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 Exploring
PSYCHOLOGY
IN MODULES
tenth edition

DAVID G. MYERS
C. NATHAN DEWALL
About the Authors

David Myers received his B.A. in chemistry from Whitworth University, and
his psychology Ph.D. from the University of Iowa. He has spent his career at
Hope College in Michigan, where he has taught dozens of introductory psychol-
ogy sections. Hope College students have invited him to be their commencement
speaker and voted him “outstanding professor.”
His research and writings have been recognized by the Gordon Allport Inter-
group Relations Prize, by a 2010 Honored Scientist award from the Federation
Hope College Public Relations

of Associations in Behavioral & Brain Sciences, by a 2010 Award for Service on

Behalf of Personality and Social Psychology, by a 2013 Presidential Citation from
APA Division 2, and by three honorary doctorates.
With support from National Science Foundation grants, Myers’ scientific arti-
cles have appeared in three dozen scientific periodicals, including Science, Ameri-
can Scientist, Psychological Science, and the American Psychologist. In addition
to his scholarly writing and his textbooks for introductory and social psychol-
ogy, he also digests psychological science for the general public. His writings have
appeared in four dozen magazines, from Today’s Education to Scientific Ameri-
can. He also has authored five general audience books, including The Pursuit of
Happiness and Intuition: Its Powers and Perils.
David Myers has chaired his city’s Human Relations Commission, helped
found a thriving assistance center for families in poverty, and spoken to hundreds
of college, community, and professional groups worldwide.
Drawing on his experience, he also has written articles and a book (A Quiet
World) about hearing loss, and he is advocating a transformation in American
assistive listening technology (see www.HearingLoop.org). For his leadership, he
received an American Academy of Audiology Presidential Award in 2011, and the
Hearing Loss Association of America Walter T. Ridder Award in 2012.
He bikes to work year-round and plays regular pickup basketball. David and
Carol Myers have raised two sons and a daughter, and have one granddaughter.
 Nathan DeWall is professor of psychology and director of the Social Psychol-
ogy Lab at the University of Kentucky. He received his bachelor’s degree from St.
Olaf College, a master’s degree in social science from the University of Chicago,
and a master’s degree and Ph.D. in social psychology from Florida State Univer-
sity. DeWall received the 2011 College of Arts and Sciences Outstanding Teach-
ing Award, which recognizes excellence in undergraduate and graduate teaching.
In 2011, the Association for Psychological Science identified DeWall as a “Rising
Star” for “making significant contributions to the field of psychological science.”
J.A. Laub Photography, LLC

DeWall conducts research on close relationships, self-control, and aggression.

With funding from the National Institutes of Health and the National Science
Foundation, he has published over 170 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the Foundation
for Personality and Social Psychology, the Young Investigator Award from the
International Society for Research on Aggression, and the Early Career Award
from the International Society for Self and Identity. His research has been
covered by numerous media outlets, including Good Morning America, Wall Street
Journal, Newsweek, Atlantic Monthly, New York Times, Los Angeles Times, Harvard
Business Review, USA Today, and National Public Radio. DeWall blogs for Psychol-
ogy Today. He has lectured nationally and internationally, including in Hong Kong,
China, the Netherlands, England, Greece, Hungary, Sweden, and Australia.
Nathan is happily married to Alice DeWall and is the proud father of Beverly
“Bevy” DeWall. He enjoys playing with his two golden retrievers, Finnegan and
Atticus. In his spare time, he writes novels, watches sports, and runs and runs and
runs. He has braved all climates—from freezing to ferocious heat—to complete
hundreds of miles’ worth of ultramarathons.
Brief Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life . . . . . . . . . .xlix

Thinking Critically With

Psychological Science . . . . . . . . . . . . . . . . . . . . . . . . . .1
MODULE 1 The History and Scope of Psychology . . . . . . . . . 2
MODULE 2 Research Strategies: How Psychologists
Ask and Answer Questions . . . . . . . . . . . . . . . . . . 14

The Biology of Behavior . . . . . . . . . . . . . . . . . . . . . .35

MODULE 3 Neural and Hormonal Systems . . . . . . . . . . . . . . 36
MODULE 4 Tools of Discovery and Older Brain
Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
MODULE 5 The Cerebral Cortex and Our Divided
Brain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
MODULE 6 Genetics, Evolutionary Psychology, and
Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Consciousness and the Two-Track

Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
MODULE 7 Consciousness: Some Basic Concepts . . . . . . . . 80
MODULE 8 Sleep and Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

MODULE 9 Drugs and Consciousness . . . . . . . . . . . . . . . . . . . 104

Developing Through the Life Span . . . .119

MODULE 10 Developmental Issues, Prenatal
Development, and the Newborn. . . . . . . . . . . . 120
MODULE 11 Infancy and Childhood . . . . . . . . . . . . . . . . . . . . . 127
MODULE 12 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

MODULE 13 Adulthood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

Sex, Gender, and Sexuality . . . . . . . . . . . . . . . .171

MODULE 14 Gender Development . . . . . . . . . . . . . . . . . . . . . . 172
MODULE 15 Human Sexuality . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Sensation and Perception . . . . . . . . . . . . . . . . . . 199
MODULE 16 Basic Concepts of Sensation and
Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
MODULE 17 Vision: Sensory and Perceptual
Processing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
MODULE 18 The Nonvisual Senses . . . . . . . . . . . . . . . . . . . . . . 226
Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
MODULE 19 Basic Learning Concepts and Classical
Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
MODULE 20 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . 256
MODULE 21 Biology, Cognition, and Learning . . . . . . . . . . . 267
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
MODULE 22 Studying and Encoding Memories . . . . . . . . . . 282
MODULE 23 Storing and Retrieving Memories . . . . . . . . . . 292
MODULE 24 Forgetting, Memory Construction, and
Improving Memory . . . . . . . . . . . . . . . . . . . . . . . . . 301
Thinking, Language, and
Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .315
MODULE 25 Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
MODULE 26 Language and Thought . . . . . . . . . . . . . . . . . . . . . 329
MODULE 27 Intelligence and Its Assessment . . . . . . . . . . . . 340
MODULE 28 Genetic and Environmental Influences
on Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Motivation and Emotion . . . . . . . . . . . . . . . . . . . . 365
MODULE 29 Basic Motivational Concepts, Affiliation,
and Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
MODULE 30 Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
MODULE 31 Theories and Physiology of Emotion . . . . . . . 386
MODULE 32 Expressing and Experiencing Emotion . . . . . 395
Stress, Health, and Human
Flourishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
MODULE 33 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . .406
MODULE 34 Health and Happiness . . . . . . . . . . . . . . . . . . . . . . 419
BRIEF CONTENTS ix
Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
MODULE 35 Social Thinking and Social Influence . . . . . . . 442
MODULE 36 Antisocial Relations . . . . . . . . . . . . . . . . . . . . . . . . 462
MODULE 37 Prosocial Relations . . . . . . . . . . . . . . . . . . . . . . . . . 475
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
MODULE 38 Classic Perspectives on Personality . . . . . . . . 492
MODULE 39 Contemporary Perspectives on
Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 505
Psychological Disorders . . . . . . . . . . . . . . . . . . . . 527
MODULE 40 Basic Concepts of Psychological
Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528
MODULE 41 Anxiety Disorders, OCD, and PTSD . . . . . . . . 536
MODULE 42 Major Depressive Disorder and Bipolar
Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 545
MODULE 43 Schizophrenia and Other Disorders . . . . . . . . 556
Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 569
MODULE 44 Introduction to Therapy and the
Psychological Therapies . . . . . . . . . . . . . . . . . . . . . 570
MODULE 45 The Biomedical Therapies and
Preventing Psychological Disorders . . . . . . . . . 593
Statistical Reasoning in
APPENDIX A
Everyday Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1
APPENDIX B Psychology at Work. . . . . . . . . . . . . . . . . . . B-1
APPENDIX C Subfields of Psychology . . . . . . . . . . . . . C-1
APPENDIX D Complete Module Reviews . . . . . . . . . . D-1
Answers to Experience the
APPENDIX E
Testing Effect Questions . . . . . . . . . . . . . . . . . . . . . . . E-1
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .G-1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R-1
Name Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NI-1
Subject Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SI-1
x

Contents
Preface xvi
Time Management: Or, How to Be a
Great Student and Still Have a Life xlix

The Biology of Behavior 35

3 Neural and Hormonal Systems 36

Neural Communication 36
The Nervous System 42
The Endocrine System 45

4 Tools of Discovery and Older Brain

Structures 48
The Tools of Discovery: Having Our Head Examined 48
Thinking Critically With Older Brain Structures 50
Psychological Science 1 5 The Cerebral Cortex and Our Divided
Brain 56
1 The History and Scope of Psychology 2 The Cerebral Cortex 56
The Scientific Attitude: Curious, Skeptical, and Humble 2 Our Divided Brain 61
Critical Thinking 3
Psychology’s Roots 4
6 Genetics, Evolutionary Psychology,
and Behavior 66
Contemporary Psychology 7
Behavior Genetics: Predicting Individual Differences 66
2
Research Strategies: How Psychologists Evolutionary Psychology: Understanding Human
Ask and Answer Questions 14 Nature 73
The Need for Psychological Science 15
The Scientific Method 17
THINKING CRITICALLY ABOUT Research Design:
How Would You Know? 26
Psychology’s Research Ethics 28
Improve Your Retention—and Your Grades 30

Consciousness and the
Two-Track Mind 79
7 Consciousness: Some Basic Concepts 80
Defining Consciousness 80
Studying Consciousness 80
Selective Attention 81
Dual Processing:
The Two-Track Mind 84
8 Sleep and Dreams 87
Biological Rhythms and Sleep 87
Why Do We Sleep? 92
Sleep Deprivation and Sleep Disorders 94
Dreams 98
9 Drugs and Consciousness 104
Tolerance and Addiction 104
THINKING CRITICALLY ABOUT
Addiction 105
Types of Psychoactive Drugs 106
Influences on Drug Use 113
CONTENTS xi
Developing Through
the Life Span 119
10 Developmental Issues, Prenatal
Development, and the Newborn 120
Developmental Psychology’s Major Issues 120
Prenatal Development and the Newborn 122
11 Infancy and Childhood 127
Physical Development 127
Cognitive Development 130
Social Development 138
12 Adolescence 147
Physical Development 147
Cognitive Development 149
Social Development 152
THINKING CRITICALLY ABOUT How Much Credit or
Blame Do Parents Deserve? 155
Emerging Adulthood 156
13 Adulthood 158
Physical Development 158
Cognitive Development 160
Social Development 162
xii CONTENTS

Perceptual Set 205

Context Effects 207
Motivation and Emotion 207

17 Vision: Sensory and Perceptual

Processing 209
Light Energy and Eye Structures 209
Information Processing in the Eye and Brain 211
Perceptual Organization 217
Perceptual Interpretation 223

18 The Nonvisual Senses 226

Sex, Gender, and Sexuality 171 Hearing 226
The Other Senses 230
14 Gender Development 172 THINKING CRITICALLY ABOUT Hypnosis and Pain Relief 235
How Are We Alike? How Do We Differ? 172
Sensory Interaction 239
The Nature of Gender: Our Biological Sex 175 THINKING CRITICALLY ABOUT ESP—Perception
The Nurture of Gender: Our Culture and Experiences 177 Without Sensation? 241
15 Human Sexuality 181
The Physiology of Sex 181
The Psychology of Sex 185
Sexual Orientation 187
An Evolutionary Explanation of Human Sexuality 192
Social Influences on Human Sexuality 195
Reflections on the Nature and Nurture of Sex, Gender, and
Sexuality 196

Learning 245

19 Basic Learning Concepts and Classical

Conditioning 246
How Do We Learn? 246
Classical Conditioning 248

20 Operant Conditioning 256

Skinner’s Experiments 256
Sensation and Perception 199
Skinner’s Legacy 263
Contrasting Classical and Operant Conditioning 265
16 Basic Concepts of Sensation and
Perception 200 21 Biology, Cognition, and Learning 267
Processing Sensation and Perception 200 Biological Constraints on Conditioning 267
Transduction 200 Cognition’s Influence on Conditioning 270
Thresholds 201 Learning by Observation 272
THINKING CRITICALLY ABOUT Subliminal Persuasion 203 THINKING CRITICALLY ABOUT Does Viewing Media

Sensory Adaptation 204 Violence Trigger Violent Behavior? 277

 CONTENTS xiii

26 Language and Thought 329

Language Structure 330
Language Development 331
The Brain and Language 334
Do Other Species Have Language? 335
Thinking and Language 336

27 Intelligence and Its Assessment 340

What Is Intelligence? 341
Memory 281
Assessing Intelligence 345
The Dynamics of Intelligence 349
22 Studying and Encoding Memories 282
Studying Memory 282 28 Genetic and Environmental Influences
Encoding Memories 285 on Intelligence 354
Twin and Adoption Studies 354
23 Storing and Retrieving Memories 292
Environmental Influences 356
Memory Storage 292
Group Differences in Intelligence Test Scores 357
Memory Retrieval 297
The Question of Bias 360
24 Forgetting, Memory Construction, and
Improving Memory 301
Forgetting 301
Memory Construction Errors 306
Improving Memory 310
THINKING CRITICALLY ABOUT Repressed or
Constructed Memories of Abuse? 311

Motivation and Emotion 365

29 Basic Motivational Concepts, Affiliation,

and Achievement 366
Motivational Concepts 366
Thinking, Language, The Need to Belong 369
and Intelligence 315 Achievement Motivation 375

25 Thinking 316
Concepts 316
Problem Solving: Strategies and Obstacles 317
Forming Good and Bad Decisions and Judgments 318
THINKING CRITICALLY ABOUT The Fear Factor—
Why We Fear the Wrong Things 320
Thinking Creatively 324
Do Other Species Share Our Cognitive Skills? 326
30 Hunger 377
The Physiology of Hunger 378
The Psychology of Hunger 380
Obesity and Weight Control 382
31 Theories and Physiology of Emotion 386
Emotion: Arousal, Behavior, and Cognition 386
Embodied Emotion 391
THINKING CRITICALLY ABOUT Lie Detection 394
xiv CONTENTS

32 Expressing and Experiencing 36 Antisocial Relations 462

Emotion 395 Prejudice 462
Detecting Emotion in Others 396 Aggression 468
Gender and Emotion 397
37 Prosocial Relations 475
Culture and Emotion 398
Attraction 475
The Effects of Facial Expressions 401
Altruism 481
Peacemaking 484

Stress, Health, and Human

Flourishing 405
Personality 491
33 Stress and Illness 406
Stress: Some Basic Concepts 406 38 Classic Perspectives on Personality 492
Stress and Vulnerability to Disease 410 What Is Personality? 492
THINKING CRITICALLY ABOUT Anger Management 416
The Psychodynamic Theories 492
34 Health and Happiness 419 Humanistic Theories 501
Coping With Stress 419 39 Contemporary Perspectives
Reducing Stress 425 on Personality 505
Happiness 431 Trait Theories 505
THINKING CRITICALLY ABOUT
The Stigma of Introversion 507
Social-Cognitive Theories 513
Exploring the Self 516

Social Psychology 441

35 Social Thinking and Social Influence 442

Social Thinking 442
Social Influence 447
 CONTENTS xv

Psychological Disorders 527

Therapy 569
40 Basic Concepts of Psychological
Disorders 528 44 Introduction to Therapy and the
Understanding Psychological Disorders 529 Psychological Therapies 570
Classifying Disorders—and Labeling People 530 Treating Psychological Disorders 570
THINKING CRITICALLY ABOUT ADHD—Normal High Psychoanalysis and Psychodynamic Therapies 570
Energy or Disordered Behavior? 532 Humanistic Therapies 572
THINKING CRITICALLY ABOUT Are People With
Behavior Therapies 574
Psychological Disorders Dangerous? 533
Cognitive Therapies 578
Rates of Psychological Disorders 534
Group and Family Therapies 582
41 Anxiety Disorders, OCD, and PTSD 536 Evaluating Psychotherapies 583
Anxiety Disorders 537
45 The Biomedical Therapies and Preventing
Obsessive-Compulsive Disorder 539
Psychological Disorders 593
Posttraumatic Stress Disorder 540
Drug Therapies 593
Understanding Anxiety Disorders, OCD, and PTSD 541
Brain Stimulation 597
42 Major Depressive Disorder and Bipolar Psychosurgery 599
Disorder 545 Therapeutic Lifestyle Change 600
Major Depressive Disorder 545 Preventing Psychological Disorders and Building
Bipolar Disorder 546 Resilience 602
Understanding Major Depressive Disorder and Statistical Reasoning
APPENDIX A
Bipolar Disorder 547 in Everyday Life A-1
43 Schizophrenia and Other Disorders 556 APPENDIX B Psychology at Work B-1
Schizophrenia 556
Other Disorders 561 APPENDIX C Subfields of Psychology C-1

APPENDIX D Complete Module Reviews D-1

Answers to Experience the

APPENDIX E
Testing Effect Questions E-1

Glossary G-1

References R-1

Name Index NI-1

Subject Index SI-1

x vi

In the 27 years since Worth Publishers invited me (David Myers) to write this

Preface book, so much has changed in the world, in psychology, and within these course
resources, across ten 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 nearly three decades of Exploring 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. Psycho-
logical 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,

TABLE 1
Evolutionary Psychology and Behavior Genetics

In addition to the coverage found
in Module 6, the evolutionary
perspective is covered on the
following pages:
Aging, pp. 161–162
Anger, pp. 416–417
Anxiety-related disorders,
pp. 542–544
Biological predispositions:
in learning, pp. 267–269
in operant conditioning, p. 269
Brainstem, pp. 52–53
Classical conditioning, p. 250
Consciousness, p. 80
Darwin, Charles, pp. 6, 8
Depression and light exposure
therapy, p. 588
Emotion, effects of facial expres-
sions and, p. 401
Emotional expression, p. 400
Evolutionary perspective, defined,
p. 11
Fear, pp. 326–327
Feature detection, p. 215
Fight or flight, p. 409
Gene-environment interaction,
p. 514
Hearing, p. 226
Hunger and taste preference,
p. 381
Instincts, p. 366
Intelligence, pp. 360–365
Language, pp. 335, 341
Love, pp. 163–165
Math and spatial ability, p. 363
Mating preferences, pp. 175, 193–194
Menopause, p. 158
Need to belong, p. 370
Obesity, p. 382
Overconfidence, pp. 327–328
Perceptual adaptation, pp. 223–224
Sensation, p. 201
Sensory adaptation, pp. 204–205
Sexual orientation, pp. 189–190
Sexuality, pp. 181, 189–190, 192–195
Sleep, pp. 87, 92–93
Smell, p. 237
Taste, p. 236
In addition to the coverage
found in Module 6, behavior
genetics is covered on the
following pages:
Abuse, intergenerational transmission
of, p. 276
Adaptability, p. 5
Aggression, pp. 468–473
intergenerational transmission
of, p. 276
Autism spectrum disorder, pp. 135–137
Behavior genetics perspective,
pp. 8, 11
Biological perspective, p. 38 Psychological disorders and:
Brain plasticity, pp. 62–63 ADHD, p. 532
Continuity and stages, pp. 120–121 anxiety-related disorders,
Deprivation of attachment, pp. 541–544
pp. 142–144 biopsychosocial approach,
pp. 529–530
Depth perception, p. 218
bipolar disorder and major
Development, p. 120
depressive disorder, pp. 549–552
Drives and incentives, p. 367
depressed thinking, p. 552
Drug use, pp. 113–116
obsessive-compulsive disorder,
Eating disorders, pp. 565–566
pp. 541–544
Epigenetics, pp. 124, 146, 530, 543,
personality disorders, pp. 563–564
550, 560
posttraumatic stress disorder,
Happiness, pp. 435–436
pp. 541–544
Hunger and taste preference, p. 382
schizophrenia, pp. 557–560
Intelligence:
suicide, p. 553
Down syndrome, pp. 357–358
violent behavior, pp. 563–564
genetic and environmental
Reward deficiency syndrome, p. 56
influences, pp. 360–365
Romantic love, pp. 163–165
Learning, pp. 267–272
Sexual dysfunctions, pp. 183–184
Motor development, pp. 128–129
Sexual orientation, pp. 189–192
Nature-nurture, p. 8
Sexuality, pp. 189–191
twins, p. 8
Sleep patterns, pp. 91–92
Obesity and weight control,
pp. 382–385 Smell, p. 238
Optimism, p. 423 Stress, personality, and illness,
pp. 413–417
Pain, pp. 231–233
benefits of exercise, pp. 426–427
Parenting styles, pp. 144–145
Traits, pp. 357–358, 360–361
Perception, pp. 223–224
gay-straight trait differences,
Personality traits, p. 496
pp. 191, 192

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.)
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
TABLE 2
Neuroscience
In addition to the coverage found in Modules 3, 4, and 5, neuroscience can be found on the following pages:
Aggression, pp. 469–470
Aging: brain training,
pp. 161–162
Animal cognition, pp. 332–334
Animal language, pp. 341–342
Antisocial personality disorder,
p. 564
Arousal, p. 185
Attention-deficit hyperactivity dis-
order (ADHD) and the brain, p. 532
Autism spectrum disorder,
pp. 136–137
Automatic prejudice: amygdala,
p. 466
Biofeedback, p. 427
Biopsychosocial approach,
pp. 10–11
aggression, pp. 469–470
aging, p. 167
Alzheimer’s, p. 296
dreams, pp. 100–102
drug use, pp. 114–115
emotion, pp. 150–151,
294–296, 393–394
learning, pp. 267–269
pain, p. 232
personality, pp. 513–514
psychological disorders,
pp. 529–530
sleep, pp. 87–89
therapeutic lifestyle change,
pp. 600–601
Brain development:
adolescence, pp. 148–149
experience and, pp. 127–128
infancy and childhood,
p. 129
sexual differentiation in utero,
p. 175
Brain stimulation therapies,
pp. 597–599
Cognitive neuroscience, pp. 7–8, 11,
80–81
Cultural neuroscience, p. 523
Drug use, pp. 114–115
Dual processing, pp. 84–86
Electroconvulsive therapy,
pp. 597–598
Emotion and cognition, pp. 387–391
Fear-learning, p. 540
Fetal alcohol syndrome and brain
abnormalities, p. 124
Hallucinations, p. 89
and hallucinogens, pp. 111–112
and near-death experiences, p. 112
and schizophrenia, p. 556
and sleep, p. 89
Hormones and:
abuse, p. 144
appetite, pp. 379–380
autism spectrum disorder,
treatment of, p. 137
development, pp. 177–178
in adolescents, pp. 147–149,
178–179
of sexual characteristics,
pp. 147–149, 178–179
emotion, pp. 388–389, 392–393
gender, pp. 175–176
sex, pp. 175–176, 181–182
sexual behavior, pp. 181–182
stress, pp. 127, 138, 409–410, 414,
416–417, 420–421, 424
weight control, pp. 379–380
Hunger, pp. 377–380
Insight, p. 323
Intelligence, pp. 347–350
creativity, pp. 330–332
twins, p. 360
Language, pp. 335–336, 340
and deafness, p. 339
and thinking in images,
pp. 344–345
Light-exposure therapy: brain scans,
pp. 588–589
Meditation, pp. 427–429
Memory:
emotional memories, pp. 294–295
explicit memories, p. 285
implicit memories, p. 285
physical storage of, pp. 292–295
and sleep, p. 93
and synaptic changes, pp. 295–296
Mirror neurons, pp. 272–275
Neuroscience perspective, defined,
p. 11
Neurotransmitters and:
anxiety-related disorders, p. 543
biomedical therapy:
depression, pp. 549–550
ECT, pp. 597–598
schizophrenia, pp. 558, 594
child abuse, p. 146
cognitive-behavioral therapy:
obsessive-compulsive disorder,
p. 581
depression, pp. 549–550, 595
drugs, pp. 106, 108–109, 110,
111, 593–596
exercise, p. 427
schizophrenia, p. 560
temperament, pp. 140–141
Observational learning and brain
imaging, p. 273
Optimum arousal: brain mecha-
nisms for rewards, pp. 273–276
Orgasm, pp. 182–184
Pain, p. 234
experienced and imagined pain,
pp. 274–275
PREFACE x vii
phantom limb pain, p. 232
virtual reality, p. 234
Parallel vs. serial processing, p. 216
Perception:
brain damage and, p. 216
color vision, pp. 213–214
feature detection, pp. 214–215
transduction, p. 200
visual information processing,
pp. 211–213
Perceptual organization, pp. 211–216
Personality
Big Five and, pp. 508–510
brain imaging and, p. 507
Posttraumatic stress disorder
(PTSD) and the limbic system,
p. 540
Priming, pp. 201–202
Psychosurgery: lobotomy,
pp. 599–600
Schizophrenia and brain abnormali-
ties, pp. 557–558
Sensation:
body position and movement,
pp. 238–239
deafness, pp. 228–229
hearing, pp. 226–230
sensory adaptation, pp. 204–205
smell, pp. 236–238
taste, p. 236
touch, pp. 230–231
vision, pp. 209–224
Sexual orientation, pp. 182–184
Sleep:
cognitive development and,
pp. 101–102
memory and, p. 93
recuperation during, p. 93
Smell and emotion, p. 238
Unconscious mind, pp. 499–500
x viii PREFACE

connections between psychology and other realms, such as literature, philoso-

phy, 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.
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 (or both!) with our books
have contributed immensely to their development. Much of this contribution has
occurred spontaneously, through correspondence and conversations. For this
edition, we also formally involved dozens of researchers, teaching psychologists,
and students in our efforts to gather accurate and up-to-date information about
psychology and instructor and student needs. And we look forward to continuing
feedback as we strive, over future editions, to create an ever better set of resources
for this course.

New Co-Author
For this edition I [DM] welcome my new co-author, University of Kentucky
professor Nathan DeWall. (For more information and videos that intro-
duce Nathan 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 tenth edition, through his leading the revision of
The Biology of Behavior (Modules 3–6); Developing Through the Life Span
(Modules 10–13); Stress, Health, and Human Flourishing (Modules 33–34); and
Personality (Modules 38–39). But my fingerprints are also on those module revi-
sions, even as his are on the other modules. With support from our wonderful
editors, this is a team project. In addition to our work together on the textbook,
Nathan and I enjoy contributing to the monthly Teaching Current Directions in
Psychological Science column in the APS Observer (tinyurl.com/MyersDeWall).
We also blog at www.TalkPsych.com, where we share exciting new findings,
everyday applications, and observations on all things psychology.

Why a Modular Book?

This 45-module text has been a wish come true for me [DM]. It breaks out of the
box by restructuring the material into a buffet of (a) short, digestible chapters
(called modules) that (b) can be selected and assigned in any order.
• Have we not all heard the familiar student complaint: “The chapters are too
long!” A text’s typical 30- to 50-page chapter cannot be read in a single sitting
before the eyes grow weary and the mind wanders. So, why not parse the
material into readable units? Ask your students whether they would prefer a
600-page book to be organized as fifteen 40-page chapters or as forty 15-page
chapters. You may be surprised at their overwhelming support for shorter
chapters. Indeed, students digest material better when they process it in
smaller chunks—as spaced rather than massed practice.
 PREFACE xi x

• I have equally often heard from instructors bemoaning the fact that they
“just can’t get to everything” in the book. Sometimes instructors want to
cover certain sections in a traditional, long chapter but not others. For
example, in the typical Consciousness chapter, someone may want to cover
Sleep and Dreams but not Drugs. In Exploring Psychology, Tenth Edition
in Modules, instructors could easily choose to cover Module 8, Sleep and
Dreams, but not Module 9, Drugs and Consciousness.

How Is This Different

From Exploring Psychology,
Tenth Edition?
The primary differences between this book and Exploring Psychology, tenth
edition, are organization and module independence.

Organization
The book really IS Exploring Psychology, tenth edition—just in a different format.
So, this modular version contains all the updated research and innovative new
coverage from Exploring Psychology, tenth edition. This version offers the same
content from Exploring Psychology, tenth edition’s 15 chapters parsed instead into
45 modules.

The Modules Are Independent

Each module in this book is self-standing rather than dependent upon the others
for understanding. Cross-references to other parts of the book are accompanied
by brief explanations. In some cases, illustrations or key terms are repeated to
avoid possible confusion. No assumptions are made about what students have
read prior to each module. This independence gives instructors ultimate flexi-
bility in deciding which modules to use, and in what order. Connections among
psychology’s subfields and findings are still made—they are just made in a way
that does not assume knowledge of other parts of the book.

What Else Is New Since

Exploring Psychology, Ninth
Edition in Modules?
This tenth 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 Immersive Learning: How Would
You Know? feature in LaunchPad, engaging students in the scientific process.

“Immersive Learning: How Would

You Know?” Research Activities
We [ND and DM] created these online activities to engage students in the scien-
tific 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
xx PREFACE

of research design and interpretation, and develop scientific literacy and critical
thinking skills in the process. I [ND] have enjoyed taking the lead on this proj-
ect and sharing my research experience and enthusiasm with students. Topics
include: “How Would You Know If a Cup of Coffee Can Warm Up Relationships?,”
“How Would You Know If People Can Learn to Reduce Anxiety?,” and “How
Would You Know If Schizophrenia Is Inherited?”

New Visual Scaffolding

Module Group Openers
We were aware that students often skip over a text’s typical two-page module
group opener—under the assumption it serves little purpose in learning the
material to come. So, for this new edition, we worked with a talented artist to
make more pedagogically effective use of this space. This new feature provides
an enticing and helpful way for students to SURVEY the content in each group of
modules, before they QUESTION, READ, RETRIEVE, and REVIEW it (SQ3R).
We’ve provided visual scaffolding at the beginning of each group of modules,
offering students a basic cognitive structure for the content to come. Flip to the
beginning of any group of modules to see a sample.

Hundreds of New Research Citations

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

Reorganized Modules
In addition to the new research activities, visual scaffolding openers, and updated
coverage, we’ve introduced the following organizational changes:
• Module 1, The History and Scope of Psychology, now has a clearer organiza-
tion and greater emphasis on modern approaches, including Cross-Cultural
and Gender Psychology, and new coverage of Positive Psychology (see also
TABLE 3).
• Module 2, Research Strategies, now offers greater emphasis on designing
psychological studies, and on psychology’s research ethics.
• Hypnosis is now covered in the Pain discussion in Module 18, The Nonvisual
Senses (moved from the ninth edition’s Module 7).
• The Social Psychology modules now precede the Personality modules.

LaunchPad for Exploring Psychology,

Tenth Edition in Modules
Built to solve key challenges in this course, LaunchPad gives students everything
they need to prepare for class and exams, while giving instructors everything
they need to quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the progress
of individual students and the class as a whole. LaunchPad for Exploring Psychol-
ogy, Tenth Edition in Modules includes LearningCurve formative assessment,
and NEW Immersive Learning: How Would You Know? activities, PsychSim
6 tutorials, and Assess Your Strengths projects. (For details, see p. xxviii and
www.MacmillanHigherEd.com/LaunchPad/Exploring10eInModules.)
 PREFACE x xi

For this new edition, you will see that we’ve offered callouts from the TABLE 3
text pages to especially pertinent, helpful resources from LaunchPad. (See Positive Psychology
FIGURE 1 for a sample.)
Coverage of positive psychology topics can
be found in the following modules:

What Continues? Topic

Altruism/compassion
Module
12, 25, 37, 38, 45
Eight Guiding Principles Coping 34
Despite all the exciting changes, this new edition retains its predecessors’ voice, as Courage 37
well as much of the content and organization. It also retains the goals—the guid- Creativity 22, 25, 29, 38
ing principles—that have animated the previous nine editions:
Emotional Intelligence 27, 37
Empathy 11, 21, 32, 35, 44
Facilitating the Learning Experience Flow Appendix B
1. To teach critical thinking By presenting research as intellectual detec- Gratitude 34
tive work, we illustrate an inquiring, analytical mind-set. Whether students
Happiness/Life Satisfaction 13, 29, 34, 44, 45
are studying development, cognition, or social behavior, they will become
involved in, and see the rewards of, critical reasoning. Moreover, they will Humility 1
discover how an empirical approach can help them evaluate competing Humor 34, 35
ideas and claims for highly publicized phenomena—ranging from ESP and
Justice 35
alternative therapies to group differences in intelligence and repressed and
recovered memories. Leadership 35, 39, Appendix B

2. To integrate principles and applications Throughout—by means of Love 13, 15, 29, 37, 39, 44
anecdotes, case histories, and the posing of hypothetical situations—we Morality 12
relate the findings of basic research to their applications and implications. Optimism 34, 38
Where psychology can illuminate pressing human issues—be they racism
Personal control 34
and sexism, health and happiness, or violence and war—we have not hesi-
tated to shine its light. Resilience 11, 33, 45

3. To reinforce learning at every step Everyday examples and rhetorical Self-discipline 12, 29, 39
questions encourage students to process the material actively. Concepts Self-efficacy 39
presented earlier are frequently applied, and reinforced. For instance, in Self-esteem 29, 38, 39
Module 2, students learn that much of our information processing occurs
Spirituality 34, 35
outside of our conscious awareness. Ensuing modules drive home this
concept. Numbered Learning Objective Questions and Retrieve It self-tests Toughness (grit) 27, 29
throughout each module, a Review and Experience the Testing Effect self- Wisdom 1, 25, 34, 35, 39
test at the end of each module, and a marginal glossary help students learn
and retain important concepts and terminology.

Demonstrating the Science of Psychology

4. To exemplify the process of inquiry We strive to show students not just the
outcome of research, but how the research process works. Throughout, we
try to excite the reader’s curiosity. We invite readers to imagine themselves
as participants in classic experiments. Several modules introduce research
stories as mysteries that progressively unravel as one clue after another falls
into place. Our new “Immersive Learning: How Would You Know?” activities
in LaunchPad encourage students to think about research questions and how To review the classic
they may be studied effectively. conformity studies and experience a
simulated experiment, visit LaunchPad’s
5. To be as up-to-date as possible Few things dampen students’ interest as
PsychSim 6: Everybody’s Doing It!
quickly as the sense that they are reading stale news. While retaining psy-
chology’s classic studies and concepts, we also present the discipline’s most
important recent developments. In this edition, 701 references are dated 2013– FIGURE 1
2015. Likewise, new photos and everyday examples are drawn from today’s Sample LaunchPad callout from
world. Module 35.
x xii PREFACE

6. To put facts in the service of concepts Our intention is not to fill students’
intellectual file drawers with facts, but to reveal psychology’s major concepts—
to teach students how to think, and to offer psychological ideas worth thinking
about. In each module, 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, Retrieve
It questions, and Experience the Testing Effect questions in each module help
students learn and retain the key concepts.

Promoting Big Ideas and Broadened Horizons

7. To enhance comprehension by providing continuity We often present con-
cepts with a significant issue or theme that links subtopics, forming a thread that
ties ideas together. The Learning modules convey the idea that bold thinkers can
serve as intellectual pioneers. The Thinking, Language, and Intelligence modules
raise the issue of human rationality and irrationality. The Psychological Disorders
modules convey empathy for, and understanding of, troubled lives. Other threads,
such as cognitive neuroscience, dual processing, and cultural and gender diversity,
weave throughout the whole book, and students hear a consistent voice.
8. To convey respect for human unity and diversity Throughout the book,
readers will see evidence of our human kinship—our shared biological heri-
tage, 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.

Study System Follows Best Practices

From Learning and Memory Research
Exploring Psychology, Tenth Edition in Modules’ learning system harnesses the
testing effect, which documents the benefits of actively retrieving information
through self-testing (FIGURE 2). Thus, each module offers Retrieve It questions
interspersed throughout, with Experience the Testing Effect self-test questions at
the end of each module. Creating these desirable difficulties for students along
the way optimizes the testing effect, as does immediate feedback (via an inverted
answer beneath Retrieve It questions and in a text appendix for the self-test
questions).
In addition, text sections begin with numbered questions that establish learn-
ing objectives and direct student reading. A Review section follows each module,
providing students an opportunity to practice rehearsing what they’ve just
learned. The Review offers self-testing by repeating the Learning Objective Ques-
tions (with answers for checking in the Complete Module Reviews Appendix),
along with a page-referenced list of key terms.

Continually Improving Cultural and

FIGURE 2
How to learn and remember For
a 5-minute animated guide to more
effective studying, visit www.tinyurl.com/
HowToRemember.
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 Module 1. There is focused coverage of the
psychology of women and men in the Sex, Gender, and Sexuality modules, with

TABLE 4
Culture and Multicultural Experience
Coverage of culture and multicultural experience can be found on the following pages:
Adolescence, p. 147
Adulthood, emerging, pp. 156–157
Aggression, pp. 173, 470–473
and video games, pp. 277,
472–473
AIDS, pp. 412–413
Anger, pp. 416–417
Animal research ethics,
pp. 28–29
Attraction: matchmaking,
pp. 476–477
Attractiveness, pp. 475–479
Attribution: political effects of,
pp. 442–443
Behavioral effects of culture,
pp. 9, 448
Body ideal, pp. 539–540
Body image, pp. 539–540
Categorization, p. 322
Conformity, pp. 450–451
Corporal punishment practices,
p. 262
Cultural neuroscience, p. 523
Cultural norms, pp. 175, 448
Culture:
context effects, p. 207
definition, p. 454
experiencing other, p. 332
variation over time, p. 448
Culture and the self,
pp. 521–523
Culture shock, p. 407
Deaf culture, pp. 63, 66,
336–337, 339
Development:
adolescence, p. 147
attachment, p. 141
child raising, pp. 145–146
cognitive development, p. 135
moral development, p. 150
thoroughly integrated coverage throughout the text (see TABLE 5, on the next page).
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 Singa-
pore. Although we reside in the United States, we travel abroad regularly and main-
tain contact with colleagues in Canada, Britain, South Africa, China, and many
parenting styles, pp. 144–145
social development, pp. 153–154
Drug use, pp. 116–117
Emotion:
emotion-detecting ability,
p. 397
expressing, pp. 398–401
Enemy perceptions, p. 485
Fear, pp. 325–327
Flow, p. B–1
Fundamental attribution error,
p. 442
Gender:
cultural norms, pp. 172, 178
equality, pp. 194–195
roles, pp. 177–178
social power, p. 173
Grief, expressing, p. 168
Happiness, pp. 431–432, 434,
435–436
Hindsight bias, pp. 15–16
History of psychology, pp. 4–7
Homosexuality, views on, p. 187
Human diversity/kinship,
pp. 9, 76–77, 447–448, 488
Identity: forming social, p. 153
Individualism/collectivism,
pp. 521–523
Intelligence, pp. 347, 363–365
and nutrition, pp. 362, 365
bias, pp. 366–368
Down syndrome, pp. 357–358
Language, pp. 337–339, 342–344,
448
critical periods, pp. 338–339
bilingualism, pp. 343–344
universal grammar, p. 336
Leaving the nest, pp. 156–157
Life satisfaction, pp. 433–434
PREFACE x xiii
Life span and well-being, cultural norms, pp. 528–529
pp. 166–167 dissociative identity disorder,
Management styles, p. 562
pp. B-11–B-13 eating disorders, pp. 530, 566
Marriage, pp. 163–165, 480 schizophrenia, pp. 530, 559
Memory, encoding, p. 290 suicide, p. 553
Menopause, p. 158 susto, p. 530
Mental illness rate, pp. 534–535 taijin-kyofusho, p. 530
Morality, development of, Psychotherapy:
pp. 150–152
culture and values in,
Motivating achievement, pp. 590–591
pp. 376, B-11
EMDR training, p. 588
Motivation: hierarchy of needs,
Puberty and adult independence,
pp. 374–375
pp. 156–157
Need to belong, pp. 375–378
Self-esteem, p. 368
Neurotransmitters: curare, p. 44
Self-serving bias, pp. 518–520
Normality, perceptions of,
Sex drive, p. 193
pp. 529–530
Sexual activity: middle and late
Obedience, pp. 452–453
adulthood, p. 158
Obesity, p. 388
Sexual orientation, p. 187
Observational learning: television
Similarities, pp. 76–77
and aggression, pp. 276–277
Sleep patterns, p. 92
Organ donation, p. 329
Social clock, p. 163
Pace of life, p. 20
Social-cultural perspective,
Pain: perception of, pp. 233, 372
pp. 10–11
Parent and peer relationships,
Social loafing, pp. 456–457
pp. 154–156
Social networking, p. 373
Participative management,
Spirituality, p. 429
p. B-13
Stress:
Peacemaking:
adjusting to a new culture,
conciliation, pp. 487–488
p. 407
contact, p. 486
health consequences, pp. 407,
cooperation, pp. 486–487
412–413, 415–417
Personality, pp. 508–510
racism and, p. 409
Power of individuals, p. 460
social support and, p. 423
Prejudice, pp. 10, 30, 462, 464,
Taste preferences, p. 381
467–468
Teen pregnancy, pp. 173, 448
“missing women,” p. 464
Testing bias, pp. 366–368
Prejudice prototypes, p. 322
See also Modules 35, 36, and 37.
Psychological disorders:
amok, p. 530
x xiv PREFACE

TABLE 5
The Psychology of Men and Women

Coverage of the psychology of men and women can be found on the following pages:
Absolute thresholds, p. 202
ADHD, p. 532
Adulthood: physical changes,
pp. 158–160
Aggression, pp. 469, 471
father absence, p. 471
pornography, pp. 471–472
rape, pp. 468, 472
Alcohol:
and alcohol use disorder, p. 106
and sexual aggression, p. 106
use, pp. 106–107
Altruism, pp. 481–483
Androgyny, p. 178
Antisocial personality disorder,
pp. 563–564
Attraction, pp. 475–481
Attractiveness, pp. 477–479
Autism spectrum disorder, p. 137
Biological predispositions in color
perceptions, p. 268
Biological sex/gender, pp. 175–179
Bipolar disorder, p. 546–547
Body image, pp. 565–566
Color vision, pp. 213–214
Dating, pp. 476–477
Depression, pp. 535, 546, 548,
550, 551
learned helplessness, p. 550
Dream content, p. 99
Drug use:
biological influences,
pp. 114–115
psychological/social-cultural
influences, pp. 116–117
Eating disorders, pp. 565–566
Emotion-detecting ability,
pp. 397–398
Empathy, p. 398
Empty nest, p. 165
Father care, p. 141
Father presence, p. 187
Freud’s views:
evaluating, pp. 498–500
identification/gender identity,
p. 494
Oedipus/Electra complexes,
p. 494
penis envy, p. 496
Fundamental attribution error,
pp. 442–443
Gender:
and child raising, p. 179
definition, p. 172
development, pp. 172–179
prejudice, p. 464
“missing women,” p. 464
roles, pp. 177–179
similarities/differences,
pp. 172–174
Gendered brain, pp. 175–177, 185,
191–192
Generalized anxiety disorder,
p. 537
Generic pronoun “he,” p. 344
Grief, p. 167
Group polarization, p. 458
Happiness, p. 435
Hearing loss, p. 228
Hormones and:
aggression, p. 469
sexual behavior, pp. 181–182
sexual development, pp. 147–148,
175–177
testosterone-replacement therapy,
pp. 181–182
Intelligence, pp. 331, 363
bias, p. 366
stereotype threat, p. 367
Leadership: transformational,
p. B-12
Losing weight, p. 385
Love, pp. 163–165, 479–481
Marriage, pp. 163–165, 424-425
Maturation, p. 148
Menarche, p. 147
Menopause, p. 158
Midlife crisis, p. 162
Obedience, p. 452
Obesity:
health risks, p. 383
weight discrimination, p. 382
Observational learning:
sexually violent media, p. 277
TV’s influence, p. 276
Ostracism, p. 371
Pain sensitivity, p. 231
Paraphilia, pp. 183–184
Perceptual set, p. 206
Pornography, p. 185
Prejudice, pp. 322, 464
Psychological disorders, rates of,
pp. 534–535
PTSD: development of, p. 540
Rape, pp. 468, 472
Religiosity and life expectancy,
pp. 429–430
REM sleep, arousal in, p. 90
Romantic love, p. 479
Rumination, pp. 550–551
Savant syndrome, pp. 348–349
Schizophrenia, p. 557
Self-injury, p. 554
Sense of smell, p. 238
Sex reassignment, p. 177
Sex: definition, p. 172
Sexual abuse, p. 189
Sexual attraction, pp. 175, 181,
187–189, 475–481
Sexual dysfunctions, p. 183
Sexual fantasies, p. 185
Sexual orientation, pp. 187–192
Sexuality:
adolescent, pp. 175–176
evolutionary explanation,
pp. 192–195
external stimuli, p. 185
imagined stimuli, p. 185
Sexualization of girls,
pp. 186–187
Sexually transmitted infections,
p. 184
Sleep, p. 88
Social networking, p. 373
Stereotype threat, p. 367
Stereotyping, p. 206
Stress and:
AIDS, pp. 412–413
depression, p. 415
health, and sexual abuse, p. 425
heart disease, pp. 414–415
immune system, pp. 410–412
response to, pp. 409–410
Suicide, p. 553
Teratogens: alcohol consumption,
p. 124
Transgender persons, p. 179
Women in psychology’s history,
pp. 5–6
See also Modules 14 and 15, and
Modules 35, 36, and 37.

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.
 PREFACE xxv

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 Retrieve It questions encourage critical reading to
glean an understanding of important concepts. This tenth edition also includes the
following opportunities for students to learn or practice their critical thinking skills.

• The Thinking Critically With Psychological Science modules introduce stu-

dents to psychology’s research methods, emphasizing the fallacies of our every-
day intuition and common sense and, thus, the need for psychological science.
Critical thinking is introduced as a key term on page 3. Appendix A, Statistical
Reasoning in Everyday Life, encourages students to “focus on thinking smarter
by applying simple statistical principles to everyday reasoning.”
• “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: Why We Fear the Wrong Things” (Module 25),
or “Thinking Critically About: The Stigma of Introversion” (Module 39).
• Detective-style stories throughout the narrative get students think-
ing critically about psychology’s key research questions. For example, in
Module 43, 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 Module 35, 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 Module 16, they try out
a quick sensory adaptation activity. In Module 32, 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,
Module 18 offers an examination of ESP claims, and Module 24 examines
claims of the repression of painful memories.
See TABLE 6 (on the next page) for a complete list of this text’s coverage of
critical thinking topics and Thinking Critically About boxes.

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 Guide-
lines 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 departmen-
tal assessment purposes.
Some instructors are eager to know whether a given text for the introduc-
tory course helps students get a good start at achieving these APA benchmarks.
TABLE 7 (on the next page) outlines the way Exploring Psychology, Tenth Edition
in Modules, could help you to address the 2013 APA Learning Goals and Outcomes
in your department.
x x vi PREFACE

TABLE 6
Critical Thinking and Research Emphasis Critical thinking coverage, and in-depth
stories of psychology’s scientific research process, can be found on the following pages:

Thinking Critically About . . . boxes:

Research Design: How Would You Know?, p. 26
Addiction, p. 105
How Much Credit or Blame Do Parents Deserve?,
p. 155
Subliminal Persuasion, p. 203
Hypnosis and Pain Relief, p. 235
ESP—Perception Without Sensation?, p. 241
Does Viewing Media Violence Trigger Violent
Behavior?, p. 277
Repressed or Constructed Memories of Abuse?,
p. 311
The Fear Factor—Why We Fear the Wrong
Things, pp. 326–327
Lie Detection, p. 394
Anger Management, pp. 416–417
The Stigma of Introversion, p. 507
ADHD—Normal High Energy or Disordered
Behavior?, p. 532
Are People With Psychological Disorders
Dangerous?, p. 533

Critical Examinations of Pop Psychology:

Perceiving order in random events, p. 15
The need for psychological science, pp. 15–17
Do we use only 10 percent of our brains?, p. 61
Has the concept of “addiction” been stretched
too far?, p. 105
Near-death experiences, p. 112
How much credit or blame do parents deserve?,
p. 155
Critiquing the evolutionary perspective,
pp. 194–195
Sensory restriction, p. 223
Can hypnosis alleviate pain?, p. 235
Is there extrasensory perception?, p. 241
Do other species have language?, pp. 341–342
Do violent video games teach social scripts for
violence?, pp. 472–473
How valid is the Rorschach test?, pp. 497–498
Is Freud credible?, pp. 498–500
Is repression a myth?, pp. 499–500
Is psychotherapy effective?, pp. 584–586
Evaluating alternative therapies, pp. 587–589

Thinking Critically With Psychological Science:

The scientific attitude, pp. 2–3
“Critical thinking” introduced as a key term, p. 3
The limits of intuition and common sense,
pp. 15–17
The scientific method, pp. 17–27
Correlation and causation, pp. 22–23
Exploring cause and effect, pp. 23–25
Random assignment, p. 24
Independent and dependent variables, pp. 25–26
Choosing the right research design, p. 26
The evolutionary perspective on human
sexuality, pp. 192–195
Statistical reasoning, pp. A-1–A-10
Describing data, pp. A-1–A-6
Regression toward the mean, A-6
Making inferences, pp. A-6–A-9

Scientific Detective Stories:

Is breast milk better than formula?, pp. 23–24
Our divided brains, pp. 63–66
Twin and adoption studies, pp. 69–73
Why do we sleep?, pp. 92–93
Why we dream, pp. 99–102
How a child’s mind develops, p. 130
What determines sexual orientation?,
pp. 189–191
How do we see in color?, pp. 213–214
Parallel processing, p. 216
How can hypnosis provide pain relief?, p. 235
How are memories constructed?,
pp. 306–310, 311
How do we store memories in our brain?,
pp. 292–296
Do other species exhibit language?, pp. 341–342
Aging and intelligence, p. 355–356
Why do we feel hunger?, pp. 378–380
Why—and in whom—does stress contribute to
heart disease?, pp. 414–417
How and why is social support linked with
health?, pp. 423–425
The pursuit of happiness: Who is happy, and
why?, pp. 431–438
Why do people fail to help in emergencies?,
pp. 481–483
Self-esteem versus self-serving bias,
pp. 518–520
What causes major depressive disorder and
bipolar disorder?, pp. 547–555
Do prenatal viral infections increase the risk of
schizophrenia?, pp. 558–559
Is psychotherapy effective?, pp. 584–586

In addition, an APA working group in 2013 drafted guidelines for Strengthen-

ing 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

Since 2015, the Medical College Admission Test (MCAT) has devoted 25 percent
of its questions to the “Psychological, Social, and Biological Foundations of
 PREFACE x x vii

TABLE 7
Exploring Psychology, Tenth Edition in Modules Corresponds to 2013 APA Learning Goals
APA Learning Goals
Scientific Inquiry Ethical and Social
Relevant Feature from Exploring Knowledge Base and Critical Responsibility in a Professional
Psychology, Tenth Edition in Modules in Psychology Thinking Diverse World Communication Development
Text content • • • • •
Thinking Critically boxes • • • •

Learning Objective Questions previewing

• • •
text sections
Retrieve It self-tests throughout text • • •

Module Reviews • • •

“Try this”-style activities integrated

• • • •
throughout
Experience the Testing Effect self-tests • • •

Psychology at Work appendix • • • •

Subfields of Psychology appendix, with

• • •
Careers in Psychology in LaunchPad
LaunchPad with LearningCurve formative
• • • • •
quizzing
“Immersive Learning: How Would You
• • • •
Know?” activities in LaunchPad
Assess Your Strengths feature in
• • • • •
LaunchPad

Behavior,” with most of those questions coming from the psychological science
taught in introductory psychology courses. From 1977 to 2014, the MCAT
focused on biology, chemistry, and physics. Hereafter, reported the Preview
Guide for MCAT 2015, the exam will also recognize “the importance of socio-
cultural and behavioral determinants of health and health outcomes.” The
exam’s new psychology section includes the breadth of topics in this text. For
example, see TABLE 8 (on the next page), which outlines the precise correla-
tion between the topics in this text’s Sensation and Perception modules and the
corresponding portion of the MCAT exam. To improve their MCAT preparation,
I [ND] have taught premedical students an intensive course covering the topics
that appear in this text. For a complete pairing of the new MCAT psychology
topics with this book’s contents, see www.MacmillanHigherEd.com/Catalog/
Product/ExploringPsychologyInModules-TenthEdition-Myers.

Multimedia for Exploring

Psychology, Tenth
Edition in Modules
Exploring Psychology, Tenth Edition in Modules, boasts impressive multime-
dia options. For more information about any of these choices, visit Worth
Publishers’ online catalog at www.MacmillanHigherEd.com/Catalog/Product/
ExploringPsychologyInModules-TenthEdition-Myers.
x x viii PREFACE

TABLE 8
Sample MCAT Correlation With Exploring Psychology, Tenth Edition in Modules
MCAT 2015 Exploring Psychology, Tenth Edition in Modules Correlations
Sample Content Category 6A: Sensing the environment Page Number
Sensory Processing Sensation and Perception 198–243
Sensation Basic Concepts of Sensation and Perception 200–209
Thresholds Thresholds 201–203
Difference Thresholds 202–203
Weber’s Law Weber’s law (key term) 202–203
Signal detection theory Signal detection theory (key term) 201
Sensory adaptation Sensory Adaptation 204–205
Sensory receptors Transduction 200
Sensory pathways Vision: Sensory and Perceptual Processing 209–225
Hearing 226–230
Pain 231–235
Taste 236
Smell 236–238
Body Position and Movement 238–239
Types of sensory receptors The Eye 209–211
Color Processing 213–214
Hearing 226–230
Understanding Pain 231–233
Taste 236
Smell 236–238
Body Position and Movement 238–239
Table 18.2, Summarizing the Senses 240
Vision Vision: Sensory and Perceptual Processing 209–225
Structure and function of the eye The Eye 209–211
Visual processing Information Processing in the Eye and Brain 211–216
Visual pathways in the brain Figure 17.6, Pathway from the eyes to the visual cortex 212
Parallel processing Parallel Processing 216
Feature detection Feature Detection 214–215
Hearing Hearing 226–230
Auditory processing Hearing 226–230
Auditory pathways in the brain The Ear 227–229
Pitch (key term) 226
Figure 18.1, The physical properties of waves 227
Locating Sounds 230
Sensory reception by hair cells The Ear 227–229
Table 18.2, Summarizing the Senses 240
 PREFACE x xi x

TABLE 8
Sample MCAT Correlation With Exploring Psychology, Tenth Edition in Modules (continued)
MCAT 2015 Exploring Psychology, Tenth Edition in Modules Correlations
Sample Content Category 6A: Sensing the environment Page Number
Other Senses Touch, Taste, Smell, Body Position and Movement 230–239
Somatosensation Touch 230–231
Sensory Functions (of the cortex) 58
Somatosensory cortex (key term) 58
Table 18.2, Summarizing the Senses 240
Pain perception Pain 231–235
Understanding Pain 231–233
Controlling Pain 234–235
Hypnosis and Pain Relief 235
Taste Taste 236
Taste buds/chemoreceptors that detect specific chemicals Taste 236
Table 18.2, Summarizing the Senses 240
Figure 18.10, Taste, smell, and memory 238
Smell Smell 236–238
Olfactory cells/chemoreceptors that detect specific chemicals Smell 236–238
Table 18.2, Summarizing the Senses 240
Pheromones Smell of sex-related hormones 190–192
Olfactory pathways in the brain Figure 18.10, Taste, smell, and memory 238
Sensory Interaction 239–243
Kinesthetic sense Body Position and Movement 238–239
Vestibular sense Body Position and Movement 238–239
Perception Sensation and Perception 198–243
Perception Basic Concepts of Sensation and Perception 200–209
Bottom-up/Top-down processing Basic Concepts of Sensation and Perception: bottom-up 200
and top-down processing (key terms)
Perceptual organization (e.g., depth, form, motion, constancy) Perceptual Organization: Form Perception, Depth 217–222
Perception, and Perceptual Constancy (also includes
relative motion)
Figure 17.11, Parallel processing (of motion, form, depth, 216
color)
Gestalt principles Perceptual Organization: Form Perception—gestalt (key 217
term)

LaunchPad With LearningCurve

Quizzing and “Immersive Learning:
How Would You Know?” Activities
Built to solve key challenges in the course, LaunchPad (www.MacmillanHigherEd.
com/LaunchPad/Exploring10eInModules) (see FIGURE 3 on the next page)
gives students everything they need to prepare for class and exams, while giving
instructors everything they need to quickly set up a course, shape the content
xxx PREFACE

to their syllabus, craft presentations and lectures,

assign and assess homework, and guide the prog-
ress of individual students and the class as a whole.
• An interactive e-Book integrates the text and
all student media, including the new Immersive
Learning: How Would You Know? activi-
ties, PsychSim 6 tutorials, and Assess Your
Strengths activities.
• LearningCurve adaptive quizzing gives indi-
vidualized question sets and feedback based on
each student’s correct and incorrect responses.
All the questions are tied back to the e-Book to
encourage students to read the book in prepara-
tion for class time and exams.
• PsychSim 6 has arrived! Tom Ludwig’s
(Hope College) fabulous new tutorials further
strengthen LaunchPad’s abundance of helpful
student activity resources.
• The new Video Assignment Tool makes it easy
to assign and assess video-based activities and
projects, and provides a convenient way for
students to submit video coursework.
• LaunchPad Gradebook gives a clear window
on performance for the whole class, for individual
students, and for individual assignments.
FIGURE 3
Sample from LaunchPad • A streamlined interface helps students manage their schedule of assign-
ments, while social commenting tools let them connect with classmates, and
learn from one another. 24/7 help is a click away, accessible from a link in
the upper right-hand corner.
• We [DM and ND] curated optional pre-built module units, which can be
used as is or customized. Or choose not to use them and build your course
from scratch.
• Book-specific instructor resources include PowerPoint sets, textbook
graphics, lecture and activity suggestions, test banks, and more.
• LaunchPad offers easy LMS integration into your school’s learning manage-
ment system.

Faculty Support and Student Resources

• Instructor’s Resources available in LaunchPad
• Lecture Guides available in LaunchPad
• Macmillan Community Created by instructors for instructors, this is an
ideal forum for interacting with fellow educators—including Macmillan
authors—in your discipline (FIGURE 4). Join ongoing conversations about
everything from course prep and presentations to assignments and assess-
ments to teaching with media, keeping pace with—and influencing—new
directions in your field. Includes exclusive access to classroom resources,
blogs, webinars, professional development opportunities, and more.
• Enhanced course management solutions (including course cartridges)
• e-Book in various available formats
 PREFACE x x xi

Video and Presentation

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

Assessment FIGURE 4
• LearningCurve quizzing in LaunchPad Sample from Macmillan
• Diploma Test Banks, downloadable from LaunchPad and our online catalog Community (http://Community.
Macmillan.com)
• Module Quizzes in LaunchPad
• Clicker Question Presentation Slides now in PowerPoint®

Print
• Study Guide
• Pursuing Human Strengths: A Positive Psychology Guide, Second Edition
• Critical Thinking Companion, Third 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 origi-
nal essay written for this project.
• The Horse That Won’t Go Away Tom Heinzen, Scott Lilienfeld, and Susan
Nolan explore the confounding story of Clever Hans and how we continue to
be deceived by beliefs with no supporting logic or evidence. This supplemen-
tal book shows just how important it is to rely on the scientific method as we
navigate our way through everyday life.

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 three 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 nine previous editions, to the innumerable researchers who
have been so willing to share their time and talent to help us accurately report their
x x xii PREFACE

research, and to the hundreds of instructors who have taken the time to offer feed-
back 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.
Steven Alessandri Debra Frame Virginia Pitts
Rosemont College University of Cincinnati, Blue Ash Shippensburg University of
Alison Allen-Hall Kristel Gallagher Pennsylvania
Becker College, Worcester Campus Keystone College Michael Rader
Michael Amlung Bilal Ghandour Johnson County Community College
University of Missouri Queens University of Charlotte Chris Roddenberry
Robin Anderson Nicholas Greco Wake Technical Community College
St. Ambrose University Columbia College of Missouri, John Roop
Kerri Augusto Lake County Columbus State University
Becker College Michael Green Nancy Ross
Renee Babcock Lone Star College, Montgomery Eastern Nazarene College
Central Michigan University Jill Haasch Conni Rush
Debra Bacon Elizabeth City State University Pittsburg State University
Bristol Community College Matthew Hand Seth Sebold
Christi Bamford Texas Wesleyan University The City College of New York (CUNY)
Jacksonville University Vivian Hsu Kezia Shirkey
Darin Baskin Rutgers University, Livingston North Park University
Houston Community College Cameron John Aisha Siddiqui
Kristi Bitz Utah Valley University Midwestern State University
University of Mary Barry Johnson Megan St. Peters
Kristin Bonnie Davidson County Community College Ferrum College
Beloit College Jerwen Jou Elena Stepanova
Jennifer Breneiser University of Texas, Pan American The University of Southern Mississippi
Valdosta State University Michelle LaBrie Michael Stroud
Eurnestine Brown College of the Canyons Merrimack College
Winthrop University Kay Lesh Helen Sullivan
Stephen Burgess Pima Community College Rider University
Southwestern Oklahoma Angelina MacKewn Rachel Sumrall
State University University of Tennessee, Martin Grayson College
Verne Cox Crystal March Lawrence Voight
University of Texas, Arlington University of Tennessee, Martin Washtenaw Community College
Gregory Cutler Kathy McGuire Kerri Williams
Bay de Noc Community College Western Illinois University Lourdes University
Jennifer Dale Kathleen Mentink Manda Williamson
Community College of Aurora Chippewa Valley Technical College University of Nebraska, Lincoln
Patrick Devine Joanna Schnelker Merrill Joseph Wister
Kennesaw State University Kalamazoo College Chatham University
David Devonis Nicholas Palmieri Dana Wohl
Graceland College Palm Beach Atlantic University Thomas College
Virginia Diehl W. Gerrod Parrott Jennifer Yanowitz
Western Illinois University Georgetown University Utica College
Joshua Feinberg Stephanie Payne
Saint Peter’s University Texas A&M University, College Station
Jessica Fortune Jennifer Perillo
Louisiana Delta Community College Winston-Salem State University
 PREFACE x x xiii

We were pleased to be supported by a 2012/2013 Content Advisory Board, which

helped guide the development of this new edition of Exploring Psychology, Tenth
Edition in Modules, 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

We appreciate the guidance offered by the following teaching psychologists, who

reviewed and offered helpful feedback on the development of our new “Immersive
Learning: How Would You Know?” feature in LaunchPad. (See www.Macmillan-
HigherEd.com/LaunchPad/Exploring10eInModules for details.)
Pamela Ansburg, Metropolitan State University of Denver
Makenzie Bayles, Jacksonville State University
Lisamarie Bensman, University of Hawaii at Manoa
Jeffrey Blum, Los Angeles City College
Pamela Costa, Tacoma Community College
Jennifer Dale, Community College of Aurora
Michael Devoley, Lone Star College, Montgomery
Rock Doddridge, Asheville-Buncombe Technical Community College
Kristen Doran, Delaware County Community College
Nathaniel Douda, Colorado State University
Celeste Favela, El Paso Community College
Nicholas Fernandez, El Paso Community College
Nathalie Franco, Broward College
Sara Garvey, Colorado State University
Another random document with
no related content on Scribd:
 DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
 FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
 Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA

I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
 The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

 This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
 “We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
 Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
 BRAZIER

Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

 FINISHING THE BOTTOM

LAST SMOOTHING BEFORE

BURNING

FIRING THE BRUSH-PILE

 LIGHTING THE FARTHER SIDE OF
THE PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
 Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

 BEATING THE BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT

MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN