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Preface

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PSYCHOLOGY IS FASCINATING, and so relevant to our everyday lives. Psychology’s insights enable us to be better students, more tuned-in friends and partners, more effective co-workers, and wiser parents. With this new edition, we hope to captivate students with what psychologists are learning about our human nature, to help them think more like psychological scientists, and, as the title implies, to help them relate psychology to their own lives—their thoughts, feelings, and behaviors.

For those of you familiar with other Myers/DeWall introductory psychology texts, you may be surprised at how different this text is. We have created this very brief, uniquely student-friendly book with supportive input from hundreds of instructors and students (by way of surveys, focus groups, content and design reviews, and class testing). Compacting our introduction of psychology’s key topics keeps both the length and the price manageable. And we write with the goal of making psychology accessible to all students, regardless of their personal or academic backgrounds. It has been gratifying to hear from instructors who have been delighted to find that this affordable, accessible text offers a complete, college-level survey of the field that they can offer proudly to their students.

What’s New in the Fourth Edition?

In addition to thorough updating of every chapter, with new infographic “Thinking Critically About” features, this fourth edition offers exciting new activities in the teaching package.

Hundreds of New Research Citations

Our ongoing scrutiny of dozens of scientific periodicals and science news sources, enhanced by commissioned reviews and countless e-mails from instructors and students, enables integrating our field’s most important, thought-provoking, and student-relevant new discoveries. Part of the pleasure that sustains this work is learning something new every day! See MacmillanLearning.com/PEL4eContent for a chapter-by-chapter list of significant Content Changes.

“Thinking Critically About” Infographic features

We worked with an artist to create infographic critical thinking features. (In many cases, these new infographics replace a more static boxed essay in the previous edition.) Several dozen instructors reviewed this feature, often sharing it with their students, and they were unanimously supportive. Students seem to enjoy engaging this visual tool for thinking critically about key psychological concepts (parenting styles, gender bias, group polarization, introversion, lifestyle changes, and more). A picture can indeed be worth a thousand words! (See FIGURE 1 for an example.)

Figure 402.1: FIGURE 1 Sample “Thinking Critically About” infographic from Chapter 10

“Assess Your Strengths” Activities for LaunchPad

With the significantly revised Assess Your Strengths activities, students apply what they are learning from the text to their own lives and experiences by considering key “strengths.” For each of these activities, we [DM and ND] start by offering a personalized video introduction, explaining how that strength ties in to the content of the chapter. Next, we ask students to assess themselves on the strength (critical thinking, quality of sleep, self-control, relationship-building, healthy belonging, hope, and more) using scales developed by researchers across psychological science. After showing students their results, we offer tips for nurturing that strength in students’ own lives. Finally, students take a quiz to help solidify their learning.

These activities reside in LaunchPad, an online resource designed to help achieve better course results. LaunchPad for Psychology in Everyday Life, Fourth Edition, also includes LearningCurve formative assessment and the “Immersive Learning: How Would You Know?” activities described next. For details, see p. xxii and LaunchPadWorks.com. For this new edition, you will see that we’ve offered callouts from the text pages to especially pertinent, helpful resources elsewhere in LaunchPad. (See FIGURE 2 for a sample.)

To review the classic conformity studies and experience a simulated experiment, visit LaunchPad’s PsychSim 6: Everybody’s Doing It!

FIGURE 2 Sample LaunchPad callout from Chapter 1

“Immersive Learning: How Would You Know?” Research Activities

We [ND and DM] created these online activities to engage students in the scientific process, showing them how psychological research begins with a question, and how key decision points can alter the meaning and value of a psychological study. In a fun, interactive environment, students learn about important aspects of research design and interpretation, and develop scientific literacy and critical thinking skills in the process. I [ND] have enjoyed taking the lead on this project and sharing my research experience and enthusiasm with students. Topics include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?”; “How Would You Know If People Can Learn to Reduce Anxiety?”; and “How Would You Know If Schizophrenia Is Inherited?”

What Continues in the Fourth Edition?

Eight Guiding Principles

Despite all the exciting changes, this new edition retains its predecessors’ voice, as well as much of the content and organization. It also retains the goals—the guiding principles—that have animated all of the Myers texts:

Facilitating the Learning Experience

1. To teach critical thinking By presenting research as intellectual detective work, we illustrate an inquiring, analytical mind-set. Whether students are studying development, cognition, or social behavior, 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 ESP and alternative therapies to group differences in intelligence and repressed and recovered memories. Our new “Thinking Critically About” infographic features help engage students in this learning.

2. To integrate principles and applications Throughout—by means of anecdotes, case histories, and the posing of hypothetical situations—we relate the findings of basic research to their applications and implications. Where psychology can illuminate pressing human issues—be they racism and sexism, health and happiness, or violence and war—we have not hesitated to shine its light. Our newly revised “Assess Your Strengths” activities invite students to apply important concepts to their own lives, and to learn ways to develop key personal strengths.

3. To reinforce learning at every step Everyday examples and rhetorical questions encourage students to process the material actively. Concepts presented earlier are frequently applied, and reinforced, in later chapters. For instance, in Chapter 1, students learn that much of our information processing occurs outside of our conscious awareness. Ensuing chapters drive home this concept. Numbered Learning Objective Questions, Retrieve + Remember self-tests throughout each chapter, a marginal glossary, and Chapter Review key terms lists and self-tests help students learn and retain important concepts and terminology.

Demonstrating the Science of Psychology

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4. To exemplify the process of inquiry We strive to show students not just the outcome 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 chapters introduce research stories as mysteries that progressively unravel as one clue after another falls into place. Our new “Immersive Learning: How Would You Know?” activities in LaunchPad encourage students to think about research questions and how they may be studied effectively.

5. 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, we also present the discipline’s most important recent developments. In this edition, 619 references are dated 2013–2016. Likewise, new photos and new everyday examples are drawn from today’s world.

6. To put facts in the service of concepts Our intention is not to fill students’ intellectual 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 chapter, we place emphasis on those concepts we hope students will carry with them long after they complete the course. Always, we try to follow Albert Einstein’s purported dictum that “everything should be made as simple as possible, but not simpler.” Learning Objective Questions and Retrieve + Remember questions throughout each chapter help students focus on the most important concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity Many chapters have a significant issue or theme that links subtopics, forming a thread that ties the chapter together. The Learning chapter conveys the idea that bold thinkers can serve as intellectual pioneers. The Thinking, Language, and Intelligence chapter raises the issue of human rationality and irrationality. The Psychological Disorders chapter conveys empathy for, and understanding of, troubled lives. Other threads, such as cognitive neuroscience, dual processing, and cultural and gender diversity, weave throughout the whole book, and students hear a consistent voice.

8. To convey respect for human unity and diversity Throughout the book, readers will see evidence of our human kinship in our shared biological heritage—our common mechanisms of seeing and learning, hungering and feeling, loving and hating. 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 raising and care for the elderly, and life priorities.

The Writing

As with the third edition, we’ve written this book to be optimally accessible. The vocabulary is sensitive to students’ widely varying reading levels and backgrounds. (A Spanish language Glosario at the back of the book offers additional assistance for ESL Spanish speakers.) And this book is briefer than many texts on the market, making it easier to fit into one-term courses. Psychology in Everyday Life offers a complete survey of the field, but it is a more manageable survey, with an emphasis on the most humanly significant concepts. We continually asked ourselves while working, “Would an educated person need to know this? Would this help students live better lives?”

No Assumptions

Even more than in other Myers/DeWall texts, we have written Psychology in Everyday Life with the diversity of student readers in mind.

Gender: Extensive coverage of gender roles and gender identity and the increasing diversity of choices men and women can make.
Culture: No assumptions about readers’ cultural backgrounds or experiences.
Economics: No references to backyards, summer camp, vacations.
Education: No assumptions about past or current learning environments; writing is accessible to all.
Physical Abilities: No assumptions about full vision, hearing, movement.
Life Experiences: Examples are included from urban, suburban, and rural/outdoor settings.
Family Status: Examples and ideas are made relevant for all students, whether they have children or are still living at home, are married or cohabiting or single; no assumptions about sexual orientation.

Four Big Ideas

In the general psychology course, it can be a struggle to weave psychology’s disparate parts into a cohesive whole for students, and for students to make sense of all the pieces. In Psychology in Everyday Life, we have introduced four of psychology’s big ideas as one possible way to make connections among all the concepts. These ideas are presented in Chapter 1 and gently integrated throughout the text.

1. Critical Thinking Is Smart Thinking

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We love to write in a way that gets students thinking and keeps them active as they read. Students will see how the science of psychology can help them evaluate competing ideas and highly publicized claims—ranging from intuition, subliminal persuasion, and ESP to alternative therapies, attention-deficit/hyperactivity disorder, and repressed and recovered memories.

In Psychology in Everyday Life, students have many opportunities to learn or practice critical thinking skills. (See TABLE 1 for a complete list of this text’s coverage of critical thinking topics.)

Table 402.1: TABLE 1 Critical Thinking

Critical thinking coverage can be found on the following pages:
A scientific model for studying psychology, pp. 174–175 Are intelligence tests biased?, pp. 251–252 Are personality tests able to predict behavior?, p. 362 Attachment style, development of, pp. 83–86 Attention-deficit/hyperactivity disorder (ADHD), p. 377 Can memories of childhood sexual abuse be repressed and then recovered?, p. 214 Causation and the violence-viewing effect, pp. 189–190 Classifying psychological disorders, pp. 379–380 Confirmation bias, p. 223 Continuity vs. stage theories of development, pp. 68–69 Correlation and causation, pp. 16–17, 87, 92, 101 Critical thinking defined, p. 8 Critiquing the evolutionary perspective on sexuality, pp. 126–127 Discovery of hypothalamus reward centers, p. 42 Do lie detectors lie?, p. 276 Do other species have language?, pp. 236–237 Do other species share our cognitive abilities?, pp. 230–231 Do video games teach, or release, violence?, p. 334 Does meditation enhance health?, pp. 300–301	Effectiveness of alternative psychotherapies, p. 428 Emotion and the brain, pp. 37, 39–42 Emotional intelligence, p. 240 Evolutionary science and human origins, pp. 128–129 Extrasensory perception, pp. 162–163 Fear of flying vs. probabilities, p. 225 Freud’s contributions, pp. 355–357 Gender bias in the workplace, p. 110 Genetic and environmental influences on schizophrenia, pp. 403–404 Group differences in intelligence, pp. 248–252 Hindsight bias, pp. 11–12 How do nature and nurture shape prenatal development?, pp. 70–72 How do twin and adoption studies help us understand the effects of nature and nurture?, pp. 74–75 How does the brain process language?, pp. 234–235 How much is gender socially constructed vs. biologically influenced?, pp. 111–115 How valid is the Rorschach inkblot test?, p. 355 Human curiosity, pp. 2, 3 Humanistic perspective, evaluating, p. 359 Hypnosis: dissociation or social influence?, pp. 157–158	Importance of checking fears against facts, p. 225 Interaction of nature and nurture in overall development, p. 68 Is dissociative identity disorder a real disorder?, pp. 407–408 Is psychotherapy effective?, pp. 426–427 Is repression a myth?, p. 356 Limits of case studies, naturalistic observation, and surveys, p. 16 Limits of intuition, pp. 10–12 Nature, nurture, and perceptual ability, pp. 151–152 Overconfidence, pp. 12, 226 Parenting styles, p. 87 Posttraumatic stress disorder (PTSD), pp. 382–383 Powers and limits of parental involvement on development, pp. 93–94 Powers and perils of intuition, pp. 227–228 Problem-solving strategies, pp. 222–223 Psychic phenomena, pp. 3, 162–163 Psychology: a discipline for critical thought, pp. 11, 14, 16	Religious involvement and longevity, pp. 301–302 Scientific attitude, p. 3 Scientific method, pp. 12–14 Sexual desire and ovulation, p. 116 Similarities and differences in social power between men and women, pp. 109, 110 Stress and cancer, p. 290 Stress and health, p. 292 Subliminal sensation and persuasion, p. 136 Technology and “big data” observations, p. 15 The divided brain, pp. 48–50 Therapeutic lifestyle change, p. 431 The stigma of introversion, p. 361 The Internet as social amplifier, p. 326 Using more than 10 percent of our brain, p. 46 Using psychology to debunk popular beliefs, p. 8 Values and psychology, pp. 21–23 What does selective attention teach us about consciousness?, pp. 51–53 What factors influence sexual orientation?, pp. 121–124 What is the connection between the brain and the mind?, p. 38 Wording effects, pp. 15–16

Chapter 1 takes a unique, critical thinking approach to introducing students to psychology’s research methods. Understanding the weak points of our everyday intuition and common sense helps students see the need for psychological science. Critical thinking is introduced as a key term in this chapter (page 8).
“Thinking Critically About . . .” infographic features are found in each chapter. This feature models for students a critical approach to some key issues in psychology. For example, see “Thinking Critically About: The Stigma of Introversion” (Chapter 12) or “Thinking Critically About: The Internet as Social Amplifier” (Chapter 11).
Detective-style stories throughout the text get students thinking critically about psychology’s key research questions. In Chapter 8, for example, we present as a puzzle the history of discoveries about where and how language happens in the brain. We guide students through the puzzle, showing them how researchers put all the pieces together.
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“Try this” and “think about it” style discussions and side notes keep students active in their study of each chapter. We often encourage students to imagine themselves as participants in experiments. In Chapter 11, for example, students take the perspective of participants in a Solomon Asch conformity experiment and, later, in one of Stanley Milgram’s obedience experiments. We’ve also asked students to join the fun by taking part in activities they can try along the way. Here are two examples: In Chapter 5, they try out a quick sensory adaptation activity. In Chapter 9, they test the effects of maintaining different facial expressions.
Critical examinations of pop psychology spark interest and provide important lessons in thinking critically about everyday topics. For example, Chapter 5 includes a close examination of ESP, and Chapter 7 addresses the controversial topic of repression of painful memories.

2. Behavior Is a Biopsychosocial Event

Students will learn that we can best understand human behavior if we view it from three levels—the biological, psychological, and social-cultural. This concept is introduced in Chapter 1 and revisited throughout the text. Readers will see evidence of our human kinship. Yet they will also better understand the dimensions of our diversity—our individual diversity, our gender diversity, and our cultural diversity. TABLE 2 provides a list of integrated coverage of the cross-cultural perspective on psychology. TABLE 3 lists the coverage of the psychology of women and men. Significant gender and cross-cultural examples and research are presented within the narrative. In addition, an abundance of photos showcases the diversity of cultures within North America and across the globe. These photos and their informative captions bring the pages to life, broadening students’ perspectives in applying psychological science to their own world and to others’ worlds across the globe.

Table 402.2: TABLE 2 Culture and Multicultural Experience

Coverage of culture and multicultural experience can be found on the following pages:
Academic achievement, pp. 249–251, 296 Achievement motivation, p. B-4 Adolescence, onset and end of, pp. 94–95 Aggression, pp. 332–333 Animal learning, p. 231 Animal research, views on, p. 22 Beauty ideals, p. 337 Biopsychosocial approach, pp. 7, 68, 111–115, 366, 378 Body image, p. 406 Child raising, pp. 86–88 Cognitive development of children, p. 82 Collectivism, p. 319 Crime and stress hormone levels, p. 408 Cultural values child raising and, pp. 86–88 morality and, p. 90 psychotherapy and, p. 429 Culture defined, p. 9 emotional expression and, pp. 278–280 intelligence test bias and, p. 251 the self and, pp. 369–371 Deindividuation, p. 324 Depression and suicide, p. 400 risk of, p. 397 Developmental similarities across cultures, p. 68 Discrimination, pp. 327–328 Dissociative identity disorder, p. 407 Division of labor, p. 114 Divorce rate, p. 99 Dysfunctional behavior diagnoses, pp. 376–378 Eating disorders, p. 378 Enemy perceptions, p. 342	Expressions of grief, p. 101 Family environment, p. 92 Family self, sense of, pp. 86–88 Father’s presence pregnancy and, p. 120 violence and, p. 333 Flow, pp. B-1–B-2 Foot-in-the-door phenomenon, p. 316 Framing, and organ donation, p. 227 Fundamental attribution error, p. 314 Gender roles, pp. 110, 113–114 Gender aggression and, pp. 108–109 communication and, p. 109 sex drive and, p. 116 General adaptation syndrome, p. 287 Groupthink, pp. 325–326 Happiness, pp. 303, 305, 306–307 HIV/AIDS, pp. 118, 290 Homosexuality, attitudes toward, p. 121 Identity formation, pp. 91–92 Individualism, pp. 314, 319, 324 ingroup bias, p. 329 moral development and, p. 90 Intelligence, p. 238 group differences in, pp. 248–252 test scores, p. 249 Intelligence testing, pp. 240–242	Interracial dating, p. 327 Job satisfaction, p. B-5 Just-world phenomenon, p. 329 Language development, p. 234 Leadership, p. B-7 Life cycle, p. 68 Marriage, pp. 338–339 Mating preferences, p. 126 Mental disorders and stress, p. 378 Mere exposure effect, p. 335 Migration, p. 267 Motivation, p. 260 Naturalistic observation, pp. 14–15 Need to belong, pp. 266–267 Obedience, p. 321 Obesity, p. 264 and sleep loss, p. 265 Optimism, p. 296 Ostracism, p. 267 Parent-teen relations, pp. 92–93 Partner selection, p. 337 Peace, promoting, pp. 342–343 Personal control, p. 294 Personality traits, p. 360 Phobias, p. 382 Physical attractiveness, p. 337 Poverty, explanations of, p. 315 Power differences between men and women, pp. 109, 110 Prejudice, pp. 327–330 automatic, pp. 327–328 contact, cooperation, and, pp. 342–343 forming categories, p. 330 group polarization and, p. 325 racial, pp. 316, 327–328 subtle versus overt, pp. 327–328 unconscious, Supreme Court’s recognition of, p. 328 Prosocial behavior, pp. 188–189 Psychoactive drugs, pp. 393–394 Psychological disorders, pp. 376–378 treatment of, p. 429	Race-influenced perceptions, pp. 327–328 Racial similarities, pp. 249–251 Religious involvement and longevity, p. 301 Resilience, p. 438 Risk assessment, p. 224 Scapegoat theory, p. 329 Schizophrenia, pp. 403–405 Self-esteem, pp. 307, 367 Self-serving bias, p. 368 Separation anxiety, p. 84 Serial position effect, p. 207 Sexual risk-taking among teens, pp. 119–120 Social clock variation, p. 100 Social influence, pp. 319, 321–322 Social loafing, p. 324 Social networking, p. 268 Social support, p. 302 Social trust, p. 86 Social-cultural psychology, p. 6 Stereotype threat, pp. 251–252 Stereotypes, pp. 327, 329 Substance use disorders, pp. 386–394 rates of, p. 386 Susto, p. 378 Taijin-kyofusho, p. 378 Taste preference, p. 263 Terrorism, pp. 224, 225 Trauma, pp. 356, 426 Universal expressions, p. 8 Video game playing compulsive, p. 386 effects of, p. 334 Weight, p. 264 Well-being, p. 307

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Table 402.3: TABLE 3 Psychology of Women and Men

Coverage of the psychology of women and men can be found on the following pages:
Age and decreased fertility, p. 96 Aggression, pp. 108–109, 331 testosterone and, p. 331 Alcohol use and sexual assault, p. 387 Alcohol use disorder, p. 387 Alcohol, women’s greater physical vulnerability, p. 387 Attraction, pp. 335–339 Beauty ideals, pp. 336–337 Bipolar disorder, p. 395 Body image, p. 406 Brain scans, and sex-reassignment surgery, p. 115 Depression, pp. 396–400 among girls, p. 92 higher vulnerability of women, pp. 396–399 seasonal pattern, p. 394 Eating disorders, p. 108 Emotion, p. 277 ability to detect, p. 277 expressiveness, p. 277 identification of as masculine or feminine, p. 277 Empathy, p. 277 Father’s presence pregnancy rates and, p. 120 lower sexual activity and, p. 120 Freud’s views on gender identity development, p. 352 Gender, pp. 8–10 anxiety and, p. 396 biological influences on, pp. 111–113 changes in society’s thinking about, pp. 114, 128 social-cultural influences on, pp. 113–115 workplace bias and, p. 110	Gender differences, pp. 8–10, 108–111 rumination and, p. 399 evolutionary perspectives on, pp. 124–127 intelligence and, pp. 248–249 sexuality and, p. 125 Gender discrimination, p. 328 Gender identity, development of, pp. 114–115 in transgender individuals, p. 115 Gender roles, p. 114 Gender schema theory, p. 114 Gender similarities, pp. 108–111 Gender typing, p. 114 Generalized anxiety disorder, p. 381 HIV/AIDS, women’s vulnerability to, p. 118 Hormones and sexual behavior, pp. 116–117 Human sexuality, pp. 116–120 Leadership styles, p. 110 Learned helplessness, pp. 398–399 Love companionate, pp. 338–339 passionate, p. 338 Marriage, pp. 98–99 Motor development, infant massage and, p. 77 Mating preferences, pp. 125–126 Maturation, pp. 88–89, 94 Menarche, p. 88 Menopause, p. 96 Pain, women’s greater sensitivity to, p. 156 Physical attractiveness, pp. 336–337 Posttraumatic stress disorder, p. 383	Puberty, pp. 88–89 early onset of, p. 88 Relationship equity, p. 339 Responses to stress, p. 288 Schizophrenia, p. 402 Sex, pp. 8, 116–120 Sex and gender, p. 108 Sex chromosomes, p. 111 Sex drive, gender differences, pp. 117–118, 125 Sex hormones, pp. 111, 116 Sex-reassignment, pp. 107, 113, 115 Sexual activity and aging, p. 97 Sexual activity, teen girls’ regret, p. 119 Sexual arousal, gender and gay-straight differences, p. 123 Sexual intercourse among teens, pp. 119–120 Sexual orientation, pp. 121–124 Sexual response cycle, p. 116 Sexual response, alcohol-related expectation and, p. 387 Sexual scripts, p. 333 Sexuality, natural selection and, pp. 125–126 Sexualization of girls, p. 120 Sexually explicit media, p. 333 Sexually transmitted infections, p. 118 Similarities and differences between men and women, pp. 108–111 Social clock, p. 100 Social connectedness, pp. 109–111 Social power, p. 109 Spirituality and longevity, p. 301 Substance use disorder and the brain, p. 387 Teen pregnancy, pp. 119–120 Violent crime, p. 108 Vulnerability to psychological disorders, p. 108 Women in psychology, pp. 2, 4

3. We Operate With a Two-Track Mind (Dual Processing)

Today’s psychological science explores our dual-processing capacity. Our perception, thinking, memory, and attitudes all operate on two levels: the level of fully aware, conscious processing, and the behind-the-scenes level of unconscious processing. Students may be surprised to learn how much information we process outside of our awareness. Discussions of sleep (Chapter 2), perception (Chapter 5), cognition (Chapter 8), emotion (Chapter 9), and attitudes and prejudice (Chapter 11) provide some particularly compelling examples of what goes on in our mind’s downstairs.

4. Psychology Explores Human Strengths as Well as Challenges

Students will learn about the many troublesome behaviors and emotions psychologists study, as well as the ways psychologists work with those who need help. Yet students will also learn about the beneficial emotions and traits that psychologists study, and the ways psychologists (some as part of the new positive psychology movement—see TABLE 4) attempt to nurture those traits in others. After studying with this text, students may find themselves living improved day-to-day lives. See, for example, tips for better sleep in Chapter 2, parenting suggestions throughout Chapter 3, information to help with romantic relationships in Chapters 3, 4, 11 and elsewhere, and tips for greater happiness in Chapter 10. Students may also find themselves doing better in their courses. See, for example, following this preface, “Time Management: Or, How to Be a Great Student and Still Have a Life”; “Use Psychology to Become a Stronger Person—and a Better Student” at the end of Chapter 1; “Improving Memory” in Chapter 7; and the helpful study tools throughout the text based on the documented testing effect. Students may learn to nurture their own strengths by completing the newly revised “Assess Your Strengths” activities in LaunchPad.

Table 402.4: TABLE 4 Examples of Positive Psychology

Topic	Chapter
Coverage of positive psychology topics can be found in the following chapters:
Altruism/compassion	3, 8, 11, 12, 14
Coping	10
Courage	11
Creativity	6, 8, 11, 12
Emotional intelligence	9, 11
Empathy	3, 6, 10, 11, 14
Flow	10, App B
Gratitude	9, 10
Happiness/life satisfaction	3, 9, 10, 11
Humility	11
Humor	10
Justice	3, 11
Leadership	11, 12, App B
Love	3, 4, 9, 10, 11, 12, 13, 14
Morality	3
Optimism	10, 12
Personal control	10
Resilience	3, 10, 11, 14
Self-discipline	3, 8, 9, 12, App B
Self-awareness	10
Self-efficacy	10, 12
Self-esteem	3, 4, 9, 11, 12
Spirituality	3, 4, 10
Toughness (grit)	8, App B
Wisdom	3, 8, 12

Everyday Life Applications

Throughout this text, as its title suggests, we relate the findings of psychology’s research to the real world. This edition includes:

chapter-ending “In Your Everyday Life” questions, helping students make the concepts more meaningful (and memorable).
“Assess Your Strengths” personal self-assessments in LaunchPad, allowing students to actively apply key principles to their own experiences.
fun notes and quotes in small boxes throughout the text, applying psychology’s findings to sports, literature, world religions, music, and more.
an emphasis throughout the text on critical thinking in everyday life, including the “Statistical Reasoning in Everyday Life” appendix, helping students to become more informed consumers and everyday thinkers.
Scattered throughout this book, students will find interesting and informative review notes and quotes from researchers and others that will encourage them to be active learners and to apply their new knowledge to everyday life.

added emphasis on clinical applications. Psychology in Everyday Life offers a great sensitivity to clinical issues throughout the text. For example, Chapter 13, Psychological Disorders, includes lengthy coverage of substance-related disorders, with guidelines for determining substance use disorder. See TABLE 5 for a listing of coverage of clinical psychology concepts and issues throughout the text.

See inside the front and back covers (or at the beginning of the e-Book) for a listing of students’ top-rated applications to everyday life from this text.

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Table 402.5: TABLE 5 Clinical Psychology

Coverage of clinical psychology can be found on the following pages:
Abused children, risk of psychological disorder among, p. 174 Alcohol use and aggression, p. 332 Alzheimer’s disease, pp. 33, 195, 264 Anxiety disorders, pp. 380–382 Autism spectrum disorder, pp. 80–81, 108, 223, 238 Aversive conditioning, pp. 421–422 Behavior modification, p. 422 Behavior therapies, pp. 419–422 Big Five, use in understanding personality disorders, p. 362 Bipolar disorder, pp. 395–396 Brain damage and memory loss, p. 208 Brain scans, p. 38 Brain stimulation therapies, pp. 434–436 Childhood trauma, effect on mental health, p. 86 Client-analyst relationship in psychoanalysis, pp. 416–417 Client-therapist relationship, p. 429 Clinical psychologists, pp. 5–6 Cognitive therapies, pp. 422–424 eating disorders and, pp. 423–424 Culture and values in psychotherapy, p. 429	Depression: adolescence and, p. 92 heart disease and, pp. 291–292 homosexuality and, p. 121 mood-memory connection and, p. 207 outlook and, p. 399 self-esteem and, pp. 17, 92 social exclusion and, p. 93 unexpected loss and, p. 101 Dissociative and personality disorders, pp. 406–409 Dissociative identity disorder, therapist’s role, pp. 407–408 Drug therapies, pp. 18–19, 432–434 DSM-5, p. 379 Eating disorders, pp. 405–406 Emotional intelligence, p. 240 Evidence-based clinical decision making, p. 428 Exercise, therapeutic effects of, pp. 298–299, 431 Exposure therapies, pp. 420–421 Generalized anxiety disorder, p. 381 Grief therapy, p. 101 Group and family therapies, p. 425 Historical treatment of mental illness, p. 416 Hospitals, clinical psychologists and, p. 416	Humanistic therapies, pp. 418–419 Hypnosis and pain relief, pp. 157–158 Intelligence scales and stroke rehabilitation, p. 242 Lifestyle change, therapeutic effects of, p. 431 Loss of a child, psychiatric hospitalization and, p. 101 Major depressive disorder, pp. 394–395 Medical model of mental disorders, p. 378 Neurotransmitter imbalances and related disorders, pp. 33–34 Nurturing strengths, pp. 358–359 Obsessive-compulsive disorder, p. 382 Operant conditioning, p. 422 Ostracism, pp. 267–268 Panic disorder, pp. 381–382 Person-centered therapy, p. 419 Personality inventories, pp. 361–362 Personality testing, pp. 361–362 Phobias, p. 382 Physical and psychological treatment of pain, pp. 155–158 Posttraumatic stress disorder, pp. 382–383 Psychiatric labels and bias, pp. 379–380 Psychoactive drugs, types of, pp. 385–386	Psychoanalysis, pp. 416–418 Psychodynamic theory, pp. 350–353 Psychodynamic therapy, pp. 417–418 Psychological disorders, pp. 375–380 are those with disorders dangerous?, pp. 409–410 classification of, pp. 379–380 gender differences in, p. 108 preventing, and building resilience, pp. 436–438 Psychotherapy, pp. 416–417 effectiveness of, pp. 426–427 Rorschach inkblot test, p. 355 Savant syndrome, pp. 238–239 Schizophrenia, pp. 401–405 parent-blaming and, p. 93 risk of, pp. 403–405 Self-actualization, p. 357 Self-injury, pp. 400–401 Sex-reassignment surgery, pp. 113, 115 Sleep disorders, pp. 58–60 Spanked children, risk for aggression among, p. 181 Substance use disorders and addictive behaviors, pp. 385–394 Suicide, pp. 400–401 Testosterone replacement therapy, p. 116 Tolerance, withdrawal, and addiction, p. 386

Study System Follows Best Practices From Learning and Memory Research

This text’s learning system harnesses the testing effect, which documents the benefits of actively retrieving information through self-testing (FIGURE 3). Thus, each chapter offers 12 to 15 Retrieve + Remember questions interspersed throughout (FIGURE 4). Creating these desirable difficulties for students along the way optimizes the testing effect, as does immediate feedback (via answers that are available after attempting to answer each question).

Figure 402.2: FIGURE 3 How to learn and remember For a 5-minute animated guide to more effective studying, visit tinyurl.com/HowToRemember.

In addition, each main section of text begins with a numbered question that establishes a learning objective and directs student reading. The Chapter Review section repeats these questions as a further self-testing opportunity (with answers a click away in the e-Book, or in the printed Appendix D, Complete Chapter Reviews). The Chapter Review section also offers a page-referenced list of Terms and Concepts to Remember, and Chapter Test questions in multiple formats to promote optimal retention.

Retrieve + Remember

Question 402.1

•What does a good theory do?

ANSWER: 1. It organizes observed facts. 2. It implies hypotheses that offer testable predictions and, sometimes, practical applications. 3. It often stimulates further research.

Question 402.2

•Why is replication important?

ANSWER: When others are able to repeat (replicate) studies and produce similar results, psychologists can have more confidence in the original findings.

FIGURE 4 Sample of Retrieve + Remember feature

Each chapter closes with In Your Everyday Life questions, designed to help students make the concepts more personally meaningful, and therefore more memorable. These questions are also well designed to function as group discussion topics. The text offers hundreds of interesting applications to help students see just how applicable psychology’s concepts are to everyday life.

These features enhance the Survey-Question-Read-Retrieve-Review (SQ3R) format. Chapter outlines allow students to survey what’s to come. Learning objective questions encourage students to read actively. Periodic Retrieve + Remember sections and the Chapter Review (with repeated Learning Objective Questions, Key Terms and Concepts list, and a complete Chapter Test) encourage students to test themselves by retrieving what they know and reviewing what they don’t. (See FIGURE 4 for a Retrieve + Remember sample.)

Our LearningCurve formative quizzing in LaunchPad is built on these principles as well, allowing students to develop a personalized learning plan.

Multimedia for Psychology in Everyday Life, Fourth Edition

Psychology in Everyday Life, Fourth Edition, boasts impressive multimedia options. For more information about any of these choices, visit our online catalog at MacmillanLearning.com/PEL4eContent.

LaunchPad

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LaunchPad (LaunchPadWorks.com) was carefully designed to solve key challenges in the course (see FIGURE 5). LaunchPad gives students everything they need to prepare for class and exams, while giving instructors everything they need to quickly set up a course, shape the content to their syllabus, craft presentations and lectures, assign and assess homework, and guide the progress of individual students and the class as a whole.

Figure 402.3: FIGURE 5 Sample from LaunchPad

An interactive e-Book integrates the text and all student media, including the “Assess Your Strengths” activities, “Immersive Learning: How Would You Know?” activities, and PsychSim 6 tutorials.
LearningCurve adaptive quizzing gives individualized question sets and feedback based on each student’s correct and incorrect responses. All the questions are tied back to the e-Book to encourage students to read the book in preparation for class time and exams.
PsychSim 6 has arrived! Tom Ludwig’s (Hope College) fabulous new tutorials further strengthen LaunchPad’s abundance of helpful student activity resources.
The new Video Assignment Tool makes it easy to assign and assess video-based activities and projects, and provides a convenient way for students to submit video coursework.
LaunchPad Gradebook gives a clear window on performance for the whole class, for individual students, and for individual assignments.
A streamlined interface helps students manage their schedule of assignments, while social commenting tools let them connect with classmates, and learn from one another. 24/7 help is a click away, accessible from a link in the upper right-hand corner.

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We [DM and ND] curated optional pre-built chapter units, which can be used as is or customized. Or choose not to use them and build your course from scratch.
Book-specific instructor resources include PowerPoint sets, textbook graphics, lecture and activity suggestions, test banks, and more.
LaunchPad offers easy LMS integration into your school’s learning management system.

Faculty Support and Student Resources

Instructor’s Resources available in LaunchPad
Lecture Guides available in LaunchPad
Macmillan Community (Community.Macmillan.com) Created by instructors for instructors, this is an ideal forum for interacting with fellow educators—including Macmillan authors—in your discipline. Join ongoing conversations about everything from course prep and presentations to assignments and assessments to teaching with media, keeping pace with—and influencing—new directions in your field. Includes exclusive access to classroom resources, blogs, webinars, professional development opportunities, and more.
Enhanced course management solutions (including course cartridges)
e-Book in various available formats

Video and Presentation

The Video Collection is now the single resource for all videos for introductory psychology from Worth Publishers. Available on flash drive and in LaunchPad, this includes more than 130 clips.
Interactive Presentation Slides for Introductory Psychology is an extraordinary series of PowerPoint^® lectures. This is a dynamic, yet easy-to-use way to engage students during classroom presentations of core psychology topics. This collection provides opportunities for discussion and interaction, and includes an unprecedented number of embedded video clips and animations.

Assessment

LearningCurve quizzing in LaunchPad
Diploma Test Banks, downloadable from LaunchPad and our online catalog
Chapter Quizzes in LaunchPad
Clicker Question Presentation Slides now in PowerPoint®

Print

Study Guide, by Richard O. Straub
Pursuing Human Strengths: A Positive Psychology Guide, Second Edition, by Martin Bolt and Dana S. Dunn
Critical Thinking Companion, Third Edition, by Jane S. Halonen and Cynthia Gray
FABBS Foundation’s Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, Second Edition, edited by Morton Ann Gernsbacher and James R. Pomerantz
The Horse That Won’t Go Away: Clever Hans, Facilitated Communication, and the Need for Clear Thinking, by Scott O. Lilienfeld, Susan A. Nolan, and Thomas Heinzen
The Psychology Major’s Companion: Everything You Need to Know to Get Where You Want to Go, by Dana S. Dunn and Jane S. Halonen
The Worth Expert Guide to Scientific Literacy: Thinking Like a Psychological Scientist, by Kenneth D. Keith and Bernard C. Beins
Collaboration in Psychological Science: Behind the Scenes, by Richard Zweigenhaft and Eugene Borgida

APA Assessment Tools

In 2011, the American Psychological Association (APA) approved the new Principles for Quality Undergraduate Education in Psychology. These broad-based principles and their associated recommendations were designed to “produce psychologically literate citizens who apply the principles of psychological science at work and at home.” (See apa.org/education/undergrad/principles.aspx.)

APA’s more specific 2013 Learning Goals and Outcomes, from their Guidelines for the Undergraduate Psychology Major, Version 2.0, were designed to gauge progress in students graduating with psychology majors. (See apa.org/ed/precollege/about/psymajor-guidelines.pdf.) Many psychology departments use these goals and outcomes to help establish their own benchmarks for departmental assessment purposes.

Some instructors are eager to know whether a given text for the introductory course helps students get a good start at achieving these APA benchmarks. TABLE 6 outlines the way Psychology in Everyday Life, Fourth Edition, could help you to address the 2013 APA Learning Goals and Outcomes in your department. In addition, the Test Bank questions for Psychology in Everyday Life, Fourth Edition, are all keyed to these APA Learning Goals and Outcomes.

Table 402.6: TABLE 6 Psychology in Everyday Life, Fourth Edition, Corresponds to 2013 APA Learning Goals

*Relevant Feature from Psychology in Everyday Life,* Fourth Edition**	APA Learning Goals
	Knowledge Base in Psychology	Scientific Inquiry and Critical Thinking	Ethical and Social Responsibility in a Diverse World	Communication	Professional Development
Text content	•	•	•	•	•
Four Big Ideas in Psychology as integrating themes	•	•	•		•
“Thinking Critically About” features	•	•	•		•
Learning Objective Questions previewing main sections	•	•		•
Retrieve + Remember sections throughout	•	•	•	•	•
In Your Everyday Life questions at end of each chapter	•	•	•	•	•
“Try this”-style activities integrated throughout	•	•		•	•
Chapter Tests	•	•		•
Statistical Reasoning in Everyday Life appendix		•		•	•
Psychology at Work appendix	•	•	•	•	•
Subfields of Psychology appendix, with Careers in Psychology online appendix	•		•		•
LaunchPad with LearningCurve formative quizzing	•	•	•	•	•
“Assess Your Strengths” feature in LaunchPad	•	•	•	•	•
“Immersive Learning: How Would You Know?” activities in LaunchPad	•	•	•	•	•

An APA working group in 2013 drafted guidelines for Strengthening the Common Core of the Introductory Psychology Course (tinyurl.com/14dsdx5). Their goals were to “strike a nuanced balance providing flexibility yet guidance.” The group noted that “a mature science should be able to agree upon and communicate its unifying core while embracing diversity.”

MCAT Now Includes Psychology

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Since 2015, the Medical College Admission Test (MCAT) has devoted 25 percent of its questions to the “Psychological, Social, and Biological Foundations of Behavior,” with most of those questions coming from the psychological science taught in introductory psychology courses. From 1977 to 2014, the MCAT focused on biology, chemistry, and physics. Hereafter, reported the Preview Guide for MCAT 2015, the exam will also recognize “the importance of socio-cultural and behavioral determinants of health and health outcomes.” The exam’s new psychology section includes the breadth of topics in this text. For example, see TABLE 7, which outlines the precise correlation between this text’s coverage of Emotion and of Stress, and the corresponding portion of the MCAT exam. To improve their MCAT preparation, I [ND] have taught premedical students an intensive course covering the topics that appear in this text. For a complete pairing of the new MCAT psychology topics with this book’s contents, see MacmillanLearning.com/PEL4eContent. In addition, the Test Bank questions for Psychology in Everyday Life, Fourth Edition, are keyed to the new MCAT.

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Table 402.7: TABLE 7 Sample MCAT Correlation with Psychology in Everyday Life, Fourth Edition

MCAT 2015	Psychology in Everyday Life, Fourth Edition, Correlations
Content Category 6C: Responding to the world		Page Number
Emotion	Emotion: Arousal, Behavior, and Cognition; Embodied Emotion; Expressed and Experienced Emotion	270–283
Three components of emotion (i.e., cognitive, physiological, behavioral)	Emotion: Arousal, Behavior, and Cognition	270–273
Universal emotions (e.g., fear, anger, happiness, surprise, joy, disgust, and sadness)	The Basic Emotions	273–274
	Culture and Emotion—including the universal emotions	278–279
Adaptive role of emotion	Emotion as the body’s adaptive response	270
	Emotions and the Autonomic Nervous System	274
Theories of emotion
James-Lange theory	James-Lange Theory: Arousal Comes Before Emotion	271
Cannon-Bard theory	Cannon-Bard Theory: Arousal and Emotion Happen at the Same Time	271
Schachter-Singer theory	Schachter and Singer Two-Factor Theory: Arousal + Label = Emotion	271–272
The role of biological processes in perceiving emotion	Emotions and the Autonomic Nervous System	274
Brain regions involved in the generation and experience of emotions	The Physiology of Emotions	274
	Zajonc, LeDoux, and Lazarus: Emotion and the Two-Track Brain	272–273
The role of the limbic system in emotion	Emotions and the Autonomic Nervous System	274
	Physiological differences among specific emotions	274–275
Emotion and the autonomic nervous system	Emotions and the Autonomic Nervous System	274
Physiological markers of emotion (signatures of emotion)	The Physiology of Emotions	274–276
Stress	Stress, Health, and Human Flourishing	284–311
The nature of stress	Stress: Some Basic Concepts	286–288
Appraisal	Stress appraisal	286
Different types of stressors (i.e., cataclysmic events, personal)	Stressors—Things That Push Our Buttons	286–287
Effects of stress on psychological functions	Stress Reactions—From Alarm to Exhaustion	287–288
Stress outcomes/response to stressors	Stress Reactions—From Alarm to Exhaustion	287–288
Physiological	Stress Reactions—From Alarm to Exhaustion	287–288
	Stress Effects and Health	288–292
Emotional	Stress and Heart Disease—The Effects of Personality Type, The Effects of Pessimism and Depression	290–292
	Coping With Stress	293–298
	Posttraumatic Stress Disorder	382–385
Behavioral	Stress Reactions—From Alarm to Exhaustion	287–288
	Coping With Stress	293–298
Managing stress (e.g., exercise, relaxation techniques, spirituality)	Managing Stress Effects—aerobic exercise, relaxation and meditation, faith communities	298–302

In Appreciation

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Aided by input from thousands of instructors and students over the years, this has become a better, more effective, more accurate book than two authors alone (these authors at least) could write. Our indebtedness continues to the innumerable researchers who have been so willing to share their time and talent to help us accurately report their research, and to the hundreds of instructors who have taken the time to offer feedback.

Our 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 teaching package. For their expertise and encouragement, and the gift of their time to the teaching of psychology, we thank the reviewers and consultants listed here.

Matthew Alcala Santa Ana College

Burton Beck Pensacola State College

LaQuisha Beckum De Anza College

Gina Bell Santa Barbara City College

Bucky Bhadha Pasadena City College

Gerald Braasch McHenry County College

T. L. Brink Cosumnes River College

Eric Bruns Campbellsville University

Carrie Canales West Los Angeles College

Michael Cassens Irvine Valley College

Wilson Chu Cerritos College

Jeffrey Cooley University of Wisconsin–Oshkosh

Amy Cunningham San Diego Mesa College

Robert DuBois Waukesha County Technical College

Michael Fantetti Western New England University

Jessica Fede Johnson and Wales University

Perry Fuchs University of Texas at Arlington

Marcus Galle University of Texas Rio Grande Valley

Caroline Gee Saddleback College

Emily Germain Southern Wesleyan University

Pavithra Giridharan Middlesex Community College

Allyson Graf Elmira College

Philippe Gross Kapi’olani Community College

Christopher Hayashi Southwestern College

Ann Hennessey Los Angeles Pierce College

Julia Hoigaard Fullerton College

Lindsay Holland Chattanooga State Community College

Michael Huff College of the Canyons

Lynn Ingram University of North Carolina, Wilmington

Linda Johnson Butte College

Andrew Kim Citrus College

Kristie Knows His Gun George Fox University

Misty Kolchakian Mt. San Antonio College

Linda Krajewski Norco College

Marika Lamoreaux Georgia State University

Kelly Landman Delaware County Community College

Karen Markowitz Grossmont College

Jan Mendoza Golden West College

Peter Metzner Vance-Granville Community College

Josh Muller College of the Sequoias

Hayley Nelson Delaware County Community College

David Oberleitner University of Bridgeport

Susan O’Donnell George Fox University

Ifat Pelad College of the Canyons

Lien Pham Orange Coast College

Debra Phoenix Maher Orange Coast College

Jack Powell University of Hartford

Joseph Reish Tidewater Community College

Ja Ne’t Rommero Mission College

Edie Sample Metropolitan Community College-Elkorn Valley Campus

Meridith Selden Yuba College

Aya Shigeto Nova Southeastern University

Michael Skibo Westchester Community College

Bradley Stern Cosumnes River College

Leland Swenson California Polytechnic State University, San Luis Obispo

Shawn Ward Le Moyne College

Jane Whitaker University of the Cumberlands

Judith Wightman Kirkwood Community College

Ellen Wilson University of Wisconsin–Oshkosh

We appreciate the guidance offered by the following teaching psychologists, who reviewed and offered helpful feedback on the development of our “Assess Your Strengths” LaunchPad activities, or on our new “Immersive Learning: How Would You Know?” feature in LaunchPad. (See LaunchPadWorks.com.)

“Assess Your Strengths” Activity Reviewers

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Malinde Althaus, Inver Hills Community College

TaMetryce Collins, Hillsborough Community College, Brandon

Lisa Fosbender, Gulf Coast State College

Kelly Henry, Missouri Western State University

Brooke Hindman, Greenville Technical College

Natalie Kemp, University of Mount Olive

David Payne, Wallace Community College

Tanya Renner, Kapi’olani Community College

Lillian Russell, Alabama State University, Montgomery

Amy Williamson, Moraine Valley Community College

“Immersive Learning: How Would You Know?” Activity Reviewers

Pamela Ansburg, Metropolitan State University of Denver

Makenzie Bayles, Jacksonville State University

Lisamarie Bensman, University of Hawai’i at Manoa

Jeffrey Blum, Los Angeles City College

Pamela Costa, Tacoma Community College

Jennifer Dale, Community College of Aurora

Michael Devoley, Lone Star College, Montgomery

Rock Doddridge, Asheville-Buncombe Technical Community College

Kristen Doran, Delaware County Community College

Nathaniel Douda, Colorado State University

Celeste Favela, El Paso Community College

Nicholas Fernandez, El Paso Community College

Nathalie Franco, Broward College

Sara Garvey, Colorado State University

Nichelle Gause, Clayton State University

Michael Green, Lone Star College, Montgomery

Christine Grela, McHenry County College

Rodney Joseph Grisham, Indian River State College

Toni Henderson, Langara College

Jessica Irons, James Madison University

Darren Iwamoto, Chaminade University of Honolulu

Jerwen Jou, University of Texas, Pan American

Rosalyn King, Northern Virginia Community College, Loudoun Campus

Claudia Lampman, University of Alaska, Anchorage

Mary Livingston, Louisiana Tech University

Christine Lofgren, University of California, Irvine

Thomas Ludwig, Hope College

Theresa Luhrs, DePaul University

Megan McIlreavy, Coastal Carolina University

Elizabeth Mosser, Harford Community College

Robin Musselman, Lehigh Carbon Community College

Kelly O’Dell, Community College of Aurora

William Keith Pannell, El Paso Community College

Eirini Papafratzeskakou, Mercer County Community College

Jennifer Poole, Langara College

James Rodgers, Hawkeye Community College

Regina Roof-Ray, Harford Community College

Lisa Routh, Pikes Peak Community College

Conni Rush, Pittsburg State University

Randi Smith, Metropolitan State University of Denver

Laura Talcott, Indiana University, South Bend

Cynthia Turk, Washburn University

Parita Vithlani, Harford Community College

David Williams, Spartanburg Community College

We offer thanks to the three dozen instructors who thoughtfully responded to our new edition planning survey, from the following schools:

Allan Hancock College

Antelope Valley College

Bakersfield College

Barstow Community College

Bristol Community College

California State University, Chico

California State University, Long Beach

Cerritos College

Chaffey College

Chandler Gilbert Community College

Dallas County Community College

John Carroll University

Johnson & Wales University

Lincoln University

Middlesex Community College

North Lake College

Northampton Community College

Northern Essex College

Northern Kentucky University

Paradise Valley Community College

Pensacola State College

Rowan University

Sierra College

Suffolk County Community College

Tennessee State University

University of Wisconsin-Milwaukee

Upper Iowa University

Utica College

Valdosta State University

Yuba College

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And we appreciate the input from the students who helped us select the best of the application questions from the text, to appear inside the front and back covers of this new edition. Those students represent the following schools:

College of St. Benedict

Cornell University

Creighton University

Fordham University

George Washington University

Hofstra University

Hope College

James Madison University

State University of New York at Geneseo

University of Kentucky

University of New Hampshire

At Worth Publishers a host of people played key roles in creating this fourth edition.

Noel Hohnstine and Laura Burden coordinated production of the huge media component for this edition, including the fun Assess Your Strengths activities. Betty Probert effectively edited and produced print and media supplements and, in the process, also helped fine-tune the whole book. Katie Pachnos provided invaluable support in commissioning and organizing the multitude of reviews, e-mailing 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. Robin Fadool and Candice Cheesman worked together to locate the myriad photos. Art Manager Matthew McAdams coordinated our working with artist Evelyn Pence to create the wonderful new “Thinking Critically About” infographics.

Tracey Kuehn, Director of Content Management Enhancement, displayed tireless tenacity, commitment, and impressive organization in leading Worth’s gifted artistic production team and coordinating editorial input throughout the production process. Project Editor Won McIntosh and Senior Production Supervisor Sarah Segal masterfully kept the book to its tight schedule, and Director of Design Diana Blume and Senior Design Manager Blake Logan skillfully created the beautiful new design program.

As you can see, although this book has two authors it is a team effort. A special salute is due to two of our book development editors, who have invested so much in creating Psychology in Everyday Life. My [DM] longtime editor Christine Brune saw the need for a very short, accessible, student-friendly introductory psychology text, and she energized and guided the rest of us in bringing her vision to reality. Development editor Nancy Fleming is one of those rare editors who is gifted at “thinking big” about a chapter—and with a kindred spirit to our own—while also applying her sensitive, graceful, line-by-line touches. Her painstaking, deft editing was a key part of achieving the hoped-for brevity and accessibility. Development Editors Trish Morgan and Danielle Slevens also amazed us with their meticulous focus, impressive knowledge, and helpful editing. And Deborah Heimann did an excellent job with the copyediting.

To achieve our goal of supporting the teaching of psychology, this teaching package not only must be authored, reviewed, edited, and produced, but also made available to teachers of psychology, with effective guidance and professional and friendly servicing close at hand. For their exceptional success in doing all this, our author team is grateful to Macmillan Learning’s professional sales and marketing team. We are especially grateful to Executive Marketing Manager Kate Nurre, Senior Marketing Manager Lindsay Johnson, and Learning Solutions Specialist Nicki Trombley both for their tireless efforts to inform and guide our teaching colleagues about 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 edited and proofed hundreds of pages. Kathryn is a knowledgeable and sensitive adviser on many matters, and Sara Neevel is our high-tech manuscript developer, par excellence. At the University of Kentucky, Lorie Hailey has showcased a variety of indispensable qualities, including a sharp eye and a strong work ethic.

Again, I [DM] gratefully acknowledge the editing assistance and mentoring 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. Likewise, I [ND] am grateful to my intellectual hero and mentor, Roy Baumeister, who taught me how to hone my writing and embrace the writing life.

After hearing countless dozens of people say that this book’s resource package has taken their teaching to a new level, we reflect on how fortunate we are to be a part of a team in which everyone has produced on-time work marked by the highest professional standards. For their remarkable talents, their long-term dedication, and their friendship, we thank John Brink, Thomas Ludwig, Richard Straub, Sue Frantz, and Jim Cuellar.

And we have enjoyed our ongoing work with each other! It has been a joy for me [DM] to welcome Nathan into this project. Nathan’s fresh insights and contributions are enriching this book as we work together on each chapter. With support from our wonderful editors, this is a team project. In addition to our work together on the textbook, Nathan and I contribute to the monthly Teaching Current Directions in Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall). I [DM] also blog at TalkPsych.com, where I share exciting new findings, everyday applications, and observations on all things psychology.

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Finally, our gratitude extends to the many students and instructors who have written to offer suggestions, or just an encouraging word. It is for them, and those about to begin their study of psychology, that we have done our best to introduce the field we love.

* * *

The day this book went to press was the day we started gathering information and ideas for the next edition. Your input will influence how this book continues to evolve. So, please, do share your thoughts.

Hope College

Holland, Michigan 49422-9000 USA

DavidMyers.org

myers@hope.edu

@DavidGMyers

University of Kentucky

Lexington, Kentucky 40506-0044 USA

NathanDeWall.com

nathan.dewall@uky.edu

@cndewall