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 ABOUT THE AUTHORS
Don H. Hockenbury is Associate Professor of Psychology at Tulsa Commu-
nity College where he has had the privilege of teaching undergraduates for
more than 30 years. Although Don is no longer actively involved in revis-
ing Psychology and Discovering Psychology, he continues to enjoy teaching
online and traditional classes. Don is a recipient of the Tulsa Community
College Award for Teaching Excellence. Don’s educational background
includes a B.S. in psychology and an M.A. in clinical psychology, both
from the University of Tulsa. Before he began teaching college, he worked
in psychiatric facilities and in private practice.

Don’s favorite psychology topics include sleep and dreaming, biopsychol-

ogy, applied cognition, psychopathology, and the history of psychology.
Don belongs to several professional organizations, including the Associa-
tion of Psychological Science (APS), the American Psychological Associa-
tion (APA), the American Academy of Sleep Medicine (AASM), and the
Sleep Research Society (SRS).

Sandra E. Hockenbury is a science writer who specializes in psychology.

Sandy received her B.A. from Shimer College and her M.A. from the Uni-
versity of Chicago, where she was also a research associate at the Institute
of Social and Behavioral Pathology. Prior to co-authoring Psychology and
Discovering Psychology, Sandy worked for several years as a psychology edi-
tor in academic and college textbook publishing. Sandy has also taught as
an adjunct faculty member at Tulsa Community College.

Sandy’s areas of interest include positive psychology, cross-cultural psy-

chology, and the intersection of Buddhist philosophy, neuroscience, and
psychology. She is a member of the American Psychological Association
(APA), the Association of Psychological Science (APS), and the American
Association for the Advancement of Science (AAAS). Sandy is a member
of the Board of Trustees of Shimer College and has served as a volunteer
with Nomads Clinic, a nonprofit organization that brings medical care to
remote areas in the Himalayan regions of Nepal and the Tibetan Plateau.

Don and Sandy’s daughter, Laura, recently graduated with a degree in

geology from Carleton College and is currently employed as a research
assistant in the groundwater and ecosystem restoration division of the
Environmental Protection Agency in Seattle, WA. Like her parents, Laura
has wide-ranging interests, including climate change, water and hydro-
geology, sustainable development, music, rock climbing, and hiking. A
classical and improvisational pianist, Laura is also an enthusiastic Ultimate
Frisbee player.

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 BRIEF CONTENTS
To the Instructor xix
To the Student: Learning from Discovering Psychology xliii

INTRODUCING PSYCHOLOGY SECTION 1

CHAPTER 1 Introduction and Research Methods 1

PSYCHOBIOLOGICAL PROCESSES SECTION 2

CHAPTER 2 Neuroscience and Behavior 43

CHAPTER 3 Sensation and Perception 87
CHAPTER 4 Consciousness and Its Variations 133

BASIC PSYCHOLOGICAL PROCESSES SECTION 3

CHAPTER 5 Learning 183

CHAPTE R 6 Memory 231
CHAPTER 7 Thinking, Language, and Intelligence 275
CHAPTER 8 Motivation and Emotion 317

THE DEVELOPMENT OF THE SELF SECTION 4

CHAPTER 9 Lifespan Development 367

CHAPTER 10 Personality 417

THE PERSON IN SOCIAL CONTEXT SECTION 5

CHAPTER 11 Social Psychology 457

PSYCHOLOGICAL PROBLEMS, DISORDERS, AND TREATMENT SECTION 6

CHAPTER 12 Stress, Health, and Coping 495

CHAPTER 13 Psychological Disorders 529
CHAPTER 14 Therapies 579

APPENDIX A Statistics: Understanding Data A-1

APPENDIX B Industrial/Organizational Psychology B-1
APPENDIX C APA Principles for Quality Education in Psychology
and APA Goals and Outcomes C-1
Glossary G-1
References R-1
Name Index NI-1
Subject Index SI-1

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CHAPTER 1
Introduction and Research Methods
13 Culture and Human Behavior
What Is Cross-Cultural Psychology?
18 Critical Thinking
What Is Critical Thinking?
22 Science Versus Pseudoscience
What Is a Pseudoscience?
34 Focus on Neuroscience
Psychological Research Using Brain
Imaging
37 In Focus
Questions About the Use of Animals in
Psychological Research
38 Enhancing Well-Being with
Psychology
Psychology in the Media: Becoming an
Informed Consumer
CHAPTER 2
Neuroscience and Behavior
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CONTENTS
xix To the Instructor
xliii To the Student: Learning from Discovering Psychology
1 PROLOGUE: Miracle Magnets?
2 Introduction: The Origins of Psychology
The Influence of Philosophy and Physiology 3 Wilhelm Wundt: The Founder
■
of Psychology 4 Edward B. Titchener: Structuralism 4 William James:
■ ■
Functionalism 5 Sigmund Freud: Psychoanalysis 7 John B. Watson:
■ ■
Behaviorism 8 Carl Rogers: Humanistic Psychology 9
■
10 Contemporary Psychology
Major Perspectives in Psychology 10 ■
Specialty Areas in Psychology 14
16 The Scientific Method
The Steps in the Scientific Method: Systematically Seeking Answers 17 ■
Building Theories: Integrating the Findings from Many Studies 21
21 Descriptive Research Methods
Naturalistic Observation: The Science of People- and Animal-Watching 21 ■
Case Studies: Details, Details, Details 23 Surveys: (A) Always (B) Sometimes
■
(C) Never (D) Huh? 24 Correlational Studies: Looking at Relationships and
■
Making Predictions 25
27 The Experimental Method
The Ginkgo Biloba Experiment: Testing for Effectiveness 28 The Hotel■
Experiment: Can Perceiving Work as Exercise Produce Health Benefits? 29 ■
Limitations of Experiments and Variations in Experimental Design 32
36 Ethics in Psychological Research
36 Closing Thoughts: Introduction and Research Methods
39 Chapter Review: Key People and Key Terms
40 Concept Map
43 PROLOGUE: Asha’s Story
44 Introduction: Neuroscience and Behavior
45 The Neuron: The Basic Unit of Communication
Characteristics of the Neuron 45 Glial Cells: More Than Just the Brain’s Packing
■
Peanuts 46 Communication Within the Neuron: The All-or-None Action Potential
■
47 Communication Between Neurons: Bridging the Gap 49 Neurotransmitters
■ ■
and Their Effects 51 How Drugs Affect Synaptic Transmission 53
■
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 55 The Nervous System and the Endocrine System:
54 Focus on Neuroscience
Communication Throughout the Body Is “Runner’s High” an Endorphin Rush?
The Central Nervous System 56 ■
The Peripheral Nervous System 58 ■
The
57 In Focus
Endocrine System 60
Traumatic Brain Injury: From
Concussions to Chronic Traumatic
62 A Guided Tour of the Brain Encephalopathy
The Dynamic Brain: Plasticity and Neurogenesis 64 Neurogenesis 65 ■ ■
The
Brainstem: Hindbrain and Midbrain Structures 67 The Forebrain 68 ■ 63 Science Versus Pseudoscience
Phrenology: The Bumpy Road to
73 Specialization in the Cerebral Hemispheres Scientific Progress
Language and the Left Hemisphere: The Early Work of Broca and Wernicke 75 ■
64 Focus on Neuroscience
Cutting the Corpus Callosum: The Split Brain 76 Mapping the Pathways of the Brain
65 Focus on Neuroscience
80 Closing Thoughts: Neuroscience and Behavior Juggling and Brain Plasticity
83 Chapter Review: Key People and Key Terms 74 Critical Thinking
“His” and “Her” Brains?
84 Concept Map 79 Science Versus Pseudoscience
Brain Myths
81 Enhancing Well-Being with
CHAPTER 3 Psychology

Sensation and Perception Maximizing Your Brain’s Potential

87 PROLOGUE: Learning to See

88 Introduction: What Are Sensation and Perception?
Basic Principles of Sensation 89

92 Vision: From Light to Sight

What We See: The Nature of Light 92 How We See: The Human Visual
■

System 92 Processing Visual Information 95 Color Vision 98

■ ■

100 Hearing: From Vibration to Sound

What We Hear: The Nature of Sound 101 ■
How We Hear: The Path of Sound 101

104 The Chemical and Body Senses: Smell, Taste, Touch, and Position
How We Smell (Don’t Answer That!) 105 ■
Taste 107 ■
The Skin and Body
Senses 108
91 Science Versus Pseudoscience
112 Perception Subliminal Perception
The Perception of Shape: What Is It? 115 Depth Perception: How Far Away
■

97 Focus on Neuroscience
Is It? 118 The Perception of Motion: Where Is It Going? 120 Perceptual
■ ■
Vision, Experience, and the Brain
Constancies 122
106 In Focus
123 Perceptual Illusions Do Pheromones Influence Human
Behavior?
The Müller-Lyer Illusion 123 ■
The Moon Illusion 124
113 Culture and Human Behavior
125 The Effects of Experience on Perceptual Interpretations Ways of Seeing: Culture and Top-Down
Processes
127 Closing Thoughts: Sensation and Perception
114 Critical Thinking
129 Chapter Review: Key People and Key Terms ESP: Can Perception Occur Without
Sensation?
130 Concept Map 126 Culture and Human Behavior
Culture and the Müller-Lyer Illusion:
The Carpentered-World Hypothesis
127 Enhancing Well-Being with
Psychology
Strategies to Control Pain

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 CHAPTER 4

Consciousness and Its Variations

133 PROLOGUE: A Knife in the Dark
134 Introduction: Consciousness: Experiencing the Private “I”
Attention: The Mind’s Spotlight 135 ■
The Perils of Multi-Tasking 137

137 Biological and Environmental “Clocks” That Regulate

Consciousness
The Suprachiasmatic Nucleus: The Body’s Clock 138 ■
Circadian Rhythms and
Sunlight: The 24.2-Hour Day 139

140 Sleep
The Dawn of Modern Sleep Research 140 The Onset of Sleep and Hypnagogic
■

Hallucinations 141 The First 90 Minutes of Sleep and Beyond 141 Why Do
■ ■

143 In Focus We Sleep? 146

What You Really Want to Know About
Sleep
148 Dreams and Mental Activity During Sleep
Sleep and Memory Formation: Let Me Sleep on It! 149 Dream Themes and ■

147 Focus on Neuroscience Imagery: The Golden Horse in the Clouds 150 The Significance of Dreams 151
■

The Sleep-Deprived Emotional Brain

149 Focus on Neuroscience 154 Sleep Disorders
The Dreaming Brain: Turning REM On Insomnia 155 Obstructive Sleep Apnea: Blocked Breathing During Sleep 155
■ ■

and Off Narcolepsy: Blurring the Boundaries Between Sleep and Wakefulness 156 ■

152 In Focus The Parasomnias: Undesired Arousal or Actions During Sleep 156
What You Really Want to Know About
Dreams 159 Hypnosis
Effects of Hypnosis 159 ■
Explaining Hypnosis: Consciousness Divided? 161
162 Critical Thinking
Is Hypnosis a Special State of
Consciousness?
163 Meditation
Scientific Studies of the Effects of Meditation 164
165 Focus on Neuroscience
Meditation and the Brain 166 Psychoactive Drugs
168 Focus on Neuroscience Common Effects of Psychoactive Drugs 166 The Depressants: Alcohol,
■

The Addicted Brain: Diminishing Barbiturates, Inhalants, and Tranquilizers 167 The Opiates: From Poppies
■

Rewards to Demerol 171 The Stimulants: Caffeine, Nicotine, Amphetamines, and

■

174 Focus on Neuroscience Cocaine 172 Psychedelic Drugs: Mescaline, LSD, and Marijuana 174
■ ■

How Methamphetamines Erode the Designer “Club” Drugs: Ecstasy and the Dissociative Anesthetic Drugs 176
Brain
177 Closing Thoughts: Consciousness and Its Variations
178 Enhancing Well-Being with
Psychology 179 Chapter Review: Key People and Key Terms
Stimulus Control Therapy for Insomnia
180 Concept Map

CHAPTER 5

Learning
183 PROLOGUE: The Killer Attic
184 Introduction: What Is Learning?
185 Classical Conditioning: Associating Stimuli
Principles of Classical Conditioning 186 Factors That Affect Conditioning 187
■ ■

From Pavlov to Watson: The Founding of Behaviorism 189 Conditioned ■

Emotional Reactions 191 Other Classically Conditioned Responses 194

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 194 Contemporary Views of Classical Conditioning
191 In Focus
Cognitive Aspects of Classical Conditioning: Reliable Signals 195 Evolutionary
■

Watson, Classical Conditioning, and

Aspects of Classical Conditioning: Biological Predispositions to Learn 196 Advertising
199 Operant Conditioning: Associating Behaviors and 198 In Focus
Evolution, Biological Preparedness,
Consequences and Conditioned Fears: What Gives
Thorndike and the Law of Effect 200 B. F. Skinner and the Search for “Order in
■

You the Creeps?

Behavior” 201 Reinforcement: Increasing Future Behavior 201 Punishment:
■ ■

Using Aversive Consequences to Decrease Behavior 204 Discriminative

■
206 In Focus
Changing the Behavior of Others:
Stimuli: Setting the Occasion for Responding 207 Shaping and Maintaining
■

Alternatives to Punishment
Behavior 209 Applications of Operant Conditioning 212
■

208 Critical Thinking

213 Contemporary Views of Operant Conditioning Is Human Freedom Just an Illusion?
Cognitive Aspects of Operant Conditioning: Rats! I Thought You Had the Map! 213 ■
220 Focus on Neuroscience
Learned Helplessness: Expectations of Failure and Learning to Quit 215 ■
Mirror Neurons: Imitation in the Brain?
Operant Conditioning and Biological Predispositions: Misbehaving Chickens 217 223 Critical Thinking
Does Exposure to Media Violence
218 Observational Learning: Imitating the Actions of Others Cause Aggressive Behavior?
Observational Learning in Animals 221 ■
Applications of Observational
225 Enhancing Well-Being with
Learning 222
Psychology
224 Closing Thoughts: Learning Using Learning Principles to Improve
Your Self-Control
227 Chapter Review: Key People and Key Terms
228 Concept Map

CHAPTER 6

Memory
231 PROLOGUE: The Drowning
232 Introduction: What Is Memory?
The Stage Model of Memory 232 Sensory Memory: Fleeting Impressions
■

of the World 233 Short-Term, Working Memory: The Workshop of

■

Consciousness 235 Long-Term Memory 238

■
241 Culture and Human Behavior
Culture’s Effects on Early Memories
242 Retrieval: Getting Information from Long-Term Memory
The Importance of Retrieval Cues 242 The Encoding Specificity Principle 245
■ ■
250 In Focus
Déjà Vu Experiences: An Illusion of
Flashbulb Memories: Vivid Events, Accurate Memories? 246
Memory?
247 Forgetting: When Retrieval Fails 259 Critical Thinking
Hermann Ebbinghaus: The Forgetting Curve 247 ■
Why Do We Forget? 249 The Memory Wars: Recovered or False
Memories?
253 Imperfect Memories: Errors, Distortions, and False Memories 262 Focus on Neuroscience
Forming False Memories: From the Plausible to the Impossible 256 Assembling Memories: Echoes and
Reflections of Perception
260 The Search for the Biological Basis of Memory
The Search for the Elusive Memory Trace 260 The Role of Neurons in Long-
■
266 In Focus
H.M. and Famous People
Term Memory 261 Processing Memories in the Brain: Clues from Amnesia 264
■

268 Focus on Neuroscience

269 Closing Thoughts: Memory Mapping Brain Changes in Alzheimer’s
Disease
271 Chapter Review: Key People and Key Terms 269 Enhancing Well-Being with
272 Concept Map Psychology
Superpower Memory in Minutes per
Day!

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 CHAPTER 7

Thinking, Language, and

Intelligence
275 PROLOGUE: The Movie Moment
277 Introduction: Thinking, Language, and Intelligence
The Building Blocks of Thought: Mental Imagery and Concepts 277

281 Solving Problems and Making Decisions

Problem-Solving Strategies 281 Obstacles to Solving Problems: Thinking
■

Outside the Box 284 Decision-Making Strategies 285 Decisions Involving

■ ■

Uncertainty: Estimating the Probability of Events 286

287 Language and Thought

279 Focus on Neuroscience The Characteristics of Language 289 The Bilingual Mind: Are Two Languages
■

Seeing Faces and Places in the Mind’s Better Than One? 291 Animal Communication and Cognition 292
■

Eye
288 Critical Thinking
The Persistence of Unwarranted
Beliefs
290 Culture and Human Behavior
The Effect of Language on Perception
293 Measuring Intelligence
The Development of Intelligence Tests 294 ■
Principles of Test Construction:
What Makes a Good Test? 297
298 The Nature of Intelligence
Theories of Intelligence 299 The Roles of Genetics and Environment in
■

296 In Focus Determining Intelligence 304 Cross-Cultural Studies of Group Discrimination

■

Does a High IQ Score Predict Success and IQ Differences 308

in Life?
302 In Focus 311 Closing Thoughts: Thinking, Language, and Intelligence
Neurodiversity: Beyond IQ
313 Chapter Review: Key People and Key Terms
308 Culture and Human Behavior
Performing with a Threat in the 314 Concept Map
Air: How Stereotypes Undermine
Performance
311 Enhancing Well-Being with
Psychology CHAPTER 8
A Workshop on Creativity

Motivation and Emotion

317 PROLOGUE: Soaring with Angels
318 Introduction: Motivation and Emotion
319 Motivational Concepts and Theories
Instinct Theories: Inborn Behaviors as Motivators 319 Drive Theories:
■

Biological Needs as Motivators 320 Incentive Motivation: Goal Objects as

■

Motivators 320 Arousal Theory: Optimal Stimulation as a Motivator 321

■ ■

Humanistic Theory: Human Potential as a Motivator 322

322 Biological Motivation: Hunger and Eating

Energy Homeostasis: Calories Consumed = Calories Expended 323 ■

Short-Term Signals That Regulate Eating 324 Long-Term Signals That

■

Regulate Body Weight 326 Excess Weight and Obesity 328

■

332 Human Sexuality

First Things First: The Stages of Human Sexual Response 333 What Motivates
■

Sexual Behavior? 334 ■

Sexual Orientation: The Elusive Search for an
Explanation 336

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 340 Psychological Needs as Motivators
329 Critical Thinking
Maslow’s Hierarchy of Needs 341 Deci and Ryan’s Self-Determination
■

Has Evolution Programmed Us to

Theory 342 Competence and Achievement Motivation 343
■

Overeat?
345 Emotion 331 Focus on Neuroscience
The Functions of Emotion 346 The Subjective Experience of Emotion 347
■ ■ Dopamine Receptors and Obesity
The Neuroscience of Emotion 348 The Expression of Emotion: Making
■
335 Focus on Neuroscience
Faces 353 Romantic Love and the Brain
337 Culture and Human Behavior
356 Theories of Emotion: Explaining Emotion Evolution and Mate Preferences
The James–Lange Theory of Emotion: Do You Run Because You’re Afraid? Or Are
You Afraid Because You Run? 357 Cognitive Theories of Emotion 359
■
349 Critical Thinking
Are Women Really More Emotional
361 Closing Thoughts: Motivation and Emotion Than Men?
351 Focus on Neuroscience
363 Chapter Review: Key People and Key Terms Emotions and the Brain

364 Concept Map 354 Critical Thinking

Emotion in Nonhuman Animals:
Laughing Rats, Silly Elephants, and
Smiling Dolphins?

CHAPTER 9 361 Enhancing Well-Being with

Psychology

Lifespan Development Turning Your Goals into Reality

367 PROLOGUE: Future Plans

368 Introduction: Your Life Story
370 Genetic Contributions to Your Life Story
Your Unique Genotype 371 ■
From Genotype to Phenotype 371

373 Prenatal Development

The Germinal and Embryonic Periods 373 ■
Prenatal Brain Development 374 ■

The Fetal Period 375

375 Development During Infancy and Childhood

Physical Development 376 Social and Personality Development 377
■ ■

Language Development 380 Gender-Role Development: Blue Bears and Pink

■

Bunnies 383 Gender Differences in Childhood Behavior: Spider-Man Versus

■
378 Culture and Human Behavior
Barbie 384 ■
Explaining Gender Roles: Two Contemporary Theories 385 ■
Where Does the Baby Sleep?
Cognitive Development 386 382 Science Versus Pseudoscience
Can a DVD Program Your Baby to Be a
392 Adolescence Genius?
Physical and Sexual Development 392 Social Development 396 Identity
■ ■

Formation: Erikson’s Theory of Psychosocial Development 397 The ■

394 Focus on Neuroscience
The Adolescent Brain: A Work in
Development of Moral Reasoning 399
Progress
402 Adult Development 403 In Focus
Emerging Adulthood 402 Physical Changes in Adulthood 404
■ ■
Social Hooking Up on Campus
Development in Adulthood 405 407 Critical Thinking
The Effects of Child Care on
408 Late Adulthood and Aging Attachment and Development
Cognitive Changes 408 ■
Social Development 410
409 Focus on Neuroscience
410 The Final Chapter: Dying and Death Boosting the Aging Brain
412 Enhancing Well-Being with
411 Closing Thoughts: Lifespan Development Psychology
Raising Psychologically Healthy
413 Chapter Review: Key People and Key Terms Children
414 Concept Map
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 CHAPTER 10

Personality
417 PROLOGUE: The Secret Twin
418 Introduction: What Is Personality?
419 The Psychoanalytic Perspective on Personality
The Life of Sigmund Freud 420 Freud’s Dynamic Theory of Personality 421
■ ■

Personality Development: The Psychosexual Stages 425 The Neo-Freudians:

■

Freud’s Descendants and Dissenters 428 Evaluating Freud and the

■

Psychoanalytic Perspective on Personality 431

433 The Humanistic Perspective on Personality

The Emergence of the “Third Force” 433 Carl Rogers: On Becoming a
■

Person 433 Evaluating the Humanistic Perspective on Personality 436

■

435 Critical Thinking 437 The Social Cognitive Perspective on Personality

Freud Versus Rogers on Human Nature
444 Focus on Neuroscience
The Neuroscience of Personality:
Brain Structure and the Big Five
445 In Focus
Albert Bandura and Social Cognitive Theory 437 ■
Evaluating the Social
Cognitive Perspective on Personality 439
440 The Trait Perspective on Personality
Surface Traits and Source Traits 440 Two Representative Trait Theories 441
■ ■

Explaining Those Amazing Identical- Sixteen Are Too Many, Three Are Too Few: The Five-Factor Model 442 ■

Twin Similarities Personality Traits and Behavioral Genetics: Just a Chip off the Old Block? 443 ■

448 Science Versus Pseudoscience Evaluating the Trait Perspective on Personality 446
Graphology: The “Write” Way to
Assess Personality? 447 Assessing Personality: Psychological Tests
Projective Tests: Like Seeing Things in the Clouds 447 ■
Self-Report
452 Enhancing Well-Being with
Inventories: Does Anyone Have an Eraser? 449
Psychology
Possible Selves: Imagine the 451 Closing Thoughts: Personality
Possibilities
453 Chapter Review: Key People and Key Terms
454 Concept Map

CHAPTER 11

Social Psychology
457 PROLOGUE: The “Homeless” Man
458 Introduction: What Is Social Psychology?
458 Person Perception: Forming Impressions of Other People
Social Categorization: Using Mental Shortcuts in Person Perception 460

462 Attribution: Explaining Behavior

The Self-Serving Bias: Using Explanations That Meet Our Needs 464

465 The Social Psychology of Attitudes

The Effect of Attitudes on Behavior 466 ■
The Effect of Behavior on Attitudes:
Fried Grasshoppers for Lunch?! 468

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 469 Understanding Prejudice
462 Focus on Neuroscience
From Stereotypes to Prejudice: In-Groups and Out-Groups 470 ■

Brain Reward When Making Eye

Overcoming Prejudice 473 Contact with Attractive People
475 Conformity: Following the Crowd 464 Culture and Human Behavior
Factors Influencing Conformity 476 ■
Culture and Conformity 477 Explaining Failure and Murder: Culture
and Attributional Biases
477 Obedience: Just Following Orders 467 In Focus
Milgram’s Original Obedience Experiment 477 The Results of Milgram’s
■
Interpersonal Attraction and Liking
Original Experiment 479 Making Sense of Milgram’s Findings: Multiple
■

484 Critical Thinking

Influences 480 Conditions That Undermine Obedience: Variations on a
■
Abuse at Abu Ghraib: Why Do Ordinary
Theme 481 Asch, Milgram, and the Real World: Implications of the Classic
■
People Commit Evil Acts?
Social Influence Studies 482 489 Enhancing Well-Being with
483 Helping Behavior: Coming to the Aid of Strangers Psychology
The Persuasion Game
Factors That Increase the Likelihood of Bystanders Helping 487 ■
Factors That
Decrease the Likelihood of Bystanders Helping 487

489 Closing Thoughts: Social Psychology

491 Chapter Review: Key People and Key Terms
492 Concept Map

CHAPTER 12

Stress, Health, and Coping

495 PROLOGUE: Fire and Ash
497 Introduction: Stress and Health Psychology
Sources of Stress 499

503 Physical Effects of Stress: The Mind-Body Connection

Stress and the Endocrine System 505 Stress, Chromosomes, and Aging: The
■

Telomere Story 507 Stress and the Immune System 509

■

511 Individual Factors That Influence the Response to Stress

Psychological Factors 511 ■
Social Factors: A Little Help from Your Friends 515 504 Culture and Human Behavior
The Stress of Adapting to a New
518 Coping: How People Deal with Stress Culture
Problem-Focused Coping Strategies: Changing the Stressor 520 ■
510 Focus on Neuroscience
Emotion-Focused Coping Strategies: Changing Your Reaction to the The Mysterious Placebo Effect
Stressor 521 Culture and Coping Strategies 523
■
516 Critical Thinking
Do Personality Factors Cause Disease?
524 Closing Thoughts: Stress, Health, and Coping
519 In Focus
527 Chapter Review: Key People and Key Terms Providing Effective Social Support
521 In Focus
528 Concept Map Gender Differences in Responding to
Stress: “Tend-and-Befriend” or “Fight-
or-Flight”?
525 Enhancing Well-Being with
Psychology
Minimizing the Effects of Stress

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 CHAPTER 13

Psychological Disorders
531 PROLOGUE: Behind the Steel Door
532 Introduction: Understanding Psychological Disorders
What Is a Psychological Disorder? 533 ■
The Prevalence of Psychological
Disorders: A 50–50 Chance? 536

538 Anxiety Disorders: Intense Apprehension and Worry

Generalized Anxiety Disorders: Worrying About Anything and Everything 539 ■

Panic Attacks and Panic Disorders: Sudden Episodes of Extreme Anxiety 540 ■

The Phobias: Fear and Loathing 541 Post-Traumatic Stress Disorder:

■

Reexperiencing the Trauma 543

547 Mood Disorders: Emotions Gone Awry

Major Depression: More Than Ordinary Sadness 547 Bipolar Disorder: An
■

534 Critical Thinking

Are People with a Mental Illness as Emotional Roller Coaster 549 Explaining Mood Disorders 551
■

Violent as the Media Portray Them?

552 Critical Thinking
Does Smoking Cause Depression and
Other Psychological Disorders?
556 Culture and Human Behavior
554 Eating Disorders: Anorexia and Bulimia
556 Personality Disorders: Maladaptive Traits
Antisocial Personality Disorder: Violating the Rights of Others—Without Guilt or
Remorse 558 Borderline Personality Disorder: Chaos and Emptiness 559
■

Culture-Bound Syndromes
565 Focus on Neuroscience
The Hallucinating Brain
571 Focus on Neuroscience
Schizophrenia: A Wildfire in the Brain
573 Enhancing Well-Being with
561 The Dissociative Disorders: Fragmentation of the Self
Dissociative Amnesia and Fugue: Forgetting and Wandering 561 ■
Dissociative
Identity Disorder: Multiple Personalities 562
564 Schizophrenia: A Different Reality
Symptoms of Schizophrenia 564 Types of Schizophrenia 566 The
■ ■

Psychology Prevalence and Course of Schizophrenia 567 Explaining Schizophrenia 568

■

Understanding and Helping to Prevent

Suicide 573 Closing Thoughts: Psychological Disorders
575 Chapter Review: Key People and Key Terms
576 Concept Map

CHAPTER 14

Therapies
579 PROLOGUE: “A Clear Sense of Being Heard . . .”
580 Introduction: Psychotherapy and Biomedical Therapy
582 Psychoanalytic Therapy
Sigmund Freud and Psychoanalysis 582 ■
Short-Term Dynamic Therapies 583

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 585 Humanistic Therapy
590 In Focus
Carl Rogers and Client-Centered Therapy 585
Using Virtual Reality to Conquer
587 Behavior Therapy Phobias
Techniques Based on Classical Conditioning 588 ■
Techniques Based on 599 In Focus
Operant Conditioning 591 Self-Help Groups: Helping Yourself by
Helping Others
592 Cognitive Therapies 604 Critical Thinking
Albert Ellis and Rational-Emotive Therapy 593 Aaron Beck and Cognitive
■
Evaluating New Psychotherapies:
Therapy 595 Cognitive-Behavioral Therapy and Mindfulness-Based
■
The Case of EMDR
Therapies 596 606 Culture and Human Behavior
Cultural Values and Psychotherapy
598 Group and Family Therapy
Group Therapy 598 ■
Family and Couple Therapy 599 614 Focus on Neuroscience
Comparing Psychotherapy and
601 Evaluating the Effectiveness of Psychotherapy Antidepressant Medication
Is One Form of Psychotherapy Superior? 602 ■
What Factors Contribute to 617 Enhancing Well-Being with
Effective Psychotherapy? 602 Psychology
What to Expect in Psychotherapy
607 Biomedical Therapies
Antipsychotic Medications 607 Antianxiety Medications 610 Lithium 611
■ ■ ■

Antidepressant Medications 612 Electroconvulsive Therapy 614

■

616 Closing Thoughts: Therapies

619 Chapter Review: Key People and Key Terms
620 Concept Map

APPENDIX A

Statistics: Understanding Data

A-1 PROLOGUE: The Tables Are Turned: A Psychologist Becomes a
Research Subject
A-2 Descriptive Statistics
Frequency Distribution A-2 Measures of Central Tendency A-5 Measures of
■ ■

Variability A-6 z Scores and the Normal Curve A-7 Correlation A-9
■ ■

A-11 Inferential Statistics

A-13 Endnote
A-14 Appendix Review: Key Terms
A-15 Concept Map

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 APPENDIX B

Industrial/Organizational
Psychology
B-2 What Is Industrial/ Organizational Psychology?
B-3 History of I/ O Psychology
B-10 In Focus
Servant Leadership: When It’s Not All B-3 Industrial (Personnel) Psychology
About You Job Analysis B-3 ■
A Closer Look at Personnel Selection B-4
B-11 In Focus
Name, Title, Generation B-7 Organizational Behavior
Job Satisfaction B-7 ■
Leadership B-8

B-10 Workplace Trends and Issues

Workforce Diversity: Recruiting and Retaining Diverse Talent B-11 Telework
■

and Telecommuting: The Best Retention Tool B-12 Internet Recruiting: Using
■

the Web to Recruit Top Talent B-13 Work-Life Balance: Engaging and Retaining
■

Employees with Families B-13

B-13 Employment Settings, Type of Training, Earnings, and

Employment Outlook
B-15 Appendix Review: Key Terms
B-16 Concept Map

APPENDIX C

APA Principles for Quality

Education in Psychology and APA
Goals and Outcomes
C-1 APA Principles for Quality Education in Psychology
C-3 APA Goals and Outcomes

G-1 GLOSSARY

R-1 REFERENCES

NI-1 NAME INDEX

SI-1 SUBJECT INDEX

xviii

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 Welcome to the sixth edition of Discovering Psychology! For those of you
who are using Discovering Psychology for the first time, this faculty preface
will help orient you to the many features of our text, its supplements, and
To the Instructor
its media package. If you want to get the most out of our book and teaching
package, reading this preface will be well worth your time. To those of you who
have used a previous edition of Discovering Psychology, thank you for helping make
our text a success! Rest assured that, once again, we have taken several steps to
help make your transition to the new edition as smooth and easy as possible. As
we’ve done previously, we have assembled a complete, detailed, and page-refer-
enced list of changes in the new edition. You can find that list and other helpful
materials in the instructor’s section of the Discovering Psychology, Sixth Edition,
Web Companion.
We’ve been gratified by the enthusiastic response to the five previous editions
of Discovering Psychology. We’ve especially enjoyed the e-mails and letters we’ve
received from students who felt that our book was speaking directly to them. Stu-
dents and faculty alike told us how much they appreciated Discovering Psychology’s
distinctive voice, its inviting learning environment, the engaging writing style, and
the clarity of its explanations—qualities we’ve maintained in the sixth edition. It’s
hard to believe, but we’ve spent the last 20 years of our lives researching and writing
six editions of Discovering Psychology and its larger sibling, Psychology. Watching the
evolution of new research over the past two decades has only further solidified our
conviction that psychology is the most exciting of all the sciences.
Before we wrote the first word of the first edition, we had a clear vision for
this book: combine the scientific authority of psychology with a narrative that
engages students and relates to their lives. Drawing from decades (yes, it re-
ally has been decades) of teaching experience, we’ve written a book that weaves
cutting-edge psychological science with real-life stories that draw students of all
kinds into the narrative.
More so than any other science, psychology speaks to students’ lives. It provides
a wealth of practical insights about behavior and mental processes. Throughout
the text, we strive to communicate the excitement of scientific discovery and the
relevance of psychological findings to students. It is a labor of love, not only for
the sake of our discipline, but also for those wonderful “aha!” moments when
Neuroscience and Behavior Laughing
some everyday behavior suddenly makes sense to a student because it’s seen in a
and talking as you and a friend simultane-
new light. ously ride your bikes and scan the path for
This edition of Discovering Psychology reflects our continued commitment to obstacles—even seemingly simple behav-
the goals that have guided us as teachers and authors. Once again, we invite you iors involve the harmonious integration
to explore every page of the new edition of Discovering Psychology, so you can see of multiple internal signals and body
firsthand how we: processes. What kinds of questions might
neuroscientists ask about the common
• Communicate both the scientific rigor and personal relevance of psychology
behaviors shown here?
• Clearly explain psychological concepts and the relationships among them
• Show how classic psychological studies help set the stage for today’s research
• Personalize historical figures in psychology with interesting biographical details
• Encourage and model critical and scientific thinking
• Present controversial topics in an impartial and evenhanded fashion
• Expand students’ awareness of cultural and gender influences
• Create a student-friendly, personal learning environment
• Actively engage diverse students, including adult learners
• Provide an effective pedagogical system that helps students develop more effective
learning strategies

xix

HockDisc6e_FM.indd xix 10/26/12 3:12 PM

 xx T O T HE INS T RUC T OR
Telomeres Telomeres are short, repeated
DNA sequences that are found at the very
tips of chromosomes (Epel, 2009b). In the
photo above, the telomeres are the fluores-
cent tips on the blue-stained human chro-
mosomes. Like the plastic tips that protect
shoelaces from fraying, telomeres protect
the genetic data in the chromosomes from
being broken or scrambled during cell
division. With each cell division, the telo-
meres get shorter. However, an enzyme
called telomerase can protect and even
lengthen telomeres. Psychologists today
are actively studying the environmental
factors that affect telomere length, includ-
ing behavioral interventions that increase
telomerase activity (Blackburn & Epel,
2012; Jacobs & others, 2011).
HockDisc6e_FM.indd xx
What’s New in the Sixth Edition
We began the revision process with the thoughtful recommendations and feedback
we received from hundreds of faculty using the text, from reviewers, and from col-
leagues. We also had face-to-face dialogues with our own students as well as groups
of students across the country. After carefully evaluating the feedback from faculty
and students, we worked, fueled at times by too many cups of coffee, to create the
book you now have in your hands.
This sixth edition ref lects an exhaustive updating with new coverage of the
latest research, a stunning new design, and some exciting new media options.
We have pored over dozens of journals and clicked through thousands of Web
sites to learn about the latest in psychological science. As a result, this new edi-
tion features hundreds of new references. Just to highlight a few additions, this
edition features new or completely revised sections on neurons, glial cells, and
traumatic brain injury (Chapter 2); attention, the functions of consciousness,
and meditation (Chapter 4); bilingualism, animal cognition, and the roles of ge-
netics and environment in determining intelligence (Chapter 7); emerging adult-
hood, social development in adulthood, and moral development (Chapter 9);
resilience, social status, and the effects of stress on telomeres (Chapter 12); and
mindfulness-based psychotherapies (Chapter 14). In addition, we have signifi-
cantly updated coverage of neuroscience and expanded our coverage of culture
and diversity throughout.
The Latest Psychological Science
Faculty members have told us how much they appreciate our efforts to present in-
teresting and current psychology research to students. Keeping up with our incred-
ibly diverse and productive discipline is an ongoing process. Just so you know, we
currently subscribe to 12 print and 6 electronic journals, and we regularly monitor
multiple psychology, neuroscience, and life science Web sites. And, we both enjoy
thumbing through past and current issues of the New Yorker in search of just the
right cartoon to enliven a new discussion or topic. The stacks of unshelved jour-
nals in our respective home offices can sometimes reach truly frightening heights.
But scanning journals, newsletters, and science magazines like New Scientist and
Discover often leads us to fascinating new research studies that ultimately find their
way into our text. Examples range from the effects of concussions in professional
athletes to “hooking up” on campus and evaluating the effectiveness of “baby
genius” videos.
As of our last count, there are over 1,500 new references in the sixth edition
of Discovering Psychology, more than half of which are from 2009, 2010, 2011, or
2012. These new citations reflect the many new and updated topics and discussions
in the sixth edition of Discovering Psychology. From positive psychology to the latest
discoveries about stress and telomeres or the effectiveness of meditation in control-
ling pain and improving attention, our goal is to present students with interesting,
clear explanations of psychological science. Later in this preface, you’ll find a list of
the updates by chapter.
New Design, New Photos
Created with today’s media-savvy students in mind, the clean, modern, new look
of Discovering Psychology showcases the book’s cutting-edge content and student-
friendly style. Carefully chosen photographs—nearly 50 percent of them new—
apply psychological concepts and research to real-world situations. Accompanied by
10/30/12 9:47 AM
 TO THE INSTRUCTOR xxi

information-rich captions that expand upon the text, vivid and diverse photographs
help make psychology concepts come alive, demonstrating psychology’s relevance to
today’s students.

New Connections to the American Psychological

Association’s Principles for Quality Education in
Psychology and APA Goals and Outcomes
Many faculty and departments are creating uniform standards for the psychology
major and the introductory psychology course. To support faculty’s efforts on this
front, the sixth edition offers a new appendix on the APA’s Principles for Quality
Education in Psychology and the APA’s goals and outcomes. In addition, the sixth
edition test bank ties questions directly to the APA goals.

State-of-the-Art Media Options

There has been a revolution in the educational use of the Web over the past several
years. For the sixth edition, our book is accompanied by the latest in educational
technology, which combines interactive, visually exciting media with high-quality
assessment. This edition is accompanied by PsychPortal, an e-book, a video tool
kit, and new, interactive presentation slides. For more information about these
supplements, please turn to the heading “The Teaching Package: Media Supple-
ments,” or you can get more information by going to our companion Web site at
www.worthpublishers.com/discoveringpsych6e.

Three-Dimensional Brain Model

In addition to the cutting-edge coverage of the brain within the book, every new
copy of the book can be packaged with a three-dimensional brain created by award-
winning designer Bruce Foster and renowned anatomist Todd Buck. Together with
the teaching activities available on the instructor Web site, this brain model will help
students understand brain anatomy and its relation to human behavior.

Major Chapter Revisions

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

Chapter 1, Introduction and Research Methods

• Updated discussion of the nature–nurture issue
• Revised introduction to the scientific method
• New photo examples of the biological perspective and cross-cultural psychology
• Updated data on specialty areas and employment settings for psychologists
• New research examples and photo illustrations of concepts in research methods,
including operational definitions, meta-analysis, and naturalistic observation
• Revised explanation of how to read a journal reference includes information about
the digital object identifier (DOI)
• New example illustrates the use of the case study method in research

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 xxii T O T HE INS T RUC T OR
Mapping the Pathways of the
Brain: The Connectome Using a new
brain-scanning technique called diffu-
sion spectrum imaging, neuroscientists
produced this three-dimensional image
of the neural pathways of the brain. Each
fiber in the photo represents hundreds
of thousands of individual axons. Blue
colors the bundled axons that form up the
neural pathway stretching from the top to
the bottom of the brain. Green represents
pathways from the front (left) to the back
(right) of the brain. Red shows the corpus
callosum, the pathway between the right
and left brain hemispheres.
HockDisc6e_FM.indd xxii
• New data and table to illustrate survey research, along with a discussion of
computer-administered surveys
• Revised discussion of experimental design includes new illustration of natural ex-
periments with 2011 research on how the environment affects weight gain and the
“freshman fifteen”
• Updated and revised “Enhancing Well-Being with Psychology” application on
psychology in the media
Chapter 2, Neuroscience and Behavior
• Reorganized discussion of neurons, including a new figure illustrating the different
kinds of neurons
• New photo examples of botox, “jogger’s high,” and sympathetic nervous system
activation
• Expanded, updated section describes different glial cell types and is illustrated with
a stunning new photo and updated research
• Revised discussion of drug effects on neurotransmitters introduces new key terms,
agonist and antagonist
• New In Focus box, “Traumatic Brain Injury: From Concussions to Chronic Trau-
matic Encephalopathy” explores the causes and long-term implications of these
injuries, with special reference to veterans and athletes
• New Focus on Neuroscience, “Mapping the Pathways of the Brain,” introduces a
new brain-scanning technique, diffusion spectrum imaging, and the Human Con-
nectome Project
• Streamlined Science Versus Pseudoscience box on phrenology
• Streamlined Focus on Neuroscience box, “Juggling and Brain Plasticity”
• Revised and updated Science Versus Pseudoscience box, “Brain Myths”
• Updated Critical Thinking box, “‘His’ and ‘Her’ Brains?”
• Photo sequence describing and illustrating the famous case of Phineas Gage
• Revised discussion of the amygdala
• Updated research in Enhancing Well-Being with Psychology application
Chapter 3, Sensation and Perception
• Updated box on subliminal perception
• Updated box on the impact of culture on perception
• Revised Critical Thinking box on ESP presents Daryl Bem’s controversial 2011
precognition research
• Revised In Focus box, “Do Pheromones Influence Human Behavior?” includes
new research on human chemosignals
• Revised discussion of factors that influence pain “gates” describes recent research
on the use of odors to manipulate mood
• Dramatic new photos illustrating figure–ground camouflage in nature
• New photo examples of Gestalt principles and monocular cues
• Enhancing Well-Being with Psychology application incorporates new research on pain
control, mindfulness meditation, and new photo example of acupuncture in the NFL
Chapter 4, Consciousness and Its Variations
• Streamlined, retitled Prologue
• New introductory section on the functions of consciousness
10/26/12 3:12 PM
 TO THE INSTRUCTOR xxiii

• New section on attention and inattentional blindness, incorporating recent studies

and a visual demonstration of change blindness
• New discussion of multi-tasking and division of attention
• New research on brain activation during sleep
• New research on hypnagogic imagery related to daily experience
• Updated research on contagious yawning in chimpanzees as an evolutionary adap-
tive social cue
• New section on “Why Do We Sleep?”
• Updated section on the functions of sleep, including new information on sleep and
memory, and sleep’s effect on the immune and endocrine systems
• New research on sleep patterns in adolescence
• New Focus on Neuroscience, “The Sleep-Deprived Emotional Brain,” features
new research on the effects of sleep deprivation on emotional regulation
• Condensed Focus on Neuroscience, “The Dreaming Brain: Turning REM On and Off”
• Revised discussion of the activation–synthesis model of dreaming
• New section on the neurocognitive model of dreaming
• Streamlined coverage of circadian rhythms, sleep and memory formation, sleep
disorders, theories of hypnosis, and psychoactive drugs
• Updated research on hypnosis and its applications
• Expanded meditation coverage includes updated terminology and reflects scientific
interest in meditation as a way to study how intensive mental training affects brain func-
tion and basic psychological processes such as attention, memory, emotion, and pain
• New Focus on Neuroscience “Meditation and the Brain,” shows how mental train-
ing is associated with structural changes in the brain
• Updated research in the Focus on Neuroscience box, “The Addicted Brain”
• New photo of Amy Winehouse illustrating the dangers of alcohol abuse, and
photo of Whitney Houston illustrating the danger of cocaine use
• New photo examples of psychoactive drug use around the world, cross-cultural
examples of legal stimulant use, rave culture, and peyote-inspired visions
• Updated coverage of psychoactive drugs includes 2012 research
• Revised and updated coverage of the effects of MDMA (“Ecstasy”)

Chapter 5, Learning
• New photo examples of learning, use of classical conditioning principles in con-
temporary advertising
• New example of using conditioned taste aversions to protect the endangered
northern quoll in Australia
• New photo of Edward Lee Thorndike
• New reports on the possible identity of “Little Albert”
• New examples of conditioned reinforcement, schedules of reinforcement, negative
reinforcement, and punishment
• Updated research on the use of punishment
• Revised Critical Thinking box, “Is Human Freedom Just an Illusion?” explores the
use of virtual gaming systems to promote social good
• Updated research on mirror neurons in humans
• Updated research on observational learning in nonhuman animals
• New information on entertainment education programs in the United States
• Updated research on biological preparedness, evolution, and conditioned fears

HockDisc6e_FM.indd xxiii 10/26/12 3:12 PM

Another random document with
no related content on Scribd:
was the matter, just as she reached the bottom.

"What ails the child?" said Mother, rather sharply. "The man
would wait no longer, and now the poor woman must go
without her cloak."

"I am very sorry!" answered Amice, meekly. "I was trying to

emulate the example of that blessed young Saint, Sister
Catherine was reading of yesterday; who, when he went up-
stairs, always paused to say a prayer on every step."

I saw Mother's eyes twinkle, and the corners of her mouth

twitch.

"Well, well, I wont scold you, child, but remember the next
time you are sent on an errand that your business is to do
the errand, and try rather to follow the example of St.
Anthony, and be in two places at once."

I saw Amice was mortified. When we went away together

she was silent a little, and I could see she was trying to
keep back her tears. Presently she said:

"Rosamond, I think it is very hard to follow the example of

the Saints. There are so many of them, and they are so
very different."

"Perhaps it would be well to pick out one, and keep him for
a model," said I.

"But how?" asked Amice. "Now, this same saint, for

instance. When he was only five years old, he wanted a
friar's habit, and he cried till he got it."

"He would have cried a long time if he had my mother to

deal with!" said I. "Or rather, I think his crying would have
been cut short rather suddenly."
"Just so!" said Amice. "We were taught to obey our parents
in all things. Then, again, when he was eight years old, he
saw his mother in a red dress, and reproved her severely,
telling her that the color would drag her down to the flames
of hell. Now I think (and I can't help thinking), that Sister
Catherine's way of snubbing and putting down poor Sister
Bridget (though she does say silly things, to be sure), is
worse than wearing a red gown: but suppose I should
reprove her, what do you think would happen?"

"I can guess!" said I, and we both laughed; but Amice

looked very sober again, directly.

"So you see, Rosamond, I don't know what to do, because

whatever Saint you choose for a model, you seem to run
against somebody. And that makes me say I wish there
were not so many."

"If we knew all about our Lady, or one of the Holy

Apostles," said I, doubtfully; "or suppose you should take
St. Clare, or St. Agnes."

"Well, St. Clare did not obey her parents either; she ran
away from her father's house at midnight, and went to St.
Frances!"

"Yes, but that was because she had such a high vocation," I
answered, "and her parents opposed her. I suppose that is
different. Anyhow, Amice, we can do as we are told, and
that is always a comfort. Perhaps it is the safest way for
girls like us."

"If we had our Lord's life, that would be the best of all,"
continued Amice, not paying much attention to my words:
"but then, of course, we never could hope to follow that,
when we cannot even reach the example of Saint Francis
and Saint Clare. Anyhow, I wish I could read it for once—all
of it."

"Why, Amice, how can you say such a thing?" said I, rather
sharply, I am afraid. "Don't you know what Father Fabian
said in his sermon—that it was the reading of the Scriptures
by unlearned men which made all the heresies and schisms
which have come up in Germany and the Low Countries?"

Amice looked so distressed that I was sorry for my words

directly.

"I am sure I don't want to be a heretic, or anything else

that is wrong!" said she, with tears in her eyes. "I would
like to please everybody, but somehow I am always going
wrong and making mistakes, as I did to-day. I keep seeing
that poor woman going over the moors in the cold wind,
without any cloak, and yet I meant no harm."

"I am sure you never mean to be anything but the dearest

girl in the world," said I, kissing her. "As to what happened
to-day, I wouldn't think of it any more."

"I don't see that I can do anything about it now, only to

make it an occasion of humility," says Amice.

"I don't think you can do anything better with it than to let
it alone and think about something else," says I, and so the
matter ended.
 CHAPTER III.

Feast of St. Agnes, April 20.

A YEAR ago at this time I was at home, busily preparing

flowers and wreaths for my sister's bridal, under dear
mother's eye. I knew Alice wanted violets, and Dick and I
went to search for them in the coombe, where the banks
being shady, the violets do longest linger. When we had
filled our baskets with the flowers, which we found in
abundance, both white and blue, we sat down a little on the
moss to listen to the singing of the birds and the lapse of
the water. These gentle sounds, albeit most sweet and
tender, did somewhat dispose us to silence, if not
melancholy. Presently Richard said:

"I wonder where we shall be a year from now, Rosamond?

You know this same spring used to be a favorite haunt of
the Fair Dame of Stanton, my ancestress. They say she
used to see in the bosom of the water, as in a mirror, all
that was to come to pass."
"I can tell pretty well where we shall be a year from now,
without any of the Fair Dame's art," said I. "You know she
was said to be a heretic, if not worse."

"Yes, but I don't believe it!" answered Dick, valiantly. "I

believe she was a good woman, and a good wife. But since
you know so well, tell me where we shall be?"

"You will be in France with my Lord your uncle," said I, "or

else attending him at Court, winning your spurs by brave
deeds, or dancing with fair dames and damsels; and I shall
be at the convent, working of cut-work copes and altar-
cloths in silk and gold; or helping Mother Gertrude dry
herbs, and distil cordials, and make comfits: or studying the
lives of the Saints; or—"

"Be wasting your time and youth on some nonsense or

other," interrupted Richard, who never could bear to hear of
my being a nun. "It is a shame!"

"It was my mother's doing, and I will not hear a word

against it!" said I. "Besides, I don't know why I shouldn't be
happy there as well as anywhere else. A great many nuns
are happy, and beside that, Dick, to be happy is not the
business of life."

Dick received this remark with the grunt which he always

bestows on my wise speeches, and we were silent for a
time. Then Dick said passionately, all at once—pointing to a
chaffinch, a dear little fowl, which sat on a twig singing his
very heart out, "Sweetheart! Sweetheart!" over and over
again:

"Rosamond, nothing shall make me think that yonder bird

does not serve God just as acceptably while he is flitting
about gathering food for his young ones, and singing in the
free air of heaven, as if he were shut behind the bars of a
cage, singing the same song over and over, after the old
bird-catcher's whistle."

"The bird is only a bird," I answered, "and, as Master

Ellenwood often tells us, comparisons are no arguments.
Besides, Dick, I have to go, so where is the use of repining?
My mother has promised for me, and I have promised her
again this very day (and so I had); so where is the use of
an argument?"

"It's a shame!" said Dick, passionately; adding, "If you

cared for me as I do for you, you wouldn't talk so coolly of
its being an end."

Whereat there was nothing to do but to rise and return to

the house.

I don't know why I have written this down, only it is a part

of my life. There can be no harm in it, because Richard and
I can never be anything to each other—not even brother
and sister—because a good religious knows no ties of
natural affection. No doubt the coombe is full this very day
of violets and primroses, and all other sweet flowers, and
the spring is welling up and running over its basin all among
the moss and fern, and the brook liverwort; and I dare say
the very same chaffinch is singing there this minute. There
are violets in our convent garden as well, but they are
planted in a straight bed, and Mother Gabrielle uses the
flowers to make her sirups, and the leaves are gathered for
our sallets. There is a spring, too, but not one bit like that in
the coombe. That boils up out of a deep and wide cleft in
the rock, filling its basin full and running over the stones in
twenty little vagrant streams. Great ferns grow over and
shade it, and leaves drop into it in the autumn, and birds
and wild-wood creatures come to drink of its waters. This
pours in a steady orderly stream from a pipe which sticks
straight out from the wall, and runs down a straight course,
paved and edged with cut stone, into the stew-pond where
we keep our fish.

Still our convent garden is a sweet and pretty place, full of

orderly knots and beds of flowers and herbs, chiefly such as
are good to distil cordials, or to help out our messes on fast
days—rue, and mints, and hyssops, and angelica, and
caraway, and burnet—with abundance of roses, and
poppies, and white lilies, and a long bed of sweet flowers
for the bees.

We have a fine stock of beehives. Then we have plum and

pear and apple trees, and a bed of strawberries. At the end
of the garden are two most ancient elm trees, and under
them a very small, and very, very old chapel of our Lady of
Sorrows. Dear Mother says it is by far the oldest part of the
convent. It is very small, as I said, built of huge stones,
with low heavy arches. Over the altar stands the image of
our Lady, rudely carved in some dark wood. It is a very holy
image, and used to work miracles in old times. I wish it
would again. I should dearly love to see a miracle.

At the back of this chapel, and joining it, so as to be under

the same roof, is another building, very low and massive,
with no windows, but one very narrow slit, close under the
eaves. A heavy iron-studded door opens into it from the
chapel itself. Mother Gertrude told me one day that it
contained the staircase leading to a burial vault under the
chapel, now never used, and that it had not been opened
for years and years.

The Sisters are not fond of this shrine, holy as it is, and I
think they are afraid of it. Indeed I know Sister Bridget told
me that if an unfaithful nun were to watch there over night,
she would be found dead on the floor in the morning—if
indeed a ghost or demon did not arise from the vault and
drag her down to a living death below.

"I should not think a ghost would dare to come into the
sacred place!" said Amice.

"Evil spirits have power over the unfaithful, wherever they

are—remember that, child!" said Sister Bridget, solemnly.

"And over the faithful too, sometimes," said Amice, who is

as usual reading the lives of Saints. "I am sure St. Frances
was dreadfully disturbed by them."

"Power to disturb, but not to destroy them, child. But

prayers offered at that shrine have great efficacy for the
deliverance of souls from purgatory," said old Mother Mary
Monica, who is the oldest person in the house, and very
fond of the company of us young ones. "If any one had a
friend in purgatory, and should watch all night in prayer
before that image, it would go far to deliver him."

"Do you really think so, Mother?" I asked.

"Think so, child! I know it for a truth. The blessed Saint

Ethelburga herself tried it, and was assured by a vision and
a miracle that her prayers were granted. Eh dear, I could
tell you many stories of miracles, my daughters. They used
to be plenty in my young days. Why, I was converted by a
miracle myself."

"Tell us about it, dear Mother, will you?" said Amice and I
both together; and Amice added, "See, here is a nice seat,
and the warm sun is good for your pains, you know."

So she sat down, the good old soul, and Amice and I on
stones at her feet, and she told us the tale. I will set it
down just as I remember it.
"You must know, my children, that I was a giddy young girl
in attendance on the Queen—not the Queen that now is, but
Queen Elizabeth, wife of Henry the Seventh, this King's
father—when I went with my mistress to make a retreat at
the convent of the poor Clares, in London—"

"The same that Sister Catherine is always praising," said I.

"Yes, the very same; but don't you put me out. Where was
I?"

"Where you went with the Queen to make a retreat, dear

Mother."

"O yes. Well, I had been a giddy girl, as I told you, but I
had been somewhat sobered of late, because my cousin
Jack, whom my father always meant I should wed, had
been on the wrong side in the late troubles, and was in
hiding at that time. Now, I liked Jack right well, and was
minded to marry none other; but I was a King's ward, my
father being dead, and I having a good fortune. So I had a
many suitors, and I knew the King was favorable to a
knight, Sir Edward Peckham, of Somerset, who had come to
him with help just at the right time. Now, I wanted nobody
but Jack; but of all my suitors there was none that I
misliked so much as Sir Edward Peckham!"

"Why?" asked I, much interested.

"Because I could not abide him, child. That was reason

enough. Well, things being even in this shape, I was glad
enough when my mistress made her retreat in the convent
of the Poor Clares, and chose me to attend on her, out of all
her train. That was a strict order, children. Matins at one
o'clock in the morning—not overnight, as we have them
here—no food till dinner at eleven, and no flesh meat even
on feast days—almost perpetual silence! Well, it was always
and ever my way to fall in with whatever was going on, let
it be what it might; so I fasted and prayed with the best,
and kept all the hours, till I was so tired I could hardly
stand. In the midst of it all came a messenger to my
mistress from the King, bidding her return to the Court in
three days and bring me with her, for the King was minded
that my marriage should no longer be put off.

"Children, I was like one distracted, and I was all but ready
to cast myself away, body and soul. The Mother Superior
marked my grief, and I was won to tell her the whole. She
was an austere woman—not one bit like our Mother—but
she was very kind to me in my trouble—"

"I am sure our dear Mother Superior is a saint, if ever there

was one," said I.

"That she is, that she is, child; but there may be a
difference in saints, you know. Well, Mother Superior pitied
my grief, and soothed me, and when I was quieted like, she
councilled me to watch all night before a shrine in which
were some very holy relics—specially part of the veil of St.
Clare, our blessed founder."

"'Perhaps the Saint may take pity on you and show you the
way out of your present troubles,' said she. 'Fast this day
from all food, my daughter, and this night I will myself
conduct you to the shrine where you are to watch.'"

"Well, children, I did fast and say my rosary all the rest of
the day, till I was ready to drop; and at nine at night the
Mother Superior led me to a little chapel off the church,
where was the shrine of St. Clare. It was all dark—only
looking toward the church I could just see the glimmer of
the ever-burning lamp, before the Holy Sacrament of the
Altar. Here she left me, and here I was to kneel till daylight,
saying my prayers and the seven psalms."

"I don't see how you could kneel so long," said Amice.

"I might lie prone a part of the time, if I would," replied

Mother Mary Monica, "and so indeed I did. I don't know
what time it was—somewhere before Matins, and I know
not whether overcome with fatigue I had not dozed a little,
when I was waked by a bright light. I raised myself on my
knees, and looking toward the altar, I saw the figure of St.
Clare surrounded by a clear but mild radiance, and holding
out to me in her hand a nun's veil, while a voice of heavenly
sweetness, said to me these words: 'Here, my child, is thy
only refuge.' The light faded away, and I sunk down—in a
swoon this time, for when some of the Sisters came to seek
me at prime, they found me pale and lifeless, while—mark,
my daughters—on my head was laid that most sacred relic,
the veil of St. Clare—yes, on this unworthy head the
blessed veil was laid."

We both looked at the good Mother in a kind of awe.

"Well, I told the good Sisters and my mistress what I had

seen. There could be no doubt after that in my mind,
especially as two or three days after I had certain news of
Jack's death. The King would not hear of my profession at
first, but the Prior of the Franciscans took my part, and his
Majesty would not have liked setting the whole of the Gray
Friars against him; so he gave way, and even paid over my
portion, which must have gone hard, for his blessed Majesty
was fond of money; and Sir Edward went home riding
alone, with a flea in his ear, instead of a bride by his side.
Marry him, indeed, with his thin legs and his long lean jaws!
So that is the way I was converted, my children, and got
my own way, by the help of the Blessed St. Clare, to whom
I have always had a particular devotion ever since. And who
knows what miracles might be vouchsafed to you, if you
were to watch all night before the shrine of our Lady?"

We had no time for any more talk just then, but ever since I
have been turning over in my mind what Mother Mary
Monica said. It does seem dreadful to me—the thought of
watching all night and alone in that dreary place without a
light. To be sure, the moon is at the full, and would shine
directly into the great window, but then those dreadful
vaults, and Sister Bridget's story do so run in my head.
Every time the wind shook the ivy or whistled in the
loopholes of the stones, I should fancy it a rustle among the
graves below, or the grating of that heavy door on its
hinges. And then, so cold and damp.

Wretch that I am, to weigh these things one moment in the

balance against my dear mother's soul! I feel sure that she
could not have died in mortal sin, but to pass without the
sacraments, without one moment's warning! Oh, it is
dreadful! And then her marrying instead of taking the veil.
That I think troubles dear Mother Superior worse than
anything. Yes, I am quite resolved. I will watch this very
night before the shrine in the garden chapel; but I will tell
nobody of my resolve, save Amice and Mother Gertrude. I
don't want the whole flock exclaiming, pitying or praising
me, or hinting at my setting up for a saint, as some of them
do.

[Of course, being now enlightened by Holy Scripture, I do

not believe that my dear mother was benefitted by my
watching, nor indeed that she needed such benefit; but I
will ever maintain that the exertion to overcome my own
fears (which were very terrible), for my mother's sake, was
of great service to me. 'Twas a true act of self-sacrifice,
though done in ignorance, and that not to pile up a stock of
merit for myself, but to do good to another.]

CHAPTER IV.

Feast of St. Catherine, April 29.

THIS is the first time I have been able to write since my

watching at our Lady's shrine, at which time I took such a
chill and rheum as have kept me laid up ever since. Mother
Gertrude was much opposed thereto, but could say nothing
against it, seeing that Mother Superior had given her
consent.

"If she wants to send the child after her mother, she has
taken the next way to do it," I heard her mutter to herself.

"Why, dear Mother, should you have such fears for me," I
asked. "I have lately confessed (and so I had the day
before), and I am sure I am not false to my vows, because
I have never taken any. Why, then, should the demon have
power over me?"

"I was not thinking of the demon, child, but of the damp,"
answered Mother Gertrude, in her matter-of-fact way.
"However I say no more. I know how to be obedient, after
all these years. And nobody can deny but it is a good
daughter's heart which moves thee, my child, and so God
and all the Saints bless thee."

Amice would have shared my watch, only it was needful one

should go alone; but she promised to watch in her cell. She
went with me to the chapel door, as did Mother Gertrude,
and we said some prayers together. Then, as the hour of
nine tolled, they kissed me and went their way, leaving me
to my solitary watch and ward.

Oh, what a lone and long night it was! I did not mind it so
much before midnight, for the moon shone fair into the
great east window, and two nightingales, in the garden
outside, answered each other most melodiously from side to
side. My mother ever loved the nightingale above all other
birds, because she said its song reminded her of her young
days in the midland of England. They are rare visitors with
us. But, as I said, dear mother ever loved this bird's song,
and now their voices seemed to come as a message from
herself, in approval of what I was doing. I knelt on the cold
stones, before our Lady's shrine, saying my rosary, and
repeating of Psalms, and the first two hours did not seem so
very long. But the birds stopped singing. The moon moved
on her course, so that the chapel was left almost in
darkness. The south-west wind rose and brought with it all
kinds of dismal sounds, now moaning and sobbing at the
casement, and shaking it as if to gain an entrance; now, as
it seemed, whispering in the vaults under my feet, as if the
ghosts might be holding a consultation as to the best way of
surprising me. Anon, the great heavy door of which I have
before spoken, did a little jar on its hinges, and from behind
it came, as it seemed, the rustling of wings, and then a
thrilling cry as of a soul in pain.

I felt my blood grow cold, and my flesh creep, and my head

swim. But 'tis not the custom of our house for the women
more than the men to give way to fear, and I was
determined I would not be overcome. I said stoutly to
myself, "That sobbing and whispering is of the wind—those
wings are the wings of bats or owls, which have found
refuge in the old tower—that is the cry of the little white
owl, which I have heard a hundred times at home—that low
roar is the rote of the surf which we ever hear at night
when the wind is south-west."

So I reasoned with myself, and then to calm myself still

farther, I began to repeat the Psalms, of which I know the
greater part by heart, thanks to Master Ellenwood,
beginning with the Psalm, "Beati, quorum." And here a
strange thing happened to me, for no sooner had I repeated
the words, "Whoso putteth his trust in the Lord, mercy
embraceth him on every side," than there came over me
such a wonderful sweetness and confidence as I am not
able to describe. I seemed to feel that I was in the very
house of God, where no harm could come to me, nor any
evil thing hurt me. And 'twas not only for myself that I felt
this assurance, but for my dear mother also. "If ever
woman did put her trust in God, I am sure she did so," I
said to myself, "and therefore, wherever she is, I have His
own word for believing her to be embraced in the arms of
His mercy."

And with that I went to prayer again, for my father and

brother, and for Alice and her husband, and her young
babe, and then for poor Dick. And (I know not if right or
wrong) I used no form of words, but did pour out my soul
almost as freely as if I had been talking alone with mother
in her closet, when kneeling beside her, with my arms on
her lap, she used graciously to encourage me to pour out all
my thoughts and fancies.

If that had been all, there had been no great harm done,
mayhap; but from praying for Dick, I fell to thinking of him,
and recalling all our passages together, from the early days
when my father used to set me behind him on the old pony,
and when we used to build forts and castles on the sand of
the shore, to our last sad parting, almost a year ago.

'Twas very wrong to indulge such thoughts in such a sacred

place, and that I knew, and did constantly strive to bring
my mind into a better frame. But the more I tried the more
I wandered, and at last I believe I dropped asleep. I could
not have slept long, when I was waked by the most horrid
screams and cries—now like those of a young child, now like
a woman in fits, now like the ravings of a madman, all
seemingly in the chapel itself. I fell prostrate on my face, at
the same moment that something rushed by me with a
great noise, closely pursued by something else, which
brushed me as it passed.

Now, though terribly scared, I yet felt my spirit rise as I

discovered that the thing had a material existence; and
though the cold sweat stood on my forehead, and my heart
seemed all but to stop beating, I raised myself once more
on my knees and looked around. My eyes had by this time
grown used to the dim light, and I could see, crouched on
the very step of the altar, a dark creature, which looked at
me with green fiery eyes. Then it came to me, and I all but
laughed aloud.

"Puss, Puss!" said I.

"Mieeo!" answered a friendly voice, and poor old Tom, our
convent cat, came to me, rubbing his head, and purring in
quite an ecstasy of joyful surprise.

I saw in a moment how it was. Tom is a regular Lollard of a

cat, and cares no more for the Church than the cowhouse—
indeed Sister Catherine once found him sitting on the high
altar, and would have slain him, had not Mother Superior
interfered. He had been entertaining a select party of his
own friends in the Lady Chapel, and some cause of dispute
arising, he had chased them all out, and remained master
of the field.

I took the old fellow in my arms, and caressed him, and he

bumped his head against my face, making his prettiest
noises. Then I rose and walked to and fro to warm myself a
little, for it was very chill, and tried once more to bring my
thoughts in order by repeating my favorite Psalm, though
not with as much comfort: as before, because of the sin I
had committed by thinking of Dick when I should have been
praying. However, at the words, "I said I will confess my
sins unto the Lord," I found consolation, for I thought, "then
I need not wait to confess to Father Fabian, but can make
my confession now, in this place."

So I did, and then once more repeating my rosary, I sat

down on a rude bench which was there, to rest a few
moments. That was the last of my meditations and prayers,
for I fell fast asleep, with Puss in my lap, and slept till I was
waked by the sun shining into the great east window. I was
very sleepy, and could hardly make out where I was; but,
however, I said my prayers once more, and then Mother
Gertrude came to seek me, and make me go to bed.

Ever since then, my mind has been wonderfully calmed and

comforted about my mother. I seem to see her, embraced
by mercy on every side, and entered into her rest. So I do
not grudge my cold, though it has kept me in bed ten days,
during which time Mother Gertrude has fed me with possets
and sirups, and good things more than I can eat.

This morning I made a full confession to Father Fabian of

my wandering thoughts during my night watch, and the
rest. The good old man was very kind, and gave me light
penance. I asked him what I must do to prevent such
wanderings in future.

"I will consider of that," said he. "You are a Latin scholar,
and can write a good hand, they tell me."

I assured him that I could write fair and plain, and had a
good knowledge of Latin, so that I could read and write it
with ease.

"Ah, well!" said he. "We must find some way to turn these
gifts to account. Meantime, daughter, be busy in whatever
you find to do whereby you can help others; say your
psalms, and meditate on them, and never trouble thyself
about the devil."

'Twas an odd saying, methought, for a priest. I told Amice

all about my night watch, as I do tell her everything.

"Do you really think—" said she, and then she stopped.

"Well, do I really think what?" I asked, seeing she did not

continue.

"Do you think you have any ground for your confidence
about your mother, from that verse in the Psalm?"

I felt hurt for a minute, and I suppose my face showed it,

for Amice added, "Don't be displeased, Rosamond. I only
ask because it seems almost too good to be true. If you
should find what seemed to be a precious pearl, you would
wish to know whether it really was a pearl, or only an
imitation, wouldn't you?"

"To be sure," I answered, and then I considered a little.

"Yes, I do think I have ground for my confidence, though I

am not quite sure I can explain it. You know, Amice, the
Psalms are inspired—a part of the word of God, and
therefore, surely, their promises are to be taken as true.
The Psalm says, 'Whoso putteth his trust in the Lord, mercy
embraceth him on every side.' Now, I know my dear mother
did put her trust in the Lord, if woman ever did in this
world, and, therefore, I am at ease for her, though she died
without the Sacraments, which was not her fault."

"You used your night watch to good purpose, if you thought

out all this," said Amice.

"I did not think it out—it came to me," said I.

"Came to you—how?" asked Amice.

"I can't tell you," I answered, I am afraid, a little

impatiently. "I am not used to taking all my thoughts and
feelings to pieces, as you do. I only know that it seemed to
come to me from outside my own mind—to be breathed into
my heart, as somebody might whisper in my ear."

"It is very lovely," said Amice, with a sigh. "It is like some of
the visions of the Saints. I think, Rosamond, you will be a
Saint, like St. Clare or St. Catherine."

"I don't believe it," said I. "It is a great deal more in your
way than mine."
We were busy in the garden while we were talking,
gathering rosemary and violets for Mother Gertrude to
distil. Amice had her lap full of rosemary, and she sat down
and began pulling it into little bits.

"Rosamond," said she, presently, looking about her, and

speaking in a low tone, "do you really like the notion of
being a nun?"

"To tell you the truth, I never ask myself whether I like it or
not," I answered her. "What is the use? I had no choice in
the matter myself. Here I am, and I must needs make the
best of it. There would be little profit in my asking myself
whether I really liked to be a woman instead of a man. I
like being here in the garden, pulling flowers for Mother
Gertrude, and I like taking care of the books, dusting them
and reading a bit here and there, and I like singing in the
church, and working for the poor folk, though I should like
still better to teach them to work for themselves."

"I suppose, of course, it is the highest life to which one can

obtain!" said Amice, thoughtfully. "And yet I suppose it
must have been meant that some people should marry and
bring up families."

"I suppose it must, since without some such arrangement,

the race of religious must come to an end before long," said
I.

"Of course!" continued Amice, in the same musing tone.

"You know St. Augustine had a mother, and so did St.
Frances!"

"Did you ever hear of any one who had not?" said I,
laughing. "But to return your question upon yourself, Amice,
how do you like the notion of being a nun?"