Psychology: Themes And Variations, 9th Ed.

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Licensed to: CengageBrain User

Licensed to: CengageBrain UserThis is an electronic version of the print textbook. Due to electronic rights restrictions,some third party content may be suppressed. Editorial review has deemed that any suppressedcontent does not materially affect the overall learning experience. The publisher reserves the rightto remove content from this title at any time if subsequent rights restrictions require it. Forvaluable information on pricing, previous editions, changes to current editions, and alternateformats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword formaterials in your areas of interest.Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Licensed to: CengageBrain UserPsychology: Themes and Variations, Ninth EditionWayne WeitenPublisher/Editor: Jon-David HagueDevelopmental Editor: Trina TomSenior Developmental Editor: Kristin MakarewyczAssistant Editor: Kelly MillerEditorial Assistant: Jessica AldermanMedia Editor: Lauren KeyesMarketing Manager: Elizabeth RhodenMarketing Coordinator: Janay PryorMarketing Communications Manager: Laura LocalioSenior Content Project Manager: Pat Waldo 2013, 2011 Wadsworth, Cengage LearningALL RIGHTS RESERVED. No part of this work covered by the copyright hereinmay be reproduced, transmitted, stored, or used in any form or by any meansgraphic, electronic, or mechanical, including but not limited to photocopying,recording, scanning, digitizing, taping, Web distribution, information networks,or information storage and retrieval systems, except as permitted underSection 107 or 108 of the 1976 United States Copyright Act, without the priorwritten permission of the publisher.For product information and technology assistance, contact us atCengage Learning Customer & Sales Support, 1-800-354-9706.For permission to use material from this text or product,submit all requests online at www.cengage.com/permissions.Further permissions questions can be e-mailed topermissionrequest@cengage.com.Design Director: Rob HugelSenior Art Director: Vernon BoesLibrary of Congress Control Number: 2011937544Print Buyer: Judy InouyeStudent Edition:ISBN-13: 978-1-111-35474-9ISBN-10: 1-111-35474-XRights Acquisitions Specialist: Dean DauphinaisProduction Service: Joan Keyes, Dovetail PublishingServicesText Designer: Liz HarasymczukPhoto Researcher: Terri WrightLoose-leaf Edition:ISBN-13: 978-1-111-83747-1ISBN-10: 1-111-83747-3Text Researcher: Sue C. HowardCopy Editor: Jackie EstradaCover Designer: Paula GoldsteinCover Image: Masterfile Royalty FreeWadsworth20 Davis DriveBelmont, CA 94002-3098USACompositor: Graphic World Inc.Cengage Learning is a leading provider of customized learning solutions withoffice locations around the globe, including Singapore, the United Kingdom,Australia, Mexico, Brazil, and Japan. Locate your local office atwww.cengage.com/global.Cengage Learning products are represented in Canada by Nelson Education, Ltd.To learn more about Wadsworth, visit www.cengage.com/WadsworthPurchase any of our products at your local college store or at our preferredonline store www.CengageBrain.com.Printed in Canada1 2 3 4 5 6 7 15 14 13 12 11Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Licensed to: CengageBrain UserThe Evolutionof PsychologyPsychology’s Early HistoryA New Science Is Born: The Contributions of Wundt and HallThe Battle of the “Schools” Begins: Structuralism VersusFunctionalismFreud Brings the Unconscious into the PictureWatson Alters Psychology’s Course: Behaviorism MakesIts DebutSkinner Questions Free Will as Behaviorism FlourishesThe Humanists RevoltPsychology’s Modern HistoryPsychology Comes of Age as a ProfessionPsychology Returns to Its Roots: Renewed Interest in Cognitionand PhysiologyPsychology Broadens Its Horizons: Increased Interest inCultural DiversityPsychology Adapts: The Emergence of Evolutionary PsychologyPsychology Moves in a Positive DirectionI L L U S T R AT E D O V E R V I E W of Psychology’s HistoryPsychology Today: Vigorous and DiversifiedResearch Areas in PsychologyProfessional Specialties in PsychologySeven Unifying ThemesThemes Related to Psychology as a Field of StudyThemes Related to Psychology’s Subject MatterP E R S O N A L A P P L I C AT I O NPerformance Improving AcademicDeveloping Sound Study HabitsImproving Your ReadingGetting More Out of LecturesImproving Test-Taking StrategiesC R I T I C A L T H I N K I N G A P P L I C AT I O NThinking Skills: An Introduction Developing CriticalThe Need to Teach Critical ThinkingAn ExamplePractice Test Richard Bryant/Arcaid/CorbisMedia ResourcesCopyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Licensed to: CengageBrain UserWhat is psychology, and why is it worth your time to study?Let me approach these questions by sharing a couple ofstories with you.In 2005, Greg Hogan, a college sophomore, briefly achievedgnational notoriety when he was arrested for a crime. Gregwasn’t anybody’s idea of a likely criminal. He was theson of a Baptist minister and the president of his class.He played the cello in the university orchestra. Heeven worked part-time in the chaplain’s office. So itshocked everybody who knew Greg when police arrested him at his fraternity house for bank robbery.Earlier that day, Greg had faked having a gun andn?made away with over 2800 from a local bank. His reason?Over a period of months he had lost 5000 playing poker on theInternet. His lawyer said Greg’s gambling habit had become “anaddiction” (Dissell, 2005; McLoughlin & Paquet, 2005).Greg eventually entered a clinic for treatment of his gamblingproblem. In a way, he was lucky—at least he got help. MoshePergament, a 19-year-old community college student in Long Island, New York, wasn’t so fortunate. Moshe was shot to death afterbrandishing a gun at a police officer. The gun turned out to beplastic. On the front seat of his car was a note that began, “Ofce it was a plan. I’m sorry to get you involved. I justficer,nneededto die.” Moshe had just lost 6000 betting on theWorld Series. His death was what people in law enforcement call “suicide by cop” (Lindsay & Lester, 2004).These stories are at the extreme edge of a trend thatconcerns many public officials and mental health professionals: The popularity of gambling—from lotteriesto sports betting to online poker—is booming, especiallyamoamongthe young (Jacobs, 2004). College students seem tobe leading the way. To some observers, gambling on college campuses has become an “epidemic.” Student bookies on some campuses make tens of thousands of dollars a year taking sports betsfrom other students. Television shows like The World Series of Pokerare marketed squarely at college-student audiences. Poker sites onParadox: Psychology has a long past, but ashort history.1Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Licensed to: CengageBrain User Sash2kin/Shutterthe web invite students to win their tuition by gambling online.For most people, gambling is a relatively harmless—if sometimes expensive—pastime. However, estimates suggest that 5%–6% of teens and youngadults develop serious problems with gambling—two to four times the rate for older adults (Jacobs,2004; Petry, 2005; Winters et al., 2004). The enormous growth of pathological gambling amongyoung people raises a host of questions. Is gamblingdangerous? Can it really be addictive? What is anaddiction, anyway? If pathological gamblers abusedrugs or commicommit crimes, is gambling the cause oftroubles or is it a symptom of a deepertheir troubles,problem? PePerhaps most critically of all, whydo some people become pathologic gamblers while the great macaljority do not? Every day millions of people in the UnitedStates play the lottery, bet onsports, or visit casinos withoutaapparentharm. Yet others can’tseseemto stop gambling until theyhave lost everything—their savings,jotheir jobs,their homes, and their selfWrespect. Why?What causes such perplexing, self-destructive behavior?Psychology is about questions like these. Moregenerally, psychology is about understanding all thethings we do. All of us wonder sometimes about thereasons underlying people’s behavior—why it’s hardto diet, why we procrastinate about studying, whywe fall in love with one person rather than another.We wonder why some people are outgoing whileothers are shy. We wonder why we sometimes dothings that we know will bring us pain and anguish,whether it’s clinging to a destructive relationship orlosing our tuition money in a game of Texas Hold’Em. The study of psychology is about all thesethings, and infinitely more.Many of psychology’s questions have implications for our everyday lives. For me, this is one of thefield’s major attractions—psychology is practical.Consider the case of gambling. Pathological gamblers suffer all kinds of misery, yet they can’t seemto stop. Listen to the anguish of a gambler namedSteve: “Over the past 2 years I have lost literallythousands . . . I have attempted to give up time aftertime after time, but failed every time. . . . I havedebts around my neck which are destroying mineand my family’s life. . . . I just want a massive lightto be turned on with a message saying, ‘This way toyour old life, Steve’” (SJB, 2006).What is the best way to help someone like Steve?Should he join a group like Gamblers Anonymous?stockDoes counseling work? Are there drugs that canhelp? By probing the why’s and how’s of humanbehavior, psychology can help us fi nd answers topressing questions like these, as well as issues thataffect each of us every day. You will see the practical side of psychology throughout this book, especially in the Personal Applications at the ends ofchapters. These Applications focus on everydayproblems, such as coping more effectively withstress, improving self-control, and dealing withsleep difficulties.Beyond its practical value, psychology is worthstudying because it provides a powerful way of thinking. All of us make judgments every day about whypeople do the things they do. For example, we mightthink that pathological gamblers are weak willed, orirrational, or just too dumb to understand that theodds are stacked against them. Or we might believethey are in the grip of an addiction that simply overpowers them. How do we decide which of thesejudgments—if any—are right?Psychologists are committed to investigatingquestions about human behavior in a scientific way.This means that they seek to formulate precisequestions about behavior and then test possibleanswers through systematic observation. This commitment to testing ideas means that psychologyprovides a means of building knowledge that isrelatively accurate and dependable. It also providesa basis for assessing the assertions we hear every dayabout behavior, from friends and family, as well asin the popular media. Although most people probably don’t think about it much, psychology is in thenews all the time—in newspapers and magazines,on TV, radio, and the Internet. Unfortunately, thiscoverage is often distorted or grossly oversimplified,so that misinformation is commonplace. Thus,many “truisms” about behavior come to be widelybelieved when they really are misconceptions ormyths. A small sampling of some popular mythsrelated to psychology are shown in Table 1.1. Thislist of common misconceptions comes from an excellent book titled 50 Great Myths of Popular Psychology (Lilienfeld et al., 2010). In the pages to comewe’ll touch on a number of misconceptions aboutpsychology and provide more accurate, sciencebased information on these matters. For example,in Chapter 3 you will learn that the idea that peopleuse only 10% of their brains is utter nonsense. Recent research suggests that the best way to dispelstudents’ misconceptions is to confront them headon and provide a direct refutation (Kowalski &Taylor, 2009). Hence, throughout this book you willfi nd a feature called Reality Checks that will highlight common fallacies and counter them withCHAPTER 1Copyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.

Licensed to: CengageBrain UserTable 1.1Popular Myths Related to PsychologyMythRelevant ChapterMost people use only 10% of their brain power.Chapter 3Playing Mozart’s music to infants boosts their intelligence.Chapter 3Subliminal messages can persuade people to purchase products.Chapter 4Hypnosis is a unique “trance” state that differs in kind from wakefulness.Chapter 5Hypnosis is useful for retrieving memories of forgotten events.Chapter 7The polygraph (“lie detector”) test is an accurate means of detecting dishonesty.Chapter 10Opposites attract: We are most romantically attracted to people who differ from us.Chapter 13People with schizophrenia have multiple personalities.Chapter 15A large portion of criminals successfully use the insanity defense.Chapter 15SOURCE: Based on Lilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 great myths of popular psychology: Shattering widespreadmisconceptions about human behavior. Malden, MA: Wiley-Blackwell.more accurate, realistic information. The RealityCheck features will be found adjacent to relevantmaterial.As you go through this course, I hope you’ll cometo share my enthusiasm for psychology as a fascinating and immensely practical field of study. Let’sbegin our exploration by seeing how psychology hasevolved from early speculations about behavior to amodern science. By looking at this evolution, you’llbetter understand psychology as it is today, a sprawling, multifaceted science and profession. We’ll conclude our introduction with a look at seven unifyingthemes that will serve as connecting threads in thechapters to come. The chapter’s Personal Application will review research that provides insights intohow to be an effective student. Finally, the CriticalThinking Application will discuss how criticalthinking skills can be enhanced.KEY LEARNING GOALSPsychology’s Early HistoryA New Science Is Born:The Contributions of Wundt1aand HallPSthe mind. In a way, psychology is as old as thehuman race. But it has a relatively short history, aspsychology started to emerge as a scientific discipline only about 140 years ago.Y K TREKPsychology’s story is one of people groping toward abetter understanding of themselves. As psychologyhas evolved, its focus, methods, and explanatorymodels have changed. In this section we’ll look atpsychology’s early years, as the discipline developedfrom philosophical speculations about the mindinto a research-based science.The term psychology comes from two Greek words,psyche, meaning the soul, and logos, referring to thestudy of a subject. These two Greek roots were firstput together to defi ne a topic of study in the 16thcentury, when psyche was used to refer to the soul,spirit, or mind, as distinguished from the body(Boring, 1966). Not until the early 18th century didthe term psychology gain more than rare usageamong scholars. By that time it had acquired its literal meaning, “the study of the mind.”Of course, psychology has a long past in thatpeople have always wondered about the mysteries ofPsychology’s intellectual parents were the disciplines of philosophy and physiology. By the 1870s asmall number of scholars in both fields were activelyexploring questions about the mind. How are bodilysensations turned into a mental awareness of theoutside world? Are people’s perceptions of the worldaccurate reflections of reality? How do mind andbody interact? The philosophers and physiologistswho were interested in the mind viewed such1.1 Summarize Wundt’s andHall’s accomplishments andcontributions to psychology.1.2 Describe the chieftenets of structuralism andfunctionalism and their impact on the development ofpsychology.1.3 Articulate Freud’s principal ideas and why they inspired controversy.1.4 Trace the developmentof behaviorism and assessWatson’s impact on the evolution of psychology.1.5 Summarize Skinner’s keyinsights and explain theemergence of humanism andits philosophy.The Evolution of PsychologyCopyright 2011 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.3

Cengage Learning 2013Licensed to: CengageBrain UserWilhelm Wundt1832–1920“Physiology informs usabout those life phenomenathat we perceive by ourexternal senses. In psychology, the person looks uponhimself as from within andtries to explain the interrelations of those processesthat this internal observation discloses.”and mental processes. But it demanded that themethods psychologists used to investigate the mindbe as scientific as those of chemists or physicists.Wundt was a tireless, dedicated scholar who generated an estimated 54,000 pages of books and articles in his career (Bringmann & Balk, 1992). Studiesin his lab focused on attention, memory, sensoryprocesses, and reaction-time experiments that provided estimates of the duration of various mentalprocesses (Fuchs & Milar, 2003). Outstanding youngscholars, including many Americans, came toLeipzig to study under Wundt. Many of his studentsthen fanned out across Germany and America, establishing the research laboratories that formed thebasis for the new, independent science of psychology. Indeed, it was in North America that Wundt’snew science grew by leaps and bounds. Between1883 and 1893, some 23 new psychological researchlabs sprang up in the United States and Canada, atthe schools shown in Figure 1.1 (Benjamin, 2000).Many of the labs were started by Wundt’s students,or by his students’ students.G. Stanley Hall (1846–1924), who studied brieflywith Wundt, was a particularly important contributor to the rapid growth of psycho

Psychology: Themes and Variations, Ninth Edition Wayne Weiten Publisher . Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). . wasn’t so fortunate. Moshe was shot to death after brandishing a gun at a police offi cer. The gun turned out to be plastic. On the front seat of his car was a .

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