Unformatted text preview: MEDIA & PRINT RESOURCES FOR INSTRUCTORS AND STUDENTS For Instructors
INSTRUCTOR’S RESOURCE MANUAL
by Bridgette Martin Hard (Stanford University), Debra Mashek
(Harvey Mudd College), and Jeff Cooper (Trinity College Dublin,
Ireland)
The Instructor’s Manual includes detailed chapter outlines and
summaries, discussion topics to engage students in lecture, classroom demonstrations with worksheets to engage students and reinforce concepts, and additional reading, film, and online resources.
TEST BANK
by Valeri Farmer-Dougan (Illinois State University), Matthew Isaak
(University of Louisiana at Lafayette), and Joseph Etherton (Texas
State University–San Marcos)
Revised and expanded for the Eighth Edition, the Test Bank has
been completely updated using an evidence-centered approach
designed by Valerie Shute of Florida State University and Diego
Zapata-Rivera of the Educational Testing Service. The Test Bank
contains more than 2,500 multiple-choice questions structured
around a concept map that are coded according to a taxonomy of
educational objectives:
• Factual questions test students’ basic understanding of
facts and concepts.
• Applied questions require students to apply knowledge in
the solution of a problem.
• Conceptual questions require students to engage in
qualitative reasoning and to explain why things are as
they are.
Questions are further classified by section and difficulty, making
it easy to construct tests and quizzes that are meaningful and
diagnostic whether an instructor is creating an in-class quiz,
midterm, or final exam.
The Test Bank is available in print, Word RTF, PDF, and
ExamView® Assessment Suite format.
PSYCHOLOGY IN THE NEWS VIDEO CLIP DVD
This DVD features more than 130 short clips that show students
how the science of psychology is performed by today’s researchers. The DVD contains more than four hours of
compelling interviews and demonstrations, featuring recent psychological research from peer-reviewed journals and relating
research findings to students’ lives in an accessible and engaging
format.
STUDYING THE MIND VIDEO CLIP DVD
This DVD contains more than an hour’s worth of interviews
with some of today’s leading neuroscientists, who discuss how
the latest research, technology, and conceptual models have led
to advances in our understanding of how the mind works.
Featured researchers include Mark D’Esposito, Michael
Gazzaniga, Marcia Johnson, Elizabeth Phelps, and John
Gabrieli.
INSTRUCTOR’S RESOURCE DVD
The Instructor’s Resource DVD provides an array of resources for
instructors to create easy and effective lecture presentations:
• Lecture PowerPoint slides with clicker questions
• Media Enhanced PowerPoint slides and Video Enhanced
PowerPoint slides
• Art PowerPoint slides
• Image Gallery of art featuring all of the line art and
photos from the text
• BlackBoard/WebCT coursepacks
• BlackBoard/WebCT web quizzes and Test Bank
• Computerized Test Bank
INSTRUCTOR’S RESOURCE SITE
The Instructor’s Resource Site is an online source of instructional
content for use in lectures, modified classrooms, and distance
education courses. The site includes:
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•
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• Lecture PowerPoint Slides
Clicker Questions in PowerPoint format
Art PowerPoint slides
Image Gallery of art featuring all of the line art and
photos from the text
• BlackBoard/WebCT Coursepack
• BlackBoard/WebCT Web Quizzes and Test Bank
• Computerized Test Bank and ExamView® Assessment
Suite Software For Students
STUDYSPACE
wwnorton.com/studyspace This free student Web site provides a rich array of multimedia
resources and review materials within a proven, task-oriented
study plan. Each chapter is arranged in an effective Organize,
Learn, and Connect structure, with review materials such as
chapter outlines, flashcards, quizzes and ebook links. The
Norton Quiz Assessment Program gives students customized
chapter-by-chapter study plans that target specific content areas
for review. The StudySpace also offers:
• Chapter Audio Podcasts that serve as chapter overviews
and discussions of key concepts. The content is chapterspecific and is organized around the key Learning
Objectives.
• Animations that cover more topics and psychological
processes in the text. They can be accessed on StudySpace
and launched from the ebook.
• Drag-and-Drop Labeling Exercises that use the line art
from the text to help students understand key diagrams
and complex structures.
• Visual Quizzes that integrate the revised art program
from the text to help students review the details of
important figures and diagrams.
• A regularly updated Psychology in the News feed.
• Video exercises introduce students to the latest research
trends in psychology. EBOOK
nortonebooks.com Same great content, half the price!
The ebook links to StudySpace and offers many useful electronic
tools, such as highlighting and sticky notes. STUDY GUIDE
by Susan Oestreicher (University of Wisconsin at Oshkosh) and Edgar
E. Coons (New York University)
This Study Guide provides additional opportunities for selftesting and study suggestions. Each chapter contains a concept
map showing the linkage of ideas, learning objectives, practice
questions with answers, a self test, and keywords from the text.
ZAPS
wwnorton.com/zaps The Norton Psychology Labs (produced by the psychology
departments at the University of Twente and the University of
Rotterdam) are a collection of interactive online labs that allow
students to participate in classic psychological studies. W. W. Norton & Company has been independent since its founding in 1923, when William Warder Norton
and Mary D. Herter Norton first published lectures delivered at the People’s Institute, the adult education
division of New York City’s Cooper Union. The firm soon expanded its program beyond the Institute, publishing books by celebrated academics from America and abroad. By mid-century, the two major pillars of
Norton’s publishing program—trade books and college texts—were firmly established. In the 1950s,
the Norton family transferred control of the company to its employees, and today—with a staffoff our
hundred and a comparable number of trade, college, and professional titles published each year—
W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees. Copyright © 2011, 2007, 2004, 1999, 1995, 1991, 1986, 1981 by W. W. Norton & Company, Inc.
All rights reserved
Printed in Canada
Editor: Sheri L. Snavely
Associate editor: Sarah England
Editorial assistants: Wamiq Jawaid and Josh Bisker
Project editor: Rebecca A. Homiski
Production manager: Chris Granville
Marketing manager: Amber Chow
Design: Antonina Krass
Photo editor: Trish Marx
Illustrations: Dragonfly Media Group
Composition: Preparé
Manufacturing: Transcontinental Interglobe
Library of Congress Cataloging-in-Publication Data
Gleitman, Henry.
Psychology / Henry Gleitman, James Gross, Daniel Reisberg. — 8th ed.
p. cm.
Includes bibliographical references and index.
ISBN 978-0-393-93250-8 (hardcover)
1. Psychology—Textbooks. I. Gross, James J., Ph. D. II. Reisberg, Daniel. III. Title.
BF121.G58 2010
150—dc22
2009042599
ISBN 978-0-393-11726-4 (pdf ebook)
W. W. Norton & Company, Inc., 500 Fifth Avenue, New York, NY 10110
W. W. Norton & Company Ltd., Castle House, 75/76 Wells Street, London W1T 3QT
1234567890 E I G H T H E D I T I O N Psychology
H E N RY
J A M E S
D A N I E L G L E I T M A N
G RO S S
R E I S B E RG W • W • N O RTO N & C O M PA N Y
N e w Yo r k • L o n d o n HENRY GLEITMAN is Professor of Psychology and the former chair of the department
at the University of Pennsylvania. He is the recipient of the American Psychological
Foundation’s Distinguished Teaching in Psychology Award (1982) and, from the University
of Pennsylvania, the Abrams Award (1988) and the Lindback Award (1977). He has served
as President of the APA’s Division 1: General Psychology and Division 10: Psychology and
the Arts. Most importantly, Professor Gleitman has taught introductory psychology for five
decades to over 40,000 students. JAMES GROSS is Professor of Psychology at Stanford University and Director of the
Stanford Psychophysiology Laboratory. Professor Gross’s research focuses on emotion and
emotion regulation processes in healthy and clinical populations. His 150 or so publications include The Handbook of Emotion Regulation (Guilford, 2007), and he has received
early career awards from the American Psychological Association, the Western
Psychological Association, and the Society for Psychophysiological Research. Professor
Gross is also an award-winning teacher, a Bass University Fellow in Undergraduate
Education, and the Director of the Stanford Psychology One Teaching Program. His
teaching awards include Stanford’s Dean’s Award for Distinguished Teaching, the Stanford
Phi Beta Kappa Teaching Prize, Stanford’s Postdoctoral Mentoring Award, and Stanford’s
highest teaching prize, the Walter J. Gores Award for Excellence in Teaching.
DANIEL REISBERG, author of the bestselling Cognition: Exploring the Science of the Mind,
Fourth Edition (Norton, 2010), is Professor of Psychology and chair of the department at
Reed College in Portland, Oregon. Professor Reisberg has over two decades of experience in
teaching Psychology’s Intro course, and also teaches a popular course in Cognition; he
teaches advanced seminars on Thinking and on Psychology & The Law. His research has
focused on the nature of mental imagery as well as on people’s ability to remember emotionally
significant events. He has served on the editorial boards of many of the field’s journals, and
also serves as a consultant for the justice system, working with police and the courts to
improve the quality of eyewitness evidence. To all the people who have made this book possible—
Our teachers, our colleagues, our students, and our families. CONTENTS IN BRIEF Contents in Brief
Prologue: What Is Psychology? • 1 1 Research Methods • 20 2 The Genetic and Evolutionary Roots of Behavior • 50 3 The Brain and the Nervous System • 84 4 Sensation • 132 5 Perception • 180 6 Consciousness • 218 7 Learning • 258 8 Memory • 300 9 Thinking • 340 10 Language • 378 11 Intelligence • 424 12 Motivation and Emotion • 460 13 Social Psychology • 504 14 Development • 544 15 Personality • 590 16 Psychopathology • 634 17 Treatment of Mental Disorders • 676
v Contents PROLOGUE: WHAT IS PSYCHOLOGY? 1
The Breadth of Psychology’s Content • 2
Morality and the Brain • The Broad Effects of Brain Damage • Decision Making •
Innate Tendencies • Animals at Play • Social Behavior in Humans Psychology’s Diverse Methods and Perspectives • 8
The Neural Basis of Emotional Memory • The Evolutionary Basis for Emotional
Remembering • Cognitive Influences on Emotional Memory • Social Influences on
Emotional Memory • The Cultural Setting of Emotional Memory • A Developmental
Perspective on Emotional Memory • Disorders of Emotional Memory What Unites Psychology? • 16
A Shared Set of Thematic Concerns • A Commitment to Scientific Methods CHAPTER 1 RESEARCH METHODS 20
Making Observations • 22
Defining the Question • Systematically Collecting Data • Defining the Sample •
Assessing External Validity • Monitoring Demand Characteristics Working with Data • 28
Descriptive Statistics • Inferential Statistics Observational Studies • 36
Ambiguity about Causation Establishing Cause and Effect: The Power of Experiments • 38
Experimental Groups versus Control Groups • Random Assignment • WithinSubject Comparisons • Internal Validity • Beyond the Single Experiment Research Ethics • 43
The Power of Science • 45
Some Final Thoughts: Methodological Eclecticism • 46
Summary • 48 CHAPTER 2 THE GENETIC AND EVOLUTIONARY ROOTS
OF BEHAVIOR 50
Genetics and DNA • 52
Genes • Gene Expression • Gene Transmission • Interactions among Genes •
Polygenic Inheritance Evolution by Natural Selection • 58
The Principles of Natural Selection • Genes and Evolution • Evidence for Evolution
by Natural Selection • The Unity of Life The Genetics and Evolution of Behavior • 65
The Biological Roots of Smiling • The Genetics of Intelligence • The Evolution
of Mating Patterns Some Final Thoughts: The Strengths and the Limits
of Evolutionary Theorizing • 81
Summary • 82 CHAPTER 3 THE BRAIN AND THE NERVOUS SYSTEM 84
The Organism as a Machine • 86
Building Blocks of the Nervous System • 88
The Neuron • Glia Communication among Neurons • 92
Activity and Communication within the Neuron • Explaining the Action Potential •
Propagation of the Action Potential • All-or-None Law • The Synapse • The Synaptic
Mechanism • Neurotransmitters • Drugs and Neurotransmitters Communication through the Bloodstream • 103
Methods for Studying the Nervous System • 105
Recording from Individual Neurons • Studying the Effects of Brain
Damage • Recording from the Whole Brain • The Power of Combining
Techniques The Architecture of the Nervous System • 112
The Central and Peripheral Nervous Systems • The Anatomy of the Brain •
Lateralization The Cerebral Cortex • 118
Projection Areas • Association Areas • The Results of Cortical Damage
vii Plasticity • 125
Changes in Neuronal Connections • Cortical Reorganization • New Neurons •
Repairing Damage to the Nervous System Some Final Thoughts: Do All Psychological Questions Have
Biological Answers? • 129
Summary • 130 CHAPTER 4 SENSATION 132
The Origins of Knowledge • 134
The Passive Perceiver • The Active Perceiver Psychophysics • 136
Sensory Thresholds • Detection and Decision A Survey of the Senses • 142
Sensory Coding • Sensory Adaptation • The Vestibular Sense • The Skin Senses •
Pain • Smell • Taste Hearing • 153
The Stimulus: Sound • From Sound Waves to Hearing Vision • 160
The Stimulus: Light • Gathering the Stimulus: The Eye • The Visual
Receptors • Contrast Effects • Color • The Neural Basis of Color Vision •
Perceiving Shapes Some Final Thoughts: The Active Perceiver • 177
Summary • 178 CHAPTER 5 PERCEPTION 180
Form Perception: What Is It? • 182
The Importance of Features • The Importance of Organization Network Models of Perception • 188
Feature Nets • From Features to Geons to Meaning The Neuroscience of Vision • 192
The Visual Pathway • The Binding Problem Perceptual Constancy • 196
Unconscious Inference • Illusions Distance Perception: Where Is It? • 200
Binocular Cues • Monocular Cues • The Perception of Depth through Motion •
The Role of Redundancy Motion Perception: What Is It Doing? • 203
Retinal Motion • Apparent Movement • Eye Movements • Induced Motion •
The Correspondence Problem Perceptual Selection: Attention • 208
Selection • Perception in the Absence of Attention Other Modalities • 212
Some Final Thoughts: Seeing, Knowing, and the Perceiver’s
Active Role • 214
Summary • 216 CHAPTER 6 CONSCIOUSNESS 218
Introspection and the Functions of Consciousness • 220
Translating Thoughts into Words • The Cognitive Unconscious • Brain
Damage and Unconscious Functioning • Unconscious Attributions •
Mistaken Introspections • The Function of Consciousness The Neural Basis for Consciousness • 227
The Mind-Body Problem • The Many Brain Areas Needed for
Consciousness • Neural Correlates of Consciousness • The Global
Workspace Hypothesis Varieties of Consciousness • 233
Sleep • Hypnosis • Religious States • Drug-Induced Changes
in Consciousness Some Final Thoughts:
The Unsolved Mysteries • 255
Summary • 256
ix CHAPTER 7 LEARNING 258
The Perspective of Learning Theory • 260
Habituation • 261
Classical Conditioning • 263
Pavlov and the Conditioned Response • The Major Phenomena of Classical
Conditioning • The Relationship between the CR and the UR Instrumental Conditioning • 278
Thorndike and the Law of Effect • Skinner and Operant Behavior • The Major Phenomena
of Instrumental Conditioning • Changing Behaviors or Acquiring Knowledge? Observational Learning • 289
Varieties of Learning • 291
Biological Influences on Learning: Belongingness • Different Types of Learning •
Similarities in How Different Species Learn The Neural Basis for Learning • 296
Some Final Thoughts: Learning Theory and Beyond • 297
Summary • 298 CHAPTER 8 MEMORY 300
Acquisition, Storage, Retrieval • 302
Acquisition • 303
Working Memory, Long-Term Memory • Establishing Long-Term Memories Storage • 312
Retrieval • 313
Partial Retrieval • Effective Retrieval Cues • Encoding Specificity Memory Gaps, Memory Errors • 317
Forgetting • Memory Intrusions • Memory: An Overall Assessment Varieties of Memory • 327
A Hierarchy of Memory Types • Episodic and Semantic Memory • Possible
Subdivisions of Episodic Memory • Explicit and Implicit Memory Some Final Thoughts: Different Types, But Common
Principles • 337
Summary • 338 CHAPTER 9 THINKING 340
Mental Representations • 342
Distinguishing Images and Symbols • Mental Images • Propositions Judgment: Drawing Conclusions from Experience • 348
The Availability Heuristic • The Representativeness Heuristic • Dual-Process Theories Reasoning: Drawing Implications from Our Beliefs • 354
Confirmation Bias • Faulty Logic • Triggers for Good Reasoning • Judgment and
Reasoning: An Overview Decision Making: Choosing Among Options • 358
Framing Effects • Affective Forecasting • Too Many Options • Reason-Based Choice •
Decision Making: An Overview Problem Solving: Finding a Path Toward a Goal • 365
The Role of the Goal State • Hierarchical Organization • Automaticity • Obstacles to
Problem Solving • Overcoming Obstacles to Solutions • Restructuring • Creative
Thinking • Experts Some Final Thoughts: Better Thinking • 375
Summary • 376 CHAPTER 10 LANGUAGE 378
The Building Blocks of Language • 380
The Sound Units • Morphemes and Words • Phrases and Sentences How Language Conveys Meaning • 385
The Meanings of Words • The Meanings of Sentences • How We Understand How We Learn a Language • 396
The Social Origins of Language Learning • Discovering the Building Blocks of
Language • The Growth of Word Meaning • The Progression to Adult Language Language Learning in Changed Environments • 404
Wild Children • Isolated Children • Language without Sound • Language without a
Model • Children Deprived of Access to Some of the Meanings • Children Exposed
to More than One Language: The Case of Bilingualism Language Learning with Changed Endowments • 410
The Sensitive Period Hypothesis • Language in Nonhumans Language and Thought • 415
How Language Connects to Thought • Do People Who Talk Differently Come
to Understand the World Differently? • How Can We Study Language and Thought?
xi Some Final Thoughts: Language and Cognition • 421
Summary • 422 CHAPTER 11 INTELLIGENCE 424
Intelligence Testing • 426
Measuring Intelligence • Reliability and Validity What Is Intelligence? The Psychometric Approach • 428
The Logic of Psychometrics • Factor Analysis and the Idea of General Intelligence •
A Hierarchical Model of Intelligence • Fluid and Crystallized G The Building Blocks of Intelligence • 432
Mental Speed • Working Memory and Attention • Executive Control • Other
Contributions to Intellectual Functioning Intelligence Beyond the IQ Test • 436
Practical Intelligence • Emotional Intelligence • The Theory of Multiple Intelligences •
The Cultural Context of Intelligence The Roots of Intelligence • 441
The Politics of IQ Testing • The Problems with “Nature vs. Nurture” • Genetics and
Individual IQ • Environment and Individual IQ • Heritability Ratios • Group
Differences in IQ Some Final Thoughts: Scientific Evidence and Democratic
Values • 457
Summary • 458 CHAPTER 12 MOTIVATION AND EMOTION 460
Motivational States • 462
Thermoregulation • 464
Hunger, Eating, and Obesity • 466
Physiological Aspects of Hunger and Eating • Cultural and Cognitive Aspects
of Hunger and Eating • Obesity Threat and Aggression • 473
Physiological Aspects of Threat and Aggression • Cultural and Cognitive Aspects
of Threat and Aggression Sexual Behavior • 478
Physiological Aspects of Sexuality • Cultural and Cognitive Aspects of Sexuality •
Sexual Orientation Motives Beyond Drives • 485
The Motive to Belong • The Motive to Achieve T...
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