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BRIEF CONTENTS
To the Instructor xx
To the Student: Learning from Discovering Psychology xlviii
SECTION 1 INTRODUCING PSYCHOLOGY

CHAPTER 1 Introduction and Research Methods 1
SECTION 2 PSYCHOBIOLOGICAL PROCESSES

CHAPTER 2 Neuroscience and Behavior 40
CHAPTER 3 Sensation and Perception 84
CHAPTER 4 Consciousness and Its Variations 132
SECTION 3 BASIC PSYCHOLOGICAL PROCESSES

CHAPTER 5 Learning 180
CHAPTER 6 Memory 226
CHAPTER 7 Thinking, Language, and Intelligence 270
CHAPTER 8 Motivation and Emotion 312
SECTION 4 THE DEVELOPMENT OF THE SELF

CHAPTER 9 Lifespan Development 356
CHAPTER 10 Personality 412
SECTION 5 THE PERSON IN SOCIAL CONTEXT

CHAPTER 11 Social Psychology 452
SECTION 6 PSYCHOLOGICAL PROBLEMS, DISORDERS, AND TREATMENT

CHAPTER 12 Stress, Health, and Coping 496
CHAPTER 13 Psychological Disorders 532
CHAPTER 14 Therapies 584
APPENDIX A Statistics: Understanding Data A-1

APPENDIX B Industrial/Organizational Psychology B-1
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1
vii
CONTENTS
xx To the Instructor
xlviii To the Student: Learning from Discovering Psychology
1
Introduction and Research Methods
lii PROLOGUE:The First Exam
2 Introduction: What Is Psychology?
Psychology’s Origins: The Influence of Philosophy and Physiology 3 ■ Wilhelm
Wundt: The Founder of Psychology 4 ■ Edward B. Titchener: Structuralism 4
■ William James: Functionalism 5 ■ Sigmund Freud: Psychoanalysis 7 ■ John
B. Watson: Behaviorism 8 ■ Carl Rogers: Humanistic Psychology 9
9 Contemporary Psychology
David Engelhardt/age fotostock Major Perspectives in Psychology 10 ■ Specialty Areas in Psychology 14
15 The Scientific Method

12 cuLture and human Behavior The Steps in the Scientific Method: Systematically Seeking Answers 16
What Is Cross-Cultural Psychology? ■ Building Theories: Integrating the Findings from Many Studies 19
20 science versus Pseudoscience
What Is a Pseudoscience? 21 Descriptive Research
31 criticaL thinKing Naturalistic Observation: The Science of People- and Animal-Watching 22 ■ Case
How to Think Like a Scientist Studies: Details, Details, Details 22 ■ Surveys: (A) Always (B) Sometimes
32 focus on neuroscience
(C) Never (D) Huh? 23 ■ Correlational Studies: Looking at Relationships and
Psychological Research Using Brain Making Predictions: Can Eating Curly Fries Make You Smarter? 24
Imaging
26 Experimental Research
Experimental Design: Studying the Effects of Testing 26 ■ Experimental
Controls 28 ■ Limitations of Experiments and Variations in Experimental Design 29
34 Ethics in Psychological Research

35 Closing Thoughts
35 Psych for your Life Successful Study Techniques
37 chaPter review: Key PeoPLe and Key terms
38 concePt maP
2
Neuroscience and Behavior
40 Asha’s Story
PROLOGUE:
Alfred Pasieka/Science Source 42 Introduction: Neuroscience and Behavior

viii
Content s ix
54 in focus
43 The Neuron: The Basic Unit of Communication
Traumatic Brain Injury: From Characteristics of the Neuron 43 ■ Glial Cells 44 ■ Communication Within
Concussions to Chronic Traumatic the Neuron: The Action Potential 45 ■ Communication Between Neurons:
Encephalopathy Bridging the Gap 47 ■ Neurotransmitters and Their Effects 49 ■ How Drugs
61 science versus Pseudoscience Affect Synaptic Transmission 51
Phrenology: The Bumpy Road to
Scientific Progress 53 The Nervous System and the Endocrine System:
62 focus on neuroscience Communication Throughout the Body
Mapping the Pathways of the Brain
The Central Nervous System 53 ■ The Peripheral Nervous System 55
63 focus on neuroscience ■ The Endocrine System 58
Juggling and Brain Plasticity
72 criticaL thinKing 60 A Guided Tour of the Brain
“His” and “Her” Brains?
The Dynamic Brain: Plasticity and Neurogenesis 62 ■ The Brainstem:
77 science versus Pseudoscience Hindbrain and Midbrain Structures 65 ■ The Forebrain 66
Brain Myths
71 Specialization in the Cerebral Hemispheres
Language and the Left Hemisphere: The Early Work of Broca and Wernicke 73
■ Cutting the Corpus Callosum: The Split Brain 74
78 Closing Thoughts
79 Psych for your Life Maximizing Your Brain’s Potential
82 concePt maP
3
Sensation and Perception
84 PROLOGUE:Learning to See
Shahril KHMD/Shutterstock
86 Introduction: What Are Sensation and Perception?
Basic Principles of Sensation 87
89 science versus Pseudoscience 90 Vision: From Light to Sight

Subliminal Perception What We See: The Nature of Light 90 ■ How We See: The Human Visual
95 focus on neuroscience System 91 ■ Processing Visual Information 93 ■ Color Vision 94
Vision, Experience, and the Brain
103 in focus 98 Hearing: From Vibration to Sound
Do Pheromones Influence Human What We Hear: The Nature of Sound 98 ■ How We Hear: The Path of
Behavior? Sound 99
112 criticaL thinKing
ESP: Can Perception Occur Without 102 The Chemical and Body Senses: Smell,
Sensation?
Taste, Touch, and Position
115 cuLture and human Behavior
Ways of Seeing: Culture and Top-Down
How We Smell (Don’t Answer That!) 103 ■ Taste 105 ■ The Skin and Body
Processes Senses 106
122 in focus
The Dress That Broke the Internet
110 Perception
The Perception of Shape: What Is It? 112 ■ Depth Perception: How Far Away
Culture and the Müller-Lyer Illusion: Is It? 117 ■ The Perception of Motion: Where Is It Going? 120 ■ Perceptual
The Carpentered-World Hypothesis Constancies 121
x Contents
123 Perceptual Illusions

The Müller-Lyer Illusion 123 ■ The Moon Illusion 124
125 The Effects of Experience on Perceptual Interpretations

127 Closing Thoughts
127 Psych for your Life Strategies to Control Pain
130 concePt maP
4
Consciousness and Its Variations
132 PROLOGUE:A Knife in the Dark
134 Introduction: Consciousness: Experiencing the “Private I”
Attention: The Mind’s Spotlight 135 ■ The Perils of Multitasking 137
137 Biological and Environmental “Clocks” That Regulate

Consciousness
The Suprachiasmatic Nucleus: The Body’s Clock 138
Alexandr79/Shutterstock 139 Sleep

The Dawn of Modern Sleep Research 140 ■ The Onset of Sleep and
Hypnagogic Hallucinations 140 ■ The First 90 Minutes of Sleep and
141 in focus Beyond 141 ■ Why Do We Sleep? 144
What You Really Want to Know About
Sleep 147 Dreams and Mental Activity During Sleep
146 focus on neuroscience Dream Themes and Imagery 148 ■ The Significance of Dreams 149
The Sleep-Deprived Emotional Brain
148 focus on neuroscience 152 Sleep Disorders
The Dreaming Brain Insomnia 153 ■ Obstructive Sleep Apnea: Blocked Breathing During
152 in focus Sleep 153 ■ Narcolepsy: Blurring the Boundaries Between Sleep and
What You Really Want to Know About Wakefulness 153 ■ The Parasomnias: Undesired Arousal or Actions During
Dreams Sleep 154
Is Hypnosis a Special State of 156 Hypnosis
Consciousness?
Effects of Hypnosis 156 ■ Explaining Hypnosis: Consciousness Divided? 157
Meditation and the Brain 160 Meditation
166 focus on neuroscience Scientific Studies of the Effects of Meditation 161
The Addicted Brain: Diminishing
Rewards
164 Psychoactive Drugs
Common Effects of Psychoactive Drugs 164 ■ The Depressants: Alcohol,
How Methamphetamines Erode the
Barbiturates, Inhalants, and Tranquilizers 165 ■ The Opioids: From Poppies
Brain
to Demerol 169 ■ The Stimulants: Caffeine, Nicotine, Amphetamines, and
Cocaine 170 ■ Psychedelic Drugs: Mescaline, LSD, and Marijuana 173
■ Designer “Club” Drugs: Ecstasy and the Dissociative Anesthetic Drugs 174

Content s xi
176 Psych for your Life Overcoming Insomnia

178 concePt maP
5
Learning
180 PROLOGUE:The Killer Attic
182 Introduction: What Is Learning?
183 Classical Conditioning: Associating Stimuli
Principles of Classical Conditioning 183 ■ Factors That Affect
Conditioning 184 ■ From Pavlov to Watson: The Founding of Behaviorism 187
■ Conditioned Emotional Reactions 188 ■ Other Classically Conditioned
Responses 191
Juha Saastamoinen/Shutterstock 192 Contemporary Views of Classical Conditioning

Cognitive Aspects of Classical Conditioning: Reliable Signals 192
■ Evolutionary Aspects of Classical Conditioning: Biological Predispositions
190 in focus to Learn 193
Watson, Classical Conditioning,
and Advertising
196 Operant Conditioning: Associating Behaviors
195 in focus
Evolution, Biological Preparedness, and
and Consequences
Conditioned Fears: What Gives You the Thorndike and the Law of Effect 197 ■ B.F. Skinner and the Search for
Creeps? “Order in Behavior” 197 ■ Reinforcement: Increasing Future Behavior 198
■ Punishment: Using Aversive Consequences to Decrease Behavior 200
202 in focus
Changing the Behavior of Others: ■ Discriminative Stimuli: Setting the Occasion for Responding 203 ■ Shaping
Alternatives to Punishment and Maintaining Behavior 205 ■ Applications of Operant Conditioning 209
Is Human Freedom Just an Illusion? 209 Contemporary Views of Operant Conditioning
217 focus on neuroscience Cognitive Aspects of Operant Conditioning: Rats! I Thought You Had the
Mirror Neurons: Imitation in the Brain Map! 209 ■ Learned Helplessness: Expectations of Failure and Learning to
219 criticaL thinKing Quit 211 ■ Operant Conditioning and Biological Predispositions: Misbehaving
Does Exposure to Media Violence Cause Chickens 213
Aggressive Behavior?
214 Observational Learning: Imitating the Actions of Others
Applications of Observational Learning 217

221 Using Learning Principles
Psych for your Life
to Improve Your Self-Control
224 concePt maP
xii Contents
6
Memory
226 PROLOGUE:The Drowning
228 Introduction: What Is Memory?
The Stage Model of Memory 228 ■ Sensory Memory: Fleeting Impressions
of the World 229 ■ Short-Term, Working Memory: The Workshop of
Consciousness 231 ■ Long-Term Memory 234
238 Retrieval: Getting Information from Long-Term Memory

The Importance of Retrieval Cues 239 ■ The Encoding Specificity
Principle 241 ■ Flashbulb Memories: Vivid Events, Accurate Memories? 241
Kornev Andrii/Shutterstock
242 Forgetting: When Retrieval Fails

Hermann Ebbinghaus: The Forgetting Curve 243 ■ Why Do We Forget? 244
Culture’s Effects on Early Memories 248 Imperfect Memories: Errors, Distortions,
246 in focus
Déjà Vu Experiences: An Illusion of
and False Memories
Memory? Forming False Memories: From the Plausible to the Impossible 251
The Memory Wars: Recovered or False 256 The Search for the Biological Basis of Memory
Memories? The Search for the Elusive Memory Trace 256 ■ The Role of Neurons in
258 focus on neuroscience Long-Term Memory 257 ■ Processing Memories in the Brain: Clues from
Assembling Memories: Echoes and Amnesia 259
Reflections of Perception
264 focus on neuroscience 265 Closing Thoughts
Mapping Brain Changes in Alzheimer’s
Disease
265 Psych for your Life Ten Steps to Boost Your Memory
268 concePt maP
7
Thinking, Language, and Intelligence
270 PROLOGUE:The Movie Moment
273 Introduction: Thinking, Language, and Intelligence
The Building Blocks of Thought: Mental Imagery and Concepts 273
277 Solving Problems and Making Decisions

Problem-Solving Strategies 277 ■ Obstacles to Solving Problems: Thinking
Outside the Box 280 ■ Decision-Making Strategies 281 ■ Decisions Involving
Uncertainty: Estimating the Probability of Events 282
284 Language and Thought

The Characteristics of Language 285 ■ The Bilingual Mind: Are Two
Leoray Francis/hemis.fr/Getty Images
Languages Better Than One? 288 ■ Animal Communication and Cognition 288
Content s xiii

290 Measuring Intelligence
Seeing Faces and Places in the Mind’s The Development of Intelligence Tests 290 ■ Principles of Test Construction:
Eye What Makes a Good Test? 294
The Persistence of Unwarranted 295 The Nature of Intelligence
Beliefs Theories of Intelligence 295 ■ The Roles of Genetics and Environment
286 cuLture and human Behavior in Determining Intelligence 300 ■ Cross-Cultural Studies of Group
The Effect of Language on Perception Discrimination and IQ Differences 305
293 in focus
Does a High IQ Score Predict Success 307 Closing Thoughts
in Life?
298 in focus
308 Psych for your Life A Workshop on Creativity
Neurodiversity: Beyond IQ 309 chaPter review: Key PeoPLe and Key terms
310 concePt maP
Performing with a Threat in the
Air: How Stereotypes Undermine
8
Performance
Motivation and Emotion

312 PROLOGUE:One Step, One Breath
314 Introduction: Motivation and Emotion
Instinct Theories: Inborn Behaviors as Motivators 315 ■ Drive Theories:
Biological Needs as Motivators 315 ■ Incentive Motivation: Goal Objects as
Motivators 316 ■ Arousal Theory: Optimal Stimulation as a Motivator 316
■ Humanistic Theory: Human Potential as a Motivator 317
317 Hunger and Eating

Energy Homeostasis: Calories Consumed = Calories Expended 318
■ Short-Term Signals That Regulate Eating 318 ■ Long-Term Signals That
Regulate Body Weight 319 ■ Excess Weight and Obesity 321
324 Human Sexuality

First Things First: The Stages of Human Sexual Response 324 ■ What
Dmitry Bodyaev/Shutterstock
Motivates Sexual Behavior? 326 ■ Sexual Orientation: The Elusive Search
for an Explanation 327
322 criticaL thinKing 331 Psychological Needs as Motivators

Has Evolution Programmed Us to Maslow’s Hierarchy of Needs 331 ■ Deci and Ryan’s Self-Determination
Overeat?
Theory 333 ■ Competence and Achievement Motivation 334
Dopamine Receptors and Obesity 335 Emotion
339 in focus The Functions of Emotion 336 ■ The Subjective Experience of Emotion 337
Detecting Lies ■ The Neuroscience of Emotion 338 ■ The Expression of Emotion: Making Faces 343
Emotions and the Brain 346 Theories of Emotion: Explaining Emotion
344 criticaL thinKing The James–Lange Theory of Emotion: Do You Run Because You’re Afraid?
Emotion in Nonhuman Animals: Or Are You Afraid Because You Run? 347 ■ Cognitive Theories of Emotion 350
Laughing Rats, Silly Elephants, and
Smiling Dolphins?
351 Psych for your Life Turning Your Goals into Reality
xiv Contents

354 concePt maP
9
Lifespan Development
356 PROLOGUE:People Are People
358 Introduction: People Are People
360 Genetic Contributions to Development
Your Unique Genotype 361 ■ From Genotype to Phenotype 361
TFoxFoto/Shutterstock
363 Prenatal Development

The Germinal and Embryonic Periods 363 ■ Prenatal Brain Development 364
368 cuLture and human Behavior ■ The Fetal Period 365
Where Does the Baby Sleep?
372 science versus Pseudoscience 365 Development During Infancy and Childhood
Can a DVD Program Your Baby to Be a Physical Development 366 ■ Social and Personality Development 367
Genius? ■ Language Development 371 ■ Gender Development: Blue Bears and Pink
388 focus on neuroscience Bunnies 374 ■ Cognitive Development 380
The Adolescent Brain: A Work in
Progress 386 Adolescence
397 in focus Physical and Sexual Development 386 ■ Social Development 390
Hooking Up on Campus ■ Identity Formation: Erikson’s Theory of Psychosocial Development 391
401 criticaL thinKing ■ The Development of Moral Reasoning 393
The Effects of Child Care on
Attachment and Development
396 Adult Development
404 focus on neuroscience Emerging Adulthood 396 ■ Physical Changes in Adulthood 398
Boosting the Aging Brain ■ Social Development in Adulthood 399
402 Late Adulthood and Aging

Cognitive Changes 403 ■ Social Development 405
405 The Final Chapter: Dying and Death

407 Psych for your Life Raising Psychologically Healthy
Children
410 concePt maP
10
Personality
412 PROLOGUE:The Secret Twin
OKcamera/Shutterstock 414 Introduction: What Is Personality?
Content s xv

415 The Psychoanalytic Perspective on Personality
Freud Versus Rogers on Human Nature The Life of Sigmund Freud 416 ■ Freud’s Dynamic Theory of Personality 417
■ Personality Development: The Psychosexual Stages 421 ■ The Neo-
The Neuroscience of Personality: Brain Freudians: Freud’s Descendants and Dissenters 424 ■ Evaluating Freud and
Structure and the Big Five the Psychoanalytic Perspective on Personality 427
443 science versus Pseudoscience
Graphology: The “Write” Way to Assess 428 The Humanistic Perspective on Personality
Personality? The Emergence of the “Third Force” 429 ■ Carl Rogers: On Becoming a
Person 429 ■ Evaluating the Humanistic Perspective on Personality 432
432 The Social Cognitive Perspective on Personality

Albert Bandura and Social Cognitive Theory 433 ■ Evaluating the Social
Cognitive Perspective on Personality 434
435 The Trait Perspective on Personality

Surface Traits and Source Traits 436 ■ Two Representative Trait Theories:
Raymond Cattell and Hans Eysenck 436 ■ Sixteen Are Too Many, Three Are
Too Few: The Five-Factor Model 438 ■ Personality Traits and Behavioral
Genetics: Just a Chip Off the Old Block? 439 ■ Evaluating the Trait
Perspective on Personality 441
442 Assessing Personality: Psychological Tests

Projective Tests: Like Seeing Things in the Clouds 442 ■ Self-Report
Inventories: Does Anyone Have an Eraser? 444

447 Possible Selves:
Psych for your Life
Imagine the Possibilities
450 concePt maP
11
Social Psychology
452 PROLOGUE:The “Homeless” Man
454 Introduction: What Is Social Psychology?
454 Person Perception: Forming Impressions
of Other People
Social Categorization: Using Mental Shortcuts in Person Perception 456
458 Attribution: Explaining Behavior

The Self-Serving Bias: Using Explanations to Meet Our Needs 460
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461 The Social Psychology of Attitudes

The Effect of Attitudes on Behavior 462 ■ The Effect of Behavior on
Attitudes: Fried Grasshoppers for Lunch?! 462
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xvi Contents

465 Understanding Prejudice
Brain Reward When Making Eye From Stereotypes to Prejudice: In-Groups and Out-Groups 466
Contact with Attractive People ■ Overcoming Prejudice 470
Explaining Failure and Murder: Culture 471 Conformity: Following the Crowd
and Attributional Biases Factors Influencing Conformity 473 ■ Culture and Conformity 473
463 in focus
Interpersonal Attraction and Liking 474 Obedience: Just Following Orders
480 criticaL thinKing Milgram’s Original Obedience Experiment 474 ■ The Results of Milgram’s
Abuse at Abu Ghraib: Why Do Ordinary Original Experiment 476 ■ Making Sense of Milgram’s Findings: Multiple
People Commit Evil Acts? Influences 476 ■ Conditions That Undermine Obedience: Variations on a
Theme 477 ■ Asch, Milgram, and the Real World: Implications of the Classic
Social Influence Studies 479
482 Altruism and Aggression: Helping and Hurting Behavior

Factors That Increase the Likelihood of Bystanders Helping 484 ■ Factors
That Decrease the Likelihood of Bystanders Helping 485 ■ Aggression:
Hurting Behavior 486

491 Psych for your Life The Persuasion Game
494 concePt maP
12
Stress, Health, and Coping
496 PROLOGUE:Fire and Ash
499 Introduction: Stress and Health Psychology
Sources of Stress 501
507 Physical Effects of Stress: The Mind–Body Connection

Stress and the Endocrine System 507 ■ Stress, Chromosomes, and Aging:
Jenn Huls/Shutterstock The Telomere Story 509 ■ Stress and the Immune System 511
513 Individual Factors That Influence the Response to Stress

Psychological Factors 514 ■ Social Factors: A Little Help From Your
The Stress of Adapting to a New Friends 519
Culture
522 Coping: How People Deal with Stress
The Mysterious Placebo Effect Problem-Focused Coping Strategies: Changing the Stressor 523 ■ Emotion-
Focused Coping Strategies: Changing Your Reaction to the Stressor 523
■ Culture and Coping Strategies 526
Do Personality Factors Cause Disease?
521 in focus
Providing Effective Social Support
525 in focus 527 Psych for your Life Minimizing the Effects of Stress
Gender Differences in Responding to
Stress: “Tend-and-Befriend” or “Fight- 529 chaPter review: Key PeoPLe and Key terms
or-Flight”?
530 concePt maP
Content s xvii
13
Psychological Disorders
532 PROLOGUE:“I’m Flying! I’ve Escaped!”
534 Introduction: Understanding Psychological Disorders
What Is a Psychological Disorder? 535 ■ The Prevalence of Psychological
Disorders: A 50–50 Chance? 538
NorGal/Shutterstock 541 Fear and Trembling: Anxiety Disorders, Posttraumatic

Stress Disorder, and Obsessive–Compulsive Disorder
Generalized Anxiety Disorder: Worrying About Anything and Everything 541
536 criticaL thinKing ■ Panic Attacks and Panic Disorders: Sudden Episodes of Extreme Anxiety 542
Are People with a Mental Illness as ■ The Phobias: Fear and Loathing 543 ■ Posttraumatic Stress Disorder and
Violent as the Media Portray Them? Obsessive–Compulsive Disorder: Anxiety and Intrusive Thoughts 546
Does Smoking Cause Major Depressive 550 Depressive and Bipolar Disorders: Disordered Moods
Disorder and Other Psychological
Disorders? and Emotions
Major Depressive Disorder: More Than Ordinary Sadness 550 ■ Bipolar
Culture-Bound Syndromes Disorder: An Emotional Roller Coaster 552 ■ Explaining Depressive
Disorders and Bipolar Disorders 554
The Hallucinating Brain
558 Eating Disorders: Anorexia, Bulimia,
Schizophrenia: A Wildfire in the Brain and Binge-Eating Disorder
562 Personality Disorders: Maladaptive Traits
Antisocial Personality Disorder: Violating the Rights of Others—Without Guilt or
Remorse 563 ■ Borderline Personality Disorder: Chaos and Emptiness 565
566 The Dissociative Disorders: Fragmentation of the Self

Dissociative Amnesia and Dissociative Fugue: Forgetting and Wandering 567
■ Dissociative Identity Disorder: Multiple Personalities 567
569 Schizophrenia: A Different Reality

Symptoms of Schizophrenia 570 ■ Schizophrenia Symptoms and Culture 572
■ The Prevalence and Course of Schizophrenia 573
■ Explaining Schizophrenia 573

579 Psych for your Life Understanding and Helping to Prevent
Suicide
582 concePt maP
xviii Contents
14
Therapies
584 PROLOGUE:“A Clear Sense of Being Heard . . .”
586 Introduction: Psychotherapy and Biomedical Therapy
588 Psychoanalytic Therapy
Sigmund Freud and Psychoanalysis 588 ■ Short-Term Dynamic Therapies 589
Humanistic Therapy
R. Gina Santa Maria/Shutterstock
590
Carl Rogers and Client-Centered Therapy 591
596 in focus
Using Virtual Reality to Treat Phobia
593 Behavior Therapy
and Posttraumatic Stress Disorder Techniques Based on Classical Conditioning 594 ■ Techniques Based on
Operant Conditioning 597
606 in focus
Increasing Access: Meeting the Need
for Mental Health Care 599 Cognitive Therapies
613 cuLture and human Behavior Albert Ellis and Rational-Emotive Behavior Therapy 599 ■ Aaron Beck and
Cultural Values and Psychotherapy Cognitive Therapy 601 ■ Cognitive-Behavioral Therapy and Mindfulness-
Based Therapies 603
Psychotherapy and the Brain
605 Group and Family Therapy
Do Antidepressants Work Better Than Group Therapy 605 ■ Family and Couple Therapy 608
Placebos?
609 Evaluating the Effectiveness of Psychotherapy
Is One Form of Psychotherapy Superior? 610 ■ What Factors Contribute to
Effective Psychotherapy? 611
614 Biomedical Therapies

Antipsychotic Medications 614 ■ Antianxiety Medications 617 ■ Lithium 618
■ Antidepressant Medications 619 ■ Electroconvulsive Therapy 622

625 Psych for your Life What to Expect in Psychotherapy
628 concePt maP
APPENDIX A
Statistics: Understanding Data
A-1 PROLOGUE:The Tables Are Turned: A Psychologist
Becomes a Research Participant
A-2 Descriptive Statistics
Frequency Distribution A-2 ■ Measures of Central Tendency A-4 ■ Measures
of Variability A-5 ■ z Scores and the Normal Curve A-7 ■ Correlation A-8
Content s xix
A-10 Inferential Statistics

A-12 Endnote
A-13 aPPendix review: Key terms
A-14 concePt maP
APPENDIX B
B-10 in focus Industrial/Organizational Psychology
Servant Leadership: When It’s Not All
About You B-1 What Is Industrial/Organizational Psychology?
B-11 in focus B-3 History of I/O Psychology
Name, Title, Generation
B-3 Industrial (Personnel) Psychology
Job Analysis B-3 ■ A Closer Look at Personnel Selection B-4
B-7 Organizational Behavior

Job Satisfaction B-7 ■ Leadership B-8
B-10 Workplace Trends and Issues

Workforce Diversity: Recruiting and Retaining Diverse Talent B-11 ■ Telework
and Telecommuting: The Best Retention Tool B-12 ■ Internet Recruiting:
Using the Web to Recruit Top Talent B-12 ■ Work–Life Balance: Engaging and
Retaining Employees with Families B-12
B-13 Employment Settings, Type of Training, Earnings,

and Employment Outlook
B-15 aPPendix review: Key terms
B-16 concePt maP
G-1 Glossary
R-1 References
NI-1 Name Index
SI-1 Subject Index
TO THE INSTRUCTOR
Welcome to the seventh edition of Discovering Psychology!
We’ve been gratified by the enthusiastic response to the six previous editions of
Discovering Psychology. We’ve especially enjoyed the e-mails and letters we’ve received
from students who felt that our book was speaking directly to them. Students and fac-
ulty alike have told us how much they appreciated Discovering Psychology’s distinctive
voice, its inviting learning environment, the engaging writing style, and the clarity
of its explanations—qualities we’ve maintained in the seventh edition.
But as you’ll quickly see, this new edition is marked by exciting new changes: a
fresh new look, a stronger and more explicit emphasis on scientific literacy, a digital
experience that is more tightly integrated for both students and instructors, and—
most important—a new co-author! More about these features later.
Before we wrote the first word of the first edition, we had a clear vision for this
book: Combine the scientific authority of psychology with a narrative that engages
students and relates to their lives. Drawing from decades (yes, it really has been decades)
of teaching experience, we’ve written a book that weaves cutting-edge psychological
science with real-life stories that draw students of all kinds into the narrative.
While there is much that is new, this edition of Discovering Psychology ref lects our
continued commitment to the goals that have guided us as teachers and authors.
Once again, we invite you to explore every page of the new edition of Discovering
Psychology, so you can see firsthand how we:
• Communicate both the scientific rigor and the personal relevance of psychology
• Encourage and model critical and scientific thinking
• Show how classic psychological studies help set the stage for today’s research
• Clearly explain psychological concepts and the relationships among them
• Present controversial topics in an impartial and evenhanded fashion
• Expand students’ awareness of cultural and gender influences
• Create a student-friendly, personal learning environment
• Provide an effective pedagogical system that helps students develop more effective
learning strategies
What’s New in the Seventh Edition:

Big Changes!
We began the revision process with the thoughtful recommendations and feedback we
received from hundreds of faculty using the text, from reviewers, from colleagues, and
from students. We also had face-to-face dialogues with our own students as well as
groups of students across the country. As you’ll quickly see, the seventh edition marks
a major step in the evolution of Discovering Psychology. We’ll begin by summarizing the
biggest changes to this edition—starting with the most important: a new co-author!
Introducing . . . Susan Nolan

We are very excited and pleased to introduce Susan A. Nolan as our new co-author.
When the time came to search for a new collaborator, we looked for someone who
was an accomplished researcher, a dedicated teacher, and an engaging writer with a
passion for communicating psychological science to a broad audience. A commitment
to gender equality and cultural sensitivity, and, of course, a good sense of humor were
also requirements, as were energy and enthusiasm. We found that rare individual in
Susan A. Nolan, Professor of Psychology at Seton Hall University.
xx
Exploring the Variety of Random
Documents with Different Content
Hester work so hard to feed me, maybe I ought not to
stay."
Billy was silent for a moment and stopped throwing sticks to

Stray. When he spoke, he said very thoughtfully, "I'm the
one to go away, not you. I'm a boy and can make my own
living."
"Oh, no, for you see you haven't any relations like my Uncle
Sidney," returned Ruth. "And, besides, who would chop the
wood and do the errands, Billy? Then if you went away, who
would keep store and buy back the big house for Aunt
Hester? It would be foolish for you to go when I have an
uncle to take care of me."
With his duties as man of the house thus brought to his

mind, Billy demurred. Perhaps after all, his place was here.
"If I only wasn't another mouth," Ruth went on, "or if I were
a dog like Stray and could live on scraps, or if I were a cat
and could catch mice."
"Then nobody would want you," said Billy.
"Indeed they would then. There are ever so many people

who like cats if you don't. Aunt Hester does and so do I and
so does Lucia. Oh dear, I should hate to give up Lucia. I
wish I ought not to go instead of oughting to go."
"Maybe you'll like it awful much," said Billy, encouragingly.

"Maybe your uncle has lots of boys and girls and you'll have
fun with them."
"No, he hasn't. He has only one little boy about five years
old. Billy, promise me on your sacred word and honor that
you will come and get me just as soon as you begin to keep
store, or, if Aunt Hester gets the claim, before that."
Billy nodded gravely. He wished it were not right to tell Ruth
that it would be best for her to leave them. He felt that he
would miss her sadly and that one small boy in the house
with a grave elderly woman would not have as agreeable a
time as when a youthful comrade like Ruth was on hand to
take an interest in small matters beneath the notice of their
elders.
Ruth had always a lively imagination and was vastly

amusing at times. To be sure, she was very often absorbed
in her doll or in Lucia Field, but, at other times, she and
Billy had most exciting plays in which she was almost as
good fun as a boy, he told her. He thought of all this now,
but his loyalty to Miss Hester and his practical bent made
him repeat:
"I guess you'll have to go, Ruth."
But Ruth had been thinking, too. "I'll go, but I'm not going
to promise to stay. I'm coming back the first chance I get. If
I find a thousand dollars that nobody wants, or if I do
something like saving a train from running off the track, and
they give me a whole lot of money for it, or if—or if—the
claim comes out all right, I'll come straight back, so I just
won't think that I'm going for good, and I am going in now
to tell Aunt Hester so."
"Don't tell her it's because you know she can't afford to
keep you," charged Billy, bluntly.
"Of course not," returned Ruth. She jumped down from her
seat and went slowly back to the house. Miss Hester was
sitting at the window of her room which looked out upon the
street. She had her lap full of little garments upon which
she was sewing a missing button here, a tape there.
"This isn't Saturday," said Ruth. "What are all these?"

She came nearer and put an arm around Miss Hester's
neck.
"They are some of Henrietta's things. I didn't know but that

you would need them," answered Miss Hester, soberly.
"Won't my uncle buy me any clothes?"
"He will probably buy all you need, but I don't want to have
you go away unprovided for. I suppose you must go, Ruth. I
should be doing you a wrong to encourage you to do
otherwise."
"I'm not going for good," returned Ruth confidently. "I am

going only for a little while till something happens. If you
get the claim, you know, or if I find a whole lot of money, I
will come back. Even if those things don't happen, Billy will
come for me as soon as he is big enough to keep store."
Miss Hester smiled faintly. "I am afraid it will be many a day

before that."
Ruth shook her head. "I'm not going to think I'll be gone
long. I will tell my uncle that I am going to stay only a little
while, that I am coming back to you and that I love you
better than him or anybody."
The feeling that this departure was in the nature of a visit

made her more cheerful. Like all children, she loved
excitement and change, and, since she had decided that
she was to return, there was only left a rather pleasant
anticipation instead of a grief.
It was well for Miss Hester that the time for preparation was
short for Mr. Mayfield could wait only another day, and so
Ruth's belongings were hastily packed. That she might
make a good appearance, the store of clothing in the chest
up-stairs was drawn forth and all of Henrietta's things that
were in good order were packed in a small trunk. Hetty, too,
was given room, and Ruth begged that her box of pieces
might go in.
"It will make me feel like home to see all my doll rugs," she
said.
And Miss Hester stowed away the box just as it was.
At the last moment, Billy, who had been struggling between

his love for Ruth and his love for Stray, came forward,
insisting that Ruth must take the little dog with her, since he
belonged half to her and could not be divided.
But, though Ruth would have liked dearly to have him, Miss
Hester decided otherwise.
"You don't know that your uncle's wife would be willing to

have a dog in the house. Indeed, I think it is quite unlikely
that she would consent to your having him, for there is the
little boy to be considered."
"I think you are awfully good, Billy, to want me to have

him," Ruth declared, "and I'd just love to take him, but, you
see, I have Hetty for company and you won't have anybody
to play with but Stray."
But Billy was determined that she should receive some

token, and, from his little hoard which he was saving up for
Christmas, he took out sufficient to buy a gayly flowered
mug upon which was written in gold letters: "From a
Friend."
Ruth thought it was beautiful and begged Miss Hester to

pack it very carefully.
"I will use it every day at table," she said.
Then, after whispering to Miss Hester, she left the room and
returned with a red silk handkerchief which Dr. Peaslee had
once brought her after a visit to the city.
"I want you to have this to remember me by," she said to

Billy, and he accepted the gift solemnly.
At last the little trunk was packed and stood waiting.
Then Ruth went to make some hurried farewell calls. To all

inquiries, she replied that she was going to her uncle's to
make a visit, but that she expected to be back soon. So
often did she repeat this that she persuaded herself it must
be true until the last moment when the possibility of its not
being merely a visit faced her, and she flung herself into
Miss Hester's arms in a passion of weeping.
"I—don't want to go. I—I don't want to go," she sobbed.
"You needn't, dear, you needn't," whispered Miss Hester

herself feeling very heavy hearted.
But just then Billy came rushing in shouting: "He's come in

a carriage, Ruth, to take you to the station."
And the dignity of such a departure for the moment caused

Ruth to check her tears. It would be a triumphant exit, she
considered. And after one last frantic hug and the
passionate reiteration, "I am coming back soon, I am, I
am," she obeyed her uncle's call and was helped into the
carriage, her trunk being already established by the side of
the driver. She waved her handkerchief from the carriage
window. Her last glimpse of the brown house showed Billy
at the gate holding up Stray for her to see. Miss Hester was
not in sight. She had gone indoors where no one would
observe her tearful eyes.
Soon the carriage turned into the main street. The children
were on their way to school, and to Ruth's satisfaction, they
passed Nora Petty, to whom Ruth gave a condescending
nod. She was riding away into new splendors where Nora
could no longer twit and tease her.
As the train moved out of the station, there came over the
child an overpowering desire to jump out and run back to
Aunt Hester who loved her, to Billy and Stray, to the little
brown house which she might never see again. The big tear
drops rolled down her cheeks. She wiped them furtively
away as she kept her head turned as if looking out the
window. Her handkerchief became a damp little ball in her
hand and the telegraph poles, as they flashed by, were seen
through a watery mist. Her uncle wisely said nothing to her
for a time, but absorbed himself in his newspaper, but,
when the train boy came along, he bought some fine fruit
and a box of chocolates saying cheerfully, "Here, little girl,
don't you want to see what is in the box?"
Her thoughts diverted in such an agreeable way, the worst

was over for Ruth and she turned to the sweets for solace.
After a while her uncle began to talk to her, to tell her of his
home, of his little boy, Bertie, and from this he went back to
his own childhood when he and Ruth's father were
playmates together. So the morning was not very long,
though Ruth was glad when she climbed down from the cars
to take luncheon at a station where they tarried for half an
hour.
It was late in the afternoon when they arrived in front of

her uncle's door. Ruth observed what to her was a very fine
house, and, when she entered the hall, she was quite
overcome, for, to her inexperienced eye, it appeared a
mansion magnificent beyond her highest expectations.
They had hardly entered before a piping voice called out:

"There's papa," and swiftly sliding down the baluster came
the figure of a little boy. He came with such speed that he
nearly fell off when he reached the big newel post, but his
father caught him.
"You rascal," he cried, "what did I tell you about doing

that?"
"It's so much the quickest way to get here, papa," said

Bertie. "What did you bring me?"
"I brought a little new cousin."
Bertie turned and regarded Ruth with anything but an

amiable expression. "I don't want her," he said. "I want
something nice. Didn't you bring me any candy?"
Mr. Mayfield looked rather abashed. "To tell you the truth,
son, I didn't," he began.
But Bertie interrupted him with a loud wail. "Mamma,

mamma," he cried, "he didn't bring me any candy and you
said he would." Then throwing himself down on the floor, he
kicked and screamed violently.
Ruth heard the swish of silken skirts and down the stairs a
lady came swiftly. She was very fair and looked quite
young. Ruth had never seen any one dressed so
wonderfully, and she stared with all her eyes at the vision.
"What is the matter with my darling?" cried the lady. "Oh,

have you come, Sidney?" She gave Ruth's uncle a cheek to
kiss. "What is my precious boy crying about?" she asked
bending over the raging child.
"Papa didn't bring me any candy and you said he would,"

howled Bertie. "You are an old—"
"There, there," began his mother gathering him into her

arms. "How could you be so forgetful of the precious child,
Sidney?" she said reproachfully.
"Well, you see, Lillie, I had so much to think of. Oh, by the
way, Ruth, this is your Aunt Lillie. Did you get my telegram,
dear?"
"Oh, yes, it came all right, of course," replied Mrs. Mayfield

petulantly. "You ought to have given me more notice."
"How could I? My letter explained why."
Ruth stood awkwardly by. She had not received a very

warm welcome, for Mrs. Mayfield only nodded and said
coolly, "How do you do, little girl?"
Bertie's howls continued.
"I wish I had something to give the child to pacify him,"

muttered Mr. Mayfield who saw that no one would receive
much attention until Bertie's fit of rage was over.
He turned apologetically to Ruth. "You don't happen to have

any candy, do you?" he whispered.
Ruth promptly produced the box of chocolates which was

but half empty. She had been so much more abundantly fed
than usual that she had not been able to eat all the candy.
"Just give them to Bertie," whispered Mr. Mayfield, "and I
will get you some more."
Ruth obediently slipped the box into his hand and he gave
her a smile.
"Here, Bertie," he said, "see what Cousin Ruth has for you.
Papa didn't bring you any candy, but Cousin Ruth did."
At this Bertie rushed from his mother's embrace and

grabbed the box from his father's hand.
"'Tain't but, half full," he whined. Then turning, he gave

Ruth a push. "You mean old fing," he cried, "why didn't you
bring me a whole box?"
"Now, Bertie," said his mother, "that's not a pretty way to

talk. I am sure you ought to say, 'Thank you,' to your
cousin. Won't you say, 'Thank you'?"
"No, I won't," returned Bertie, beginning to gobble down

some of the chocolates as fast as he could.
Ruth was shocked. Such an ill-mannered child she had

never seen. She felt mightily ashamed for him.
"I suspect Ruth is rather tired," said Mr. Mayfield. "You'd

better show her to her room, Lillie."
For answer, Mrs. Mayfield touched an electric button and a

neat maid appeared. "Take Miss Ruth to her room," said the
lady, "and help her dress for dinner, Katie."
Ruth followed the girl up three flights of stairs, catching

glimpses on the way of rooms whose elegant furnishings
seemed to her fit for a palace. At the top of the house, she
was ushered into a hall bedroom, comfortably, even prettily,
furnished. It looked out upon the street, but it seemed to
Ruth, accustomed to her little room adjoining Aunt Hester's,
a long way off from any one, and she wondered if she would
not feel afraid up there. She timidly asked Katie who had
the next room.
"Nobody, miss," was the reply. "It's one of the spare rooms,
but it ain't often used except when there's more company
than common. But I sleep just down the hall in one of the
back rooms."
This was comforting and Ruth felt relieved. The trunk

having now arrived, Katie fell to unpacking it. She smiled at
the old-fashioned clothes, but made no remark, being too
well-trained a servant for that. She selected Ruth's very
best frock, a cream-white delaine with small Persian figures
upon it. The frock was trimmed with an old-fashioned gimp,
heading a narrow fringe, but its quaintness suited Ruth and
she looked very presentable, Katie thought, as she led her
down-stairs when a soft-toned Japanese gong announced
that dinner was ready.
CHAPTER X
Homesick
IN spite of such luxuries as Ruth had never before enjoyed,

and the fact that there was little restraint put upon her, she
did not feel in her new home a real content.
After a week it was decided that she should not go to
school, Mrs. Mayfield insisting upon a governess who could
give some attention to Bertie. One was found who suited
the lady but to whom Ruth took a dislike at first sight, and
never thereafter did she feel comfortable when Mlle.
Delarme's sharp eyes were fixed upon her. Lessons in
French and music were those upon which Mademoiselle laid
the most stress, the rest amounted to little.
Mademoiselle was sly and put forth her best efforts to

please Mrs. Mayfield, and, consequently, made much of
Bertie. Ruth, though well clothed and fed, starved for those
things which she craved. She longed for her Aunt Hester's
loving notice and appreciation. She sighed for Billy's bluff
companionship, and she was very, very lonely. Her uncle
was absorbed in business and she saw him seldom. He
always gave her a kind smile when they met, asked if she
were well, and if she needed anything and there the interest
ended.
On several different occasions, he had given her money,

telling her to spend it on whatever she liked, but she, with a
wise frugality, had saved nearly every penny till her hoard
amounted to nearly five dollars. At Christmas she would
perhaps spend it to send home gifts to those she truly
loved.
Mrs. Mayfield was fond of society and was rarely at home

unless to entertain some guest. The children had their
meals in the nursery with Mademoiselle, took their drives
and walks with her, and although Bertie would not be kept
within bounds and frequented any part of the house at will,
Ruth rarely went beyond the confines of the nursery. She
still had her little hall bedroom, and Mademoiselle was now
given a room upon the same floor, though Ruth would have
preferred her to be elsewhere.
"J'ai, tu as, il a," crooned Ruth one afternoon as she sat in
the nursery, studying a lesson.
"Oh dear, I don't want to study French," she sighed. "It

won't be a bit of use to me, for when I grow up I shall go
back to Springdale. I may go sooner than that. None of the
girls there will learn French. Well, perhaps Lucia will if she
goes away to boarding-school, and perhaps Nora might. I
reckon after all I'd better study it, for Nora might get ahead
of me and say things to Lucia that I couldn't understand."
So she bent herself again to her task. "J'ai, tu as, il a. Nous

avons, vous avez, ils ont." Her eyes wandered from her
book.
She looked out of the window to where a pair of sparrows

were fussing and quarreling on a twig near-by. There was
little else to be seen but roofs and chimneys, a church spire
in the distance and a line of fence enclosing back yards. Her
eyes returned to her book.
"J'ai, tu as, il a. I think I know that. Now those horrid

exercises. Why should I care anything about the brother of
his aunt? It doesn't make any difference to me whether she
has a gold shoe or not. French is so silly. We never talk
about such things."
At this moment, she heard Bertie's hurrying step upon the

stair and presently he came dancing into the room crying:
"Ya! Ya! Ya! I've got it."
Ruth looked up quickly to catch sight of Bertie jumping

around the room holding aloft her precious Hetty. She
sprang to her feet in an instant and snatched the doll away.
Bertie flew at her in a transport of rage, but she held the
doll tightly though he kicked and yelled.
The commotion brought Mrs. Mayfield who chanced to be at
home. "What is it, precious?" she cried as she entered the
room.
"Ruth won't let me have that old doll and I'm going to get
it, I am. I'll smash it all to pieces," cried Bertie, dancing up
and down in a fury.
"Why don't you let him have it, Ruth?" said Mrs. Mayfield.
"I'll get you a better one."
"I don't want a better one," replied Ruth, fiercely. "I don't
want any but this. There isn't another like her and you
couldn't get me one that would be half so dear."
"Well, I am sure you are very disobliging," said Mrs.

Mayfield. "Never mind, Bertie, if you want a doll to play with
mother will get you one much prettier than this."
"Don't want it. Want one to smash," cried Bertie.
"Oh, but you don't want to smash Ruth's doll, do you?"

asked his mother in a coaxing tone.
"Yes, I do, I do. It's ugly and I'm going to. Make her give it
to me, mamma."
"Do give it to him, Ruth," continued Mrs. Mayfield. "I will

give you a much handsomer one. You shall go down-town
with Mademoiselle and choose any you want."
But Ruth held steadfastly to her own. "I don't want any
other and I couldn't give this away to be broken up," she
said. "She's the only one of the family I have here to
remind me of my home, and I can't give her up."
Whereupon, Bertie burst into screams of anger and
disappointment, flinging himself upon the floor in one of his
fits of temper.
"After all your uncle has done for you, I think it is a very
little thing to ask," said Mrs. Mayfield in an offended way,
addressing Ruth. Then meeting no response, she took a
different tone. "You must give it to him, Ruth. I wish you to
obey me."
"Oh, Aunt Lillie, I can't." The tears came into Ruth's eyes as
she held Hetty more tightly.
"I command you," returned Mrs. Mayfield, haughtily, and

then all Ruth's defiance was aroused.
"I won't," she said. Then she started for the door. "I reckon
you wouldn't give your child either, to be torn to pieces by a
—by a—wicked Thing," she cried as she reached the door.
She hurried up-stairs feeling that here was an occasion

which did not demand obedience, yet frightened at her
speech. There was not a day when she was not called upon
to give up something to Bertie, to sacrifice her pleasures,
her time, her possessions to his whims.
"He is younger than you," was always the plea, and Ruth,
though not always with a good grace, yielded the point. But
here was an issue which she felt was a different one from
any that she had been called upon to meet.
"It isn't right; it isn't," she said over and over to herself as
she climbed the stairs. "Aunt Hester wouldn't make me do
it. I know she wouldn't. Why Aunt Hester loves Hetty and
Dr. Peaslee does and Billy, and—why they would think it as
bad as throwing a baby to the crocodiles like a heathen
mother. I'll have to hide you, Hetty darling, like Moses in
the bulrushes or like they had to hide the babies from
wicked old Herod. Bertie is just like Herod, so he is. I don't
love him one bit, and I am going to write to Aunt Hester,
and tell her all about it. Oh, where can I hide you, my
darling Hetty, so the wicked evil foe will not seek you?"
Bertie's screams still ascended from the floor below and

Ruth could hear his mother trying to comfort him.
"Did that naughty Ruth tease my baby? Wouldn't she let

him have the ugly old doll? Never mind, mamma will let
Katie take him down-town and get him something nice.
What does baby want?"
"Want Ruth's doll," persisted Bertie.
"Oh, but wouldn't you like some nice candy and a pretty
toy? Let Katie dress you and take you out to get you
something nice? We won't get Ruth anything, will we? She
shall not go with you and Katie."
Ruth's lip curled as she heard this. "Silly talk," she

murmured. She had no great respect for her Aunt Lillie.
At last Bertie was pacified and was led away by the long-
suffering nurse while Ruth remained in her room.
Mademoiselle was out for the afternoon, and when she had
completed the task the governess had set her to do, she
would be free to do as she chose.
Bertie seldom descended upon Ruth, and indeed, she was

careful to have nothing within reach of his mischievous
fingers, but to-day she had left Hetty sitting upon the bed
and Bertie had discovered her. It would never do to leave
her anywhere in sight again, nor could she keep her where
an older person than Bertie might find her. Ruth did not
trust Mademoiselle, and believed if Bertie persisted in
wanting the doll, as he was very likely to do, that
Mademoiselle would not hesitate to find Hetty and give her
into the little boy's ruthless hands.
She closed her door softly and looked around the room for a
hiding-place. None seemed possible at first, but at last Ruth
discovered a safe one. A small window seat had been placed
before the one window. It opened and shut like a box.
Between the back of this box and the wall under the window
there was a space over which a small board had been
placed to cover the space which was caused by a slight
jutting out of the window, making an irregular opening.
Ruth found that she could lift the board, shove it back in
place and cover it again with the cushion of the seat. She
gave Hetty a loving kiss and stowed her away in this
retreat.
"You mustn't be afraid, dearest," she said. "Nothing shall

hurt you. I shall not let anything smite you by day nor by
night. I'll pray that the angels will watch over you just as
much as if they could see you in bed with me. I shall take
you out every day and lock my door so we won't be
disturbed."
And she went back to her French exercises with a cheerful

face. When she had completed them, she heard the clamor
of Bertie's return and ran back to her room.
Her aunt treated her with cold disdain when they next met
and Ruth gave her head a little defiant toss.
"If she 'spises me, I reckon I can 'spise her," she told
herself, and more than ever she kept out of the way.
She had been in her aunt's rooms but seldom, though the
magnificence of them charmed her. On the dressing-table
were such beautiful shining things; the soft couch was piled
high with wonderfully embroidered cushions, and the whole
place was always redolent with some faint sweet odor. The
costumes which Mrs. Mayfield wore, too, were such as Ruth
thought fit for a queen. Once or twice she had seen her
sweeping down the stairway in exquisite evening dress and
she wondered what Nora Petty would say if she knew Ruth
were living in the same house as such a fairylike being.
Although she gave a wondering admiration to all the

beautiful things with which her Aunt Lillie surrounded
herself, Ruth gave her aunt no affection, for she did not
demand it. She treated the child with tolerance but that was
all. Bertie occupied the only place which she had in her
heart for children, and him she spoiled and petted till all
natural good in his nature was smothered by indulgence.
Bertie did not forgot the doll in spite of the candy and the
new toy with which his mother had provided him, and the
very next day he climbed the stairs to the top floor bent on
finding Hetty. It was sufficient for Bertie to be denied a
thing for him to want it beyond anything else. He looked
around the room. No doll was in sight, but on Ruth's
washstand stood the little flowery mug, Billy's parting gift.
Possessing himself of this, he went down to the nursery
where Ruth was reciting her "J'ai, tu as, il a."
"I want Ruth's doll," he said to Mademoiselle.
"He can't have it," returned Ruth quickly.
Mademoiselle looked sharply at her. "Vy not, mees?"
"Because he only wants it to break up and I can't have her

smashed all to pieces."
"I want to play wif her. Mayn't I play wif her?" whined
Bertie.
"You may play wis har, of course. Go get zis doll, zis poupée
but say first what is doll. It is poupée, poupée. Repeat."
"Poupée, poupée," repeated Ruth obediently.
"Say, zen to your cousin, 'I give you my doll—Je vous donne
ma poupée.' Repeat."
But Ruth did not repeat. Instead she stood silent.
Mademoiselle's little eyes snapped. "Repeat, I say. At once;

toute de suite. Je vous donne ma poupée."
"I can't," replied Ruth in a low tone. "I would be telling a

story, because I am not going to give him my doll."
"You are not when I say?" Mademoiselle sprang to her feet.

"You sall, you mees, I make you."
Ruth faced her, very pale. "What will you do?" she asked
slowly.
"I punish you."
"Then I will tell my uncle and I will ask him, too, if I must
give my precious doll to Bertie to break up. I will tell him all
about my Hetty and I know he will not make me give her
up."
"You meeserable leetle mouse, you souris which pretend so

shy and meek and have the viciousness of a rat, you sall
not defy me, Antoinette Delarme."
Just at this moment, Bertie entered, having taken his cause

into his own hands. "You'd better give me your old doll," he
threatened, holding behind him the mug which he had
brought from Ruth's room. "You'd just better or you'll be
sorry."
"I shall not do it," said Ruth steadily.
For answer Bertie dashed out in the hall, held aloft the mug
for a moment and then flung it down over the baluster. It
went crashing into a hundred bits upon the marble tiling in
the hall below. Having thus spent his fury, Bertie dashed
away with an impish look over his shoulder.
Ruth flew down-stairs without a word from Mademoiselle.

The butler was sweeping up the broken pieces.
"Oh, Martin," said Ruth, "it is my dear little mug. Bertie got
it from my room and threw it down here. Can it be mended,
do you think?"
With a grim smile Martin showed the pieces.
The tears came to Ruth's eyes. "And Billy bought it for me

with his own money," she said, her lips quivering at the
remembrance. "Oh, Martin, please let me have one little
flowery piece to keep," she said.
The man held out the dust-pan and Ruth selected a piece
upon which a rose still showed entire. "I'll keep this
forever," she said. "Thank you, Martin."
The man shook his head as he looked after her making her
way to the upper floor. "That spoiled young un," he
muttered. "I'd just like to see him get one good spanking."
Mademoiselle sat up stiff and uncompromising when Ruth

returned to the nursery. "Babee," she said contemptuously,
as she perceived Ruth's tears. "What is it to weep for, a
leetle cheap sumpsin as zat?"
"It wasn't because I thought it was very fine," said Ruth,

"but it was because Billy gave it to me. I was going to drink
my milk from it at the table, but I saw it looked funny with
the other things and so I kept it in my room. Bertie knew I
loved it."
"He is but an infant," returned Mademoiselle, "but because

he have bestowed upon you a punishment, I will not more
punish you for the disobeying me except that I make you a
longer lesson to-morrow. You are repeat all the verb To
Have, all, all."
"Oh, Mademoiselle, it will take me every minute to learn it."
"All, all," repeated Mademoiselle with a wave of her hand as

dismissing the subject.
And Ruth, with a rebellious feeling in her heart, went to her

task.
She listened that evening for her uncle's latchkey, hiding

herself behind the heavy curtains of the library.
As his step rang upon the tiled floor, she went to meet him.
"Well, Ruthie," he said kindly, "are you the only one at

home?"
"Aunt Lillie has gone to a tea," she replied, "and I don't

know where Bertie is. Uncle Sidney, do I have to give him
my doll?"
"Your doll? Bertie doesn't play with dolls, does he?"

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SECTION 1 INTRODUCING PSYCHOLOGY

SECTION 2 PSYCHOBIOLOGICAL PROCESSES

SECTION 3 BASIC PSYCHOLOGICAL PROCESSES

SECTION 4 THE DEVELOPMENT OF THE SELF

SECTION 5 THE PERSON IN SOCIAL CONTEXT

SECTION 6 PSYCHOLOGICAL PROBLEMS, DISORDERS, AND TREATMENT

APPENDIX A Statistics: Understanding Data A-1

B. Watson: Behaviorism 8 ■ Carl Rogers: Humanistic Psychology 9

15 The Scientific Method

34 Ethics in Psychological Research

Alfred Pasieka/Science Source 42 Introduction: Neuroscience and Behavior

89 science versus Pseudoscience 90 Vision: From Light to Sight

123 Perceptual Illusions

125 The Effects of Experience on Perceptual Interpretations

137 Biological and Environmental “Clocks” That Regulate

Alexandr79/Shutterstock 139 Sleep

175 Closing Thoughts

176 Psych for your Life Overcoming Insomnia

Juha Saastamoinen/Shutterstock 192 Contemporary Views of Classical Conditioning

221 Closing Thoughts

238 Retrieval: Getting Information from Long-Term Memory

242 Forgetting: When Retrieval Fails

277 Solving Problems and Making Decisions

284 Language and Thought

274 focus on neuroscience

Motivation and Emotion

317 Hunger and Eating

Regulate Body Weight 319 ■ Excess Weight and Obesity 321

324 Human Sexuality

322 criticaL thinKing 331 Psychological Needs as Motivators

353 chaPter review: Key PeoPLe and Key terms

363 Prenatal Development

402 Late Adulthood and Aging

405 The Final Chapter: Dying and Death

430 criticaL thinKing

432 The Social Cognitive Perspective on Personality

435 The Trait Perspective on Personality

442 Assessing Personality: Psychological Tests

447 Closing Thoughts

458 Attribution: Explaining Behavior

461 The Social Psychology of Attitudes

458 focus on neuroscience

482 Altruism and Aggression: Helping and Hurting Behavior

490 Closing Thoughts

507 Physical Effects of Stress: The Mind–Body Connection

513 Individual Factors That Influence the Response to Stress

NorGal/Shutterstock 541 Fear and Trembling: Anxiety Disorders, Posttraumatic

566 The Dissociative Disorders: Fragmentation of the Self

569 Schizophrenia: A Different Reality