo, J. T., 372, 495 Cacioppo. J., 467, 468 Caeyenberghs, K., 69 Cahill, L. F., 255 Cain, D., 580 Cairns, E., 447 Calabrese, J. R., 600 Caldeira, K. M., 85 Calder, A. J., 372, 487 Caldera, Y. M., 396 Caldwell, L. D., 447 Caley, L. M., 314 Calhoun, V. D., 203 Califia, P., 391 Calvo, E., 426 Camacho, E. M., 209 Camacho, M., 313 Camara, W. J., 527 Camchong, J., 565 Cameron, J., 364, 477 Cami, J., 166 Campanha, C., 68 Campbell, D., 489 Campbell, D. T., 124, 594 Campbell, J. C., 427 Campbell, V. L., 527 Camperio Ciani, A., 408 Campo, R., 488 Campos, J., 330 Camposano, S., 263 Canas, A. J., PIA–13 Canfield, M. A., 314 Canli, T., 554 Cannon, W., 365, 376 Cantu, R. C., 283 Cao, Y., 59 Cardinali, D. P., 138 Cardno, A. G., 564 Carducci, B., 541 Carey, B., 250 Carey, G., 487, 522 Carey, J. C., 310 Caria, A., 71, 203 Carli, L. L., 456 Carlsen, A., 90 Carlsmith, J., 469 Carlson, G. A., 554 Carlson, L. E., 446 Carlson, P. J., 601 Carnot, M. J., PIA–13 Carol, M., 446 Carpenter, M., 325
Carpenter, P. A., 281 Carr, E. G., 197 Carrion, V. G., 551 Carroll, B., B8 Carroll, M. D., 369 Carruthers, M., 340 Carskadon, M. A., 143, 144, 146 Carson, R. C., 482 Carter, C., PIA–11, PIA–16 Carter, C. S., 64 Carter, J. C., 67, 605 Carter, R. M., 495 Caruso, D. R., 289, 290 Carver, C. S., 443 Carver, L. J., 253 Carvey, C. E., 123 Case, B. G., 603 Caserta, M. T., 434 Cassem, E. H., 604 Cassidy, A., 340 Cassidy, J., 330 Casson, D. M., 326 Castellanos, F. X., 85 Castelli, D. M., 300 Castelli, W. P., 437 Castillo, A., 443 Castillo, M., 197 Castillo, R. J., 542, 558 Castorina, R., 286 Castro, C. A., 283 Catalan, J., 459 Catalino, L. I., 443 Catani, M., 69 Catanzaro, S. J., 514 Cattaneo, L., 80 Cattell, R., 518, 519, 529 Cattell, R. B., 519 Caulet, M., 169 Cave, K. R., 127 Ceci, S. J., 292 Centerwall, B. S., 490 Cepeda, N. J., 246 Cermak, L., 221 Cerny, C. B., 443 Certain, R. D., B8 Cesar d'Ornano, A. M., 183 Cha, J. H., 474 Chabris, C. F., 263 Chace, P. M., 251 Chaddock, L., 300 Chaiken, S., 465, 467 Chaiyasit, W., 447 Chaklader, A., 146 Chambers, M. C., 79 Chandola, T., 432 Chandra, A., 405 Chang, E. F., 225 Chang, I., 430 Chang, I.-W., 560 Chang, P. P., 437 Chang, S. W., 495 Chang, Y. L., 71 Chant, D., 564 Chapman, R. S., 325 Charlesworth, W. R., 374 Charney, D. S., 147 Charron, L., 16 Charuvastra, A., 390
Chase-Lansdale, L., 330 Chavez, A., 565 Chedid, E., 70 Chedraui, P., 340 Chee, M. W. L., 140 Chen, B. R., 317 Chen, H., 474 Chen, J. Y., 297 Chen, L. Y., 252 Chen, M., 47, 94 Chen, Q., 565 Chen, R., 314 Chen, Y., 252 Chen, Y. Q., 413 Cheng, H., 59 Cherny, S. S., 408 Cherry, E. C., 225 Cheryan, S., 5, A9 Chesney, M. A., 412 Chess, S., 328, 329 Chesson, A. L., Jr., 144 Chesterton, L. S., 115 Cheyne, B., 427 Cheyne, J. A., 169 Chi, R., 68, 604 Chidester, D., 459 Chipping, J., 209 Chirkov, V. I., 364 Chiu, C., 472, 473 Chiu, C. Y., 458 Choi, I., 474, 475 Chomsky, N., 294 Choo, W. C., 140 Chorley, D., 39 Chou, S. Y., 369 Chou, T. C., 141 Chow, E. W., 16 Christensen, A., 591 Christianson, J. P., 209 Chu, J. A., 559 Chuhma, N., 159 Chwalisz, K., 376 Cialdini, R., 459, 463 Cialdini, R. B., 459 Ciardiello, 271 Cibelli, G., 94 Cideciyan, A. V., 110 Cinnirella, M., 455 Cirelli, C., 141 Clancy, S. A., 244 Clandinin, M. T., 255 Clark, A., 221 Clark, D. A., 590 Clark, D. M., 595 Clark, F., 567 Clark, L. A., 542 Clarke, A., 466 Clarke, A. E., 443 Clarke, A. R., 86 Clarke, J., 481 Clarke-Stewart, K. A., 330 Clarkin, J. F., 594 Claypool, H. M., 471 Clayton, R., 161 Clements, C. M., 208 Clemmons, J., 422 Clougherty, K. F., 591 Coates, J., 398
NI-4 NAME INDEX
Coccaro, E. F., 488 Coe, W. C., 157 Coenen, A., 203 Coffey, C. E., 555 Coffey, K. A., 443 Cohen, B., 339 Cohen, C., 161 Cohen, G., 246 Cohen, H., 145 Cohen, H. J., 447 Cohen, J. D., 552, 553, 555 Cohen, L. H., 397 Cohen, L. J., 55, 555 Cohen, M. S., 413 Cohen, M. X., 372 Cohen, N. J., 231, 300, 341 Cohen, R. B., 68 Cohen, R. D., 448 Cohen, S., 431, 432, 434 Cohn, M. A., 443 Coker, T., 406 Colbert, J., 192 Colcombe, S. J., 341 Colder, C., 160 Cole, J., 148 Cole, S., 455 Cole, S. W., 439 Coleman, H. L. K., 442 Coleman, M., 326 Coleman, R. M., 138 Coleman, T., 141 Coles, C., 160 Coles, C. D., 160 Colletti, P., 487 Colligan, J., 272 Colligan, R. C., 439 Collins, A. M., 232, 233 Collins, C. J., 357 Collins, C. L., 282 Colom, R., 226 Columbo, J., 317 Comer, J. S., 581, 595 Comstock, R. D., 282 Condle, D., 560 Cone-Wesson, B., 160 Conezio, J., 238 Connelly, B. S., 281 Connolly, R., 604 Connor, E., 565 Connor, S., 255 Conrad, R., 226 Constantine, M. G., 447 Conway, A. R. A., 227 Conway, M. A., 141, 246 Cook, J. M., 482 Cook, M., 185 Cook, T. D., 594 Coolidge, F. L., 144 Cooper, D. C., 209 Cooper, L. A., 597 Corbett, G. G., 296 Corbetta, M., 81 Corchs, F., 68 Coren, S., 124 Coric, V., 432 Corkin, S., 228, 231, 249 Cormier, J. F., 560 Cornes, C., 579
Corona, G., 410 Corr, C. A., 345 Correa, M., 159 Corwin, D. S., 209 Cosgrove, G. R., 604 Cosmides, L., 487 Costa, P., 519 Costa, P. T., 437 Costa, P. T., Jr., 345, 522, 523, 525,
528, 541 Costa, U. P., 604 Costello, D. M., 554 Cotman, C. W., 255 Coultier, D. L., 285 Couperus, J. W., 317 Coups, E., A2 Courage, M. L., 324, 332 Covino, J. M., 329 Covinsky, K. E., 551 Cowan, N., 222, 224, 227, 229 Cox, A. L., 283 Cox, C., 286, 434 Cox, G. R., 602 Craddock, N., 555 Crago, M. B., 558 Craig, E. M. P., 285 Craik, F., 221 Craik, F. I. M., 221, 230, 238, 340 Cramond, B., 287 Crane, J. W., 430 Craske, M. G., 595 Cravchik, A., 601 Crawford, M., 391 Creamer, M., 595 Creery, J. D., 254 Cremeens, P. R., 396 Crichlow, S., 456 Crick, F., 136 Cristancho, M. A., 604 Cristancho, P., 604 Critchfield, T. S., 192 Crosby, L. R., 587 Crosby, R., 404 Cross, W., 434 Crouch, D. J., 137 Crowley, A. E., 468 Crowley, M., 492 Crucian, G., 378, 379 Cruikshank, K. A., PIA–12 Cruz, A., 490 Csikszentmihalyi, M., 271, 272,
273, 516 Cua, A. B., 344 Culbertson, F., 548 Culbertson, J. L., 160 Cummings, J. L., 555 Cummings, S. R., 339 Curtis, R. C., 483 Curtis, R. H., 576 Cusato, B., 514 Cwik, J., 551 Czajkowski, N., 566 Czeisler, C. A., 138, 139
D D'Agostino, J. V., PIA–11 D'Agostino, R. B., 340 D'Allesandro, D. U., 588
D'Angelo, J., 137 Dabbs, J. M., Jr., 488 Daciuk, J., 197 Daher, N., 418 Dahi, R. E., 141 Dahlstrom, W. G., 529 Dale, A. M., 77 Dalix, A. M., 183 Dallery, J., 326 Dallman, M., 368 Daly, M., 17 Damasio, A. R., 24, 75 Damasio, H., 24, 54 Daniels, A., PIA–13 Danso, H., 32, 41 Darby, B., 459 Darby, D., 252 Darley, J., 15, 492 Darvill, T., 286 Darwin, C., 16, 374, 377 Dasiewicz, P., 197 Daum, I., 249 David, P., 137 Davidson, R. J., 372, 373 Davies, I., 296 Davies, I. R. L., 296 Daviet, C., 594 Davis, H. A., 569 Davis, J., 602 Davis, J. O., 564 Davis, K. F., 146 Davis, M., 372 Davis, O. S. P., 307 Davis, P., 5, A9 Davis, R. J., PIA–14 Davis, R. M., 140 Davis, S. F., B4, B5 Davison, A., 463 Dawood, K., 16, 407 Day, N., 432 Dayton, T., 268 de Geus, E. J. C., 290, 291 De Jaeger, X., 252 de Jong, P. T., 100 de Klerk, N. H., 467 de la Torre, R., 166 De Leo, S. E., 317 de Ridder, S., 203 de Ruyter, B., 466 De Valois, K. K., 101 De Valois, R. L., 101 De Vos, M., 74 de Vries, N. K., 342 de Wolff, C. J., 363 De Wollf, F. A., 166 Dean, G., 38 Deary, I. J., 290, 291 Debes, F., 286 Debiec, J., 230, 249 DeCasper, A. J., 319 Decedo, J. C., 231 deCharms, R., 364 Deci, E., 363, 364 Deci, E. L., 354, 364 Decker, K., 244 DeCoster, J., 471 DeFour, D., 458 DeFries, J. C., 290, 292
Degenhardt, L., 167 Deger, M., 249 DeGrandpre, R. J., 512, 514 deHalle, P., 294 Deinzer, R., 432 DeJong, W., 354 Delagrange, P., 138 Delaney, A. J., 430 Deleuran, B., 326 Delfiner, R., 491 Delgado, M. R., 240 Della Penna, S., 94 DeLong, M. R., 67, 488 DeLongis, A., 424 Delva, J., 197 Dement, W. C., 143, 144, 145, 146 Demers, R. A., 298 Demeter, G., 141 Dempster, F. N., 246 den Boer, J. A., 560 Deng, L. X., 59 Deng, P., 59 Denman-Brice, A., 228 Dennett, D. C., 136 Denno, D. W., 147 Densmore, M., 203 Deregowski, J. B., 128 Derkits, E. J., 564 Derryck, A., 390 DeRubeis, R. J., 554, 590 Desautels, A., 148 Despres, J. P., 366, 500 Detera-Wadleigh, S. D., 555 Deutsch, G., 81, 83 Deutschländer, S., 64 Devanand, D. P., 603 Dew, M. A., 602 Dewall, N. C., 448 DeYoung, C. G., 531 Di Forti, M., 160 Diamond, L. M., 485 Diamond, M., 391, 406 Diamond, M. C., 398 Diaz-Arrastia, R., 283 Diaz-Mataix, L., 230, 249 DiazGranados, N., 601 Dick, R., 282 Dick, R. W., 282 Dickens, W., 282 Dickens, W. T., 291 Dickerson, F., 587 Dickinson-Anson, H., 231 Dickson, B. J., 249 Dickson, W. J., B10 Dieffenbach, C. W., 413 Diehl, R., 32, 41 Diekman, A. B., 456 Diener, E., 376, 458 Dierker, L. C., 554 Diesmann, M., 249 Dietrich, K., 286 Dill, D. L., 559 Dill, K. E., 490 Dillard, J., 459 Dillingham, T. R., 114 Dillow, S. A., B4 Dimsdale, J. E., 160 Dinges, D. F., 140, 141, 255
NAME INDEX NI-5
Dinnel, D. L., 240 DiStefano, C., 569 Dobson, K. S., 589 Dochen, C. W., PIA–16 Dodane, C., 325 Dodge, K. A., 489 Dodson, J. D., 359 Doege, T. C., 140 Dolan, K., 414 Dolan, R. J., 372 Dolcos, F., 240 Dollard, J., 427, 487, 512 Domagalski, T. A., 375 Doman, J. M. R., 313 Domhoff, G. W., 152, 153 Dominey, P. F., 325 Dominici, G., 602 Domjan, M., 514 Donaldson, Z. R., 64 Donnerstein, E., 210, 490 Donohue, S. E., PIA–6 Donovan, J. J., 246 Doob, L. W., 427, 487 Dorahy, M. J., 560 Dornbrot, D. E., 240 Doroszewicz, K., 393 Dorta, K. P., 579 Doucet, E., 366 Dougherty, D. D., 604 Douthitt, E. A., 458 Dove, A., 281 Downing, J., 389 Downs, A. M., 414 Downs, J. F., 347 Dowrick, P., 326 Doyère, V., 230, 249 Doyle, B. J., 432 Draghici, A. M., 361 Dreger, A. D., 390 Dreher, H., 438 Drenth, P. J., 363 Dresler, T., 68 Dreusicke, M., 565 Drews, F. A., 137 Druckman, D., 156 Druschel, C. M., 314 Duben, A., 486 DuBois, M. A., 373 Dubowitz, H., 195, 197 Duckworth, A. L., 282 Dudai, Y., 249 Dudley, K., 332 Duffy, V. B., 111 Dugoni, B. L., 437 Duker, P. C., 197 Dum, R. P., 73 Dumais, S., 240 Duman, R. S., 601 Dumont, F., 502 Dumoulin, M., 141 Duncan, R. M., 295, 324 Dundas, I., 569 Dunn, B., PIA–13 Dunn, J. C., 424 Dunn, L. B., 67 Dunn, R. S., PIA–4 Dunne, M. P., 407 Dunner, D., 599
Duran, R. E., 443 Durand, C., 294 Durrant, M., 6, 195 Durso, F., 268 Durston, S., 73 Dussault, J., 366, 500 Dwairy, M., 342 Dweck, C., 357 Dweck, C. S., 357, 358, 472, 473 Dykens, E. M., 286 Dzemidzic, M., 398
E Eagleman, D. M., 123 Eagly, A., 492 Eagly, A. H., 456, 465, 467, 482 Eaker, E. D., 437 Easterbrooks, M. A., 330 Eastman, C. I., 138 Eastman, K. L., 447 Eaton, W. W., 326, 549 Ebbinghaus, H., 246 Eberly, S., 434 Eckert, E. D., 557 Eddy, J., 467 Edelmann, R. J., 375 Edinger, J. D., 148 Edlund, J. E., 17 Edmondson, D., 550 Edwards, R., 159 Egan, L. C., 470 Eggen, B., 466 Eghrari, H., 364 Ehlers, A., 551, 595 Ehring, T., 551 Eich, E., 236 Eichenbaum, R., 231 Eiden, R. D., 160 Einstein, G. O., PIA–8 Eitzen, D., 32 Ekman, P., 371, 372, 374, 378 Ekstrom, A. D., 80 El Nahas, M., 369 Elashoff, R., 591 Elger, C. E., 249 Eliassen, C. F., 446 Elkind, D., 336 Ellenbogen, J. M., 145 Ellgring, H., 156 Elliot, C. H., 590 Elliott, E., 357 Elliott, E. M., 227 Elliott, L., 407 Ellis, A., 589 Ellis, H. D., 373 Ellis, K. A., 252 Ellis, L., 407 Ellis, L. K., 424 Ellison, C. G., 448 Ellsworth, P. C., 286, 483 Ellwood, S., 68, 604 Else-Quest, N., 398 ElvevÅg, B., 221 Emeny, R. T., 433 Emmett-Oglesby, M. W., 160 Ende, N., 314 Endler, N. S., 602 Engel, C. C., 283
Engle, R. W., 226 Engle, W. A., 149 Englund, C. E., 141 Engstrom, I., 603 Enns, J. T., 124 Ensom, Durrant, 195 Ephraim, P. L., 114 Epping-Jordan, M., 161 Epstein, L. G., 85 Epstein, L. H., 369 Erdley, C. A., 472 Erens, B., 389 Erickson, K. I., 300, 341 Erickson, S. A., 437 Ericksson, P., 286 Erikson, E. H., 332, 333, 342, 364,
509 Erikson, J. M., 332, 333 Ernst, L. H., 68 Eron, L., 210 Eron, L. D., 490 Ertzgaard, P., 115 Escandon, A., 16 Eschenbeck, H., 445 Esfahani, N. E., 252 Eskenazi, B., 286 Eslick, A. N., PIA–6 Espeland, M. A., B7 Espie, C. A., 148 Essau, B., 434 Estes, L. S., 558 Estreich, D., 458 Ethen, M. K., 314 Evans, A. K., 209 Evans, B., 434 Evans, D., 592 Evans, I. M., 587 Evans, M. A., 483 Evans, S. S., 587 Evans, W. H., 587 Evans, W. J., 339 Evens, A. C., 77 Everson, S., 6 Exner, J. E., 527 Eysenck, H. J., 280, 438, 529 Eysenck, S. B. G., 529
F Fabbri-Destro, M., 80 Faber, B., 564, 565 Fadiga, L., 79 Fagiolini, A., 422 Fagot, B. I., 396 Fahey, J. L., 439, 591 Fairchild, G., 567 Fallgatter, A. J., 68 Fallon, B., 197 Fallon, J. H., 231 Fanselow, M. S., 75, 372 Fantz, R. L., 317, 319 Faraone, S. V., 554 Farc, M.-M., 17 Farmer, A. E., 555, 564 Farmer, L. M., 176 Farooqi, I. S., 368 Farre, M., 166 Farrelly, S., 489 Farrington, C. P., 326
Farris, R., 246 Fasotti, L., 376 Fast, K., 111 Faucett, J., 115 Fauci, A. S., 413 Faurion, A., 183 Fausto-Sterling, A., 390 Favot-Mayaud, I., 326 Fawzy, F. I., 591 Fawzy, N. W., 591 Fayed, N., 560 Fazel-Rezai, R., 94 Fazio, R. H., 465 Fear, N. T., 283 Fearn, M., 469 Fechner, G., 93 Fechner, G. T., 6 Fecteau, S., 68 Federoff, I. C., 542 Fehr, E., 491, 495 Feingold, A., 482 Felder, R. M., PIA–4 Feldman, D. H., 324, 337 Felician, O., 263 Felten, D. L., 446 Ferguson, C., 490 Ferguson, D., 490 Ferguson, J., 145 Ferguson, J. N., 64 Ferguson, N. B., 366 Ferguson-Noyes, N., 554 Fernald, A., 325 Fernandez, E., 424 Fernandez, G., 249 Fernandez, M. I., 443 Fernstrom, J. D., 111 Feroah, T. R., 139 Ferreira-Santos, E., 68 Ferrelli, A. V., 145 Ferreri, F., 59 Ferretti, A., 94 Feshbach, M., 414 Festinger, L., 468, 469, 479 Fiatarone, M., 341 Fields, R. D., 47 Fields, S. K., 282 Fiez, J. A., 73 Fifer, W. P., 319 Fincham, F. D., 448, 473 Fine, J., 398 Finger, K., 244 Finger, S., 101, 531 Fingerhut, A. W., 404 Fink, G. R., 79 Fink, M., 602 Finke, C., 252 Finke, R., 272 Finkel, D., 522 Finkelmeyer, A., 74 Finlay, B., A2 Fischer, M., 85 Fischl, B., 77, 565 Fishbein, M., 466 Fishbein, W., 146 Fisher, E. M., 310 Fisher, L. D., 432 Fisher, M., 299, 300 Fisher, R., 67
NI-6 NAME INDEX
Fisicaro, S., 526 Fisk, J. E., 166 Fiske, S., 397 Fiske, S. T., 471 Fitzhugh, E., 467 Fitzpatrick, M., 326, 487 Fivush, R., 325 Flaherty, J. A., 597 Flannery, D., 336 Flannery-Schroeder, E., 590 Flaskerud, J. H., 597 Flavell, J. H., 324 Flax, R., 458 Flegal, K. M., 369 Flegala, K. E., 237 Fleming, M. F., 158 Flemons, W. W., 149 Flores, A., 434 Flores-Mendoza, C., 226 Florio, C. M., 528 Flynn, J., 282 Flynn, J. R., 291 Foege, W. H., 340 Foehr, U. G., 210 Fogassi, L., 79 Foley, D., 340 Foley, K., 240 Folkard, S., 138 Folkman, S., 412, 424, 435, 445 Follett, K., 67 Follett, K. J., 475 Forbes, G., 393 Ford, A., 597 Ford, D. E., 437 Forder, J., 139 Forney, K. J., 558 Fornito, A., 75 Forssmann-Falck, R., 375 Forster, H. V., 139 Forsyth, D. R., 492 Forte, A., 602 Fosket, J. R., 340 Fosse, M., 145, PIA–13 Fosse, R., 145, PIA–13 Foster, N. E., 115 Foster-Schubert, K., 300 Foulkes, D., 145, 153 Fowkes, F. G., 433 Fowler, J. S., 86 Franciotti, R., 94 Franck, G., 152 Franco-Chaves, J., 601 Frangou, S., 563 Frank, E., 432, 579, 602 Frank, L. L., 300 Frank, M. G., 141, 209 Frank, R., 24 Franke, R. H., B10 Frankel, B. R., 591 Franklin, D., 161 Fransson, E. I., 434 Fras, I. A., 243 Fraser, J. F., 580 Fraser, S., 459 Frazier, J., 554 Frazier, J. A., 75 Fredrickson, B. L., 437, 443 Fredriksson, A., 286
Freed, F., 197 Freedman, J., 459 Freeman, A., 588 Freeman, E. W., 339 Freeman, I., 427 Freeman, J., 289 Freeman, W., 604 Freese, J., 509 Fregni, F., 68, 604 Freitag, C. M., 604 Fremmer-Bombik, E., 330 French, L. M., 283 Frensch, P. A., 510 Freud, A., 506 Freud, S., 10, 150, 487, 503, 504,
547, 551, 578 Frewen, P. A., 203 Frey, J., 487 Frey, L. M., 559 Friberg, U., 407 Fried, I., 80 Fried, R., 554 Friederich, H.-C., 558 Friedman, J. M., 368, 369 Friedman, M., 437 Frier, B. M., 433 Friesen, W., 371, 374, 378 Friesen, W. V., 371, 372 Friston, K. J., 372 Fritch, A., 115 Frith, C., 145 Frith, C. D., 372 Fritz, S., 490 Froh, J. J., 516 Frontera, W. R., 339 Frost, C., 443 Frydenberg, E., 447 Fuchs, A., 404 Fudge, J. L., 558 Fugl-Meyer, K. S., 410 Fulcher, J. S., 374 Fuligni, A., 477 Fuligni, A. J., 140 Fulker, D. W., 408, 522 Fuller, C. A., 138 Furumoto, L., 8
G Gaa, A., 422 Gable, A., 326 Gable, R. S., 162 Gabrelcik, J. C., B8 Gabrieli, J., 69 Gabrieli, J. D. E., 155, 554 Gabriels, L., 67 Gado, M., 491 Gagnon, J. H., 404 Gail, C. M., 252 Gainotti, G., 94 Galaburda, A. M., 24 Galanter, M., 461 Galanti, G. A., 597 Gale, G. D., 372 Galea, S., 422 Gallagher, D., 376 Gallagher, R. P., 595, 596 Gallate, J., 68, 604
Gallese, V., 79 Gallo, J. J., 597 Gallup, G. G., Jr., 17 Galvin, J. E., 16 Gamble, T., 413 Gamwell, L., 541 Ganchrow, J. R., 318 Ganellen, R. J., 527 Ganis, G., 262, 263, 264 Gano-Phillips, S., 473 Ganzel, B. L., 559 Garb, H. N., 527, 528 Garber, J., 513, 554 Garcia Coll, C., 477 Garcia, J., 183, 184 García-Campayo, J., 560 Gardner, E. P., 92 Gardner, H., 272, 274, 275, 307 Gardner, J., 443 Gardner, R. J. M., 310 Gariépy, J. F., 495 Garland, E. J., 146 Garnier-Dykstra, L. M., 85 Garuccio, A., 96 Gassert, R., 203 Gavett, B. E., 283 Gavrilets, S., 407 Gay, P., 547 Gay, P. E., 424 Gaylor, M., 509 Gaylord-King, C., 446 Gazzaniga, M., 84 Geary, D. C., 16 Gebhard, P. H., 402, 403 Geddes, D. P., 403 Geen, R. G., 490 Geher, G., 290 Geier, J., 123 Gelade, G., 225 Gelder, M., 586 Gelenberg, A., 599 Gelfand, L. A., 590 Geliebter, A., 365 Geller, B., 554 Gelman, S. A., 296 Gentile, D., 490 George, L. K., 447 Gerards, S. M., 342 Gershoff, E. T., 197 Gert van Dijk, J., 149 Gerton, J., 442 Gertz, K. J., 203 Geschwind, D. H., 373 Gessel, L. M., 282 Geurts, M., 69 Ghaziri, J., 203 Giacobbe, P., 67, 605 Giancola, F., 338 Giang, K. W., 433 Gibbons, J. L., 393 Gibbons, R. D., 602 Gibson, E., 319 Giedd, J. N., 563 Gifford, R. K., 477 Gigerenzer, G., 242 Gil-Rivas, V., 432 Gilberg, C., 326 Gilbert, G., 203
Gilbert, S. J., 463 Gill, S. T., 38 Gillen-O'Neal, C., 140 Gillespie, M. A., 357 Gillham, B., 427 Gilligan, C., 337 Gillund, G., 237, 238 Gilmore, J., 145 Gilstrap, L. L., 244 Ginzburg, K., 446 Girardi, P., 602 Girgis, Z. M., 463 Gitelman, D. R., 243, 479 Gittelman-Klein, R., 527 Glaser, M., 489 Glaser, R., 431, 432, 445 Glass, R. H., 315 Glenn, A. L., 567 Glick, P., 397 Gluckman, P. D., 389 Glucksman, M. L., 14 Glynn, S. M., 587 Gobel, E. W., 255 Godden, D. R., 236 Goel, N., 255 Gogtay, N., 563, 565 Goh, D., 509 Goh, G. Y., 159 Goin, M. K., 577 Golkaramnay et al., 2007, 598 Gold, E., 340 Gold, J., 442 Gold, J. M., 563, 564 Goldberg, T., 221 Goldberg, W. A., 330 Golde, T. E., 252 Goldin-Meadow, S., 358 Goldman, A. L., 565 Goldman-Rakic, P. S., 249 Goldsmith, H. H., 330 Goldstein, N. J., 463 Goldstone, A. P., 366 Goleman, D., 140, 272, 289 Gollub, R. L., 372 Gomez, F., 368 Goncalves, D. F., 252 Gong-Guy, E., 513 Gonsalves, B. l, 243, 479 Gonzales, J. J., 597 Gonzalez, J. S., 443 Goodey, E., 446 Goodglass, H., 80 Goodman, E. S., 7 Goodson, B., 326 Goodyer, I. M., 567 Gooijers, J., 69 Gooren, L. J. G., 391 Goorsky, M., 332 Gordon, C., 443 Gordon, J., 332 Gordon, N., 115 Gordon, S., 558 Gorman, J. M., 595 Gornik-Durose, M., 459 Gornitzka, G., 433 Gosch, E., 590 Gosselin, F., 75 Gosselin, R. E., 161
NAME INDEX NI-7
Gotlib, I. H., 554 Gottesman, I. I., 307, 564 Gottheil, E., 591 Gottman, J. M., 485 Goudy, M. B., 368 Gough, H. G., 529 Gould, 1981, 292 Gould, 1996, 307 Gould, C. G., 297 Gould, J. L., 297 Goulet, J., 510 Graber, K., 422 Grabowski, T., 24 Gracia, C. R., 339 Gradus, J. L., 551 Graf, W. D., 85 Graham, C., 404 Graham, J., 363 Graham, J. R., 529 Graham, P., PIA–13 Gralinski, J. H., 332 Grandjean, P., 286 Graner, J., 283 Granholm, E., 563 Graven, S. N., 317 Gravenstein, S., 431, 432 Graves, J. C., 411 Gray, J. R., 531 Grayson, A., 228 Greeley, A., 169 Green, A., 597 Green, B., 455 Green, P. S., 300 Green, R., B8 Greenwald, A. G., 94, 472 Gregory, R., 125 Gregory, R. L., 124 Gresham, L. G., 467 Greve, D. N., 329 Griggs, E. M., 249 Grigorenko, E. L., 307 Grimbos, T., 16 Grimm, P., 111 Gripshover, S. J., 358 Griskevicius, V., 363 Grocer, S., B5 Grogan-Kaylor, A., 197 Gross, A. M., 490 Gross, C. G., 538 Gross, R., 67 Grossman, K., 330 Grossman, M., 369 Grossmann, K., 330 Grossmann, K. E., 330 Grove, W. M., 528 Growden, J. H., 228 Gruber, O., 300 Grumbach, M. M., 335 Grünbaum, A., 510 Gründler, T. O. J., 604 Guar, A., 413 Guardiola-Lemaitre, B., 138 Guerri, C., 314 Guéruen, N., 459 Guger, C., 463 Guijarro, M. L., 437 Guilford, J. P., 272, 274 Guilleminault, C., 169
Gump, B. B., 437 Gunderson, E. A., 358 Gunderson, J., 115 Gunn, D. M., 226 Güntürkün, O., 64 Gunzelmann, G., 141 Guo, T., 16 Gupta, M., 410 Gupta, T., 426 Guralnik, O., 560 Gurin, J., 594 Gurrera, R. J., 564, 565 Guskiewicz, K. M., 283 Gustavson, C. R., 558 Guthrie, D., 332, 591 Guthrie, R. V., 7, 8 Guynn, M. J., 235 Gwaltney, J. M., 432 Gyulai, L., 600
H Haan, J., 73 Haas, B. W., 155 Haas, K., 393 Habel, U., 74 Haber, R. B., 224 Haber, R. N., 224, 238 Haden, C., 325 Hadley, C. N., 426 Hadzi-Pavolovic, D., 407 Hagan, R., 396 Hagerman, E., 300 Hagihara, D. K., 221 Hahm, H. C., 406 Hahn, T., 68 Haidt, J., 375 Hains, S. C., 456 Hakimian, S., 203 Halaas, J. L., 368 Halbesleben, J. R. B., 442 Hale, T. S., 86 Haley, R., 192 Hall, A. P., 166 Hall, E. E., 300 Hall, L. K., 226, 242 Hall, M., 141 Hall, S. M., 153, 159 Hall, W., 165, 167 Hallahan, M., 474–475 Hallet, A. J., 437 Hallett, F., 312 Hallmark, R., 527 Halpern, D. F., 282 Hamani, C., 67, 605 Hamann, S., 392 Hamer, D. H., 408 Hamers, F. F., 414 Hamilton, D. L., 477 Hamilton, S. E., 263 Hammen, C., 513 Hammes, W. P., 111 Hampson, E., 394 Hampton, J. A., 265 Han, X., 47 Han, Y., 197 Hanada, G., 86 Hanaire, H., 433 Hanasaki, N., 145
Handel, S., 225 Haney, C., 157 Haney, T. L., 437 Hanges, P. J., 357 Hänninen, J., 252 Hannon, R., 344 Hansen, C. P., 422 Hansom, M. A., 389 Harbaugh, C. R., 64 Harding, H. P., Jr., 283 Hardy, M. L., 158 Hare, A. L., 483 Hare, J. F., 64 Hargittai, E., 483 Harkins, S., 458 Harlow, H., 331, 332 Harman, G., 474 Harmon-Jones, C., 469 Harmon-Jones, E., 469 Harold, G. T., 473 Harorimana, D., 456 Harrington, K., 252, 554 Harris, C., 67 Harris, H. S., 448 Harris, J. L., 369, 370 Harris, K. F., 437 Harris, R., 490 Harris, V. A., 474 Harrison, et al., 2013, 300 Harrison, M. A., 17 Harrison, P. J., 564, 565 Harsch, N., 240 Hart, P., 456 Hartfield, E., 482, 485 Hartley, C. F., 460 Hartung, P. J., 509 Harvey, M. L., 466 Harvey, O. J., 480 Harvey, S., B11 Haslam, S. A., 463 Hasler, R., 86 Hassan, S., 434 Hastings, N., 64 Hatzipantelis, M., 394 Hauck, S. J., 344 Hauge, H., 569 Havekes, R., PIA–13 Haverstick, K., 426 Havighurst, R. J., 344 Havlik, R., 340 Hawks, S. R., 368 Haworth, C. M. A., 307 Hay, P., 557, 558 Hayden, J., 228 Hayes, J. E., 111 Hayes, R. D., 410 Hayflick, L., 344 Hays, J. C., 447 Hayter, J. E., 16 Hayward, C., 549 Hazan, C., 330 Hazlett, E. A., 560 Heath, A. C., 558 Heavey, C. L., 591 Hebb, D. O., 360 Heden-Stahl, C., 433 Hedley-Whyte, E. T., 283 Hedman, L. R., 137
Hegeman, R., 492 Heider, F., 473 Heider, J. D., 17 Heider, K., 372 Heikkila, K., 434 Heil, G., 363, B10 Heilig, M., 165 Heilman, K., 81, 378, 379 Heilman, K. M., 373 Heimberg, R. G., 590, 592, 595 Heimer, L., 57 Heinemann, U., 111 Heingartner, A., 458 Heinicke, C. M., 332 Heinrich, B., 207 Heinrich, H., 203 Heitger, M. H., 69 Helfrich, C., 604 Helias, M., 249 Hell, D., 562 Hellawell, D. J., 487 Helmer, A., 604 Helmers, K. F., 341 Helms, J. E., 281 Helms, M. J., 437 Hemingway, H., 432 Hen, L., 597 Henderson, R. K., 426 Henin, A., 554 Henningfield, J. E., 161 Henry, J., 166 Henry, P., 145 Henry, T., 67 Henter, I. D., 601 Herberman, R. B., 434 Herbert, T. B., 431 Herbst, J. H., 523, 541 Herder, C., 433 Herman, E. M., 458 Herman, L. M., 298 Herman, R. A., 392 Hernandez, D., 310 Herrmann, F. R., 86 Herrmann, M. J., 68, 156 Herrnstein, R. J., 292, 307 Hersh, S. M., 489 Hershberger, S. L., 522 Herskovits, M. J., 124 Hertwig, R., 242 Herxheimer, A., 138 Herzog, T., 474–475 Herzog, W., 558 Heslegrave, R. J., 140 Hess, M., 17 Hess, T. M., 474, 475 Hesse, E., 330 Hetherington, A. W., 366 Hetrick, S. E., 602 Hewlin, P. F., 456 Hewstone, M., 477 Heyes, C. M., 207 Hicklin, J., 530 Hidalgo, L., 340 Higgins, E. T., 502 Hilgard, E., 155, 156 Hilgard, E. R., 156 Hilgard, J. R., 156 Hill, B., 404
NI-8 NAME INDEX
Hill, D., 467 Hill, J. A., 315 Hill, P. C., 447 Hille, K., 300 Hillman, C. H., 300 Hillman, E. M. C., 317 Hilpert, P. L., 587 Hilton, J. L., 471 Hilts, P. J., 161 Himelein, M. J., 393 Hines, T., 38 Hinrichsen, V. L., 326 Hinson, J. M., 141 Hinton, G. E., 221, 233 Hintze, J. M., 587 Hirota, Y., 146 Hirsch, J., 366 Hirsch, J. B., 531 Hismjatullina, A., 227 Hitch, G., 226 Hnasko, T. S., 159 Hoagwood, K., 579 Hobson, J., 151, 152 Hobson, J. A., 145, PIA–13 Hochman, J., 243 Hodapp, R. M., 286 Hodge, D., 244 Hodge, H. C., 161 Hodges, J. R., 250 Hodges, L. F., 585 Hodges, R. W., PIA–16 Hodgkinson, B., 592 Hodgkinson, K. A., 16 Hodgson, B., 164 Hodgson, R. J., 589 Hodson, D. S., 339 Hoebel, B. G., 366 Hoeft, F., 155 Hoffer, T. B., 17 Hoffrage, U., 242 Hofman, A., 100 Hofman, M. A., 391 Hofstede, G. H., 363, 375, 523 Hofstede, G. J., 363, 375, 523 Hoge, C. W., 283 Hogg, M. A., 456 Hogg-Johnson, S., 228 Holahan, C. K., 288 Holcomb, W. R., 590 Holden, C., 314 Holland, C., 299, 300 Hollander, E., 65, 560 Hollifield, M., 590 Hollon, S., 594 Hollon, S. D., 588 Holman, E. A., 64, 432 Holmes, J., 75, 86 Holmes, J. G., 286, 483 Holmes, T., 422 Holmes, T. H., 422, 423, 424 Holowka, S., 325 Holroyd, J., 156 Holt, L. H., 237 Holt-Lunstad, J., 443 Holton, S. D., 590 Hong, D., 310 Hong, Y., 472, 473 Hong, Y. I., 458
Honzik, C. H., 205, 207 Hood, D. C., 100 Hood, W. R., 480 Hootman, J. M., 282 Hopfinger, J. B., 225 Horhota, M., 474, 475 Horn, J. M., 509, 522 Horne, J. A., 145 Horney, K., 507 Hornung, 139 Horowitz, D. L., 477 Hortaçsu, N., 486 Horton, R., 375 Horvath, C., 407 Hossain, P., 369 Hosseinipour, M. C., 413 Hothersall, D., B10 Houck, P. R., 602 Houldin, A., 434 Houlihan, J. L., 426 Hovland, C. I., 179 Howard, D. C., PIA–8 Howe, J. D., 203 Howe, M. L., 324, 332 Hoyer, W. D., 468 Hsu, C. I., 86 Hu, L., 300 Hu, N., 408 Hu, P., 331 Hu, S., 116, 408 Hu, X., 70 Huang, X., 252 Hubel, D. H., 123 Hudak, M., 123 Hudson, J. I., 560 Hudson, J. L., 590 Huesmann, L. R., 210, 490 Huettel, S., 495 Huff, W., 604, 605 Hufnagel, R., 32 Hugenberg, K., 471 Hughes, J., 584 Hughes, S. M., 17 Hughes, V. A., 339 Hui-Sheng, L., 486 Hull, C. L., 226, 355 Hull, J. G., 361 Hull, M. S., 408 Hultling, C., 115 Human, L. J., 471 Hummer, R. A., 448 Humphrey, R. J., 283 Humphries, L. L., 557 Hunsley, J., 595 Hunt, E., 275 Hunt, M., 576 Hur, K., 67, 602 Hurlemann, R., 64, 372 Hurley, D., 136, 161 Hurvich, L. M., 101 Hutchens, T., 86 Hutcheson, J., 390 Hutchings, B., 522 Hutchison, J. A., 85 Hutton, C., 203 Huynh, V. W., 140 Hvas, L., 340 Hviid, A., 326
Hyde, J. S., 398, 479 Hygge, S. A., 183 Hyman, I. E., 244 Hyman, I. E., Jr., 55, 240, 242 Hyman, S. E., 552, 553, 555 Hyun, C. S., 591
I Iacoboni, M., 79, 80, 373 Iber, C., 144 Ibrahim, L., 601 Idel, H., 432 Iemmola, F., 408 Iezzi, T., 115 Igartua, K., 406 Ihori, N., 490 Iijima, S., 145 Imaizumi, Y., 312 Imbeault, P., 366 Imber, S. D., 579 Imhof, K. I., 141 Ingaham, L. J., 564, 565 Insel, T. R., 64, 307 Ioannidis, J. P. A., 509 Irimia, A., 79 Irwin, A. R., 490 Irwin, M., 148 Isabel, J., 521 Isejima, H., 138 Isenberg, D. A., 443 Isenberg, D. J., 456, 457 Isselsteijn, W. A., 466 Ito, T. A., 372 Iverson, G. L., 282 Iwakabe, S., 597 Iwamoto, E. T., 160 Iwawaki, S., 375 Iyengar, S., 75 Izard, C., 63
J Jackson, L. A., 483 Jackson, M. L., 141 Jackson, T., 115 Jacobs, E. A., 597 Jacobs, W. J., 183 Jacobsen, B., 564, 565 Jacobson, K., 566 Jacobson, K. C., 487 Jacobson, L., 32 Jacobson, N. S., 591 Jacobson, S. G., 100 Jadavji, N. M., 426 Jaeggi, S. M., 300 Jaganath, D., PIA–13 Jak, A. J., 71 James, B., PIA–6 James, J. B., 479 James, W., 7, 355, 376 Jameson, D., 101 Jameson, M., 32, 41 Jang, K. L., 519, 523, 541 Janicki-Deverts, D., 434 Janis, I., 456, 457 Jankowski, M. K., 590 Janos, P. M., 287 Janowitz, H. D., 365 Jansson, L., 564, 565
January, D., 297 Janus, C. L., 403 Janus, S. S., 403 Jarosz, A. F., 228 Javitch, J. A., 53, 63 Jay, S. M., 590 Jehn, K., 8 Jenike, M. A, 75 Jenkins, C. D., 437 Jensen, A. R., 114, 307 Jensen, M. P., 203 Jensen, P. S., 554 Jensen, S., 560 Jerrett, D. J., 296 Jerrett, T., 296 Jessell, T. M., 59 Jex, S. M., 443 Jha, S. K., 141 Jhamandas, J. H., 252 Ji, K., 47 Jin, X., 434 Jobe, J. B., 341 John, O. P., 522, 523, 541 Johnson, C. D., 330 Johnson, C. P., 326 Johnson, D., 481 Johnson, G., 298 Johnson, J., 549 Johnson, J. D., 210, 490 Johnson, K. O., 92 Johnson, M., 487 Johnson, M. E., 426 Johnson, P., 469 Johnson, R., 481 Johnson, V., 399, 401, 411 Johnson, W., 307 Johnsson, T., 300 Johnston, A. B., 403 Johnston, D., 47 Johnston, L. D., 166 Johnston, L.D., 137 Johnstone, S. J., 86 Jones, A. K. P., 446 Jones, E., 283 Jones, E. E., 474 Jones, E. J., 597 Jones, G. W., 486 Jones, J., 405 Jones, J. L., 251 Jones, L., 567 Jones, M. C., 11 Jones, M. K., 183 Jones, P. B., 167 Jones, R. T., 422 Jonides, J., 300 Jordan, B. D., 283 Jordan, C. L., 16 Joseph, C., 375 Josephs, O., 203 Josephson, R., 47 Judas, M., 335 Judelsohn, R. G., 326 Juffer, F., 331 Julien, R. M. et al., 2011, 53, 54, 55,
599, 600, 601 Jung, C., 508, 520 Just, M. A., 281 Juul, A., 389
NAME INDEX NI-9
K Kabani, N., 77 Kabat-Zinn, J., 372, 373, 446,
PIA–14 Kable, J. A., 160 Kachadourian, L., 160 Kaemmer, B., 529 Kagan, J., 329, 502, 530 Kagawa-Singer, M., 340 Kahan, M., 165 Kahn, V., 329 Kahneman, D., 260, 267 Kail, R., 226 Kaizl, I., 300 Kajander, T., 286 Kakko, J., 165 Kako, E., 297 Kales, A., 143, 144, 147 Kamau, C., 456 Kamin, L. J., 292, 307 Kandel, E., 230, 249 Kandel, E. R., 53, 230, 249 Kandel, L. J., 57, 75 Kane, D. J., 466 Kane, M. J., 226 Kanto, W. P., 149 Kaplan, E., 80 Kaplan, G. A., 448 Kaplan, H. I., 586 Kaplan, J., 80 Kaplan, M. F., 456 Kaplan, S. L., 335 Karau, S. J., 458 Kareken, D., 398 Karney, B. R., 473 Karpicke, J. D., PIA–13 Karpova, Y., 434 Kasanin, J. D., 437 Kasch, K. L., 554 Kase, N. G., 315 Kasi, S. V., 432 Kasl, S. V., 437 Kastenbaum, R., 345 Katz, V. L., 315 Kaufman, 274 Kaufman, C., 591 Kaufman, J., 489 Kaul, J. D., B10 Kaveny, M. C., 313 Kavoussi, R. J., 488 Kawar, B., 369 Kaye, W. H., 558 Kazdin, A. E., 587, 595 Kazmierczak, et al., 386 Kearney, C. A., 599 Keashly, L., B11 Keel, P. K., 558 Keeley, S. M., 37, 38 Keenan, J. P., 263 Keesey, R. E., 366 Keillor, J., 378, 379 Keirsey, D., 529 Keita, G. P., 553 Keleman, K., 249 Keller, M. B., 599 Kellermann, T., 74 Kellner, C. H., 603 Kelly, I., 38
Kelly, J. A., 468 Kelly, T. L., 141 Kemeny, M. E., 439 Kempf, L., 355 Kempski, O., 111 Kendall, P., 590 Kendall, P. C., 590 Kendler, K. S., 205, 422, 555, 566,
PIA–15 Kendrick, K. M., 64 Kenemans, J. L., 86 Kennard, B. D., 602 Kennedy, D. N., 372 Kennedy, G., 447 Kennedy, J. L., 69 Kenny, A., 6 Kenrick, D. T., 363 Kensinger, E. A ., 340 Kensinger, E. A., 228 Keren, G., 446 Kerig, P. K., 597 Kernberg, O. F., 594 Keromoian, R., 331 Kerr, N. L., 457 Kerson, C., 203 Kerwin, D. R., B7 Kesarwani, R., 252 Kesebir, S., 363 Kesler, S., 310 Kessler, R. C., 422, 547, 549, 553 Kety, S. S., 564, 565 Keyes, M., 307 Khalife, S., 601 Khayat, D., 183 Kiecolt-Glaser, J. K., 431, 432, 434,
445 Kihlstrom, J. F., 155, 242, 510, 539 Kikinis, R., 79 Kilgus, M. D., 576, 577 Kilhstrom, J., 379 Killen, J., 549 Kilmartin, C. T., 375 Kilpatrick, D., 442 Kim, 127 Kim, B. H., 357 Kim, E. Y., 70 Kim, H., 455 Kim, K. O., 565 Kim, S., 70 Kim, U., 442 Kimura, D., 398 Kimura, R., 252 Kincade, M. J., 81 King, M., 123, 129 King, M. W., 551 King, N. J., 587 Kinney, D. K., 564, 565 Kinsey, A. C., 402, 403 Kirby, J. S., 559 Kirchengast, S., 389 Kircher, T., 71, 203 Kirkegaard-Sorensen, L., 522 Kirkland, D., 272 Kirkland, S. W., 426 Kirmayer, L. J., 552 Kirsch, I., 155, 157, 244, 514 Kirzner, E., 458 Kitamura, T., 227
Kitaoka, A., 126 Kitayama, S., 375, 474 Kite, B., 414 Kivley, L. S., 373 Klag, M. J., 437 Klavas, A., PIA–4 Klaver, C. C., 100 Klaver, P., 249 Kleim, B., 551 Klein, A., 426 Klein, D. N., 11, 599 Klein, R. G., 85 Kleineidam, C. H., 432 Kleinot, M. C., 468 Kleitman, N., 143 Klemchuk, H. M., 446 Klerman, G. L., 553 Kliewer, W., 375 Kligman, A. M., 344 Kline, P., 519 Kling, K. C., 479 Klorman, R., 587 Klosterkötter, J., 604 Kluetsch, R., 203 Kluft, R. P., 559 Klunder, A. D., 565 Kluse, M., 551 Klüver, H., 75 Knauer, R. S., 139 Knight, A., 477 Knight, J. A., 344 Knop, J., 522 Knowles, E. D., 474 Knowlton, B., 230 Knuppertz, H., 551 Kobasa, S., 438 Kobayashi, K., 490 Kobayashi, M., 138 Koch, C., 136 Koelling, R. A., 183 Koenig, H. G., 447 Koester, J., 48 Koestner, R., 364 Koh, J. K., 491 Kohlberg, L., 336 Kohler, W., 10 Köhler, W., 207, 268 Kohlmann, C.-W., 445 Kohoout, J., B5 Kohout, J., B5 Koifman, B., 446 Kok, A., 86 Kok, B. E., 443 Kolachana, B. S., 52 Kolata, S., 228 Kolevzon, A., 65 Kollias, S., 203 Kolodny, R. C., 401 Kolvin, I., 489 Komatsu, L. K., 265 Kong, Y. H., 437 Konowal, N. M., 140 Koob, G. F., 159, 161 Kooper, R., 585 Kopp, C. B., 332 Koppel, M., 398 Korf, J., 560 Korn, S., 329
Kornhaber, M. L., 307 Kortenkamp, S., 378, 379 Kosslyn, S. M., 262, 263, 264 Kotchen, J. M., B7 Kotkin, M., 594 Koulousakis, A., 605 Kovacs, K., 161 Kozberg, M., 317 Kraemer, H. C., 549 Kramer, A. F., 300, 341 Kramer, C., 314 Kramer, S. J., 426 Krathwohl, D. R., PIA–12 Kratochvil, C. J., 602 Kratofil, P. H., 160 Kravits, S., PIA–16 Kravits, S. L., PIA–11 Kreek, M. J., 165 Kreipe, R. E., 389, 390 Kremers, S. P., 342 Kreutzer, M. A., 374 Kriegstein, A., 47 Kristensen, P., 307 Kritz-Silverstein, D., 551 Kriwisky, M., 446 Kroenke, C. H., 443 Krokoff, L. J., 485 Kronstein, P., 601 Krosnick, J. A., 468 Kruglyak, L., 408 Krupnick, J. L., 597 Krüttner, S., 249 Kryger, M., 148 Kubic, L. S., 203 Kubicki, M., 564, 565 Kübler-Ross, E., 344 Kuhlman, S. J., 138 Kuhn, H. W., 563 Kuhn, J., 604, 605 Kulashekhar, S., 227 Kulik, J. A., 443 Kulmala, J., 434 Kumar, S., 548 Kumari, M., 432 Kumru, H. P., 604 Kunkel, S. R., 437 Küntay, A., 325 Kunwar, P. S., 329 Kuo, B. C. H., 447 Kupfer, D. J., 148, 602 Kupper, A. E., 203 Kuriki, I., 126 Kvavilashvili, L., 240 Kwan, M. L., 443
L la Fleur, S. E., 368 LaBar, K. S., 240, 372, 487 LaBerge, D., 226 Labkovsky, E., 70 LaBouvie-vief, G., 324 Lacayo, A., 160 Lacruz, M.-E., 433 Ladda,. R. L., 147 LaFromboise, T., 442 LaGana, C., 587 Lagopoulos, J., 446 Lahti, I., 564
NI-10 NAME INDEX
Lai, E. W., 442 Lai, H.-K., PIA–13 Lajtha, A., 161 Läksy, K., 564 Lalancette, M.-F., 455 Lalich, J., 460 Lalonde, C. E., 294 Lambert, M. J., 594 Lambert, N., 448 Lambert, R. E., 443 Lambie, A., 427 Lammers, G. J., 149 Lance, C. J., 526 Landrum, R. E., B4, B5 Lane, R. D., 373 Lang, J., 569 Lang, J. W. B., 569 Lange, C., 376 Langer, E. J., 426 Langone, M. C., 460 Lanius, R. A., 203 Lanphear, B. P., 286 Lapierre, M. A., 370 LaPointe, J. A., 526 Lapsley, D. K., 336 Larriviere, D., 85 Larsen, J. D., 226 Larsen, J. T., 372 Larsen, R. J., 17 Larson, D. B., 447 Larue, V., 203 Larzelere, R., 197 Lashley, K. S., 376 Lashua, E. C., 85 Laska, E. M., 603 Lasnik, H., 294 Latané, B., 15, 458, 492 Lau, H., 146 Laumann, E. O., 404, 410 Launer, L., 340 Laungani, P., 346 Lauzanne, K., 390 Lauzon, N. M., 159 Lavergne, G. M., 487 Lavie, P., 148 Laviolette, S. R., 159 Lawrence, T. B., 8 Laws, G., 296 Lay, C., 442 Laymond, M., 418 Layne, C., 591 Lazarus, R. S., 379, 424, 435, 445 Le Moal, M., 159 Le, B. N., 176 Leahy, R. L., 590 Leary, M. R., 492 Leask, J. e, 224 Leavitt, L. A., 325 Lebedeva, N. M., 364 Lebens, M., 551 Leccese, A. P., 166 Leckman, J. F., 286 Leclerc, C. M., 340, 474, 475 Leddy, J. J., 587 LeDoux, J., 54, 94, 372, 552 LeDoux, J. E., 230, 249, 372, 373,
379, 487 Lee, A. D., 565
Lee, B. E., 597 Lee, E., 390 Lee, F., 474–475 Lee, G. C., PIA–13 Lee, K. L., 437 Lee, L., 141 Lee, M., 166 Lee, P. A., 389, 390, 542 Lee, S., 71 Lee, S. H., 70, 605 Lee, S. J., 198 Leemans, A., 69 Leggett, E. L., 357 Lehnert, B., 96 Lehr, U., 436 Leibel, R. L., 366 Leiderman, P. H., 331 Leitch, I., 489 Lemons, J. A., 149 Lenartz, D., 604, 605 Lenze, E. J., 602 Lenzenwenger, M. F., 244, 594 Leober, R., 282 Leon, P., 340 Leonard, L., 80 Leone, D. R., 364 Leong, D. J., 324 Leong, F. T. L., 509 Leow, A. D., 565 LePort, A. K., 231 Lepper, M. R., 354 Leroy, C., 441 Leslie, M., 288 Lester, D., 602 Leveck, M. D., 341 Levenson, R. W., 372 Levi, R., 115 Levin, E. D., 161 Levine, J., 115 Levine, S. C., 358 Levinson, W., 404 Levinton, C., 443 Levitsky, D. K., 446 Levy, B. R., 437 Levy, K. N., 594 Levy, S. R., 472 Lewin, R., 297 Lewis, 1995, 539 Lewis, C., 81 Lewis, C. E., 437 Lewis, C. M., 307 Lewis, G., 167 Lewis, J. R., 597 Lewis, R., 447 Lewis, R. W., 410, 411 Lewis, S., 459 Lewontin, R. C., 307 Li, D. H., 160 Li, J., 326 Li, L., 408 Li, S., 251 Lichstein, K. L., 148 Lieberman, J., 595 Liechti, M. E., 166 Light, K. R., 228 Like, R., 597 Lilienfeld, S. O., 156, 527 Lim, J., 64, 140
Lim, Y. Y., 252 Lin, C. S., 71 Lin, H., 339 Lin, P. J., 265 Lind, B. K., 340 Lindau, S. T., 404 Lindemann, B., 111 Lindquist, K., 551 Lindsay, E. W., 396 Lindstrom, P., 407 Linebarger, D. L., 370 Lingford-Hughes, A., 167 Linkous, R. A., 458 Linn, M. C., 394, 398 Linnell, J., 326 Linnoila, M., 488 Linnoila, M. I., 488 Linz, D., 210, 490 Lipsman, N., 67, 605 Lipworth, L., 446 Lisanby, S. H., 603 Little, T. D., 364 Littman, E., 528 Liu, A., 77 Liu, N. K., 59 Liu, X., 209 Livesley, J. W., 567 Livesley, W. J., 519, 523, 541 Lizskowski, U., 325 Lobaugh, N. J., 69 Locantore, J. K., 341 Locascio, J. J., 228 Lock, M., 340 Locke, E. A., 357 Lockhart, R. S., 230 Loehlin, J. C., 522, 523, 541 Loftus, E. F., 176, 239, 240, 242,
244, 406 Lohaus, A., 445 Lohr, J. M., 156 LoLordo, V. M., 183 Lombardi, D. A., 138 Longo, L., 602 Longo, L. C., 482 Lonky, E., 286 Lonnqvist, J., 553 Loo, S. K., 86 Lord, T. R., 481 Lorenz, K., 487 Lorenzo, G. L., 471 Lotstein, D. S., 443 Lovaas, O. I., 197, 203, 584 Lowe, M. J., 398 Lowe, R. A., 493 Lowery, R., 362 Lowry, C. A., 209 Lozano, A. M., 67 Lu, A., 565 Lu, E., 590 Lu, S., 16, 314 Lubar, J., 86, 203 Lubinski, D., 523 Luborsky, L., 434, 593 Luchins, A. S., 471 Luck, S. J., 563, 564 Luckenbaugh, D. A., 601 Lucy, J. A., 296 Ludwig, N. N., 65
Luedtke, R. R., 160 Lui, M. A., 70 Lund, I., 115 Lundeberg, T., 115 Lupien, P. J., 366, 500 Luria, A. R., 79, 246 Lurito, J. T., 398 Lusk, R., 458 Lustiga, C., 237 Lutgendorf, S. K., 439 Lutkenhaus, P., 330 Lutz, K. J., 339 Lutz, R. J., 467 Lykken, D. T., 523, 567 Lynam, D. R., 282 Lynch, G., 252 Lynch, M. E., 160 Lynn, S. J., 155, 156 Lynott, P. P., 338 Lyons, J. L., 71 Lytton, H., 393 Lyznicki, J. M., 140
M Ma, J., 16, 197 MacCoun, R. J., 457 MacDonald, A. P., 357, 513 Macdonald, A. W., 565 MacDonald, D., 77 MacDonald, G., 286, 483 MacDonald, M. C., 226 Macdowall, W., 389 Macea, D. D., 604 Maciejewski, P. K., 345 Macion, J., 86 Mack, J. E., 244 MacKay, D. G., 237 MacKenzie, E. J., 114 MacKenzie, S. B., 467 Mackin, R. S., 422 Macknik, S. L., 123, 125, 126, 129 MacLaurin, B., 197 Maclean, C. R., 446 MacMillan, H. L., 197 Macquet, P., 152 Macrae, C. N., 471 Macropoulis, G., 192 Mactavish, E., 252 Madanat, H. N., 368 Maddox, J. H., 603 Madsen, K. M., 326 Maestas, M. V., 443 Magalhaes, A. C., 252 Magee, L., 590, 592, 595 Magee, W. J., 549 Maglione, M., 158 Magnuson, V. L., 408 Magoun, H. W., 73 Mahler, H. I. M., 443 Mahoney, M. J., 516 Mahowald, M. W., 144 Mai, J., 605 Maibach, H. I., 344 Maier, S. F., 208, 209, 431 Maier, W., 64 Main, M., 330 Maislin, G., 141 Makhijani, M. G., 482
NAME INDEX NI-11
Makris, N., 372 Malamuth, N. M., 210, 490 Malarkey, W. B., 431, 432 Maletic, V., 75 Malhi, G. S., 446 Malik, M., 326, 432 Malinchoc, M., 439 Maljkovic, V., 263 Malkowski, E., 300 Mallis, M. M., 140 Mandler, G., 240 Mangalindan, J. P., B10 Manganello, J. A., 198 Mangun, G. R., 225 Manheim, L. J., 357 Manicavasagar, V., 407 Manji, H. K., 601 Mann, J. J., 602 Manning, C. C., 463 Mannuzza, S., 85 Manusov, V., 8 Maquet, P., 145 Marcado, A. M., 431, 432 Marconi, G., 602 Marcus, G. F., 221 Marcus, S. C., 603 Marder, E., 47 Maren, S., 75 Marentette, P. F., 325 Margolin, S., 203 Margolskee, R. F., 111 Marik, P. E., 369 Markman, E. M., 296 Markopoulos, P., 466 Markou, A., 161 Markovitz, J. H., 437 Markowitcz, J. C., 579, 595 Markowitz, J., 594 Marks, D. F., 434 Marks, I., 587 Marks, K., 304 Marks, W. J., Jr., 67 Markus, H. R., 375, 455 Marmar, C., 551 Marmot, M., 341 Mars, A. E., 326 Marshall, B., 422 Marshall, S. W., 283 Marsiske, M., 341 Martin, 147, 160 Martin, 2000, 397 Martin, B., 424 Martin, C. E., 402, 403 Martin, G. I., 149 Martin, J. A., 344 Martin, N. G., 407, 558 Martinez, M., 16 Martinez-Conde, S., 123, 125, 126,
129 Martínez-Frías, M. L., 312 Martinussen, R., 228 Martyn, A. C., 252 Marucha, P. T., 431, 432 Maruta, T., 439 Marzetta, B. R., 446 Mas, A., 166 Mas, M., 166 Masaki, K., 340
Mash, E. J., 595 Maslach, C., 157 Maslow, A., 361, 362, 363, 515, 516,
B10 Mason, N. S., 555 Massaro, D. W., 222 Masson, J. M., 510 Masters, J. C., 590 Masters, W., 399, 401, 411 Masuda, M., 422 Masuda, T., 474 Mathews, D., 391 Mathews, V. P., 398 Matsumoto, D., 596 Matsuo, T., 138 Mattay, V. S., 565 Mattfeld, A. T., 231 Matthew, N., 326 Matthews, A., 283 Matthews, G., 566 Matthews, K., 559 Matthews, K. A., 141, 437, 438 Mattic, K. R. P., 165 Mattox, S., 227 Mattson, M. P., 430 Matzel, L. D., 228 Mauk, J. E., 326 Maurer, D., 319 Mavromatis, A., 144 Maxmen, J. S., 576, 577 Mayer, J., 289 Mayer, J. D., 289, 290 Mayer, R. E., PIA–12 Maynard, K. E., 437 Maziade, M., 16 Mazziotta, J. C., 79 Mazzoni, G. A. L., 244 McAdams, D. P., 502 McAuley, E., 341 McAuliffe, S., 160 McAuliffe, T. L., 468 McBurney, D. H., 404 McCann, S. J. H., 139 McCarley, A., 73 McCarley, R., 151 McCarley, R. W., 564, 565 McCarthy, C. J., 542 McCarthy, R., 86 McCartney, K., 330 McCarty, C. A., 447 McCauley, A., 71 McCauley, C., 456 McCauley, M., 413 McClearn, J. R., 522 McClelland, D. C., 356 McClelland, J. L., 221, 233 McConaghy, N., 407 McConkey, K. M., 510 McCormack, W. A., 360 McCormick, M. C., 326 McCracken, J. T., 86 McCrae, R., 519 McCrae, R. R., 519, 520, 522, 523,
525, 528, 541 McCrea, M., 283 McCullough, J. P., 599 McCullough, M. E., 447 McCurdy, M. T., 209
McDaniel, M. A., PIA–8 McDermott, J. F., 554 McDougall, T., 554 McDougall, W., 355 McElroy, S. L., 600 McEwen, B. S., 240 McFarlane, T., 542 McGaugh, J. L., 240 McGhee, D. E., 472 McGinn, L. K., 588, 590 McGinnis, J. M., 340 McGough, J. J., 86 McGrath, E., 553 McGrath, J., 564 McGraw, S. A., 340 McGregor, D., B10 McGue, M., 307, 522 McGuffin, P., 355, 564 McGuire, F., B10 McGuire, L., 431 McGurk, D., 283 McIntosh, A. R., 341 McIntosh, D. N., 432 McKay, J. R., 434 McKee, A. C., 283 McKenzie, J. E., 602 McKibbin, W. F., 404 McKinley, P., 437 McLaughlin, S. K., 111 McMahon, D. G., 138 McMahon, F. J., 555 McManus, S., 389 McMonagle, T., 587 McNally, R. J., 244, 422 McNeill, D., 237 McPherson, J. M., 482 McPherson-Baker, S., 443 McRae, M. B., 447 McTiernan, A., 300 McTigue, K. M., B7 Meador, B. D., 581 Meador, K. G., 447 Mearns, J., 514 Mechtler, K., 249 Medeiros-Ward, N., PIA–6 Medicine, B., 391 Medina, J. P., 604 Medland, S., 558 Mednick, S. A., 329, 567 Meek, P., 159 Mehrabian, A., 289 Meichenbaum, D., 590 Meikle, J., 326 Meineri, S., 459 Mejía, O. L., 542 Melamed, S., 433 Meleiro, A., 68 Melgari, J. M., 59 Melton, L. J., III, 339 Melzack, R., 114 Mende, W., 443 Mendez, M. F., 243 Mendioroz, J., 312 Meng, L., 16 Meng, Z., 331 Menke, E., 441 Mennella, J. A., 110 Menon, T., 458
Menon, V., 155 Menzies, R. G., 183 Meoni, L. A., 437 Meredith, L. S., 597 Meredith, W., 340 Merikle, M. P., 94 Merrill, R. M., 368 Merry, S. N., 602 Mervis, C. B., 265 Merzenich, M. M., 299, 300 Mesgarani, N., 225 Mesulam, M. M., 243, 479 Metcalfe, J., 236 Metz, G. A., 426 Metzler, J., 262 Metzler, S., 372 Mewborn, C. R., 468 Meyer, L. H., 587 Meyer-Lindenberg, A., 565 Meyrick, J., 468 Michael, R., 587 Michael, R. T., 404 Michaels, J. W., 458 Michaels, S., 404 Michalski, D., B5 Mick, E., 554 Mignot, E., 149 Mihalik, J. R., 283 Mikami, A. Y., 483 Miles, D. R., 487, 522 Milgram, S., 461, 462, 463 Milhausen, R., 404 Millan, et al., 1999, 197 Miller, C. A., 249 Miller, C. E., 456 Miller, D. G., 242 Miller, E., 326 Miller, E. K., 249 Miller, G., 64, 85, 226, 283 Miller, G. E., 434 Miller, J. F., 325 Miller, J. G., 474 Miller, K., 313, 483 Miller, K. E., 411 Miller, L. H., 442 Miller, L. S., 490 Miller, M., 422 Miller, M. D., 579 Miller, M. E., 156 Miller, M. N., 558 Miller, N. E., 427, 487 Miller, N. F., 512 Miller, R. R., 179 Miller, T. Q., 437 Miller, W. R., 581 Millet, P., 86 Milligan, M., 487 Mills, M. A., 550 Mills, M. E., 426 Milner, B., 249 Milner, J., 197 Milstead, M., 336 Milun, R., 488 Min, Z., 16 Mineka, S., 185 Mintz, L. B., 558 Miranda, D., 69 Mirani, J., 240
NI-12 NAME INDEX
Mischel, W., 396, 502, 520 Mishell, D. R., 340 Missonnier, P., 86 Mitchell, A. J., 557 Mitchell, D. W., 317 Mitchell, J. E., 557 Mitchell, K. A., 482 Mitchell, R., 433 Mitchell, S. A., 578 Mitroff, S. R., PIA–6 Miyagawa, T., 368 Miyake, K., 331 Miyatake, A., 145 Mizes, J. S., 584 MoBnang, C., 74 Modkad, et al., 2001, 369 Moffat, S. D., 394 Moffic, H. S., 596 Moghaddam, F. M., 477 Mogil, J. S., 114 Mohseni, P., 16 Moise, J. F., 490 Moise-Titus, J., 490 Mojica, W. A., 158 Molden, D. C., 357, 358 Moldofsky, H., 141 Moll, H., 325 Möller, A., 562 Molodtosova, I., 364 Mommaas, M. A., 249 Money, J., 391 Mongeau, P. A., 468 Monson, C. M., 586, 590, 595 Montgomery, C., 166 Montgomery, G., 146 Montgomery, G. W., 558 Monto, S., 227 Montoro, R., 406 Montplaisir, J., 148 Moody, R., 144 Moore, J. W., 179 Moore, T. E., 94 Moore, T. H., 167 Moore-Ede, M. C., 138, 139 Moorhead, G., 456 Mora, G., 542 Moran, L. R., 329 Moran, S., 275 Moreland, J., 137 Moreland, R. L., 482 Morelli, G., 331 Morey, C. C., 227 Morgan, C. A., 432 Morgan, C. D., 527 Morgan, R., PIA–8 Morimoto, Y., 145 Morin, C. M., 148 Morishima, Y., 491, 495 Mormann, F., 136 Morrell-Samuels, P., 298 Morris, J. N., 341 Morris, J. S., 372 Morris, K. S., 30 Morris, M., 458, 475 Morris, M. W., 475 Morris, S., 147 Morrison, P. D., 160 Morrow, C. E., 160
Mortenson, P. B., 326 Morton, D. L., 591 Morton, S. C., 158 Moruzzi, G., 73 Moscov, S., 332 Moscovici, S., 457 Moseley, M., 69 Mosher, W. D., 405 Moskowitz, H. R., 111 Mota, N. P., 197 Mottaghy, F., 263 Mowat, F., 23 Mowrer, O. H., 11, 427, 487 Moynihan, J., 434 Mroczek, D. K., 438 Mueser, K. T., 590 Mufson, L. H., 579 Muglia, P., 555 Muhlberger, A., 156 Mukamel, R., 80 Muldoon, J., PIA–13 Muller, D., 372, 373, PIA–14 Muller-Oerlinghausen, B., 555 Mullington, J. M., 141 Mulsant, B. H., 602 Mulvaney, S., 379 Mulvey, T., B5 Munif, D., 318 Munoz, D., 304 Munsterberg, H., B10 Murakami, I., 126 Murayama, A., 227 Murch, S. H., 326 Murdock, B. B., Jr., 237, 238 Murillo, N. P., 604 Murphy, D. A., 468 Murphy, K. J., 225 Murphy, K. R., 85 Murphy, L. R., 441 Murphy, M., 252 Murphy, S. L., 286 Murphy, T. I., 145 Murray, C., 292 Murray, H. A., 527 Murray, M., 434 Murray, M. A., 443 Murray, R. M., 160 Murray, S. L., 483 Muscatell, K., 340 Musen, G., 230 Muter, P., 238 Myers, B. J., 375 Myers, I. B., 529 Myers, S. M., 326
N Nadeau, A., 366, 500 Nadeau, K. G., 528 Nadler, J., 163 Nagasaka, T., 115 Nagel, S. K., 85 Naidoo, N., 141 Naito, M., 490 Naitoh, P., 141 Najavits, L. M., 586, 595 Nam, C. B., 448 Nam, K. D., 474 Nanchahal, K., 389
Nasar, S., 563 Nason, C. D., 179 Nass, C., PIA–6 Nass, R., 85 Nathan, J. S., 527 Nathan, P. E., 595 Neal, D. B., 426 Neale, M., 8 Neale, M. C., 407, 522, 555, 566 Nealey-Moore, J. B., 443 Neary, N. M., 366 Neck, C. P., 456 Nedergaard, M., 47 Neely, J. H., 248 Neimark, J., 239 Neimeyer, R. A., 482 Neisser, U., 240, 292 Nelson, C. A., 317 Nelson, D. B., 339 Nelson, D. J., 176 Nelson, K., 253, 325 Nesselroade, C. S., 522 Nesselroade, J. R., 306 Nestor, P., 565 Nestor, P. G., 564, 565 Neto, F., 455 Netzer, G., 209 Neuberg, S. L., 363 Neugarten, B. L., 344 Neumann, D., 394 Neumarker, K., 557 Neuwelt, C. M., 443 Neville, H. J., 59 Newberg, A., 601 Newcorn, J., 86 Newman, A. B., 340 Newman, J. P., 567 Newsom, J. T., 459 Neylan, T., 551 Nezworski, M. T., 527 Nguyen, T. T. I., 442 Nicassio, P., 148 Nicholson, J., 592 Nicholson, N., 455 Nickell, J., 39 Nickerson, R. S., 247 Nidich, S. I., 446 Nieberding, R., 527 Niedermeyer, E., 69 Nielsen, M., 332 Nielsen, S., 557 Nierenberg, A., 604 Nierenberg, A. A., 604 Nieto, F., 340 Nieuwenhuyse, B., 376 Nigg, J. T., 85, 86 Niibori, Y., 227 Nijenhuis, E. R., 559, 560 Nikolajsen, L., 114 Nilsson, L., 137 Nisbett, R. E., 282, 366, 474, 475 Nitsche, M. A., 68, 604 Niznikiewicz, M., 564, 565 Nolan, C. L., 392 Nolen-Hoeksema, S., 553 Noordermeer, J. N., 249 Nooyens, A. C. J., 433 Norcross, J. C., 579, 580, 581, 588, 595
Norcross, S.J., 67 Nordenskjold, A., 603 Nordin, C., 564, 565 Norenzayan, A., 474, 475 Norman, B. F., 391 Norrbrink, C., 115 North, M., 585 Northcraft, G., 8 Norwood, S., 605 Nosek, B. A., 472 Nosich, G. M., 38 Nottelmann, E. D., 554 Novak, J. D., PIA–13 Novak, M., 433 Novella, S., 326 Novotney, A., B10 Nowinski, C. J., 283 Nudds, M., 136 Nyberg, L., 75, 231 Nyberg, S. T., 434 Nygard, C.-H., 434
O O'Connor, R. D., 587 O'Donnell, A., 592 O'Donovan, M. C., 555 O'Grady, K. E., 85 O'Hare, J. K., 255 O'Keefe, D. J., 467, 468 O'Malley, P. M., 166 O'Muircheartaigh, C., 404 O'Neal, J. H., 54, 599, 600, 601 O'Rahilly, S., 368 O'Reardon, J. P., 604 Oakes, T., 75 Oakes, T. R., 283 Oakley-Browne, M., 548 Oberman, L. M., 80 Ocholla-Ayayo, A. B. C., 339 Ochsner, K., 262 Ochsner, K. N., 65 Oda, N., 147 Odbert, H. S., 518 Oden, M. H., 287, 288 Offit, P. A., 326, 327 Offord, K. P., 439 Ogden, C. L., 369 Ogilvie, R. D., 145 Ogles, B. M., 594 Ogrocki, P., 432 Ohayon, M. M., 169 Öhman, A., 94, 183, 372 Oishi, S., 363 Oishi, T., 145 Okami, P., 404 Okamura, H., 138 Okie, S., 283 Okura, R., 138 Olazagasti, M. A., 85 Olfson, M., 579, 603 Olin, B. R., 162, 164, 165 Oliveira, M. O., 68 Oliver, J. E., 489 Olivier, D. C., 296 Ollendick, T. H., 587 Olsen, P., 586 Olson, B. D., 502 Olson, H. C., 286
NAME INDEX NI-13
Olson, L., 59 Olson, M. A., 465 Oman, C. M., 116 Onken, L. S., 584 Onur, O. A., 372 Onyango, G., 591 Opdyke, D., 585 Ophir, E., PIA–6 Oren, D. A., 553 Orosco, J., 283 Orstavik, R. E., 566 Ortaldo, J. R., 434 Ortiz, F., 340 Osborn, C. A., 243 Osborne, J. W., 479 Osshera, L., 237 Oster, J. R., 557 Osterberg, L. G., 340 Ostry, D., 325 Oswald, A. J., 443 Oswald, F. L., 357 Oswald, I., 144 Otero-Millan, J., 125, 126 Otis, T. S., 163 Ottieno, J. A. M., 339 Oudiette, D., 254 Ouellet, M., 148 Overeem, S., 149 Overmier, J. B., 208 Owen, A. M., 299 Owen, M., 330 Owen, M. J., 355, 555 Owen, M. T., 330 Owens, J. F., 141
P Paans, A. M., 560 Pace-Schott, E., 151, 152 Pack, A. A., 298 Pagano, J., 286 Paige, E., 424 Pajonk, F. G., 300 Paller, K. A., 243, 254, 255, 479 Palmer, S. E., 120 Palmiter, R. D., 159 Palomero-Gallagher, N., 75 Palva, J. M., 227 Palva, S., 227 Pan, A. S., 558 Pantelis, C., 75 Paparelli, A., 160 Parent, A., 389 Parente, F., 587 Pargament, K. I., 447 Parisi, P., 312 Park, C. L., 550 Park, H., 484 Park, J., 441 Park, N., 363 Parker, Benton, PIA–14 Parker, H. A., 422 Parker, K. P., 146 Parker, M. P., 560 Parkes, C. M., 346 Parkinson, W. L., 366 Parner, E. T., 326 Parrish, T. B., 243, 479 Parsons, H. M., B10
Parsons, L., 69 Partonen, T., 553 Pascual-Leone, A., 68, 263, 604 Pashler, H., 246 Pasqualetti, P., 59 Passingham, R., 145 Pasternak, O., 69 Pate, D. A., 209 Patin, A., 372 Patrick, B. C., 364 Pattatucci, A. M. L., 408 Patterson, C., 408 Patterson, M. L., 8 Paul, B. M., 221 Paul, E., 208, 209 Paul, S. M., 426 Pauli, P., 156 Paulus, M., 558 Pavlov, I., 177, 178, 179 Payne, J. D., 145 Peckham, W., 407 Pecoraro, N., 368 Pedersen, M. G., 326 Pedersen, N. L., 300, 522 Pedersen, P. B., 363, 375, 523 Pederson, G. E., 522 Peeler, C. M., PIA–8 Penas-Lledo, E., 558 Penedo, F. J., 443 Peng, K., 474, 475 Pennings, E. J. M., 166 Peplau, L. A., 15, 404 Pepperberg, I. M., 298 Perel, J. M., 579 Perl, D. P., 283 Perlman, A., 458 Perloff, B. F., 584 Perls, F., 581 Perrig, W., 300 Perrin, S., 455 Perrine, D. M., 161 Perroud, N., 86 Perry, W. G., Jr., 144, 324 Petanjek, Z., 335 Peters, J. F., 94 Peters, W. A., 478 Petersen, A. C., 394 Peterson, C., 363 Peterson, D. R., B3 Peterson, L. R., 227, 247 Peterson, M. J., 227 Petit, D., 148 Petitto, L. A., 325 Petri, H., 354, 355 Petrides, G., 603 Petrie, K. J., 138 Petrofsky, J. S., 418 Petropoulos, M. C., 326 Petrova, P. K., 459 Petrovitch, H., 340 Pettigrew, T. F., 480 Pettit, G. S., 489 Petty 1995, 468 Petty, F., 600 Petty, J. N., 529 Petty, R., 467, 468 Petty, R. E., 459, 465, 467, 468 Petukhova, M., 547, 553
Pezawas, L., 565 Pezdek, K., 244 Pezzin, L. E., 114 Pfeiffer, N., 514 Pfeiffer, W. M., 552 Phan, T., 447 Phelps, E. A., 94, 240, 372, 373, 487 Phelps, J. A., 564 Piaget, J., 295, 321 Pickar, D., 426 Pierau, S. S., 604 Pierce, W. D., 364 Piercy, F. P., 591 Pierrehumbert, J., 295 Pietrzak, R. H., 252, 432 Pilkington, J., 398 Pilkonis, P. A., 602 Pillard, R. C., 407 Pilling, S., 595 Pilon, M., 148 Pinker, S., 296, 298 Pinsof, W. M., 591 Pintrich, P. R., PIA–12 Piotrowski, N. A., 159 Pitman, R., 422 Pitman, R. K., 244 Plake, B. S., 442 Plant, E. A., 398 Platt, M. L., 495 Platzman, K., 160 Plaut, D. C., 221 Plaut, V., 5, A9 Plomin, R., 290, 292, 307, 355, 522,
523 Plomin, R. N. L., 522 Ploner, C. J., 252 Plug, C., 125 Plum, F., 73 Podolski, C. L., 490 Poe, G. R., 255 Poehlmann, K. M., 372 Pogue-Geile, M. F., 16 Polce-Lynch, M., 375 Polewan, R. J., 179 Poliakoff, M. B., 560 Pollack, M. H., 422 Pollin, W., 161 Pollock, B. G., 602 Pomeroy, W. B., 402, 403 Pompili, M., 602 Pond, R., 448 Pontifex, M. B., 300 Pope, H. G., 560 Pormerleau, C. S., 161 Pormerleau, O. F., 161 Pornpattanangkul, N., 70 Posavac, E. J., 437 Posner, J. B., 73 Posthuma, D., 290, 291 Postle, B. R., 226 Postman, L., 229, 230 Potocky-Tripodi, M., 406 Pott, M., 331 Poudevida, S., 166 Poulin, M., 432 Poulin, M. J., 64 Powell, B., 509 Powell, J. W., 140
Powers, M. H., 324 Powers, S., 137 Pozdnyakova, I., 286 Ppapdemetris, X., 531 Prakash, R. S., 300 Pratkanis, A. R., 94 Pratt, J. A., 158 Prentice, D. A., 479 Prescott, C. A., 422, PIA–15 Preston, J. D., 54, 480, 599, 600, 601 Price, B. H., 604 Price, C., 326 Price, L. H., 603 Priest, R. G., 169 Priester, J. M., 467 Prigerson, H. G., 432 Pringle, P., 272 Prinz, M., 47 Pritchard, T. C., 111 Prochaska, J. O., 579, 580, 581, 588 Prokopovich, S., 434 Prowse, M., 418 Prudic, J., 603 Przuntek, H., 73 Psotka, J., 224 Psych, M. R., 563 Puente, A. E., 527 Pullikuth, A., 434 Pullum, G. K., 296 Pumariega, A., 558 Pumariega, A. J., 558 Purcell, S., 410 Purdy, D., 32 Purves, D., 240 Putnam, S. P., 360 Puts, D. A., 16 Pyle, R. L., 557
Q Quadflieg, S., 471 Quak, J., 560 Quan, S. F., 144 Quesenberry, C., 443 Quillian, M. R., 232, 233 Quinn, P., 528 Quinn, P. D., 282 Quintana, S. M., 336 Quintero, J. E., 138 Quinton, R. L., 386 Quiroga, M. A., 226
R Raaijmakers, J. G. W., 237, 238 Rabat, A., 141 Rabin, B. S., 432 Rabins, P., 67 Rachman, S., 551, 587 Rachman, S. J., 589 Racsmány, M., 141 Radmacher, K., 339 Radosevich, D. R., 246 Rahe, R., 422 Rahe, R. H., 422 Rahman, Q., 408 Raikkonen, K., 438 Raine, A., 329, 487, 522, 567 Raine, L. B., 300 Rainer, G., 249
NI-14 NAME INDEX
Rainforth, M., 446 Rainforth, M. V., 446 Rajeevan, N., 531 Rajendran, G., 228 Rajji, T. K., 69 Ramachandran, V. S., 80, 81 Ramadhani, T. A., 314 Ramón y Cajal, S., 46 Rana-Deuba, A., 442 Randi, J., 123, 129 Randolph, C., 283 Ranke, M. B., 310 Ranson, S. W., 366 Rao, H., 255 Rao, S. C., 249 Rapoport, J. L., 563 Rapson, R. L., 482 Rasch, B., 141 Rasenberger, J., 492 Rasin, M. R., 335 Rasmussen, I., 446 Rasmusson, A., 432 Ratey, J., 300 Raths, J., PIA–12 Rauch, S. L., 75, 552, 604 Raulic, S., 252 Rayner, R., 11, 183, 551 Raynor, H. A., 369 Raypot, S., 159 Raz, N., 341 Rea, C., 268 Read, J. D., 94 Realo, A., 520 Reason, J. T., 116 Reber, P. J., 243, 255, 479 Rechtschaffen, A., 143, 144 Redline, S., 340 Redmond, D., 140 Reeck, C., 495 Rees, G., 203 Reese, E., 325 Reese, H. W., 306 Regan, L., 286 Regenbogen, C., 74 Regunath, G., 110 Reichborn-Kjennerud, T., 566 Reicher, S. D., 463 Reihman, J., 286 Reilly, D., 394 Reilly, P. M., 159 Reinders, A., 560 Reiner, W. G., 391 Reinhardt, R., 330 Reis, H. T., 482 Reisenzein, R., 378 Reiser, B. J., 262 Reiss, A. L., 551 Reiss, P. C., 490 Reith, M. E. A., 159, 161 Renchler, R., 441 Renner, M. J., 422 Rescorla, R., 179, 185 Resick, P. A., 551, 586, 590, 595 Resnick, H., 442 Reul, J., 249 Revelle, W., 138, 407 Rex, C. S., 252 Rey, M., 265
Reyburn, G., 203 Reyes Toso, C. F., 138 Reynolds, C. F., 432, 579 Reynolds, J. A., 148, PIA–11 Reynolds, R. M., 433 Reynoso, R., 138 Rezvani, A. H., 161 Rhee, E., 477 Rhodes, W., 140 Rice, J. C., 198 Rice, T. B., 139 Rice, W. R., 407 Richards, C. F., 493 Richards, D., 595 Richards, M., 341 Richardson, J., PIA–8 Richardson, J. T. E., 144 Richiardi, J., 86 Richmond, S. E., 487 Rideout, V. J., 210 Ridley, M., 39, 307 Rieber, R. W., 6 Riedy, G., 283 Riemann, R., 519, 523 Rieppi, R., 437 Riess, O., 73 Rietschel, M., 555 Riggio, L., 79 Rijsdijk, F. V., 564 Rimm, D. C., 590 Ringel, N., 587 Rinne, J., 252 Riordan, H., 252 Risley, T. R., 203 Ritchey, M., 372 Ritts, V., 542 Riviere, J., 10 Rizvi, S., 586, 590, 595 Rizzi, L., 292 Rizzolatti, G., 79, 80 Ro, E., 542 Roach, M. A., 325 Robbins, A., 123, 129 Roberto, C. A., 369, 370 Roberts, D. F., 210 Roberts, R., 338 Roberts, R. D., 290 Roberts, R. E., 597 Robins, L. N., 488 Robinson, 6 Robinson, 1993, 510 Robinson, F.P., PIA–7 Robinson, J. G., B7 Robinson, J. W., 480 Robinson, L. K., 314 Robinson, M., 75 Robinson, S. L., 8 Robles, T., 431 Roca, M., 560 Rocha, M., 68 Roche, A. F., 389 Rockenstein, E., 252 Rocklin, T., 455 Rodgers, J. E., 604 Rodgers, M., 373 Rodin, J., 368, 426 Rodríguez-Pinilla, E., 312 Roediger, H. L., 231, PIA–13
Roediger, H. L., III, 235 Roeper, J., 604 Roerig, J., 557 Roethlisberger, F. J., B10 Roffman, R. A., 159 Roffwarg, H. P., 140 Rogers, C., 515, 516, 580 Rogers, C. R., 581 Rogers, R. G., 448 Rogers, R. W., 468 Rogoff, B., 324 Rohde, A., 602 Rohrer, D., 246 Roid, G. H., 277 Roizen, E., 85 Rollnick, S., 581 Romani, G. L., 94 Romero, C., 358 Romitti, P. A., 314 Romney, D. M., 393 Rooney, M., 427 Roos, P. E., 397 Roper, G., 587 Ros, T., 203 Rosch, E., 265 Rosch-Heider, E., 296 Rose, J. S., 554 Rose, M., 141 Rose, S., 307 Rosen, R., 148 Rosenbaum, M., 366 Rosenberg, St. D., 590 Rosenbloom, T., 458 Rosenboom, L. G., 331 Rosenfeld, J. P., 70 Rosenfeld, W. N., 149 Rosengren, A., 433 Rosenhan, D., 545 Rosenkranz, M., 372, 373, PIA–14 Rosenman, R., 437 Rosenman, R. H., 437 Rosenthal, A. M., 183, 491 Rosenthal, R., 32, 434 Roset, P. N., 166 Rosner, B. A., 446 Ross, D., 209, 488, 489 Ross, G. M., 125 Ross, H. E., 125 Ross, S. A., 209, 488, 489 Rossini, P. M., 59, 94 Rost, K. M., 597 Roth, A., 446 Rothbaum, B. O., 585 Rothbaum, F., 331 Rothbaum, R., 331 Rothenberg, A., 554 Rotter, J., 513 Rotter, J. B., 357 Rotter, S., 249 Rotton, J., 487 Rouillard, E., 16 Rouru, J., 252 Rouse, B. A., 441 Rouse, S. V., 527, 529 Rovet, J., 310 Rowan, J., 580 Rowe, D. C., 487 Rowe, J. S., 458
Roysamb, E., 566 Roysircar-Sodowsky, G. R., 443 Rozeske, R. R., 209 Ruan, Y., 59 Rubel, A., 597 Rubin, M., 477 Rubinstein, L. V., 597 Ruble, D., 477 Rudd, P., 340 Rude, R. K., 163 Rudorfer, M. V., 603 Rueda, S., 490 Ruff, C. C., 491, 495 Ruff, R. M., 282 Ruhe, H. G., 555 Ruigrok, T. J. H., 73 Ruiz, S., 71, 203 Rumbaugh, G., 249 Rumelhart, D. E., 221, 233 Rundus, D., 228 Runger, D., 510 Ruscio, A. M., 549 Ruscio, J., 549 Rushton, J. P., 522 Rusiniak, K. W., 184 Rusk, N., 331 Russell, D. E., 526 Russell, J., 75 Russell, N., 344 Russo, N. F., 553 Ryan, M. A. K., 551 Ryan, R., 363, 364 Ryan, R. M., 354, 364 Rydell, R. J., 479 Rygh, J. L., 590, 595
S Sabatini, E., 94 Sabo, B., 192 Sachdev, P. S., 70 Sachs, G. S., 600 Sackeim, H. A., 603 Sackett, P. R., 281 Sacks, O., 78 Sadker, D., 398 Sadker, M., 398 Sadock V. A., 586 Sadock, B. J., 586 Saenger, P., 310 Saffer, H., 369 Sagan, C., 144 Sagarin, B. J., 17 Sagart, L., 294 Sah, P., 430 Saha, S., 564 Saitoh, Y., 227 Sakamoto, A., 490 Salamone, J. D., 159 Salanova, V., 67 Salend, S. J., 587 Salerno, J. W., 446 Sallis, J. F., 551 Salomon, K., 438 Salovey, P., 289, 290 Salthouse, T. A., 340 Sam, D. L., 442 Samet, J. M., 340 Sammel, M. D., 339
NAME INDEX NI-15
Sampson, N. A., 547, 553 Samuelsson, M., 564, 565 San, L., 166 Sanaiha, Y., 252 Sanbonmatsu, D. M., PIA–6 Sanders, L. D., 59 Sanders, P. W., 437 Sanders, S., 404 Sands, L. P., 340 Sanes, J. R., 59 Santhakumar, V., 163 Santorelli, S., 372, 373, PIA–14 Santos, L. R., 470 Sanz, C., 433 Saper, C. B., 141, 145 Sapir, A., 81 Sapir, E., 296 Sapolsky, R., 430 Sapolsky, R. M., 432 Sara, L., 123 Sarbin, T. R., 157 Sareen, J., 197 Sargent, J. D., 361 Sartory, G., 551 Sass, S. A., 426 Sastry, K. S., 434 Satterly, D., 336 Sattler, J. M., 597 Saults, J. S., 227 Sauv, Y., 255 Savage-Rumbaugh, E. S., 298 Savage-Rumbaugh, S., 297, 298 Savic, I., 407 Savickas, M. L., 509 Saw, et al., 2012, 141 Scacchi Bernasconi, P. A., 138 Scacchi, P., 138 Scaletta-Kent, J., 310 Scammell, T. E., 141 Scarpa, A., 329 Schachter, S., 377, 378, 379 Schacter, D. L., 230, 244 Schafer, M., 456 Schaffer, B., 584 Schaie, K. W., 306, 341 Schaller, M., 363 Schalock, R. L., 285 Schapiro, A. C., 221 Scharnowski, F., 203 Scheele, D., 64 Schenck, C. H., 144 Schendel, D., 326 Schene, A. H., 555 Scher, A. I., 283 Scherer, C. R., 17 Scherk, H., 300 Scheuerle, A. E., 314 Schiller, P. H., 123 Schlagman, S., 240 Schmahmann, J. D., 73, 74 Schmid, R. E., 587 Schmidt, M., 145 Schmidt, M. B., 549 Schmitt, D., 404 Schmitt, D. P., 159, 161, 482, 520 Schmitt, N., 357 Schmitz, C., 441 Schmitz, K. H., 339
Schnabel, J., 39 Schneider, A., 153 Schneider, C., 332 Schneider, et al., 2010, 446 Schneider, K. J., 580 Schneider, R., 446 Schneider, R. H., 446 Schneider, W., 240 Schneidman, E., 345 Scholer, A. A., 502 Schöls, L., 73 Schormann, M., 605 Schröder, J., 564, 565 Schroeder, S. R., 286 Schroth, M. L., 360 Schuerman, J., 376 Schuetze, P., 160 Schugens, M. M., 249 Schulenberg, J. E., 166 Schulsinger, F., 522 Schultz, D. P., B10 Schultz, S. E., B10 Schulze, R., 551 Schulze, T. G., 555 Schumacher, J., 372, 373, PIA–14 Schumm, P., 404 Schunk, D., 491, 495 Schürholt, B., 551 Schuster, M., 406 Schutz, P. A., 569 Schutzwohl, A., 404 Schwanenflugel, P., 265 Schwanenflugel, P. J., 265 Schwartz, C. E., 329 Schwartz, G. E., 373 Schwartz, J. H., 48, 249 Schwartz, J. K. L., 472 Schwartz, S., 145 Schwartz, S. K., 53, 63, B5 Schwarz, T., 514 Schweickert, R., 225 Schweitzer, P. K., 147 Schwitzgebel, E., 324 Schworm, W., 457 Schyns, P., 75 Scott, S. K., 487 Scott, W. D., B10 Sears, R., 288 Sears, R. R., 288, 427, 487 Seckl, J. R., 433 Seedat, et al., 2009, 553 Seeman, J., 580 Seeman, T. E., 439 Sees, K., 159 Segal, N. L., 307 Segal, S. K., 255 Segall, M. H., 124 Segerstrom, S. C., 439 Seibt, J., 141 Seidman, L. J., 75, 86 Seigler, I. C., 437 Seitz, R. J., 551 Seligman, M., 207, 208, 439, 440,
449, 516, 554, 594 Seligman, M. E. P., 282, 513, 554 Selikowitz, M., 86 Sellars, C., 567 Sellers, D., PIA–16
Sellers, W., 446 Selye, H., 421, 430 Semmelroth, J., 17 Sephton, S. E., 439 Sergio, L. E., 325 Serrano-Blanco, A., 560 Sershen, H., 161 Setchell, K. D. R., 340 Seys, D. M., 197 Shackelford, T. K., 16, 404 Shadish, R., 594 Shafir, E., 428 Shafiro, M. V., 393 Shafton, A., 145, 146 Shahar, A., 458 Shahar, E., 340 Shamasundara, P., 373 Shane, M. S., 531 Shanker, S., 298 Shanz, S., 47 Shapiro, A. K., 593 Shapiro, E., 593 Shapiro, F., 586 Shapiro, K. L., 183 Shapiro, P. A., 437 Sharif, Z., 595 Sharot, T., 240 Sharpe, D., 424 Shaver, P., 330 Shay, D. K., 326 Shean, R. E., 467 Shear, M. K., 432 Shearer, D. K., 228 Sheffield, J., 424 Shekelle, P. G., 158 Sheldon, K. M., 364 Sheldon, S. H., 146 Shell, P., 281 Shema, S. J., 448 Shenton, M. E., 564, 565 Shepard, T. H., 315 Shepherd, R. N., 262 Shepherd, T. H., 111 Sheppard, W., 446 Sheridan, J., 431, 432 Sheridan, J. F., 439 Sherif, C. W., 480 Sherif, M., 454, 480 Sherlin, L. H., 203 Sherman, T., 563 Sherry, P., 422 Shevrin, H., 94 Shibley Hyde, J., 398 Shibuya, A., 490 Shields, B. J., 282 Shields, J., 564 Shiffrin, R., 240 Shiffrin, R. M., 222, 227, 228, 237,
238 Shih, P. C., 226 Shimoni, A., 398 Shimp, T. A., 467 Shin, L. M., 75, 86, 552 Shirom, A., 433 Shisslak, C. M., 558 Shively, S., 283 Shkodriani, G. M., 393 Shlain, B., 166
Shoda, Y., 502 Shore, L. A., 38 Shorey, G., 15 Shorter, E., 602 Showalter, E., 560 Shuglin, A., 166 Shweder, R. A., 296, 375 Siegel, C. E., 603 Siegel, J. M., 139, 145 Siegel, R. K., 169 Siegel, S., 179 Siegelbaum, S. A., 48, 53 Siegler, I. C., 437 Siegler, R. S., 324 Sigelman, J. D., 469 Sigmundson, H. K., 391 Sikes, J., 481 Sikkema, K. J., 468 Sills, S. J., 459 Silove, D., 447 Silva, S. G., 602 Silver, R. C., 432 Silverberg, S. B., 485 Silverman, W. K., 599 Simeon, D., 560 Simeonova, D. I., 375 Simic, G., 335 Simis, M., 604 Simmons, A., 71 Simmons, A. N., 558 Simmons, M. B., 602 Simon, D. A., 246 Simon, J. J., 558 Simon, K. M., 588 Simon, N. M., 422 Simon, T., 277 Simone, J., 16 Simons, A. D., 590 Simpson, D., 531 Simpson, E. E., 159 Sinclair, A., 433 Sing, H., 140 Singer, B., 593 Singer, J. E., 377, 378, 379 Singer, M. T., 460 Singh, J. B., 601 Singh-Manoux, A., 341 Sisti, H. M., 69 Sitaram, R., 71, 203 Sivers, H., 554 Skakkebaek, N. E., 389 Skeen, P., 339 Skinner, B. F., 14, 187, 190, 191,
200, 514, 541, 584 Skolnick, A., 330 Skoner, D. P., 432 Skuse, D., 145 Slade, J. D., 161 Slade, M. D., 437 Slater, A., 319 Slater, M., 463 Slater, P. C., 251 Slaughter, V., 332 Sleddens, E. F., 342 Sleeper, T., 139 Slipp, S., 507 Sloan, D. M., 584 Sloan, E. K., 439
NI-16 NAME INDEX
Sloan, R. P., 437 Slobin, D. I., 325 Slovic, P., 267 Smith, A. D., 442 Smith, A. J., 434 Smith, D., 603 Smith, D. H., 146 Smith, G. A., 282 Smith, J. R., 463 Smith, K., 481 Smith, M., 567 Smith, M. A., PIA–13 Smith, P. B., 455 Smith, R. P., 161 Smith, S. S., 567 Smith, T. C., 551 Smith, T. W., 437, 443 Smith-Lovin, L., 482 Smolen, P., 176 Snapp, M., 481 Snidman, N., 329 Snodgrass, M., 94 Snow, W. M., 64 Snyder, C. R., 516 Snyder, A. Z., 81 Snyder, D. J., 111 Snyder, E., 391 Snyder, H. M., 390 Snyder, H. R., 426 Snyder, M., 479 Snyder, T. D., B4 Söderlund, J., 564, 565 Sodowsky, G. R., 442 Soekadar, S. R., 71, 203 Sokol, R. J., 314 Solanto, M. V., 86 Soldatos, C., 147 Solomon, J., 330 Solomon, Z., 446 Somlai, A. M., 468 Sood, A. K., 439 Soomro, G. M., 549 Sorensen, E. R., 371 Sorkhabi, N., 342 Sorri, A., 564 Southwick, S. M., 432 Sowden, P., 296 Spangler, W. D., 357 Spangler, W. J., 604 Sparing, R., 263 Spearman, C., 274 Speca, M., 446 Speelman, L., 591 Speicher, C. E., 432 Spence, M. J., 319 Spencer, C., 455 Spencer, D. D., 372, 487 Spencer, M. B., 138 Spencer, T. J., 75, 86 Sperling G., 223 Speroff, L., 315 Sperry, R. W., 82, 83 Spiegel, D., 155, 591 Spiegel-Cohen, J., 560 Spijkerman, A. M. W., 433 Spinath, F. M., 290, 355, 523 Spiro, A., 438 Spitzer, M., 330
Sponheim, S. R., 565 Springer, S. P., 81, 83 Spuhl, S. T., 296 Spurlin, J. E., PIA–4 Squire, L., 230, 249 Squire, L. R., 57, 75, 230, 251 Srivastava, J., 137 Stacy, B. A., 443 Staff, C. H., 145 Staggers, F., 446 Stahl, S. M., 55, 599, 600, 601,
602 Standing, L., 238 Standing, L. G., 455 Stanhope, N., 246 Stanovich, K. E., 260 Stark, A. R., 149 Stark, C. E., 231 Steele, C., 5, A9 Steele, C. M., 292, 479 Steele, J., 479 Steelman, L. A., 375 Steelman, L. C., 509 Steffen, K., 557 Stehle, P., 111 Stein, C. R., 283 Stein, H. T., 509 Stein, S., 391 Stein-Behrens, B., 430 Steinberg, L., 485 Steiner, J. E., 318 Steiner, P., 597 Steinhart, H., 111 Steinmetz, N., 141 Stejskal, W. J., 527 Stenholm, S., 434 Stephan, C., 481 Stephan, K. E., 203 Stephens, D., 363, B10 Stephens, R. S., 159 Stepien, B., 249 Stepnowsky, M. A., 237 Steriade, M., 73 Sterman, M. B., 203 Stern, M., 67 Stern, W., 116, 277 Sternberg, R., 276 Sternberg, R. J., 274, 307, 484, 485 Sternberger, R. R., 547 Sternfeld, B., 340 Stevens, C., 407 Stevenson, M. B., 325 Stewart, P., 286 Stewart, S., 422 Stewart, S. H., 549 Stewin, L. L., 139 Stickgold, R., 145, 151, 152,
PIA–13 Stiff, J. B., 468 Stifter, C. A., 360 Stiles, D. A., 393 Stimson, G. V., 414 Stipek, D. J., 332 Stockhorst, U., 368 Stoesz, B. M., 64 Stollery, S. J., 567 Stoodley, C. J., 73, 74 Storey, A. E., 386
Stout, J. C., 432 Stouthamer-Loeber, M., 282 Stowell, J. R., 445 Strachan, M., 433 Strachey, J., 10 Stratton, K., 326 Straus, M. A., 195 Straus, R., 437 Strauss, A. S., 346 Strawbridge, W. J., 448 Strayer, D. L., 137, 271, PIA–6 Street, A. E., 551 Streeter, S., 404 Strehl, U., 203 Striano, T., 325 Strick, P. L., 57, 73, 488 Strickland, B. R., 553 Strickland, I., 567 Strickler, N. H., 71 Striepens, N., 64 Stroessner, S. J., 472 Stromeyer, C. F., III, 224 Strong, R. K., 488 Stroth, S., 300 Stroup, S., 595 Strunk, D. R., 554 Sturm, V., 604 Stuss, D. T., 225 Styne, D. M., 335 Suddendorf, T., 332 Sue, D., 597, 598 Sue, D. W., 597, 598 Sue, S., 597 Suess, G., 330 Sugita, Y., 145 Suleiman, J., 458 Suler, J., 597 Sullivan, D. R., 209 Sullivan, P. F., 555, 564 Sulloway, F. J., 509 Sultana, A., 587 Sulzer, D., 159 Sulzer, J., 203 Sulzman, F. M., 138 Sun, N., 159 Supina, R. D., 426 Suryani, L., 560 Sutcliffe, N., 443 Sutherland, G. R., 310 Sutherland, P., 324 Sutton, N., 165 Suttorp, M. J., 158 Suveg, C., 590 Suwanlert, S., 447 Suzuki, M. B., 447 Svanborg, K. D., 165 Svartengren, M., 300 Sveen, O. B., 587 Swaab, D. F., 391 Swaab, et al., 397 Swann, J., 398 Swanson, H., 145 Swapp, D., 463 Swartz, H. A., 602 Swayze, V. W., II, 604 Sweeney, C., 443 Swendsen, J., 554 Swenson, D. D., 422
Swinnen, S. P., 69 Syed, M., 339 Sykes, C. M., 434 Symes, B., 441 Symmons, D. P., 209 Szalavitz, M., 137 Szell, M., 483–484 Szwedo, D. E., 483
T Tagliatatela, J. P., 298 Tajfel, H., 477, 478 Takahashi, R., 439 Takashima, N., 227 Takeuchi, T., 145 Talaga, M. C., 54, 599, 600, 601 Talbott, G. D., 587 Tamborini, R., 487 Tambs, K., 566 Tan, H., 159 Tan, S. A., 418, 446 Tang, T. Z., 590 Tanke, E. D., 479 Tanner, G., 427 Tannock, R., 228 Tanzi, R. E., 252 Tatarko, A., 364 Taylor, B., 326 Taylor, C., 198 Taylor, C. B., 549 Taylor, D. M., 477 Taylor, D. V., 283 Taylor, E., 15, 516 Taylor, J., 597 Taylor, S. E., 439 Taylor, T. J., 298 Teasdale, J. D., 513, 554 Tecchio, F., 59 Teigen, K., 359 Teilmann, G., 389 Teitelbaum, P., 366 Telang, F., 86 Tellegen, A., 307, 523, 529 Temoshok, L., 438 Tenney, A. L., 221 Tenorio, G., 255 Terman, L. M., 277, 287, 288 Terracciano, A., 520 Teuber, H. L., 249 Thase, M. E., 594, 600 Theberge, J., 203 Thelen, M. H., 560 Theorell, T., 434 Theriault, G., 366, 500 These, M., 594 Thiebaut de Schotten, M., 69 Thiedke, C. C., 145 Thierry, H., 363 Thijs, C., 342 Thomae, H., 436 Thomas, A., 328, 329 Thomas, J. L., 283 Thomas, M., 140 Thomas, R. K., 179 Thomas, S. B., 597 Thomas, S. L., 490 Thombs, B. D., 406 Thompson, J., 123, 129
NAME INDEX NI-17
Thompson, P. M., 82, 565 Thompson, W. L., 262, 263, 264 Thompson, W. W., 326 Thomson, D. M., 236 Thoresen, C. E., 448 Thorndike, E. L., 187, 526 Thorne, D., 140 Thornton, A., 486 Thorsen, C., 326 Thorsen, P., 326 Thurlow-Harrison, S., 422 Thurner, S., 483–484 Thurstone, L., 274 Tian, J., 16 Tian, L., 16 Tiernari, P., 564 Timoshina, E. L., 364 Tindale, R. S., 437 Tobach, E., 390 Tobias, B., 379 Tobias, K. G., 603 Tobin, S. N. S., 344 Tobis, I., 379 Toepper, R., 263 Toga, A. W., 79, 82 Toker, S., 433 Tolman, E. C., 205, 207 Tomasello, M., 325 Tombini, M., 59 Tomes, N., 541 Tonev, S. T., 602 Tononi, G., 141 Tooby, J., 487 Toppari, J., 389 Toren, K., 300 Torgersen, S., 566 Torgerson, C. M., 79 Tormakangas, T., 434 Tormala, Z. L., 465, 468 Torrance, E. P., 289 Tourigny, M., 197 Towsley, S., 329 Tozzi, F., 555 Trabulsi, J. C., 110 Trace, S. E., 558 Tranel, D., 75, 79, 372 Trappey, C., 94 Treisman, A. M., 116, 225 Tremblay, A., 366, 500 Tresniowski, A., 147 Triandis, H., 465 Trivers, R., 404 Trocmé, N., 197 Troncoso, X. G., 125, 126 Tropp, L. R., 480 Trost, M. R., 459 Trujillo, & Chinn, 601 Trut, L. M., 521 Tsai, G. E., 560 Tsai, J. L., 375 Tsapogas, J., 17 Tsirka, S. E., 47 Tucholka, A., 203 Tucker, D., 437 Tucker, E. W., 406 Tucker, M. A., 146 Tucker, P., 138 Tugade, M. M., 443
Tukuitonga, C. F., 493 Tulving, E., 221, 230, 231, 236 Tupak, S. V., 68 Turgeon, M., 16 Turiano, N. A., 438 Turk, C. L., 590, 592, 595 Turkheimer, E., 282 Turnbull, A. P., 441 Turnbull, H. R., 441 Turner, C. W., 437 Turner, J. C., 477, 478 Turner, W. J., 408 Tusel, D. J., 159 Tversky, A., 267, 428
U Uchino, B. N., 443 Ulmer, J. L., 69 Unger, R., 390, 391 Urbina, S., 530 Uylings, H. B., 335
V Vaala, S. E., 370 Vacharkulksemsuk, T., 443 Vail, A., 597 Vaillant, G. E., 443 Valasek, C., 604 Valasek, C. A, 68 Valenstein, E., 81 Valenzuela, R., 16 Valera, E. M., 74, 75, 86 Valverde, R., 286 Van de Castle, R., 153 van de Garde-Perik, 466 van der Heijden, K. B., 86 van der Merwe, A., 96 van der Molen, M., 86 van der Stelt, O., 86 Van Dongen, H. P. A., 140, 141 Van Goozen, S. H., 567 Van Horn, J. D., 79 Van Horn, L., B7 van Vollenhoven, R., 443 van Waes, L. T., 426 Vandell, D., 330 Vandenboom, C., 70 VandenBos, G. R., B11 VanderLaan, D., 408 Varela, J. A., 209 Vartanian, L. R., 336 Vasey, P., 408 Vecchio, F., 94 Vecsey, C. G., PIA–13 Veit, R., 71, 203 Vellas, B., 433 Venables, P., 567 Venables, P. H., 329 Venkatraman, J., 286 Verceles, A. C., 209 Verchinski, B. A., 565 Vernieri, F., 59 Vernon, P. A., 523, 541 Vernon, S. W., 597 Verschuren, W. M. M., 433 Verstappen, S. M., 209 Vestergaard, M., 326 Viberg, H., 286
Vigorito, C. M., 179 Vik, A., 446 Villani, S., 490 Villarreal, R., 514 Vincent, J., 459 Vincent, K. B., 85 Viner, J. C., 329 Vingerling, J. R., 100 Vinogradov, S., 299, 300 Virkkunen, M., 488 Visser, P. S., 468 Vitiello, B., 137, 602 Vittinghoff, E., 551 Vlahov, D., 442 Vogel, G., 314 Vogel, G. W., 145 Vogt, B. A., 75 Vogt, D. S., 551 Voineskos, A. N., 69 Vokey, J. R., 94 Volkow, N. D., 86 Vollenweider, F. X., 166 Vollmer-Conna, U., 407 von Bonsdorff, M. B., 434 von Bonsdorff, M. E., 434 von Eisenhart Rothe, A., 433 von Helmholtz, H., 6 von Hipple, W., 471 von Knorring, L., 603 Voogd, J., 73 Voss, M. W., 300 Voyer, D., 373, 394, 398 Voyer, S., 394, 398 Vul, E., 246 Vygotsky, L., 15, 296, 324
W Wade, E., 237 Wade, T. D., 558 Wagner, A. D., 230, PIA–6 Wagner, J., 441 Wahlsten, D., 307 Waight, P. A., 326 Waite, L. J., 404 Wake, W. K., 307 Wakefield, A. J., 326 Wald, G., 101 Wales, J., 557 Walk, M., 319 Walker, L. J., 337 Walker, M. P., 145 Walker, N. R., 467 Walker, R., 111 Wall, P., 114 Wall, S., 329 Wallen, K., 392 Wallner, M., 163 Walsh, C. J., 386 Walsh, C. M., 255 Walsh, K., 592 Walter, C., 17 Walther-Jallow, L., 564, 565 Waltkins, S. S., 161 Walton, K. G., 446 Wampold, B. E., 594 Wamsley, E. J., 146 Wanderling, J. A., 603 Wang, F., 47
Wang, G.-J., 86 Wang, J., 209 Wang, J.-L., 483 Wang, M., 467, 474 Wang, N., 437 Wang, P. S., 307 Wang, S., 47 Wang, Y., 251 Wang, Z., 137 Wanitromanee, K., 447 Ward, A. S., 160 Ward, C., 442 Ward, I. L., 391 Ward, J., 165 Ward, M. M., 443 Ward, N. G, 576, 577 Warner, K. L., 554 Warnock, D. G., 437 Wartella, E., 210, 490 Wartner, U. G., 330 Wasch, H. H., 514 Washburn, A. L., 365 Washburn, M. F., 7 Wass, C., 228 Wassef, A., 600 Wasserman, E. A., 179 Watanabe, J. T., 375 Waterhouse, L., 275 Waterman, A. S., 516 Waters, E., 329 Watkins, C. E., 527 Watkins, C. E., Jr., 509 Watkins, L. R., 208, 209, 431 Watkins, S. S., 208 Watson, D. L., 221 Watson, J. B., 11, 183, 541, 551 Watson, J. M., 271, PIA–6 Watson, R., 81 Watson, R. T., 458 Watt, H. M. G., 398 Watts, J. W., 604 Weaver, F. M., 67 Webb, A. G., 341 Webb, W. B., 138, 141 Weber, G., 147 Weber-Fox, C. M., 59 Wechsler, D., 274, 278 Wedding, D., 596, 597 Weems, C. F., 551 Wegener, S. T., 114 Weghorst, S. J., 17 Weihe, P., 286 Weinberger, A. D., 590, 595 Weinberger, D. R., 221, 355, 565 Weiner, B., 474 Weiner, I. B., 527 Weiner, R. D., 603 Weingarten, H. P., 366 Weis, S., 249 Weise, S. B., 263 Weiskopf, N., 203 Weisman, A., 345 Weiss, J. M., 426 Weisse, C. S., 443 Weisskoff, R. M., 372 Weissman, M. M., 579 Weissman, M. M., 553 Weisz, J., 331
NI-18 NAME INDEX
Weisz, J. R., 447 Weitzman, E. D., 139 Weitzman, M., 441 Wekesa, J. M., 339 Welch, V., Jr., 17 Welham, J., 564 Wellings, K., 389 Wen, X., 59 Wender, P. H., 545, 564 Wenneberg, S. R., 446 Werhagen, L., 115 Werker, J. F., 294 Wertheimer, M., 10 Wesensten, N., 140 Wesnes, K., 252 Wessely, S., 283 West, L. J., 169 West, M. S., 456 West, R. F., 260 Westaway, D., 252 Westen, D., 17, 590 Westengard, J., 446 Wetherell, J. L., 587 Wever, E., 107 Weyant, J. M., 459 Whalen, P. J., 75, 372 Whalen, R. E., 437 Wheeler, D., 459 Wheeler, S. C., 465, 468 Whelton, W. J., 424 Whitaker, D. L., 159 White, B. J., 480 White, G. L., 482 White, J. N., 86 White, R. F., 286 White, S., 391 Whitfield-Gabrieli, S., 155 Whitney, P., 141 Whitten, W. B., 238 Whorf, B. L., 296 Whyte, E. M., 602 Wicker, A. W., 466 Widiger, T. A., 530 Wiedemann, G. C., 156 Wierenga, C. E., 71, 558 Wiesel, T. N., 123 Wiley, J., 228 Wilhelm, K. P., 344 Wilhelmsen, L., 433 Wilhem, I., 141 Wilkinson, C., 244 Wilkinson, C. W., 300
Willems, P. J., 363 Willemsen, A. T., 560 Willerman, L., 522 Willeumier, K., 283 Williams, A. O., 567 Williams, J. A., 68 Williams, J. E., 393 Williams, K., 17, 458 Williams, K. D., 458 Williams, M., 554 Williams, M. A., 70, 140 Williams, M. E., 339 Williams, R. B., 437 Williford, J. S., 585 Willig, C., 434 Willis, H., 477 Willis, S. L., 306 Wilson, C. B., 326 Wilson, M., 17 Wimmer, M., PIA–13 Windrem, M., 47 Wingard, D. L., 551 Winkler, R., 432 Winningham, R. G., 240 Winograd, M., 70 Winslow, J. T., 64 Winstein, C. J., 249 Winton, W. M., 359 Wise, K., 484 Wiseman, R., 38 Wisenbaker, J. M., 265 Witelson, S. F., 398 Witt, T., 67 Wittchen, H. U., 547, 549, 553 Wittrock, M. C., PIA–12 Wixted, J. T., 246 Wobrock, T., 300 Wohlfart, J., 326 Wojcik, B. E., 283 Wolberg, L. R., 577 Wolf, A. D., 427 Wolf, M. M., 203 Wolfs, R. C., 100 Wolkowitz, O. M., 426 Wollmuth, L. P., 47 Wong-Kim, E., 340 Wood, J. M., 527 Wood, W., 456 Woodall, C., 434 Woodhouse, A., 114 Woods, R. P., 79 Woodside, D. B., 67, 605
Woody, E. Z., 156 Wormnes, B. R., 569 Worth, R., 67 Worthley, J. S., 237 Wosinka, W., 459 Wozniak, J., 554 Wright, C. C., 115 Wright, C. I., 552 Wright, C. L., 586 Wu, C.-C., PIA–13 Wu, M., 558 Wu, M.-T., 560 Wurm, M., 437 Wyman, P. A., 434 Wynne, C., 207 Wynne, L. C., 564, 592 Wynne-Edwards, K. E., 386 Wyszynski, D. F., 314
X Xie, H., 590 Xu, J., 446 Xu, X. M., 59 Xu, Z., 59 Xue, L., 160
Y Yaffe, K., 551 Yagita, K., 138 Yamaguchi, S., 138 Yancey, D., 434 Yang, J., 252 Yang, Y., 487 Yarber, W., 404 Yeh, M., 430 Yerkes, R., B10 Yerkes, R. M., 359 Ying, Y. W., 542 Yip, Y. L., 447 Yokley, J. L., 16 Yokoyama, K., 286 Yoo, T., 357 Yopyk, D., 479 Young, A. W., 372, 487 Young, E. J., 249 Young, J. E., 590, 595 Young, K., 597 Young, L. J., 64 Young, R., 319 Young, S. N., 138 Young, T. B., 340 Young, W., 346
Yucel, M., 75 Yukawa, S., 490 Yule, G., 295 Yuste, R., 53
Z Zadra, A., 148 Zagalsky, R., 228 Zaghi, S., 68 Zahn, T. P., 426 Zajonc, R. B., 63, 379, 458, 482 Zaki, J., 65 Zammit, S., 167 Zane, N., 597 Zapp, D., 404 Zarate, C. A., 601 Zarate, C. A., Jr., 601 Zaslavsky, A. M., 547, 553 Zavalloni, M., 457 Zedler, B., 8 Zeidner, M., 566 Zeki, S., 118, 485 Zentall, T. R., 207 Zhang, H., 159 Zhang, R., 16 Zhang, X., 393 Zhang, Y., B7 Zhang, Y.-W., 252 Zhao, W., 16 Zhao, Y., 406 Zhou, J. N ., 391 Ziemann, U., 604 Zierer, A., 433 Zigler, E., 489 Zilles, K., 54, 77, 397 Zillmann, D., 487 Zimbardo, P., 157, 458, 488 Zimbardo, P. G., 460 Zimerman, B., 554 Zimmerman, J. C., 139 Zisapel, N., 138 Zkasekis, 137 Zlatin, D. M., 345 Zoccolotti, P., 94 Zonderman, A. B., 523 Zorilla, E. P., 434 Zucchi, F. C. R., 426 Zucker, K., 408 Zucker, K. J., 16 Zuckerman, M., 360, 421 Zuo, L., 287 Zvolensky, M. J., 549
SI-1
A AAIDD. See American Association on Intel-
lectual and Developmental Disabilities (AAIDD)
ABA. See Applied behavior analysis (ABA) ABC model of attitudes, 465–466 Abnormality, 538–540
behaviorist model, 541 biological model, 541 biopsychosocial model, 542–543 cognitive model, 542 defined, 539–540 insanity vs., 540 maladaptive behavior, 540 models of, 541–543 psychodynamic model, 541 psychological models, 541–542 psychopathology, 538 social norm deviance, 539 sociocultural perspective of, 542 statistical definition, 539 subjective discomfort, 540 in various cultures, 552 working definition of, 540
Absolute threshold, 93–94 Abstract concepts, 323 Abstract thinking, 336 Abu Ghraib prison, 489 Abuse, punishment and, 197 Acceptance, of death, 345 Accommodation
of schemes, 321 visual, 122
Acculturation, 442, 542 Acculturative stress, 442 Acetylcholine (ACh), 52, 53, 252 Achievement needs, 357 Achievement tests, 281–282 Acquired immune deficiency syndrome. See
AIDS (acquired immune deficiency syndrome)
Acquired (secondary) drives, 355 Acquisition, 178 Acrophobia, 547 Action potential, 49, 50 Action therapy, 577, 594 Activation-information-mode model (AIM), 152 Activation-synthesis hypothesis, 151 Active listening, PIA9 Activity theory of aging, 344 Actor-observer bias, 474 Acute stress disorder (ASD), 547, 550–551
and DSM-5, 547, 549 Adaptive behavior, 285 Adaptive theory of sleep, 141 ADD. See Attention deficit disorder (ADD) ADHD. See Attention-deficit/hyperactivity
disorder (ADHD)
Adler, Alfred, 10, 509 Adolescence, 334–338
antidepressants and, 602 cognitive development of, 335–337 defined, 334 eating disorders and, 558 formal operations and, 335–336 hassles and, 424 identity vs. role confusion in, 333, 337 imaginary audience and, 336 moral development of, 336–337 panic attacks and, 549 parent-teen conflict, 337–338 personal fable and, 336 physical development of, 335 psychosocial development of, 337–338 puberty, 335, 388, 389, 508 sleepwalking and, 148
Adoption studies, 290–291, 307 on personality disorders, 566–567 personality studies, 522 on schizophrenia, 564–565
Adrenal cortex, 65 Adrenal glands, 64, 65 Adrenaline, 434 Adrenal medulla, 65 Adulthood, 339–347
aging, effects on health, 340 andropause, 340 brain, keeping young, 341 cognitive development, 340–341 death, cross-cultural views on, 346–347 death and dying, stages of, 344–345 defined, 339 ego integrity vs. despair, 333 emerging, 339 forming relationships, 341 generativity vs. stagnation, 333 hassles and, 424 intimacy, 341 intimacy vs. isolation, 333 life review, 343 memory, changes in, 340 menopause, 339–340 mortality, dealing with, 342–343 parenting, 341 parenting styles, 341–342 physical and psychological aging, theories of,
344 physical development, 339–340 psychosocial development, 341–343 REM sleep, 146 sleep patterns, 140
Aerial perspective, 121 Aesthetic needs, 362 Affect, 465, 552
flat, 563 Affective component, of attitudes, 465, 466
Affective symptoms, of test anxiety, 568 Afferent (sensory) neurons, 57 Affiliation needs, 356–357 African Americans, in history of psychology, 8–9
therapist preferences, 597 Afterimages, 101–102 Age
fundamental attribution error and, 475 human development and, 306 metabolism and, 366, 367, 369 sexual activity and, 404
Aggression, 427, 487–490 biology and, 487–488 displaced, 427 power of social roles, 488–489 punishment and, 197, 198–199 violence in media and, 489–490
Aging effect on health, 340 physical and psychological, 344
Agonists, 52 drugs as, 54
Agoraphobia, 548 therapy for, 595
Agreeableness, 519, 520, 531, 532 AI. See Artificial intelligence (AI) AIDS (acquired immune deficiency syndrome),
411–413 in Russia, 414–415 stress and, 434
AIM. See Activation-information-mode model (AIM)
Ainsworth, Mary, 329 Alarm stage, 430, 431 Alcohol, 162–163, 167
aggression and, 488 Alcoholic Anonymous, 591 Algorithms, 267 Al-Hazan, 125 Allen, David, 382 All-or-nothing thinking, 551 Allport, Gordon, 518 Alpha waves, 70, 142 Altered states of consciousness, 137 Altruism, 490–491 Alzheimer’s disease, 31, 52, 53, 71, 75, 251–252,
283, 433 Amabile, Teresa, 354, 425–426, A10 Ambivalent attachment, 330 American Academy of Neurology, 85 American Association on Intellectual and Devel-
opmental Disabilities (AAIDD), 285 American College Counseling Association, 595 American Psychiatric Association, 563 American Psychological Association (APA), 8, 58,
B3, B5 American Psychological Association (APA) style,
PIA14, PIA15–PIA16
subject index
SI-2 Subject Index
Ames Room illusion, 127 Amitriptyline (Elavil), 601 Amnesia
Alzheimer’s disease, 251–252 anterograde, 230–231, 251, 282 dissociative, 559 infantile, 252–253 organic, 250–253 retrograde, 250–251
Amok, 560 Amphetamines, 160, 167 Amygdala, 74, 75
aggression and, 487 anxiety, trauma, and stress disorders and, 552 emotion and, 372–373 memory and, 249
Anal expulsive personality, 507 Anal retentive personality, 507 Anal stage, 507 Analysis of variance, A10 Analytical intelligence, 276 Anderson, Craig, 490 Androgens, 390, 391 Androgyny, 397 Andropause, 340 Anger, death and dying and, 345 Anima/animus, 509 The Animal Mind (Washburn), 7 Animal research, 35–36 Animal studies in language, 297–298 Animism, 322 Anorexia nervosa (anorexia), 368, 556–557
deep brain stimulation for, 605 ANS. See Autonomic nervous system (ANS) Antagonists, 52
drugs as, 54 Antecedent stimuli, 187 Anterograde amnesia, 230–231, 251, 282 Antianxiety drugs, 599, 600 Antidepressant drugs, 599, 600–602 Antimanic drugs, 599, 600 Antipsychotic drugs, 599–600 Antisocial personality disorder (ASPD), 566 Anvil (incus), 105, 106 Anxiety, 373, 544
castration, 507 moral, 505 separation, 329 stranger, 329 test, 547, 568–569
Anxiety disorders, 545, 547–552 causes of, 551–552 cultural variations, 552 free-floating anxiety, 547 generalized anxiety disorder, 549 in DSM-5, 547, 549 obsessive-compulsive disorder (OCD), 545,
547, 549–550 panic disorder, 548–549 phobic disorders, 547–548
APA. See American Psychological Association (APA)
Aphasia Broca’s, 80 Wernicke’s, 81
Apparent distance hypothesis, 125 Applewhite, Marshall, 460, 461 Applied behavior analysis (ABA), 203, 585 Applied psychology
defined, B2 reasons to study, B1–B14
Applied questions, PIA12 Applied research, 18 Approach-approach conflict, 428 Approach-avoidance conflict, 428 Aqueous humor, 97 Arbitrary interference, 588 Archetypes, 509 Aristotle, 6 Arkowitz, Hal, 581 Army Alpha and Army Beta tests, B10 Arousal approaches to motivation, 359–361 Arousal theory, 359–361 Artificial intelligence (AI), 221 Asch, Solomon, 454–456 ASD. See Acute stress disorder (ASD); Autism
spectrum disorder (ASD) ASPD. See Antisocial personality disorder
(ASPD) Assimilation, 321, 442 Association areas of the cortex, 77, 80–81 Association cortex, 77 Association for Psychological Science (APS), 58 Ataque de nervios, 552, 598 Athletes, college test performance and, 32–33 Athletics, concussion and, 282–283 Ativan, 600 Atmospheric gradient, 121 Attachment, 329–332
influences on, 330–331 styles of, 329–330
Attention, in observational learning, 210–211 Attention deficit disorder (ADD), 85 Attention-deficit/hyperactivity disorder (ADHD),
85–86, 554 Attentuation, 226 Attitudes, 465–468
ABC model of, 465 affective component, 465, 466 behavior component, 465, 466 change in (persuasion), 467–468 cognitive component, 466–467 defined, 465 formation of, 467
Attraction. See Interpersonal attraction Attribution, 473–475
defined, 473 dispositional, 473 fundamental attribution error, 473–475 impression formation and, 471 situational, 473
Attribution theory, 473 Atypical antipsychotics, 599 Atypical sexual behavior, 410 Auditory association area, 78 Auditory canal, 105, 106 Auditory nerve, 106 Authenticity, 580 Authoritarian parenting, 342 Authoritative parenting, 342
Autism, 203 Autism spectrum disorder (ASD), 325–326 Autobiographical memory, 253, 324–325 Autogenic training, B12 Autokinetic effect, 125 Automatic encoding, 240 Autonomic nervous system (ANS), 60, 61–63
emotion and, 376 parasympathetic division, 61, 62–63 stress and, 430 sympathetic division, 61–62
Autonomy, 363 Autosomes, 308 Availability heuristic, 267–268 Aversion therapy, 585 Avoidance-avoidance conflict, 428 Avoidant attachment, 330 Axon, 46–47 Axon hillock, 49 Axon terminals, 47 Ayers, Nathaniel, 564
B Babbling, 325 Bachelor’s degree in psychology, careers with,
B4–B5 Bailes, Shelly, 405 Bailey, J. Michael, 408 Balance, sense of, 113, 116 Bandura, Albert, 209–210, 489, 512–513, 586 Barak, Azy, 598 Barbiturates, 162, 167 Bard, Philip, 376 Bargaining, death and dying and, 345 Bartlett, Frederic, 242 Basal ganglia, 74 Basal metabolic rate (BMR), 366–367 Basic research, 18 Basic suggestion effect, 155 Basilar membrane, 106 Baumrind, Diana, 341 Bechler, Steve, 158 Beck, Aaron T., 588–589 Beckham, Albert Sidney, 9 Behavior, 4
adaptive, 285 attitudes and, 465, 466 attribution and, 473 dispositional cause of, 473 effect of consequences on, 187 of emotion, 373–375 helping, 492–493 maladaptive, 540 observable, 11 prosocial, 490–493 situational cause of, 473
Behavioral assessments, 525, 527–528 Behavioral explanations for dissociative disorders,
560 Behavioral factors, in anxiety, trauma, and stress
disorders, 551 Behavioral genetics, 307, 521–525 Behavioral neuroscience, 15, 46, B6 Behavioral perspective, 14 Behavioral symptoms, of test anxiety, 568
Subject Index SI-3
Behavior component, of attitudes, 465, 466 Behaviorism, 11–12
disordered behavior and, 541 Behaviorist perspective, 502, 512–514 Behaviorists, 512 Behavior modification, 201–203, 585 Behavior therapies, 12, 584–588
applied behavior analysis (behavior modifica- tion), 585
aversion therapy, 585 characteristics of, 590 classical conditioning, therapies based on,
584–586 evaluation of, 587–588 exposure therapies, 586 extinction, 587 flooding, 586 modeling, 586–587 operant conditioning, therapies based on,
586–587 reinforcement, 587 systematic desensitization, 585
Bell curve, A3 The Bell Curve (Herrnstein & Murray), 292 Belongingness, 362 Belsky, Jay, 330 Bem, Daryl, 469 Bem, Sandra, 397 Benevolent sexism, 397 Benson, Herbert, 446 Benzodiazepines, 54, 162, 167, 600 Berry, Amanda, 452 Beta waves, 142 Bethlehem Hospital (Bedlam), 576 Bias
actor-observer, 474 confirmation, 21, 270–271 courtesy, 25 hindsight, 242 observer, 23, 528
Big Five theory of personality, 519–520 biological basis of, 531–532
Bilateral anterior cingulotomy, 604 Bimodal distribution, A3, A4, A6 Binet, Alfred, 277 Binge drinking, 162, 163 Binge-eating disorder, 368, 558 Binocular cues, 120, 122 Binocular disparity, 122 Biofeedback, 203 Biological constraints, on operant conditioning,
200–201 Biological explanations of mood disorders,
554–555 Biological influences
on aggression, 487–488 on anxiety, trauma, and stress disorders,
551–552 Big Five theory of personality and, 531–532 on conditioning, 184–185 on gender, 391–392 on gender identity, 391 on sexual orientation, 406–407
Biological model of abnormality, 541 Biological preparedness, 185
Biological psychology, 15, 46 Biological rhythms, 138 Biomedical therapies, 577, 598–605
defined, 598 electroconvulsive therapy (ECT), 602–603 emerging techniques, 604–605 psychopharmacology, 598–602 psychosurgery, 603–604
Biopsychological perspective, 15–16 on abnormality, 542–543
Biopsychology, 15–16, B6 Biopsychosocial model, 543 Bipolar cells, 98 Bipolar disorders, 545, 553–554
in DSM-5, 552 Bipolar I disorder, 553–554 Bipolar II disorder, 554 Birth order
personality and, 509 sexual orientation and, 407
Bisexual, 405, 406 Black widow spider venom, 52 Bleuler, Eugen, 562 Blind observers, 23 Blind spot (optic disc), 97, 99 Blood alcohol levels, 164 BLPD. See Borderline personality disorder
(BLPD) BMR. See Basal metabolic rate (BMR) Bobo doll experiment, 209–210 Body temperature, sleep and, 139 Borderline personality disorder (BLPD), 566 Bottom-up processing, 127–128 Bouchard, Thomas, 500 Bower, David, 39 Bowlby, John, 579 Brain, 56–57, 67–71
aggression and, 487 altruism and, 491 cerebral hemispheres, 77–78, 82–84 cognitive exercises and, 299–300 computed tomography (CT) scans, 68 cortex (See Cortex) deep brain stimulation (DBS), 67 development in infancy and childhood, 317 dreams and, 151–152 electrical stimulation of the brain (ESB), 67 electroencephalograph (EEG), 69–70 emotion and, 372–373 functional magnetic resonance imaging (fMRI),
70, 71 hindbrain, 72–74 hunger and, 366 keeping young, 341 lesioning studies of, 67 limbic system, 74–75 lobes of, 78–80 (See also individual lobes) magnetic resonance imaging (MRI) scans,
68–69 magnetoencephalography (MEG), 70 mapping function, 69–71 mapping structure, 68–69 memory and, 75, 249–250 mental imagery and, 263–264 personality traits and, 532
PET scans (positron emission tomography), 70–71
repetitive transcranial magnetic stimulation (rTMS), 68
sexual orientation and, 407 social neuroscience, 494–495 structures of, 71–84 transcranial direct current stimulation (tDCS),
68 transcranial magnetic stimulation (TMS), 67–68
Brain activity, during sleep, 143 Brain-computer interfaces (BCI), 44 BrainFacts.org, 59 Brain imaging, 15 Brain lateralization, 78 Brainstorming, 272 Bray, Charles, 107 Breazeal, Cynthia, 273 Breland, Keller and Marian, 201 Breuer, Josef, 578 Brightness, 96 Brightness constancy, 118 Broadbent, Donald E., 225 Broca, Paul, 80 Broca’s aphasia, 80 Broca’s area, 77, 80 Brown, Alton, 270 Brown, Paul K., 101 Brown-eyed/blue-eyed children (experiment), 478 Bulimia nervosa (bulimia), 368, 557–558 Buprenorphine, 165 Burnout, 442 Bush, George W., 456 Bystander effect, 15, 452, 491–492
C Caffeine, 161–162, 167 California Psychological Inventory, 525, 529 Calkins, Mary W., 8 Calloway, LaShanda, 491–492 Cancer
meditation and, 446 social support and, 443 stress and, 433–434 Type C personality and, 438
Cannabinoids, 166 Cannon, Walter, 365, 376 Cannon-Bard theory of emotion, 376–377, 380 Capacity, short-term memory, 226–227 Carbamazepine, 600 Carlsmith, James, 469 Cartoon characters, influence on children’s food
and taste preferences, 369–370 Case studies, 24 Castaway (film), 363 Castration anxiety, 507 Cataplexy, 149 Catastrophes, 421–422 Catatonia, 563 Catharsis, 595 Cats
puzzle box and, 186–187 toilet training, 212–214
Cattell, Raymond, 518–519 Causation, correlation and, 28
SI-4 Subject Index
CBT. See Cognitive-behavioral therapy (CBT) CDC. See Centers for Disease Control and
Prevention (CDC) Cellular-clock theory of aging, 344 Centers for Disease Control and Prevention
(CDC), 412, 413 Central nervous system (CNS), 56–60
brain (See Brain) damage to, 59–60 defined, 56 spinal cord, 57 stem cells, 59–60
Central-route processing, 468 Central tendency, measures of, A2, A5–A6
bimodal distributions, A6 mean, A5 median, A5–A6 mode, A6 shape of the distribution and, A6 skewed distributions, A6
Centration, 322–323 CER. See Conditioned emotional response
(CER) Cerebellum, 72, 73–74
memory and, 249 Cerebral cortex, 72
dreams and, 152 emotions and, 372
Cerebral hemispheres, 77–78, 82–84 handedness, 84 split-brain research, 82–84
Cerebrum, 82 Character, 502 CHD. See Coronary heart disease (CHD) Chemical senses, 109–113
olfaction, 109, 112–113 taste, 109–111
Cheryan, Sapna, 5 Cheryan study, A9 Cheyenne tribe, view on death, 346 Child abuse, 489
personality disorders and, 567 Child-directed speech, 325 Children. See also Infancy and childhood
development antidepressants and, 602 hassles and, 424 media and food and taste preferences,
369–370 PTSD and, 551
Chimp, insight learning in, 207 Chi-square, A10 Chlamydia, 411, 412 Chlorpromazine, 599 Chomsky, Noam, 294 Chorley, Doug, 39 Chromosome disorders, 309–310 Chromosomes, 308 Chronological age, 277 Chunking, 227 Cilia, 112 Cingulate cortex, 74, 75
emotions and, 373 Cingulotomies, 604 Cingulum bundle, schizophrenia and, 565
CIPA. See Congenital insensitivity to pain with anhidrosis (CIPA)
Circadian rhythms, 138 Clanging, 562 Clark, Kenneth and Mamie, 8 Class-bound values, psychotherapy and, 597 A Class Divided (Peters), 478 Classical conditioning, 159, 176–185
biological influences on, 184–185 compared to operant conditioning, 189 conditioned emotional response (CER), 183 conditioned response (CR), 178, 179, 180 conditioned stimulus (CS), 177, 178, 179, 180,
181, 185 conditioned taste aversion, 184–185 elements of, 177–178 extinction, 180, 181 higher-order conditioning, 180–181 insomnia and, 148 neural stimulus (NS), 177 Pavlov and the salivating dogs, 178–181 reinforcers, 180 spontaneous recovery, 180, 181 stimulus discrimination, 180 stimulus generalization, 179–180 stimulus substitution, 185 therapies based on, 584–586 unconditioned response (UCR), 177, 178, 179 unconditioned stimulus (UCS), 177, 178, 179,
180, 181, 185 vicarious conditioning, 183 why it works, 185
Classification, of psychological disorders, 543–545
Claustrophobia, 547 Climacteric, 340 Clinical psychologists, B8 Clinical psychology, B5 Closure, 119 Clozapine, 600 CNS. See Central nervous system (CNS) Cocaine, 160–161, 167 Cochlea, 106 Cochlear implant, 108 Cocktail-party effect, 225 Cognition, 260–303
concepts, 264–266 creativity, 271–273 defined, 262 intelligence, 274–293 language, 294–299 mental exercises for better cognitive health,
299–301 mental imagery, 262–264 problem solving and decision making, 266–268,
270–273 stress and, 435–436
Cognitive arousal theory of emotion (two-factor theory), 377, 380
Cognitive-behavioral interventions, 159 Cognitive-behavioral therapy (CBT), 588–589
characteristics of, 590 goals of, 589
Cognitive component, of attitudes, 466 Cognitive development
adolescence, 335–337 adulthood, 340–341 infancy and childhood development, 320–327 Piaget’s stages of, 320–324 Vygotsky’s theory of, 324–325
Cognitive differences, gender and, 398 Cognitive dissonance, 468–470 Cognitive explanations for dissociative disorders, 560 Cognitive factors, in anxiety, trauma, and stress
disorders, 551 Cognitive health, mental and physical exercises
for, 299–301 Cognitive learning theory, 205–209
insight learning, 207 Kohler’s smart chimp, 207 latent learning, 205–206 learned helplessness, 207–209 Seligman’s depressed dogs, 207–209 Tolman’s maze-running rats, 205–206, 207
Cognitive-mediational theory of emotion, 379, 380
stress and, 435–436 Cognitive needs, 362 Cognitive neuroscience, 14–15 Cognitive perspective, 14–15, 185
on abnormality, 542 Cognitive psychologists, B8 Cognitive psychology, 10, 12 Cognitive therapies, 588–590
characteristics of, 590 cognitive-behavioral therapy (CBT), 588–589 defined, 588 evaluation of, 589–590 rational emotive behavior therapy (REBT), 589
Cognitive universalism, 296 Cohort effect, 306 Collagen, 344 Collective monologue, 295–296 Collective unconscious, 508–509 Collectivist cultures, 524
compliance and, 459 conformity and, 455 display rules and, 375 fundamental attribution error and, 475 needs and, 364
Colleges, mental health and, 595–596 College Undergraduate Stress Scale (CUSS),
422–424 Collins, Allan, 232 Color, 96
afterimage, 101–102 color vision, theories of, 100–102 opponent-process theory, 101–102 perception of, 100–103 trichromatic theory, 100–101
Color blindness, 102–103 Color-deficient vision, 102–103 Columbine High School shootings, 490 Combs, Sean, 357 Commitment, 484 Common factors approach, 595 Common region, 119, 120 Common sense theory of emotion, 375, 376,
380 Communicator, 467
Subject Index SI-5
Community College Counselors Survey, 596 Community psychology, B8–B9 Companionate love, 485–486 Comparative psychology, B6 Compensation (substitution), 506, 509 Competence, 363 Complementary qualities, 482 Complex cells, 123 Compliance, 458–461
cults and, 460–461 defined, 458–459 door-in-the-face technique, 459 foot-in-the-door technique, 459, 460 lowball technique, 459
Computed tomography (CT), 68 Concentrative meditation, 446 Concept maps, PIA13 Concepts, 264–266 Conceptual questions, PIA12 Conclusions, drawing, 21 Concrete concepts, 323 Concrete operations stage of cognitive
development, 321, 323 Concussions, 251, 282 Conditional positive regard, 515 Conditioned emotional response (CER),
183 Conditioned response (CR), 178, 179, 180 Conditioned stimulus (CS), 177, 178, 179, 180,
181, 185 Conditioned taste aversions, 184–185 Conditioning, 11 Conduction hearing impairment, 107 Cones, 98, 100–101 Confidence training, B12 Confirmation bias, 21, 270–271 Conflict, 428–429
approach-approach, 428 approach-avoidance, 428 avoidance-avoidance, 428 double approach-avoidance, 428–429 multiple approach-avoidance, 428–429
Conformity, 454–457 Asch’s study on, 454–456 cults and, 460 defined, 454 groupthink, 456–457
Confounding variables, 30 Congenital insensitivity to pain with anhidrosis
(CIPA), 114 Conjoined twins, 312, 313 Connectionism, 221 Conscience, 505 Conscientiousness, 519, 520, 531, 532 Conscious, 504 Consciousness, 7, 134–173. See also Dreams;
Sleep altered states of, 137 in animals, 136 defined, 136 effect of drugs on, 158–167 hypnosis and, 154–157 supernatural visitations and, 169 waking, 136
Consciousness Explained (Dennett), 136
Conservation, 322–323 Consolidation, 249 Constructive processing of memories, 242 Consumer psychology, 458 Consumer Reports, 594 Consummate love, 486 Contact comfort, 331–332 Context, effect on memory retrieval, 236 Context-dependent learning, 236 Contiguity, 120 Contingency contract, 587 Contingency-management therapy, 159 Continuity, 119 Continuous positive airway pressure (CPAP)
device, 149 Continuous reinforcement, 191 Contralateral organization, 78 Control, 5–6 Control group, 30 Conventional morality, 337 Convergence, 122 Convergent thinking, 271–272 Cooing, 325 Coping, 444–448
culture and, 447 emotion-focused, 445–446 meditation and relaxation, 446–447 problem-focused, 445 religion and, 447–448 strategies, 445–447
Cornea, 97 Coronary heart disease (CHD)
hostility and, 437–438 personality type and, 437 stress and, 432–433
Corpus callosum, 72, 77 Correlation coefficient, 27–28, A11–A12 Correlations, 27–28 Cortex, 77–80
adrenal, 65 association, 77, 79 association areas of, 80–81 cerebral, 72, 152, 372 cerebral hemispheres, 77–78, 82–84 cingulate, 74, 75, 373 frontal lobes, 77, 78–80, 249, 373, 487 gustatory, 111 motor, 77, 79 occipital lobes, 77, 78, 263–264 parietal lobes, 77, 78, 263–264 primary auditory, 78 primary visual, 78 somatosensory, 77, 79 structures under temporal lobes, 77, 78, 249, 263–264 wrinkling of, 77
Corticoids, 65 Cortisol, 65 Costa, Paul, 520 Counseling psychology, B5 Counterconditioning, 11–12 Countertransference, 578, 581 Course, of disorder, 539 Courtesy bias, 25 Couvade syndrome, 386
CPAP. See Continuous positive airway pressure (CPAP) device
CR. See Conditioned response (CR) Creative intelligence, 276 Creative people, characteristics of, 273 Creativity, 271–273, 426 Critical periods, 314 Critical thinking, 37–39
avoiding stereotyping and, 471 cognitive therapy and, 589 criteria for, 38–39 defined, 37 evaluating news stories about the brain and, 58
Crop circles, 39 Crosscultural research, 15 Cross-cultural views on death, 346–347 Cross-sectional design, 306, 307 Cross-sequential design, 306, 307 Crossword puzzles, 341 CS. See Conditioned stimulus (CS) CT. See Computed tomography (CT) Cult, defined, 460 Cult behavior, 460–461 Cultural bias, IQ tests and, 280–281 Cultural concerns in psychotherapy, 596–598 Cultural explanations or perceived cause, 542 Cultural idioms of distress, 542 Culturally fair tests, 281 Cultural personality, 523–525 Cultural psychology, 15 Cultural relativity, 542 Cultural syndromes, 542 Culture. See also Collectivist cultures; Individual-
istic cultures abnormality and, 542 AIDS and, 413 anxiety disorders and, 552 attachment and, 331 Big Five trait dimensions and, 520, 523 compliance and, 459 conformity and, 455 coping and, 447 cross-cultural views on death, 346–347 depression and, 553 display rules and, 374–375 dissociative disorders and, 560 in DSM-5, 542 dream content and, 153 eating disorders and, 558 fundamental attribution error and, 474–475 gender and, 393 hunger and eating habits and, 368 implicit personality theories and, 472–473 perception and, 128 prototypes and, 265 schizophrenia and, 564 self-actualization and, 363 sexual dysfunction and, 410 social loafing and, 458 social networking and, 483 stress and, 442–443 subjective emotion and, 375 variation in anxiety, trauma, and stress
disorders, 552 Culture-bound syndromes, 542
SI-6 Subject Index
Culture-bound values, psychotherapy and, 597 Cultural syndromes, 542 Cultural idioms of distress, 542 Cultural explanations or perceived cause, 542 Curare, 52 CUSS. See College Undergraduate Stress Scale
(CUSS) Cybertherapists, 598 Cybertherapy, 598 Cystic fibrosis, 309
D DA. See Dopamine (DA) Damon, Johnny, 251 Daniel, Robert Prentiss, 9 Dani tribe, 296 Danso, Henry, 32 Dark adaptation, 100 Darley, John, 15, 492 Darwin, Charles, 7–8, 374, 377, 378 Data, variations in, A6–A9 Day care, influence on attachment, 330 DBS. See Deep brain stimulation (DBS) Death, cross-cultural views on, 346–347 Death and dying, stages of, 344–345 Debriefing, 34, 35 Decay, 247 Deci, Edward, 363–364 Decibels, 105 Decision making. See also Problem solving
creativity and, 271–273 problem solving and, 266 problems with, 270–273
Declarative (explicit) memory, 230, 231–232 Deep brain stimulation (DBS), 67, 604–605 Deep sleep, 144–145 Dehydroepiandrosterone (DHEA), 432 Deindividuation, 458 DeJesus, Gina, 452 Delayed ejaculation, 411 Delta waves, 144–145 Delusions, 562
of grandeur, 562 of influence, 562 of persecution, 562 of reference, 562
Dementia, 69 Dendrites, 46 Denial, 506
death and dying and, 344–345 Denied past, 582 Dennett, Daniel, 136 Dependent variable, 30 Depersonalization/derealization disorder, 560 Depressants, 159, 162–165, 167 Depression, 544
androgyny and, 397 cingulotomy for, 604 cognitive-behavioral therapy for, 595, 602 death and dying and, 345 electroconvulsive therapy for, 603 interpersonal psychotherapy for, 579 learned helplessness and, 208–209 major depressive disorder, 552–553 optimists and, 440 stress and, 434
Depressive disorders, 545 in DSM-5, 552
Depth perception, 120–122 infants and, 319–320
Descartes, René, 6 Description, 5, 20 Descriptive methods, 22–26
case studies, 24 laboratory observation, 23–24 naturalistic observation, 23 surveys, 24–26
Descriptive statistics, A2–A9 Desensitization, systematic, 585 Desipramine (Norpramin, Pertofrane), 601 Desire (motivation), observational learning and, 211 Despair, dealing with mortality, 342–343 Developmentally delayed, 285 Developmental psychologists, B8 Developmental psychology, B5 Developmental research designs, 306
comparison of, 307 Developmental stage, hassles and, 424 Deviation IQ scores, 280 Devil’s trident, 128 DeYoung, Colin, 531 DHEA. See Dehydroepiandrosterone (DHEA) Diabetes, 65, 433 Diagnosis, of psychological disorders, 543–545 Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition (DSM-5), 85, 368
anxiety disorders, 549 bipolar and related disorders, 552 changes from DSM-IV, 544 classification and diagnosis of psychological
disorders and, 543–545 cultural syndromes, 542 depressive disorders, 552 mood disorders, 552 obsessive-compulsive and related disorders,
547, 549 personality disorders, 520, 566 sexual dysfunction, 410 trauma- and stressor=related disorders, 547, 549
Diagnostic and Statistical Manual of Mental Disorders (DSM), 285, 543
Diazepam (Valium), 54 Dicephaly, 313 Dichromatic vision, 102 DID. See Dissociative identity disorder (DID) Diehl, Robert, 32 Diet, memory and, 255 Difference threshold, 92–93 Difficult temperament, 328 Diffusion, 48 Diffusion of responsibility, 15, 492 Diffusion tensor imaging (DTI), 69, 565 Digestion, 62 Digit-span test, 226–227 Direct contact, attitude formation and, 467 Direct instruction, attitude formation and, 467 Directive approach, 579 Direct observation, 528 Discrimination
defined, 476 types of, 476–477
Discriminative stimulus, 199 Diseases of adaptation, 430 Disorganized-disoriented attachment, 330 Displaced aggression, 427 Displacement, 506 Display rules, 374–375 Dispositional cause of behavior, 473 Dissociation, hypnosis and, 156–157 Dissociative amnesia, 559 Dissociative disorders, 559–560
causes of, 560 dissociative amnesia and fugue, 559 dissociative identity disorder (DID), 559–560
Dissociative fugue, 559 Dissociative identity disorder (DID), 559–560 Distraction desensitization, B12 Distress, 420 Distributed practice, 246 Disuse, 247–248 Divergent thinking, 272, 273 Dizygotic twins, 312 DNA (deoxyribonucleic acid), 308 Dogs, classical conditioning of, 178–181 Domhoff, William, 153 Dominant genes, 308–309 Door-in-the-face technique, 459 Dopamine (DA), 52, 53, 159, 300
antipsychotic drugs and, 599 mood disorders and, 554–555 reuptake of, 54 schizophrenia and, 564
Dot problem, 270, 272 Double approach-avoidance conflict, 428–429 Double-blind study, 32 Dove, Adrian, 281 Dove Counterbalance General Intelligence Tests
(Chitling Test), 281 Down syndrome, 286, 310 Doxepin (Sinequan, Adapin), 601 Drafts, paper, PIA15–PIA16 Dream interpretation, 150, 151, 510, 578 Dreams, 150–153
activation-information-mode model of, 152 activation-synthesis hypothesis of, 151–152 content of, 153 Freud and, 150, 151 latent content of, 151 manifest content of, 151 REM sleep and, 145 as wish fulfillment, 151
Drive, 355 Drive-reduction theory, 355–356 Drugs. See also Psychoactive drugs
reuptake and, 54–55 Drug tolerance, 158 DSM. See under Diagnostic and Statistical Manual
of Mental Disorders (DSM) DTI. See Diffusion tensor imaging (DTI) Dweck, Carol, 357
E Easy temperament, 328 Eat-drink-and-rest system, 62–63 Eating disorders, 368, 556–558
anorexia nervosa, 368, 556–557, 605 binge-eating disorder, 368, 558
Subject Index SI-7
bulimia nervosa, 368, 557–558 causes of, 558 culture and, 558
Eating habits, 368 Ebbinghaus, Hermann, 246 EBT. See Evidence-based treatment (EBT) Echoic sensory memory, 224–225 Eclectic perspective, 17 Eclectic techniques, 576 Ecological validity, 279 ECT. See Electroconvulsive therapy (ECT) Education, overcoming prejudice and, 479–480 Educational psychology, 8, B7 EEG. See Electroencephalogram (EEG) Effective Study (Robinson), PIA7 Efferent (motor) neurons, 57 Ego, 504, 505–506 Egocentrism, 322 Ego integrity, 343 Eidetic imagery, 224 Einstein, Albert, 96, 516 Elaboration likelihood model, 468 Elderly, hassles and, 424 Electra complex, 508 Electrical stimulation of the brain (ESB), 67 Electroconvulsive therapy (ECT), 68, 602–603
retrograde amnesia and, 251 Electroencephalogram (EEG), 69–70, 143, 203 Electroencephalograph, 69, 203, 373 Electrostatic pressure, 48 Elliot, Jane, 478 Ellis, Albert, 574, 589 Embryo, 314, 390 Embryonic period, 314–315 EMDR. See Eye-movement desensitization and
reprocessing (EMDR) Emerging adulthood, 339 Emotion, 371–381
behavior of, 373–375 Cannon-Bard theory of, 376–377, 380 cognitive arousal theory (Schachter/Singer),
377, 380 cognitive-mediational theory, 379, 380 common sense theory of, 375, 376, 380 comparison of theories of, 380 defined, 371 display rules, 374–375 elements of, 371–375 emotional expression, 373–375 facial expressions, 374 facial feedback hypothesis, 377–379 facial feedback theory, 379, 380 James-Lange theory of, 376, 380 labeling, 375 physiology of, 371–373 range of, 552 theories of, 375–380
Emotional expression, 373–375 Emotional intelligence, 289–290 Emotion-focused coping, 445–446 Empathy, 289–290, 580–581 Empedocles, 502 Encoding, 220, 226
automatic, 240 Encoding failure, 247 Encoding specificity, 235–236
Endocrine glands, 63–65 Endogenous morphine, 53 Endorphins, 53, 115 End-stopped neurons, 129 The Enigma (Levant), 126 Environment
gender and, 392–393 sexual orientation and, 406–407
Environmental psychology, B9 Environmental stressors, 421–424
catastrophes, 421–422 College Undergraduate Stress Scale (CUSS),
422–424 hassles, 424 major life changes, 422–424 psychological, 425–429 Social Readjustment Rating Scale (SRRS), 422,
423, 424 Enzymatic degradation, 54 Ephedra, 158 Epilepsy, 82 Epi-marks, 407 Epinephrine, 378 Episodic memory, 231–232, 249 Equal status contact, 480 Erectile dysfunction, 410, 411 Ergot, 166 Erikson, Erik, 10, 332–333, 337–338, 341,
342–343, 363, 509 Erikson’s psychosocial stages of development,
332–333, 509 Erogenous zones, 506–507 ERPs. See Event-related potentials (ERPs) ESB. See Electrical stimulation of the brain
(ESB) Escape, 427 Esteem needs, 362 Estrogens, 390 Ethics
Milgram’s shock experiment and, 463 of psychological research, 33–37
Ethnicity helping behavior and, 493 psychotherapy and, 596–598 social networking and, 483
Etiology, 539 Eustress, 420–421 Even the Rat Was White (Guthrie), 8 Event-related potentials (ERPs), 70, 94 Evidence, evaluating, 38 Evidence-based treatment (EBT), 595 Evolutionary perspective, 16–17 Evolutionary psychology, 8, 16 Evolutionary purpose of homosexuality, 408 Exams, studying for, PIA11–PIA14
applied questions, PIA12 concept maps, PIA13 conceptual questions, PIA12 cramming, PIA11 factual questions, PIA12 memorizing facts, PIA12 old tests, review of, PIA13 physical needs, taking care of, PIA13–PIA14 resources, making use of, PIA13 SQ3R (reading method), PIA13 test time, using wisely, PIA14
Excitatory synapses, 52 Excitement phase, 399, 400 Exercise
cognitive health and, 299–301 immune system and, 439 memory and, 255
Exhaustion stage, 430, 431 Exorcism, 539 Expectancies, 513–514 Experimental group, 30 Experimental psychology, B5 Experimenter effect, 31–32 Experiments, 29–33 Expertise, 39 Explanation, 5, 20, 21 Explanatory style, 439–440 Explicit memory, 230, 232 Exposure therapy, 586
virtual reality and, 606–607 The Expression of the Emotions in Man and Animals
(Darwin), 377 External frustration, 426 Extinction, 180, 181, 200, 587 Extrapyrimidal symptoms, 599 Extraversion, 519, 520, 531, 532 Extraverts, 520 Extrinsic motivation, 354 Eye
function of, 99–100 REM sleep (See under REM (rapid eye
movement)) structure of, 96–99
Eye-movement desensitization and reprocessing (EMDR), 586
Eyewitness recognition, 239–240, 242–243 Eysenck, Hans, 593 Eysenck Personality Questionnaire, 525, 529
F Fa’afafine, 408 Facebook, 483–484 Facial expressions, emotion and, 372, 373,
374 Facial feedback hypothesis, 377–379, 380 Facial feedback theory, 379, 380 Factor analysis, 519 Factual questions, PIA12 Falater, Scott, 147 False-memory syndrome, 243–244 False positives, 238–239 Family counseling/family therapy, 591 Family studies on schizophrenia, 564 Farsightedness, 97, 98 FAS. See Fetal alcohol syndrome (FAS) FASD. See Fetal alcohol spectrum disorders
(FASD) Fear, 372, 373
biological preparedness for, 184–185 Fear hierarchy, 585 Feature detectors, 123 Fechner, Gustav, 6, 93 Female gender stereotypes, 397 Female orgasmic disorder, 411 Female primary sex characteristics, 388 Female secondary sex characteristics, 389 Female sexual interest/arousal disorder, 410
SI-8 Subject Index
Female sexual-response cycle, 399–400 Feminine cultures, 524 Fertilization, 312 Festinger, Leo, 469 Fetal alcohol spectrum disorders (FASD), 315 Fetal alcohol syndrome (FAS), 286, 314–315 Fetal development, hormonal exposure during,
391–392 Fetal period, 315 Fetus, 315 Fever, stress and, 434 Fight-or-flight system, 61–62, 208, 376 Figure-ground relationships, 118–119 Finding Meaning in Dreams (Domhoff ), 153 Five-factor model, 519–520 Fixation, 507 Fixed interval schedule of reinforcement,
191–192, 192–193 Fixed ratio schedule of reinforcement, 192, 193 Flashbulb memories, 240 Flat affect, 563 Flooding, 586 Fluid intelligence, 300 Fluoxetine (Prozac), 601 Flynn effect, 291 fMRI. See Functional magnetic resonance imaging
(fMRI) Focus training, B12 Food, children’s preferences, 369–370 Foot-in-the-door technique, 459, 460 Forensic psychology, B1, B8 Forgetting, 245–248
curve of, 246, 247 distributed practice, 246 encoding failure, 247 interference theory, 248 memory trace decay, 247–248 reasons for, 245–248
Forgetting curve, 246, 247 Formal concepts, 264–265 Formal operations stage of cognitive development,
321, 323–324 adolescence and, 335–336
Fossey, Diane, 23 Fovea, 97, 98–99 Fowler, Rickie, B12 Fragile X syndrome, 286 Framingham Heart Study, 437 Free association, 578 Free-floating anxiety, 547 Freeman, Joan, 289 Freeman, Walter, 604 Free nerve endings, in skin, 113 Free-radical theory of aging, 344 Free will, 14 Freewriting, 272 Freidman, Meyer, 437 Frequency, 104, 107 Frequency count, 528 Frequency distributions, A2–A3 Frequency theory, 107 Freud, Anna, 10, 506, 509 Freud, Sigmund, 363
on aggression, 487 case studies and, 24
criticism of, 510 dreams and, 150, 151, 510 on phobia, 11 psychoanalysis, 10–11, 577–579 psychodynamic perspective and, 502, 503–508,
541 Friendster, 483 Frontal cortex, mental images and, 263–264 Frontal lobes, 77, 78–80
aggression and, 487 emotions and, 373 memory and, 249
Frontal operculum, 111 Frustration, 426–427 Frustration-aggression hypothesis, 427, 487 F-test, A10 Fugue, 559 Fully functioning person, 516 Functional fixedness, 270 Functionalism, 7–8 Functional magnetic resonance imaging (fMRI),
15, 70, 71, 94, 263, 264, 392, 398, 495, 565
Fundamental attribution error, 473–475
G GABA (gamma-aminobutyric acid), 53
alcohol and, 163 schizophrenia and, 564
Gage, Phineas, 24, 79 Galen, 502 Gall, Franz Joseph, 531 Gambon, John, B1, B2, B8 Gandhi, Mahatma, 516 Ganglion cells, 98 Gardner, Howard, 274–275 GAS. See General adaptation syndrome (GAS) Gate-control theory of pain, 114–115 Gazzaniga, Michael, 84, 372 Gender, 390–398. See also under Female; Male;
Men; Women alcohol effects and, 163 antisocial personality disorder and, 566 basal metabolic rate and, 367 biological influences, 391–392 borderline personality disorder and, 566 conformity and, 455–456 culture and, 393 culture and eating habits and, 368 defined, 390 depression and, 553 display rules and, 375 dream content and, 153 environmental influences, 392–393 gender roles and identity, 390–391 helping behavior and, 493 morality and, 337 pain perception and, 115 psychotherapy and, 596–598 PTSD and, 551 sexual behavior and, 403 sexual response and, 400 sleep disorders and, 145 social networking and, 483–484 stereotype threat and, 479
Gender differences, 397–398 cognitive, 398 social/personality, 398
Gender dysphoria, 391 Gender identity, 390–391 Gender reassignment surgery, 391 Gender role, 390 Gender role development, 396–397
gender schema theory, 396–397 social learning theory, 396
Gender schema theory, 396–397 Gender stereotyping, 397 Gender typing, 390 General adaptation syndrome (GAS), 430, 431 Generalization, 200 Generalized anxiety disorder, 549 Generativity, 341 Genes, 308
dominant, 308–309 recessive, 308–309
Genetic disorders, 309–310 Genetics, 308–310
aggression and, 487–488 anxiety, trauma, and stress disorders and,
551–552 behavioral, 307, 521–525 defined, 308 mood disorders and, 555 obesity and, 368 personality disorders and, 566–567 schizophrenia and, 564–565 sexual orientation and, 407–408 temperament and, 329
Genital herpes, 412 Genital stage, 508 Genital warts, 412 Genito-pelvic pain/penetration disorder, 410–411 Genovese, Catherine "Kitty," 491, 492 Germinal period, 313–314 Gestalt principles of grouping, 118–120 Gestalt psychology, 9–10 Gestalt therapy, 10, 574, 581–582
characteristics of, 590 evaluation of, 582
Getting Things Done (Allen), 382 Getting Things Done (GTD) method, 382–383 g factor (general intelligence), 274 Gibson, Eleanor, 319–320 Gifted, defined, 286 Gifted Children Grown Up (Freeman), 289 Giftedness, 286–290 Gilligan, Carol, 337 Glial cells, 47–48 "Gloria tapes," 574 Glucagon, 365 Glutamate, 52–53, 111, 564, 600 Goleman, Dan, 289 Gonads, 64, 65, 390 Gonorrhea, 412 Google, B10 Grammar, 294 Grandiose delusions, 562 Grasping reflex, 318 Gray matter, 69 Gregory, Richard, 125
Subject Index SI-9
Group behavior, 457–458 deindividuation, 458 group polarization, 457 social facilitation, 457–458 social impairment, 458 social loafing, 457–458
Group polarization, 457 Groups, 30
control, 30 experimental, 30
Group therapies, 590–592 advantages of, 591 disadvantages of, 591–592 evaluation of, 591–592 family counseling, 591 self-help groups, 591 types of, 590–591
Groupthink, 456–457 characteristics of, 457
Growth hormone, 64 sleep and, 144–145
Growth spurt, 335 Gustation, 109, 110–111
defined, 110 Guthrie, Robert V., 8
H Habits, 512 Habituation, 94, 317 Hagerman, Eric, 300 Hair cells, 106 Hall, Calvin, 153 Hallucinations, 144, 563
hypnogogic, 144, 169 hypnopompic, 169 in schizophrenia, 563
Hallucinogens, 159, 165–167 Halo effect, 526 Hamer, Dean, 408 Hammer (malleus), 105, 106 Handedness, 84 Happiness, cultural differences in, 375 Hardy personality, 438–439 Harlow, Harry, 331–332 Hashish, 166 Hassles, 424 Hassles scale, 424 Hayman, Aurelian, 221 Head injuries, 282–283 Health
effects of aging on, 340 stress and, 430–444
Health psychology, B7 stress and, 434–435
Hearing, 93, 104–108 development of, 318 frequency, 104, 107 impairments, 107–108 inner ear, 106 middle ear, 105–106 outer ear, 105 pitch, 104, 106–107 sound, perception of, 104–105 structure of the ear, 105–106 timbre, 104
Heart disease. See also Coronary heart disease (CHD)
stress and, 432–433 Heaven’s Gate cult, 460 Heider, Fritz, 473 Helping behavior, decision points in, 492–493 Hematophobia, 547 Henning, Hans, 111 Hensel, Abby and Brittany, 313 Heritability, 523
of intelligence, 290–292 Hermann grid, 123 Heroin, 165 Hertz (Hz), 104 Heterosexuality, 402, 405, 406 Heuristics, 267–268 Hidden observer, hypnosis and, 156–157 Hierarchy of fears, 585 Hierarchy of needs, 361–363 High blood pressure, stress and, 430 Higher-order conditioning, 180–181 Hilgard, Ernest, 156 Hindbrain, 72–74
cerebellum, 72, 73–74 medulla, 72 pons, 72 reticular formation, 72, 73
Hindsight bias, 242 Hindus, view on death, 346 Hippocampus, 72, 74, 75
exercise and, 300 memory and, 249–250 PTSD and, 551
Hippocrates, 502, 538 Hirsch, Alan, 109 Histogram, A2 Histrionic personality disorder, 566 Hitler, Adolf, 307 HIV. See Human immunodeficiency virus (HIV ) Hofstede, Geert, 523–525 Holophrases, 325 Homeostasis, 355 Homosexuality, 402, 405, 406
evolutionary purpose of, 408 Hormones, 61, 63–65
exposure to androgens during pregnancy, 391–392
hunger and, 365–366 immune system, stress, and, 432
Horney, Karen, 509 Hostility, coronary heart disease and, 437–438 Howard, Ruth, 9 Hoyt, Dick, 44 Hubel, David, 123 Human development. See also Adolescence;
Adulthood; Infancy and childhood development
defined, 306 issues in studying, 306–307 prenatal, 312–316
Human factors engineer, B9 Human factors psychology, B9–B10 Human immunodeficiency virus (HIV ), 412–413
social support and, 443 stress and, 434
Humanistic approaches to motivation, 361–364 Humanistic perspective on personality, 14, 502,
514–516 Humanistic therapy, 579–582
characteristics of, 590 evaluation of, 582 Gestalt therapy, 10, 574, 581–582, 590 person-centered (Rogers), 580–581
Human Sexual Response (Masters & Johnson), 401
Human subjects, research on, 34–35 Humor, coping and, 446 Humors, 538 Hunger, 365–370
cartoon characters’ influence on children’s food/ taste preferences, 369–370
cultural factors/gender, 368 maladaptive eating problems, 368 obesity and, 368–369 physiological components of, 365–367 social components of, 367–368
Huntington disease, 53 Hurricane Katrina, 422 Hurricane Sandy, 422 Hussein, Saddam, 456 Hyperopia, 97, 98 Hyperthymesia, 218, 221 Hypnic jerk, 144 Hypnogogic hallucination, 144, 169 Hypnogogic images, 144 Hypnopompic hallucination, 169 Hypnosis, 154–157, 510
basic suggestion effect, 155 consciousness and defined, 154 as dissociation, 156–157 facts about, 156 hidden observer, 156–157 how it works, 155–156 hypnotic induction, steps in, 154–155 hypnotic susceptibility, 154–155 memory retrieval and, 243–244 social-cognitive theory of, 157 as social role-playing, 157 theories of, 156–157
Hypoglycemia, 65 Hypomania, 554 Hypothalamus, 72, 74, 75
hunger and, 366 sleep and, 138
Hypothesis, 20–21 testing, 21
I IAT. See Implicit Association Test (IAT) ICD. See International Classification of Diseases
(ICD) Iconic sensory memory, 223–224 Id, 504–505, 506 Ideal self, 515, 580 Identification, 506 Identity. See Dissociative disorders Identity vs. role confusion, adolescents and, 337 IEDs. See Improvised explosive devices (IEDs) Ikeda, Kikunae, 111
SI-10 Subject Index
Illness, stress and duration of, 432 Illusions, 118–119, 123–126, 129–130
defined, 123 Imagery, B12 Imaginal exposure therapies, 586 Imaginary audience, 336 Imipramine (Tofranil), 601 Imitation, observational learning and, 211 Immune system
defined, 430 exercise and, 439 schizophrenia and, 565 stress and, 430–435
Immunization autism and, 326 facts and myths about, 326–327
Implicit Association Test (IAT), 472 Implicit learning, 510 Implicit memory, 230, 232, 510 Implicit personality theories, 472–473 Impression formation, 471 Improvised explosive devices (IEDs), head injury
and, 283 Incentive approaches to motivation, 361 Incentives, defined, 361 Independent variable, 29 Individualistic cultures, 524
compliance and, 459 display rules and, 375 fundamental attribution error and, 475 needs and, 364
Industrial/organization (I/O) psychology, 8, B9 areas in, B9
Infancy and childhood development, 316–334. See also Children; Infants
accommodation, 321 assimilation, 321 attachment, 329–332 autonomy vs. shame and doubt, 333 brain development, 317 cognitive development, 320–327 concrete operations stage, 321, 323 Erikson’s psychosocial stages of development,
332–333 formal operations stage, 321, 323–324 gender role development immunizations, 326–327 industry vs. inferiority, 333 initiative vs. guilt, 333 language development, 325 motor development, 317 physical development, 317–320 Piaget’s theory, 320–324 preoperational stage, 321, 322–323 psychosocial development, 328–334 reflexes, 317, 318 self-concept development, 332 sensorimotor stage, 321, 322 sensory development, 317–320 temperament, 328–329 trust vs. mistrust, 333 Vygotsky’s theory, 324–325 zone of proximal development (ZPD),
324 Infantile amnesia, 252–253
Infants REM sleep in, 146 sleep patterns in, 140
Inferential statistics, A9–A12 Infidelity, sexual vs. emotional, 16–17 Informational social influence, 456, 457 Information-processing model, 221, 222–234 Informed consent, 34 In-groups, 477, 478 Inhibitory synapses, 52 Inner ear, 106 Insanity, 540 Insanity defense, 540 Insight, 268, 270 Insight therapies, 577, 578 Insomnia, 148 Instinctive drift, 201 Instincts, 355 Institutional review boards, 34 Instrument tuning, 225 Insula, 111 Insulin, 65, 365–366, 368 Integration, 442 Intellectual disability (intellectual developmental
disorder), 285–286, 544 causes of, 286 diagnosis of, 285–286 Down syndrome, 286 fetal alcohol syndrome, 286 fragile X syndrome, 286
Intelligence, 274–293 analytic, 276 The Bell Curve, 292 chronological age, 277 creative, 276 defined, 274 emotional, 289–290 extremes of, 285 fluid, 300 Gardner’s multiple intelligences, 274–275 genetic influences, 290–292 giftedness, 286–290 individual differences in, 285–290 intellectual disability (intellectual developmen-
tal disorder), 285–286 measuring, 276–282 mental age, 277 nature/nurture controversy, 290–292 practical, 276 self-theory of motivation and, 357–358 Spearman’s g factor, 274 Stanford-Binet and IQ, 277 Sternberg’s triarchic theory, 276 theories of, 274–276 twin studies, 290–291
Intelligence quotient (IQ), 277 normal curve, 279–280, A8
Intelligence tests, 276–282 Binet’s mental ability test, 277 cultural bias and, 280–281 deviation IQ scores, 280 Dove Counterbalance General Intelligence
Test, 281 heritability of intelligence and, 291–292 median test scores, A6
normal curve, 279–280, A8 standardization of, 279 test construction, 278–280 usefulness of, 281–282 Wechsler Tests, 277, 278
Interaction with others, attitude formation and, 467
Interference theory, 248 Intergroup contract, 480 Internal frustration, 426–427 International Classification of Diseases (ICD),
543 Internet, research and, PIA14 Interneurons, 57 Interpersonal attraction, 482–486
companionate love, 485–486 consummate love, 486 love, components of, 484 love triangles, 484–486 online networking and, 483–484 physical attractiveness, 482 proximity, 482 reciprocity of liking, 483 romantic live, 485 rules of, 482–484 similiarity, 482 triangular theory of love, 484–486
Interpersonal psychotherapy (IPT), 579 Interposition, 120 The Interpretation of Dreams (Freud), 150 Intersexed (intersexual), 390 Interval schedule, 191, 192 Interviews, 525, 526 Intimacy, 484 Intimacy vs. isolation, in adulthood, 341 Intonation, 295 Intrinsic motivation, 354 Introversion, 518 Introversion/extraversion (I/E), 529 Introverts, 520 Inuits, 296 Involuntary muscles, 60–61 I/O. See Industrial/organization (I/O) psychology Ion channels, 48 Ions, 48 IPIP Neo Personality Inventory, 528 Iproniazid, 600–601 IPT. See Interpersonal psychotherapy (IPT) IQ. See Intelligence quotient (IQ) Iris, 97 Ironman competition, 44 Irreversibility, 323 Ishihara color test, 103 Isocarboxazid (Marplan), 601 Iwakabe, Shigeru, 597
J Jackson, Damien, 251 Jackson, Michael, 240 Jacobson, Lenore, 32 James, William, 7–8, 136, 376, 516 James-Lange theory of emotion, 376, 380 Jameson, Matthew, 32 Janis, Irving, 456 Janus, Cynthia L., 403
Subject Index SI-11
Janus, Samuel S., 403 Janus report, 403 Japanese Americans, IQ scores of, 292 Jet lag, 138 Jigsaw classroom, 480–481 Job stress, 441–442 Johnson, Virginia, 399–401, 402, 411 Jones, Jim, 459, 460, 461 Jones, Mary Cover, 11–12 Journal keeping, 272 Journal of Educational Psychology, B7 Journal of Negro Education, 9 Jung, Carl, 10, 508–509, 520 Just noticeable differences (jnd), 92–93
K Kanzi, use of language, 297–298 Keirsey Temperament Sorter II, 525, 529 Kennedy, John F., 240, 603, 604 Kennedy, Joseph, 603 Kennedy, Rosemary, 603, 604 Kenrick, Douglas, 363 Ketamine, 601–602 Kinesthetic sense, 113, 115–116
defined, 113 King, Rodney, 477 Kin selection hypothesis, 408 Kinsey, Alfred, 402–403 Kinsey study of sexual behavior, 402–403 Kitaoka, Akiyoshi, 125 Klinefelter’s syndrome, 310 Klüver-Bucy syndrome, 75 Knight, Michelle, 452 Kobasa, Suzanne, 438 Kohlberg, Lawrence, 336–337 Köhler, Wolfgang, 205, 207 Koresh, David, 461 Koro, 552 Kosslyn’s fictional island, 262 Kübler-Ross, Elisabeth, 344–345
L Labeling emotion, 375 Labels, for psychological disorders, 544–545 Laboratory observation, 23–24 LAD. See Language acquisition device (LAD) Lamotrigine, 600 Lange, Carl, 376 Language, 294–299
animal studies in, 297–298 defined, 294 grammar, 294 linguistic relativity hypothesis, 296–297 morphemes, 294 phonemes, 294 pragmatics, 295 psychotherapy and, 597 semantics, 295 stages of development, 325 syntax, 294–295 thinking and, 295–298
Language acquisition device (LAD), 294 Laser-assisted in situ keratomileusis (LASIK), 97 Latané, Bibb, 15, 492 Late adulthood, 339
Latency stage, 508 Latent content of dreams, 151, 578 Latent learning, 205–206 Lateral geniculate nucleus (LGN), 102 Lateral hypothalamus (LH), 366 Law, psychology and the, B8 Law of effect, 187 Law of parsimony, 39 Lazarus, Richard, 379, 435 LCSW. See Licensed clinical social worker
(LCSW ) Learned helplessness, 207–209, 357, 439 Learning, 174–217
classical conditioning, 148, 159, 176–185, 212–214, 584–586
cognitive learning theory, 205–209 context-dependent, 236 defined, 176 implicit, 510 insight, 207 latent, 205–206 learned helplessness, 207–209, 357, 439 observational, 209–210, 467 operant conditioning, 14, 186–204, 586–587 rote, 229 state-dependent, 236
Learning curves, 187, 207 Learning/performance distinction, 209–210 Learning style, PIA4–PIA5 Ledger, Heath, 162 LeDoux, Joseph, 372–373 Lee, Shawna, 198 Left hemisphere, 82–84 Lens, of eye, 97 Leptin, 366 Lesioning, 604 Lesioning studies, of the brain, 67 Levant, Isia, 126 Levels-of-processing model, 221 Lewis, James Edward, 500, 522 LGN. See Lateral geniculate nucleus (LGN) LH. See Lateral hypothalamus (LH) Licensed clinical social worker (LCSW ), B3, B4 Licensed marriage and family therapist (LMFT), B4 Licensed mental health counselor (LMHC), B4 Licensed professional counselor (LPC), B4 Life review, 343 Light, perceptual properties of, 96 Light adaptation, 100 Light sleep, 144 Limbic system, 74
aggression and, 487 Linear perspective, 120, 121 Linguistic relativity hypothesis, 296–297 Linking, PIA17 Lithium, 600 "Little Albert," 11, 183 "Little Peter," 11–12 LMFT. See Licensed marriage and family thera-
pist (LMFT) LMHC. See Licensed mental health counselor
(LMHC) Lobotomy, 603–604 Loci method, PIA18 Locus of control, 357–358, 513
Loftus, Elizabeth, 239–240, 242, 243, B1 Long, Howard Hale, 9 Long, Karawynn, 212–214 Longitudinal design, 288, 306, 307 Long-term memory (LTM), 223, 228–233
constructive processing of memories, 242 declarative memory, 230, 231–232 defined, 228 elaborative rehearsal, 229–230 encoding, 235–236, 240 flashbulb memories, 240 nondeclarative, 230–231 organization of, 232–233 procedural LTM, 230 recall, 236–240 recognition, 236, 238–240 reconstructive nature of, 241–245 retrieval, 235–241 retrieval problems, 237, 242–244
Long-term potentiation, 249 Lorenz, Konrad, 487 Lovaas, O. Ivar, 203 Love
companionate, 485–486 components of, 484 consummate, 486 love triangles, 484–486 romantic, 485 triangular theory of, 484–486
Love-bombing, 460 Love needs, 362 Love triangles, 484–486 Lowball technique, 459 LPC. See Licensed professional counselor (LPC) LSD (lysergic acid diethylamide), 166 LTM. See Long-term memory (LTM) Lupus, 443 Luria, A. R., 246
M Macknik, Stephen L., 129 Magic, neuroscience of, 129–130 Magical number seven, 227 Magnetic resonance imaging (MRI), 15, 68–69, 565 Magnetoencephalography (MEG), 70 Magnification, 551, 588 Maier, Steven F., 208 Maintenance rehearsal, 228 Major depressive disorder, 47, 552–553 Major life changes, as stressors, 422–424 Major tranquilizers, 162, 167 Maladaptive behavior, 540 Maladaptive eating problems. See Eating disorders Male gender stereotypes, 397 Male hypoactive sexual desire disorder, 410 Male primary sex characteristics, 388 Male secondary sex characteristics, 389–390 Male sexual-response cycle, 399–400 Mammary glands, 388, 389 Management theory
Maslow’s hierarchy of needs and, 363 psychology and, B10
Manganello, Jennifer, 198 Manic episodes, 553 Manifest content of dreams, 151, 578
SI-12 Subject Index
MAOIs. See Monoamine oxidase inhibitors (MAOIs)
Marginalized, 443 Marijuana, 166–167 Marriage, as social support, 443 Martin, Lawrence, 147 Martinez-Conde, Susanna, 129 Masculine cultures, 524 Masking, 224 Maslow, Abraham, 14, 361–363, 514, 516, B10 Mass media, attitude formation and, 467 Mass practice, 246 Master gland (pituitary gland), 63–65 Masters, William, 399–401, 402, 411 Master’s degree in psychology, careers with, B4 Math, sex differences in, 394 Maturation, 176 Mayer, John, 289, 290 Mayo, Elton, B10 Mazes, 205–206 MBTI. See Myers-Briggs Type Indicator (MBTI) McClelland, David C., 356–357 McCrae, Robert, 520 McDougall, William, 355 McGregor, Douglas, B10 MDMA (Ectasy, X), 166 Mean, 279, A5 Mean Girls (film), 337 Measures of central tendency, A2, A5–A6 Measures of variability, A2, A5–A6 Mechanical solutions, 266–267 Media, aggression and violence in, 489–490 Median, A5–A6 Medical model, 539 Meditation, 446–447 Medium, 468 Medulla, 72 MEG. See Magnetoencephalography (MEG) Melatonin, 65, 138–139 Melzack, Ronald, 114 Memorization, PIA12 Memory, 218–259
age-related changes in, 340–341 autobiographical, 253, 324–325 brain and, 249–250 capacity, 226–227 consolidation, 249, 254 declarative, 231–232 defined, 220 echoic, 224–225 encoding, 220 episodic, 231–232 explicit, 230, 232 forgetting, 245–248 hippocampus and, 249–250 hypnosis and recovery of, 155–156 iconic, 223–224 implicit, 230, 232, 510 information-processing model, 221, 222–234 levels-of-processing model, 221 long-term (LTM), 223, 228–233, 241–245 models of, 220–221 neural activity and structure in formation of, 249 neuroscience of, 249–253 nondeclarative, 230–231
observational learning and, 211 parallel distributed processing (PDP) model,
221, 233 photographic, 224 procedural, 230 reliability of, 241–245 REM sleep and formation of, 145 retrieval, 220, 235–241 semantic, 231, 233 sensory, 222–225 short-term (STM), 223, 225–228 sleep, exercise and diet and, 254–255 sleep and formation of, 141 storage, 220 strategies for improving, PIA17–PIA18 three-stage process of, 223 working, 226, 300
Memory retrieval problems, 242–244 Memory trace decay theory, 247–248 Men. See also Gender; under Male
sexual behavior of, 404 Menarche, 389 Menopause, 339–340 Menstrual cycle, 389 Mental ability test, 277 Mental age, 277 Mental exercises, for cognitive health, 299–301 Mental health, on campus, 595–596 Mental illness, 541 Mental imagery, 262–264 Mental processes, 4 Mental rehearsal, B12 Mental retardation, 285 Mental rotation experiment, 263 Mental sets, 270 Mere exposure effect, 482 Message, 468 Metabolism, 366–367, 369 Methadone, 165 Methamphetamine, 160 Meyer, Adolph, 579 MI. See Motivational interviewing (MI) Microsaccades, 95, 126, 224 Microsleeps, 140 Middle age, 339 Middle ear, 105–106 Milgram, Stanley, 461–463 Military
applied psychology and, B8 head injuries and, 283
Milk letdown reflec, 64 Miller, George, 226–227 Miller, William R., 581 Mind mapping, 272 Minimization, 551, 588 Minnesota Multiphasic Personality Inventory
(MMPI), 437 Minor tranquilizers, 162, 167 Mirror neurons, 79–80 Miscarriage, 315 Mischel, Walter, 520 Misinformation effect, 242–243 Mitosis, 312 MMPI. See Minnesota Multiphasic Personality
Inventory (MMPI)
MMPI-2. See Multiphasic Personality Inventory, Version II (MMPI-2)
Mnemonic, 238, PIA17 Mnemonist, 246 Mode, A6 Modeling, 586–587
participant, 586–587 Molaison, Henry Gustav, 250 Moniz, Antonio Egas, 604 Monoamine oxidase inhibitors (MAOIs), 601 Monochrome color blindness, 102 Monocular cues, 120–122 Monosodium glutamate (MSG), 111 Monozygotic twins, 312 Mood, helping behavior and, 493 Mood disorders, 552–555
and DSM-5, 552 biological explanations of, 554–555 bipolar disorders, 553–554 causes of, 554–555 defined, 552 genetics of, 555 major depressive disorder, 552–553
Mood-stabilizing drugs, 600 Moon, Sun Myung, 460 Moon illusion, 125 Moral anxiety, 505 Moral development, adolescence and,
336–337 Moral dilemma, example of, 336 Morality, levels of, 336–337 Moro reflex, 318 Morphemes, 294 Morphine, 165 Mortality, dealing with, 342–343 Motion, illusions of, 125–126 Motion parallax, 121 Motion sickness, 116 Motivation, 352–365
arousal approaches, 359–361 defined, 354 drive-reduction approaches, 355–356 extrinsic, 354 humanistic approaches, 361–364 incentive approaches, 361 instinct approaches, 355 intrinsic, 354 observational learning and, 211 psychological needs, 356–358 self-determination theory (SDT), 363–364 time- and task-management systems and,
382–383 Motivational interviewing (MI), 581 Motor cortex, 77, 79 Motor development, infancy and childhood
development, 317 Motor pathway, 60 MRI. See Magnetic resonance imaging (MRI) MS. See Multiple sclerosis (MS) MSG. See Monosodium glutamate (MSG) Müller-Lyer illusion, 124–125 Multiphasic Personality Inventory, Version II
(MMPI-2), 525, 529 Multiple approach-avoidance conflict, 428–429 Multiple intelligences, 274–275
Subject Index SI-13
Multiple personality disorder. See Dissociative identity disorder (DID)
Multiple sclerosis (MS), 48, 69 Multitaskers, 270, 271 Multitasking, 134, PIA6 Munsterberg, Hugo, B10 Murray, Henry, 527 Muscles
involuntary, 60–61 voluntary, 60
Muscular cue, 122 Myelin, 48 Myelin sheath, 48 Myers-Briggs Type Indicator (MBTI), 525, 529 Myopia, 97, 98 MySpace, 483
N Naltrexone, 165 Narcolepsy, 149 Narcotics, 164–165, 167 Narcotics Anonymous, 591 NASA, B10 Nash, John, 562 National Institute on Alcoholism and Alcohol
Abuse (NIAAA), 162 National Institutes of Health Office of Behavioral
and Social Sciences Research, 307 National Suicide Prevention Lifeline, 553 National Survey of Counseling Center Directors,
595 Native Americans
marginalization and, 443 panic disorder and, 552 transgendered individuals and, 391 views on death, 346–347
Natural concepts, 265 Natural experiments, 290 Naturalistic observation, 23 Natural killer (NK) cell, 434 Natural selection, 7–8 Nature
defined, 306 nurture vs., 306–307
Nature/nurture controversy regarding intelligence, 290–292
Navajo culture, view on death, 346–347 NDRIs. See Norepinephrine-dopamine reuptake
inhibitors (NDRIs) NE. See Norepinephrine (NE) Nearsightedness, 97, 98 Necker, Louis Albert, 118 Necker cube, 118 Need for achievement (nAch), 357–358 Need for affiliation (nAff ), 356 Need for power (nPow), 356–357 Needs
defined, 355 hierarchy of, 361–363 psychological, 356–358
Negatively skewed distribution, A3 Negative reinforcement, 158, 189, 194–196
punishment by removal vs., 196 Negative symptoms, of schizophrenia, 563 Nelson, Katherine, 253
Neo-Freudians, 508–509 Adler, 509 Erikson (See Erikson, Erik) Horney, 509 Jung, 10, 508–509, 520
NEO-PI. See Neuroticism/Extraversion/ Openness Personality Inventory (NEO-PI)
Nerve hearing impairment, 107–108 Nerves, 48 Nervous system. See also Central nervous
system (CNS); Peripheral nervous system (PNS)
defined, 46 neural impulse, 48–50 neurons, 46–48 neurotransmitters, 51, 52–54 overview of, 56 reuptake and enzymes, 54–55 synapse, 51–52
Neumann, David, 394 Neural activity, memory formation and, 249 Neural impulse, 48–50
action potential, 49, 50 Neural stimulus (NS), 177 Neuroenhancers, 85 Neurofeedback, 203 Neuroleptics, 599 Neuromyths website, 58 Neurons
afferent (sensory), 57 efferent (motor), 57 end-stopped, 129 inter-, 57 mirror, 79–80 structure of, 46–48
Neuropeptides, 53 Neuroplasticity, 59 Neuropsychology, B6
head injuries and, 282–283 intelligence testing and, 282
Neuroscience, 15, 46 of memory, 249–253
Neuroticism, 438, 519, 520, 531, 532 Neuroticism/Extraversion/Openness Personality
Inventory (NEO-PI), 525, 528 Neurotic personalities, 509 Neurotransmitters, 51, 52–54 Neutral stimulus (NS), 177 Newman, Constance, B4 NIAAA. See National Institute on Alcoholism
and Alcohol Abuse (NIAAA) Nicotine, 161, 167 Night blindness, 100 Nightmares, 146–147 Night terrors, 146–147, 149 NK. See Natural killer (NK) cell Nondeclarative (implicit) memory, 230–231 Nondirective therapy, 580 Non-REM (NREM) sleep, 141–144 Nonverbal communication, psychotherapy and,
597–598 Noradrenaline. See Norepinephrine (NE) Norepinephrine-dopamine reuptake inhibitors
(NDRIs), 601
Norepinephrine (NE), 53 exercise and, 300 memory formation and, 255 mood disorders and, 554–555 stress and, 430, 434
Normal curve, 279, A3, A8 Normative social influence, 456, 457 Norms, 279–280 Nose, 112 Note taking, PIA9
during lecture, PIA9 while reading text, PIA9 while writing papers, PIA14
NRIs. See Selective norepinephrine reuptake inhibitors (NRIs)
NS. See Neural stimulus (NS) N1 sleep, 143, 144, 169 N2 sleep, 144 N3 sleep, 144–145 Nurture
defined, 306–307 nature vs., 306–307
O Obama, Barack, 240 Obedience, 459, 461–463
defined, 461 Milgram’s shock experiment, 461–463
Obesity, 368–369 defined, 368
Objective introspection, 6 Objectivity, 6 Object permanence, 322 Observable behavior, 11 Observational learning, 209–211
attention, 210–211 attitude formation and, 467 Bandura and the Bobo doll, 209–210 defined, 209 desire (motivation), 211 elements of, 210–211 imitation, 211 learning/performance distinction, 209–210 memory, 211
Observer bias, 23, 528 Observer effect, 23, 528 Obsessive-compulsive disorder (OCD), 545, 547,
549–550 in DSM-5, 547, 549
Occipital lobes, 77, 78 mental images and, 263–264
OCD. See Obsessive-compulsive disorder (OCD)
Odbert, H. S., 518 Odontophobia, 547 Oedipus complex, 507–508 Olfaction (olfactory sense), 93, 109, 112–113 Olfactory bulb, 75, 112–113 Olfactory receptor cells, 112 Oligodendrocytes, 48 One-word speech, 325 Online networking, social nature of,
483–484 On the Witness Stand (Munsterberg), B10 Openness, 519, 520, 532
SI-14 Subject Index
Operant conditioning, 14, 186–204 antecedent stimuli, 187 behavior modification and, 201–203 biological constraints, 200–201 compared to classical conditioning, 189 defined, 186 effect of consequences on behavior, 187 extinction, 200 generalization, 200 instinctive drift, 201 law of effect, 186–187 modeling, 586–587 punishment, 194–199 reinforcement, 187–189 reinforcement, schedules of, 190–194 shaping, 199–200 spontaneous recovery, 200 stimulus control, 199 therapies based on, 586–587 Thorndike’s puzzle box, 186–187
Operational definition, 29 Opium, 164 Opponent-process theory, 101–102 Optical illusions, 97 Optic disk, 99 Optic nerve, 97
crossing of, 99 Optimists, 439–440, 449–450 Optimum arousal, 359–361 Oral stage, 507 Organic amnesia, 250–253 Organic factors, in sexual dysfunction, 410 Organic sexual dysfunction, 410 Organ of Corti, 106 Orgasm, 400 Ossicles, 106 Osteoporosis, 339 Otolith organs, 116 Outer ear, 105 Out-groups, 477, 478 Outline, PIA15 Oval window, 106 Ovaries, 64, 65, 388 Overcrowding, stress and, 441 Overeaters Anonymous, 591 Overgeneralization, 551, 588 Overlap, 120 Ovum, 312 Oxytocin, 63–65 Ozone (social networking site), 483
P Pacinian corpuscles, 113 Pain, 57
gate-control theory of, 114–115 meditation and, 446 pain disorders, 114 perception of, 113–114 somatic, 113–114 visceral, 113
Pancreas, 64, 65 Panic attack, 548–549 Panic disorder, 548–549, 552
therapy for, 595 Papers, writing, PIA14–PIA16
Papillae, 110 Parallel distributed processing (PDP) model, 221,
233 Paraphilia, 410 Parasympathetic division, of the autonomic ner-
vous system, 61, 62–63 stress and, 430
Parathyroid glands, 64 Parental investment, 404 Parenting, 341 Parenting styles, 341–342 Parent-teen conflict, 337–338 Parietal lobes, 77, 78
mental images and, 263–264 Parkinson’s disease, 52, 67 Parks, Kenneth, 147 Paroxetine (Paxil), 601 Parsimony, law of, 39 Partial dopamine agonists, 600 Partial reinforcement effect, 191 Partial report method, 223 Participant modeling, 586–587 Participant observation, 23 Passion, 484 Pavlov, Ivan, 11, 177, 178–181 PCP (phenyl cyclohexyl piperidine, phencycli-
dine), 166 PDP. See Parallel distributed processing (PDP)
model Peak experiences, 363 Peer pressure, 337 Peg-word method, PIA17 Pelvic inflammatory disorder (PID), 411 Penis, 388 Penis envy, 507, 509 Penn & Teller, 129 People’s Temple cult, 459, 460 Perceiving/judging (P/J), 529 Perception
binocular cues, 120, 122 brightness constancy, 118 closure, 119 common region, 120 contiguity, 120 continuity, 119 defined, 118 depth, 120–122 factors influencing, 126–128 figure-ground relationships, 118 Gestalt principles of grouping, 118–120 monocular cues, 120–122 perceptual illusions, 123–126, 129–130 proximity, 119 shape constancy, 118 similarity, 119 size constancy, 118 subliminal, 94
Perceptual set (perceptual expectancy), 126–127 Performance, arousal and, 359 Perimenopause, 340 Peripheral nervous system (PNS), 56, 60–63
autonomic nervous system, 60, 61–63 defined, 60 somatic nervous system, 60–61
Peripheral-route processing, 468
Perls, Fritz, 574, 581 Permissive indulgent parenting, 342 Permissive neglectful parenting, 342 Permissive parenting, 342 Perseveration, 79 Persistence, 427 Persistence of vision, 129 Persona, 509 Personal fable, 336 Personal frustration, 426–427 Personality
anal stage, 507 assessment of, 525–530 behaviorist perspective on, 502, 512–513 Big Five theory of, 519–520, 531–532 biology of (behavioral genetics), 521–525,
531–532 coronary heart disease and, 437 cultural, 523–525 defined, 502 divisions of, 504–506 ego, 504, 505–506 expectancies, 513–514 genital stage, 508 humanist perspective on, 502, 514–516 id, 504–505, 506 implicit theories of, 472–473 latency stage, 508 neo-Freudians, 508–509 oral stage, 507 phallic stage, 507–508 psychodynamic perspective, 502, 503–511 psychological defense mechanisms, 506 reciprocal determinism, 512–513 self-concept, 515–516 self-efficacy, 512–513 social cognitive perspective, 512–514 stages of development, 506–508 stress and, 436–439 superego, 504, 505, 506 theories of, 500–535 trait perspective, 502–503, 518–520 unconscious mind, 504
Personality assessment, 525–530 behavioral, 525, 527–528 interviews, 525, 526 MMPI-2, 525, 529 Neuroticism/Extraversion/Openness
Personality Inventory (NEO-PI), 525, 528 personality inventories, 525, 528–530 projective tests, 525, 526–527 Rorschach inkblots, 525, 526–527 TAT (Thematic Apperception Test), 525, 527 types of, 525
Personality differences, gender and, 398 Personality disorders, 565–567
antisocial personality disorder (ASPD), 566 borderline personality disorder (BLPD), 566 causes of, 566–567 defined, 565–566 genetic factors, 566–567 types of, 566
Personality inventories, 525, 528–530 defined, 528 Eysenck Personality Questionnaire, 525, 529
Subject Index SI-15
Multiphasic Personality Inventory, Version II (MMPI-2), 525, 529
Myers-Briggs Type Indicator (MBTI), 525, 529 Neuroticism/Extraversion/Openness Personal-
ity Inventory (NEO-PI), 525, 528 problems with, 530
Personality psychology, B6 Personalization, 588 Personal unconscious, 508 Person-centered therapy, 574, 580–581
basic elements, 580–581 characteristics of, 590 evaluation of, 582 motivational interviewing, 581
Persuasion, 467–468 Pessimists, 439, 449 PET. See Positron emission tomography (PET) Pezdek, Kathy, 244 Phallic stage, 507–508 Phantom limb pain, 114 Phantoms in the Brain (Ramachandran), 81 Ph.D. degree, B3 Phenelzine sulfate (Nardil), 601 Phenylketonuria (PKU), 309, 310 Phi phenomenon, 125 Phobias, 184, 547–548
behaviorism and, 11–12 classical conditioning of, 183 desensitization therapy and, 585 exposure therapies for, 586 scientific names, 548 virtual reality exposure therapy for, 606–607
Phobic disorders, 547–548 agoraphobia, 548 social phobias (social anxiety disorders), 547 specific phobias, 547, 548
Phonemes, 294 Photographic memory, 224 Photons, 96 Photoreactive keratectomy (PRK), 97 Photoreceptors, 98 Phrenology, 531 Physical aging, 344 Physical attractiveness, 482 Physical dependence, on drugs, 158–159 Physical development
adolescence, 335 adulthood, 339–340 infancy and childhood development, 317–320
Physical exercise, for cognitive health, 299–301 Physical sexual problems, 409–410 Physical side of human sexuality, 388–390 Physiological components of hunger, 365–367 Physiological factors, stress and health, 430–444 Physiological needs, 362 Physiological psychology, 15, B6 Physiology of emotion, 371–373 Piaget, Jean, 295–296, 320–324, 335–336 Picasso, Pablo, 224 PID. See Pelvic inflammatory disorder (PID) Pineal gland, 64, 65 Pinel, Philippe, 576 Pinna, 105, 106 Piriform cortex, 113 Pitch, 104, 106–107
Pituitary gland, 63–65, 72 PKU. See Phenylketonuria (PKU) Placebo effect, 31–32 Placenta, 313 Place theory, 107 Plagiarism, PIA14 Plateau phase, 399–400 Plato, 6 Pleasure principle, 505 PNS. See Peripheral nervous system (PNS) Polygenic inheritance, 309 Polygon, frequency, A3, A4 Pons, 72
dreams and, 151–152 Pontac, Ellen, 405 Population, 25 Positively skewed distribution, A3, A7 Positive psychology, 207–209, 516 Positive regard, 515 Positive reinforcement, 159, 189, 194–195 Positive symptoms, of schizophrenia, 563 Positron emission tomography (PET), 15, 70–71,
151 Postconventional morality, 337 Posttraumatic stress disorder (PTSD), 547,
550–551 and DSM-5, 547, 549 emerging techniques and, 604 evidence-based treatment for, 595 eye-movement desensitization and reprocessing
for, 586 learned helplessness and, 209 virtual reality therapy for, 607
Poverty, stress and, 441 Power distance, culture and, 524 Power needs, 356–357 Practical intelligence, 276 Practicum, B3 Pragmatics, 295 Prebyopia, 97 Preconventional morality, 337 Prediction, 5, 21 Preferential looking, 317 Prefrontal cortex
emotions and, 373 memory and, 249
Prefrontal lobotomy, 603–604 Pregnancy, alcohol and, 163 Prejudice
defined, 476 discrimination and, 476–477 equal status contact, 480 how people learn, 477–479 in-groups, 477, 478 intergroup contact and, 480 "jigsaw classroom," 480–481 out-groups, 477, 478 overcoming, 479–481 realistic conflict theory of, 477–478 scapegoating, 477 social cognitive theory and, 477 social identity theory of, 478–479 stereotype vulnerability, 479 types of, 476–477
Premarital sex, 403
Premature (early) ejaculation, 411 Prenatal development, 312–316
chromosomes, 308 DNA (deoxyribonucleic acid), 308 embryonic period, 314–315 fertilization, 312 fetal period, 315 genes, 308–309 genetic and chromosome problems, 309–310 germinal period, 313–314 twinning, 312–313 zygote, 312
Preoperational stage of cognitive development, 321, 322–323
Pressure, 425–426 perception of, 113–114
Presynaptic terminals, 47 Preterm baby, 315 Price, Jill, 245 Primacy effect, 471 Primary appraisal, 435 Primary auditory cortex, 78 Primary drives, 355 Primary effect, 238 Primary reinforcer, 188 Primary sex characteristics, 335, 388 Primary visual cortex, 78 Priming, 230, 235 The Princess Bride (film), 346 Principles of Psychology ( James), 7 Prison guard experiment, 488–489 PRK. See Photoreactive keratectomy (PRK) Proactive interference, 248 Problem-focused coping, 445 Problem solving, 266–268
algorithms, 267 confirmation bias, 270–271 creativity, 271–273 decision making and, 266 defined, 266 difficulties in, 270–273 functional fixedness, 270 heuristics, 267–268 insight, 268, 270 mental sets, 270 trial and error (mechanical solutions),
266–267 Procedural memory, 230, 249 Procrastination, strategies to defeat,
PIA5–PIA6 Prognosis, 539 Progressive muscle relaxation, 446–447 Projection, 506 Projective tests, 525, 526–527 Proprioceptors, 116 Prosocial behavior, 490–493
altruism, 490–491 bystander effect, 491–492 decision points in helping behavior, 492–493 diffusion of responsibility, 492
Prosser, Inez Beverly, 9 Prostate gland, 388 Protected setting, 595 Proteins, memory formation and, 249 Prototypes, 265–266
SI-16 Subject Index
Proximity, 119, 482 Psychiatric social workers, 18, B3 Psychiatrists, 18, B3 Psychoactive drugs, 158–167
alcohol, 162–163 defined, 158 depressants, 159, 162–165, 167 drug tolerance, 158 hallucinogens, 159, 165–167 marijuana, 166–167 narcotics, 164–165 physical dependence, 158–159 psychological dependence, 158, 159 stimulants, 159, 160–162, 167 withdrawal, 158
Psychoanalysis, 10–11, 508, 577–579 evaluation of, 578–579
Psychobiology, 15 Psychodynamic perspective, 14, 502, 503–510
on abnormality, 541 criticism of, 509–510 evaluation of, 578–579
Psychodynamic therapy, 579 characteristics of, 590
Psychogenic sexual dysfunction, 410 Psychological aging, 344 Psychological defense mechanisms, 506 Psychological dependence, on drugs, 158, 159 Psychological disorders, 536–573
abnormality, defined, 539–540 abnormality, models of, 541–543 anxiety disorders, 547–552 biomedical therapy, 577, 598–605 brief history of, 538–539 common, 544 defined, 540 diagnosing and classifying, 543–545 dissociative disorders, 559–560 eating disorders, 556–558 in DSM-5, 544 mood disorders, 522–555 occurrence in U.S., 545 personality disorders, 565–567 psychoanalysis, 577–579 psychotherapy, 577–598 schizophrenia, 562–565 therapy, 576–577 virtual reality therapies, 606–607
Psychological factors, in sexual dysfunction, 410 Psychological models of abnormality, 541–542 Psychological needs, 356–358 Psychological professionals, types of, B3–B4 Psychological research. See also Scientific method
ethics of, 33–37 Psychological sexual problems, 409–410 Psychological side of human sexuality.
See Gender Psychological stressors, 425–429
conflict, 428–429 frustration, 426–427 pressure, 425–426 uncontrollability, 426
Psychological therapies, 574–611 behavior therapies, 584–588 cognitive therapies, 588–590
cultural, ethnic and gender concerns in, 596–598
cybertherapy, 598 early days of, 576–577 effectiveness of, 593–596 group therapies, 590–592 humanistic therapy, 579–582 psychoanalysis, 577–579 virtual reality therapies, 606–607
Psychologists, 17–18, B3–B4 Psychology
African-American roots, 8–9 applied, B1–B14 areas of specialization, B5–B6 biological, 46 as career, B2–B6 clinical, B5 cognitive, 10, 12 community, B8–B9 comparative, B6 consumer, 458 counseling, B5 cultural, 15 defined, 4 developmental, B5 educational, B7 education and, B7 environmental, B9 experimental, B5 field of, 4 forensic, B1, B8 Gestalt, 9–10 goals of, 4–6 health, B7 history of, 6–12 human factors, B9–B10 industrial/organization (I/O), B9 interaction with other fields, B6–B9 law and, B8 military and, B8 modern perspectives, 13–17 neuropsychology, B6 personality, B6 physiological, B6 positive, 207–209 school, B7 science of, 2–43 scientific method, 4, 20–33 social, 15, B6 sports, B7–B8, B12 work and, B9–B11 work settings/subfields of, 17–18
Psychology and Industrial Efficiency (Munsterberg), B10
Psychology student’s syndrome, 545 Psychoneuroimmunology, 430–431 Psychopathology, 538
personality and, 523 The Psychopathology of Everyday Life (Freud),
503 Psychopharmacology, 598–602
antianxiety drugs, 599, 600 antidepressant drugs, 599, 600–601 antimanic drugs, 599, 600 antipsychotic drugs, 599–600
types of drugs used in, 599 Psychosexual stages of personality development,
506–508 Psychosocial development, 364, 509
adolescence, 337–338 adulthood, 341–343 infancy and childhood development, 328–334
Psychosurgery, 603–604 Psychotherapy, 11, 577
characteristics of, 590 cultural, ethnic and gender concerns in, 596–598 cybertherapy, 598 effectiveness, studies of, 593–594 effective therapy, characteristics of, 594–595
Psychotic disorder, 562 Psy.D degree, B3 Ptolemy, 125 PTSD. See Posttraumatic stress disorder (PTSD) Puberty, 335, 388, 389, 508 Punishment, 194–199
by application, 195 consistent, 198 defining, 194 making more effective, 198 problems with, 196–197 by removal, 195–196, 197, 202–203
Pupil, 97 Puzzle box, 186–187 Pygmalion in the Classroom (Rosenthal &
Jacobson), 32
Q Quillian, M. Ross, 232
R Raccoons, operating conditioning used on,
200–201 Race, 292. See also Prejudice
electroconvulsive therapy and, 603 helping behavior and, 493
Ramachandran, V. S., 81 Ramón y Cajal, Santiago, 46 Ramsey, Charles, 452, 490 Random assignment, 30–31 Randomization, 30–31 Range, A7 Rapid eye movement. See under REM (rapid eye
movement) Rapid-smoking technique, 585 RAS. See Reticular activating system (RAS) Rat brain, 77 Ratey, John, 300 Rating scale, 528 Rational emotive behavior therapy (REBT), 589
characteristics of, 590 Rational emotive therapy, 574 Rationalization, 506 Rational therapy, 574 Ratio schedule, 191, 192 Rats, latent learning in, 205–206, 207 Rayner, Rosalie, 11 Reaction formation, 506 Realistic conflict theory of prejudice, 477–478 Reality principle, 505 Real self, 515, 580
Subject Index SI-17
REBT. See Rational emotive behavior therapy (REBT)
Recall, 236–238 Recency effect, 238 Receptive-productive lag, 325 Receptor sites, 51 Recessive genes, 102–103, 308–309 Reciprocal determinism, 512–513 Reciprocity of liking, 483 Recognition, 236, 238–240 Red-green color deficiency, 102 Reflection, 581 Reflex, 11, 177, 317, 318 Reflex arc, 57 Refractory period, 400 Regression, 506 Reilly, David, 394 Reinforcement, 174, 187–189, 587
contingency contracting, 587 schedules of, 190–194 token economies, 587
Reinforcement value, 514 Reinforcers, 180, 188
primary, 188 secondary, 188
Relatedness, 363 Relationships
forming, 341 between men and women, 16–17
Relative size, 120, 121 Relaxation, 446–447 Relaxation training, B12 Reliability
of assessment, 279, 527 of memory, 241–245
Religion coping and, 447–448 sexual dysfunction and, 410
REM (rapid eye movement) behavior disorder, 146
REM (rapid eye movement) myth, 145 REM (rapid eye movement) rebound, 145 REM (rapid eye movement) sleep, 141–144,
145–146 dreams and, 145 purpose of, 145–146
Repetitive transcranial magnetic stimulation (rTMS), 68, 604
Replicating research, 22 Reporting results, 21–22 Representativeness heuristic, 267 Representative sample, 25 Repression, 10, 250, 506, 541 Rescorla, Robert, 185 Research. See also Scientific method
applied, 18 basic, 18 crosscultural, 15 Internet and, PIA14 psychological, 33–37 split-brain, 82–84
Research designs, 306, 307 cross-sectional design, 306, 307 cross-sequential design, 306, 307 longitudinal design, 306, 307
Research studies, sources of, 58–59 Resistance, 578 Resistance stage, 430, 431 Resolution phase, 400 Response, 177 Resting potential, 49 Restorative theory of sleep, 141 Reticular activating system (RAS), 73 Reticular formation (RF), 72, 73 Retina, 97
division of, 99–100 parts of, 98
Retrieval, 220, 235–241 constructive processing view of, 242 reconstructive nature of, 241–245
Retrieval cues, 235–236 Retrieval problems, 237, 242–244 Retroactive interference, 248 Retrograde amnesia, 250–251 Reuptake, 54–55 Reversible figures, 119 Reward pathway, 159 RF. See Reticular formation (RF) Rice, Janet, 198 Right hemisphere, 82–84 Rioting, 477 Rituals/rites, 448 Road rage, 441 "Robber’s Cave" study, 480 Robinson, F. P., PIA7 Rods, 98–99 Rogers, Carl, 14, 514–516, 574, 580–581 Rohypnol, 162 Romantic love, 485 Roosevelt, Eleanor, 516 Rooting reflex, 318 Rorschach, Hermann, 526 Rorschach inkblots, 525, 526–527 Rosch-Heider, Eleanor, 296 Rosenhan, David, 544 Rosenman, Ray, 437 Rosenthal, Robert, 32 Rotating Snakes illusion, 125–126 Rote learning, 229 Rotter, Julian, 513–514 Rouge test, 332 rTMS. See Repetitive transcranial magnetic
stimulation (rTMS) Russia, AIDS epidemic in, 414–415 Rutherford, Ernest, 107 Ryan, Richard, 363–364
S Sacks, Oliver, 78 SAD. See Seasonal affective disorder (SAD) Safety needs, 362 Salovey, Peter, 289 Sample, A2
representative, 25 Sanchez, George ( Jorge), 8 Sapir, Edward, 296 Sapir-Whorf hypothesis, 296 SARIs. See Serotonin antagonist/reuptake inhibi-
tors (SARIs) Saturation, 96
Scaffolding, 324 Scapegoating/scapegoats, 427, 477 Scatterplots, 28 Schachter, Stanley, 377, 378 Schachter-Singer cognitive arousal theory of emo-
tion, 377, 380 Schedules of reinforcement, 190–194 Schema, 266, 294, 472 Schemes, 321
gender schema theory and, 396–397 Schizophrenia, 562–565
brain imaging and, 69 catatonic, 563 categorization of, 544 causes of, 563–565 cognitive exercises and, 299–300 defined, 562 delusions, 562 drug treatment of, 595, 599–600 electroconvulsive therapy for, 602 genetics and, 16, 564–565 glial cells and, 47 hallucinations, 563 negative symptoms, 563 occurrence of, 545 positive symptoms, 563 psychotherapy for, 602 stress-vulnerability model, 565 symptoms, 562–563
School psychology, B7 School shootings, 490 Schwann cells, 48 Science, sex differences in, 394 Scientific method, 4, 20–33
correlations, 27–28 descriptive methods, 22–26 experiment, 29–33 five steps of, 20–22
Scott, Walter D., B10 Scripts, 266 Scrotum, 388 SD. See Standard deviation (SD) SDT. See Self-determination theory (SDT) Sears, Robert, 288 Seasonal affective disorder (SAD), 553 Secondary appraisal, 435–436 Secondary drives, 355 Secondary reinforcer, 188 Secondary sex characteristics, 335, 389–390 Secular trend, 389 Secure attachment, 329–330 Seeing. See also Sight
defined science of, 96–103
Segall, Marshall, 124–125 Selection, for experiment, 29 Selective attention, 225–226 Selective norepinephrine reuptake inhibitors
(NRIs), 601 Selective serotonin reuptake inhibitors (SSRIs),
55, 558, 601 Selective thinking, 588 Self, 515
ideal and real, in Roger’s theory, 515 intelligence and sense of, 287, 288
SI-18 Subject Index
Self-actualization, 14, 361–363 Self-actualizing tendency, 515–516 Self-concept, 332, 515–516 Self-consciousness, adolescence and, 336 Self-determination theory (SDT),
363–364 Self-efficacy, 512–513 Self-esteem, 358, 513 Self-fulfilling prophecy, 479 Self-help groups, 591 Self-perception theory, 469–470 Self-theory of motivation, 357–358 Seligman, Martin, 205, 207–209, 439–440,
449–450 Selye, Hans, 421 Semantic memory, 231
brain and, 249 Semantic network model, 233 Semantics, 295 Semicircular canals, 116 Semipermeable membrane, 48 Senile dementia, 251 Sensate focus, 411 Sensation
absolute threshold, 93 chemical senses, 109–113 defined, 92 difference threshold, 92–93 habituation, 94 hearing, 104–108 just noticeable differences (jnd), 92–93 olfaction, 109, 112–113 sensory adaptation, 94–95 sight, 96–103 somesthetic senses, 113–116 subliminal perception, 94 synesthesia, 90 taste, 109–111 transduction, 92
Sensation seeker, 360 Sensing/intution (S/N), 529 Sensorimotor stage of cognitive development,
321, 322 Sensory adaptation, 94–95 Sensory conflict theory, 116 Sensory development, infancy and childhood
development, 317–320 Sensory memory, 222–225
echoic, 224–225 iconic, 223–224
Sensory pathway, 60 Sensory receptors, 92 Sensory thresholds, 92–94 Separation, 442–443 Separation anxiety, 329 September 11, 2001 attacks, 421–422, 432, 447,
456 Serial position effect, 237–238 Serotonin antagonist/reuptake inhibitors (SARIs),
601 Serotonin (5-HT), 52, 53, 300
aggression and, 488 drugs and, 54–55 mood disorders and, 554–555 sleep and, 139
Serotonin-norepinephrine reuptake inhibitors (SNRIs), 601
Serotonin partial agonist/reuptake inhibitors (SPARIs), 601
Sertraline (Zoloft), 601 Sex chromosomes, 308 Sex differences, in science and math, 394 Sexism, 397 Sex-linked inheritance, 102–103 Sexual behavior, types of, 402–404 Sexual behavior surveys
explaining findings, 404 Janus, 403–404 Kinsey, 402–403
Sexual characteristics development of, 390 primary, 388 secondary, 389–390
Sexual content, in dreams, 153 Sexual desire/arousal disorders, 410 Sexual dysfunction/problems, 409–411
causes and influences, 410–411 paraphilias, 410 prevalence of, 411
Sexuality female primary sex characteristics, 388 female secondary sex characteristics, 389 male primary sex characteristics, 388 male seconary sex characteristics, 389–390 physical side of, 388–390 primary sex characteristics, 388 psychological side of, 390–398 secondary sex characteristics, 389–390 sexual dysfunction, 409–411 sexually transmitted infections (STIs), 411–415 sexual orientation, 404–409 sexual response, 399–401 types of sexual behavior, 402–404
Sexually transmitted infections (STIs), 411–415
AIDS (acquired immune deficiency syndrome), 411–413, 414–415
chlamydia, 411, 412 genital herpes, 412 genital warts, 412 gonorrhea, 412 syphilis, 412
Sexual orientation, 16, 404–409 bisexual, 405, 406 defined, 404 development of, 406–408 heterosexual, 402, 405, 406 homosexual, 402, 405, 406
Sexual response, 399–401 excitement, 399 observational study of, 401 orgasm, 400 plateau, 399–400 resolution, 400
s factor (specific intelligence), 274 SfN. See Society for Neuroscience (SfN) Shadow, 509 Shape constancy, 118 Shaping, 199–200, 212–213 Sheep brain, 77
Sherif, Muzafer, 454 Sherlin, Leslie, B12 Shock experiment, Milgram’s, 461–463 Shorey, George, 15 Short-term memory (STM), 223, 225–228
brain and, 249 capacity, 226–227 chunking, 227 defined, 225 encoding, 226 interference in, 228 maintenance rehearsal, 228 selective attention, 225–226
Shy personality, 512 Sickle-cell anemia, 309 SIDS (sudden infant death syndrome), 149 Siegel, Jerry, 139 Sight, 93, 96–103
brightness, 96 color, 96, 100–103 dark adaptation, 100 how the eye works, 99–100 light, perceptual properties of, 96 light adaptation, 100 night blindness, 100 saturation, 96 structure of the eye, 96–99 visible spectrum, 96
Sigma, A5 Signature wounds, 283 Significant difference, A10 Similarity, 482 Similiarity, 119 Simon, Théodore, 277 Simple cells, 123 Singer, Jerome, 377, 378 Single-blind study, 32 Single photon emission computed tomography
(SPECT), 71 Situational cause of behavior, 473 Situational context, 539 The Sixteen Personality Factor (16PF) Question-
naire, 519, 525, 529 Size constancy, 118 Skewed distribution, A3–A4, A6 Skinner, B. F., 14, 187 Skinner box, 188 Skin senses, 113–115
defined, 113 Sleep, 138–149. See also Dreams
adaptive theory of, 141 biology of, 138–141 body temperature and, 139 circadian rhythms, 138 deep, 144–145 delta waves, 144–145 lack of, 140–141 length required, 139 light, 144 melatonin and, 138–139 memory and, 254–255 memory and learning and, PIA13–PIA14 microsleeps, 140 REM sleep, 142–144, 145–146 requirements, 139
Subject Index SI-19
restorative theory of, 141 sleep disorders, 146–149 sleep spindles, 144 sleep-wake cycles, 138 stages of, 142–146 typical night’s sleep, 144
Sleep apnea, 149 Sleep deprivation, 140–141 Sleep disorders, 146–149
circadian rhythm disorders, 149 enuresis, 149 hypersomnia, 149 insomnia, 148 narcolepsy, 149 nightmares, 146–147 night terrors, 146–147, 149 nocturnal leg cramps, 149 REM behavior disorder, 146 restless leg syndrome, 149 sleep apnea, 149 sleepwalking, 147–148, 149
Sleep paralysis, 145 Sleep spindles, 144 Sleep-wake cycle, 138 Sleepwalking (somnabulism), 147–148, 149 Slow to warm up temperament, 328 Slow-wave sleep, 144–145 Smell, 93, 109, 112–113
development of, 318 SMS. See Space motion sickness (SMS) SNRIs. See Serotonin-norepinephrine reuptake
inhibitors (SNRIs) Social anxiety disorder (social phobia), 547, 586
group therapy for, 592 therapy for, 595
Social browsing, 484 Social categorization, 471, 478–479 Social cognition, 465–475
attitude change, 467–468 attitude formation, 467 attitudes, 465–468 attribution, 473–475 cognitive dissonance, 468–470 defined, 465 implicit personality theories, 472–473 impression formation, 471 social categorization, 471
Social cognitive learning theorists, 512 Social cognitive theorists, 512 Social cognitive theory
on hypnosis, 157 on personality, 512–514 on prejudice, 477
Social comparison, 477, 479 Social components of hunger, 367–368 Social differences, gender and, 398 Social facilitation, 457–458 Social factors in stress, 441–443 Social identity, 479 Social identity theory, 478–479 Social impairment, 458 Social influence, 454–464
compliance, 458–461 conformity, 454–457 defined, 454
deindividuation, 458 group behavior, 457–458 group polarization, 457 groupthink, 456–457 informational, 456, 457 normative, 456, 457 obedience, 461–464 social facilitation, 457–458 social impairment, 458 social loafing, 457–458
Social interaction, 476–481 prejudice and discrimination, 476–481 prosocial behavior, 490–493 scapegoating, 477
Social learning theory, 513–514 gender and, 396
Social loafing, 457–458 Social neuroscience, 494–495 Social norm deviance, 539 Social psychologists, 359, B8 Social psychology, 15, 452–499, B6
aggression, 487–490 interpersonal attraction, 482–486 prosocial behavior, 490–493 social cognition, 465–475 social influence, 454–464 social interaction, 476–481 social neuroscience, 494–495
Social Readjustment Rating Scale (SRRS), 422, 423, 424
Social role-playing, hypnosis as, 157 Social roles, aggression and, 488–489 Social searching, 484 Social support, religion and, 447–448 Social-support system, 443 Society for Neuroscience (SfN), 58, 59 Sociobiologists, on altruism, 491 Sociocultural factors, in sexual dysfunction, 410 Sociocultural perspective, 15
on abnormality, 542 Soma, 46 Somatic nervous system, 60–61 Somatic pain, 113–114 Somatosensory cortex, 77, 78, 79 Somesthetic senses, 113–116
defined, 113 Somnabulism, 147–148, 149 Sonogram, 315 Sound, perception of, 104–105 Sound waves, 104, 105 Source traits, 518 Space motion sickness (SMS), 116 Spanking, 197, 198–199 SPARIs. See Serotonin partial agonist/reuptake
inhibitors (SPARIs) Spark: The Revolutionary New Science of
Exercise and the Brain (Ratey & Hagerman), 300
Spatial neglect, 81 Spearman, Charles, 274 Specific phobia, 547 SPECT. See Single photon emission computed
tomography (SPECT) Sperling, George, 223–224 Sperling’s test, 223–224
Sperm, 389 Spermarche, 389 Sperry, Roger, 82–84 Spinal cord, 57 Spinal cord reflex, 57 Spinocerebellar degeneration, 73 Split-brain research, 82–84 Spontaneous abortion, 315 Spontaneous recovery, 180, 181, 200 Sports psychologists, 359, B12 Sports psychology, B7–B8, B12 Springer, James Arthur, 500, 522 SQ3R method, PIA1, PIA7–PIA8, PIA13 SRRS. See Social Readjustment Rating Scale
(SRRS) SSRIs. See Selective serotonin reuptake inhibitors
(SSRIs) Stagnation, 341 Standard deviation (SD), 280, A7–A9 Standardization of tests, 279 Stanford-Binet Intelligence Scales, 277 Stanford Hypnotic Susceptibility Scale, 155 Stanford prison experiment, 458, 488–489 Startle reflex, 318 State-dependent learning, 236 Statistical deviance, 539 Statistical significance, A10 Statistics, A1–A13
analysis of variance, A10 bell curve, A3 bimodal distributions, A4, A6 central tendency, measures of, A2, A5–A6 chi-square tests, A10 correlation, defined, A10 correlation coefficient, A11–A12 defined, A2 descriptive, A2–A9 frequency distribution, A2–A3 frequency polygon, A3 F-test, A10 histogram, A2 inferential, A9–A12 negatively skewed distribution, A3 normal curve, A3–A4, A8 polygon, A3, A4 positively skewed distribution, A3, A7 sample, A2 sigma, A5 significant difference, A10 skewed distributions, A3–A4, A6 statistic, defined, A1–A2 statistical significance, A10 t-test, A10 variability, measures of, A2, A6–A9 z-score, A9
Stem cells, 59–60, 314 STEM (science, technology, engineering and
math), sex differences and, 394 Stepping reflex, 318 Stereotype, 32–33, 397, 471
gender, 397 Stereotype threat, 292, 479 Stereotype vulnerability, 479 Stern, William, 277 Sternberg, Robert, 276, 484–486
SI-20 Subject Index
Stimulants, 159, 160–162, 167 amphetamines, 160, 167 caffeine, 161–162, 167 cocaine, 160–161, 167 nicotine, 161, 167
Stimulatory hallucinogens, 166 Stimulus, 177 Stimulus control, 199 Stimulus discrimination, 180 Stimulus generalization, 179–180 Stimulus motive, 359 Stimulus substitution, 185 Stirrup (stapes), 105–106 STIs. See Sexually transmitted infections (STIs) Storage, memory, 220 Stranger anxiety, 329 Stress
acculturative, 442 acute stress disorder, 547 burnout, 442 cancer and, 433–434, 438 coping with, 444–448 coronary heart disease and, 432–433, 437–438 culture and, 442–443 defined, 420 diabetes and, 433 duration of illness and, 432 eating and, 368 emotion-focused coping, 445–446 general adaptation syndrome (GAS), 430, 431 health and, 430–444 heart disease and, 432–433 immune system and, 430–435 influence of cognition and personality on,
435–440 job, 441–442 laughter and, 418 Lazarus’s cognitive appraisal approach and,
435–436 meditation, as coping mechanism, 446–447 optimists and, 439–440, 449–450 personality factors in, 436–439 pessimists and, 439–440 posttraumatic stress disorder, 547 poverty and, 441 primary appraisal, 435 problem-focused coping, 445 secondary appraisal, 435–436 social factors in, 441–443 social-support system, 443
Stress disorders acute stress disorder (ASD), 547, 550–551 causes of, 550–551 posttraumatic stress disorder (See Posttraumatic
stress disorder (PTSD)) Stress hormones, 62 Stressors, 420–421
distress, 420 environmental, 421–424 eustress, 420–421 primary appraisal, 435 responses to, 436 secondary appraisal, 435–436
Stress-vulnerability model of schizophrenia, 565 String problem, 270, 272
Stroboscopic motion, 125 Structuralism, 7 Study methods, PIA4–PIA5
action methods, PIA5 auditory methods, PIA5 note taking, PIA9 questions, PIA& reading, PIA7–PIA8 recall/review, PIA8 reciting, PIA8 reflection, PIA8 surveying, PIA7 textbooks, reading, PIA6–PIA8 verbal methods, PIA5 visual methods, PIA5
Subgoals, 268 Subjective discomfort, 540 Subjective experience, 375 Subjective tests, 527, PIA12 Subject mapping, 272 Sublimation, 506 Subliminal perception, 94, 510 Subliminal stimuli, 94 Substance P, 115 Substitution (compensation), 506, 509 Successive approximation, 200 Sucking reflex, 318 Suggestibility, hypnotic, 154–155 Suicide, 553
antidepressants and, 602 Sullivan, Harry Stack, 579 Sumner, Francis Cecil, 8 Superego, 504, 505, 506 Supernatural visitations, 169 Supertasker, 271 Support groups, 591 Suprachiasmatic nucleus, 138 Surface traits, 518 Surveys, 24–26 Sympathetic division, of the autonomic nervous
system, 61–62 emotion and, 371–373, 376 stress and, 430
Synapse (synaptic gap), 51–52 Synaptic knobs, 47 Synaptic pruning, 317 Synaptic vesicles, 51 Synesthesia, 90, 165 Syntax, 294–295, 298 Syphilis, 412 Systematic desensitization, 585
T Taijin kyofusho, 552 Tardive dyskinesia, 599 Target audience, 468 Tarrier, Nick, 607 Task-management systems, 382–383 Taste, 93, 109–111
children’s preferences, 369–370 conditioned taste aversions, 184–185 development of, 318
Taste buds, 110 TAT. See Thematic Apperception Test (TAT) Taylor, Catherine, 198
Tay-Sachs disorder, 309 TBI. See Traumatic brain injury (TBI) tDCS. See Transcranial direct current stimulation
(tDCS) Telegraphic speech, 325 Television, aggression and violence on, 489–490 Telomeres, 344 Temperament, 328–329, 502 Temperature, perception of, 113–114 Temporal lobes, 77, 78
memory and, 249 mental images and, 263–264
Temporoparietal junction (TPJ) altruism and, 491, 495 competitive behavior and, 495
Teratogens, 314–315 Terman, Lewis M., 277, 287, 288 Terman’s Termites, 287, 288 Terminal buttons, 47 Test anxiety, 568–569 Test construction, 278–280 Testes, 64, 65, 388 Testicles, 388 Testosterone, 390
aggression and, 488 Test performance, athletes and, 32–33 Tetrahydrocannabinol (THC), 166 Text anxiety, 547 Texture gradient, 121 Thalamus, 72, 74–75
dreams and, 152 emotions and, 372
THC. See Tetrahydrocannabinol (THC) Thematic Apperception Test (TAT), 525, 527 Theory, 5 The Theory and Practice of Advertising
(Scott), B10 Theory X workers, B10 Theory Y workers, B10 Therapeutic alliance, 595 Therapy. See also Biomedical therapies; Psycho-
logical therapies defined, 587
Thesis, PIA15 Theta waves, 142 Thinking. See also Cognition; Critical thinking
convergent, 271–272 divergent, 272, 273 language and, 295–298
Thinking/feeling (T/F), 529 Thirst, 356 Thompson, Charles Henry, 9 Thorndike, Edward L., 186–187 Thought stopping, B12 "Three Approaches to Psychotherapy" (films), 574 Thyroid gland, 64, 65 Thyroxin, 65 Timbre, 104 Time management, PIA5–PIA6
test-taking and, PIA14 Time-management systems, 382–383 Time-outs, 202–203, 587 Time pressure, 425–426 Tinnitus, 107 Tip of the tongue (TOT) phenomenon, 237
Subject Index SI-21
Titchener, Edward, 7 TMS. See Transcranial magnetic stimulation (TMS) Token economy, 202, 587 Tolman, Edward, 205–206 Tomboys, 391–393 Tongue, taste buds, 110 Top-down processing, 127 Topic, paper, PIA14 TOT. See Tip of the tongue (TOT) phenomenon Touch, 93, 113–114
development of, 318 Tower of Hanoi, 231 TPJ. See Temporoparietal junction (TPJ) Tracts, 48 Trait perspective, 502–503, 518–520 Traits
defined, 518 source, 518 surface, 518
Trait-situation interaction, 520 Transcendence needs, 362 Transcranial direct current stimulation (tDCS),
68, 604 Transcranial magnetic stimulation (TMS), 67–68 Transduction, 92, 220 Transference, 578 Transgender, 406 Transgendered, 391 Transorbital lobotomy, 604 Transsexuals, 391 Tranylcypromine sulfate (Parnate), 601 Trauma- and stressor-related disorders, 547, 549, Trauma-related disorders, 545
causes of, 551–552 posttraumatic stress disorder (See Posttraumatic
stress disorder (PTSD)) Traumatic brain injury (TBI), 282 Treisman, Anne M., 225 Trephining, 538 Trial and error (mechanical solutions), 266–267 Triarchic theory of intelligence, 276 Trichromatic (three colors) theory, 100–101 Tricyclic antidepressants, 601 Trivers, Robert, 404 Truths, testing, 38 Trypanophobia, 547 Tsarnaev, Dzhokhar, 307 t-test, A10 Turner’s syndrome, 310 Twinning, 312–313 Twin studies, 290–291, 307
on depressive disorders, 555 on personality, 500, 522, 523 on schizophrenia, 564, 565 on sexual orientation, 407
Two-factor theory, 377 Tympanic membrane (eardrum), 105, 106 Type A Behavior and Your Heart (Freidman &
Rosenman), 437 Type A personality, 437, 439 Type B personality, 437, 439 Type C personality, 438, 439 Type 2 diabetes, stress and, 433 Type H personality, 438–439 Typical antipsychotics, 599
U UCR. See Unconditioned response (UCR) UCS. See Unconditioned stimulus (UCS) Ulcers, stress and, 430 Umami, 111 Umbilical cord, 313 Uncertainty avoidance, culture and, 524 Unconditional positive regard, 515, 580 Unconditioned response (UCR), 177, 178, 179 Unconditioned stimulus (UCS), 177, 178, 179,
180, 181, 185 Unconscious mind, 10, 504, 510
collective, 508–509 personal, 508
Uncontrollability, 426 Unification Church, 460 Unipolar disorder, 553 Unpredictability, stress and, 426 Uterus, 313, 388
V Vagina, 388 Vagus nerve, 377, 431 Validity, 279, 527 Validity scales, 529–530 Valium, 600 Valproic acid (Depakote), 600 Variability, measures of, A2, A5–A6
range, A7 standard of deviation, A7–A9
Variable interval schedule, 191, 192 Variable ratio schedule of reinforcement, 192,
193–194 Variables, 27, 29–30
confounding, 30 dependent, 30 independent, 29
Vasopressin, 64 Ventromedial hypothalamus (VMH), 366 Ventromedial prefrontal cortex (vmPFC), 208 Verbal/rhythmic organization, PIA18 Vestibular senses, 113, 116
defined, 113 Vicarious conditioning, 183
attitude formation and, 467 Vicary, James, 94 Video games, aggression and violent, 490 Violence
aggression and media, 489–490 workplace, B11
Virtual exposure therapies, 586 Virtual reality, 606 Virtual reality therapies, 606–607 Visceral pain, 113 Visible spectrum, 96 Vision
development of, 318–319 persistence of, 129
Visual accommodation, 97 Visual association cortex, 78 Visual cliff experiment, 319–320 Visual cortex, 77 Visualization, 447, B12 Vitreous humor, 97 VMH. See Ventromedial hypothalamus (VMH)
vmPFC. See Ventromedial prefrontal cortex (vmPFC)
Volley principle, 107 Volume, 104 Voluntary muscles, 60 von Békésy, Georg, 107 von Helmholtz, Hermann, 6, 100, 107 Vygotsky, Lev, 15, 295, 296, 324–325
W WAIS-IV. See Wechsler Adult Intelligence Scale
(WAIS-IV ) Wakefield, Andrew, 326 Waking consciousness, 136 Wald, George, 101 Walk, Michael, 319 Wall, Patrick, 114 Washburn, Margaret F., 7 Watson, Jessica, 304 Watson, John B., 11, 14, 183 Watts, James W., 604 Wear-and-tear theory of aging, 344 Weber, Ernst, 92 Weber’s Law, 93 Wechsler, David, 278 Wechsler Adult Intelligence Scale (WAIS-IV ),
278 Wechsler Intelligence Scale for Children
(WISC-IV ), 278 Wechsler Intelligence Tests, 277, 278, 280 Wechsler Preschool and Primary Scale of Intel-
ligence (WPPSI-IV ), 278 Weight set point, 366–367 Wernicke, Carl, 80 Wernicke’s aphasia, 81 Wernicke’s area, 77, 80–81 Wertheimer, Max, 9–10 Western Collaborative Group Study, 437 Western Electric Company, B10 Wever, Ernest, 107 White, Shaun, 62 White matter, 69 Whitman, Charles, 487 WHO. See World Health Organization (WHO) Whole sentences, 325 Whorf, Benjamin Lee, 296 Wiesel, Torsten, 123 Williams, Brad, 218, 221, 245 Williams, Rose, 604 Winkte, 391 WISC-IV. See Wechsler Intelligence Scale for
Children (WISC-IV ) Withdrawal, 158, 427 Womb envy, 509 Women. See also under Female; Gender
depression and, 553 eating disorders and, 558 effect of alcohol on, 163 panic attacks and, 549 in psychology, 8 sexual behavior of, 404 stereotype threat and, 479
Word salad, 562 Working backward, 268 Working memory, 226, 300
SI-22 Subject Index
Workplace violence, B11 Work settings, 17 World Health Organization (WHO), 412 WPPSI-IV. See Wechsler Preschool and Primary
Scale of Intelligence (WPPSI-IV ) Wundt, Wilhelm, 6–7, B10
X Xanax, 600 Xanga, 483
Y Yerkes, Robert, B10 Yerkes-Dodson law, 359 Young, Thomas, 100 Young adulthood, 339
Z Zimbardo, Philip, 488–489 Zone of proximal development (ZPD), 324–325 z score, A9
Zucker, Ken, 408 Zuckerman-Kuhlman Personality Questionnaire,
360 Zygote, 312
- Cover
- Title Page
- Copyright Page
- Contents
- Preface
- About the Authors
- Psychology in action secrets for surviving college and improving your grades
- Study Skills
- Study Methods: Different Strokes for Different Folks
- When and Where Do You Fit in Time to Study
- Mastering the Course Content
- Reading Textbooks: Textbooks Are Not Meatloaf
- Getting the Most Out of Lectures
- Demonstrating Your Knowledge: Tests and Papers
- Studying for Exams: Cramming is Not an Option
- Writing Papers: Planning Makes Perfect
- Applying Psychology to Everyday Life: Strategies for Improving Your Memory
- Psychology in action summary
- Test Yourself
- 1 The science of psychology
- What Is Psychology?
- Psychology's Goals
- Psychology Then: The History of Psychology
- In the Beginning: Wundt, Introspection, and the Laboratory
- Titchener and Structuralism in America
- William James and Functionalism
- Issues in psychology: Psychology's African American Roots
- Gestalt Psychology: The Whole Is Greater Than the Sum of Its Parts
- Sigmund Freud's Theory of Psychoanalysis
- Pavlov, Watson, and the Dawn of Behaviorism
- Psychology Now: Modern Perspectives
- Psychodynamic Perspective
- Behavioral Perspective
- Humanistic Perspective
- Cognitive Perspective
- Sociocultural Perspective
- Biopsychological Perspective
- Evolutionary Perspective
- Psychological Professionals and Areas of Specialization
- Psychology: The Scientific Methodology
- The Five Steps of the Scientific Method
- Descriptive Methods
- Correlations: Finding Relationships
- The Experiment
- Issues in psychology: Stereotypes, Athletes, and College Test Performance
- Ethics of Psychological Research
- The Guidelines for Doing Research With People
- Animal Research
- Applying Psychology to Everyday Life: Thinking Critically About Critical Thinking
- Chapter Summary
- Test Yourself
- 2 The biological perspective
- Neurons and Nerves: Building the Network
- Structure of the Neuron: The Nervous System's Building Block
- Generating the Message Within the Neuron: The Neural Impulse
- Sending the Message to Other Cells: The Synapse
- Neurotransmitters: Messengers of the Network
- Cleaning Up the Synapse: Reuptake and Enzymes
- An Overview of the Nervous System
- The Central Nervous System: The "Central Processing Unit"
- Psychology in the news: Fact or Fiction: Focus on the Brain, but Check Your Sources!
- The Peripheral Nervous System: Nerves on the Edge
- Distant Connections: The Endocrine Glands
- The Pituitary: Master of the Hormonal Universe
- The Pineal Gland
- The Thyroid Gland
- Pancreas
- The Gonads
- The Adrenal Glands
- Looking Inside the Living Brain
- Lesioning Studies
- Brain Stimulation
- Mapping Structure
- Mapping Function
- From the Bottom Up: The Structures of the Brain
- The Hindbrain
- Structures Under the Cortex: The Limbic System
- The Cortex
- The Association Areas of the Cortex
- Classic studies in psychology: Through the Looking Glass—Spatial Neglect
- The Cerebral Hemispheres: Are You in Your Right Mind?
- Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder
- Chapter Summary
- Test Yourself
- 3 Sensation and perception
- The ABCs of Sensation
- What Is Sensation?
- Sensory Thresholds
- Habituation and Sensory Adaptation
- The Science of Seeing
- Perceptual Properties of Light: Catching the Waves
- The Structure of the Eye
- How the Eye Works
- Perception of Color
- The Hearing Sense: Can You Hear Me Now?
- Perception of Sound: Good Vibrations
- The Structure of the Ear: Follow the Vibes
- Perceiving Pitch
- Types of Hearing Impairments
- Chemical Senses: It Tastes Good and Smells Even Better
- Gustation: How We Taste the World
- The Sense of Scents: Olfaction
- Somesthetic Senses: What the Body Knows
- Perception of Touch, Pressure, Temperature, and Pain
- Pain: Gate-Control Theory
- The Kinesthetic Sense
- The Vestibular Sense
- The ABCs of Perception
- The Constancies: Size, Shape, and Brightness
- The Gestalt Principles
- Depth Perception
- Perceptual Illusions
- Other Factors That Influence Perception
- Applying Psychology to Everyday Life: Beyond "Smoke and Mirrors"—The Psychological Science and Neuroscience of Magic
- Chapter Summary
- Test Yourself
- 4 Consciousness
- What Is Consciousness?
- Definition of Consciousness
- Altered States of Consciousness
- Sleep
- The Biology of Sleep
- The Stages of Sleep
- Sleep Disorders
- Psychology in the news: Murder While Sleepwalking
- Dreams
- Freud's Interpretation: Dreams as Wish Fulfillment
- The Activation-Synthesis Hypothesis
- What Do People Dream About?
- The Effects of Hypnosis
- Steps in Hypnotic Induction
- Fact or Myth: What Can Hypnosis Really Do?
- Theories of Hypnosis
- The Influence of Psychoactive Drugs
- Dependence
- Stimulants: Up, Up, and Away
- Down in the Valley: Depressants
- Hallucinogens: Higher and Higher
- Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other Things That Go Bump in the Night
- Chapter Summary
- Test Yourself
- 5 Learning
- Definition of Learning
- It Makes Your Mouth Water: Classical Conditioning
- Pavlov and the Salivating Dogs
- Elements of Classical Conditioning
- Putting It All Together: Pavlov's Canine Classic, or Tick Tock Tick Tock
- Conditioned Emotional Responses: Rats!
- Biological Influences on Conditioning
- Why Does Classical Conditioning Work?
- What's in It for Me? Operant Conditioning
- Frustrating Cats: Thorndike's Puzzle Box and the Law of Effect
- B. F. Skinner: The Behaviorist's Behaviorist
- The Concept of Reinforcement
- Schedules of Reinforcement: Why the One-Armed Bandit is so Seductive
- The Role of Punishment in Operant Conditioning
- Issues in psychology: The Link Between Spanking and Aggression in Young Children
- Stimulus Control: Slow Down, It's the Cops
- Shaping and Other Concepts in Operant Conditioning
- Classic studies in psychology: Biological Constraints on Operant Conditioning
- Using Operant Conditioning: Behavior Modification
- Cognitive Learning Theory
- Tolman's Maze-Running Rats: Latent Learning
- Köhler's Smart Chimp: Insight Learning
- Seligman's Depressed Dogs: Learned Helplessness
- Observational Learning
- Bandura and the Bobo Doll
- The Four Elements of Observational Learning
- Applying Psychology to Everyday Life: Can You Really Toilet Train Your Cat?
- Chapter Summary
- Test Yourself
- 6 Memory
- What Is Memory?
- Three Processes of Memory
- Models of Memory
- The Information-Processing Model: Three Memory Systems
- Sensory Memory: Why Do People Do Double Takes?
- Short-Term Memory
- Long-Term Memory
- Getting It Out: Retrieval of Long-Term Memories
- Retrieval Cues
- Recall and Recognition
- Classic studies in psychology: Elizabeth Loftus and Eyewitnesses
- Automatic Encoding: Flashbulb Memories
- The Reconstructive Nature of Long-Term Memory Retrieval: How Reliable Are Memories?
- Constructive Processing of Memories
- Memory Retrieval Problems
- What Were We Talking About? Forgetting
- Ebbinghaus and the Forgetting Curve
- Encoding Failure
- Memory Trace Decay Theory
- Interference Theory
- Neuroscience of Memory
- Neural Activity, Structure, and Proteins in Memory Formation
- The Hippocampus and Memory
- When Memory Fails: Organic Amnesia
- Applying Psychology to Everyday Life: Health and Memory
- Chapter Summary
- Test Yourself
- 7 Cognition: thinking, intelligence, and language
- How People Think
- Mental Imagery
- Concepts and Prototypes
- Problem-Solving and Decision-Making Strategies
- Problems with Problem Solving and Decision Making
- Creativity
- Intelligence
- Definition
- Theories of Intelligence
- Measuring Intelligence
- Psychology in the news: Neuropsychology Sheds Light on Head Injuries
- Extremes of Intelligence
- Classic studies in psychology: Terman's "Termites"
- The Nature/Nurture Controversy Regarding Intelligence
- Language
- The Levels of Language Analysis
- The Relationship Between Language and Thought
- Applying Psychology to Everyday Life: Mental and Physical Exercises Combine for Better Cognitive Health
- Chapter Summary
- Test Yourself
- 8 Development across the life span
- Issues in Studying Human Development
- Research Designs
- Nature Versus Nurture
- The Basic Building Blocks of Development
- Chromosomes, Genes, and DNA
- Dominant and Recessive Genes
- Genetic and Chromosome Problems
- Prenatal Development
- Fertilization, the Zygote, and Twinning
- Psychology in the news: Abby and Brittany Hensel, Together for Life
- The Germinal Period
- The Embryonic Period
- The Fetal Period: Grow, Baby, Grow
- Infancy and Childhood Development
- Physical Development
- Baby, Can You See Me? Baby, Can You Hear Me? Sensory Development
- Classic studies in psychology: The Visual Cliff
- Cognitive Development
- Issues in psychology: The Facts and Myths About Immunizations
- Psychosocial Development
- Classic studies in psychology: Harlow and Contact Comfort
- Adolescence
- Physical Development
- Cognitive Development
- Psychosocial Development
- Adulthood
- Physical Development: Use It or Lose It
- Cognitive Development
- Psychosocial Development
- Theories of Physical and Psychological Aging
- Stages of Death and Dying
- Applying Psychology to Everyday Life: Cross-Cultural Views on Death
- Chapter Summary
- Test Yourself
- 9 Motivation and emotion
- Approaches to Understanding Motivation
- Instincts And The Evolutionary Approach
- Approaches Based on Needs And Drives
- Arousal Approaches
- Incentive Approaches
- Humanistic Approaches
- What, Hungry Again? Why People Eat
- Physiological Components of Hunger
- Social Components of Hunger
- Obesity
- Psychology in the news: Cartoon Characters Influence Children's Food and Taste Preferences
- Emotion
- The Three Elements of Emotion
- Theories of Emotion
- Classic studies in psychology: The Angry/Happy Man
- Applying Psychology to Everyday Life: When Motivation Is Not Enough
- Chapter Summary
- Test Yourself
- 10 Sexuality and gender
- The Physical Side of Human Sexuality
- The Primary Sex Characteristics
- The Secondary Sex Characteristics
- The Psychological Side of Human Sexuality: Gender
- Gender Roles and Gender Typing
- Issues in psychology: Sex Differences in Science and Math: A Game Changer?
- Theories of Gender-Role Development
- Gender Stereotyping
- Gender Differences
- Human Sexual Behavior
- Sexual Response
- Classic studies in psychology: Masters and Johnson's Observational Study of the Human Sexual Response
- Different Types of Sexual Behavior
- Sexual Orientation
- Issues in psychology: What Is the Evolutionary Purpose of Homosexuality?
- Sexual Dysfunctions and Problems
- Causes and Influences
- Prevalence
- Sexually Transmitted Infections
- Applying Psychology to Everyday Life: The AIDS Epidemic in Russia
- Chapter Summary
- Test Yourself
- 11 Stress and health
- Stress and Stressors
- Definition of Stress
- What Are Stressors?
- Environmental Stressors: Life's Ups and Downs
- Psychological Stressors: What, Me Worry?
- Physiological Factors: Stress and Health
- The General Adaptation Syndrome
- Immune System and Stress
- Issues in psychology: Health Psychology and Stress
- The Influence of Cognition and Personality on Stress
- Social Factors in Stress: People Who Need People
- Coping With Stress
- Coping Strategies
- How Culture Affects Coping
- How Religion Affects Coping
- Applying Psychology to Everyday Life: Becoming More Optimistic
- Chapter Summary
- Test Yourself
- 12 Social psychology
- Social Influence: Conformity, Group Behavior, Compliance, and Obedience
- Conformity
- Group Behavior
- Compliance
- Psychology in the news: Anatomy of a Cult
- Obedience
- Social Cognition: Attitudes, Impression Formation, and Attribution
- Attitudes
- Attitude Change: The Art of Persuasion
- Cognitive Dissonance: When Attitudes and Behavior Clash
- Impression Formation
- Attribution
- Social Interaction: Prejudice and Discrimination
- Defining Prejudice and Discrimination
- How People Learn Prejudice
- Classic studies in psychology: Brown Eyes, Blue Eyes
- Overcoming Prejudice
- Liking and Loving: Interpersonal Attraction
- The Rules of Attraction
- Psychology in the news: Facing Facebook—The Social Nature of Online Networking
- Love Is a Triangle—Robert Sternberg's Triangular Theory of Love
- Aggression and Prosocial Behavior
- Aggression
- Prosocial Behavior
- Applying Psychology to Everyday Life: Peeking Inside the Social Brain
- Chapter Summary
- Test Yourself
- 13 Theories of personality
- Theories of Personality
- The Man and the Couch: Sigmund Freud and the Origins of the Psychodynamic Perspective
- The Unconscious Mind
- Freud's Divisions of the Personality
- Stages of Personality Development
- The Neo-Freudians
- Current Thoughts on Freud and the Psychodynamic Perspective
- The Behaviorist and Social Cognitive View of Personality
- Bandura's Reciprocal Determinism and Self-Efficacy
- Rotter's Social Learning Theory: Expectancies
- Current Thoughts on the Behaviorist and Social Cognitive Views
- The Third Force: Humanism and Personality
- Carl Rogers and Self-Concept
- Current Thoughts on the Humanistic View of Personality
- Trait Theories: Who Are You?
- Allport
- Cattell and the 16PF
- The Big Five: OCEAN, or the Five-Factor Model of Personality
- Current Thoughts on the Trait Perspective
- The Biology of Personality: Behavioral Genetics
- Twin Studies
- Adoption Studies
- Current Findings
- Classic studies in psychology: Geert Hofstede's Four Dimensions of Cultural Personality
- Assessment of Personality
- Interviews
- Projective Tests
- Behavioral Assessments
- Personality Inventories
- Applying Psychology to Everyday Life: Biological Bases of the Big Five
- Chapter Summary
- Test Yourself
- 14 Psychological disorders
- What Is Abnormality?
- A Very Brief History of Psychological Disorders
- What Is Abnormal?
- Models of Abnormality
- Diagnosing and Classifying Disorders
- Disorders in the DSM-5
- How Common Are Psychological Disorders?
- The Pros and Cons of Labels
- Disorders of Anxiety, Trauma, and Stress: What, Me Worry?
- Phobic Disorders: When Fears Get Out of Hand
- Panic Disorder
- Generalized Anxiety Disorder
- Obsessive-Compulsive Disorder
- Acute Stress Disorder (ASD) and Posttraumatic Stress Disorder (PTSD)
- Causes of AnxIety, Trauma, and Stress Disorders
- Disorders of Mood: The Effect of Affect
- Major Depressive Disorder
- Bipolar Disorders
- Causes of Disordered Mood
- Eating Disorders
- Anorexia Nervosa
- Bulimia Nervosa
- Binge-Eating Disorder
- Causes of Eating Disorders
- Culture and Eating Disorders
- Dissociative Disorders: Altered Identities
- Dissociative Amnesia And Fugue: Who Am I And How Did I Get Here?
- Dissociative Identity Disorder: How Many Am I?
- Causes of Dissociative Disorders
- Schizophrenia: Altered Reality
- Symptoms
- Causes Of Schizophrenia
- Personality Disorders: I'm Okay, It's Everyone Else Who's Weird
- Antisocial Personality Disorder
- Borderline Personality Disorder
- Causes of Personality Disorders
- Applying Psychology to Everyday Life: Taking the Worry Out of Exams
- Chapter Summary
- Test Yourself
- 15 Psychological therapies
- Treatment of Psychological Disorders: Past to Present
- Early Treatment Of The Mentally Ill
- Current Treatments: Two Kinds Of Therapy
- Psychotherapy Begins
- Psychoanalysis
- Evaluation of Psychoanalysis and Psychodynamic Approaches
- Interpersonal Psychotherapy
- Humanistic Therapy: To Err Is Human
- Tell Me More: Rogers's Person-Centered Therapy
- Gestalt Therapy
- Evaluation of the Humanistic Therapies
- Behavior Therapies: Learning One's Way to Better Behavior
- Therapies Based on Classical Conditioning
- Therapies Based on Operant Conditioning
- Evaluation of Behavior Therapies
- Cognitive Therapies: Thinking Is Believing
- Beck's Cognitive Therapy
- Ellis and Rational Emotive Behavior Therapy (REBT)
- Evaluation of Cognitive and Cognitive–Behavioral Therapies
- Group Therapies: Not Just for the Shy
- Types of Group Therapies
- Evaluation Of Group Therapy
- Does Psychotherapy Really Work?
- Studies of Effectiveness
- Characteristics of Effective Therapy
- Psychology in the news: Mental Health on Campus
- Cultural, Ethnic, and Gender Concerns in Psychotherapy
- Cybertherapy: Therapy in the Computer Age
- Biomedical Therapies
- Psychopharmacology
- Electroconvulsive Therapy
- Psychosurgery
- Emerging Techniques
- Applying Psychology to Everyday Life: Virtual Reality Therapies
- Chapter Summary
- Test Yourself
- Appendix A: Statistics in Psychology
- Appendix B: Applied Psychology and Psychology Careers
- Answer Key
- Glossary
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- References
- Credits
- Name Index
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