myers11ecoach

F.2 Preface

In the thirty-two years since Worth Publishers invited me (David Myers) to write this book, so much has changed in the world, in psychology, and within the covers of this book across its eleven editions. With this edition, I continue as lead author while beginning a gradual, decade-long process of welcoming a successor author, the award-winning teacher-scholar-writer Nathan DeWall.

Yet across these three decades of Psychology there has also been a stability of purpose: to merge rigorous science with a broad human perspective that engages both mind and heart. We aim to offer a state-of-the-art introduction to psychological science that speaks to students’ needs and interests. We aspire to help students understand and appreciate the wonders of their everyday lives. And we seek to convey the inquisitive spirit with which psychologists do psychology.

We are enthusiastic about psychology and its applicability to our lives. Psychological science has the potential to expand our minds and enlarge our hearts. By studying and applying its tools, ideas, and insights, we can supplement our intuition with critical thinking, restrain our judgmentalism with compassion, and replace our illusions with understanding. By the time students complete this guided tour of psychology, they will also, we hope, have a deeper understanding of our moods and memories, about the reach of our unconscious, about how we flourish and struggle, about how we perceive our physical and social worlds, and about how our biology and culture in turn shape us. (See TABLES 1 and 2.)

Table 1
Evolutionary Psychology and Behavior Genetics

Table 2
Neuroscience

Believing with Thoreau that “anything living is easily and naturally expressed in popular language,” we seek to communicate psychology’s scholarship with crisp narrative and vivid storytelling. We hope to tell psychology’s story in a way that is warmly personal as well as rigorously scientific. We love to reflect on connections between psychology and other realms, such as literature, philosophy, history, sports, religion, politics, and popular culture. And we love to provoke thought, to play with words, and to laugh. For his pioneering 1890 Principles of Psychology, William James sought “humor and pathos.” And so do we.

xvii

We are grateful for the privilege of assisting with the teaching of this mind-expanding discipline to so many students, in so many countries, through so many different languages. To be entrusted with discerning and communicating psychology’s insights is both an exciting honor and a great responsibility.

Creating this book is a team sport. Like so many human achievements, it reflects a collective intelligence. Woodrow Wilson spoke for us: “I not only use all the brains I have, but all I can borrow.” The thousands of instructors and millions of students across the globe who have taught or studied with this book have contributed immensely to its development. Much of this contribution has occurred spontaneously, through correspondence and conversations. And we look forward to continuing feedback as we strive, over future editions, to create an ever better book and teaching package.

xviii

New Co-Author

For this new edition I [DM] welcome my new co-author, University of Kentucky professor Nathan DeWall. (For more information and videos that introduce Nathan DeWall and our collaboration, see www.macmillanhighered.com/dewallvideos.) Nathan is not only one of psychology’s “rising stars” (as the Association for Psychological Science rightly said in 2011), he also is an award-winning teacher and someone who shares my passion for writing—and for communicating psychological science through writing. Although I continue as lead author, Nathan’s fresh insights and contributions are already enriching this book, especially for this eleventh edition, through his leading the revision of Chapters 4, 12, 14, and 15. But my fingerprints are also on those chapter revisions, even as his are on the other chapters. With support from our wonderful editors, this is a team project. In addition to our work together on the textbook, Nathan and I enjoy co-authoring the monthly Teaching Current Directions in Psychological Science column in the APS Observer, and we blog at www.talkpsych.com, where we share exciting new findings, everyday applications, and observations on all things psychology.

www.TalkPsych.com

What Else Is New in the Eleventh Edition?

This eleventh edition is the most carefully reworked and extensively updated of all the revisions to date. This new edition features improvements to the organization and presentation, especially to our system of supporting student learning and remembering. And we offer the exciting new How Would You Know? feature in LaunchPad, engaging students in the scientific process.

“How Would You Know?” Research Activities

These online activities, one per chapter, 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. I [ND] have enjoyed taking the lead on this project and sharing my research experience and enthusiasm with students.

EXPANDED Study System Follows Best Practices From Learning and Memory Research

The improved learning system harnesses the testing effect, which documents the benefits of actively retrieving information through self-testing (FIGURE 1). Thus, each chapter offers 15 to 20 Retrieval Practice questions interspersed throughout. Creating these desirable difficulties for students along the way optimizes the testing effect, as does immediate feedback.

Figure 1
How to learn and remember For a 5-minute animated guide to more effective study, visit www.tinyurl.com/HowToRemember.

In addition, each section of text begins with numbered questions that establish learning objectives and direct student reading. A Review section follows each main section of text, providing students an opportunity to practice rehearsing what they’ve just learned. The Review offers self-testing through repeated learning objective questions (with answers for checking in the Complete Chapter Reviews Appendix), along with a page-referenced list of key terms. At the end of each chapter, new Test Yourself questions in multiple formats promote optimal retention.

xix

Over 1200 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 p. xxxiv for a list of significant Content Changes to this edition.

Reorganized Chapters

In addition to the new study aids and updated coverage, we’ve introduced the following organizational changes:

The Prologue, The Story of Psychology, now has a clearer organization and greater emphasis on modern approaches, including Cross-Cultural and Gender Psychology, and new coverage of Positive Psychology (see also TABLE 3).

Table 3
Positive Psychology
Chapter 1, Thinking Critically With Psychological Science, now offers greater emphasis on Psychology’s Research Ethics.
Hypnosis is now covered in the Pain discussion in Chapter 6, Sensation and Perception (moved from Chapter 3).
Chapter 11 has been re-titled What Drives Us: Hunger, Sex, Friendship, and Achievement, with the Psychology at Work discussion moving to its own Appendix.
The Social Psychology chapter now follows the Personality chapter.

Dedicated Versions of Next-Generation Media

This eleventh edition is accompanied by the new LaunchPad, with carefully crafted, prebuilt assignments, LearningCurve formative assessment activities, How Would You Know? activities, and Assess Your Strengths projects. This system also incorporates the full range of Worth’s psychology media products. (For details, see p. xxv and www.macmillanhighered.com/launchpad/myers11e.)

For this new edition, you will see that we’ve offered callouts from the text pages to especially pertinent, helpful resources from LaunchPad. (See FIGURE 2 for a sample.)

Figure 2
Sample LaunchPad callout from Chapter 2.

For an animated explanation of this process, visit LaunchPad’s Concept Practice: Action Potentials.

What Continues?

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 the previous ten editions:

Facilitating the Learning Experience

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.
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.
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. 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 at the beginning of main sections, Retrieval Practice self-tests throughout each chapter, Reviews at the end of each main text section, a marginal glossary, and Test Yourself questions at the end of each chapter help students learn and retain important concepts and terminology.

Demonstrating the Science of Psychology

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 “How Would You Know?” activities in LaunchPad encourage students to think about research questions and how they may be studied effectively.
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, 867 references are dated 2012–2014. Likewise, new photos and everyday examples are drawn from today’s world.
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 Retrieval Practice questions throughout each chapter help students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

To enhance comprehension by providing continuity Many chapters have a significant issue or theme that links subtopics, forming a thread that ties ideas together. The Learning chapter conveys the idea that bold thinkers can serve as intellectual pioneers. The Thinking and Language 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.
To convey respect for human unity and diversity Throughout the book, readers will see evidence of our human kinship—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.

xxi

Continually Improving Cultural and Gender Diversity Coverage

Discussion of the relevance of cultural and gender diversity begins on the first page and continues throughout the text.

This edition presents an even more thoroughly cross-cultural perspective on psychology (TABLE 4)—reflected in research findings, and text and photo examples. Cross-cultural and gender psychology are now given greater visibility with enhanced coverage moved to the Prologue. There is focused coverage of culture and the psychology of women and men in Chapter 4, Nature, Nurture, and Human Diversity, with thoroughly integrated coverage throughout the text (see TABLE 5). In addition, we are working to offer a world-based psychology for our worldwide student readership. We continually search the world for research findings and text and photo examples, conscious that readers may be in Sydney, Seattle, or Singapore. Although we reside in the United States, we travel abroad regularly and maintain contact with colleagues in Canada, Britain, China, and many other places; and subscribe to European periodicals. Thus, each new edition offers a broad, world-based perspective, and includes research from around the world. We are all citizens of a shrinking world, so American students, too, benefit from information and examples that internationalize their world-consciousness. And if psychology seeks to explain human behavior (not just American or Canadian or Australian behavior), the broader the scope of studies presented, the more accurate is our picture of this world’s people. Our aim is to expose all students to the world beyond their own culture, and we continue to welcome input and suggestions from all readers.

Table 4
Culture and Multicultural Experience

Table 5
The Psychology of Men and Women

xxii

xxiii

Strong Critical Thinking Coverage

We love to write in a way that gets students thinking and keeps them active as they read, and we aim to introduce students to critical thinking throughout the book. Revised and more plentiful Learning Objective Questions at the beginning of text sections, and even more regular Retrieval Practice questions encourage critical reading to glean an understanding of important concepts. This eleventh edition also includes the following opportunities for students to learn or practice their critical thinking skills.

Chapter 1, Thinking Critically With Psychological Science, introduces students to psychology’s research methods, emphasizing the fallacies of our everyday intuition and common sense and, thus, the need for psychological science. Critical thinking is introduced as a key term on page 24. The Statistical Reasoning discussion encourages students to “focus on thinking smarter by applying simple statistical principles to everyday reasoning” (pp. 36–40).
“Thinking Critically About …” boxes are found throughout the book, modeling for students a critical approach to some key issues in psychology. For example, see “Thinking Critically About: Prenatal Testing to Predict Future Traits” (Chapter 4), or “Thinking Critically About: The Stigma of Introversion” (Chapter 14).
Detective-style stories throughout the narrative get students thinking critically about psychology’s key research questions. For example, in Chapter 15, we present the causes of schizophrenia piece by piece, showing students how researchers put the puzzle together.
“Apply this” and “Think about it” style discussions keep students active in their study. In Chapter 13, 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. For example, in Chapter 6, they try out a quick sensory adaptation activity. In Chapter 12, they try matching expressions to faces and test the effects of different facial expressions on themselves.
Critical examinations of pop psychology spark interest and provide important lessons in thinking critically about everyday topics. For example, Chapter 6 offers an examination of ESP claims, and Chapter 8 examines claims of the repression of painful memories.

See TABLE 6 below for a complete list of this text’s coverage of critical thinking topics and Thinking Critically About boxes.

Table 6
Critical Thinking and Research Emphasis

APA Assessment Tools

In 2011, the American Psychological Association (APA) approved the 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 www.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 www.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.

xxiv

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 7 outlines the way Psychology, eleventh edition, could help you to address the 2013 APA Learning Goals and Outcomes in your department.

Table 7
Psychology, Eleventh Edition, Corresponds to 2013 APA Learning Goals

In addition, an APA working group in 2013 drafted guidelines for Strengthening the Common Core of the Introductory Psychology Course (http://tinyurl.com/14dsdx5). Their goals are 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

Starting in 2015, the Medical College Admission Test (MCAT) is devoting 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 covers the breadth of topics in this text. For example, see TABLE 8 below, which outlines the precise correlation between the topics in this text’s Sensation and Perception chapter and the corresponding portion of the MCAT exam. For a complete pairing of the new MCAT psychology topics with this book’s contents, see http://macmillanhighered.com/Catalog/product/psychology-eleventhedition-myers.

Table 8
Sample MCAT Correlation With Psychology, Eleventh Edition

xxv

Next-Generation Multimedia

Psychology, eleventh edition, boasts impressive multimedia options. For more information about any of these choices, visit Worth Publishers’ online catalog at http://macmillanhighered.com/Catalog/product/psychology-eleventhedition-myers.

LaunchPad With LearningCurve Quizzing and “How Would You Know?” Activities

LaunchPad (www.macmillanhighered.com/launchpad/myers11e) offers a set of prebuilt assignments, carefully crafted by a group of instructional designers and instructors with an abundance of teaching experience as well as deep familiarity with Worth content. Each LaunchPad unit contains videos, activities, and formative assessment pieces to build student understanding for each topic, culminating with a randomized summative quiz to hold students accountable for the unit. Assign units in just a few clicks, and find scores in your gradebook upon submission. Customize units as you wish, adding and dropping content to fit your course. (See FIGURE 3.)

Figure 3
Sample from LaunchPad

xxvi

xxvii

LearningCurve combines adaptive question selection, personalized study plans, immediate and valuable feedback, and state-of-the-art question analysis reports. Based on the latest findings from learning and memory research, LearningCurve’s game-like nature keeps students engaged while helping them learn and remember key concepts.
New How Would You Know? activities offer a fun, interactive environment for learning about important aspects of research design and interpretation. Topics include “How Would You Know If Having Children Relates to Being Happier?”, “If a Cup of Coffee Can Warm Up Relationships?”, and “If People Can Learn to Reduce Anxiety?” Students work through the process of setting up an effective research design and interpreting results, and see first-hand how decisions at each step affect outcomes.
With Assess Your Strengths activities, students may take inventories and questionnaires developed by researchers across psychological science. These self-assessments allow students to apply psychology’s principles to their own lives and experiences. After taking each self-assessment, students will find additional information about the strength being tested (for example, personal growth initiative, sleep quality, empathizing/systemizing, intrinsic/extrinsic motivation, mindfulness, self-control, and hope), as well as tips for nurturing that strength more effectively in their own lives.
An Interactive e-Book allows students to highlight, bookmark, and make their own notes, just as they would with a printed textbook.
Concept Practice, created by award-winning multimedia author Thomas Ludwig (Hope College), helps students solidify their understanding of key concepts. With these in-depth tutorials, students explore a variety of important topics, often in an experimental context in the role of either researcher or participant. Tutorials combine animations, video, illustrations, and self-assessment.
PsychSim 6.0 Thoroughly re-imagined and retooled for the mobile web, the new release of PsychSim by Thomas Ludwig uses interactive videos, charts, and simulations to immerse students in the world of psychological research, placing them in the role of scientist or participant in activities that highlight important concepts, processes, and experimental approaches.
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.
Labs offer an interactive experience that fortifies the most important concepts and content of introductory psychology. In these activities, students participate in classic and contemporary experiments, generating real data and reviewing the broader implications of those findings. A virtual host makes this a truly interactive experience.
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.
Deep integration is available between LaunchPad products and Blackboard, Bright-space by D2L, Canvas, and Moodle. These deep integrations offer educators single sign-on and gradebook sync now with auto-refresh. Also, these best-in-class integrations offer deep linking to all Macmillan digital content at the chapter and asset level, giving professors ultimate flexibility and customization capability within their LMS.

xxviii

Faculty Support and Student Resources

Instructor’s Resources available in LaunchPad
Lecture Guides available in LaunchPad
Faculty Lounge—http://psych.facultylounge.worthpublishers.com—(see FIGURE 4) is an online gathering place to find and share favorite teaching ideas and materials, including videos, animations, images, PowerPoint^® slides and lectures, news stories, articles, web links, and lecture activities. Includes publisher as well as peer-provided resources—all faculty-reviewed for accuracy and quality.

Figure 4
Sample from our Faculty Lounge site (http://psych.facultylounge.worthpublishers.com)
Instructor’s Media Guide for Introductory Psychology
Enhanced Course Management Solutions (including course cartridges)
e-Book in various available formats

xxix

Video and Presentation

The Video Collection for Introductory Psychology is a complete collection, all in one place, of all of our video clips. The set is accompanied by its own Faculty Guide.
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
Diploma Test Banks, downloadable from LaunchPad and on our online catalog
Chapter Quizzes in LaunchPad
Clicker Question Presentation Slides now in PowerPoint^®

Study Guide
Pursuing Human Strengths: A Positive Psychology Guide
Critical Thinking Companion, Second Edition
Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society, second edition. This project of the FABBS Foundation brought together a virtual “Who’s Who” of contemporary psychological scientists to describe—in clear, captivating ways—the research they have passionately pursued and what it means to the “real world.” Each contribution is an original essay written for this project.

xxx

In Appreciation

If it is true that “whoever walks with the wise becomes wise” then we are wiser for all the wisdom and advice received from colleagues. Aided by thousands of consultants and reviewers over the last two decades, this has become a better, more effective, more accurate book than two authors alone (these two authors, at least) could write. All of us together are smarter than any one of us.

Our indebtedness continues to each of the teacher-scholars whose influence was acknowledged in the ten previous editions, 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 500 instructors who took the time to offer feedback over the phone, in a survey or review, or at one of our face-to-face focus groups.

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 gifts of their time to the teaching of psychology, we thank the reviewers and consultants listed here.

Aneeq Ahmad
Henderson State University

Dana Alston
South Suburban College

Nancy Armbruster
Mott Community College

Melanie Arpaio
Sussex County Community College

Kristen Begosh
University of Delaware

Barney Beins
Ithaca College

Susanne Biehle
DePauw University

Mark Brewer
Tacoma Community College

Lauren Brown
Mott Community College

Carolyn Burns
Washtenaw Community College

David Bush
Villanova University

Allison Butler
Bryant University

Shawn Charlton
University of Central Arkansas

Joy Crawford
Green River Community College

Pamela Danker
Blackburn College

Cheryl DeLeon
Purdue University North Central

Casey Dexter
Berry College

Mary Dolan
California State University, San Bernardino

Victor Duarte
North Idaho College

Robert DuBois
Waukesha County Technical College

Guadalupe Espinoza
California State University, Fullerton

Kristin Flora
Franklin College

Anastasia Ford
University of Florida

Alisha Francis
Northwest Missouri State University

Amber Garcia
The College of Wooster

Parastoo Ghazi
Suffolk University

Kimberly Glackin
Metropolitan Community College

Ethan Gologor
Medgar Evers College - The City
University of New York

Nicholas Greco
Columbia College - Lake County

Donnell Griffin
Davidson County Community College

Regan A. R. Gurung
University of Wisconsin - Green Bay

Robert Hoff
Mercyhurst University

Mia Holland
Bridgewater State College

Amy Holmes
Davidson County Community College

Lynn Ingram
University of North Carolina, Wilmington

Alisha Janowsky
University of Central Florida

Katherine Judge
Cleveland State University

Tracy Juliao
University of Michigan, Flint

Georgia Klamon-Miller
Northeastern University

Kristina Klassen
North Idaho College

Reza Kormi-Nouri
Örebro University, Sweden

Frederick Kosinski, Jr.
Andrews University

Kenneth Leising
Texas Christian University

Fabio Leite
The Ohio State University

Stine Linden-Andersen
Bishop’s University

Mark Robert Ludorf
Stephen F. Austin State University

Mark Mach
Dodge City Community College

xxxi

Constance Manos-Andrea
Inver Hills Community College

Patsy McCall
Angelo State University

Megan McIlreavy
Coastal Carolina University

John McNeeley
Daytona State College

Antoinette Miller
Clayton State University

Deborah Moore
Central New Mexico Community College

Robin Morgan
Indiana University Southeast

Brenda Mueller
Otero Junior College

Morrie Mullins
Xavier University

Sara Neeves
Davidson County Community College

Marion Perlmutter
University of Michigan

Kathleen Peters
Eastern Florida State College

Mark Rittman
Cuyahoga Community College

Rebecca Roberts
Franklin College

Jeff Rudski
Muhlenberg College

Beth Schwartz
Randolph College

Rachel Schwartz
Valparaiso University

Zachary Shipstead
Arizona State University

Emily Stark
Minnesota State University, Mankato

Michael Stroud
Merrimack College

Jennifer Sumner
University of California, San Diego

Casey Trainor
Augustana College

Eugenia Valentine
Delgado Community College

Catherine Wehlburg
Texas Christian University

Nancie Wilson
Southwestern Community College

Linda Woolf
Webster University

Ivan Wu
Michigan State University

Robert Zimmerman
DePaul University

We were pleased to be supported by a 2012/2013 Content Advisory Board, which helped guide the development of this new edition of Psychology, eleventh edition, as well as our other introductory psychology titles. For their helpful input and support, we thank

Barbara Angleberger, Frederick Community College

Chip (Charles) Barker, Olympic College

Mimi Dumville, Raritan Valley Community College

Paula Frioli-Peters, Truckee Meadows Community College

Deborah Garfin, Georgia State University

Karla Gingerich, Colorado State University

Toni Henderson, Langara College

Bernadette Jacobs, Santa Fe Community College

Mary Livingston, Louisiana Tech University

Molly Lynch, Northern Virginia Community College

Shelly Metz, Central New Mexico Community College

Jake Musgrove, Broward College - Central Campus

Robin Musselman, Lehigh Carbon Community College

Dana Narter, The University of Arizona

Lee Osterhout, University of Washington

Nicholas Schmitt, Heartland Community College

Christine Shea-Hunt, Kirkwood Community College

Brenda Shook, National University

Starlette Sinclair, Columbus State University

David Williams, Spartanburg Community College

Melissa (Liz) Wright, Northwest Vista College

xxxii

We also involved students in a survey to determine level of difficulty of key concepts. We are grateful to the 277 students from the following schools who participated:

Brevard Community College

Community College of Baltimore County

Florida International University

Millsaps College

Salt Lake Community College

And we appreciate the helpful guidance offered by the dozens of instructors who reviewed our new “How Would You Know?” feature in LaunchPad. (See www.macmillanhighered.com/launchpad/myers11e for details.)

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

Although the information gathering is never ending, the formal planning began as the author-publisher team gathered for a two-day retreat. This happy and creative gathering included John Brink, Thomas Ludwig, Richard Straub, Nathan, and Dave from the author team, along with assistants Kathryn Brownson and Sara Neevel. We were joined by Worth Publishers executives Tom Scotty, Joan Feinberg, Craig Bleyer, Doug Bolton, Catherine Woods, Kevin Feyen, and Elizabeth Widdicombe; editors Christine Brune, Nancy Fleming, Tracey Kuehn, Betty Probert, Trish Morgan, and Dora Figueiredo; sales and marketing colleagues Kate Nurre, Carlise Stembridge, Tom Kling, Lindsay Johnson, Mike Krotine, Kelli Goldenberg, Jen Cawsey, and Janie Pierce-Bratcher; media specialists Rachel Comerford, Gayle Yamazaki, Andrea Messineo, and Pepper Williams; and special guest Jennifer Peluso (Florida Atlantic University). The input and brainstorming during this meeting of minds gave birth, among other things, to LaunchPad’s new “How Would You Know?” activities and the text’s improved and expanded system of study aids.

Publishers Kevin Feyen and Rachel Losh have been valued team leaders, thanks to their dedication, creativity, and sensitivity. Kevin, now Vice-President, Digital Product Development, has supported us in so many ways, including helping to envision the new interactive LaunchPad. Rachel, Worth’s Publisher for Psychology and Sociology, has overseen, encouraged, and guided our author-editor team. Catherine Woods, Vice President, Editing, Design, and Media, helped construct and execute the plan for this text and its supplements. Lauren Samuelson helped envision our new “How Would You Know?” activities and expertly directed all the details of their production. Lauren and Nadina Persaud coordinated production of the huge media and print supplements package for this edition. Betty Probert efficiently edited and produced the supplements and, in the process, also helped fine-tune the whole book. Nadina and Katie Pachnos also provided invaluable support in commissioning and organizing the multitude of reviews, sending 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 Lisa Passmore worked together to locate the myriad photos.

Tracey Kuehn, Director of Editing, Design, and Media Production, 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 Robert Errera and Production Manager Sarah Segal masterfully kept the book to its tight schedule, and Art Director Diana Blume skillfully directed creation of the beautiful new design and art program. Production Manager Stacey Alexander, along with Supplements Project Editor Julio Espin, did their usual excellent work of producing the supplements.

Christine Brune, chief editor for the last nine editions, is a wonder worker. She offers just the right mix of encouragement, gentle admonition, attention to detail, and passion for excellence. An author could not ask for more. Development Editor Nancy Fleming is one of those rare editors who is gifted both at “thinking big” about a chapter—and with a kindred spirit to our own—while also applying her sensitive, graceful, line-by-line touches. Development Editor Trish Morgan amazed us with her meticulous eye, impressive knowledge, and deft editing. And Deborah Heimann did an excellent job with the copyediting.

xxxiii

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. For their exceptional success in doing that, our author team is grateful to Worth Publishers’ professional sales and marketing team. We are especially grateful to Executive Marketing Manager Kate Nurre, Marketing Manager Lindsay Johnson, and National Psychology and Economics Consultant emeritus Tom Kling, both for their tireless efforts to inform our teaching colleagues of our efforts to assist their teaching, and for the joy of working with them.

At Hope College, the supporting team members for this edition included Kathryn Brownson, who researched countless bits of information and proofed hundreds of pages. Kathryn has become a knowledgeable and sensitive adviser on many matters, and Sara Neevel has become our high-tech manuscript developer, par excellence. At the University of Kentucky, we’ve been happy to welcome our sharp new assistant, Lorie Hailey, to our team.

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 supplements have 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, and Richard Straub. With this new edition, we also welcome and thank Sue Frantz for her gift of instructors’ resources.

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

www.davidmyers.org

University of Kentucky

Lexington, Kentucky 40506-0044 USA

www.NathanDeWall.com

xxxiv