- •Preface
- •Approach and Pedagogy
- •Chapter 1
- •Introducing Psychology
- •1.1 Psychology as a Science
- •The Problem of Intuition
- •Research Focus: Unconscious Preferences for the Letters of Our Own Name
- •Why Psychologists Rely on Empirical Methods
- •Levels of Explanation in Psychology
- •The Challenges of Studying Psychology
- •1.2 The Evolution of Psychology: History, Approaches, and Questions
- •Early Psychologists
- •Structuralism: Introspection and the Awareness of Subjective Experience
- •Functionalism and Evolutionary Psychology
- •Psychodynamic Psychology
- •Behaviorism and the Question of Free Will
- •Research Focus: Do We Have Free Will?
- •The Cognitive Approach and Cognitive Neuroscience
- •The War of the Ghosts
- •Social-Cultural Psychology
- •The Many Disciplines of Psychology
- •Psychology in Everyday Life: How to Effectively Learn and Remember
- •1.3 Chapter Summary
- •Chapter 2
- •Psychological Science
- •Psychological Journals
- •2.1 Psychologists Use the Scientific Method to Guide Their Research
- •The Scientific Method
- •Laws and Theories as Organizing Principles
- •The Research Hypothesis
- •Conducting Ethical Research
- •Characteristics of an Ethical Research Project Using Human Participants
- •Ensuring That Research Is Ethical
- •Research With Animals
- •APA Guidelines on Humane Care and Use of Animals in Research
- •Descriptive Research: Assessing the Current State of Affairs
- •Correlational Research: Seeking Relationships Among Variables
- •Experimental Research: Understanding the Causes of Behavior
- •Research Focus: Video Games and Aggression
- •2.3 You Can Be an Informed Consumer of Psychological Research
- •Threats to the Validity of Research
- •Psychology in Everyday Life: Critically Evaluating the Validity of Websites
- •2.4 Chapter Summary
- •Chapter 3
- •Brains, Bodies, and Behavior
- •Did a Neurological Disorder Cause a Musician to Compose Boléro and an Artist to Paint It 66 Years Later?
- •3.1 The Neuron Is the Building Block of the Nervous System
- •Neurons Communicate Using Electricity and Chemicals
- •Video Clip: The Electrochemical Action of the Neuron
- •Neurotransmitters: The Body’s Chemical Messengers
- •3.2 Our Brains Control Our Thoughts, Feelings, and Behavior
- •The Old Brain: Wired for Survival
- •The Cerebral Cortex Creates Consciousness and Thinking
- •Functions of the Cortex
- •The Brain Is Flexible: Neuroplasticity
- •Research Focus: Identifying the Unique Functions of the Left and Right Hemispheres Using Split-Brain Patients
- •Psychology in Everyday Life: Why Are Some People Left-Handed?
- •3.3 Psychologists Study the Brain Using Many Different Methods
- •Lesions Provide a Picture of What Is Missing
- •Recording Electrical Activity in the Brain
- •Peeking Inside the Brain: Neuroimaging
- •Research Focus: Cyberostracism
- •3.4 Putting It All Together: The Nervous System and the Endocrine System
- •Electrical Control of Behavior: The Nervous System
- •The Body’s Chemicals Help Control Behavior: The Endocrine System
- •3.5 Chapter Summary
- •Chapter 4
- •Sensing and Perceiving
- •Misperception by Those Trained to Accurately Perceive a Threat
- •4.1 We Experience Our World Through Sensation
- •Sensory Thresholds: What Can We Experience?
- •Link
- •Measuring Sensation
- •Research Focus: Influence without Awareness
- •4.2 Seeing
- •The Sensing Eye and the Perceiving Visual Cortex
- •Perceiving Color
- •Perceiving Form
- •Perceiving Depth
- •Perceiving Motion
- •Beta Effect and Phi Phenomenon
- •4.3 Hearing
- •Hearing Loss
- •4.4 Tasting, Smelling, and Touching
- •Tasting
- •Smelling
- •Touching
- •Experiencing Pain
- •4.5 Accuracy and Inaccuracy in Perception
- •How the Perceptual System Interprets the Environment
- •Video Clip: The McGurk Effect
- •Video Clip: Selective Attention
- •Illusions
- •The Important Role of Expectations in Perception
- •Psychology in Everyday Life: How Understanding Sensation and Perception Can Save Lives
- •4.6 Chapter Summary
- •Chapter 5
- •States of Consciousness
- •An Unconscious Killing
- •5.1 Sleeping and Dreaming Revitalize Us for Action
- •Research Focus: Circadian Rhythms Influence the Use of Stereotypes in Social Judgments
- •Sleep Stages: Moving Through the Night
- •Sleep Disorders: Problems in Sleeping
- •The Heavy Costs of Not Sleeping
- •Dreams and Dreaming
- •5.2 Altering Consciousness With Psychoactive Drugs
- •Speeding Up the Brain With Stimulants: Caffeine, Nicotine, Cocaine, and Amphetamines
- •Slowing Down the Brain With Depressants: Alcohol, Barbiturates and Benzodiazepines, and Toxic Inhalants
- •Opioids: Opium, Morphine, Heroin, and Codeine
- •Hallucinogens: Cannabis, Mescaline, and LSD
- •Why We Use Psychoactive Drugs
- •Research Focus: Risk Tolerance Predicts Cigarette Use
- •5.3 Altering Consciousness Without Drugs
- •Changing Behavior Through Suggestion: The Power of Hypnosis
- •Reducing Sensation to Alter Consciousness: Sensory Deprivation
- •Meditation
- •Video Clip: Try Meditation
- •Psychology in Everyday Life: The Need to Escape Everyday Consciousness
- •5.4 Chapter Summary
- •Chapter 6
- •Growing and Developing
- •The Repository for Germinal Choice
- •6.1 Conception and Prenatal Development
- •The Zygote
- •The Embryo
- •The Fetus
- •How the Environment Can Affect the Vulnerable Fetus
- •6.2 Infancy and Childhood: Exploring and Learning
- •The Newborn Arrives With Many Behaviors Intact
- •Research Focus: Using the Habituation Technique to Study What Infants Know
- •Cognitive Development During Childhood
- •Video Clip: Object Permanence
- •Social Development During Childhood
- •Knowing the Self: The Development of the Self-Concept
- •Video Clip: The Harlows’ Monkeys
- •Video Clip: The Strange Situation
- •Research Focus: Using a Longitudinal Research Design to Assess the Stability of Attachment
- •6.3 Adolescence: Developing Independence and Identity
- •Physical Changes in Adolescence
- •Cognitive Development in Adolescence
- •Social Development in Adolescence
- •Developing Moral Reasoning: Kohlberg’s Theory
- •Video Clip: People Being Interviewed About Kohlberg’s Stages
- •6.4 Early and Middle Adulthood: Building Effective Lives
- •Psychology in Everyday Life: What Makes a Good Parent?
- •Physical and Cognitive Changes in Early and Middle Adulthood
- •Menopause
- •Social Changes in Early and Middle Adulthood
- •6.5 Late Adulthood: Aging, Retiring, and Bereavement
- •Cognitive Changes During Aging
- •Dementia and Alzheimer’s Disease
- •Social Changes During Aging: Retiring Effectively
- •Death, Dying, and Bereavement
- •6.6 Chapter Summary
- •Chapter 7
- •Learning
- •My Story of Posttraumatic Stress Disorder
- •7.1 Learning by Association: Classical Conditioning
- •Pavlov Demonstrates Conditioning in Dogs
- •The Persistence and Extinction of Conditioning
- •The Role of Nature in Classical Conditioning
- •How Reinforcement and Punishment Influence Behavior: The Research of Thorndike and Skinner
- •Video Clip: Thorndike’s Puzzle Box
- •Creating Complex Behaviors Through Operant Conditioning
- •7.3 Learning by Insight and Observation
- •Observational Learning: Learning by Watching
- •Video Clip: Bandura Discussing Clips From His Modeling Studies
- •Research Focus: The Effects of Violent Video Games on Aggression
- •7.4 Using the Principles of Learning to Understand Everyday Behavior
- •Using Classical Conditioning in Advertising
- •Video Clip: Television Ads
- •Psychology in Everyday Life: Operant Conditioning in the Classroom
- •Reinforcement in Social Dilemmas
- •7.5 Chapter Summary
- •Chapter 8
- •Remembering and Judging
- •She Was Certain, but She Was Wrong
- •Differences between Brains and Computers
- •Video Clip: Kim Peek
- •8.1 Memories as Types and Stages
- •Explicit Memory
- •Implicit Memory
- •Research Focus: Priming Outside Awareness Influences Behavior
- •Stages of Memory: Sensory, Short-Term, and Long-Term Memory
- •Sensory Memory
- •Short-Term Memory
- •8.2 How We Remember: Cues to Improving Memory
- •Encoding and Storage: How Our Perceptions Become Memories
- •Research Focus: Elaboration and Memory
- •Using the Contributions of Hermann Ebbinghaus to Improve Your Memory
- •Retrieval
- •Retrieval Demonstration
- •States and Capital Cities
- •The Structure of LTM: Categories, Prototypes, and Schemas
- •The Biology of Memory
- •8.3 Accuracy and Inaccuracy in Memory and Cognition
- •Source Monitoring: Did It Really Happen?
- •Schematic Processing: Distortions Based on Expectations
- •Misinformation Effects: How Information That Comes Later Can Distort Memory
- •Overconfidence
- •Heuristic Processing: Availability and Representativeness
- •Salience and Cognitive Accessibility
- •Counterfactual Thinking
- •Psychology in Everyday Life: Cognitive Biases in the Real World
- •8.4 Chapter Summary
- •Chapter 9
- •Intelligence and Language
- •How We Talk (or Do Not Talk) about Intelligence
- •9.1 Defining and Measuring Intelligence
- •General (g) Versus Specific (s) Intelligences
- •Measuring Intelligence: Standardization and the Intelligence Quotient
- •The Biology of Intelligence
- •Is Intelligence Nature or Nurture?
- •Psychology in Everyday Life: Emotional Intelligence
- •9.2 The Social, Cultural, and Political Aspects of Intelligence
- •Extremes of Intelligence: Retardation and Giftedness
- •Extremely Low Intelligence
- •Extremely High Intelligence
- •Sex Differences in Intelligence
- •Racial Differences in Intelligence
- •Research Focus: Stereotype Threat
- •9.3 Communicating With Others: The Development and Use of Language
- •The Components of Language
- •Examples in Which Syntax Is Correct but the Interpretation Can Be Ambiguous
- •The Biology and Development of Language
- •Research Focus: When Can We Best Learn Language? Testing the Critical Period Hypothesis
- •Learning Language
- •How Children Learn Language: Theories of Language Acquisition
- •Bilingualism and Cognitive Development
- •Can Animals Learn Language?
- •Video Clip: Language Recognition in Bonobos
- •Language and Perception
- •9.4 Chapter Summary
- •Chapter 10
- •Emotions and Motivations
- •Captain Sullenberger Conquers His Emotions
- •10.1 The Experience of Emotion
- •Video Clip: The Basic Emotions
- •The Cannon-Bard and James-Lange Theories of Emotion
- •Research Focus: Misattributing Arousal
- •Communicating Emotion
- •10.2 Stress: The Unseen Killer
- •The Negative Effects of Stress
- •Stressors in Our Everyday Lives
- •Responses to Stress
- •Managing Stress
- •Emotion Regulation
- •Research Focus: Emotion Regulation Takes Effort
- •10.3 Positive Emotions: The Power of Happiness
- •Finding Happiness Through Our Connections With Others
- •What Makes Us Happy?
- •10.4 Two Fundamental Human Motivations: Eating and Mating
- •Eating: Healthy Choices Make Healthy Lives
- •Obesity
- •Sex: The Most Important Human Behavior
- •The Experience of Sex
- •The Many Varieties of Sexual Behavior
- •Psychology in Everyday Life: Regulating Emotions to Improve Our Health
- •10.5 Chapter Summary
- •Chapter 11
- •Personality
- •Identical Twins Reunited after 35 Years
- •11.1 Personality and Behavior: Approaches and Measurement
- •Personality as Traits
- •Example of a Trait Measure
- •Situational Influences on Personality
- •The MMPI and Projective Tests
- •Psychology in Everyday Life: Leaders and Leadership
- •11.2 The Origins of Personality
- •Psychodynamic Theories of Personality: The Role of the Unconscious
- •Id, Ego, and Superego
- •Research Focus: How the Fear of Death Causes Aggressive Behavior
- •Strengths and Limitations of Freudian and Neo-Freudian Approaches
- •Focusing on the Self: Humanism and Self-Actualization
- •Research Focus: Self-Discrepancies, Anxiety, and Depression
- •Studying Personality Using Behavioral Genetics
- •Studying Personality Using Molecular Genetics
- •Reviewing the Literature: Is Our Genetics Our Destiny?
- •11.4 Chapter Summary
- •Chapter 12
- •Defining Psychological Disorders
- •When Minor Body Imperfections Lead to Suicide
- •12.1 Psychological Disorder: What Makes a Behavior “Abnormal”?
- •Defining Disorder
- •Psychology in Everyday Life: Combating the Stigma of Abnormal Behavior
- •Diagnosing Disorder: The DSM
- •Diagnosis or Overdiagnosis? ADHD, Autistic Disorder, and Asperger’s Disorder
- •Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Autistic Disorder and Asperger’s Disorder
- •12.2 Anxiety and Dissociative Disorders: Fearing the World Around Us
- •Generalized Anxiety Disorder
- •Panic Disorder
- •Phobias
- •Obsessive-Compulsive Disorders
- •Posttraumatic Stress Disorder (PTSD)
- •Dissociative Disorders: Losing the Self to Avoid Anxiety
- •Dissociative Amnesia and Fugue
- •Dissociative Identity Disorder
- •Explaining Anxiety and Dissociation Disorders
- •12.3 Mood Disorders: Emotions as Illness
- •Behaviors Associated with Depression
- •Dysthymia and Major Depressive Disorder
- •Bipolar Disorder
- •Explaining Mood Disorders
- •Research Focus: Using Molecular Genetics to Unravel the Causes of Depression
- •12.4 Schizophrenia: The Edge of Reality and Consciousness
- •Symptoms of Schizophrenia
- •Explaining Schizophrenia
- •12.5 Personality Disorders
- •Borderline Personality Disorder
- •Research Focus: Affective and Cognitive Deficits in BPD
- •Antisocial Personality Disorder (APD)
- •12.6 Somatoform, Factitious, and Sexual Disorders
- •Somatoform and Factitious Disorders
- •Sexual Disorders
- •Disorders of Sexual Function
- •Paraphilias
- •12.7 Chapter Summary
- •Chapter 13
- •Treating Psychological Disorders
- •Therapy on Four Legs
- •13.1 Reducing Disorder by Confronting It: Psychotherapy
- •DSM-IV-TR Criteria for Diagnosing Attention-Deficit/Hyperactivity Disorder (ADHD)
- •Psychology in Everyday Life: Seeking Treatment for Psychological Difficulties
- •Psychodynamic Therapy
- •Important Characteristics and Experiences in Psychoanalysis
- •Humanistic Therapies
- •Behavioral Aspects of CBT
- •Cognitive Aspects of CBT
- •Combination (Eclectic) Approaches to Therapy
- •13.2 Reducing Disorder Biologically: Drug and Brain Therapy
- •Drug Therapies
- •Using Stimulants to Treat ADHD
- •Antidepressant Medications
- •Antianxiety Medications
- •Antipsychotic Medications
- •Direct Brain Intervention Therapies
- •13.3 Reducing Disorder by Changing the Social Situation
- •Group, Couples, and Family Therapy
- •Self-Help Groups
- •Community Mental Health: Service and Prevention
- •Some Risk Factors for Psychological Disorders
- •Research Focus: The Implicit Association Test as a Behavioral Marker for Suicide
- •13.4 Evaluating Treatment and Prevention: What Works?
- •Effectiveness of Psychological Therapy
- •Research Focus: Meta-Analyzing Clinical Outcomes
- •Effectiveness of Biomedical Therapies
- •Effectiveness of Social-Community Approaches
- •13.5 Chapter Summary
- •Chapter 14
- •Psychology in Our Social Lives
- •Binge Drinking and the Death of a Homecoming Queen
- •14.1 Social Cognition: Making Sense of Ourselvesand Others
- •Perceiving Others
- •Forming Judgments on the Basis of Appearance: Stereotyping, Prejudice, and Discrimination
- •Implicit Association Test
- •Research Focus: Forming Judgments of People in Seconds
- •Close Relationships
- •Causal Attribution: Forming Judgments by Observing Behavior
- •Attitudes and Behavior
- •14.2 Interacting With Others: Helping, Hurting, and Conforming
- •Helping Others: Altruism Helps Create Harmonious Relationships
- •Why Are We Altruistic?
- •How the Presence of Others Can Reduce Helping
- •Video Clip: The Case of Kitty Genovese
- •Human Aggression: An Adaptive yet Potentially Damaging Behavior
- •The Ability to Aggress Is Part of Human Nature
- •Negative Experiences Increase Aggression
- •Viewing Violent Media Increases Aggression
- •Video Clip
- •Research Focus: The Culture of Honor
- •Conformity and Obedience: How Social Influence Creates Social Norms
- •Video Clip
- •Do We Always Conform?
- •14.3 Working With Others: The Costs and Benefits of Social Groups
- •Working in Front of Others: Social Facilitation and Social Inhibition
- •Working Together in Groups
- •Psychology in Everyday Life: Do Juries Make Good Decisions?
- •Using Groups Effectively
- •14.4 Chapter Summary
Forming Judgments on the Basis of Appearance: Stereotyping, Prejudice, and Discrimination
We frequently use people’s appearances to form our judgments about them and to determine our responses to them. The tendency to attribute personality characteristics to people on the basis of their external appearance or their social group memberships is known as stereotyping. Our stereotypes about physically attractive people lead us to see them as more dominant, sexually warm, mentally healthy, intelligent, and socially skilled than we perceive physically unattractive people (Langlois et al., 2000). [10] And our stereotypes lead us to treat people differently—the physically attractive are given better grades on essay exams, are more successful on job interviews, and receive lighter sentences in court judgments than their less attractive counterparts (Hosoda, Stone-Romero, & Coats, 2003; Zebrowitz & McDonald, 1991). [11]
In addition to stereotypes about physical attractiveness, we also regularly stereotype people on the basis of their sex, race, age, religion, and many other characteristics, and these stereotypes are frequently negative (Schneider, 2004). [12] Stereotyping is unfair to the people we judge because stereotypes are based on our preconceptions and negative emotions about the members of the group. Stereotyping is closely related to prejudice, the tendency to dislike people because of their appearance or group memberships, and discrimination, negative behaviors toward others based on prejudice.Stereotyping, prejudice, and discrimination work together. We may not vote for a gay person for public office because of our negative stereotypes about gays, and we may avoid people from other religions or those with mental illness because of our prejudices.
Some stereotypes may be accurate in part. Research has found, for instance, that attractive people are actually more sociable, more popular, and less lonely than less attractive individuals (Langlois et al., 2000). [13] And, consistent with the stereotype that women are “emotional,” women are, on average, more empathic and attuned to the emotions of others than are men (Hall & Schmid Mast, 2008). [14] Group differences in personality traits may occur in part because people act toward others on the basis of their stereotypes, creating a self-fulfilling prophecy.
A self-fulfilling prophecyoccurs when our expectations about the personality characteristics of others lead us to behave toward those others in ways that make those beliefs come true. If I have a stereotype that attractive people are friendly, then I may act in a friendly way toward people
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who are attractive. This friendly behavior may be reciprocated by the attractive person, and if many other people also engage in the same positive behaviors with the person, in the long run he or she may actually become friendlier.
But even if attractive people are on average friendlier than unattractive people, not all attractive people are friendlier than all unattractive people. And even if women are, on average, more emotional than men, not all men are less emotional than all women. Social psychologists believe that it is better to treat people as individuals rather than rely on our stereotypes and prejudices, because stereotyping and prejudice are always unfair and often inaccurate (Fiske, 1989; Stangor, 1995). [15] Furthermore, many of our stereotypes and prejudices occur out of our awareness, such that we do not even know that we are using them.
Implicit Association Test
You might want to test your own stereotypes and prejudices by completing the Implicit Association Test, a
measure of unconscious stereotyping.
https://implicit.harvard.edu/implicit/demo
We use our stereotypes and prejudices in part because they are easy; if we can quickly size up people on the basis of their physical appearance, that can save us a lot of time and effort. We may be evolutionarily disposed to stereotyping. Because our primitive ancestors needed to accurately separate members of their own kin group from those of others, categorizing people into “us” (the ingroup) and “them” (the outgroup) was useful and even necessary (Neuberg, Kenrick, & Schaller, 2010). [16] And the positive emotions that we experience as a result of our group memberships—known associal identity—can be an important and positive part of our everyday experiences (Hogg, 2003). [17] We may gain social identity as members of our university, our sports teams, our religious and racial groups, and many other groups.
But the fact that we may use our stereotypes does not mean that we should use them. Stereotypes, prejudice, and discrimination, whether they are consciously or unconsciously applied, make it difficult for some people to effectively contribute to society and may create both mental and physical health problems for them (Swim & Stangor, 1998). [18] In some cases getting
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beyond our prejudices is required by law, as detailed in the U.S. Civil Rights Act of 1964, the Equal Opportunity Employment Act of 1972, and the Fair Housing Act of 1978.
There are individual differences in prejudice, such that some people are more likely to try to control and confront their stereotypes and prejudices whereas others apply them more freely (Czopp, Monteith, & Mark, 2006; Plant & Devine, 1998). [19] For instance, some people believe in group hierarchies—that some groups are naturally better than others—whereas other people are more egalitarian and hold fewer prejudices (Sidanius & Pratto, 1999; Stangor & Leary, 2006). [20]
Social psychologists believe that we should work to get past our prejudices. The tendency to hold stereotypes and prejudices and to act on them can be reduced, for instance, through positive interactions and friendships with members of other groups, through practice in avoiding using them, and through education (Hewstone, 1996). [21]
Research Focus: Forming Judgments of People in Seconds
Research has demonstrated that people can draw very accurate conclusions about others on the basis of very limited data. Ambady and Rosenthal (1993) [22] made videotapes of six female and seven male graduate students while they were teaching an undergraduate course. The courses covered diverse areas of the college curriculum, including humanities, social sciences, and natural sciences. For each teacher, three 10-second video clips were taken: 10 seconds from the first 10 minutes of the class, 10 seconds from the middle of the class, and 10 seconds from the last 10 minutes of the class.
The researchers then asked nine female undergraduates to rate the clips of the teachers on 15 dimensions including optimistic, confident, active,enthusiastic, dominant, likable, warm, competent, and supportive. Ambady and her colleagues then compared the ratings of the participants who had seen the teacher for only 30 seconds with the ratings of the same instructors that had been made by students who had spent a whole semester with the teacher, and who had rated her at the end of the semester on scales such as “Rate the quality of the section overall” and “Rate section leader’s performance overall.” As you can see in Table 14.1 "Accurate Perceptions in 30 Seconds", the ratings of the participants and the ratings of the students were highly positively correlated.
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Table 14.1 Accurate Perceptions in 30 Seconds
Variable |
Pearson Correlation Coefficient (r) |
|
|
Accepting |
0.50 |
|
|
Active |
0.77 |
|
|
Attentive |
0.48 |
|
|
Competent |
0.56 |
|
|
Confident |
0.82 |
|
|
Dominant |
0.79 |
|
|
Empathic |
0.45 |
|
|
Enthusiastic |
0.76 |
|
|
Honest |
0.32 |
|
|
Likable |
0.73 |
|
|
(Not) anxious |
0.26 |
|
|
Optimistic |
0.84 |
|
|
Professional |
0.53 |
|
|
Supportive |
0.55 |
|
|
Warm |
0.67 |
|
|
Overall, across all traits |
0.76 |
|
|
This table shows the Pearson correlation coefficients between the impressions that a group of students made after they had seen a video of instructors teaching for only 30 seconds and the teaching ratings of the same instructors made by students who had spent a whole semester in the class. You can see that the correlations are all positive, and that many of them are quite large. The conclusion is that people are sometimes able to draw accurate impressions about other people very quickly.
Source: Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. Journal of Personality & Social Psychology, 64(3), 431–441.
If the finding that judgments made about people in 30 seconds correlate highly with judgments made about the same people after a whole semester surprises you, then perhaps you may be even more surprised to hear that we do not even need that much time. Indeed, Willis and Todorov (2006) [23] found that even a tenth of a second
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