Psychology 9th edition David G.Myers

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P S Y C H O L O G Y
N I N T H E D I T I O N I N M O D U L E S
This page intentionally left blank 
David G. Myers
P S Y C H O L O G Y
N I N T H E D I T I O N I N M O D U L E S
Hope College
Holland, Michigan
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FOR BETTY PROBERT,
with gratitude for 27 years of loyal friendship and superb editorial 
support in creating this book and its teaching supplements
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David Myers received his psychology Ph.D. from the University of Iowa.
He has spent his career at Hope College, Michigan, where he has
taught dozens of introductory psychology sections. Hope College
students have invited him to be their commencement speaker and
voted him “outstanding professor.” 
Myers’ scientific articles have, with support from National Science
Foundation grants, appeared in more than two dozen scientific
periodicals, including Science, American Scientist, Psychological
Science, and the American Psychologist. In addition to his scholarly
writing and his textbooks for introductory and social psychology, he
also digests psychological science for the general public. His writings
have appeared in four dozen magazines, from Today’s Education to
Scientific American. He also has authored five general audience books,
including The Pursuit of Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission,
helped found a thriving assistance center for families in poverty, and
spoken to hundreds of college and community groups. Drawing on his
experience, he also has written articles and a book (A Quiet World)
about hearing loss, and he is advocating a transformation in American
assistive listening technology (see hearingloop.org). 
He bikes to work year-round and plays daily pickup basketball. David
and Carol Myers have raised two sons and a daughter.
About the Author
Preface ix
Introduction to the History and Science of
Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
MODULE 1 The Story of Psychology 2
MODULE 2 Thinking Critically With Psychological
Science 14
MODULE 3 Research Strategies: How
Psychologists Ask and Answer
Questions 25
The Biology of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
MODULE 4 Neural and Hormonal Systems 46
MODULE 5 Tools of Discovery and Older Brain
Structures 58
MODULE 6 The Cerebral Cortex and Our Divided
Brain 67
Consciousness and the Two-Track Mind . . . . . . . . 83
MODULE 7 The Brain and Consciousness 85
MODULE 8 Sleep and Dreams 91
MODULE 9 Hypnosis 108
MODULE 10 Drugs and Consciousness 113
Nature, Nurture, and Human Diversity . . . . . . . . . 131
MODULE 11 Behavior Genetics and Evolutionary
Psychology 132
MODULE 12 Environmental Influences on 
Behavior 148
Developing Through the Life Span . . . . . . . . . . . . . 169
MODULE 13 Prenatal Development and the
Newborn 170
MODULE 14 Infancy and Childhood 174
MODULE 15 Adolescence 195
MODULE 16 Adulthood, and Reflections on
Developmental Issues 206
Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . 225
MODULE 17 Introduction to Sensation and
Perception 226
MODULE 18 Vision 233
MODULE 19 Hearing 243
MODULE 20 Other Senses 251
MODULE 21 Perceptual Organization 262
MODULE 22 Perceptual Interpretation 272
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
MODULE 23 Classical Conditioning 290
MODULE 24 Operant Conditioning 301
MODULE 25 Learning by Observation 315
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
MODULE 26 Introduction to Memory 324
MODULE 27 Encoding: Getting Information 
In 327
MODULE 28 Storage: Retaining Information 336
MODULE 29 Retrieval: Getting Information 
Out 346
MODULE 30 Forgetting, Memory Construction,
and Improving Memory 351
Brief Contents
viii
Thinking, Language, and Intelligence . . . . . . . . . . 369
MODULE 31 Thinking 370
MODULE 32 Language and Thought 384
MODULE 33 Introduction to Intelligence 404
MODULE 34 Assessing Intelligence 416
MODULE 35 Genetic and Environmental Influences
on Intelligence 428
Motivation and Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
MODULE 36 Introduction to Motivation 444
MODULE 37 Hunger 448
MODULE 38 Sexual Motivation and the Need to
Belong 466
MODULE 39 Motivation at Work 484
Emotions, Stress, and Health . . . . . . . . . . . . . . . . . . 499
MODULE 40 Introduction to Emotion 500
MODULE 41 Expressed Emotion 510
MODULE 42 Experienced Emotion 517
MODULE 43 Stress and Health 530
MODULE 44 Promoting Health 542
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557
MODULE 45 The Psychoanalytic Perspective 558
MODULE 46 The Humanistic Perspective 570
MODULE 47 Contemporary Research on
Personality 574
Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . 597
MODULE 48 Introduction to Psychological
Disorders 599
MODULE 49 Anxiety Disorders 610
MODULE 50 Dissociative, Personality, and
Somatoform Disorders 618
MODULE 51 Mood Disorders 625
MODULE 52 Schizophrenia 637
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645
MODULE 53 The Psychological Therapies 646
MODULE 54 Evaluating Psychotherapies 660
MODULE 55 The Biomedical Therapies 671
Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681
MODULE 56 Social Thinking 682
MODULE 57 Social Influence 690
MODULE 58 Antisocial Relations 703
MODULE 59 Prosocial Relations 719
Appendix A: Careers in Psychology A-1
Appendix B: Answers to Test Yourself Questions B-1
ix
x
module 5 Tools of Discovery and Older Brain
Structures 58
The Tools of Discovery: Having Our Head Examined 58
Older Brain Structures 60
module 6 The Cerebral Cortex and Our Divided
Brain 67
The Cerebral Cortex 67
Our Divided Brain 74
Right-Left Differences in the Intact Brain 77
Contents
Preface ix
Introduction to the History and Science of
Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
module 1 The Story of Psychology 2
What Is Psychology? 2
Contemporary Psychology 6
CLOSE-UP: Tips for Studying Psychology 12
module 2 Thinking Critically With Psychological
Science 14
The Need for Psychological Science 14
Frequently Asked Questions About Psychology 19
module 3 Research Strategies:
How
Psychologists Ask and Answer Questions 25
How Do Psychologists Ask and Answer Questions? 25
Statistical Reasoning in Everyday Life 37
The Biology of Mind . . . . . . . . . . . . . . . . . . . . . 45
module 4 Neural and Hormonal Systems 46
Neural Communication 46
The Nervous System 52
The Endocrine System 56
Consciousness and the Two-Track Mind . . . 83
module 7 The Brain and Consciousness 85
Cognitive Neuroscience 85
Dual Processing 86
module 8 Sleep and Dreams 91
Biological Rhythms and Sleep 91
Why Do We Sleep? 96
Sleep Disorders 100
Dreams 102
module 9 Hypnosis 108
Facts and Falsehoods 108
Explaining the Hypnotized State 110
module 10 Drugs and Consciousness 113
Dependence and Addiction 113
Psychoactive Drugs 115
CLOSE-UP: Near-Death Experiences 123
Influences on Drug Use 125
xi
Nature, Nurture, and Human Diversity . . . . 131
module 11 Behavior Genetics and Evolutionary
Psychology 132
Behavior Genetics: Predicting Individual Differences 132
Evolutionary Psychology: Understanding Human Nature 141
module 12 Environmental Influences on 
Behavior 148
Parents and Peers 148
Cultural Influences 151
Gender Development 157
Reflections on Nature and Nurture 164
module 15 Adolescence 195
Physical Development 195
Cognitive Development 198
Social Development 200
Emerging Adulthood 204
module 16 Adulthood, and Reflections on
Developmental Issues 206
Physical Development 206
Cognitive Development 212
Social Development 215
Reflections on Two Major Developmental Issues 221
xi
Sensation and Perception . . . . . . . . . . . . . . 225
module 17 Introduction to Sensation and
Perception 226
Thresholds 227
Sensory Adaption 230
module 18 Vision 233
The Stimulus Input: Light Energy 233
The Eye 234
Visual Information Processing 237
Color Vision 240
module 19 Hearing 243
The Stimulus Input: Sound Waves 243
The Ear 244
Hearing Loss and Deaf Culture 247
CLOSE-UP: Living in a Silent World 249
Developing Through the Life Span . . . . . . . 169
module 13 Prenatal Development and the
Newborn 170
Conception 170
Prenatal Development 170
The Competent Newborn 172
module 14 Infancy and Childhood 174
Physical Development 174
Cognitive Development 176
CLOSE-UP: Autism and “Mind-Blindness” 182
Social Development 185
xii
module 20 Other Senses 251
Touch 251
Pain 253
Taste 257
Smell 259
module 21 Perceptual Organization 262
Form Perception 262
Depth Perception 264
Motion Perception 267
Perceptual Constancy 267
module 22 Perceptual Interpretation 272
Sensory Deprivation and Restored Vision 272
Perceptual Adaptation 273
Perceptual Set 274
Perception and the Human Factor 279
Is There Extrasensory Perception? 281
module 25 Learning by Observation 315
Mirrors in the Brain 316
Bandura’s Experiments 317
Applications of Observational Learning 318
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287
module 23 Classical Conditioning 290
Pavlov’s Experiments 290
Extending Pavlov’s Understanding 295
Pavlov’s Legacy 298
CLOSE-UP: Trauma as Classical Conditioning 299
module 24 Operant Conditioning 301
Skinner’s Experiments 301
Extending Skinner’s Understanding 308
Skinner’s Legacy 310
CLOSE-UP: Training Our Partners 312
Contrasting Classical and Operant Conditioning 313
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
module 26 Introduction to Memory 324
The Phenomenon of Memory 324
Studying Memory: Information-Processing Models 325
module 27 Encoding: Getting Information 
In 327
How We Encode 327
What We Encode 330
module 28 Storage: Retaining Information 336
Sensory Memory 336
Working/Short-Term Memory 337
Long-Term Memory 338
Storing Memories in the Brain 339
module 29 Retrieval: Getting Information 
Out 346
Retrieval Cues 347
module 30 Forgetting, Memory Construction,
and Improving Memory 351
Forgetting 351
CLOSE-UP: Retrieving Passwords 355
Memory Construction 357
Improving Memory 365
xiii
Thinking, Language, and Intelligence . . . . . 369
module 31 Thinking 370
Concepts 370
Solving Problems 371
Making Decisions and Forming Judgments 374
THINKING CRITICALLY ABOUT: The Fear Factor—Do We Fear
the Right Things? 378
module 32 Language and Thought 384
Language Structure 385
Language Development 386
The Brain and Language 391
Thinking and Language 393
Animal Thinking and Language 397
CLOSE-UP: Talking Hands 400
module 33 Introduction to Intelligence 404
Is Intelligence One General Ability or Several Specific 
Abilities? 405
Intelligence and Creativity 409
Emotional Intelligence 411
Is Intelligence Neurologically Measurable? 412
module 34 Assessing Intelligence 416
The Origins of Intelligence Testing 416
Modern Tests of Mental Abilities 418
Principles of Test Construction 420
The Dynamics of Intelligence 422
module 35 Genetic and Environmental Influences
on Intelligence 428
Twin and Adoption Studies 428
Heritability 430
Environmental Influences 430
Group Differences in Intelligence Test Scores 432
The Question of Bias 438
xiii
Motivation and Work . . . . . . . . . . . . . . . . . . . 443
module 36 Introduction to Motivation 444
Instincts and Evolutionary Psychology 444
Drives and Incentives 445
Optimum Arousal 445
A Hierarchy of Motives 446
module 37 Hunger 448
The Physiology of Hunger 448
The Psychology of Hunger 451
Obesity and Weight Control 456
CLOSE-UP: Waist Management 463
module 38 Sexual Motivation and the Need to
Belong 466
The Physiology of Sex 466
The Psychology of Sex 468
Adolescent Sexuality 470
Sexual Orientation 472
Sex and Human Values 479
The Need to Belong 479
module 39 Motivation at Work 484
CLOSE-UP: I/O Psychology at Work 485
Personnel Psychology 486
CLOSE-UP: Discovering Your Strengths 487
Organizational Psychology: Motivating Achievement 490
CLOSE-UP: Doing Well While Doing Good: “The Great
Experiment” 492
xiv
Emotions, Stress, and Health . . . . . . . . . . . 499
module 40 Introduction to Emotion 500
Theories of Emotion 500
Embodied Emotion 501
THINKING CRITICALLY ABOUT: Lie Detection 504
module 41 Expressed Emotion 510
Detecting Emotion 510
Gender, Emotion, and Nonverbal Behavior 511
Culture and Emotional Expression 513
The Effects of Facial Expressions 515
module 42 Experienced Emotion 517
Fear 518
Anger 520
Happiness 521
CLOSE-UP: How to Be Happier 527
module 43 Stress and Health 530
Stress and Illness 530
Stress and the Heart 535
Stress and Susceptibility to Disease 537
module 44 Promoting Health 542
Coping With Stress 542
CLOSE-UP: Pets Are Friends, Too 546
Managing Stress 547
THINKING CRITICALLY ABOUT: Complementary and
Alternative Medicine 550
CLOSE-UP: The Relaxation Response 551
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . 557
module 45 The Psychoanalytic Perspective 558
Exploring the Unconscious 558
The Neo-Freudian and Psychodynamic Theorists 562
Assessing Unconscious Processes 563
Evaluating the Psychoanalytic Perspective 565
module 46 The Humanistic Perspective 570
Abraham Maslow’s Self-Actualizing Person 570
Carl Rogers’ Person-Centered Perspective 570
Assessing the Self 571
Evaluating the Humanistic Perspective 572
module 47 Contemporary Research on
Personality 574
The Trait Perspective 574
THINKING CRITICALLY ABOUT: How to Be a “Successful”
Astrologer or Palm Reader 578
The Social-Cognitive Perspective 583
CLOSE-UP: Toward a More Positive Psychology 588
Exploring the Self 590
xv
Psychological Disorders . . . . . . . . . . . . . . . . 597
module 48 Introduction to Psychological
Disorders 599
Defining
Psychological Disorders 599
THINKING CRITICALLY ABOUT: ADHD—Normal High Energy
or Genuine Disorder? 600
Understanding Psychological Disorders 601
Classifying Psychological Disorders 602
CLOSE-UP: The “un-DSM”: A Diagnostic Manual of Human
Strengths 604
Labeling Psychological Disorders 605
THINKING CRITICALLY ABOUT: Insanity and 
Responsibility 606
Rates of Psychological Disorders 606
module 49 Anxiety Disorders 610
Generalized Anxiety Disorder 610
Panic Disorder 611
Phobias 611
Obsessive-Compulsive Disorder 612
Post-Traumatic Stress Disorder 612
Understanding Anxiety Disorders 614
module 50 Dissociative, Personality, and
Somatoform Disorders 618
Dissociative Disorders 618
Personality Disorders 620
Somatoform Disorders 622
module 51 Mood Disorders 625
Major Depressive Disorder 625
Bipolar Disorder 626
Understanding Mood Disorders 627
CLOSE-UP: Suicide 630
module 52 Schizophrenia 637
Symptoms of Schizophrenia 637
Onset and Development of Schizophrenia 638
Understanding Schizophrenia 639
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645
module 53 The Psychological Therapies 646
Psychoanalysis 646
Humanistic Therapies 649
Behavior Therapies 650
Cognitive Therapies 654
Group and Family Therapies 657
module 54 Evaluating Psychotherapies 660
Is Psychotherapy Effective? 660
THINKING CRITICALLY ABOUT: “Regressing” From Unusual to
Usual 662
The Relative Effectiveness of Different Therapies 663
Evaluating Alternative Therapies 665
Commonalities Among Psychotherapies 666
CLOSE-UP: A Consumer’s Guide to Psychotherapists 667
Culture and Values in Psychotherapy 668
CLOSE-UP: Preventing Psychological Disorders 669
module 55 The Biomedical Therapies 671
Drug Therapies 671
Brain Stimulation 675
Psychosurgery 677
Therapeutic Life-Style Change 678
xvi
Social Psychology . . . . . . . . . . . . . . . . . . . . . 681
module 56 Social Thinking 682
Attributing Behavior to Persons or to Situations 682
Attitudes and Actions 684
CLOSE-UP: Abu Ghraib Prison: An “Atrocity-Producing
Situation”? 687
module 57 Social Influence 690
Conformity and Obedience 690
Group Influence 697
The Power of Individuals 701
module 58 Antisocial Relations 703
Prejudice 703
CLOSE-UP: Automatic Prejudice 705
Aggression 709
CLOSE-UP: Parallels Between Smoking Effects and Media
Violence Effects 716
module 59 Prosocial Relations 719
Attraction 719
CLOSE-UP: Online Matchmaking and Speed Dating 720
Altruism 726
Peacemaking 729
Appendix A: Careers in Psychology A-1
Preparing for a Career in Psychology A-1
The Bachelor’s Degree A-1
Postgraduate Degrees A-3
Subfields of Psychology A-4
Preparing Early for Graduate Study in 
Psychology A-9
For More Information A-10
Appendix B: Answers to Test Yourself 
Questions B-1
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1
With each new edition, I’ve found myself traveling a familiar path. When it is first
published, I am relieved after many months of intense effort, and I am thrilled—sure
that it is my best effort yet. But before long, as new research appears, and as thought-
ful instructors and students begin writing with suggestions for improvement, and
then when commissioned reviews and survey results start coming in, I have second
thoughts about the current edition’s seeming perfection. As my storage cubbies begin
fattening with new materials, my eagerness for the next edition grows. By the time
the new edition is ready to come out, I grimace when reminded of people using the
old edition, which once seemed so perfect!
This new Psychology, Ninth Edition in Modules is no exception—it is so much im-
proved over the previous work! I am delighted to offer the following changes: 
� some 1300 new research citations representing the most exciting and important
new discoveries in our field,
� organizational changes based on changes in the field (for example, the heavily
revised Consciousness unit, which now follows The Biology of Mind unit and is
titled Consciousness and the Two-Track Mind to reflect the dual processing and
cognitive neuroscience themes),
� fine-tuned writing with countless small and large improvements in the way 
concepts are presented, supported by the input and creative ideas of hundreds of
contributing instructors and students, and from my longtime editors,
� a sharp new art program and new pedagogy that teaches more 
effectively, 
� continually improving coverage of cultural and gender diversity issues, and
� 44 fewer pages.
I find myself fascinated by today’s psychology, with its studies of the neuroscience of
our moods and memories, the reach of our adaptive unconscious, and the shaping
power of the social and cultural context. Psychological science is increasingly attuned
to the relative effects of nature and nurture, to gender and cultural diversity, to our
conscious and unconscious information processing, and to the biology that underlies
our behavior. (See TABLES 1 and 2 on the next page.)
I am grateful for the privilege of assisting with the teaching of this mind-expand-
ing discipline to so many students, in so many countries, through so many different
languages. To be entrusted with discerning and communicating psychology’s insights
is both an exciting honor and a great responsibility.
The thousands of instructors and millions of students across the globe who have
studied this book have contributed immensely to its development. Much of this has
occurred spontaneously, through correspondence and conversations. For this edition,
we also formally involved over 300 researchers and teaching psychologists, along with
many students. This input was part of our effort to gather accurate and up-to-date in-
formation about the field of psychology and the content, pedagogy, and supplements
needs of instructors and students in the introductory course. We look forward to
continuing feedback as we strive, over future editions, to create an ever better book
and supplements package. 
Preface
xvii
In addition to the coverage found in Modules 11–12, the evolutionary
perspective is covered on the following pages:
In addition to the coverage found in Modules 11–12, behavior
genetics is covered on the following pages:
TABLE 1 Evolutionary Psychology and Behavior Genetics
Aging, p. 208
Anxiety disorders, pp. 615–616
Attraction, p. 720
Biological predispositions 
in learning, pp. 295–298
in operant conditioning, 
pp. 309–310
Brainstem, p. 61
Consciousness, p. 85
Darwin, Charles, pp. 3, 6–7, 416
Depression, p. 678
and light exposure therapy, p. 666
Emotional expression, p. 514
effects of facial expressions, 515
Emotion-detecting ability, p. 433
Evolutionary perspective, 
defined, p. 9
Exercise, p. 548
Fear, pp. 378–379
function of, 519
Feature detection, p. 238
Hearing, p. 243
Abuse, intergenerational
transmission of, p. 319
Aggression, p. 710
Depth perception, p. 264
Drives and incentives, p. 445
Drug dependence, p. 126
Drug use, pp. 125–126
Eating disorders, p. 454
Fear, pp. 519–520
Happiness, pp. 528–529
Hunger and taste preference, 
p. 452
Intelligence, pp. 428–430
brain size, p. 412
Down syndrome, p. 425
Language, pp. 388–389
Learning, pp. 295–297, 309–310
Memory, pp. 345, 346
Motor development, p. 175
Obesity and weight control, 
p. 460
Perception, p. 272
Personality traits, pp. 576–580
Psychological disorders: 
ADHD, p. 600
anxiety disorders, p. 616
biopsychosocial approach, p. 602
mood disorders, p. 629
personality disorders, 
pp. 621–622
schizophrenia, pp. 641–642
Romantic love, p. 217
Sexual orientation, pp. 475–476
Sexuality, p. 466
Smell, pp. 259–260
Stress: 
AIDS, pp. 539–540
benefits of exercise, p. 548
cancer, p. 540
personality and illness, 
pp. 535–537
psychoneuroimmunology,
pp. 537–539
Traits, pp. 576, 577–580
Hunger and taste preference, p. 452
Instincts, pp. 444–445
Intelligence, pp. 405, 416, 435–438
Language, pp. 384, 388–389
Love, p. 217
Math and spatial ability, p. 434
Mating preferences, pp. 145–146
Menopause, p. 207
Need to belong, p. 480
Obesity, p. 456
Overconfidence, p. 377
Perceptual adaptation, pp. 274–275
Puberty, onset of, pp. 204–205
Sensation, pp. 226–227
Sensory adaptation, pp. 230–231
Sexual orientation, p. 476
Sexuality, pp. 145–146, 466
Signal detection theory, 
pp. 227–228
Sleep, pp. 92, 99
Smell, p. 261
Taste, p. 257
TABLE 2 Neuroscience In addition to the coverage found in Modules 4–6, neuroscience can be found on the following pages:
ADHD and the brain, p. 600
Aggression, pp. 710–711
Aging: physical exercise and the
brain, pp. 210–211
Animal language, p. 397
Antisocial personality disorder, 
p. 621
Autism, pp. 182–183
Biofeedback, p. 549
Brain activity and: 
aging, pp. 210, 352
dementia and Alzheimer’s, 
pp. 211–212, 346
disease, p. 248
dreams, pp. 102–105
emotion, pp. 197, 346–348,
503–504, 507–508, 513
sleep, pp. 91–96
Brain development: 
adolescence, p. 197
experience and, pp. 148–149
infancy and childhood, p. 174
sexual differentiation in utero, 
p. 161
Cognitive neuroscience, pp. 5, 85
Drug dependence, p. 126
Emotion and cognition, 
pp. 506–508
Emotional intelligence and brain
damage, p. 411
ESP and fMRI testing, p. 284
Fear-learning, p. 616
Fetal alcohol syndrome and brain
abnormalities, p. 171
Hallucinations and: 
hallucinogens, pp. 122–124
near-death experiences, p. 123
sleep, p. 105
Hormones and: 
abuse, p. 190
development, pp. 160–161,
195–197
emotion, pp. 500–501
gender, pp. 160–161
memory, pp. 346–348
sex, p. 207
sexual behavior, pp. 467–468
stress, pp. 502, 532, 538, 544, 546
weight control, pp. 449–451
Hunger, pp. 449–451
Insight, pp. 371–372
Intelligence, pp. 412–414
and creativity, p. 409
and twins, p. 428
Language, pp. 388–393
and statistical learning, p. 390
and thinking in images, 
pp. 395–396
Light-exposure therapy: 
brain scans, p. 666
Limbic system and fear, 
pp. 519–520
Meditation, p. 552
Memory: 
physical storage of, pp. 345–346
implicit/explicit memories,
pp. 348–351
sleep, pp. 99–100, 105–106
Mirror neurons, pp. 316–317
Neuroscience perspective, defined,
p. 9
Neurostimulation therapy: 
deep-brain stimulation, p. 677
magnetic stimulation, 
pp. 676–677
Neurotransmitters and: 
anxiety disorders, pp. 616, 672
biomedical therapy: 
depression, pp. 632, 673–674
ECT, pp. 675–676
schizophrenia, pp. 639, 672
child abuse, p. 190
cognitive-behavior therapy for
obsessive-compulsive
disorder, pp. 656–657
curare, 50
depression, pp. 630–632
drugs, pp. 113, 115–122
exercise, pp. 548–549
narcolepsy, p. 101
schizophrenia, pp. 639–640, 642
Optimum arousal: rewards, p. 446
Orgasm, pp. 466–467
Pain, pp. 254–255
phantom limb pain, pp. 255–257
Parallel vs. serial processing, 
pp. 239–240
Perception: 
brain damage and, pp. 238, 239
color vision, pp. 240–242
feature detection, p. 238
transduction, p. 233
visual information processing,
pp. 233, 235–238
Perceptual organization, 
pp. 262–270
Personality and brain-imaging, 
p. 576
PET scans and obsessive-
compulsive disorder, p. 678
Post-traumatic stress disorder and
the limbic system, p. 613
Prejudice (automatic) and the
amygdala, p. 705
Psychosurgery: lobotomy, 
pp. 677–678
Schizophrenia and brain
abnormalities, pp. 640, 642
Sensation:
body position and movement, 
p. 253
deafness, pp. 248–249
hearing, pp. 243–245, 247
sensory adaptation, p. 231
smell, pp. 259–261
taste, p. 258
touch, p. 252
Sexual orientation, pp. 475–477
Sleep:
hypnotized brain and, p. 111
memory and, pp. 99–100
recuperation during, p. 99
Smell and emotion, pp. 262–263
Unconscious mind, p. 566
PREFACE xix
Why a Modular Book?
This 59-module text has been a longtime wish come true for me. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters (called
modules) that (b) can be selected and assigned in any order.
Have we not all heard the familiar student complaint: “The chapters are too long!”
A text’s typical 30- to 50-page chapters cannot be read in a single sitting before the
eyes grow weary and the mind wanders. So why not parse the material into readable
units? Ask your students whether they would prefer a 700-page book to be organized
as fourteen 50-page chapters or as fifty 14-page chapters. You may be surprised at their
overwhelming support for shorter chapters. Indeed, students digest material better
when they process it in smaller chunks—as “spaced” rather than massed practice.
I have equally often heard from instructors bemoaning the fact that they “just can’t
get to everything” in the book. Sometimes instructors want to cover certain sections in
a traditional, long chapter but not others. For example, in the typical Consciousness
chapter, someone may want to cover Sleep and Hypnosis but not Drugs. In Psychology,
Ninth Edition in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, and Module 9, Hypnosis, but not Module 10, Drugs and Consciousness.
How Is This Different From Psychology, Ninth Edition?
The primary differences between this book and my Psychology, Ninth Edition text are
organization and module independence.
Organization
This book really IS Psychology, Ninth Edition—just in a different format. So, this mod-
ular version contains all the updated research and innovative new coverage from Psy-
chology, Ninth Edition. A very few sections have moved around to accommodate the
modular structure. For example, Rates of Psychological Disorders is a separate section
at the end of the Psychological Disorders chapter in Psychology, Ninth Edition, but it
is covered in the first of the Psychological Disorders modules in this modular version.
The Modules Are Independent
Each module in this book is self-standing rather than dependent upon the others for
understanding. Cross references to other parts of the book have been replaced with
brief explanations. In some cases, illustrations or key terms are repeated to avoid pos-
sible confusion. No assumptions are made about what students have read prior to
each module. This independence gives instructors ultimate flexibility in deciding
which modules to use, and in what order. Connections among psychology’s subfields
and findings are still made—they are just made in a way that does not assume knowl-
edge of other parts of the book.
What Continues, and What’s New Since Psychology,
Eighth Edition in Modules?
Throughout its nine editions, my overall vision for Psychology has not wavered: to
merge rigorous science with a broad human perspective in a book that engages both mind
and heart. My aim has been to create a state-of-the-art introduction to psychology,
written with sensitivity to students’ needs and interests. I aspire to help students un-
derstand and appreciate the wonder of important phenomena in their lives. I also
want to convey the inquisitive spirit with which psychologists do psychology. The
study of psychology, I believe, enhances our abilities to restrain intuition with critical
thinking, judgmentalism with compassion, and illusion with understanding.
Believing with Thoreau that “Anything living is easily and naturally expressed in popu-
lar language,” I seek to communicate psychology’s scholarship with crisp narrative and
xx PREFACE
vivid storytelling. Writing as a solo author, I hope to tell psychology’s story in a way that is
warmly personal as well as rigorously scientific. I love to reflect on connections between
psychology and other realms, such as literature, philosophy, history, sports, religion, poli-
tics, and popular culture. And I love to provoke
thought, to play with words, and to laugh.
Eight Guiding Principles
Despite all the exciting changes, this new edition does retain its predecessors’ voice,
as well as much of the content and organization. It also retains the goals—the guiding
principles—that have animated the previous eight editions:
1. To exemplify the process of inquiry I strive to show students not just the out-
come of research, but how the research process works. Throughout, the book
tries to excite the reader’s curiosity. It invites readers to imagine themselves as
participants in classic experiments. Several modules introduce research stories as
mysteries that progressively unravel as one clue after another falls into place.
(See, for example, the historical story of research on the brain’s processing of
language on pages 388–390.)
2. To teach critical thinking By presenting research as intellectual detective work, I
exemplify an inquiring, analytical mindset. Whether students are studying devel-
opment, cognition, or statistics, they will become involved in, and see the rewards
of, critical reasoning. Moreover, they will discover how an empirical approach can
help them evaluate competing ideas and claims for highly publicized phenomena—
ranging from subliminal persuasion, ESP, and alternative therapies, to astrology,
hypnotic regression, and repressed and recovered memories.
3. To put facts in the service of concepts My intention is not to fill students’ intel-
lectual file drawers with facts, but to reveal psychology’s major concepts—to
teach students how to think, and to offer psychological ideas worth thinking
about. In each module I place emphasis on those concepts I hope students will
carry with them long after they complete the course. Always, I try to follow 
Albert Einstein’s dictum that “Everything should be made as simple as possible,
but not simpler.” Test Yourself questions at the end of each module 
reinforce the take-home message from that section.
4. To be as up-to-date as possible Few things dampen students’ interest as quickly
as the sense that they are reading stale news. While retaining psychology’s classic
studies and concepts, I also present the discipline’s most important recent devel-
opments. More than 600 references in this edition are dated 2007 or 2008. 
5. To integrate principles and applications Throughout—by means of anecdotes,
case histories, and the posing of hypothetical situations—I relate the findings of
basic research to their applications and implications. Where psychology can illu-
minate pressing human issues—be they racism and sexism, health and happiness,
or violence and war—I have not hesitated to shine its light. Ask Yourself ques-
tions at the end of each module encourage students to apply the concepts to
their own lives to help make the material more meaningful, and memorable.
6. To enhance comprehension by providing continuity Because the book has a sin-
gle author, many significant issues—such as cognitive neuroscience, dual process-
ing, cultural and gender diversity, behavior genetics, the bold thinking of
intellectual pioneers, human rationality and irrationality, empathy for and un-
derstanding of troubled lives—weave throughout the whole book, and students
hear a consistent voice. “The uniformity of a work,” observed Edward Gibbon,
“denotes the hand of a single artist.”
7. To reinforce learning at every step Everyday examples and rhetorical questions
encourage students to process the material actively. Concepts are presented and
then frequently applied to reinforce learning. Learning objective questions, self-
tests, a marginal glossary, and end-of-module key terms lists help students 
master important concepts and terminology.
PREFACE xxi
8. To convey respect for human unity and diversity Throughout the book, readers
will see evidence of our human kinship—our shared biological heritage, our com-
mon mechanisms of seeing and learning, hungering and feeling, loving and hat-
ing. They will also better understand the dimensions of our diversity—our
individual diversity in development and aptitudes, temperament and personality,
and disorder and health; and our cultural diversity in attitudes and expressive
styles, child-rearing and care for older people, and life priorities.
Continually Improving Cultural and Gender Diversity Coverage
This edition presents an even more thoroughly cross-cultural perspective on psychology
(TABLE 3)—reflected in research findings, and text and photo examples. Coverage of the
psychology of women and men is thoroughly integrated (see TABLE 4 on the next page).
From Module 1 to Module 59, coverage of culture and multicultural experience can be found on the following pages:
TABLE 3 Culture and Multicultural Experience
Aggression, p. 713
Aging population, p. 208
AIDS, pp. 381, 539–540
Anger, p. 520
Animal research ethics, p. 21
Attraction:
love and marriage, p. 725
speed-dating, p. 720
Attractiveness, pp. 145–146, 731
Attribution, political effects of, 
p. 684
Behavioral effects of culture, 
pp. 183–189
Body ideal, pp. 454–455
Categorization, p. 370
Complementary/alternative
medicine, p. 550
Conformity, pp. 690–691, 693
Corporal punishment practices, 
p. 307
Cultural norms, pp. 152–153,
162, 164–165
Culture:
context effects, p. 277
definition, pp. 151–152
and the self, pp. 154–155
shock, pp. 153, 534, 586
Deaf culture, pp. 73, 77, 247–249,
387, 388, 390, 399–400
Development: 
adolescence, p. 195
attachment, pp. 188, 191
child-rearing, p. 156
cognitive development, p. 185
moral development, p. 199
similarities, pp. 156–157
social development, p. 188
Drugs: 
psychological effects of, pp. 114,
117
use of, 127
Eating disorders: Western culture
and, p. 139
Emotion:
emotion-detecting ability, 
pp. 510–511
experiencing, pp. 517, 520
expressing, pp. 512, 513–515
Enemy perceptions, p. 731
Fear, p. 379
Flow, p. 484
Flynn effect, pp. 420–421
Fundamental attribution error, 
p. 682
Gender:
roles, pp. 162–163
social power, p. 158
Grief, expressing, p. 221
Happiness, p. 528
Hindsight bias, p. 15
History of psychology, pp. 2–6
Homosexuality, views on, p. 27
Human diversity/kinship, 
pp. 19–20, 151–153
Identity, forming a social, p . 201
Individualism/collectivism,
pp. 154–155
Intelligence, pp. 404, 416, 418,
420–421, 433–434, 435–438
bias, pp. 438–439
nutrition and, p. 436
Language, pp. 152, 384–387, 388,
392–395
monolingual/bilingual, p. 395
Leaving the nest, pp. 204–205
Life satisfaction, pp. 524–526
Life-expectancy, p. 208
Life-span and well-being, p. 219
Loop systems, pp. 280–281
Management styles, pp. 495–496
Marriage, p. 217
Mating preferences, p. 145–146
Meditation, p. 552
Memory, encoding, pp. 333, 352
Menopause, p. 207
Mental illness rate, p. 607
Molecular genetics: “missing
women,” p. 141
Motivation: hierarchy of needs, 
p. 447
Need to belong, pp. 479–481
Neurotransmitters: curare, p. 50
Obesity, pp. 456–457, 460–462
Obesity guidance/counseling, 
p. 457
Observational learning: 
attachment and television
viewing, p. 191
television and aggression, p. 319
Optimism and health, p. 544
Organ donation, p. 382
Pace of life, pp. 29, 153
Pain, perception of, p. 256
Parapsychology, p. 281
Parent and peer relationships, 
pp. 202–203
Participative management, p. 496
Peacemaking: 
conciliation, p. 734
contact, p. 731
cooperation, p. 732–733
Peer influence, p. 151
Personal space, p. 153
Personality, p. 584
Prejudice prototypes, p. 371
Prejudice, pp. 23, 36, 703–709
Psychoanalysis, p. 648
Psychological disorders: 
antisocial personality disorder,
p. 622
cultural norms, p. 599
depression, pp. 628, 634
dissociative personality disorder,
p. 619
eating disorders, pp. 454–455,
602
rates of, p. 597
schizophrenia, pp. 602,
640–641
somatoform, p. 622
suicide, p. 630
susto, p. 602
taijin-kyofusho, p. 602
Psychotherapy: 
culture and values in, 
pp. 668–669
EMDR training, p. 665
Puberty and adult independence,
pp. 204–205
Self-esteem, p. 528
Self-serving bias, pp. 592–593,
594
Sex drive, p. 144
Sexual orientation, pp. 472–473
Similarities, pp. 142–143
Social clock, p. 216
Social loafing, p. 698
Social-cultural perspective, p. 9
Spirituality: Israeli kibbutz
communities, pp. 552–554
Stress: 
adjusting to a new culture, 
p. 534
racism and, p. 535
Taste preferences, p. 452
Teen sexuality, pp. 470–472
Testing bias, pp. 439–440
Theory of mind: internalizing
language, p. 184
Weight control, p. 453
See also Modules 56–59, Social
Psychology, pp. 681–734
xxii PREFACE
In addition, I am working to offer a world-based psychology for our worldwide stu-
dent readership. Thus, I continually search the world for research findings and text
and photo examples, conscious that readers may be in Melbourne, Sheffield, Van-
couver, or Nairobi. North American and European examples come easily, given that
I reside in the United States, maintain contact with friends and colleagues in
Canada, subscribe to several European periodicals, and live periodically in the U.K.
This edition, for example, offers 61 explicit Canadian and 151 British examples, and
72 mentions of Australia and New Zealand. We are all citizens of a shrinking world,
thanks to increased migration and the global economy. Thus, American students,
too, benefit from information and examples that internationalize their world-con-
sciousness. And if psychology seeks to explain human behavior (not just American or
Canadian or Australian behavior), the broader the scope of studies presented, the
more accurate is our picture of this world’s people. My aim is to expose all students
to the world beyond their own culture, and I continue to welcome input and sugges-
tions from all readers. 
Discussion of the relevance of cultural and gender diversity begins on the first page
of the first module and continues throughout the text. Modules 11 and 12 provide
focused coverage, encouraging students to appreciate cultural and gender differences
and commonalities, and to consider the interplay of nature and nurture.
Coverage of the psychology of men and women can be found on the following pages:
TABLE 4 The Psychology of Men and Women
ADHD, p. 600
Adulthood: physical changes, 
pp. 206–207
Aggression, pp. 711–715
pornography, pp. 714–715
rape, pp. 712, 714–715
Alcohol:
addiction and, p. 116
use, p. 115
sexual aggression, p. 117
Altruism: help-receiving, p. 728
Antisocial personality disorder, 
p. 620
Attraction, pp. 720–722
Autism, p. 182
Behavioral effects of gender, p. 20
Biological predispositions, and the
color red, pp. 296–297
Biological sex/gender, pp. 160–161
Bipolar disorder, p. 627
Body image, pp. 454–455
Classical conditioning and
trauma/rape, p. 299
Color vision, p. 241
Conformity: obedience, p. 694
Dating, p. 720
Depression, pp. 625, 627,
632–633
Dream content, p. 103
Drug use: 
biological influences, p. 126
methamphetamines, p. 118
psychological/social-cultural
influences, p. 126
Eating disorders, pp. 453–455
Emotion-detecting ability, 
pp. 433, 511–513
Empty nest, p. 218
Father care, pp. 188, 472
Freud’s views: 
evaluating, p. 565
identification/gender identity,
pp. 560–561
Oedipus/Electra complexes, 
p. 560
penis envy, p. 562
Gender:
and anxiety, p. 610
and child-rearing, pp. 163, 454
development, pp. 157–164
prejudice, pp. 703–704
roles, pp. 162–163
similarities/differences, 
pp. 157–160
Gendered brain, pp. 160–161,
469–470, 478
Generic pronoun “he,” p. 394
Grief, p. 220
Group polarization, p. 699
Happiness, p. 529
Hormones and: 
aggression, p. 711
sexual behavior, pp. 467–468
sexual development, pp.
160–161, 195–197
testosterone-replacement
therapy, p. 468
Intelligence, pp. 432–435
bias, p. 439
low extreme, p. 425
Leadership: transformational, 
p. 495
Life expectancy, p. 208
Losing weight, p. 462
Marriage, pp. 217–218, 545
Maturation, pp. 195–197
Menarche, p. 196
Menopause, p. 207
Midlife crisis, p. 216
Molecular genetics: “missing
women,” p. 141
Obesity: 
genetic factors, p. 460
guidance/counseling, p. 457
health risks, p. 457
ingested calories, p. 461
weight discrimination, 
pp. 457–458
Observational learning: 
sexually violent media, p. 321
TV’s influence, p. 319
Pornography, p. 469
Post-traumatic stress disorder:
development of, p. 614
Prejudice, pp. 371, 703–706
Psychological disorders, rates of,
p. 607
Rape, p. 709
Religiosity and: life expectancy, 
pp. 552–553
REM sleep, arousal in, pp. 94–95
Romantic love, pp. 724–726
Savant syndrome, p. 406
Schizophrenia, pp. 638–639
Sense of smell, p. 260
Sexual abuse, p. 143
Sexual attraction, pp. 144–146
Sexual disorders, p. 467
Sexual fantasies, p. 470
Sexual orientation, pp. 472–479
Sexuality, pp. 466–472
adolescent, pp. 470–472
evolutionary explanation, 
pp. 143–146
external stimuli, p. 469
Sleep, p. 97
Stereotyping, p. 277
Stress: 
and depression, p. 537
and heart disease, pp. 535–536
and HIV, p. 539
and the immune system,
p. 538
and health and sexual abuse, 
p. 546
response, p. 532
Suicide, pp. 630–631
Women in psychology, p. 4
PREFACE xxiii
Emphasis on the Biological-Psychological-Social/Cultural Levels of
Analysis Approach in Psychology 
Psychology, Ninth Edition in Modules explores the biological, psychological, and social-
cultural influences on our behavior. A significant section in Module 1 introduces the
levels-of-analysis approach, setting the stage for discussion in other modules, and
levels-of-analysis figures in several modules help students understand concepts in the
biopsychosocial context. 
Increasing Sensitivity to the Clinical Perspective
With helpful guidance from clinical psychologist colleagues, I have become more
mindful of the clinical angle on various concepts within psychology, which has sensi-
tized and improved the Personality, Psychological Disorders, and Therapy units,
among others. For example, I cover problem-focused and emotion-focused coping
strategies in Module 44, Promoting Health, and Module 34, Assessing Intelligence,
describes how psychologists use intelligence tests in clinical settings.
Strong Critical Thinking Coverage
I aim to introduce students to critical thinking throughout the book. New learning
objective questions at the beginning of main sections, and Review sections at the end
of each module, encourage critical reading to glean an understanding of important
concepts. This ninth edition also includes the following opportunities for students to
learn or practice their critical thinking skills.
� Module 2, Thinking Critically With Psychological Science, introduces students
to psychology’s research methods, emphasizing the fallacies of our everyday intu-
ition and common sense and, thus, the need for psycho logical science. Critical
thinking is introduced as a key term in this module (p. 18). The Statistical Reason-
ing discussion in Module 3 encourages students to “focus on thinking smarter by
applying simple statistical principles to everyday reasoning” (pp. 37–41).
� “Thinking Critically About . . .” boxes are found throughout the book, modeling
for students a critical approach to some key issues in psychology. For example,
see the updated box “Thinking Critically About: The Fear Factor—Do We Fear the
Right Things?”(pp. 378–379). 
� Detective-style stories throughout the narrative get students thinking critically
about psychology’s key research questions. 
� “Apply this” and “Think about it”-style discussions keep students active in their
study of each module. 
� Critical examinations of pop psychology spark interest and provide important
lessons in thinking critically about everyday topics.
See TABLE 5 on the next page for a complete list of this text’s coverage of critical
thinking topics and Thinking Critically About boxes.
Stellar Teaching and Learning Resources 
Our supplements and media have been celebrated for their quality, abundance, and con-
nectivity. The package available for Psychology, Ninth Edition in Modules raises the bar
even higher with PsychPortal, which includes an interactive eBook, a suite of interac-
tive components, the powerful Online Study Center, the Student Video Tool Kit for In-
troductory Psychology, and the Scientific American News Feed. See page xxv for details.
APA Learning Goals and Outcomes for Psychology Majors 
In March 2002, an American Psychological Association (APA) Task Force created a
set of Learning Goals and Outcomes for students graduating with psychology majors
from four-year schools (www.apa.org/ed/pcue/).
Psychology departments in many schools have since used these goals and out-
comes to help them establish their own benchmarks.
Some instructors are eager to know whether a given text for the introductory course
helps students get a good start at achieving these goals. Psychology, Ninth Edition in
Modules will work nicely to help you begin to address these goals in your department.
See www.worthpublishers.com/myers for a detailed guide to how Psychology, Ninth
Edition in Modules corresponds to the APA Learning Goals and Outcomes.
A Thoroughly Considered Pedagogical Program 
This edition includes the following study aids.
� Numbered Questions establish learning objectives for each significant section of
text (around 3 to 7 per module) and direct student reading. 
� Review sections, found at the end of each module, repeat the numbered objective
questions and address them with a narrative summary followed by page-refer-
enced Terms and Concepts to Remember.
� The module-ending Review sections also include Ask Yourself questions, which
encourage students to apply new concepts to their own experiences, and Test
Yourself questions (with answers in an appendix) that assess student mastery
and encourage big-picture thinking. 
Thoroughly Updated 
Despite the overarching continuity, there is change on every page. There are updates
everywhere and some 1300 new references—comprising nearly 30 percent of the bib-
liography! Psychology as a field is moving, and this new edition reflects much of that
exciting progress.
xxiv PREFACE
Critical thinking coverage, and in -depth stories of psychology’s scientific research process, can be found on the following pages:
TABLE 5 Critical Thinking and Research Emphasis
Thinking Critically About . . .
boxes:
The Fear Factor—Do We Fear the
Right Things?, pp. 378–379
Lie Detection, pp. 504–505
Complementary and Alternative
Medicine, p. 550
How to Be a “Successful”
Astrologer or Palm Reader, 
pp. 578–579
ADHD—Normal High Energy or
Genuine Disorder?, p. 600
Insanity and Responsibility, p. 606
“Regressing” from Unusual to
Usual, p. 662
Critical Examinations of Pop
Psychology:
The need for psychological
science, p. 14
Perceiving order in random
events, pp. 33–34
Do we use only 10 percent of our
brains?, p. 72
Can hypnosis enhance recall?
Coerce action? Be therapeutic?
Alleviate pain?, pp. 109–110
Has the concept of “addiction”
been stretched too far?, 
pp. 114–115
Near–death experiences, p. 123
Critiquing the evolutionary
perspective, p. 146
How much credit (or blame) do
parents deserve?, p. 150
Is there extrasensory perception?,
pp. 281–283
How valid is the Rorschach test?,
pp. 564–565
Is repression a myth?, p. 566
Is Freud credible?, pp. 565–568
Is psychotherapy effective?, 
pp. 660–664
Evaluating alternative therapies,
pp. 665–666
Do video games teach or release
violence?, pp. 715–717
Thinking Critically with
Psychological Science:
The limits of intuition and
common sense, pp. 14–15
The scientific attitude, pp. 17–19
“Critical thinking” introduced as
a key term, p. 18
The scientific method, pp. 25–26
Correlation and causation, 
pp. 31–32
Illusory correlation, pp. 32–33
Exploring cause and effect, p. 34
Random assignment, pp. 34–35
Independent and dependent
variables, pp. 35–36
Statistical reasoning, pp. 37–41
Describing data, pp. 37–40
Making inferences, pp. 40–41
Scientific Detective Stories:
Is breast milk better than
formula?, pp. 34–36
Our divided brains, pp. 74–77
Why do we sleep?, pp. 96–100
Why do we dream?, pp. 104–106
Is hypnosis an extension of
normal consciousness or an
altered state?, pp. 110–112
Twin and adoption studies, 
pp. 133–137
How a child’s mind develops, 
pp. 176–185
Aging and intelligence, 
pp. 213–215
Parallel processing, pp. 239–240
How do we see in color?, 
pp. 240–242
How do we store memories in our
brains?, pp. 345–351
How are memories constructed?,
pp. 357–365
Do animals exhibit language?, 
pp. 399–402
Why do we feel hunger?, 
pp. 448–451
What determines sexual
orientation?, pp. 472–479
The pursuit of happiness: Who is
happy, and why?, pp. 521–529
Why—and in whom—does stress
contribute to heart disease?,
pp. 535–537
How and why is social support
linked with health?, 
pp. 545–547
Self-esteem versus self-serving
bias, pp. 592–594
What causes mood disorders?, 
pp. 627–635
Do prenatal viral infections
increase risk of
schizophrenia?, pp. 640–641
Is psychotherapy effective?, 
pp. 660–663
Why do people fail to help in
emergencies?, pp. 726–728
PREFACE xxv
Streamlined Coverage
My teaching colleagues have asked for a somewhat shorter length to help the book bet-
ter fit the course. I worked judiciously to reduce the length, often by removing repetitive
research examples (it is sometimes very hard to choose among all the great options!)
and with lean, clean rewriting. The result is a text that is about 44 pages shorter.
Consciousness and the Two-Track Mind 
New Module 7, The Brain and Consciousness, contains coverage of cognitive neuro-
science and dual processing, establishing both more firmly as key ideas in psychology.
In order to help students make the connection to neuroscience in The Biology of Mind
unit (Modules 4 through 6), the Consciousness modules now follow (Modules 7
through 10). Module 7 previews the new evidence of the enormity of our automatic,
out-of-sight information processing, including our implicit memories and attitudes.
Exciting New Art Program
We worked carefully with talented artists to create all new anatomical and “people”
art throughout the text. The result is pedagogically more effective, and visually more
appealing.
Innovative Multimedia Supplements Package 
Psychology, Ninth Edition in Modules boasts impressive electronic and print supple-
ments titles. For more information about any of these titles, visit Worth Publishers’
online catalog at www.worthpublishers.com.
PsychPortal 
Integrating the best online material that Worth has to offer, PsychPortal is an innov-
ative learning space that combines a powerful quizzing engine with unparalleled
media resources (see FIGURE 1). PsychPortal conveniently offers all the functionality
FIGURE 1 PsychPortal opening page
xxvi PREFACE
you need to support your online or hybrid course, yet it is flexible, customizable, and
simple enough to enhance your traditional course. The following interactive learning
materials contained within PsychPortal make it truly unique:
� An interactive eBook allows students to highlight, bookmark, and make their
own notes just as they would with a printed textbook.
� Tom Ludwig’s (Hope College) suite of interactive media—PsychSim 5.0, 
PsychInquiry, and the new Concepts in Action—bring key concepts to life.
� The Online Study Center combines PsychPortal’s powerful assessment engine
with Worth’s unparalleled collection of interactive study resources. Based on
their quiz results, students receive Personalized Study Plans that direct them to
sections in the book and also to simulations, animations, links, and tutorials
that will help them succeed in mastering the concepts. Instructors can access
reports indicating their students’ strengths and weaknesses (based on class quiz
results) and browse suggestions for helpful presentation materials (from
Worth’s renowned videos and demonstrations) to focus their teaching efforts
accordingly.
� The Student Video Tool Kit for Introductory Psychology includes more than 110
engaging video modules that instructors can easily assign, assess, and customize
for their students (FIGURE 2). Videos cover classic experiments, current news
footage, and cutting-edge research, all of which are sure to spark discussion and
encourage critical thinking.
� Scientific American News Feed highlights current behavioral research.
Additional Student Media
� Book Companion Site 
� Worth eBook for Psychology, Ninth Edition in Modules
� The Online Study Center
� Psych2Go (audio downloads for study and review)
FIGURE 2 Sample of our Student
Video Tool Kit
PREFACE xxvii
� PsychSim 5.0 (on CD-ROM)
� Student Video Tool Kit for Introductory Psychology 
(online and on CD-ROM)
Course Management
� Enhanced Course Management Solutions
Assessment
� Printed Test Bank, Volumes 1 and 2
� Diploma Computerized Test Bank
� i•Clicker Radio Frequency Classroom Response System
Presentation 
� ActivePsych: Classroom Activities Project and Video Teaching Modules (including
Worth’s Digital Media Archive, Second Edition, and Scientific American
Frontiers Video Collection, Third Edition)
� Instructor’s Resource CD-ROM
� Worth’s Image and Lecture Gallery at www.worthpublishers.com/ilg
Video and DVD
� Instructor Video Tool Kit for Introductory Psychology
� Digital Media Archive, Second Edition (available within ActivePsych and on
closed-captioned DVD)
� Scientific American Frontiers Video Collection, Third Edition (available within Ac-
tivePsych and on closed-captioned DVD)
� Worth Digital Media Archive
� Scientific American Frontiers Video Collection, Second Edition
� The Mind Video Teaching Modules, Second Edition
� The Brain Video Teaching Modules, Second Edition
� Psychology: The Human Experience Teaching Modules
� Moving Images: Exploring Psychology Through Film
� The Many Faces of Psychology Video
Print Resources
� Instructor’s Resources and Lecture Guides
� Instructor’s Media Guide for Introductory Psychology
� Study Guide
� Pursuing Human Strengths: A Positive Psychology Guide
� Critical Thinking Companion, Second Edition
Scientific American Resources
� Scientific American Mind
� Scientific American Reader to Accompany Myers
� Improving the Mind and Brain: A Scientific American Special Issue
� Scientific American Explores the Hidden Mind: A Collector’s Edition
In Appreciation
If it is true that “whoever walks with the wise becomes wise” then I am wiser for all
the wisdom and advice received from my colleagues. Aided by over a thousand con-
sultants and reviewers over the last two decades, this has become a better, more accu-
rate book than one author alone (this author, at least) could write. As my editors and
I keep reminding ourselves, all of us together are smarter than any one of us.
xxviii PREFACE
My indebtedness continues to each of the teacher-scholars whose influence I have
acknowledged in previous editions, to the innumerable researchers who have been so
willing to share their time and talent to help me accurately report their research, and
to the 191 instructors who took the time to respond to our early information-gather-
ing survey. I also appreciated having detailed input from three of Rick Maddigan’s
(Memorial University) students—Charles Collier, Alex Penney, and Megan Freake.
My gratitude extends to the colleagues who contributed criticism, corrections, and
creative ideas related to the content, pedagogy, and format of this new edition and its
supplements package. For their expertise and encouragement, and the gifts of their
time to the teaching of psychology, I thank the reviewers and consultants listed
below.
Clara Cheng,
American University
Jennifer Cina,
Barnard College
Virgil Davis,
Ashland Community and Technical College
Joyce C. Day,
Naugatuck Valley Community College
Dawn Delaney,
Madison Area Technical College
G. William Domhoff,
University of California, Santa Cruz
Darlene Earley-Hereford,
Southern Union State Community College, Opelika
Kimberly Fairchild,
Rutgers University, Livingston
Pam Fergus,
Inver Hills Community College
Christopher J. Ferguson,
Texas A&M International University
Faith Florer,
New York University
Jocelyn Folk,
Kent State University
Patricia Foster,
Austin Community College, Northridge
Lauren Fowler,
Weber State University
Daniel J. Fox,
Sam Houston State University
Ron Friedman,
Rochester University
Stan Friedman,
Southwest Texas State University
Sandra Geer,
Northeastern University
Sandra Gibbs,
Muskegon Community College
Bryan Gibson,
Central Michigan University
Carl Granrud,
University of Northern Colorado
Laura Gruntmeir,
Redlands Community College
Richard Alexander,
Muskegon Community College
Carol Anderson,
Bellevue Community College
Aaron Ashly,
Weber State University 
John Baker,
University of Wisconsin, Stephens Point
Dave Baskind,
Delta College
Beth Lanes Battinelli,
Union County College
Alan Beauchamp,
Northern Michigan University
Brooke Bennett,
Florida State University
Sylvia Beyer,
University of Wisconsin, Parkside
Patricia Bishop,
Cleveland State Community College
James Bodle,
College of Mount Saint Joseph
Linda Bradford,
Community College of Aurora
Steve Brasel,
Moody Bible Institute
June Breninger,
Cascade College
Tom Brothen,
University of Minnesota
Eric L. Bruns,
Campbellsville University
David Campell,
Humboldt State University
LeeAnn Cardaciotto,
La Salle University
Jill Carlivati,
George Washington University
Kenneth Carter,
Oxford College
Lorelei Carvajal,
Triton College
Sarah Caverly,
George Mason University
PREFACE xxix
Antoinette Miller,
Clayton State University
Robin Morgan,
Indiana University, Southeast
Jeffrey Nicholas,
Bridgewater State College
Dan Patanella,
John Jay College of Criminal Justice, CUNY
Shirley Pavone,
Sacred Heart University
Andrew Peck,
Penn State University
Tom Peterson,
Grand View College
Brady Phelps,
South Dakota State University
Michelle Pilati,
Rio Hondo College
Ron Ponsford,
North Nazarene University
Diane Quartarolo,
Sierra College
Sharon Rief,
Logan View High School, and Northeast
Community College
Alan Roberts,
Indiana University, Bloomington
June Rosenberg,
Lyndon State College
Nicole Rossi,
Augusta State University
Wade Rowatt,
Baylor University
Michelle Ryder,
Ashland University
Patrick Saxe,
SUNY, New Paltz
Sherry Schnake,
Saint Mary-of-the-Woods College
Cindy Selby,
California State University, Chico
Dennis Shaffer,
Ohio State University
Mark Sibicky,
Marietta College
Randy Simonson,
College of Southern Idaho
David B. Simpson,
Valparaiso College
David D. Simpson,
Carroll College
Jeff Skowronek,
University of Tampa
Todd Smith,
Lake Superior State University
Bettina Spencer,
Saint Mary's College
R. Mark Hamilton,
Chippewa Valley Technical College
Lora Harpster,
Salt Lake Community College
Susan Harris-Mitchell,
College of DuPage
Lesley Hathorn,
University of Nevada, Las Vegas
Paul Hillock,
Algonquin College
Herman Huber,
College of Saint Elizabeth
Linda Jackson,
Michigan State University
Andrew Johnson,
Park University
Deanna Julka,
University of Portland
Regina Kakhnovets,
Alfred
University
Paul Kasenow,
Henderson Community College
Teresa King,
Bridgewater State College
Kristina Klassen,
North Idaho College
Chris Koch,
George Fox University
Daniel Kretchman,
University of Rhode Island, Providence 
Jean Kubek,
New York City College of Technology, CUNY
Priya Lalvani,
William Patterson University
Claudia Lampman,
University of Alaska, Anchorage
Deb LeBlanc,
Bay Mills Community College
Don Lucas,
Northwest Vista College
Angelina MacKewn,
University of Tennessee, Martin
Marion Mason,
Bloomsburg University of Pennsylvania
Sal Massa,
Marist College
Christopher May,
Carroll College
Paul Mazeroff,
McDaniel College
Donna McEwen,
Friends University
Brian Meier,
Gettysburg College
Michelle Merwin,
University of Tennessee, Martin
Dinah Meyer,
Muskingum College
xxx PREFACE
At Worth Publishers a host of people played key roles in creating this new edition.
Although the information gathering is never ending, the formal planning began
as the author-publisher team gathered for a two-day retreat in June 2007. This
happy and creative gathering included John Brink, Martin Bolt, Thomas Ludwig,
Richard Straub, and me from the author team, along with my assistants Kathryn
Brownson and Sara Neevel. We were joined by Worth Publishers executives Tom
Scotty, Elizabeth Widdicombe, and Catherine Woods; editors Christine Brune,
Kevin Feyen, Nancy Fleming, Tracey Kuehn, Betty Probert, and Peter Twickler; artis-
tic director Babs Reingold; and sales and marketing colleagues Kate Nurre, Tom
Kling, Guy Geraghty, Sandy Manly, Amy Shefferd, Rich Rosenlof, and Brendan
Baruth. The input and brainstorming during this meeting of minds gave birth,
among other things, to the new pedagogy in this edition, and to new Module 7, The
Brain and Consciousness.
Christine Brune, chief editor for the last seven editions, is a wonder worker. She
offers just the right mix of encouragement, gentle admonition, attention to detail,
and passion for excellence. An author could not ask for more.
Development editor Nancy Fleming is one of those rare editors who is gifted both
at “thinking big” while also applying her sensitive, graceful, line-by-line touches. 
Editor Trish Morgan has repeatedly amazed me with her wide-ranging knowledge,
meticulous focus, and deft editing.
Senior Psychology Acquisitions Editor Kevin Feyen has become a valued team
leader, thanks to his dedication, creativity, and sensitivity. Publisher Catherine
Woods helped construct and execute the plan for this text and its supplements.
Catherine was also a trusted sounding board as we faced a seemingly unending se-
ries of discrete decisions along the way. Sharon Prevost coordinated production of
the huge supplements package for this edition. Betty Probert efficiently edited and
produced the print supplements and, in the process, also helped fine-tune the whole
book. Lorraine Klimowich, with help from Greg Bennetts and Emily Ernst, provided
invaluable support in commissioning and organizing the multitude of reviews, mail-
ing information to professors, and handling numerous other daily tasks related to
the book’s development and production. Lee McKevitt did a splendid job of laying
out each page. Bianca Moscatelli and Donna Ranieri worked together to locate the
myriad photos.
Associate Managing Editor Tracey Kuehn and Project Editor Dana Kasowitz displayed
tireless tenacity, commitment, and impressive organization in leading Worth’s gifted
artistic production team and coordinating editorial input throughout the production
process. Production Manager Sarah Segal masterfully kept the book to its tight sched-
ule, and Babs Reingold skillfully directed creation of the beautiful new design and art
Barbara Van Horn,
Indian River Community College
Michael Verro,
Champlain College
Craig Vickio,
Bowling Green State University
Denise Vinograde,
LaGuardia Community College, CUNY
Joan Warmbold,
Oakton Community College
Eric Weiser,
Curry College
Diane Wille,
Indiana University Southeast
Paul Young,
Houghton College
O’Ann Steere,
College of DuPage
Barry Stennett,
Gainesville State College
Bruce Stevenson,
North Island College
Colleen Stevenson,
Muskingum College
Jaine Strauss,
Macalester College
Cynthia Symons,
Houghton College
Rachelle Tannenbaum,
Anne Arundel Community College
Sarah Ting,
Cerritos College
PREFACE xxxi
program. Production Manager Stacey Alexander, along with supplements production
editor Jenny Chiu, did their usual excellent work of producing the many supplements.
To achieve our goal of supporting the teaching of psychology, this teaching pack-
age not only must be authored, reviewed, edited, and produced, but also made avail-
able to teachers of psychology. For their exceptional success in doing that, our author
team is grateful to Worth Publishers’ professional sales and marketing team. We are
especially grateful to Executive Marketing Manager Kate Nurre, Marketing Manager
Amy Shefferd, and National Psychology and Economics Consultant Tom Kling for
their tireless efforts to inform our teaching colleagues of our efforts to assist their
teaching, and for the joy of working with them.
At Hope College, the supporting team members for this edition included Kathryn
Brownson, who researched countless bits of information and proofed hundreds of
pages. Kathryn has become a knowledgeable and sensitive adviser on many matters,
and Sara Neevel has become our high-tech manuscript developer, par excellence.
Kathryn Brownson updated, with page citations, all the cross-referenced Preface tables.
Again, I gratefully acknowledge the influence and editing assistance of my writing
coach, poet Jack Ridl, whose influence resides in the voice you will be hearing in the
pages that follow. He, more than anyone, cultivated my delight in dancing with the
language, and taught me to approach writing as a craft that shades into art.
After hearing countless dozens of people say that this book’s supplements have
taken their teaching to a new level, I reflect on how fortunate I am to be a part of a
team in which everyone has produced on-time work marked by the highest profes-
sional standards. For their remarkable talents, their long-term dedication, and their
friendship, I thank Martin Bolt (Instructor’s Manual), John Brink (Test Bank),
Thomas Ludwig (PsychPortal), and Richard Straub (Study Guide).
Finally, my gratitude extends to the many students and instructors who have writ-
ten to offer suggestions, or just an encouraging word. It is for them, and those about
to begin their study of psychology, that I have done my best to introduce the field I
love.
The day this book went to press was the day I started gathering information and
ideas for the tenth edition. Your input will again influence how this book continues
to evolve. So, please, do share your thoughts.
Hope College
Holland, Michigan 49422-9000 USA
1
1
The Story of Psychology
2
Thinking Critically With
Psychological Science
3
Research Strategies: 
How Psychologists Ask 
and Answer Questions
arvard astronomer Owen Gingerich (2006) reports that there are more than
100 billion galaxies. Just one of these, our own relative speck of a galaxy, has
some 200 billion stars, many of which, like our Sun-star, are circled by planets.
On the scale of outer space, we are less than a single grain of sand on all the
oceans’ beaches, and our lifetime but a relative nanosecond.
Yet there is nothing more awe inspiring and absorbing than our own inner space.
Our brain, adds Gingerich, “is by far the most complex physical object known to us in
the entire cosmos” (p. 29). Our consciousness—mind somehow arising from matter—
remains a profound mystery. Our thinking, emotions, and actions (and their interplay
with others’ thinking, emotions, and actions) fascinate
us. Outer space staggers us
with its enormity, but inner space enthralls us. Enter psychological science.
For people whose exposure to psychology comes from popular books, magazines,
TV, and the Internet, psychologists analyze personality, offer counseling, and dispense
child-rearing advice. Do they? Yes, and much more. Consider some of psychology’s
questions that from time to time you may wonder about:
� Have you ever found yourself reacting to something as one of your biological par-
ents would—perhaps in a way you vowed you never would—and then wondered
how much of your person ality you inherited? To what extent are person -to-person
differences in personality predisposed by our genes? To what extent by the home and
community environments?
� Have you ever worried about how to act among people of a different culture,
race, or gender? In what ways are we alike as members of the human family? How
do we differ?
� Have you ever awakened from a nightmare and, with a wave of relief, wondered
why you had such a crazy dream? How often, and why, do we dream?
� Have you ever played peekaboo with a 6-month -old and wondered why the baby
finds the game so delightful? The infant reacts as though, when you momentarily
move behind a door, you actually disappear—only to reappear later out of thin
air. What do babies actually perceive and think?
� Have you ever wondered what leads to school and work success? Are some people
just born smarter? Does sheer intelligence explain why some people get richer, think
more creatively, or relate more sensitively?
� Have you ever become depressed or anxious and wondered whether you’ll ever
feel “normal”? What triggers our bad moods—and our good ones?
Such questions provide grist for psychology’s
mill, because psychology is a science that seeks
to answer all sorts of questions about us all—
how and why we think, feel, and act as we do.
In Module 1, we trace psychology’s roots and
survey its scope. In Module 2, we consider how
psychological science can help you to think
critically in everyday life and to understand
some dangers in relying too heavily on intu-
ition and common sense. In Module 3, we sur-
vey psychology’s methods—how psychologists
ask and answer questions.
H
modulesIntroduction to the History and Science of Psychology
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A smile is a smile the world
around Throughout this book, you
will see examples not only of our cul-
tural and gender diversity but also of
the similarities that define our shared
human nature. People in different cul-
tures vary in when and how often they
smile, but a naturally happy smile
means the same thing anywhere in
the world.
�
“I have made a ceaseless effort not to
ridicule, not to bewail, not to scorn
human actions, but to understand
them.”
Benedict Spinoza, A Political Treatise,
1677
2
What Is Psychology?
Contemporary Psychology
module 1
The Story of Psychology
�|| What Is Psychology?
Psychology’s Roots
Once upon a time, on a planet in this neighborhood of the universe, there came to be
people. Soon thereafter, these creatures became intensely interested in themselves
and in one another: “Who are we? What produces our thoughts? Our feelings? Our ac-
tions? And how are we to understand and manage those around us?”
Psychological Science Is Born
When and how did psychological science begin?
To be human is to be curious about ourselves and the world around us. Before 300 B.C.,
the Greek naturalist and philosopher Aristotle theorized about learning and memory,
motivation and emotion, perception and personality. Today we chuckle at some of
his guesses, like his suggestion that a
meal makes us sleepy by causing gas
and heat to collect around the source
of our personality, the heart. But
credit Aristotle with asking the right
questions.
Philosophers’ thinking about think-
ing continued until the birth of psy-
chology as we know it, on a December
day in 1879, in a small, third-floor
room at Germany’s University of
Leipzig. There, two young men were
helping an austere, middle -aged profes-
sor, Wilhelm Wundt, create an experi-
mental apparatus. Their machine
measured the time lag between people’s
hearing a ball hit a platform and their
pressing a telegraph key (Hunt, 1993). Curiously, people responded in about one -
tenth of a second when asked to press the key as soon as the sound occurred—and in
about two -tenths of a second when asked to press the key as soon as they were con-
sciously aware of perceiving the sound. (To be aware of one’s awareness takes a little
longer.) Wundt was seeking to measure “atoms of the mind”—the fastest and sim-
plest mental processes. Thus began what many consider psychology’s first experi-
ment, launching the first psychological laboratory, staffed by Wundt and
psychology’s first graduate students.
Before long, this new science of psychology became organized into different
branches, or schools of thought, each promoted by pioneering thinkers. These early
schools included structuralism and functionalism, described here, and three schools
described in other modules: Gestalt psychology, behaviorism, and psychoanalysis.
Thinking About the Mind’s Structure
Soon after receiving his Ph.D. in 1892, Wundt’s student Edward Bradford Titchener
joined the Cornell University faculty and introduced structuralism. As physicists
and chemists discerned the structure of matter, so Titchener aimed to discover the
1-1
Wilhelm Wundt Wundt (far left)
established the first psychology
laboratory at the University of
Leipzig, Germany.
�
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|| To assist your active learning, I will
periodically offer learning objectives.
These will be framed as questions that
you can answer as you read on. ||
|| Information sources are cited in
parentheses, with name and date.
Every citation can be found in the end-
of-book References, with complete
documentation that follows American
Psychological Association style. ||
|| Throughout the text, important
concepts are boldfaced. As you study,
you can find these terms with their
definitions in a nearby margin and in
the Glossary at the end of the book. ||
3The Story of Psychology MODULE 1
structural elements of mind. His method was to engage people in self -reflective intro-
spection (looking inward), training them to report elements of their experience as
they looked at a rose, listened to a metronome, smelled a scent, or tasted a substance.
What were their immediate sensations, their images, their feelings? And how did
these relate to one another? Titchener shared with the English essayist C. S. Lewis the
view that “there is one thing, and only one in the whole universe which we know
more about than we could learn from external observation.” That one thing, Lewis
said, is ourselves. “We have, so to speak, inside information” (1960, pp. 18–19).
Alas, introspection required smart, verbal people. It also proved somewhat unreli-
able, its results varying from person to person and experience to experience. More-
over, we often just don’t know why we feel what we feel and do what we do. Recent
studies indicate that people’s recollections frequently err. So do their self -reports
about what, for example, has caused them to help or hurt another (Myers, 2002). As
introspection waned, so did structuralism. 
Thinking About the Mind’s Functions
Unlike those hoping to assemble the structure of mind from simple elements—which
was rather like trying to understand a car by examining its disconnected parts—
philosopher -psychologist William James thought it more fruitful to consider the
evolved functions of our thoughts and