TO THE INSTRUCTOR

Welcome to the seventh edition of Psychology!

We’ve been gratified by the enthusiastic response to the six previous editions of Psychology. We’ve especially enjoyed the e-mails and letters we’ve received from students who felt that our book was speaking directly to them. Students and faculty alike have told us how much they appreciated Psychology’s distinctive voice, its inviting learning environment, the engaging writing style, and the clarity of its explanations—qualities we’ve maintained in the seventh edition.

But as you’ll quickly see, this new edition is marked by exciting new changes: a fresh new look, a stronger and more explicit emphasis on scientific literacy, a digital experience that is more tightly integrated for both students and instructors, and—most important—a new co-author! More about these features later.

Before we wrote the first word of the first edition, we had a clear vision for this book: combine the scientific authority of psychology with a narrative that engages students and relates to their lives. Drawing from decades (yes, it really has been decades) of teaching experience, we’ve written a book that weaves cutting-edge psychological science with real-life stories that draw students of all kinds into the narrative.

While there is much that is new, this edition of Psychology reflects our continued commitment to the goals that have guided us as teachers and authors. Once again, we invite you to explore every page of the new edition of Psychology, so you can see firsthand how we:

What’s New in the Seventh Edition: Big Changes!

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

Introducing … Susan Nolan

We are very excited and pleased to introduce Susan A. Nolan as our new co-author. When the time came to search for a new collaborator, we looked for someone who was an accomplished researcher, a dedicated teacher, and an engaging writer with a passion for communicating psychological science to a broad audience. A commitment to gender equality and cultural sensitivity, and, of course, a good sense of humor were also requirements, as were energy and enthusiasm. We found that rare individual in Susan A. Nolan, Professor of Psychology at Seton Hall University.

Susan made several valuable contributions to the sixth edition of Psychology, and the success of that collaboration prompted our decision to make her a full co-author with this new edition. Reflecting her expertise in clinical and social psychology, and her background in gender, culture, and diversity studies, Susan revised Chapter 10, Gender and Sexuality; Chapter 12, Social Psychology; Chapter 14, Psychological Disorders; and Chapter 15, Therapies. And, she participated fully in our text-wide decisions about design, photographs, art, and content. Beyond the text, she’s been fully involved in the development of some exciting new digital resources for the new edition. But more on that below.

New Emphasis on Scientific Literacy

As psychology instructors well know, students come to psychology with many preconceived ideas, some absorbed from popular culture, about the human mind and behavior. These notions are often inaccurate. Complicating matters is the fact that for many students, introductory psychology may be their first college-level science course—meaning that students sometimes have only the vaguest notion of the nature of scientific methodology and evidence. Thus, one important goal for introductory psychology is to teach students how to distinguish fact from opinion, and research-based, empirical findings from something heard from friends or encountered on the Internet.

The importance of this objective is reinforced by the 2013 revision of the APA Guidelines for the Undergraduate Psychology Major. Scientific Literacy and Critical Thinking is identified as one of its five key goals. Psychology educators agree that the skills students learn in psychology can be as important as the content. Scientific literacy and critical thinking skills can help students in a variety of careers, a variety of majors, and can help ensure that students become critical consumers of scientific information in the world around them.

Since the first edition, a hallmark of Psychology and its sister publication, Discovering Psychology, has always been their emphasis on critical and scientific thinking. Psychology was the first introductory psychology textbook to formally discuss and define pseudosciences and to distinguish pseudoscience from science. Our trademark Science Versus Pseudoscience boxes, which take a critical look at the evidence for and against phenomena as diverse as graphology, educational videos for infants, and ESP research have proved very popular among instructors and students alike.

In this new edition, we decided to make the scientific literacy theme even more explicit. These new features are described below.

New Think Like a Scientist Model and Digital Feature

To help students learn to develop their scientific thinking skills and become critical consumers of information, a unique feature of the seventh edition is a set of Think Like a Scientist digital activities. Developed for Psychology by co-authors Susan Nolan and Sandy Hockenbury, each digital activity provides students with the opportunity to apply their critical thinking and scientific thinking skills. These active learning exercises combine video, audio, text, and assessment to help students hone and master scientific literacy skills they will use well beyond the introductory course. In these activities, students will be invited to critically explore questions they encounter in everyday life, such as “Can you learn to tell when someone is lying?” and “Are some people ‘left-brained’ and some people ‘right-brained’?”

These activities employ a simple four-step model introduced in the new Critical Thinking box “How to Think Like a Scientist” in Chapter 1. These four steps include:

  1. Identify the Claim

  2. Evaluate the Evidence

  3. Consider Alternative Explanations

  4. Consider the Source of the Research or Claim

The Think Like a Scientist digital activities are designed to teach and develop a skill set that will persist long after the final exam grades are recorded. We hope to develop a set of transferable skills that can be applied to analyzing dubious claims in any subject area—from advertisements to politics. We think students will enjoy completing these activities—and instructors will value them. The seventh edition of Psychology includes the following Think Like a Scientist digital activities:

 

Think Like a SCIENTIST

Can you be classified as right-brained or left-brained? Go to LaunchPad: Resources to Think Like a Scientist about The Right Brain Versus the Left Brain.

New Myth or Science? Feature

Students often come to the introductory psychology course with misperceptions about psychological science. Our new Myth or Science? feature will help dispel some of these popular but erroneous beliefs.

MYTH !lhtriangle! SCIENCE

Is it true that multi-tasking is an efficient way to get things done?

Each chapter begins with a list of “Is It True?” questions that reflect popular myths about human behavior. These statements were tested with market research to see what percentage of students actually endorsed them. In some cases, agreement reached astonishing levels. For example, in one survey, more than 85% of students agreed that “the right brain is creative and intuitive, and the left brain is analytic and logical” and that “some people are left-brained and some people are right-brained.” More than 70% of students agreed that “flashbulb memories are more accurate than normal memories” and that “most psychologists agree with Freud’s personality theory.” And, more than 90% of surveyed students agreed that “dying people go through five predictable stages.” Even frequently debunked statements like “you only use 10% of your brain” received a high rate of agreement.

After being posed at the beginning of the chapter, each question is answered in the body of the chapter. A margin note signals the student to find the explanation and indicates whether the statement is “myth” or “science.”

New Data Presentation Program

Our new co-author Susan Nolan brought her expertise in data analysis and presentation to the fully revised graphic art program. We’ve redesigned our graphs more closely in line with graphing expert Edward Tufte’s (1997) guidelines for clear, consistent data visualizations. Graphs are simpler than in previous editions. Most now use fewer colors per graph, and fewer and lighter background gridlines, to allow the representations of data—the bars, for example—to emerge as the most important element. We have used plain bar graphs whenever possible, starting the y axes at 0. When the variable is a percentage, we extended the y axis to 100% whenever possible. We hope that the simpler, more streamlined graphs will allow students to more readily “see” and accurately interpret data.

New Research Methods Section in Chapter 1

Introductory chapters have a reputation for being dry and boring. Instructors, though, know that there are few alternatives: history and methods need to be taught before plunging into content-heavy chapters. For this edition, the section on research methods has been completely rewritten to highlight psychological science on the topic of student success. New research examples—such as the impact of social media on well-being, the effect of multi-tasking on studying, the testing effect, and measures of student well-being—were chosen for their relevance to today’s students’ lives.

The new end-of-chapter application, Psych for Your Life: Successful Study Techniques, provides six research-based strategies to maximize student success. In other words, rather than waiting for the Learning or Memory chapters to introduce study skills tips, we’ve incorporated these important findings right into Chapter 1—and used them to demonstrate the relevance of psychological research in students’ everyday lives and academic success. Along with demonstrating to students how psychological research can be used to improve everyday life, the new application gives them a solid foundation of research-based study skills and tips.

All-New Digitally Integrated Package

Today’s college students are digital natives. They are accustomed to going online to seek answers and to connect with friends, fellow students, and their instructors. Past editions of Psychology provided a wealth of online resources for students, but the new seventh edition marks a step to a new level of digital integration with LaunchPad.

LaunchPad, our new course space, combines an interactive e-Book with high-quality multimedia content and ready-made assessment options, including LearningCurve adaptive quizzing. Pre-built, curated units are easy to assign or adapt with your own material, such as readings, videos, quizzes, discussion groups, and more. LaunchPad also provides access to a gradebook that offers a window into your students’ performance—either individually or as a whole. While a streamlined interface helps students focus on what’s due next, social commenting tools let them engage, make connections, and learn from each other. Use LaunchPad on its own or integrate it with your school’s learning management system so your class is always on the same page.

The Latest Psychological Science

As was the case with previous editions, we have extensively updated every chapter with the latest research. We have pored over dozens of journals and clicked through thousands of Web sites to learn about the latest in psychological science. As a result, this new edition features hundreds of new references. Just to highlight a few additions, the seventh edition includes brand-new sections on scientific thinking and factors contributing to college success (Chapter 1); traumatic brain injury and concussion (Chapter 2); bilingualism (Chapter 7); evolutionary and interactionist theories of gender development, and transgender identity in multiple cultures (Chapter 10); aggression and violence (Chapter 12); and a critical look at the effectiveness of antidepressants compared to placebo treatments (Chapter 15). And, there are four new prologues (Chapters 1 , 8 , 10 , and 14).

In addition, we have significantly updated coverage of neuroscience and expanded our coverage of culture, gender, and diversity throughout the text. DSM-5 terminology and criteria have been fully integrated into the new edition.

As of our last count, there are over 1,000 new references in the seventh edition of Psychology, more than half of which are from 2012 or later. These new citations reflect the many new and updated topics and discussions in the seventh edition of Psychology. From the effects of social media and multi-tasking on student success to the latest discoveries about oxytocin, aggression, women in STEM fields, stress and telomeres, or the effectiveness of meditation in controlling pain and improving attention, our goal is to present students with interesting, clear explanations of psychological science. Later in this preface, you’ll find a list of the updates by chapter.

New Design, New Photos

Created with today’s media-savvy students in mind, the clean, modern, new look of Psychology showcases the book’s cutting-edge content and student-friendly style. Carefully chosen photographs—more than 60 percent of them new—apply psychological concepts and research to real-world situations. Accompanied by information-rich captions that expand upon the text, vivid and diverse photographs help make psychology concepts come alive, demonstrating psychology’s relevance to today’s students.

Connections to the American Psychological Association’s Guidelines for the Undergraduate Psychology Major

The American Psychological Association has developed the APA Guidelines for the Undergraduate Psychology Major: Version 2.0 to provide “optimal expectations for performance” by undergraduate psychology students. The APA Guidelines include five broad goals, which are summarized below. This table shows how Hockenbury, Nolan, and Hock-enbury’s Psychology, Seventh Edition, helps instructors and students achieve these goals.

Goal 1: Knowledge Base in Psychology
APA Learning Objectives:
1.1—Describe key concepts, principles, and overarching themes in Psychology
  • Psychology covers the full range of psychology’s subject areas: history of the field, biological psychology, experimental and cognitive psychology, developmental psychology, social psychology, personality and clinical psychology

  • Chapter 1, Introduction and Research Methods, provides an overview of the history and the scope of contemporary psychological science

1.2—Develop a working knowledge of psychology’s content domains
  • Psychology provides a comprehensive, up-to-date survey of the full range of psychology’s subject areas

  • Thousands of research citations, with more than 500 from research no older than 2012

  • In Focus and Focus on Neuroscience boxes provide in-depth looks at particular topics

  • Chapter 1, Introduction and Research Methods

1.3—Describe applications of psychology
  • Psych for Your Life end-of-chapter sections (see full list of titles on pages xli–xlii) show students how they can apply psychological principles to improve their own lives

  • Specialty Areas in Psychology” in Chapter 1, Introduction and Research Methods

  • Appendix B: Industrial/Organizational Psychology

Goal 2: Scientific Inquiry and Critical Thinking
APA Learning Objectives:
2.1—Use scientific reasoning to interpret psychological phenomena
  • Chapter 1, Introduction and Research Methods, especially the “How to Think Like a Scientist” model introduced on page 31 and discussion of pseudoscience characteristics on pages 20–21.

  • Critical Thinking boxes (see full list of titles on page xxxvii)

  • Science Versus Pseudoscience boxes (see full list of titles on pages xxxvi–xxxvii)

  • Myth or Science feature (see description on page xxiii)

  • Think Like a Scientist digital activities, accessible on LaunchPad

  • Focus on Neuroscience boxes (see full list on page xli)

  • PsychSim 6.0, Concept Practice, Video Activities, and Labs, accessible on LaunchPad

2.2—Demonstrate psychology information literacy
  • Chapter 1, Introduction and Research Methods

  • Appendix A: Statistics: Understanding Data

  • Box on Psychological Research Using Brain Imaging (pages 32–33) explains the utility and limitations of brain-imaging research

  • Focus on Neuroscience boxes show students how to evaluate research findings based on brain-imaging techniques

  • Science versus Pseudoscience boxes teach students how to critically evaluate media claims

  • Think Like a Scientist digital activities, accessible on LaunchPad

  • PsychSim 6.0, Concept Practice, Video Activities, and Labs, accessible on LaunchPad

2.3—Engage in innovative and integrative thinking and problem solving
  • “Solving Problems and Making Decisions” in Chapter 7, Thinking, Language, and Intelligence

  • Psych for Your Life feature “A Workshop on Creativity”

  • Think Like a Scientist digital activities, accessible on LaunchPad

  • PsychSim 6.0, Concept Practice, Video Activities, and Labs, accessible on LaunchPad

2.4—Interpret, design, and conduct basic psychological research
  • Chapter 1, Introduction and Research Methods, describes the range of psychological research strategies, including examples related to student success

  • Appendix A: Statistics: Understanding Data

2.5—Incorporate sociocultural factors in scientific inquiry
  • Multiple chapters include the impact of sociocultural factors on behavior and psychological processes, especially Chapter 9, Lifespan Development; Chapter 10, Gender and Sexuality; Chapter 12, Social Psychology; Chapter 13, Stress, Health and Coping; Chapter 14, Psychological Disorders; and Chapter 15, Therapies.

  • Culture and Human Behavior boxes (see full list of titles on pages xxxviii–xxxix)

  • See list of cultural coverage topics integrated within the main narrative on pages xxxviii–xxxix

  • See list of gender coverage topics integrated within the main narrative on page xl

Goal 3: Ethical and Social Responsibility in a Diverse World
APA Learning Objectives:
3.1—Apply ethical standards to evaluate psychological science and practice
  • “Ethics in Psychological Research” in Chapter 1, Introduction and Research Methods

  • Discussions of obedience, conformity, the Stanford Prison Experiment, altruism, aggression, and deindividuation in Chapter 12, Social Psychology

  • Think Like a Scientist digital activity “Contagious Online Emotions,” accessible on LaunchPad

3.2—Build and enhance interpersonal relationships
  • Psych for Your Life features “Raising Psychologically Healthy Children,” “Reducing Conflict in Intimate Relationships,” “Understanding and Helping to Prevent Suicide”

  • “Social Support” in Chapter 13, Stress, Health, and Coping

  • See list of gender coverage topics integrated within the main narrative on page xl

  • Culture and Human Behavior boxes (see full list of titles on pages xxxviii–xxxix)

3.3—Adopt values that build community at local, national, and global levels
  • Discussions of gender and sexism in Chapter 10, Gender and Sexuality; prejudice, obedience, conformity, the Stanford Prison Experiment, altruism, aggression, and deindividuation in Chapter 12, Social Psychology; stigma of obesity in Chapter 8, Motivation and Emotion; and of mental illness in Chapters 14, Psychological Disorders, and 15, Therapies

  • See list of cultural coverage topics integrated within the main narrative on pages xxxviii–xxxix

  • See list of gender coverage topics integrated within the main narrative on page xl

  • Culture and Human Behavior boxes (see full list of titles on pages xxxviii–xxxix)

Goal 4: Communication
APA Learning Objectives:
4.1—Demonstrate effective writing for different purposes
  • “The Scientific Method” in Chapter 1 (Introduction and Research Methods)

  • Questions in Critical Thinking boxes (see full list of titles on page xxxvii)

  • Response features in Think Like a Scientist digital activities, accessible on LaunchPad

  • Essay questions in Test Bank, which is aligned with APA objectives

4.2—Exhibit effective presentation skills for different purposes
  • Instructor’s Resource Manual with classroom activities that work to develop oral presentation skills, accessible on LaunchPad

4.3—Interact effectively with others
  • Psych for Your Life features “Raising Psychologically Healthy Children,” “Reducing Conflict in Intimate Relationships,” “The Persuasion Game,” and “Understanding and Helping to Prevent Suicide”

  • Instructor’s Resource Manual with classroom exercises that promote skills for working in a group, accessible on LaunchPad

Goal 5: Professional Development
APA Learning Objectives:
5.1—Apply psychological content and skills to career goals
  • “Specialty Areas in Psychology” in Chapter 1, Introduction and Research Methods

  • Focus on psychological research on student success and study skills in Chapter 1, Introduction and Research Methods

  • Psych for Your Life features “Successful Study Techniques,” and “Turning Your Goals into Reality”

  • Appendix B: Industrial/Organizational Psychology

5.2—Exhibit self-efficacy and self-regulation
  • “Introduction” and “Psychological Needs as Motivators” in Chapter 8 (Motivation and Emotion)

  • “Individual Factors That Influence the Response to Stress” and “Coping” in Chapter 13, Stress, Health, and Coping

  • Psych for Your Life features (see full list of titles on pages xli–xlii)

  • Think Like a Scientist digital features “Multi-Tasking,” “Positive and Negative Reinforcement,” accessible on LaunchPad

5.3—Refine project-management skills
  • “Solving Problems and Making Decisions” in Chapter 7, Thinking, Language, and Intelligence

  • Psych for Your Life features “A Workshop on Creativity” and “Turning Your Goals into Reality”

  • Appendix B: Industrial/Organizational Psychology

5.4—Enhance teamwork capacity
  • Appendix B: Industrial/Organizational Psychology

Major Chapter Revisions

As you page through our new edition, you will encounter new examples, boxes, photos, and illustrations in every chapter. Below are highlights of some of the most significant changes:

CHAPTER 1, INTRODUCTION AND RESEARCH METHODS

CHAPTER 2, NEUROSCIENCE AND BEHAVIOR

CHAPTER 3, SENSATION AND PERCEPTION

Restoring Hearing Cochlear implants are electronic devices that are surgically implanted behind the ear. A microphone picks up sounds from the environment, which are converted into electrical impulses that directly stimulate the auditory nerve via electrodes implanted in the cochlea. Cochlear implants do not restore normal hearing (Farris-Trimble & others, 2014). However, their use, especially when implanted in early childhood, can allow hearing-impaired individuals to perceive speech and other everyday sounds (Clark & others, 2013; O’Donoghue, 2013).

CHAPTER 4, CONSCIOUSNESS AND ITS VARIATIONS

CHAPTER 5, LEARNING

Motivated Forgetting Car accidents, serious illnesses, surgeries, and other traumatic events are painful to relive in memory. Some researchers believe that by voluntarily directing our attention away from memories of such traumatic events, we can eventually suppress our memory of the experiences, making them difficult or impossible to consciously retrieve (Anderson & others, 2011).

CHAPTER 6, MEMORY

CHAPTER 7, THINKING, LANGUAGE, AND INTELLIGENCE

CHAPTER 8, MOTIVATION AND EMOTION

CHAPTER 9, LIFESPAN DEVELOPMENT

CHAPTER 10, GENDER AND SEXUALITY

CHAPTER 11, PERSONALITY

CHAPTER 12, SOCIAL PSYCHOLOGY

CHAPTER 13, STRESS, HEALTH, AND COPING

CHAPTER 14, PSYCHOLOGICAL DISORDERS

CHAPTER 15, THERAPIES

APPENDIX B: INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY

Features of Psychology

For all that is new in the seventh edition, we were careful to maintain the unique elements that have been so well received in the previous editions. Every feature and element in our text was carefully developed and serves a specific purpose. From comprehensive surveys, input from reviewers, and our many discussions with faculty and students, we learned what elements people wanted in a text and why they thought those features were important tools that enhanced the learning process. We also surveyed the research literature on text comprehension, student learning, and memory. In the process, we acquired many valuable insights from the work of cognitive and educational psychologists. Described below are the main features of Psychology and a discussion of how these features enhance the learning process.

The Narrative Approach

Associate the new with the old in some natural and telling way, so that the interest, being shed along from point to point, fully suffuses the entire system of objects.… Anecdotes and reminiscences [should] abound in [your] talk; and the shuttle of interest will shoot backward and forward, weaving the new and the old together in a lively and entertaining way.

—William James, Talks to Teachers (1899)

As you’ll quickly discover, our book has a very distinctive voice. From the very first page of this text, the reader comes to know us as people and teachers through carefully selected stories and anecdotes. Some of our friends and relatives have also graciously allowed us to share stories about their lives. The stories are quite varied—some are funny, others are dramatic, and some are deeply personal. All of them are true.

The stories we tell reflect one of the most effective teaching methods: the narrative approach. In addition to engaging the reader, each story serves as a pedagogical springboard to illustrating important concepts and ideas. Every story is used to connect new ideas, terms, and ways of looking at behavior to information with which the student is already familiar.

Prologues

As part of the narrative approach, every chapter begins with a Prologue, a true story about ordinary people with whom most students can readily identify. The Prologue stories range from the experiences of a teenager with Asperger’s Syndrome to people struggling with the aftereffects of a devastating wildfire to the story of a man who regained his sight after decades of blindness. Each Prologue effectively introduces the chapter’s themes and lays the groundwork for explaining why the topics treated by the chapter are important. The Prologue establishes a link between familiar experiences and new information—a key ingredient in facilitating learning. Later in the chapter, we return to the people and stories introduced in the Prologue, further reinforcing the link between familiar experiences and new ways of conceptualizing them.

Logical Organization, Continuity, and Clarity

As you read the chapters in Psychology, you’ll see that each one tells the story of a major topic in a logical way that flows continually from beginning to end. Themes are clearly established in the first pages of the chapter. Throughout the chapter, we come back to those themes as we present subtopics and specific research studies. Chapters are thoughtfully organized so that students can easily see how ideas are connected. The writing is carefully paced to maximize student interest and comprehension. Rather than simply mentioning terms and findings, we explain concepts clearly. And we use concrete analogies and everyday examples, rather than vague or flowery metaphors, to help students grasp abstract concepts and ideas.

Paradoxically, one of the ways that we maintain narrative continuity throughout each chapter is through the use of in-text boxes. The boxes provide an opportunity to explore a particular topic in depth without losing the narrative thread of the chapter. The In Focus boxes do just that—they focus on interesting topics in more depth than the chapter’s organization would allow. These boxes highlight interesting research, answer questions that students commonly ask, or show students how psychological research can be applied in their own lives. The seventh edition of Psychology includes the following In Focus boxes:

Scientific Emphasis

Many first-time psychology students walk into the classroom operating on the assumption that psychology is nothing more than common sense or a collection of personal opinions. Clearly, students need to walk away from an introductory psychology course with a solid understanding of the scientific nature of the discipline. To help you achieve that goal, in every chapter we show students how the scientific method has been applied to help answer different kinds of questions about behavior and mental processes.

Because we carefully guide students through the details of specific experiments and studies, they develop a solid understanding of how scientific evidence is gathered and the interplay between theory and research. And because we rely on original rather than secondary sources, students get an accurate presentation of both classic and contemporary psychological studies.

One unique way that we highlight the scientific method in Psychology is with our trademark Science Versus Pseudoscience boxes. In these boxes, students see the importance of subjecting various claims to the standards of scientific evidence. These boxes promote and encourage scientific thinking by focusing on topics that students frequently ask about in class. The seventh edition of Psychology includes the following Science Versus Pseudoscience boxes:

Critical Thinking Emphasis

Another important goal of Psychology is to encourage the development of critical thinking skills. To that end, we do not present psychology as a series of terms, definitions, and facts to be skimmed and memorized. Rather, we try to give students an understanding of how particular topics evolve. In doing so, we also demonstrate the process of challenging preconceptions, evaluating evidence, and revising theories based on new evidence. In short, every chapter shows the process of psychological research—and the important role played by critical thinking in that enterprise.

Because we do not shrink from discussing the implications of psychological findings, students come to understand that many important issues in contemporary psychology are far from being settled. Even when research results are consistent, how to interpret those results can sometimes be the subject of considerable debate. As the authors of the text, we very deliberately try to be evenhanded and fair in presenting both sides of controversial issues. In encouraging students to join these debates, we often challenge them to be aware of how their own preconceptions and opinions can shape their evaluation of the evidence.

Beyond discussions in the text proper, every chapter includes one or more Critical Thinking boxes. These boxes are carefully designed to encourage students to think about the broader implications of psychological research—to strengthen and refine their critical thinking skills by developing their own positions on questions and issues that don’t always have simple answers. Each Critical Thinking box ends with two or three questions that you can use as a written assignment or for classroom discussion. The seventh edition of Psychology includes the following Critical Thinking boxes:

Pursuing Equality in Science An international study found no overall difference in science abilities between boys and girls. Despite this, fewer women than men pursue careers in science. Scientist Hayat Sindi is working to change that. Born in Saudi Arabia, Hayat Sindi earned a doctorate in biotechnology from the University of Cambridge in the United Kingdom. She co-founded a company, Diagnostics for All, that aims to introduce inexpensive technologies to diagnose diseases in the developing world. And she works toward equality in science by empowering women and Arabs through another organization she founded, the Institute for Imagination and Ingenuity (Broomhall, 2012).

Cultural Coverage

As you can see in Table 1 below, we weave cultural coverage throughout many discussions in the text. But because students are usually unfamiliar with cross-cultural psychology, we also highlight specific topics in Culture and Human Behavior boxes. These boxes increase student awareness of the importance of culture in many areas of human experience. They are unique in that they go beyond simply describing cultural differences in behavior. They show students how cultural influences shape behavior and attitudes, including the students’ own behavior and attitudes. The seventh edition of Psychology includes the following Culture and Human Behavior boxes:

Table : TABLE 1
Integrated Cultural Coverage
In addition to the topics covered in the Culture and Human Behavior boxes, cultural influences are addressed in the following discussions.
Page(s) Topic
12 Cross-cultural perspective in contemporary psychology
12 Culture, social loafing, and social striving
51 Effect of traditional Chinese acupuncture on endorphins
102 Cross-cultural research on the language of smell in non-Western groups
108 Cross-cultural research on effects of ethnicity and culture on pain perception
127–128 Use of acupuncture in traditional Chinese medicine for pain relief
160–162 Meditation in different cultures
162 Research collaboration between Tibetan Buddhist monks and Western neuroscientists
165 Racial and ethnic differences in drug metabolism rate
165 Cultural norms and patterns of drug use
165 Differences in alcohol use by U.S. ethnic groups
170–171 Tobacco and caffeine use in different cultures
173 Peyote use in religious ceremonies in other cultures
174 Medicinal use of marijuana in ancient China, Egypt, India, and Greece
174–175 Rave culture and drug use in Great Britain and Europe
204 Clash of B. F. Skinner’s philosophy with American cultural ideals and individualistic orientation
218–220 Cross-cultural application of observational learning principles in entertainment-education programming in Mexico, Latin America, Asia, and Africa
239–240 Cross-cultural research on the tip-of-the-tongue phenomenon
287 Spontaneous development of sign languages in a Nicaraguan school and a Bedouin village as cross-cultural evidence of innate human predisposition to develop language
288 Estimated rate of bilingualism worldwide
291–292 Historical misuse of IQ tests to evaluate immigrants
292 Wechsler’s recognition of the importance of culture and ethnicity in developing the WAIS intelligence test
296–297 Role of culture in Gardner’s definition and theory of intelligence
297–300 Role of culture in Sternberg’s definition and theory of intelligence
301 IQ and cross-cultural comparison of educational differences
304–305 Rapid gains in IQ scores in different nations
305–306 Cross-cultural studies of group discrimination and IQ
307 Role of culture in tests and test-taking behavior
317–318 Culture’s effect on food preference and eating behavior
321 Role of globalization in the increase of obesity in developing countries worldwide
322 Rates of sedentary lifestyles worldwide
323 Obesity rates in cultures with different levels of economic development
329 Culture and achievement motivation
331 Culturally universal emotions
331–332 Culture and emotional experience
331–332 Cross-cultural research on gender and emotional expressiveness
334 Cross-cultural studies of psychological arousal associated with emotions
334 Cross-cultural research on association of different emotions with different physical sensations
338–340 Universal facial expressions
338–340 Culture, cultural display rules, and emotional expression
362 Cross-cultural research on co-sleeping
363 Cultural influences on temperament
363 Cross-cultural studies of attachment
365 Native language and infant language development
365 Cross-cultural research on infant-directed speech
365 Culture and patterns of language development
373 Influence of culture on cognitive development
379 Cultural influences on timing of adolescent romantic relationships
383 Culture and moral reasoning
394 Cultural differences in the effectiveness of different parenting styles
402 Culture’s influence on gender and gender roles
402 Gender stereotypes in different cultures
404–405 Cross-cultural research on gender differences in emotional expression
406 Cross-cultural research on cognitive differences between the sexes
411–412 Cultural differences in mate preferences
414 Role of culture in the expression of gender
431–434 Prevalence rates of AIDS among different ethnic and racial groups in the United States and in different societies worldwide
443–445 Freud’s impact on Western culture
444–445 Cultural influences on Freud’s psychoanalytic theory
453–454 Cultural influences on Jung’s personality theory
454 Jung on archetypal images, including mandalas, in different cultures
454–455 Cultural influences on the development of Horney’s personality theory
459 Rogers on cultural factors in the development of antisocial behavior
467 Cross-cultural research on the universality of the five-factor model of personality
486–487 Cultural conditioning and the “what is beautiful is good” myth
490 Attributional biases in individualistic versus collectivistic cultures
493 Cultural differences in interpersonal attraction
496–499 Stereotypes, prejudice, and group identity
500 Use of IAT to study social preferences and stereotypes worldwide
501 Application of lessons from Robbers Cave and jigsaw classroom to reduce prejudice and conflict among ethnic and religious groups worldwide
509 Cross-cultural comparisons of destructive social influence
510–511 Role of cultural differences in abuse at Abu Ghraib prison in Iraq
518–519 Culture and aggression
521 Cultural influences on social loafing and social striving
534 Cross-cultural research on life events and stress
537–538 Cultural differences as source of stress
547 Cross-cultural research on the benefits of perceived control
558–559 Effect of culture on coping strategies
567 Role of culture in distinguishing between normal and abnormal behavior
569 Description of the World Health Organization’s International Classification of Diseases
570–571 Global rates of mental illness
571 Cultural differences in rates of mental health treatment
575 Cultural variants of panic disorder
576 Taijin kyofusho, a culture-specific disorder related to social phobia
578–579 PTSD in children living in a war zone in the Middle East and in child soldiers in Uganda and Congo
581 Cultural influences in obsessions and compulsions
592–593 Culture-bound syndromes
592 Western cultural ideals of beauty and prevalence rates of eating disorders
597 Cultural differences in rates of borderline personality disorder
598 Role of culture in dissociative experiences
604–605 Cultural variations in schizophrenia symptoms
605 Prevalence and differences in outcome of schizophrenia in different cultures
610–611 Findings from the Finnish Adoptive Family Study of Schizophrenia
622 Use of interpersonal therapy to treat depression in Uganda
638–639 Mechanisms for increasing access to mental health care worldwide
644–645 Impact of cultural differences on effectiveness of psychotherapy
647 Efficacy of traditional herbal treatment for psychotic symptoms in India

Gender Coverage

Gender influences and gender differences are described in many chapters. Table 2 below shows the integrated coverage of gender-related issues and topics in Psychology. To help identify the contributions made by female researchers, the full names of researchers are provided in the References section at the end of the text. When researchers are identified using initials instead of first names (as APA style recommends), many students automatically assume that the researchers are male.

Table : TABLE 2
Integrated Gender Coverage
Page(s) Topic
4–5 Titchener’s inclusion of female graduate students in his psychology program in the late 1800s
6 Contributions of Mary Whiton Calkins to psychology
6–7 Contributions of Margaret Floy Washburn to psychology
58–59 Endocrine system and effects of sex hormones
72 Sex differences and the brain
97 Gender differences in incidence of color blindness
103 Gender differences in responses to human chemosignals (pheromones)
107 Gender differences in the perception of pain
148 Gender differences in dream content
149 Gender and nightmare frequency
152 Gender differences in driving while sleepy and traffic accidents related to sleepiness
153–155 Gender differences in incidence of insomnia and other sleep disorders
167 Gender and rate of metabolism of alcohol
167 Gender and binge drinking among college students
184 Women as research assistants in Pavlov’s laboratories
305 Test performance and the influence of gender stereotypes
304–305 Language, gender stereotypes, and gender bias
322 Gender differences in sedentary lifestyles
323 Gender differences in metabolism
332 Gender and emotional experience
340 Gender similarities and differences in experience and expression of emotion
340 Gender differences in cultural display rules and emotional expression
355 Sex differences in genetic transmission of recessive characteristics
375–376 Gender differences in timing of the development of primary and secondary sex characteristics
377 Gender and accelerated puberty in father-absent homes
378 Gender differences in effects of early and late maturation
383 Gender differences in moral reasoning
385 Average age of first marriage and higher education attainment
386 Gender differences in single-parent, head-of-household status
386 Gender differences in response to end of reproductive capabilities
386–389 Gender and patterns of career development and parenting responsibilities
389 Gender differences in life expectancy
401 Definitions of gender and gender role
401–407 Gender stereotypes and gender roles
404 Gender differences in personality
404 Gender differences in emotionality
405-406 Cognitive differences in males and females
406-407 Women in science, technology, engineering, and mathematics fields
407 Gender differences in sexual attitudes and behaviors
408–410 Gender differences in childhood behavior
410–413 Development of gender identity and gender roles
410–413 Theories of gender-role development
410–415 Gender-identity development in Freud’s psychoanalytic theory
417 Sex differences in the pattern of human sexual response
417–418 Sex differences in hormonal influences on sexual motivation
424 Gender differences in sexual fantasies
425–427 Gender differences in sexual behavior
428 Gender differences in rates of sexual problems
450–451 Freud’s contention of gender differences in resolving the Oedipus complex
453 Sexual archetypes (anima, animus) in Jung’s personality theory
454–455 Horney’s critique of Freud’s view of female psychosexual development
457 Critique of sexism in Freud’s theory
493 Gender similarities and differences in interpersonal attraction
496 Misleading effect of gender stereotypes
506–507 Gender similarities in results of Milgram’s obedience studies
518–519 Gender and aggression
535–536 Gender differences in frequency and source of daily hassles
552–553 Gender differences in susceptibility to the stress contagion effect
552–553 Gender differences in providing social support and effects of social support
557 Gender differences in responding to stress—the “tend-and-befriend” response
570 Gender bias as one critique of DSM-5
573 Gender differences in prevalence of anxiety, posttraumatic stress, and obsessive-compulsive disorders
576 Gender differences in prevalence of specific phobias
576 Gender differences in prevalence of social phobias
578 Gender differences in prevalence of posttraumatic stress disorder
584 Gender differences in prevalence of major depressive disorder
586 Lack of gender differences in prevalence of bipolar disorder
590 Gender differences in prevalence of eating disorders
596 Gender differences in incidence of antisocial personality disorder
597 Gender differences in incidence of borderline personality disorder
607 Paternal age and incidence of schizophrenia
612 Gender differences in number of suicide attempts and in number of suicide deaths
659 Gender differences in sexual contact between therapists and clients
B-12 Gender differences in reasons for wanting to telecommute

Neuroscience Coverage

Psychology and neuroscience have become intricately intertwined. Especially in the last decade, the scientific understanding of the brain and its relation to human behavior has grown dramatically. The imaging techniques of brain science—PET scans, MRIs, and functional MRIs—have become familiar terminology to many students, even if they don’t completely understand the differences between them. To reflect that growing trend, we have increased our neuroscience coverage to show students how understanding the brain can help explain the complete range of human behavior, from the ordinary to the severely disturbed. Each chapter contains one or more Focus on Neuroscience discussions that are designed to complement the broader chapter discussion. Here is a complete list of the Focus on Neuroscience features in the seventh edition:

Psych for Your Life

Among all the sciences, psychology is unique in the degree to which it speaks to our daily lives and applies to everyday problems and concerns. The Psych for Your Life feature at the end of each chapter presents the findings from psychological research that address a wide variety of problems and concerns. In each of these features, we present research-based information in a form that students can use to enhance everyday functioning. As you can see in the following list, topics range from improving self-control to overcoming insomnia:

The Pedagogical System

The pedagogical system in Psychology was carefully designed to help students identify important information, test for retention, and learn how to learn. It is easily adaptable to an SQ3R approach, for those instructors who have had success with that technique. As described in the following discussion, the different elements of this text form a pedagogical system that is very student-friendly, straightforward, and effective.

We’ve found that it appeals to diverse students with varying academic and study skills, enhancing the learning process without being gimmicky or condescending. A special student preface titled To the Student on pages xlviii to li, immediately before Chapter 1, describes the complete pedagogical system and demonstrates how students can make the most of it.

The pedagogical system has four main components: (1) Advance Organizers, (2) Concept Reviews, (3) Chapter Reviews, and (4) LaunchPad for Psychology, Seventh Edition. Major sections are introduced by an Advance Organizer that identifies the section’s Key Theme followed by a bulleted list of Key Questions. Each Advance Organizer mentally primes the student for the important information that is to follow and does so in a way that encourages active learning. Students often struggle with trying to determine what’s important to learn in a particular section or chapter. As a pedagogical technique, the Advance Organizer provides a guide that directs the student toward the most important ideas, concepts, and information in the section. It helps students identify main ideas and distinguish them from supporting evidence and examples.

The Concept Reviews encourage students to review and check their learning at appropriate points in the chapter. As you look through the text, you’ll see that the Concept Reviews vary in format. They include multiple-choice, matching, short-answer, and true-false questions. Many of the Concept Reviews are interactive exercises that help students transfer their learning to new situations or examples.

Several other in-chapter pedagogical aids support the Advance Organizers and Concept Reviews. A clearly identified Chapter Outline provides an overview of topics and organization. Pronunciation guides are included for difficult or unfamiliar words. Because students often have trouble identifying the most important theorists and researchers, names of key people are set in boldface type within the chapter. We also provide a page-referenced list of key people and key terms at the end of each chapter.

Multimedia to Support Teaching and Learning

LaunchPad with LearningCurve Quizzing

A comprehensive Web resource for teaching and learning psychology, LaunchPad combines Worth Publishers’ awarding-winning media with an innovative platform for easy navigation. For students, it is the ultimate online study guide with rich interactive tutorials, videos, 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. You can preview LaunchPad to accompany Psychology at www.launchpadworks.com

Psychology and LaunchPad can be ordered together with ISBN-10: 1-319-01709-6 ISBN-13: 978-1-319-01709-5

LaunchPad for Psychology includes all the following resources:

Instructor Supplements, Videos, and Presentation Resources

Acknowledgments

Many talented people contributed to this project. First, thanks to Elissa S. Epel, University of California, San Francisco, for her expert advice on the section on telomeres and stress. We would also like to acknowledge the efforts of our supplements team that created materials specifically devoted to our book. Our thanks to:

As colleagues who care as much as we do about teaching, they have our gratitude for their hard work and commitment to excellence.

We are indebted to our colleagues who acted as reviewers throughout the development of the seventh edition of Psychology. Their thoughtful suggestions and advice helped us refine and strengthen this edition.

To our February 2013 Introductory Psychology Symposium attendees, we are indebted to you for your input and guidance:

To our Hockenbury, Nolan & Hockenbury Advisory Board, thank you for your feedback, reviews, and ideas. Your contributions have influenced the seventh edition greatly:

  1. Sherry J. Ash, San Jacinto Community College

  2. Rosenna Bakari, Des Moines Area Community College

  3. Thomas Baker, University of Texas, San Antonio

  4. Shirley A. Bass-Wright, St. Philip’s College

  5. Andrea Brown, Montgomery College, Rockville

  6. Sabrina Brown, Pearl River Community College

  7. Kate Byerwalter, Grand Rapids Community College

  8. Jessica K. Carpenter, Elgin Community College

  9. Jenel T. Cavazos, Cameron University

  10. Barbara Corbisier, Blinn College

  11. Ronald E. Diehl, Sinclair Community College

  12. Daniel J. Dickman, Ivy Tech Community College, Evansville

  13. Stan Friedman, Texas State University

  14. Carrie Hall, Miami University

  15. John Haworth, Chattanooga State University

  16. Richard Helms, Central Piedmont Community College

  17. Cynthia Ingle, Bluegrass Community & Technical College

  18. Brandon J. Jablonski, Sinclair Community College

  19. Joan B. Jensen, Central Piedmont Community College

  20. Richard Kandus, Mt. St. Jacinto College

  21. Ray Kilduff, Community College of Rhode Island

  22. Jennifer S. Lee, Cabrillo College

  23. Elsa Mason, College of Southern Nevada

  24. Stefanie Mitchell, San Jacinto Community College

  25. John Raacke, Fort Hays State University

  26. Vicki Ritts, St. Louis Community College at Meramec

  27. Mahbobeh Yektaparast, Central Piedmont Community College

  28. A. Clare Zaborowski, San Jacinto Community College

The remarkable people who make up Worth Publishers have a well-earned reputation for producing college textbooks and supplements of the highest quality. Special thanks to our publisher, Rachel Losh, for her enthusiasm, creativity, humor, and unfailing support of our project, always with a smile. Rachel, we couldn’t have done it without you! We have already greatly benefited from the energy and insights of our new executive acquisitions editor, Daniel McDonough, and welcome him to our team. Next up is our developmental editor, Marna Miller (aka “Wonder Woman”) whose talent, dedication, and unflappable good humor are truly remarkable. Marna is more than “just” a gifted editor—she is a wonderful human being. Thanks also go to assistant editor Katie Garrett and editorial assistant Kimberly Morgan who expertly and cheerfully kept track of countless details, stacks of paper, and electronic files. The incredible new design for the seventh edition reflects the creative talents of senior design manager Vicki Tomaselli. We never cease to be impressed by designer Charles Yuen’s ability to create the seamless interaction of text, graphics, boxes, and features that you see on every page of Psychology. The stunning graphics of this edition represent the combined talents of illustrator Todd Buck, art manager Matthew McAdams, photo editor Christine Buese, and photo researcher Jacqueline Wong, whose creative efforts to find just the right image are greatly appreciated.

By any standard, director of editing, design, and media production for the sciences and social sciences Tracey Kuehn is an unbelievably talented and dedicated person. For the last six editions, Tracey’s expertise, creativity, and delightful sense of humor have kept our project—and us—on track. Managing editor Lisa Kinne effectively tackled and resolved the inevitable problems that accompany a project of this complexity. Our heartfelt thanks also to Barbara Seixas who coordinated a bewildering array of technical details to bring the book to press.

Perhaps the greatest unsung heroes in college textbook publishing are the supplements and media editors. At Worth Publishers, those editors work tirelessly to set the standard by which all other publishers are judged. With conscientious attention to a multitude of details, media editor Lauren Samuelson has expertly assembled the integrated program of print, video, and Internet supplements that accompanies our text. Lauren also coordinated the development of the Think Like a Scientist digital activities with creativity, expertise, and enthusiasm.

Psychology marketing manager Lindsay Johnson helped launch the seventh edition with her expertly coordinated advertising, marketing, and sales support efforts.

A few personal acknowledgements are in order. Several friends and family members kindly allowed us to share their stories with you. Sadly, Fern, Erv, and Ken are no longer with us, but they live on in our memories, as well as in the personal stories that we continue to tell about them. Sandy and Don deeply miss Fern and Erv’s unflagging support, and the kindness, love, and seemingly endless supply of funny stories that we so relied on over the years of writing and revising the six previous editions of Psychology and Discovering Psychology. We are grateful to James and to Gene Fischer for connecting us with him, and to our good friends Andi, Hawk, and Wyncia; Asha and Paul; Tom and Lynn, and their children, Will, and Lily; and especially Marcia, for allowing us to tell their stories in our book. Sandy would also like to thank Bruce, Kat, Maureen, Alison, and Steve for their openhearted presence and companionship on the path. Last but surely not least, Sandy and Don’s daughter Laura has lived with this project since birth. Laura, thank you for your idealism, your generous spirit, and for being true to yourself.

Susan is immensely grateful to her husband, Ivan Bojanic, and their families—the Nolan and Bojanic clans—for their love and support, and for patiently enduring endless tales of fascinating psychology research. She also thanks Tom Heinzen for instigating her passion for writing psychology textbooks, and Andrew Giachetti, Marjorie Levinstein, Katherine Moen, Ally Reeves, and Inga Schowengerdt, for their invaluable research assistance. Susan thanks, too, her Seton Hall colleagues as well as the many students whose reactions to the material covered in the Introduction to Psychology class have shaped her teaching and writing. Finally, Susan is indebted to Seton Hall Department of Psychology secretary, Willie Yaylaci, for her generous help and support throughout the writing of this edition.

An Invitation

We hope that you will let us know how you and your students like the seventh edition of Psychology. And, as always, we welcome your thoughts, comments, and suggestions. You can write to us in care of Worth Publishers, 41 Madison Avenue, 35th Floor, New York, NY 10010, or contact us via e-mail at: Hockenbury.Psychology@gmail.com.

Above all, we hope that your class is an enjoyable and successful one as you introduce your students to the most fascinating and personally relevant science that exists.