Preface

Why are you reading the preface? The book really gets going in about 10 pages, so why are you here instead of there? Are you the kind of person who can’t stand the idea of missing something? Are you trying to justify the cost of the book by consuming every word? Did you just open to this page out of habit? Are you starting to think that maybe you made a big mistake?

For as long as we can remember, we’ve been asking questions like these about ourselves, about our friends, and about anyone else who didn’t run away fast enough. Our curiosity about why people think, feel, and act as they do drew each of us into our first psychology course, and though we remember being swept away by the lectures, we don’t remember much about our textbooks. That’s probably because those textbooks were little more than colorful encyclopedias of facts, names, and dates. Little wonder that we sold them back to the bookstore the moment we finished our final exams.

When we became psychology professors, we did the things that psychology professors often do: We taught classes, we conducted research, and we wore sweater vests long after they stopped being fashionable. We also wrote stuff that people truly enjoyed reading, and that made us wonder why no one had ever written an introductory psychology textbook that students truly enjoyed reading. After all, psychology is the single most interesting subject in the known universe, so why shouldn’t a psychology textbook be the single most interesting object in a student’s backpack? We couldn’t think of a reason, so we sat down and wrote the book that we wished we’d been given as students. Psychology was published in 2008, and the reaction to it was nothing short of astounding. We’d never written a textbook before, so we didn’t know exactly what to expect, but never in our wildest dreams did we imagine that we would win the Pulitzer Prize!

Which was good, because we didn’t. But what did happen was even better: We started getting letters and emails from students all over the country who just wanted to tell us how much they liked reading our book. They liked the content, of course, because as we may have already mentioned, psychology is the single most interesting subject in the known universe. But they also liked the fact that our textbook didn’t sound like a textbook. It wasn’t written in the stodgy voice of the announcer from one of those nature films that we all saw in seventh grade biology (“Behold the sea otter, nature’s furry little scavenger”). Rather, it was written in our voices—the same voices in which we talk to our students, our spouses, our kids, and our pets (which explains why Chapter 19 is titled “Get Off the Damn Couch!”). We made a conscious effort to tell the story of psychology—to integrate topics rather than just list them, to illustrate ideas rather than just describe them. We realized that because science is such a complicated and serious business, some teachers might think that a science textbook should be complicated and serious too. We didn’t see it that way. We think writing is the art of making complicated things seem simple and of making serious things seem fun. The students who sent us nice letters seemed to agree (even if the Pulitzer Prize committee didn’t).

The last edition of our book was a hit—so why have we replaced it? Two reasons. First, we got tired of being asked about the two guys in checkerboard leotards who were cavorting on the cover. They are gone now, and we’re only going to say this one more time: No, they weren’t any of us, and yes, they probably did use superglue. The second and somewhat more important reason for bringing out a new edition is that things change. Science changes (psychologists know all sorts of things about the mind and the brain that they didn’t know just a few years ago), the world changes (when we wrote the first edition, no one had heard of an iPad or Barack Obama), and we change (our research and reading gave us new perspectives on psychological issues, and our writing and teaching showed us new ways to help students learn). With all of these changes happening around us and to us, we felt that our book should change as well.

Changes in the Third Edition

New focus on critical thinking

As sciences uncover new evidence and develop new theories, scientists change their minds. Some of the facts that students learn in a science course will still be facts a decade later, and others will require qualification or will turn out to have just been plain wrong. That’s why students not only need to learn the facts but also how to think about facts—how to examine, question, and weigh the evidence that scientists produce. We emphasize this sort of critical thinking throughout our text, of course, but in this edition, we have included a new section dedicated entirely to helping students think about the mistakes human beings make when they try to consider evidence (see “Thinking Critically about Evidence” in Chapter 2: Methods in Psychology, page 66). We hope this section will help students learn how to use empirical evidence to develop well-grounded beliefs—not only about psychological science but also about the stuff of their everyday lives.

New section “Learning in the Classroom”

Like other psychology textbooks, the first two editions of our text provided in-depth coverage of many different kinds of learning, ranging from classical conditioning to observational learning. This edition still does this. But strangely enough, the Learning chapters in most psychology texts, including the previous two editions of this text, haven’t said much about the very kind of learning that is most relevant to our readers: learning in the classroom. We think that it is about time to change this puzzling state of affairs, and so we have. Chapter 7 now includes a new section on learning in the classroom that summarizes some of the exciting recent developments in this area, including evaluation of the most effective study techniques, insights into cognitive illusions that can mislead us into studying ineffectively, research on how to improve attention and learning during lectures, and discussion of the prospects for online learning. The Learning chapter should be relevant to the lives of students, and we’ve done our best to make it so.

New research

A textbook should give students a complete tour of the classics, of course, but it should also take them out dancing on the cutting edge. We want students to realize that psychology is not a museum piece—it is not just a collection of past events but also of current events—and that this young and evolving science has a place for them if they want it. So we’ve packed the third edition with information about what’s happening in the field today. Not only have we included more than 400 new citations, but we’ve also featured some of the hottest new findings in the “Hot Science” boxes that you’ll find in every chapter.

Fully updated coverage of DSM-5

One area where there has been lots of new research—and lots of big changes—is in the study of psychological disorders. As you will learn, psychologists use a manual called the Diagnostic and Statistical Manual of Mental Disorders (DSM) to make decisions about which behaviors should be formally considered “disordered.” For instance, we all get sad from time to time, but when should extreme sadness be classified as a psychological disorder that should be treated? The DSM answers questions like this. After nearly 20 years of using the fourth edition of the DSM (DSM-IV), the field of psychology now has an updated fifth edition (DSM-5), which was just published in 2013. Psychologists have learned a lot about psychological disorders over the past 20 years, and this third edition of our book contains updated information about how psychologists think about, define, and classify psychological disorders.

New organization

We’ve also rearranged our table of contents to better fit our changing sense of how psychology is best taught. Specifically, we’ve moved the chapter on Stress and Health forward so that it now appears before the chapters on Psychological Disorders and Treatment of Psychological Disorders. We think this change improves the flow of the book in several ways. First, as you will learn, the experience of stress has a lot to do with interpersonal events and how we respond to them, information that you will have just learned about in the chapters on Personality and Social Psychology. Second, current models of psychological disorders view them as resulting from an interaction of some underlying predisposition (e.g., genetic or otherwise) and stressful life events. Such models will be much more intuitive if you first learn about the body’s stress response. Third, this chapter has information about health-promoting behaviors that could come in handy during exam season—and so better to tell you about them before the end of the semester!

New Other Voices feature

Long before psychologists appeared on Earth, the human nature business was dominated by poets, playwrights, pundits, philosophers, and several other groups beginning with P. Those folks are still in that business today, and they continue to have deep and original insights into how and why people behave as they do. In this edition, we decided to invite some of them to share their thoughts with you via a new feature that we call “Other Voices.” In every chapter, you will find a short essay by someone who has three critical qualities: (a) They think deeply, (b) they write beautifully, and (c) they know things we don’t. For example, you will find essays by leading journalists such as David Brooks, Ted Gup, Tina Rosenberg, and David Ewing Duncan; best-selling novelists such as Alice Randall; award-winning educators such as Linda Moore and Robert H. Frank; renowned legal scholars such as Gustin Reichbach and Elyn Saks; and eminent scientists such as biologist Greg Hampikian and computer scientist Daphne Koller. And just to make sure we aren’t the only psychologists whose voices you hear, we’ve included essays by Tim Wilson, Chris Chabris, Daniel Simons, and Charles Fernyhough. Every one of these amazing people has something important to say about human nature, and we are delighted that they’ve agreed to say it in these pages. Not only do these essays encourage students to think critically about a variety of psychological issues, but they also demonstrate both the relevance of psychology to everyday life and the growing importance of our science in the public forum.

New Changing Minds questions

What can 784 introductory psychology professors agree about? They can agree that students usually come into their first psychology class with a set of beliefs about the field and that most of these beliefs are wrong. With the help of the wonderful people at Worth Publishers (they made us say that), we conducted a survey of 784 introductory psychology teachers and asked them to name their students’ most common misconceptions about psychology. We then created the Changing Minds questions you will see at the end of every chapter. These questions ask you first to think about an everyday situation in which a common misconception might arise, and then to use the science you have just learned to overcome that misconception. We hope these exercises will prepare you to apply what you learn—and maybe even change some minds about psychology (thereby justifying our corny title).

Additional Student Support

Practice

• Cue questions encourage critical thinking and help identify the most important concepts in every major section of the text.
• Bulleted summaries follow each major section to reinforce key concepts and make it easier to study for the test.
  

  A cue question from Chapter 2.
• A Key Concept Quiz at the end of each chapter offers students the opportunity to test what they know.
• Critical thinking questions are offered throughout the chapters within a number of the photo captions, offering the opportunity to apply various concepts.

Practical Application

What would the facts and concepts of psychology be without real-world application? Throughout this edition of the text, we provide lots of examples of how the material presented in this book applies to things that you will experience in the real world. For instance, each chapter contains a Real World box that applies concepts from inside the book to your life outside the book. (We like this idea so much we even included a box in the Preface! Turn the page to see it.) In addition, because culture influences just about everything we do—from how we perceive lines to how long we’ll stand in them—this edition continues to celebrate the rich diversity of human beings both in Culture & Community boxes and throughout the text, as detailed below.

Focus on Learning Outcomes

Teaching with the APA Learning Goals and Outcomes

In an effort to develop greater consensus on goals and learning outcomes for undergraduate education in psychology, the American Psychological Association (APA) created a task force on Undergraduate Psychology Major Competencies to provide a framework for educators. The task force subsequently published comprehensive recommendations in The APA Guidelines for the Undergraduate Psychology Major, recently revised for version 2.0 that was released in May 2013. These revised guidelines present a rigorous standard for what students should gain from foundational courses and from the psychology major as a whole. They comprise five goals relating to the following:

• Goal 1: Knowledge Base in Psychology
• Goal 2: Scientific Inquiry and Critical Thinking
• Goal 3: Ethical and Social Responsibility in a Diverse World
• Goal 4: Communication
• Goal 5: Professional Development

The intent of the APA Task Force is to provide overarching goals without dictating exactly how students and teachers should achieve them. In that spirit, Worth Publishers offers a wide variety of resources to support students and teachers in achieving the APA outcomes. Most important, a concordance of the content in Psychology, Third Edition, to the APA goals is available for download from the Resources area of LaunchPad at http://www.worthpublishers.com/launchpad/schacter3e. To assist with assessment, Worth has tagged all of the items included in the Test Bank accompanying Psychology, Third Edition, to the relevant outcomes, and in addition, the Instructor’s Resources and LaunchPad learning system feature a variety of activities and additional content items that contribute to the APA goals. All of these resources in combination offer instructors a powerful set of tools for achieving their course outcomes.

Preparing for the MCAT 2015

From 1977 to 2014, the Medical College Admission Test (MCAT) focused on biology, chemistry, and physics, but starting with the test to be administered in 2015, 25% of its questions will cover “Psychological, Social, and Biological Foundations of Behavior,” with most of those questions concerning the psychological science taught in introductory psychology courses. According to the Preview Guide for the MCAT 2015 Exam, Second Edition, the addition of this content “recognizes the importance of socio-cultural and behavioral determinants of health and health outcomes.” The psychology material in the new MCAT covers the breadth of topics in this text, and the table below offers a sample of how the topics in this text’s Sensation and Perception chapter correspond precisely to the topics laid out in the MCAT Preview Guide. A complete correlation of the MCAT psychology topics with this book’s contents is available for download from the Resources area of LaunchPad at http://www.worthpublishers.com/launchpad/schacter3e. In addition, since the MCAT represents a global standard for assessing the ability to reason about scientific information, the Test Bank for Psychology, Third Edition, features a new set of data-based questions for each chapter, which are designed to test students’ quantitative reasoning. These questions are available for preview in LaunchPad.

Media and Supplements

LaunchPad with LearningCurve Quizzing

A comprehensive web resource for teaching and learning psychology

LaunchPad combines Worth Publishers’ award-winning media with an innovative platform for easy navigation. For students, it is the ultimate online study guide, with rich interactive tutorials and videos, as well as an e-Book and the LearningCurve adaptive quizzing system. For instructors, LaunchPad is a full course space where class documents can be posted, quizzes are easily assigned and graded, and students’ progress can be assessed and recorded. Whether you are looking for the most effective study tools or a robust platform for an online course, LaunchPad is a powerful way to enhance your class.

LaunchPad for Psychology, Third Edition, includes all the following resources:

• The design of the LearningCurve quizzing system is based on the latest findings from learning and memory research. It combines adaptive question selection, immediate and valuable feedback, and a gamelike interface to engage students in a learning experience that is unique to them. Each LearningCurve quiz is fully integrated with other resources in LaunchPad through the Personalized Study Plan, so students will be able to review using Worth’s extensive library of videos and activities. And state-of-the-art question analysis reports allow instructors to track the progress of individual students as well as their class as a whole.
• New! Data Visualization Exercises offer students practice in understanding and reasoning about data. In each activity, students interact with a graph or visual display of data and must think like a scientist to answer the accompanying questions. These activities build quantitative reasoning skills and offer a deeper understanding of how science works.
• An interactive e-Book allows students to highlight, bookmark, and scribble in their own notes on the e-Book page, just as they would with a printed textbook. Google-style searching and in-text glossary definitions make the text ready for the digital age.
• Student Video Activities include more than 100 engaging video modules that instructors can easily assign and customize for student assessment. Videos cover classic experiments, current news footage, and cutting-edge research, all of which are sure to spark discussion and encourage critical thinking.
• Psychlnvestigator: Laboratory Learning in Introductory Psychology is a series of activities that model a virtual laboratory and are produced in association with Arthur Kohn, Ph.D, of Dark Blue Morning Productions. Students are introduced to core psychological concepts by a video host and then participate in activities that generate real data and lead to some startling conclusions! Like all activities in LaunchPad, PsychInvestigator activities can be assigned and automatically graded.
• The award-winning tutorials in Tom Ludwig’s (Hope College) PsychSim 5.0 and Concepts in Action provide an interactive, step-by-step introduction to key psychological concepts.
• The Scientific American Newsfeed delivers weekly articles, podcasts, and news briefs on the very latest developments in psychology from the first name in popular science journalism.

Additional Student Supplements

• The CourseSmart e-Book offers the complete text of Psychology, Third Edition, in an easy-to-use format. Students can choose either to purchase the CourseSmart e-Book as an online subscription or to download it to a personal computer or a portable media player, such as a smart phone or iPad. The CourseSmart e-Book for Psychology, Third Edition, can be previewed and purchased at www.coursesmart.com.
• Pursuing Human Strengths: A Positive Psychology Guide by Martin Bolt of Calvin College is a perfect way to introduce students to both the amazing field of positive psychology as well as their own personal strengths.

  Take advantage of our most popular supplements!

  Worth Publishers is pleased to offer cost-saving packages of Psychology, Third Edition, with our most popular supplements. Below is a list of some of the most popular combinations available for order through your local bookstore.

  Psychology, 3rd Ed. & LaunchPad Access Card

  ISBN-10: 1-4641-8945-5/ISBN-13: 978-1-4641-8945-6

  Psychology, 3rd Ed. & iClicker 2

  ISBN-10: 1-4641-8990-0/ISBN-13: 978-1-4641-8990-6

  Psychology, 3rd Ed. & Scientific American Reader

  ISBN-10: 1-4641-8946-3/ISBN-13: 978-1-4641-8946-3

  Psychology, 3rd Ed. & Psychology and the Real World

  ISBN-10: 1-4641-8944-7/ISBN-13: 978-1-4641-8944-9

• The Critical Thinking Companion for Introductory Psychology, by Jane S. Halonen of the University of West Florida and Cynthia Gray of Beloit College, contains both a guide to critical thinking strategies as well as exercises in pattern recognition, practical problem solving, creative problem solving, scientific problem solving, psychological reasoning, and perspective-taking.
• Worth Publishers is proud to offer several readers of articles taken from the pages of Scientific American. Drawing on award-winning science journalism, the Scientific American Reader to Accompany Psychology, Third Edition, by Daniel L. Schacter, Daniel T. Gilbert, Daniel M. Wegner, and Matthew K. Nock features pioneering and cutting-edge research across the fields of psychology. Selected by the authors themselves, this collection provides further insight into the fields of psychology through articles written for a popular audience.
• Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society is a superb collection of essays by major researchers that describe their landmark studies. Published in association with the not-forprofit FABBS Foundation, this engaging reader includes Elizabeth Loftus’s own reflections on her study of false memories, Eliot Aronson on his cooperative classroom study, and Daniel Wegner on his study of thought suppression. A portion of all proceeds is donated to FABBS to support societies of cognitive, psychological, behavioral, and brain sciences.

Course Management

• Worth Publishers supports multiple Course Management Systems with enhanced cartridges for upload into Blackboard, eCollege, Angel, Desire2Learn, Sakai, and Moodle. Cartridges are provided free upon adoption of Psychology, Third Edition, and can be downloaded from Worth’s online catalog at www.worthpublishers.com.

Assessment

• The Computerized Test Bank powered by Diploma includes a full assortment of test items from author Chad Galuska of the College of Charleston. Each chapter features over 200 multiple-choice, true/false, and essay questions to test students at several levels of Bloom’s taxonomy. The new edition also features a new set of data-based reasoning questions to test advanced critical thinking skills in a manner similar to the MCAT. All the questions are matched to the outcomes recommended in the 2013 APA Guidelines for the Undergraduate Psychology Major. The accompanying grade book software makes it easy to record students’ grades throughout a course, to sort student records, to view detailed analyses of test items, to curve tests, to generate reports, and to add weights to grades.
• The iClicker Classroom Response System is a versatile polling system developed by educators for educators that makes class time more efficient and interactive. iClicker allows you to ask questions and instantly record your students’ responses, take attendance, and gauge students’ understanding and opinions. iClicker is available at a 10% discount when packaged with Psychology, Third Edition.

Presentation

• Interactive Presentation Slides are another great way to introduce Worth’s dynamic media into the classroom without lots of advance preparation. Each presentation covers a major topic in psychology and integrates Worth’s high quality videos and animations for an engaging teaching and learning experience. These interactive presentations are complimentary to adopters of Psychology, Third Edition, and are perfect for technology novices and experts alike.
• The Instructor’s Resources by Jeffrey Henriques of The University of Wisconsin-Madison features a variety of materials that are valuable to new and veteran teachers alike. In addition to background on the chapter reading and suggestions for in-class lectures, the manual is rich with activities to engage students in different modes of learning. The Instructor’s Resources can be downloaded at http://www.worthpublishers.com/launchpad/schacter3e.
• The Worth Video Anthology for Introductory Psychology includes over 300 unique video clips to bring lectures to life. Provided complimentary to adopters of Psychology, Third Edition, this rich collection includes clinical footage, interviews, animations, and news segments that vividly illustrate topics across the psychology curriculum.
• Faculty Lounge is an online forum provided by Worth Publishers where teachers can find and share favorite teaching ideas and materials, including videos, animations, images, PowerPoint slides, news stories, articles, web links, and lecture activities. Sign up to browse the site or upload your favorite materials for teaching psychology at www.worthpublishers.com/facultylounge.

Acknowledgments

Despite what you might guess by looking at our photographs, we all found women who were willing to marry us. We thank Susan McGlynn, Marilynn Oliphant, and Keesha Nock for that particular miracle and also for their love and support during the years when we were busy writing this book.

Although ours are the names on the cover, writing a textbook is a team sport, and we were lucky to have an amazing group of professionals in our dugout. We greatly appreciate the contributions of Martin M. Antony, Mark Baldwin, Michelle A. Butler, Patricia Csank, Denise D. Cummins, Ian J. Deary, Howard Eichenbaum, Sam Gosling, Paul Harris, Catherine Myers, Shigehiro Oishi, Arthur S. Reber, Morgan T. Sammons, Dan Simons, Alan Swinkels, Richard M. Wenzlaff, and Steven Yantis.

We are grateful for the editorial, clerical, and research assistance we received from Molly Evans and Mark Knepley.

In addition, we would like to thank our core supplements authors. They provided insight into the role our book can play in the classroom and adeptly developed the materials to support it. Chad Galuska, Jeff Henriques, and Russ Frohardt, we appreciate your tireless work in the classroom and the experience you brought to the book’s supplements.

We would like to thank the faculty who reviewed the manuscript. These teachers showed a level of engagement we have come to expect from our best colleagues:

Eileen Achorn

University of Texas, San Antonio

Jim Allen

SUNY Geneseo

Randy Arnau

University of Southern Mississippi

Benjamin Bennett-Carpenter

Oakland University

Stephen Blessing

University of Tampa

Kristin Biondolillo

Arkansas State University

Jeffrey Blum

Los Angeles City College

Richard Bowen

Loyola University of Chicago

Nicole Bragg

Mt. Hood Community College

Jennifer Breneiser

Valdosta State University

Michele Brumley

Idaho State University

Josh Burk

College of William and Mary

Jennifer Butler

Case Western Reserve University

Richard Cavasina

California University of Pennsylvania

Amber Chenoweth

Kent State University

Stephen Chew

Samford University

Chrisanne Christensen

Southern Arkansas University

Sheryl Civjan

Holyoke Community College

Jennifer Dale

Community College of Aurora

Jennifer Daniels

University of Connecticut

Joshua Dobias

University of New Hampshire

Dale Doty

Monroe Community College

Julie Evey-Johnson

University of Southern Indiana

Valerie Farmer-Dugan

Illinois State University

Diane Feibel

University of Cincinnati, Raymond Walters College

Jocelyn Folk

Kent State University

Chad Galuska

College of Charleston

Afshin Gharib

Dominican University of California

Jeffrey Gibbons

Christopher Newport University

Adam Goodie

University of Georgia

John Governale

Clark College

Patricia Grace

Kaplan University Online

Sarah Grison

University of Illinois at Urbana-Champaign

Deletha Hardin

University of Tampa

Jason Hart

Christopher Newport University

Lesley Hathorn

Metropolitan State College of Denver

Mark Hauber

Hunter College

Jacqueline Hembrook

University of New Hampshire

Allen Huffcutt

Bradley University

Mark Hurd

College of Charleston

Linda Jackson

Michigan State University

Jennifer Johnson

Rider University

Lance Jones

Bowling Green State University

Linda Jones

Blinn College

Katherine Judge

Cleveland State University

Don Kates

College of DuPage

Martha Knight-Oakley

Warren Wilson College

Ken Koenigshofer

Chaffey College

Neil Kressel

William Patterson University

Josh Landau

York College of Pennsylvania

Fred Leavitt

California State University, East Bay

Tera Letzring

Idaho State University

Karsten Loepelmann

University of Alberta

Ray Lopez

University of Texas at San Antonio

Jeffrey Love

Penn State University

Greg Loviscky

Penn State, University Park

Lynda Mae

Arizona State University at Tempe

Caitlin Mahy

University of Oregon

Gregory Manley

University of Texas at San Antonio

Karen Marsh

University of Minnesota at Duluth

Robert Mather

University of Central Oklahoma

Wanda McCarthy

University of Cincinnati at Clermont College

Daniel McConnell

University of Central Florida

Robert McNally

Austin Community College

Dawn Melzer

Sacred Heart University

Dennis Miller

University of Missouri

Mignon Montpetit

Miami University

Todd Nelson

California State University at Stanislaus

Margaret Norwood

Community College of Aurora

Aminda O’Hare

University of Kansas

Melissa Pace

Kean University

Brady Phelps

South Dakota State University

Raymond Phinney

Wheaton College

Claire St. Peter Pipkin

West Virginia University, Morgantown

Christy Porter

College of William and Mary

Douglas Pruitt

West Kentucky Community and Technical College

Elizabeth Purcell

Greenville Technical College

Gabriel Radvansky

University of Notre Dame

Celia Reaves

Monroe Community College

Diane Reddy

University of Wisconsin, Milwaukee

Cynthia Shinabarger Reed

Tarrant County College

David Reetz

Hanover College

Tanya Renner

Kapiolani Community College

Anthony Robertson

Vancouver Island University

Nancy Rogers

University of Cincinnati

Wendy Rote

University of Rochester

Larry Rudiger

University of Vermont

Sharleen Sakai

Michigan State University

Matthew Sanders

Marquette University

Phillip Schatz

Saint Joseph’s University

Vann Scott

Armstrong Atlantic State University

Colleen Seifert

University of Michigan at Ann Arbor

Wayne Shebilske

Wright State University

Elisabeth Sherwin

University of Arkansas at Little Rock

Lisa Shin

Tufts University

Kenith Sobel

University of Central Arkansas

Genevieve Stevens

Houston Community College

Mark Stewart

American River College

Holly Straub

University of South Dakota

Mary Strobbe

San Diego Miramar College

William Struthers

Wheaton College

Lisa Thomassen

Indiana University

Jeremy Tost

Valdosta State University

Laura Turiano

Sacred Heart University

Jeffrey Wagman

Illinois State University

Alexander Williams

University of Kansas

John Wright

Washington State University

Dean Yoshizumi

Sierra College

Keith Young

University of Kansas

We are especially grateful to the extraordinary people of Worth Publishers. They include senior vice president Catherine Woods and publisher Kevin Feyen, who provided guidance and encouragement at all stages of the project; our acquisitions editor, Dan DeBonis, who managed the project with intelligence, grace, and good humor; our development editors, Valerie Raymond and Mimi Melek; director of development for print and digital products Tracey Kuehn; project editor Robert Errera; production manager Sarah Segal; and editorial assistant Katie Garrett, who through some remarkable alchemy turned a manuscript into a book; our art director Babs Reingold; layout designer Paul Lacy; photo editor Cecilia Varas; and photo researcher Elyse Rieder, who made that book an aesthetic delight; our media editor Rachel Comerford; and production manager Stacey Alexander, who guided the development and creation of a superb supplements package; our marketing manager Lindsay Johnson; and associate director of market development Carlise Stembridge, who served as tireless public advocates for our vision. Thank you one and all. We look forward to working with you again.