Psychology 5th Edition Saundra K.

Ciccarelli
Visit to download the full and correct content document:
https://textbookfull.com/product/psychology-5th-edition-saundra-k-ciccarelli/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

The Sky Weaver 1st Edition Kristen Ciccarelli

Ciccarelli Kristen

https://textbookfull.com/product/the-sky-weaver-1st-edition-
kristen-ciccarelli-ciccarelli-kristen/

What is Clinical Psychology 5th Edition Susan Llewelyn

https://textbookfull.com/product/what-is-clinical-psychology-5th-
edition-susan-llewelyn/

Out Now Queer We Go Again 1st Edition Saundra Mitchell

https://textbookfull.com/product/out-now-queer-we-go-again-1st-
edition-saundra-mitchell/

Psychology A Concise Introduction 5th Edition Richard

A. Griggs

https://textbookfull.com/product/psychology-a-concise-
introduction-5th-edition-richard-a-griggs/
Research Design in Clinical Psychology 5th Edition Alan
E. Kazdin

https://textbookfull.com/product/research-design-in-clinical-
psychology-5th-edition-alan-e-kazdin/

Psychology in the Indian Tradition 1st Edition K.

Ramakrishna Rao

https://textbookfull.com/product/psychology-in-the-indian-
tradition-1st-edition-k-ramakrishna-rao/

The Sage Handbook of Evolutionary Psychology

Foundations of Evolutionary Psychology 1st Edition Todd
K Shackelford Editor

https://textbookfull.com/product/the-sage-handbook-of-
evolutionary-psychology-foundations-of-evolutionary-
psychology-1st-edition-todd-k-shackelford-editor/

The Sage Handbook of Evolutionary Psychology

Applications of Evolutionary Psychology 1st Edition
Todd K Shackelford Editor

https://textbookfull.com/product/the-sage-handbook-of-
evolutionary-psychology-applications-of-evolutionary-
psychology-1st-edition-todd-k-shackelford-editor/

The Psychology of Sex and Gender Jennifer K. Bosson

https://textbookfull.com/product/the-psychology-of-sex-and-
gender-jennifer-k-bosson/
Psychology
Fifth edition

Saundra K. Ciccarelli
Gulf Coast State College

J. Noland White
Georgia College & State University

330 Hudson Street, NY NY 10013

Brief Contents
Psychology in Action Secrets for Surviving
College and Improving Your Grades PIA-2

1 The Science of Psychology 2

2 The Biological Perspective 44

3 Sensation and Perception 92

4 Consciousness 136

5 Learning 176

6 Memory 222

7 Cognition: Thinking, Intelligence, and Language 266

8 Development across the Life Span 310

9 Motivation and Emotion 354

10 Sexuality and Gender 390

11 Stress and Health 420

12 Social Psychology 458

13 Theories of Personality 504

14 Psychological Disorders 542

15 Psychological Therapies 586

Appendix A Statistics in Psychology A-1

Appendix B Applied Psychology and Psychology Careers B-1

iii
Contents
Preface ix Generating the Message within the Neuron:
The Neural Impulse 48
About the Authors xx
Neurotransmission 50
Psychology in Action Secrets for Surviving An Overview of the Nervous System 55
College and Improving Your Grades PIA-2 The Central Nervous System: The “Central Processing Unit” 56
The Peripheral Nervous System: Nerves on the Edge 59
Study Skills PIA-4 Distant Connections: The Endocrine Glands 63
Managing Time PIA-5 The Pituitary: Master of the Hormonal Universe 64
Reading the Text: Textbooks Are Not Meatloaf PIA-7 Other Endocrine Glands 65
Getting the Most Out of Lectures PIA-10 Looking Inside the Living Brain 67
Studying for Exams: Cramming Is Not an Option PIA-11 Methods for Studying Specific Regions of the Brain 67
Improving Your Memory PIA-15 Neuroimaging Techniques 68
Writing Papers PIA-17 From the Bottom Up: The Structures of the Brain 73
Your Ethical Responsibility as a Student PIA-19 The Hindbrain 73
Psychology in Action Summary PIA-20 Structures Under the Cortex: The Limbic System 75
Test Yourself 1 The Cortex 77
The Association Areas of the Cortex 80
1 The Science of Psychology 2 Classic Studies in Psychology: Through the Looking
Glass—Spatial Neglect 81
The History of Psychology 4
The Cerebral Hemispheres: Are You in Your
In the Beginning: Wundt, Titchener, and James 5
Right Mind? 82
Three Influential Approaches: Gestalt, Psychoanalysis, and
Behaviorism 7 APA Goal 2: Scientific Reasoning and Critical Thinking:
Phineas Gage and Neuroplasticity 85
The Field of Psychology Today 11
Modern Perspectives 11 Applying Psychology to Everyday Life: Paying Attention to
Attention-Deficit/Hyperactivity Disorder 87
Psychological Professionals and Areas of
Specialization 15 Chapter Summary 88
Scientific Research 18 Test Yourself 91
The Scientific Approach 18
Descriptive Methods 23 3 Sensation and Perception 92
Correlations: Finding Relationships 26 The ABCs of Sensation 94
The Experiment 28 Transduction 94
Experimental Hazards and Controlling for Effects 31 Sensory Thresholds 94
APA Goal 2: Scientific Inquiry and Critical Thinking: Habituation and Sensory Adaptation 96
A Sample Experiment 34 The Science of Seeing 97
Ethics of Psychological Research 35 Light and the Eye 97
The Guidelines for Doing Research with People 35 The Visual Pathway 101
Animal Research 37 Perception of Color 102
Applying Psychology to Everyday Life: Thinking Critically The Hearing Sense: Can You Hear Me Now? 107
About Critical Thinking 38 Sound Waves and the Ear 107
Chapter Summary 41 Perceiving Pitch 109
Test Yourself 42 Types of Hearing Impairments 110
Chemical Senses: It Tastes Good and Smells Even Better 111
2 The Biological Perspective 44 Gustation: How We Taste the World 112
Neurons and Nerves: Building the Network 46 The Sense of Scents: Olfaction 114
Structure of the Neuron: The Nervous The Other Senses: What the Body Knows 116
System’s Building Block 46 Somesthetic Senses 116

iv
 Contents v

Body Movement and Position 118 The Role of Punishment in Operant Conditioning 196
The ABCs of Perception 120 Other Aspects of Operant Conditioning 200
How We Organize Our Perceptions 120 Applications of Operant Conditioning: Shaping
Depth Perception 123 and Behavior Modification 201
Perceptual Illusions 125 Classic Studies in Psychology: Biological Constraints on
Operant Conditioning 202
APA Goal 2: Scientific Inquiry and Critical Thinking:
Perceptual Influences on Metacognition 130 APA Goal 2: Scientific Inquiry and Critical Thinking: Spare
the Rod, Spoil the Child? 207
Applying Psychology to Everyday Life: Beyond “Smoke and
Mirrors”—The Psychological Science and Neuroscience Cognitive Learning Theory 208
of Magic 131 Tolman’s Maze-Running Rats: Latent Learning 208
Chapter Summary 132 Köhler’s Smart Chimp: Insight Learning 209
Test Yourself 134 Seligman’s Depressed Dogs: Learned Helplessness 210
Observational Learning 213
4 Consciousness 136 Bandura and the Bobo Doll 213
The Four Elements of Observational Learning 215
What Is Consciousness? 138
Definition of Consciousness 138 Applying Psychology to Everyday Life: Can You Really
Toilet Train Your Cat? 216
Altered States of Consciousness 138
Chapter Summary 218
Sleep 140
The Biology of Sleep 140 Test Yourself 220
Why We Sleep 142
The Stages of Sleep 145
6 Memory 222
Sleep Disorders 148 What Is Memory? 224
APA Goal 2: Scientific Inquiry and Critical Thinking: Three Processes of Memory 224
Weight Gain and Sleep 153 Models of Memory 224
Dreams 154 The Information-Processing Model: Three Memory
Why Do We Dream? 154 Systems 227
What Do People Dream About? 156 Sensory Memory: Why Do People Do Double Takes? 227
Hypnosis 158 Classic Studies in Psychology: Sperling’s Iconic
How Hypnosis Works 158 Memory Test 228
Theories of Hypnosis 159 Short-Term Memory 230
The Influence of Psychoactive Drugs 161 Long-Term Memory 233
Dependence 161 Getting It Out: Retrieval of Long-Term Memories 239
Stimulants: Up, Up, and Away 163 Retrieval Cues 239
Down in the Valley: Depressants 166 Recall and Recognition 241
Hallucinogens: Higher and Higher 168 Classic Studies in Psychology: Elizabeth Loftus and
Applying Psychology to Everyday Life: Thinking Critically Eyewitnesses 244
About Ghosts, Aliens, and Other Things That Go Bump in Automatic Encoding: Flashbulb Memories 244
the Night 172 The Reconstructive Nature of Long-Term
Chapter Summary 173 Memory Retrieval: How Reliable Are Memories? 245

Test Yourself 174 APA Goal 2: Scientific Inquiry and Critical Thinking:
Effects of Supplements on Memory 249
5 Learning 176 What Were We Talking About? Forgetting 251
Ebbinghaus and the Forgetting Curve 252
Definition of Learning 178
Reasons We Forget 253
It Makes Your Mouth Water: Classical Conditioning 178
Neuroscience of Memory 255
Pavlov and the Salivating Dogs 178
The Biological Bases of Memory 255
Classical Conditioning Applied to Human Behavior 184
When Memory Fails: Organic Amnesia 257
What’s In It for Me? Operant Conditioning 188
Applying Psychology to Everyday Life: Health
The Contributions of Thorndike and Skinner 188 and Memory 260
The Concept of Reinforcement 189
Chapter Summary 262
Schedules of Reinforcement: Why the One-Armed
Bandit Is So Seductive 192 Test Yourself 263
vi Contents

Cognitive Development 344

7 Cognition: Thinking, Intelligence, and
Psychosocial Development 344
Language 266
Theories of Physical and Psychological Aging 346
How People Think 268 Stages of Death and Dying 347
Mental Imagery 268 Applying Psychology to Everyday Life: Cross-Cultural
Concepts and Prototypes 269 Views on Death 349
Problem-Solving and Decision-Making Strategies 271 Chapter Summary 350
Problems with Problem Solving and Decision Making 274 Test Yourself 353
Creativity 275
Intelligence 278 9 Motivation and Emotion 354
Theories of Intelligence 278
Approaches to Understanding Motivation 356
Measuring Intelligence 282
Defining Motivation 356
Test Construction: Good Test, Bad Test? 284
Early Approaches to Understanding Motivation 357
Individual Differences in Intelligence 288
Different Strokes for Different Folks: Psychological
Classic Studies in Psychology: Terman’s “Termites” 291 Needs 359
The Nature/Nurture Issue Regarding Intelligence 293 Arousal and Incentive Approaches 360
Language 298 Humanistic Approaches 363
The Levels of Language Analysis 298 APA Goal 2: Scientific Inquiry and Critical
Development of Language 299 Thinking: Cultural Differences in the Use of Praise
The Relationship between Language and Thought 300 as a Motivator 367
Animal Studies in Language 302 What, Hungry Again? Why People Eat 368
APA Goal 2: Scientific Inquiry and Critical Thinking: Physiological and Social Components of Hunger 368
A Cognitive Advantage for Bilingual Individuals? 304 Obesity 371
Applying Psychology to Everyday Life: Mental and Emotion 373
Physical Exercises for Better Cognitive Health 305 The Three Elements of Emotion 373
Chapter Summary 307 Early Theories of Emotion 378
Test Yourself 308 Cognitive Theories of Emotion 381
Classic Studies in Psychology: The Angry/Happy Man 381
8 Development across the Life Span 310 Applying Psychology to Everyday Life: When Motiva-
Studying Human Development 312 tion Is Not Enough 386
Research Designs 312 Chapter Summary 387
Nature and Nurture 312 Test Yourself 389
The Basic Building Blocks of Development 314
Prenatal Development 318 10 Sexuality and Gender 390
Fertilization 318 The Physical Side of Human Sexuality 392
Three Stages of Development 319 The Primary and Secondary Sex Characteristics 392
Infancy and Childhood Development 322 The Development of Sex Characteristics 393
Physical Development 322 The Psychological Side of Human Sexuality: Gender 395
Classic Studies in Psychology: The Visual Cliff 325 Gender Identity 395
Cognitive Development 326 Gender-Role Development 399
Psychosocial Development 331 Gender Differences 402
Classic Studies in Psychology: Harlow and Contact Human Sexual Behavior 404
Comfort 333 Sexual Response 404
APA Goal 2: Scientific Reasoning and Critical Thinking: Classic Studies in Psychology: Masters and
The Facts About Immunizations 337 Johnson’s Observational Study of the Human
Adolescence 338 Sexual Response 405
Physical Development 338 Different Types of Sexual Behavior 406
Cognitive Development 339 Sexual Orientation 409
Psychosocial Development 340 APA Goal 2: Scientific Reasoning and Critical Thinking 413
Adulthood and Aging 342 Sexual Health 414
Physical Development: Use It or Lose It 342 Sexually Transmitted Infections 414
 Contents vii

Applying Psychology to Everyday Life: The AIDS Aggression 490

Epidemic in Russia 417 Prosocial Behavior 494
Chapter Summary 417 Applying Psychology to Everyday Life: Peeking Inside the
Test Yourself 419 Social Brain 499
Chapter Summary 500
11 Stress and Health 420 Test Yourself 502
Stress and Stressors 422
The Relationship between Stress and Stressors 422 13 Theories of Personality 504
Environmental Stressors: Life’s Ups and Downs 423 Psychodynamic Perspectives 506
Psychological Stressors: What, Me Worry? 427 Freud’s Conception of Personality 506
Physiological Factors: Stress and Health 432 Stages of Personality Development 509
The General Adaptation Syndrome 432 The Neo-Freudians 511
The Immune System and Stress 433 Current Thoughts on Freud and the
Health Psychology 437 Psychodynamic Perspective 512
Cognitive Factors in Stress 438 The Behavioral and Social Cognitive View of Personality 515
Personality Factors in Stress 440 Learning Theories 515
Social and Cultural Factors in Stress: People Current Thoughts on the Behavioral and
Who Need People 443 Social Cognitive Learning Views 517
APA Goal 2: Scientific Reasoning and Critical Thinking: The Third Force: Humanism and Personality 518
Homeopathy: An Illusion of Healing 447 Carl Rogers and the Humanistic Perspective 518
Coping with Stress 448 Current Thoughts on the Humanistic View of Personality 520
Coping Strategies 449 Trait Theories: Who Are You? 521
How Social Support Affects Coping 451 Allport and Cattell: Early Attempts to List
How Culture Affects Coping 452 and Describe Traits 521
How Religion Affects Coping 452 Modern Trait Theories: The Big Five 523
Applying Psychology to Everyday Life: Coping with Stress Current Thoughts on the Trait Perspective 524
Through Mindfulness Meditation 454 Personality: Genetics and Culture 526
Chapter Summary 455 The Biology of Personality: Behavioral Genetics 526
Test Yourself 456 Current Findings on the Heritability of Personality 528
Classic Studies in Psychology: Geert Hofstede’s Four
12 Social Psychology 458 Dimensions of Cultural Personality 528
APA Goal 2: Scientific Inquiry and Critical Thinking:
Social Influence 460
Personality, Family, and Culture 530
Conformity 460
Assessment of Personality 531
Group Behavior 462
Interviews, Behavioral Assessments, and
Compliance 464
Personality Inventories 531
Obedience 466
Projective Tests 535
APA Goal 2: Scientific Inquiry and Critical Thinking: Cults
Applying Psychology to Everyday Life: Biological Bases
and the Failure of Critical Thinking 470
of Personality 537
Social Cognition 471
Chapter Summary 539
Attitudes 471
Test Yourself 541
Attitude Change: The Art of Persuasion 474
Cognitive Dissonance: When Attitudes and Behavior Clash 475
Impression Formation 477
14 Psychological Disorders 542
Attribution 478 What Is Abnormality? 544
Social Interaction 482 Changing Conceptions of Abnormality 544
Prejudice and Discrimination 482 Models of Abnormality 546
How People Learn and Overcome Prejudice 484 Diagnosing and Classifying Disorders 548
Classic Studies in Psychology: Brown Eyes, Blue Eyes 484 Disorders of Anxiety, Trauma, and Stress: What, Me Worry? 553
Interpersonal Attraction 487 Anxiety Disorders 553
Love Is a Triangle—Robert Sternberg’s Other Disorders Related to Anxiety 555
Triangular Theory of Love 489 Causes of Anxiety, Trauma, and Stress Disorders 557
viii Contents

Dissociative Disorders: Altered Identities 560 Behavior Therapies: Learning One’s Way
Types of Dissociative Disorders 560 To Better Behavior 596
Causes of Dissociative Disorders 561 Cognitive Therapies: Thinking Is Believing 601
Disorders of Mood: The Effect of Affect 563 Group Therapies: Not Just for the Shy 605
Major Depressive Disorder and Bipolar Disorders 563 Types of Group Therapies 605
Causes of Disordered Mood 565 Evaluation of Group Therapy 606
Eating Disorders and Sexual Dysfunction 567 Does Psychotherapy Really Work? 607
Eating Disorders 567 Studies of Effectiveness 608
Sexual Dysfunctions and Problems 570 Characteristics of Effective Therapy 609
Schizophrenia: Altered Reality 572 APA Goal 2: Scientific Inquiry and Critical Thinking:
Symptoms of Schizophrenia 572 Does It Work? Psychological Treatment 613
Causes of Schizophrenia 574 Biomedical Therapies 615
Personality Disorders: I’m Okay, It’s Everyone Psychopharmacology 615
Else Who’s Weird 577 Ect and Psychosurgery 619
Categories of Personality Disorders 577 Emerging Techniques 621
Causes of Personality Disorders 578 Applying Psychology to Everyday Life: Virtual
APA Goal 2: Scientific Inquiry and Critical Thinking: Reality Therapies 623
Learning More: Psychological Disorders 579 Chapter Summary 624
Applying Psychology to Everyday Life: Taking the Test Yourself 626
Worry Out of Exams 580
Chapter Summary 582 Appendix A Statistics in Psychology A-1
Test Yourself 584
Appendix B Applied Psychology
15 Psychological Therapies 586 and Psychology Careers B-1
Treatment of Psychological Disorders: Past to Present 588 Glossary G-1
Insight Therapies: Psychodynamic and References R-1
Humanistic Approaches 590
Credits C-1
Psychotherapy Begins: Freud’s Psychoanalysis 590
Humanistic Therapy: To Err Is Human 592 Name Index NI-1
Action Therapies: Behavior Therapies and Subject Index SI-1
Cognitive Therapies 596
 Preface ix

Learner-Centered Approach
Curiosity and Dialogue
Our goal is to awaken students’ curiosity and energize their desire to learn by having them read
and engage with the material. In the last edition, we extended that experience with the new REVEL format.
Fully digital and highly engaging, REVEL offers an immersive learning experience designed for the way today’s
students read, think, and learn. Enlivening course content with media interactives and assessments, REVEL
empowers educators to increase engagement with the course and to better connect with students. See
pearsonhighered.com/revel.
The fifth edition builds upon the REVEL experience. This edition was written with digital learning materials
clearly in mind. With the dynamic learning aids of previous editions as a foundation, the digital materials are
interactive, allowing students to experience figures, graphs, and tables in an active learning process. Instead of
simply looking and reading, the student is doing things with the digital materials. This format will truly help stu-
dents engage in the learning process and will also help instructors make classroom presentations more vivid and
attention grabbing.

Chapter-Opening Journal Prompts and

5 Learning Student Voice Videos

Chapters open with videos in which
psychology students share personal stories
THINKING CRITICALLY
about how the chapter theme directly
How have you used the promise of a pleasurable consequence or reward to modify your own behavior or the behavior of others?
After you have answered the question, watch the video to compare the answers of other students to yours.
applies to their lives. For the fifth edition,
The response entered here will be saved to your notes and may be collected by your
instructor if he/she requires it.
we’ve added the ability for students to
answer these questions for themselves
before watching the video responses.

CC

Watch the Video

Why study learning?

If we had not been able to learn, we would have died out as a species long ago. Learning is the process that allows
us to adapt to the changing conditions of the world around us. We can alter our actions until we find the behavior
that leads us to survival and rewards, and we can eliminate actions that have been unsuccessful in the past. With-
out learning, there would be no buildings, no agriculture, no lifesaving medicines, and no human civilization.

176
x Preface

New Introduction to Psychology Video Series

More than twenty new videos have been filmed for
this edition. These videos cover a variety of key topics
in introductory psychology, from careers in psychology
to experiments to diagnosing and classifying disorders.

CC

Watch the Video Experiments: Experimental Group versus Control Group

Information to
the brain

New Biological Artwork and Animations

Interneuron A new art program designed for REVEL
Sensory neurons takes into account all of the visual media
that students now interact with; the
artwork is designed in a contemporary
Motor neurons
Cross-section
of spinal cord aesthetic that matches the graphical quality
users see in other digital experiences such
as video games.
Skin receptors

CC

Figure 2.6 The Spinal Cord Reflex

The pain from the burning heat of the candle flame stimulates the afferent nerve fibers, which carry the
message up to the interneurons in the middle of the spinal cord. The interneurons then send a message
out by means of the efferent nerve fibers, causing the hand to jerk away from the flame.

Emphasis on APA Learning Goals

We have used the APA goals and assessment recommendations as guidelines for
structuring our content. For the fifth edition, we have placed even greater emphasis on
these goals.

Updated Psychology in Action Chapter

Psychology in Action
Secrets for Surviving College and Improving Your Grades
This chapter has been restructured around
THINKING CRITICALLY eight modules, which address many of the
Based on what you know now, what advice would you share with a student just starting out in college?
After you have answered the question, watch the video to compare the answers of other students to yours.

The response entered here will be saved to your notes and may be collected by your
instructor if he/she requires it.
APA learning goals for the undergraduate
psychology major. Each module is
accompanied by a study tip video: study
skills, managing time, reading textbooks,
getting the most out of lectures, studying
for exams, writing papers, improving your
memory, and your ethical responsibility.

CC

Watch the Video

Why Study How to Study?

Many students entering college have developed a system of taking notes, reading the textbook, and reviewing for exams that
may have worked pretty well in the past; but what worked in grade school and high school may not work in college, where
the expectations from teachers are higher and the workload is far greater. Students should develop skills in the following areas
in order to do their absolute best in any college course: study methods, time management, effective reading of course materi-
als, active listening and note taking, studying for exams, memory strategies, and writing papers. One final aspect of being a
successful student involves being an ethical student—exactly how can you use the materials you find for your research paper, for
example, without committing the sin of plagiarism (claiming the work of someone else as your own)?
PIA-2
 shape constancy c. figure–ground relationships it took a long time. But later when she helped install a ceiling fan
expectancy d. depth perception in her best friend’s home, she completed the job very quickly. Her
at monocular depth cue can best explain why railroad tracks improved speed and skill can partially be attributed to
pear to come together in the distance? a. bottom-up processing. c. perceptual expectancy.
convergence c. overlap b. top-down processing. d. perceptual set.
inear perspective d. texture gradient Preface xi
Müller-Lyer illusion occurs more frequently in
children than adults. c. people living in a Western culture.
men than women. d. individuals living in poverty.

butterfly is poisonous to birds, but the moth isn’t. The moth’s mimicry causes birds to
APA Goal 2: Scientific Inquiry New Chapter Feature on APA Goal 2: Scientific
avoid eating it, even though it is quite edible. Researchers have found that some asso-
and Critical Reasoning and Critical Thinking
ciations between certainThinking
stimuli and responses are far easier to form than others and
that this is true in both
Perceptual animals and
Influences people. This is called biological preparedness.
on Metacognition Each chapter of the text now includes a special
While mammals are biologically prepared to associate taste with illness, birds are bio-
Addresses APA Learning Objective 2.3 Engage in innovative and feature that reinforces scientific inquiry and
logically prepared to associate visual characteristics with illness (Shapiro et al., 1980).
integrative thinking and problem-solving.
As for phobias, fear is a natural emotional response that has ties to survival—we need critical thinking skills. Students are introduced to a
As you can see, pun intended, what we perceive as being real does not always match the
to remember what the fear-inducing stimuli are so we can safely avoid them in the future.
actual visual stimulus we are presented with. Perceptual information can also influence how psychological topic and then encouraged to practice
Nausea we and fearaare givenboth
object.examples of involuntary
of us assume thatreactions that
largerhelp organisms survive
to reproduce
think about
weigh more andthanpass
thingson
For example, many
thattheir genetic
are smaller. material,
The color so can
of an object
things that are
thealso
innate tendency
have an influ- to make quick and
their skills using a hands-on interactive example.
ence (De Camp, 1917). Darker objects are often appraised to be heavier than comparable
ions in nature. This strongobjects
associations between stimuli and these reactions has evolutionary importance.
that are lighter in color (Walker et al., 2010). Both of these are examples of stimulus
o birds, but the
Biological preparedness
influences on perceptual expectations. for
But whatfear ofstimulus
about objects that onare
influences dangerous makes sense for
expectations
e coloring the moth for a cognitive task, like assessing how well we will be able to remember something?
survival, but when objects are not typically dangerous, it turns out to be very difficult
ous. Birds find their Metacognition is thinking about thinking. It includes being aware of our own thought
ot eat anything that to condition
processes,asuch fear as of thosehow
evaluating objects. In one
well we actually study,something
understand monkeys easily
or how well learned to be afraid
. of a toy
we snake
will rememberor crocodile
something. Forby watching
example, videos
the font size ofword
of a given other monkeys
appears to have reacting fearfully to
an effect. In one study, words that were printed in a larger font were rated as being more
these memorable
stimuli (a good example of vicarious classical conditioning). But the monkeys
than words appearing in a smaller font (Rhodes & Castel, 2008). In other
never words,
learned to fearasflowers
when evaluated or a toy
part of a sequential rabbit by
list, Psychology the
might be same means ( Cook & Mineka,
rated as being
1989). more
Snakes memorable than macroeconomics. At least it was for one of your authors during college.
and crocodiles are predators; flowers and rabbits are not.
Despite the initial ratings on memorability, when tested later, word font size did not yield Critical Thinking Journal Prompts
DRUG significant
DEPENDENCY effects on recallThe
(Rhodes & Castel,
“high” of2008 ).
drug use, whether it comes from an opiate deriva-
Research also suggests that students often report using study strategies, such as Journal Prompts allow students to write short
tive, a focusing
stimulant, oronabold
primarily depressant suchin as
or italicized terms alcohol,
a textbook often
(Gurung, takes
2003 , 2004place in certain surroundings,
), or over-
with certain other
reliance on people,
strategies such as and perhaps
highlighting. These even using
are methods thatcertain
have less objects,
of an overallsuch as the tiny spoons critical thinking–based journal entries about the
positive impact on retention of material, especially when compared to more robust study
used by cocaine addicts. These people, settings, and objects can become conditioned stim- chapter content. By reinforcing critical thinking,
and memory strategies. to PIA.6 and Learning Objectives 6.5, 6.6.
uli that are associated with the drug high and can produce a conditioned "high" response.
The presence of these cues can make it even harder to resist using the drug because the the prompts offer another way to expose students
body and mind have become classically conditioned to associate drug use with the cues. to the skills covered in APA Goal 2: Scientific
THINKING CRITICALLY Reasoning and Critical Thinking.
dness
Do you think that humans are as controlled by their biology as other animals? Why or why not?
ency of animals
ciations, such as The response entered here will be saved to your notes and may be
collected by your instructor if he/she requires it.
th only one or few
urvival value of
Submit
New Shared Writing Prompts Focused
on APA Goal 3: Ethical and Social
Map L.O. 5.1, 5.2, 5.3 Responsibility in a Diverse World
ion of Learning Shared Writing prompts in each chapter foster
ly permanent change in behavior brought about by experience or practice) collaboration and critical thinking skills by
“relatively permanent” aspect of learning although physical changes may be providing students the opportunity to write
refers to learning being associated present we may not always be able
with physical changes in the brain to “get” to the information a brief response to a chapter-specific question
and engage in peer-to-peer feedback on a
discovered by Ivan Pavlov focused on observable, measurable behavior discussion board. In this edition, Shared
worked with salivating dogs
unconditioned stimulus (UCS): original, naturally occurring Writing Prompts focus on topics related to
stimulus that ordinarily leads to an involuntary response
unconditioned response (UCR): involuntary response
APA Goal 3: Ethical and Social Responsibility
several key elements
must be present
to the unconditioned stimulus
in a Diverse World.
conditioned stimulus (CS): previously neutral stimulus that begins
and experienced
Embedded Interactive Content
to cause the same kind of involuntary response when paired
repeatedly with the UCS
conditioned response (CR): response that is given to the CS
Interactive content has been fully incorporated into all aspects of the text, allowing stu-
cal Conditioningdents a more direct way to access and engage with the material.
PTER 5
o make an involuntary response to a stimulus other than the original, natural stimulus that normally produces it)

CS must come before the UCS

CS and UCS must come very close together in time (< 5 sec)
basic principles for
classical conditioning
to occur
CS must be paired with the UCS many times
Watch Videos of topics as they are
CS must be distinct from other competing stimuli
explained.
stimulus generalization: response to a stimulus that is similar to the original CS
stimulus discrimination: response to different stimuli in different ways
key features
extinction: presentation of the CS in the absence of the UCS leads to reduction in the CR
spontaneous recovery: reappearance of a previously extinguished CR
higher-order conditioning: occurs when strong CS is paired with new neutral
stimulus; new previously neutral stimulus becomes a second CS

conditioned emotional responses: emotional responses that have some associations are
become classically conditioned to occur in response to learned stimuli; relatively quick and easy
based on work of John B. Watson; helps explain development of phobias to learn due to survival
CC
value for organism
conditioned taste aversion is one situation where classical conditioning
(biological preparedness)
can occur quickly without repeated pairings
other Figure 5.12 Bandura’s Bobo Doll Experiment
features In Albert Bandura’s famous Bobo doll experiment, the doll was used to demonstrate the impact of observ-
vicarious conditioning
ing an adultcan occur
model by simply
performing watching
aggressive someone
behavior else
on the later respond
aggressive to a stimulus
behavior of children.

Pavlov—stimulus substitution occurs where the CS comes to activate

does it work? the same part of the brain that was originally activated by the UCS
what
cognitive the model in the film did,
perspective—organism each child
consciously duplicated the model’s actions. Both groups
expects
had to
something learned
occur;from watching
CS provides the model,about
information but only the children watching the successful
 time at all. But when Pavlov took the metronome back out and set it ticking, the dogs all
began to salivate, although it was a fairly weak response and didn’t last very long. This
brief recovery of the conditioned response proves that the CR is “still in there” somewhere
(remember, learning is relatively permanent). It is just suppressed or inhibited by the lack of
an association with the unconditioned stimulus of food (which is no longer reinforcing or
xii Preface strengthening the CR). As time passes, this inhibition weakens, especially if the original
conditioned stimulus has not been present for a while. In spontaneous recovery the condi-
tioned response can briefly reappear when the original CS returns, although the response is
usually weak and short lived. See Figure 5.3 for a graph showing both extinction and spon-
taneous recovery.

Interactive Figures and Tables walk

students through some of the more
complex processes in psychology and
offer students the ability to evaluate their
knowledge of key topics.

Figure 5.3 Extinction and Spontaneous Recovery

This graph shows the acquisition, extinction, spontaneous recovery, and reacquisition of a conditioned
APTER 2
spontaneous recovery salivary response. Typically, the measure of conditioning is the number of drops of saliva elicited by the CS
the reappearance of a learned on each trial. Note that on the day following extinction, the first presentation of the CS elicits quite a large
response after extinction has occurred. response. This response is due to spontaneous recovery.

Interactive versions of brain-based figures

Pineal Hypothalamus
allow students to rotate the brain 360
Pineal
gland
degrees and isolate regions.
gland
Pituitary
gland

Parathyroid The Biological Perspective 61

glands
terms: The sympathetic division is in sympathy with one’s emotions. In fact, the sympa-
Thyroid thetic division is usually called the “fight-or-flight system” because it allows people and
gland animals to deal with all kinds of stressful events. to Learning Objective 11.4.
Emotions during these events might be anger (hence the term fight) or fear (that’s the
“flight” part, obviously) or even extreme joy or excitement. Yes, even joy can be stress-
ful. The sympathetic division’s job is to get the body ready to deal with the stress. Many
Pancreas of us have experienced a fight-or-flight moment at least once in our lives. Participate in
72 to
the survey Do You Fly or Fight? learn more
CHAPTER 2 about how your body responds.

Figure 2.12 Major Structures of the Human Brain Survey DO YOU FLY OR FIGHT?

INTRODUCTION SURVEY LO. 2.8, 2.9

Concept Map RESULTS
Interactive

PONS The pons is the larger “swelling” just above the medulla. This Adrenal
term means This survey asks you about your experiences

Interactive
“bridge,” and the pons is indeed the bridge between the cerebellumglands and the upper with and reactions towards stressful events,
older
often relied on dissection
particularly those that stimulate your techniques after death
sections of the brain. As in the medulla, there is a crossover of nerves, but in this case it Autonomic Nervous System (ANS). methods
is the motor nerves carrying messages from the brain to the body. This allows the pons unable to directly
Click Next to begin the survey
observe function
to coordinate the movements of the left and right sides of the body. (It will be useful study animals or humans with brain damage; damage may be by
to remember these nerve crossovers when reading about the functions of the left and accident, injury, or in animals, deliberate; brain areas can be studied
Simulate experiments and answer surveys
lesioning studies
according to the location of lesions (injured or destroyed areas)
right sides of the brain in a later part of this chapter.) The pons also influences sleep,
dreaming, and arousal. The role that the pons plays in sleep and dreams will be dis-

right from the narrative.

welling above the medulla
information from the cor-
erebellum, and that plays a
p, dreaming, left-right body
on, and arousal.
72
ormation (RF)
neurons running through
of the medulla and the
brain areas can also be studiedthrough electrical
cussed in more detail in Chapter Four. to Learning Objective 4.7. brain stimulation studies stimulation (invasive or noninvasive)
Ovaries THE RETICULAR FORMATION The reticular formation (RF) is a network of neurons
running through the middle of the medulla and the pons and slightly beyond. These
neurons are responsible for people’s ability to generally attend to certain kinds of
information in their surroundings. Basically, the RF allows people to ignore constant, Previous Next
unchanging information (such as the noise of an air conditioner) and become alert to Looking Inside the Living Brain
Simulate the Experiment Do You Fly(methods
or Fight? for studying the structures and/or activity of the living brain)
changes in information (for example, if the air conditioner stopped, most people would
Testes mapping structure
notice immediately).
What are the specific ways in which this division readies the body to react? (See Fig- based on X-ray
The reticular
CHAPTER 2 formation is also the part of the brain that helps keep people alert and computed
ure 2.8.) The pupils seem to get bigger, perhaps to let in more light and, therefore,has moregood infor-
temporal but relatively technology;
aroused. One part of the RF is called the reticular activating system (RAS), and it stimulates tomography
mation. The heart starts pumping faster andmapping function
harder, drawing blood away from poornonessential
spatial resolution; records (CT)
good for
the upper part of the brain, keeping people awake and alert. When a person is driving and the the electrical imaging brain
organs such as the skin (so at first the person may turn pale) and sometimes even away fromactivity of the brain structure, especially
electroencephalogram
Concept Map LO.
someone suddenly pulls2.8, 2.9
out in front of the vehicle, it is the RAS that brings that driver
the brain itself (so the person might actually faint). Blood
through the use of scalp
(EEG) needs lots of oxygen before it goes when there is

Reinforce connections across topics with

electrodes; both spontaneous
lightly beyond that is Figure 2.9 The Endocrine Glands
to full attention. It is also the system that lets a mother hear her baby cry in the night,
to the muscles, so the lungs work overtime, too (the person may begin to breathe activityfaster).
and event-related metal in the body
even though she might often sleeprelied
through other noises. The RAS has also been suggested
Interactive

e for general attention,

older
on dissection One set of glands in particular receives special instructions. The adrenal glands potentials
will be stim- (ERP) can be studied

Thebyendocrine
brain-scanning glands
studies assecrete
a possible hormones
area involved in directly into hyperactivity
attention-deficit/ the bloodstream, which carries them to organs in the
Interactive Concept Maps.
and arousal. techniques after death superior spatial
methods ulated to release certain stress-related chemicals (members of a class of chemicals released
activity can be classified according magnetic
resolution
unable to directly by glands called hormones) into the bloodstream. These stress hormones will travel to all to frequency and morphology; resonance
body, such as the heart, pancreas, and sex organs.
observe function traditional bands include delta,
parts of the body, but they will only affect certain target organs. Just as a neurotransmitter
imaging
for structure
study animals or humans with brain damage; damage may be by theta, alpha, and beta (MRI)

Take Practice Quizzes as you read.

lesioning studies accident, injury, or in animals, deliberate; brain areas can be studied fits into a receptor site on a cell, the molecules of the stress hormones fit into receptor sites
according to the location of lesions (injured or destroyed areas) used for imaging function; involves injection of a radioactive tracer
at the various target organs—notably, the heart, muscles, and
positron lungs. This further
emission thatstimulates
binds to glucose, records activity of cells that use radioactive glucose
these organs to work harder. But not every organ or tomography
system will(PET)
be stimulated by the activa-
THE PITUITARY: brain
MASTER OF THE
stimulation studies HORMONAL
stimulation (invasive or noninvasive) UNIVERSE
brain areas can also be studiedthrough electrical
tion of the sympathetic division. Digestion of food and excretion* of waste are image
functional MRI
not necessary
brain function through tracking changes in blood oxygen levels;
functions when dealing with stressful situations, so(fMRI) these systems tend to be shut down
increase or levels associated with increased functioning
in oxygen

2.6 Explain why the pituitary gland is known as the “master gland.” inhibited. Saliva, which is part of digestion, dries right up (ever try whistling when you’re
scared?). Food that was in the stomach sits there like a lump. Usually, the urge to go to the Reset
bathroom will be suppressed, but if the person is really scared, the bladder or bowels may
The pituitary Looking Inside glandthe is Living
located Brain under the brain, just below the hypothalamus. The hypothala- actually empty (this is why people who die under extreme stress, such as hanging or electro-
cution, will release their urine and waste). The sympathetic division is also going to demand
mus controls the glandular system by influencing
(methods for studying the structures and/or activity of the living brain)
the pituitary. That is because the pituitary that the body burn a tremendous amount of fuel, or blood sugar.

gland is the master gland, the one that controls or influences

mapping structure
computed alltechnology;
of the other endocrine glands.
based on X-ray Practice Quiz
Now, all this bodily arousal is going on during a stressful How much doIf you
situation. remember?
the stress
Speaking in public is something many
mapping function
has good temporal but relatively tomography ends, the activity of the sympathetic division will be replaced by the activation of the
Pick the best answer.
people find to be particularly stressful.
good for
Part of the pituitary secretes several of the brainhormones that influence imaging brain the activity of the other
poor spatial resolution; records parasympathetic division.
the
(CT) 1.IfWhich
the stress
of the goes on techniques
following too long or is too
involves intense,
passing the person
a mild 3. Dr. Roll
Which part is
of conducting a autonomic
the speaker’s research study. She wants to measure the
the electrical activity
electroencephalogram through the use of scalp structure, especially current through the brain to activate certain structures without physical
nervous connectivity
system in the
is most likely to research participants’ brains by imaging
be working

glands. One of(EEG)these hormones is a growth hormone that controls

electrodes; both spontaneous
activity and event-related metal inand
the bodyregulates the increase in
when there is *excretion: in this sense, the act damaging
of eliminating
them?waste products from the body.
a. electroconvulsive tomography (ECT)
their
hard
a.
white
at this matter. Which of the following methods will she use?
moment?
diffusion tensor imaging (DTI)
potentials (ERP) can be studied b. magnetic resonance imaging (MRI) b. MRI spectroscopy
size as children grow from infancy to adulthood. There
activity can be classified according magnetic
are alsosuperiorhormones
spatial that stimulate the c. deep brain lesioning c. functional magnetic resonance imaging (fMRI)
resolution d. electrical stimulation of the brain (ESB) d. computed tomography (CT)
gonads (ovaries and testes) to release
traditional female
to frequency and morphology;
bands include delta, or maleresonance sex hormones,
imaging
for structure which in turn influence 2. Which of the following techniques analyzes blood oxygen levels to 4. If you were suffering from neurological problems and your neurol-
theta, alpha, and beta (MRI) look at the functioning of the brain? ogist wanted to have a study done of your brain and its electrical
the development and functioning of the reproductive organs, development of secondary
used for imaging function; involves injection of a radioactive tracer a. EEG functioning, which of the following techniques would be most
positron emission that binds to glucose, records activity of cells that use radioactive glucose b. CT appropriate?
sex characteristics in puberty, and reproductive behavior in general.
tomography (PET)
to Learn- c. fMRI a. PTI c. PET
image brain function through tracking changes in blood oxygen levels; d. PET b. EEG d. DTI
ing Objective(fMRI) 10.1. Male and female sex hormones have also been implicated in cognitive
functional MRI
increase in oxygen levels associated with increased functioning

changes as we grow older. One study has found a correlation between Reset lower levels of the
male sex hormone androgen and cognitive decline in older men (Hsu et al., 2015), and for
females, hormonal therapy during a limited postmenopausal time window may lower the
Practice
risk of mild Quizcognitive How much do you remember?
impairment later in their lives (Scott et al., 2012). Another part of the
Pick the best answer.

pituitary
1. Which of the controls things
following techniques associated
involves passing a mild
current through the brain to activate certain structures without
with 3. Dr.pregnancy andstudy.
Roll is conducting a research levels
She wantsoftowater
measure the in the body.
physical connectivity in the research participants’ brains by imaging
damaging them? their white matter. Which of the following methods will she use?
a. electroconvulsive tomography (ECT) a. diffusion tensor imaging (DTI)

THINKING CRITICALLY
b. magnetic resonance imaging (MRI)
c. deep brain lesioning
b. MRI spectroscopy
c. functional magnetic resonance imaging (fMRI) Writing Prompts allow students to write
d. electrical stimulation of the brain (ESB) d. computed tomography (CT)
2. Which of the following techniques analyzes blood oxygen levels to
Some people think that taking human growth
look at the functioning of the brain?
4. If you were suffering from neurological problems and your neurol-
hormone (HGH) supplements will help reverse the
ogist wanted to have a study done of your brain and its electrical
about the chapter content and receive
effects
a. EEG of aging. If this were true, what would functioning, you expect tofollowing
which of the see in the news
techniques media or medical
would be most
b. CT
journals?
c. fMRI How would you expect HGH supplements
appropriate?
a. PTI to be marketed c. PET as a result? auto-feedback.
d. PET b. EEG d. DTI

one The response entered here will be saved to your notes and may be
collected by your instructor if he/she requires it.
one-

Submit
 Preface xiii

Teaching and Learning Package

INTEGRATION AND FEEDBACK
It is increasingly true today that as valuable as a good textbook is, it is still only one
element of a comprehensive learning package. The teaching and learning package that
accompanies Psychology, 5e, is the most comprehensive and integrated on the market. We
have made every effort to provide high-quality instructor resources that will save you
preparation time and will enhance the time you spend in the classroom.

MYPSYCHLAB MyPsychLab is an online homework, tutorial, and assessment program

that truly engages students in learning. It helps students better prepare for class, quizzes,
and exams—resulting in better performance in the course—and provides educators with
a dynamic set of tools for gauging individual and class progress. MyPsychLab comes
from Pearson, your partner in providing the best digital learning experience.

LEARNING CATALYTICS Learning Catalytics is a “bring your own device” student

engagement, assessment, and classroom intelligence system. It allows instructors to
engage students in class with real-time diagnostics. Students can use any modern,
web-enabled device (smartphone, tablet, or laptop) to access it.

WRITING SPACE Better writers make great learners—who perform better in their
courses. To help you develop and assess concept mastery and critical thinking through
writing, we created the Writing Space in MyPsychLab. It’s a single place to create, track,
and grade writing assignments, provide writing resources, and exchange meaningful,
personalized feedback with students, quickly and easily, including autoscoring for prac-
tice writing prompts. Plus, Writing Space has integrated access to Turnitin, the global
leader in plagiarism prevention.

PEARSON WRITER Good writing is an important skill that opens doors for you, whether
at school or in the workplace. Pearson Writer offers writing support for anyone—regard-
less of skill level, subject, or discipline. It’s affordable, built for mobile devices, and easy
to use, so rather than spending time learning new software, you can just focus on your
ideas. Pearson Writer takes care of the labor-intensive details of writing—gathering and
citing sources, proofreading for grammar and usage, and staying organized—so you can
concentrate on what matters to you. Your grades will improve, your thoughts will be
clearer, and you will become a better writer.

CC
xiv Preface

Presentation and Teaching Resources

The Instructor’s Resource Center (www.pearsonhighered.com/irc) provides information
on the following supplements and downloadable files:
Interactive PowerPoint Slides (ISBN 0-13-462372-X) bring the Ciccarelli/White design
into the classroom, drawing students into the lecture and providing appealing interac-
tive activities, visuals, and videos. The slides are built around the text’s learning objec-
tives and offer many direct links to interactive exercises, simulations, and activities.
Standard Lecture PowerPoint Slides (ISBN 0-13-462366-5) These ADA PowerPoint
slides provide an active format for presenting concepts from each chapter and feature
relevant figures and tables from the text.
Art PowerPoint Slides (ISBN 0-13-466664-X) These slides contain only the photos, fig-
ures, and line art from the textbook.
Instructor’s Resource Manual (ISBN 0-13-462365-7), prepared by Alan Swinkels,
St. Edward’s University, offers detailed chapter lecture outlines, chapter summaries,
learning objectives, activities, exercises, assignments, handouts, and demonstrations
for in-class use, as well as useful guidelines for integrating the many Pearson media
resources into your classroom and syllabus.
Test Item File (ISBN 0-13-462364-9) prepared by Jason Spiegelman, Community Col-
lege of Baltimore County, contains more than 3,200 questions categorized by learning
objective and question type (factual, conceptual, or applied). Rationales for each correct
answer and the key distracter in the multiple-choice questions help instructors evaluate
questions and provide more feedback to students.
Pearson MyTest (ISBN: 0-13-462371-1), a powerful assessment generation program,
helps instructors easily create and print quizzes and exams. Questions and tests can be
authored online, allowing instructors ultimate flexibility! For more information, go to
www.PearsonMyTest.com.

APA Assessment Bank

Available within MyPsychLab, a unique bank of assessment items allows instructors to

assess student progress against the American Psychological Association’s Learning Goals
and Outcomes.

Accessing All Resources

For a list of all student resources available with Ciccarelli/White, Psychology, 5e, go to
www.mypearsonstore.com and enter the text ISBN 0-13-447796-0, and check out the
“Everything That Goes With It” section under the photo of the book cover.
For access to all instructor resources for Ciccarelli/White, Psychology, 5e, simply go to
http://pearsonhighered.com/irc.
For technical support for any of your Pearson products, you and your students can con-
tact http://247.pearsoned.com.
 Preface xv

Learning Outcomes and Assessment

LEARNING OBJECTIVES
Based on APA recommendations, each chapter is structured around detailed learning
objectives. All of the instructor and student resources are also organized around these
objectives, making the text and resources a fully integrated system of study. The flexibil-
ity of these resources allows instructors to choose which learning objectives are import-
ant in their courses as well as which content they want their students to focus on.

Learning Objectives

5.1 Define the term learning. 5.9 Describe how operant conditioning
is used to change animal and human
5.2 Identify the key elements of classical behavior.
conditioning as demonstrated in
Pavlov’s classic experiment. 5.10 Explain the concept of latent
learning.
5.3 Apply classical conditioning to
examples of phobias, taste aversions, 5.11 Explain how Köhler’s studies
and drug dependency. demonstrated that animals can learn
by insight.
5.4 Identify the contributions of
Thorndike and Skinner to the 5.12 Summarize Seligman’s studies on
concept of operant conditioning. learned helplessness.

5.5 Differentiate between primary and 5.13 Describe the process of observational
secondary reinforcers and positive learning.
and negative reinforcement.
5.14 List the four elements of
5.6 Identify the four schedules of observational learning.
reinforcement.
5.15 Describe an example of conditioning
5.7 Identify the effect that punishment in the real world.
has on behavior.

5.8 Explain the concepts of discriminant

stimuli, extinction, generalization,
and spontaneous recovery as they
relate to operant conditioning.

GOALS AND STANDARDS

In recent years, many psychology departments have been focusing on core competen-
cies and how methods of assessment can better enhance students’ learning. In response,
the American Psychological Association (APA) established recommended goals for the
undergraduate psychology major beginning in 2008 with a set of 10 goals, and revised
again in 2013 with a new set of 5 goals. Specific learning outcomes were established for
each of the goals, and suggestions were made on how best to tie assessment practices to
these goals. In writing this text, we have used the APA goals and assessment recommen-
dations as guidelines for structuring content and integrating the teaching and homework
materials. For details on the APA learning goals and assessment guidelines, please see
www.apa.org/.
xvi Preface

APA LEARNING OBJECTIVES CICCARELLI/WHITE TEXT LEARNING OBJECTIVES

1 Knowledge Base in Psychology

Students should demonstrate fundamental knowledge and comprehension of the major concepts, theoretical perspectives, historical trends, and empirical
findings to discuss how psychological principles apply to behavioral phenomena. Foundation students should demonstrate breadth in their knowledge and
applications of psychological ideas to simple problems; baccalaureate students should show depth in their knowledge and application of psychological con-
cepts and frameworks to problems of greater complexity.

1.1 Describe key concepts, principles, and Intro: PIA.1

overarching themes in psychology.
1.2 Develop a working knowledge of psychology’s
content domains.
1.3 Describe applications of psychology.
Ch 1: 1.1–1.5, 1.10 and Applying Psychology to Everyday Life: Thinking Critically About Critical Thinking
Ch 2: 2.1–2.13 and Applying Psychology to Everyday Life: Paying Attention to Attention-Deficit/Hyperactivity Disorder
Ch 3: 3.1–3.11, 3.13–3.14 and Applying Psychology to Everyday Life: Beyond “Smoke and Mirrors”—The
Psychological Science and Neuroscience of Magic
Ch 4: 4.1–4.10 and Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other
Things that Go Bump in the Night
Ch 5: 5.1–5.8, 5.9–5.14 and Applying Psychology to Everyday Life: Can You Really Toilet Train Your Cat?
Ch 6: 6.1–6.13 and Applying Psychology to Everyday Life: Health and Memory
Ch 7: 7.1–7.4, 7.6–7.10 and Applying Psychology to Everyday Life: Mental and Physical Exercises Combine for
Better Cognitive Health
Ch 8: 8.2–8.5, 8.7–8.11 and Applying Psychology to Everyday Life: Cross-Cultural Views on Death
Ch 9: 9.1–9.10 and Applying Psychology to Everyday Life: When Motivation is Not Enough
Ch 10: 10.1–10.9 and Applying Psychology to Everyday Life: The AIDS Epidemic in Russia
Ch 11: 11.1–11.10 and Applying Psychology to Everyday Life: Coping with Stress Through Mindfulness Meditation
Ch 12: 12.1–12.15 and Applying Psychology to Everyday Life: Peeking Inside the Social Brain
Ch 13: 13.1–13.15 and Applying Psychology to Everyday Life: Biological Bases of Personality
Ch 14: 14.1–14.15 and Applying Psychology to Everyday Life: Taking the Worry Out of Exams
Ch 15: 15.1–15.11 and Applying Psychology to Everyday Life: Virtual Reality Therapies
Major concepts are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video
Series, Operation ARA, Visual Brain, and instructor’s teaching and assessment package.

2 Scientific Inquiry and Critical Thinking

The skills in this domain involve the development of scientific reasoning and problem solving, including effective research methods. Foundation students
should learn basic skills and concepts in interpreting behavior, studying research, and applying research design principles to drawing conclusions about
behavior; baccalaureate students should focus on theory use as well as designing and executing research plans.

2.1 Use scientific reasoning to interpret
psychological phenomena.
2.2 Demonstrate psychology information literacy.
2.3 Engage in innovative and integrative thinking
and problem solving.
2.4 Interpret, design, and conduct basic
psychological research.
2.5 Incorporate sociocultural factors in scientific
inquiry.
Ch 1: 1.6–1.12; APA Goal 2: Scientific Inquiry and Critical Thinking: A Sample Experiment; Applying Psychology to
Everyday Life: Thinking Critically About Critical Thinking
Ch 2: 2.4, 2.8, 2.14; APA Goal 2: Scientific Reasoning and Critical Thinking: Phineas Gage and Neuroplasticity;
Classic Studies in Psychology: Through the Looking Glass—Spatial Neglect
Ch 3: Applying Psychology to Everyday Life: Beyond “Smoke and Mirrors”—The Psychological Science and
Neuroscience of Magic; APA Goal 2: Scientific Inquiry and Critical Thinking: Perceptual Influences on Metacognition
Ch 4: 4.10; Applying Psychology to Everyday Life: Thinking Critically About Ghosts, Aliens, and Other Things That
Go Bump in the Night; APA Goal 2: Weight Gain and Sleep
Ch 5: 5.2–5.14 and Classic Studies in Psychology: Biological Constraints of Operant Conditioning; APA Goal 2:
Scientific Inquiry and Critical Thinking: Spare the Rod, Spoil the Child?
Ch 6: Classic Studies in Psychology: Sperling’s Iconic Memory Test; Classic Studies in Psychology: Elizabeth
Loftus and Eyewitnesses; APA Goal 2: Scientific Inquiry and Critical Thinking: Effects of Supplements on Memory;
Applying Psychology to Everyday Life: Health and Memory
Ch 7: 7.2–7.5; APA Goal 2: Scientific Inquiry and Critical Thinking: A Cognitive Advantage for Bilingual Individuals?
Classic Studies in Psychology: Terman’s Termites; Applying Psychology to Everyday Life: Mental and Physical
Exercises for Better Cognitive Health
Ch 8: 8.1, 8.7, 8.10; Classic Studies in Psychology: The Visual Cliff; Classic Studies in Psychology: Harlow and
Contact Comfort; APA Goal 2: Scientific Reasoning and Critical Thinking: The Facts About Immunizations
Ch 9: Classic Studies in Psychology: The Angry/Happy Man; APA Goal 2: Scientific Inquiry and Critical Thinking:
Cultural Differences in the Use of Praise as a Motivator
Ch 10: 10.7; Classic Studies in Psychology: Masters and Johnson’s Observational Study of the Human Sexual
Response; APA Goal 2: Scientific Reasoning and Critical Thinking
Ch 12: 12.16; Classic Studies in Psychology: Brown Eyes, Blue Eyes; APA Goal 2: Scientific Inquiry and Critical
Thinking: Cults and the Failure of Critical Thinking
Ch 13: 13.9 and Classic Studies in Psychology: Geert Hofstede’s Four Dimensions of Cultural Personality; APA
Goal 2: Scientific Inquiry and Critical Thinking: Personality, Family, and Culture
Ch 14: APA Goal 2: Scientific Inquiry and Critical Thinking: Learning More: Psychological Disorders
Ch 15: APA Goal 2: Scientific Inquiry and Critical Thinking: Does It Work? Psychological Treatment
Appendix A: Statistics in Psychology
Scientific methods are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video
Series, Operation
 Preface xvii

APA UNDERGRADUATE LEARNING GOALS AND OUTCOMES CICCARELLI/WHITE, 5E CONTENT

3 Ethical and Social Responsibility

The skills in this domain involve the development of ethically and socially responsible behaviors for professional and personal settings. Foundation students
should become familiar with the formal regulations that govern professional ethics in psychology and begin to embrace the values that will contribute to
positive outcomes in work settings and in society. Baccalaureate students should have more direct opportunities to demonstrate adherence to professional
values that will help them optimize their contributions.

3.1 Apply ethical standards to
psychological science and
practice.
3.2 Build and enhance
interpersonal relationships.
3.3 Adopt values that build
community at local, national,
and global levels.
Ch 1: 1.10; Shared Writing: The Science of Psychology
Ch 2: Shared Writing: The Biological Perspective
Ch 3: Shared Writing: Sensation and Perception
Ch 4: Shared Writing: Consciousness
Ch 5: 5.3; Shared Writing: Learning
Ch 6: Shared Writing: Memory
Ch 7: 7.9, 7.10; Classic Studies in Psychology: Terman’s “Termites”; Shared Writing: Cognition: Thinking, Intelligence, and Language
Ch 8: 8.4, 8.11; Shared Writing: Development Across the Life Span
Ch 9: 9.3, 9.5, 9.10; Classic Studies in Psychology: The Angry/Happy Man; Shared Writing: Motivation and Emotion
Ch 10: 10.5; Applying Psychology to Everyday Life: The AIDS Epidemic in Russia; Shared Writing: Sexuality and Gender
Ch 11: 11.6, 11.9; Shared Writing: Stress and Health
Ch 12: 12.4; Scientific Inquiry and Critical Thinking: Cults and the Failure of Critical Thinking; Classic Studies in Psychology:
Brown Eyes, Blue Eyes; Applying Psychology in Everyday Life: Peeking Inside the Social Brain
Ch 13: 13.12; Shared Writing: Theories of Personality
Ch 14: Shared Writing: Psychological Disorders
Ch 15: Shared Writing: Psychological Therapies
Ethics and values are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video Series,
Operation ARA, Visual Brain, and instructor’s teaching and assessment package.

4 Communication
Students should demonstrate competence in written, oral, and interpersonal communication skills. Foundation students should be able to write a cogent scien-
tific argument, present information using a scientific approach, engage in discussion of psychological concepts, explain the ideas of others, and express their
own ideas with clarity. Baccalaureate students should produce a research study or other psychological project, explain scientific results, and present informa-
tion to a professional audience. They should also develop flexible interpersonal approaches that optimize information exchange and relationship development.

4.1 Demonstrate effective writing Intro: PIA.6

in multiple formats.
4.2 Exhibit effective presentation
skills in multiple formats.
4.3 Interact effectively with
others.
Ch 7: 7.11
Ch 8: 8.8 and Applying Psychology to Everyday Life: Cross-Cultural Views on Death
Ch 9: 9.3
Ch 10: 10.5
Ch 12: 12.2–12.3, 12.8–12.9, 12.12 and Psychology in the News: Facing Facebook—The Social Nature of Online Networking;
Applying Psychology to Everyday Life: Peeking Inside the Social Brain
Communication skills are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab Video Series,
Operation ARA, Visual Brain, and instructor’s teaching and assessment package.

5 Professional Development
The skills in this domain refer to abilities that sharpen student readiness for post-baccalaureate employment, graduate school, or professional school. The
emphasis in the domain involves application of psychology-specific content and skills, effective self-reflection, project management skills, teamwork skills, and
career preparation. These skills can be developed and refined both in traditional academic settings and extracurricular involvement. In addition, career profes-
sionals can be enlisted to support occupational planning and pursuit.
5.1 Apply psychological content Intro: PIA.1-PIA.7
and skills to professional work. Ch 1: 1.4, 1.12
5.2 Exhibit self-efficacy and Ch 7: Applying Psychology to Everyday Life: Mental and Physical Exercises for Better Cognitive Health
self-regulation. Ch 9: 9.1, 9.3–9.4, 9.10 and Applying Psychology to Everyday Life: When Motivation Is Not Enough
5.3 Refine project management Ch 10: 10.5
skills. Ch 11: 11.7–11.10
5.4 Enhance teamwork capacity. Ch 12: 12.1–12.3, 12.8–12.9
5.5 Develop meaningful Appendix B: Applied Psychology and Psychology Careers
professional direction for life Professional development opportunities are reinforced with learning tools: Writing Space, Experiment Simulations, MyPsychLab
after graduation. Video Series, Operation ARA, Visual Brain, and instructor’s teaching and assessment package.
xviii Preface

Acknowledgments
I have to thank my husband, Joe Ciccarelli, for his love and support while I spent many
long hours writing and editing this textbook. My children, Al and Liz, also put up with
my odd working hours and frequent trips and deserve my thanks as well.
There are so many people to thank for their support! Erin Mitchell and Dickson Mus-
slewhite, of the editorial team supported and advised me—thank you all so much. Special
thanks to Maggie Waples, Debi Doyle, and Kate Stewart for a fantastic marketing campaign.
The design is the collaborative work of Lumina, Blair Brown, and Kathryn Foot.
New videos were the efforts of Kim Norbuta, Rebecca Green, and a variety of new con-
tributors appearing on camera. New bio art and animations made possible by our phe-
nomenal content producer Pamela Weldin. Thanks also to Ben Ferini and Liz Kincaid for
their permissions work and Tom Scalzo, Caroline Fenton, and Diane Lombardo for their
work on REVEL and MyPsychLab. A big, heartfelt thank you to Diana Murphy, supple-
ment manager, and my supplement authors Jason Spiegelman, Alan Swinkels, and Edi-
tors, Inc. You are fantastic!
We are grateful to all of the instructors and students who have contributed to the devel-
opment of this text and package over the last five editions. We thank the hundreds of folks
who have reviewed content, participated in focus groups, evaluated learning tools, appeared
in videos, and offered their feedback and assistance in numerous other ways. We thank you.
Special thanks to Julie Swasey, our development editor, who fits us like a glove and
made the whole process of editing this edition so much easier. We love you, Julie! We
know you are moving on to a new position and wish you all the best, and we’ll miss you.
Thanks also to Jennifer Stevenson, who took over Julie’s chores at the “back end” of the
editing process and did a great job!
And, of course, I can’t forget Noland White, my coauthor, pal, and Grand High
Expert. His expertise in neuropsychology and clinical psychology is a valuable resource,
and his revisions of half of the chapters and all of the chapter maps have once again
made this edition a real standout. Thank you from the bottom of my heart, buddy! And
give my foster “grands” a hug from Nana Sandy.
Sandy Ciccarelli
Gulf Coast State College
Panama City, Florida
sandy243@comcast.net
 Preface xix

I would like to personally thank:

My wife and best friend, Leah, and our wonderful children, Sierra, Alexis,
and Landon, thank you for your love and patience through the long hours and many
absences. I would not be able to do any of this without you;
My lead author and collaborator, Sandy Ciccarelli, for making all of this possible—
and for your friendship, support, assistance, advice, and continuing to be the most amaz-
ing mentor and writing partner I could ever hope to work with!
My students, for your inspiration, encouragement, and for all of the things you
continue to teach me;
The student and faculty users and reviewers of this text, for your support and
ever-helpful comments and suggestions;
My friends and colleagues in the Department of Psychological Science at Georgia
College, for your encouragement, frequent discussions, and feedback, with special
thanks to Lee Gillis, John Lindsay, and Greg Jarvie for your input and support along the
way. And to Walt Isaac, Kristina Dandy, and Diana Young, thank you for your contribu-
tions and willingness to be “on call” reviewers!
Julie Swasey and Erin Mitchell, for your guidance, creativity, collaboration, and for
being so awesome!
Jen Stevenson, for tagging in and doing such an amazing job!
Pamela Weldin, Caroline Fenton, Melissa Sacco, Maggie Waples, Debi Doyle, Kate
Stewart, Dickson Musslewhite, Stephany Harrington, and all of the other Pearson and asso-
ciated staff, for your contributions and for continuing to make this such a great experience!
Noland White
Georgia College & State University
Milledgeville, Georgia
noland.white@gcsu.edu
About the Authors
SAUNDRA K. CICCARELLI is a professor emeritus of psychology at Gulf
Coast State College in Panama City, Florida. She received her Ph.D. in developmental
psychology from George Peabody College of Vanderbilt University, Nashville, Tennes-
see. She is a member of the American Psychological Association and the Association for
Psychological Science. Originally interested in a career as a researcher in the develop-
ment of language and intelligence in developmentally delayed children and adolescents,
Dr. Ciccarelli had publications in the American Journal of Mental Deficiency while still at
Peabody. However, she discovered a love of teaching early on in her career. This led her
to the position at Gulf Coast State College, where she taught Introductory Psychology
and Human Development for more than 30 years. Her students loved her enthusiasm for
the field of psychology and the many anecdotes and examples she used to bring psychol-
ogy to life for them. Before writing this text, Dr. Ciccarelli authored numerous ancillary
materials for several introductory psychology and human development texts.

J. NOLAND WHITE is a professor of psychology at Georgia College & State

University (Georgia College), Georgia’s Public Liberal Arts University, located in Milled-
geville. He received his A.A. in psychology from Macon State College and both his B.S.
and M.S. in psychology from Georgia College. After receiving his Ph.D. in counseling
psychology from the University of Tennessee, he joined the faculty of Georgia College
in 2001. He teaches Introductory Psychology, Psychology of Adjustment, Behavioral
Neuroscience, Advanced Behavioral Neuroscience, Counseling and Clinical Psychology,
Senior Seminar, and a section of Advanced Research Methods focusing on psychophys-
iology. He has an active lab and, with his students, is investigating the psychophysio-
logical characteristics and neuropsychological performance of adults with and without
ADHD. Outside of the lab, Dr. White is engaged in collaborative research examining the
effectiveness of incorporating various technologies in and out of the college classroom to
facilitate student learning. He also serves as a mentor for other faculty wanting to expand
their use of technology with their classes. In April 2008, he was a recipient of the Georgia
College Excellence in Teaching Award. Dr. White is also a licensed psychologist and has
worked with adolescents and adults in a variety of clinical and community settings.

xx
Psychology
Fifth edition
 Psychology in Action
Secrets for Surviving College and Improving Your Grades
THINKING CRITICALLY

Based on what you know now, what advice would you share with a student just starting out in college?
After you have answered the question, watch the video to compare the answers of other students to yours.

The response entered here will be saved to your notes and may be collected by your
instructor if he/she requires it.

CC

Watch the Video

Why Study How to Study?

Many students entering college have developed a system of taking notes, reading the textbook, and reviewing for exams that
may have worked pretty well in the past; but what worked in grade school and high school may not work in college, where
the expectations from teachers are higher and the workload is far greater. Students should develop skills in the following areas
in order to do their absolute best in any college course: study methods, time management, effective reading of course materi-
als, active listening and note taking, studying for exams, memory strategies, and writing papers. One final aspect of being a
successful student involves being an ethical student—exactly how can you use the materials you find for your research paper, for
example, without committing the sin of plagiarism (claiming the work of someone else as your own)?
PIA-2
 This introduction presents various techniques and information aimed at maximizing knowledge and skills in
each of these eight areas. In addition, brief videos are available on each of these topics. These topics address aspects
of the American Psychological Association’s (APA) undergraduate learning goals. APA Goal 2 (Scientific Inquiry
and Critical Thinking) is addressed in Chapter One and is the basis of a feature in every chapter.

Learning Objectives

PIA.1 Identify four methods of studying. PIA.6 Explain how using mnemonics can
help you improve your memory for
PIA.2 Describe some strategies for time facts and concepts.
management.
PIA.7 Describe the key steps in writing
PIA.3 Describe how to read a textbook so papers for college.
that you get the most out of your
reading efforts. PIA.8 Identify some of the key ethical
considerations that you’ll face as a
PIA.4 Identify the best methods for taking student.
notes and listening in class.

PIA.5 Describe how to approach studying

for exams.

PIA-3
PIA-4 INTRODUCTION

Study Skills
PIA.1 Identify four methods of studying.

I want to make better grades, but sometimes it seems that no

Some students find it helpful to hear the
content in addition to reading it. This
is especially true when learning a new
language. This woman is listening to an audio
recording from her textbook as she follows
along and looks at the figures and photos.
matter how hard I study, the test questions turn out to be hard and
confusing and I end up not doing very well. Is there some trick to
getting good grades?
Many students would probably say that their grades are not what they want them to
be. They may make the effort, but they still don’t seem to be able to achieve the higher
grades that they wish they could earn. A big part of the problem is that despite many dif-
ferent educational experiences, students are rarely taught how to study.
We learn many different kinds of things during our lives, and using only one method
of learning probably isn’t going to work for everyone. Students may have preferences for
a particular study method or may find it useful to use a combination of different methods.
Verbal study methods involve the use of words, expressed either through writing or speaking.
For instance, after you read about a topic, you might put it into your own words, or you
might write out longer, more detailed versions of the notes you took in class. Visual learning
methods involve the use of pictures or images. Students using these methods may look at or
create charts, diagrams, and figures to master the content. There are also those who prefer
to learn by hearing the information (auditory learning methods). Listening to a recording of a
lecture is a good example. Finally, there are people who use the motion of their own bodies
to help them remember key information (action learning methods). For instance, you might
construct a three-dimensional model to gain a better understanding of a topic.

THINKING CRITICALLY

Describe some other ways in which the various study methods can be put to use.

The response entered here will be saved to your notes and may be
collected by your instructor if he/she requires it.

Submit

Table PIA.1 lists just some of the ways in which you can study. All of the methods
Watch the Video Study Methods listed in this table are good for students who wish to improve both their understanding
of a subject and their grades on tests.

Table PIA.1 Multiple Study Methods

VERBAL METHODS
(involve speaking or writing)
Use flash cards to identify
main points or key terms.
Write out or recite key
information in whole
sentences or phrases in your
own words.
When looking at diagrams,
write out a description.
Use “sticky” notes to remind
yourself of key terms and
information, and put them in
the notebook text or e-text
or on a mirror that you use
frequently.
Practice spelling words
or repeating facts to be
remembered.
Rewrite things from memory.
VISUAL METHODS
(involve pictures, images)
Make flash cards with
pictures or diagrams to aid
recall of key concepts or use
the flashcards in REVEL.
Make charts and diagrams
and sum up information in
tables.
Use different colors of
highlighter for different
sections of information in text,
e-text, or notes.
Visualize charts, diagrams,
and figures.
Trace letters and words to
remember key facts.
Use the interactive figures
and tables available in
REVEL.
Redraw things from memory.
AUDITORY METHODS
(involve listening)
Join or form a study group or find a study
partner so that you can discuss concepts
and ideas.
While studying, speak out loud or into a
digital recorder that you can play back later or
to the audio recordings in REVEL.
Make speeches.
Record the lectures (with permission). Take
notes on the lecture sparingly, using the
recording to fill in parts that you might have
missed.
Read notes or text material into a digital
recorder or get study materials recorded and
play back while exercising or doing chores.
When learning something new, state or
explain the information in your own words out
loud or to a study partner.
Use musical rhythms as memory aids, or put
information to a rhyme or a tune.
ACTION METHODS
(involve physical activity)
Sit near the front of the classroom. If online, give
yourself room to walk around while studying.
Take notes by making pictures or charts to help
you remember key terms and ideas.
Read out loud or use the audio feature in REVEL
while walking around.
Study with a friend.
While exercising, listen to recordings of important
information, either your own or those in REVEL.
Write out key concepts on a large board or poster.
Make your own flash cards, using different colors
and diagrams, and lay them out in order on a large
surface.
Make a three-dimensional model.
Spend extra time in the lab.
Go to off-campus areas such as a museum or
historical site to gain information.
 Psychology in Action PIA-5

Interactive
Concept Map L.O. PIA.1

verbal study methods rewrite or recite key information in your own words
use written and spoken language

draw diagrams and summary tables of information from memory

visual learning
methods use use different colors of highlighter for different ideas in your notes
pictures or
images study with a partner and discuss
concepts and ideas
listen while doing chores
talk out loud while studying or into
Study Skills auditory methods listen while exercising
an audio recorder so you can listen
use your hearing
to the material later
make audio recordings of lectures (with
your instructor's permission)
walk around while reading out loud
use exercise and from your materials
movement while write out and diagram key concepts
action methods studying on a poster or white board
use body
movement create your own models or go on your own "field trips" to
gather related information

Reset

Practice Quiz How much do you remember?

Pick the best answer.
1. In an episode of a popular television program, a detective recon- 2. Gilbert has been advised by a learning expert to study using
structs a crime scene by using various foods from his dinner table. techniques like using flash cards, writing out important points
He uses ears of corn to represent the cars, mashed potatoes to in his own words and then reciting them, using sticky notes to
form the sides of the road, and so on. What method of learning best emphasize important points, and creating descriptions of figures
fits the method this character seems to be using to think about the and images. Gilbert’s tutor is recommending the use of ________
events of the crime? study methods.
a. verbal c. auditory a. auditory c. visual
b. visual d. action b. action d. verbal

Managing Time
PIA.2 Describe some strategies for time management.
One of the biggest failings of college students (and many others) is managing the time for
all the tasks involved. Procrastination, the tendency to put off tasks until some later time
that often does not arrive, is the enemy of time management. There are some strategies to
defeating procrastination (The College Board, 2011):
• Make a map of your long-term goals. If you are starting here, what are the paths
you need to take to get to your ultimate goal?
• Use a calendar to keep track of class times, time devoted to studying, time for writ-
ing papers, work times, social engagements, everything! Use the calendar app on
your phone, tablet, or computer—or all three.
• Before you go to bed, plan your next day, starting with when you get up and prior-
itizing your tasks for that day. Mark tasks off as you do them.
PIA-6 INTRODUCTION

Watch the Video Managing Time
• Go to bed. Getting enough sleep is a necessary step in managing your tasks. Eating
right and walking or stretching between tasks is a good idea, too.
• If you have big tasks, break them down into smaller, more manageable pieces. For
example, if you have to write a paper, divide the task into smaller ones, such as
making an outline or writing the introductory paragraph. How do you eat an ele-
phant? One bite at a time.
• Do small tasks, like taking a practice quiz or writing the first paragraph of a paper,
in those bits of time you might otherwise dismiss: riding the bus to school or work,
waiting in a doctor’s office, and so on.
• Build in some play time—all work and no play pretty much ensures that you will
fail at keeping your schedule. Use play time as a reward for getting tasks done.
• If your schedule falls apart, don’t panic—just start again the next day. Even the best
time managers have days when things don’t go as planned.
Another problem that often interferes with time management is the enduring myth
that we can effectively multitask. In today’s world of technological interconnectedness,
people tend to believe that they can learn to do more than one task at a time. The fact,
however, is that the human mind is not meant to multitask, and trying to do so not only
can lead to car wrecks and other disasters but also may result in changes in how individ-
uals process different types of information, and not for the better. One study challenged
college students to perform experiments that involved task switching, selective attention,
and working memory (Ophir et al., 2009). The expectation was that students who were
experienced at multitasking would outperform those who were not, but the results were
just the opposite: the “chronic multitaskers” failed miserably at all three tasks. The results
seemed to indicate that frequent multitaskers use their brains less effectively, even when
focusing on a single task. Yet another study found that the grade point averages of stu-
dents who multitasked while studying were negatively affected (Junco & Cotton, 2012).
Researchers also have found that people who think they are good at multitasking
are actually not (Sanbonmatsu et al., 2013), while still another study indicates that video
gamers, who often feel that their success at gaming is training them to be good multitask-
ers in other areas of life such as texting or talking while driving, are just as unsuccessful
at multitasking as nongamers (Donohue et al., 2012). In short, it’s better to focus on one
task and only one task for a short period of time before moving on to another than to try
to do two things at once.
 Psychology in Action PIA-7

Interactive Concept Map L.O. PIA.2

calendar
keep track of all goals, short- and long-term; record
all commitments and assignments task list

break larger projects into smaller,

plan and prioritize your tasks
Managing Time
take care of yourself
don't try to multitask!
more manageable tasks
use periods of free/nonstructured
time to complete minor tasks
adequate sleep
daily exercise
healthy diet
regularly schedule some play or "me" time
focus on one task for a brief period
before moving on to the next Reset

Practice Quiz How much do you remember?

Pick the best answer.
1. Which of the following is not a question that students should ask
themselves in order to maximize their studying effectiveness?
a. How can I most effectively highlight while I am reading my
textbook?
b. How should I improve my memory for facts and concepts?
c. How can I best manage my time and avoid procrastination?
d. How can I write good term papers?
2. Which of the following is a suggestion to help you with time
management skills?
a. When you have a big project to complete, try to complete it all at
once rather than breaking it down into smaller pieces so that you
don’t put it off until later.
b. Try to focus only on short-term goals, since looking at long-term
goals can be defeating and upsetting.
c. Build in some play time, using it as a reward for getting tasks done.
d. If your schedule falls apart, make sure to panic immediately!
3. What does the research show in regard to multitasking?
a. Chronic multitaskers have developed strategies that allow them
to use their brains more effectively.
b. Chronic multitasking may be related to less effective ways of
processing different types of information.
c. Multitasking is effective, but only if you limit the number of tasks
to 5 or fewer.
d. Video gamers are better at multitasking in all areas of life.

Reading the Text: Textbooks

Are Not Meatloaf
PIA.3 Describe how to read a textbook so that you get the most out of your
reading efforts.
No matter what the study method, students must read the textbook or other assigned
course materials to be successful in the course. (While that might seem obvious to some,
many students today seem to think that just taking notes on lectures or slide presenta-
tions will be enough.) This section deals with how to read textbooks—whether in print or
online—for understanding rather than just to “get through” the material.
Students make two common mistakes in regard to reading a textbook. The first mis-
take is simple: Many students don’t bother to read the textbook before watching the lecture
that will cover that material. Trying to get anything out of a lecture without having read
the material first is like trying to find a new, unfamiliar place without using a GPS or any
kind of directions. It’s easy to get lost. This is especially true because of the assumption
that most instructors make when planning their lectures: They take for granted that the
PIA-8 INTRODUCTION
Before reading any chapter in a text, survey
the chapter by reading the outline and the
section headings.
As you read, take notes. Write down key
terms and try to summarize the main points
of each paragraph and section in the chapter.
These notes will be useful when you later
review the chapter material.
students have already read the assignment. The instructors then use the lecture to go into
detail about the information the students supposedly got from the reading. If the students
have not done the reading, the instructor’s lecture isn’t going to make a whole lot of sense.
The second mistake that most students make when reading textbook material is
to try to read it the same way they would read a novel: They start at the beginning and
read continuously. With a novel, it’s easy to do this because the plot is usually interesting
and people want to know what happens next, so they keep reading. It isn’t necessary to
remember every little detail—all they need to remember are the main plot points. One
could say that a novel is like meatloaf—some meaty parts with lots of filler. Meatloaf can
be eaten quickly, without even chewing for very long.
With a textbook, the material may be interesting but not in the same way that a novel
is interesting. A textbook is a big, thick steak—all meat, no filler. Just as a steak has to be
chewed to be enjoyed and to be useful to the body, textbook material has to be “chewed”
with the mind. You have to read slowly, paying attention to every morsel of meaning.
So how do you do that? Probably one of the best-known reading methods is
called SQ3R, first used by F. P. Robinson in a 1946 book called Effective Study. The letters
S-Q-R-R-R stand for:
SURVEY Look at the chapter you’ve been assigned to read. Read the outline, learning
objectives, or other opening materials. Then scan the chapter and read the headings of
sections, and look at tables and figures. Quickly read through the chapter summary if
one is provided.
It might sound like it takes too much time to do this, but you should just be skim-
ming at this point—a couple of minutes is all it should take. Why do this at all? Survey-
ing the chapter, or “previewing” it, as some experts call it, helps you form a framework
in your head around which you can organize the information in the chapter when you
read it in detail. Organization is one of the main ways to improve your memory for infor-
mation. to Learning Objective 6.5.
QUESTION After previewing the chapter, read the heading for the first section. Just the
first section! Try to think of a question based on this heading that the section should
answer as you read. For example, in Chapter One there’s a section titled “Pavlov, Wat-
son, and the Dawn of Behaviorism.” You could ask yourself, “What did Pavlov and
Watson do for psychology?” or “What is behaviorism?” In this text, we’ve presented a
list of learning objectives for the key concepts in the chapter that can be used with the
SQ3R method. There are also student questions highlighted throughout the chapters
that can serve the same purpose. Now when you read the section, you aren’t just read-
ing—you’re reading to find an answer. That makes the material much easier to remem-
ber later on.
READ Now read the section, looking for the answers to your questions. As you read,
take notes by making an outline of the main points and terms in the section. This is
another area where some students make a big mistake. They assume that highlighting
words and phrases is as good as writing notes. One of the author’s former students
conducted research on the difference between highlighting and note taking, and her
findings were clear: Students who wrote their own notes during the reading of a text or
while listening to a lecture scored significantly higher on their exam grades than stu-
dents who merely highlighted the text (Boyd & Peeler, 2004). Highlighting requires no
real mental effort (no “chewing,” in other words), but writing the words down yourself
requires you to read the words in depth and to understand them. When we study mem-
ory, you’ll learn more about the value of processing information in depth. to
Learning Objective 6.2.
RECITE It may sound silly, but reciting out loud what you can remember from the sec-
tion you’ve just read is another good way to process the information more deeply and
completely. How many times have you thought you understood something, only to
 Psychology in Action PIA-9

find that when you tried to explain it to someone, you didn’t understand it at all? Rec-
itation forces you to put the information in your own words—just as writing it in notes
does. Writing it down accesses your visual memory; saying it out loud gives you an
auditory memory for the same information. If you have ever learned something well
by teaching it to someone else, you already know the value of recitation. If you feel
self-conscious about talking to yourself, talk into a digital recorder—and it’s a great
way to review later.
Now repeat the Question, Read, and Recite instructions for each section, taking a
few minutes’ break after every two or three sections. Why take a break? There’s a process
that has to take place in your brain when you are trying to form a permanent mem-
ory for information, and that process takes a little time. When you take a break every
10 to 20 minutes, you are giving your brain the time to accomplish this process. A break
will help you avoid a common problem in reading texts—finding yourself reading the
same sentence over and over again because your brain is too overloaded from trying to
remember what you just read.
After reading a chapter section,
RECALL/REVIEW Finally, you’ve finished reading the entire chapter. If you’ve used the take time to reflect on what the
guidelines listed previously, you’ll only have to read the chapter as thoroughly this one information means and how it
might relate to real-world situations.
time instead of having to read it over and over throughout the semester and just before
exams. Once you’ve read the chapter, take a few minutes to try to remember as much of
what you learned while reading it as you can. A good way to do this is to take any prac-
tice quizzes that might be available. For this text, we offer both practice quizzes within
the print text and online quizzes and study materials in the e-text. If there are no quiz-
zes, read the chapter summary in detail, making sure that you understand everything
in it. If there’s anything that’s confusing, go back to that section in the chapter and read
again until you understand it.
Some educators and researchers now add a fourth R: Reflect. To reflect means to
try to think critically about what you have read by trying to tie the concepts into what
you already know, thinking about how you can use the information in your own life,
and deciding which of the topics you’ve covered interests you enough to look for more
information on that topic (Richardson & Morgan, 1997). For example, if you have learned
about the genetic basis for depression, you might better understand why that disorder
seems to run in your best friend’s family. to Learning Objective 14.9.
Reading textbooks in this way means that, when it comes time for the final exam,
all you will have to do is carefully review your notes to be ready for the exam—you
won’t have to read the entire textbook all over again. What a time saver! Recent research
suggests that the most important steps in this method are the three Rs: read, recite, and
review. In two experiments with college students, researchers found that when com-
pared with other study methods such as rereading and note-taking study strategies, the
3R strategy produced superior recall of the material (McDaniel et al., 2009). Watch the Video Reading the Text

Concept Map L.O. PIA.3

Interactive

reading for learning is not the same as reading for pleasure

Reading the Text break up your reading sessions so you have time to
process and understand the information SQ3R
using a system of reading, reciting, and reviewing is very effective SQ4R
3R

Reset
Another random document with
no related content on Scribd:
marry? For him it would be all very well, but what about her? Mrs.
Burgess, a good sort and no chatterbox, in whom he had confided,
thought this absence of his in England, ostensibly to see lawyers
might serve to make Daisy reconsider, think what it meant. It was a
question of her position, Mrs. Burgess said; the social barrier; giving
up her children. She’d be a widow with a past one of these days,
draggling about in the suburbs, or more likely, indiscriminate (you
know, she said, what such women get like, with too much paint). But
Peter Walsh pooh-poohed all that. He didn’t mean to die yet.
Anyhow she must settle for herself; judge for herself, he thought,
padding about the room in his socks smoothing out his dress-shirt,
for he might go to Clarissa’s party, or he might go to one of the Halls,
or he might settle in and read an absorbing book written by a man he
used to know at Oxford. And if he did retire, that’s what he’d do—
write books. He would go to Oxford and poke about in the Bodleian.
Vainly the dark, adorably pretty girl ran to the end of the terrace;
vainly waved her hand; vainly cried she didn’t care a straw what
people said. There he was, the man she thought the world of, the
perfect gentleman, the fascinating, the distinguished (and his age
made not the least difference to her), padding about a room in an
hotel in Bloomsbury, shaving, washing, continuing, as he took up
cans, put down razors, to poke about in the Bodleian, and get at the
truth about one or two little matters that interested him. And he would
have a chat with whoever it might be, and so come to disregard
more and more precise hours for lunch, and miss engagements, and
when Daisy asked him, as she would, for a kiss, a scene, fail to
come up to the scratch (though he was genuinely devoted to her)—
in short it might be happier, as Mrs. Burgess said, that she should
forget him, or merely remember him as he was in August 1922, like a
figure standing at the cross roads at dusk, which grows more and
more remote as the dog-cart spins away, carrying her securely
fastened to the back seat, though her arms are outstretched, and as
she sees the figure dwindle and disappear still she cries out how she
would do anything in the world, anything, anything, anything....
He never knew what people thought. It became more and more
difficult for him to concentrate. He became absorbed; he became
busied with his own concerns; now surly, now gay; dependent on
women, absent-minded, moody, less and less able (so he thought as
he shaved) to understand why Clarissa couldn’t simply find them a
lodging and be nice to Daisy; introduce her. And then he could just—
just do what? just haunt and hover (he was at the moment actually
engaged in sorting out various keys, papers), swoop and taste, be
alone, in short, sufficient to himself; and yet nobody of course was
more dependent upon others (he buttoned his waistcoat); it had
been his undoing. He could not keep out of smoking-rooms, liked
colonels, liked golf, liked bridge, and above all women’s society, and
the fineness of their companionship, and their faithfulness and
audacity and greatness in loving which though it had its drawbacks
seemed to him (and the dark, adorably pretty face was on top of the
envelopes) so wholly admirable, so splendid a flower to grow on the
crest of human life, and yet he could not come up to the scratch,
being always apt to see round things (Clarissa had sapped
something in him permanently), and to tire very easily of mute
devotion and to want variety in love, though it would make him
furious if Daisy loved anybody else, furious! for he was jealous,
uncontrollably jealous by temperament. He suffered tortures! But
where was his knife; his watch; his seals, his note-case, and
Clarissa’s letter which he would not read again but liked to think of,
and Daisy’s photograph? And now for dinner.
They were eating.
Sitting at little tables round vases, dressed or not dressed, with their
shawls and bags laid beside them, with their air of false composure,
for they were not used to so many courses at dinner, and
confidence, for they were able to pay for it, and strain, for they had
been running about London all day shopping, sightseeing; and their
natural curiosity, for they looked round and up as the nice-looking
gentleman in horn-rimmed spectacles came in, and their good
nature, for they would have been glad to do any little service, such
as lend a time-table or impart useful information, and their desire,
pulsing in them, tugging at them subterraneously, somehow to
establish connections if it were only a birthplace (Liverpool, for
example) in common or friends of the same name; with their furtive
glances, odd silences, and sudden withdrawals into family jocularity
and isolation; there they sat eating dinner when Mr. Walsh came in
and took his seat at a little table by the curtain.
It was not that he said anything, for being solitary he could only
address himself to the waiter; it was his way of looking at the menu,
of pointing his forefinger to a particular wine, of hitching himself up to
the table, of addressing himself seriously, not gluttonously to dinner,
that won him their respect; which, having to remain unexpressed for
the greater part of the meal, flared up at the table where the Morrises
sat when Mr. Walsh was heard to say at the end of the meal, “Bartlett
pears.” Why he should have spoken so moderately yet firmly, with
the air of a disciplinarian well within his rights which are founded
upon justice, neither young Charles Morris, nor old Charles, neither
Miss Elaine nor Mrs. Morris knew. But when he said, “Bartlett pears,”
sitting alone at his table, they felt that he counted on their support in
some lawful demand; was champion of a cause which immediately
became their own, so that their eyes met his eyes sympathetically,
and when they all reached the smoking-room simultaneously, a little
talk between them became inevitable.
It was not very profound—only to the effect that London was
crowded; had changed in thirty years; that Mr. Morris preferred
Liverpool; that Mrs. Morris had been to the Westminster flower-show,
and that they had all seen the Prince of Wales. Yet, thought Peter
Walsh, no family in the world can compare with the Morrises; none
whatever; and their relations to each other are perfect, and they
don’t care a hang for the upper classes, and they like what they like,
and Elaine is training for the family business, and the boy has won a
scholarship at Leeds, and the old lady (who is about his own age)
has three more children at home; and they have two motor cars, but
Mr. Morris still mends the boots on Sunday: it is superb, it is
absolutely superb, thought Peter Walsh, swaying a little backwards
and forwards with his liqueur glass in his hand among the hairy red
chairs and ash-trays, feeling very well pleased with himself, for the
Morrises liked him. Yes, they liked a man who said, “Bartlett pears.”
They liked him, he felt.
He would go to Clarissa’s party. (The Morrises moved off; but they
would meet again.) He would go to Clarissa’s party, because he
wanted to ask Richard what they were doing in India—the
conservative duffers. And what’s being acted? And music.... Oh yes,
and mere gossip.
For this is the truth about our soul, he thought, our self, who fish-like
inhabits deep seas and plies among obscurities threading her way
between the boles of giant weeds, over sun-flickered spaces and on
and on into gloom, cold, deep, inscrutable; suddenly she shoots to
the surface and sports on the wind-wrinkled waves; that is, has a
positive need to brush, scrape, kindle herself, gossiping. What did
the Government mean—Richard Dalloway would know—to do about
India?
Since it was a very hot night and the paper boys went by with
placards proclaiming in huge red letters that there was a heat-wave,
wicker chairs were placed on the hotel steps and there, sipping,
smoking, detached gentlemen sat. Peter Walsh sat there. One might
fancy that day, the London day, was just beginning. Like a woman
who had slipped off her print dress and white apron to array herself
in blue and pearls, the day changed, put off stuff, took gauze,
changed to evening, and with the same sigh of exhilaration that a
woman breathes, tumbling petticoats on the floor, it too shed dust,
heat, colour; the traffic thinned; motor cars, tinkling, darting,
succeeded the lumber of vans; and here and there among the thick
foliage of the squares an intense light hung. I resign, the evening
seemed to say, as it paled and faded above the battlements and
prominences, moulded, pointed, of hotel, flat, and block of shops, I
fade, she was beginning, I disappear, but London would have none
of it, and rushed her bayonets into the sky, pinioned her, constrained
her to partnership in her revelry.
For the great revolution of Mr. Willett’s summer time had taken place
since Peter Walsh’s last visit to England. The prolonged evening was
new to him. It was inspiriting, rather. For as the young people went
by with their despatch-boxes, awfully glad to be free, proud too,
dumbly, of stepping this famous pavement, joy of a kind, cheap,
tinselly, if you like, but all the same rapture, flushed their faces. They
dressed well too; pink stockings; pretty shoes. They would now have
two hours at the pictures. It sharpened, it refined them, the yellow-
blue evening light; and on the leaves in the square shone lurid, livid
—they looked as if dipped in sea water—the foliage of a submerged
city. He was astonished by the beauty; it was encouraging too, for
where the returned Anglo-Indian sat by rights (he knew crowds of
them) in the Oriental Club biliously summing up the ruin of the world,
here was he, as young as ever; envying young people their summer
time and the rest of it, and more than suspecting from the words of a
girl, from a housemaid’s laughter—intangible things you couldn’t lay
your hands on—that shift in the whole pyramidal accumulation which
in his youth had seemed immovable. On top of them it had pressed;
weighed them down, the women especially, like those flowers
Clarissa’s Aunt Helena used to press between sheets of grey
blotting-paper with Littré’s dictionary on top, sitting under the lamp
after dinner. She was dead now. He had heard of her, from Clarissa,
losing the sight of one eye. It seemed so fitting—one of nature’s
masterpieces—that old Miss Parry should turn to glass. She would
die like some bird in a frost gripping her perch. She belonged to a
different age, but being so entire, so complete, would always stand
up on the horizon, stone-white, eminent, like a lighthouse marking
some past stage on this adventurous, long, long voyage, this
interminable (he felt for a copper to buy a paper and read about
Surrey and Yorkshire—he had held out that copper millions of times.
Surrey was all out once more)—this interminable life. But cricket was
no mere game. Cricket was important. He could never help reading
about cricket. He read the scores in the stop press first, then how it
was a hot day; then about a murder case. Having done things
millions of times enriched them, though it might be said to take the
surface off. The past enriched, and experience, and having cared for
one or two people, and so having acquired the power which the
young lack, of cutting short, doing what one likes, not caring a rap
what people say and coming and going without any very great
expectations (he left his paper on the table and moved off), which
however (and he looked for his hat and coat) was not altogether true
of him, not to-night, for here he was starting to go to a party, at his
age, with the belief upon him that he was about to have an
experience. But what?
Beauty anyhow. Not the crude beauty of the eye. It was not beauty
pure and simple—Bedford Place leading into Russell Square. It was
straightness and emptiness of course; the symmetry of a corridor;
but it was also windows lit up, a piano, a gramophone sounding; a
sense of pleasure-making hidden, but now and again emerging
when, through the uncurtained window, the window left open, one
saw parties sitting over tables, young people slowly circling,
conversations between men and women, maids idly looking out (a
strange comment theirs, when work was done), stockings drying on
top ledges, a parrot, a few plants. Absorbing, mysterious, of infinite
richness, this life. And in the large square where the cabs shot and
swerved so quick, there were loitering couples, dallying, embracing,
shrunk up under the shower of a tree; that was moving; so silent, so
absorbed, that one passed, discreetly, timidly, as if in the presence of
some sacred ceremony to interrupt which would have been impious.
That was interesting. And so on into the flare and glare.
His light overcoat blew open, he stepped with indescribable
idiosyncrasy, leant a little forward, tripped, with his hands behind his
back and his eyes still a little hawklike; he tripped through London,
towards Westminster, observing.
Was everybody dining out, then? Doors were being opened here by
a footman to let issue a high-stepping old dame, in buckled shoes,
with three purple ostrich feathers in her hair. Doors were being
opened for ladies wrapped like mummies in shawls with bright
flowers on them, ladies with bare heads. And in respectable quarters
with stucco pillars through small front gardens lightly swathed with
combs in their hair (having run up to see the children), women came;
men waited for them, with their coats blowing open, and the motor
started. Everybody was going out. What with these doors being
opened, and the descent and the start, it seemed as if the whole of
London were embarking in little boats moored to the bank, tossing
on the waters, as if the whole place were floating off in carnival. And
Whitehall was skated over, silver beaten as it was, skated over by
spiders, and there was a sense of midges round the arc lamps; it
was so hot that people stood about talking. And here in Westminster
was a retired Judge, presumably, sitting four square at his house
door dressed all in white. An Anglo-Indian presumably.
And here a shindy of brawling women, drunken women; here only a
policeman and looming houses, high houses, domed houses,
churches, parliaments, and the hoot of a steamer on the river, a
hollow misty cry. But it was her street, this, Clarissa’s; cabs were
rushing round the corner, like water round the piers of a bridge,
drawn together, it seemed to him because they bore people going to
her party, Clarissa’s party.
The cold stream of visual impressions failed him now as if the eye
were a cup that overflowed and let the rest run down its china walls
unrecorded. The brain must wake now. The body must contract now,
entering the house, the lighted house, where the door stood open,
where the motor cars were standing, and bright women descending:
the soul must brave itself to endure. He opened the big blade of his
pocket-knife.

Lucy came running full tilt downstairs, having just nipped in to the
drawing-room to smooth a cover, to straighten a chair, to pause a
moment and feel whoever came in must think how clean, how bright,
how beautifully cared for, when they saw the beautiful silver, the
brass fire-irons, the new chair-covers, and the curtains of yellow
chintz: she appraised each; heard a roar of voices; people already
coming up from dinner; she must fly!
The Prime Minister was coming, Agnes said: so she had heard them
say in the dining-room, she said, coming in with a tray of glasses.
Did it matter, did it matter in the least, one Prime Minister more or
less? It made no difference at this hour of the night to Mrs. Walker
among the plates, saucepans, cullenders, frying-pans, chicken in
aspic, ice-cream freezers, pared crusts of bread, lemons, soup
tureens, and pudding basins which, however hard they washed up in
the scullery seemed to be all on top of her, on the kitchen table, on
chairs, while the fire blared and roared, the electric lights glared, and
still supper had to be laid. All she felt was, one Prime Minister more
or less made not a scrap of difference to Mrs. Walker.
The ladies were going upstairs already, said Lucy; the ladies were
going up, one by one, Mrs. Dalloway walking last and almost always
sending back some message to the kitchen, “My love to Mrs.
Walker,” that was it one night. Next morning they would go over the
dishes—the soup, the salmon; the salmon, Mrs. Walker knew, as
usual underdone, for she always got nervous about the pudding and
left it to Jenny; so it happened, the salmon was always underdone.
But some lady with fair hair and silver ornaments had said, Lucy
said, about the entrée, was it really made at home? But it was the
salmon that bothered Mrs. Walker, as she spun the plates round and
round, and pulled in dampers and pulled out dampers; and there
came a burst of laughter from the dining-room; a voice speaking;
then another burst of laughter—the gentlemen enjoying themselves
when the ladies had gone. The tokay, said Lucy running in. Mr.
Dalloway had sent for the tokay, from the Emperor’s cellars, the
Imperial Tokay.
It was borne through the kitchen. Over her shoulder Lucy reported
how Miss Elizabeth looked quite lovely; she couldn’t take her eyes
off her; in her pink dress, wearing the necklace Mr. Dalloway had
given her. Jenny must remember the dog, Miss Elizabeth’s fox-
terrier, which, since it bit, had to be shut up and might, Elizabeth
thought, want something. Jenny must remember the dog. But Jenny
was not going upstairs with all those people about. There was a
motor at the door already! There was a ring at the bell—and the
gentlemen still in the dining-room, drinking tokay!
There, they were going upstairs; that was the first to come, and now
they would come faster and faster, so that Mrs. Parkinson (hired for
parties) would leave the hall door ajar, and the hall would be full of
gentlemen waiting (they stood waiting, sleeking down their hair)
while the ladies took their cloaks off in the room along the passage;
where Mrs. Barnet helped them, old Ellen Barnet, who had been with
the family for forty years, and came every summer to help the ladies,
and remembered mothers when they were girls, and though very
unassuming did shake hands; said “milady” very respectfully, yet had
a humorous way with her, looking at the young ladies, and ever so
tactfully helping Lady Lovejoy, who had some trouble with her
underbodice. And they could not help feeling, Lady Lovejoy and Miss
Alice, that some little privilege in the matter of brush and comb, was
awarded them having known Mrs. Barnet—“thirty years, milady,”
Mrs. Barnet supplied her. Young ladies did not use to rouge, said
Lady Lovejoy, when they stayed at Bourton in the old days. And Miss
Alice didn’t need rouge, said Mrs. Barnet, looking at her fondly.
There Mrs. Barnet would sit, in the cloakroom, patting down the furs,
smoothing out the Spanish shawls, tidying the dressing-table, and
knowing perfectly well, in spite of the furs and the embroideries,
which were nice ladies, which were not. The dear old body, said
Lady Lovejoy, mounting the stairs, Clarissa’s old nurse.
And then Lady Lovejoy stiffened. “Lady and Miss Lovejoy,” she said
to Mr. Wilkins (hired for parties). He had an admirable manner, as he
bent and straightened himself, bent and straightened himself and
announced with perfect impartiality “Lady and Miss Lovejoy ... Sir
John and Lady Needham ... Miss Weld ... Mr. Walsh.” His manner
was admirable; his family life must be irreproachable, except that it
seemed impossible that a being with greenish lips and shaven
cheeks could ever have blundered into the nuisance of children.
“How delightful to see you!” said Clarissa. She said it to every one.
How delightful to see you! She was at her worst—effusive, insincere.
It was a great mistake to have come. He should have stayed at
home and read his book, thought Peter Walsh; should have gone to
a music hall; he should have stayed at home, for he knew no one.
Oh dear, it was going to be a failure; a complete failure, Clarissa felt
it in her bones as dear old Lord Lexham stood there apologising for
his wife who had caught cold at the Buckingham Palace garden
party. She could see Peter out of the tail of her eye, criticising her,
there, in that corner. Why, after all, did she do these things? Why
seek pinnacles and stand drenched in fire? Might it consume her
anyhow! Burn her to cinders! Better anything, better brandish one’s
torch and hurl it to earth than taper and dwindle away like some Ellie
Henderson! It was extraordinary how Peter put her into these states
just by coming and standing in a corner. He made her see herself;
exaggerate. It was idiotic. But why did he come, then, merely to
criticise? Why always take, never give? Why not risk one’s one little
point of view? There he was wandering off, and she must speak to
him. But she would not get the chance. Life was that—humiliation,
renunciation. What Lord Lexham was saying was that his wife would
not wear her furs at the garden party because “my dear, you ladies
are all alike”—Lady Lexham being seventy-five at least! It was
delicious, how they petted each other, that old couple. She did like
old Lord Lexham. She did think it mattered, her party, and it made
her feel quite sick to know that it was all going wrong, all falling flat.
Anything, any explosion, any horror was better than people
wandering aimlessly, standing in a bunch at a corner like Ellie
Henderson, not even caring to hold themselves upright.
Gently the yellow curtain with all the birds of Paradise blew out and it
seemed as if there were a flight of wings into the room, right out,
then sucked back. (For the windows were open.) Was it draughty,
Ellie Henderson wondered? She was subject to chills. But it did not
matter that she should come down sneezing to-morrow; it was the
girls with their naked shoulders she thought of, being trained to think
of others by an old father, an invalid, late vicar of Bourton, but he
was dead now; and her chills never went to her chest, never. It was
the girls she thought of, the young girls with their bare shoulders, she
herself having always been a wisp of a creature, with her thin hair
and meagre profile; though now, past fifty, there was beginning to
shine through some mild beam, something purified into distinction by
years of self-abnegation but obscured again, perpetually, by her
distressing gentility, her panic fear, which arose from three hundred
pounds’ income, and her weaponless state (she could not earn a
penny) and it made her timid, and more and more disqualified year
by year to meet well-dressed people who did this sort of thing every
night of the season, merely telling their maids “I’ll wear so and so,”
whereas Ellie Henderson ran out nervously and bought cheap pink
flowers, half a dozen, and then threw a shawl over her old black
dress. For her invitation to Clarissa’s party had come at the last
moment. She was not quite happy about it. She had a sort of feeling
that Clarissa had not meant to ask her this year.
Why should she? There was no reason really, except that they had
always known each other. Indeed, they were cousins. But naturally
they had rather drifted apart, Clarissa being so sought after. It was
an event to her, going to a party. It was quite a treat just to see the
lovely clothes. Wasn’t that Elizabeth, grown up, with her hair done in
the fashionable way, in the pink dress? Yet she could not be more
than seventeen. She was very, very handsome. But girls when they
first came out didn’t seem to wear white as they used. (She must
remember everything to tell Edith.) Girls wore straight frocks,
perfectly tight, with skirts well above the ankles. It was not becoming,
she thought.
So, with her weak eyesight, Ellie Henderson craned rather forward,
and it wasn’t so much she who minded not having any one to talk to
(she hardly knew anybody there), for she felt that they were all such
interesting people to watch; politicians presumably; Richard
Dalloway’s friends; but it was Richard himself who felt that he could
not let the poor creature go on standing there all the evening by
herself.
“Well, Ellie, and how’s the world treating you?” he said in his genial
way, and Ellie Henderson, getting nervous and flushing and feeling
that it was extraordinarily nice of him to come and talk to her, said
that many people really felt the heat more than the cold.
“Yes, they do,” said Richard Dalloway. “Yes.”
But what more did one say?
“Hullo, Richard,” said somebody, taking him by the elbow, and, good
Lord, there was old Peter, old Peter Walsh. He was delighted to see
him—ever so pleased to see him! He hadn’t changed a bit. And off
they went together walking right across the room, giving each other
little pats, as if they hadn’t met for a long time, Ellie Henderson
thought, watching them go, certain she knew that man’s face. A tall
man, middle aged, rather fine eyes, dark, wearing spectacles, with a
look of John Burrows. Edith would be sure to know.
The curtain with its flight of birds of Paradise blew out again. And
Clarissa saw—she saw Ralph Lyon beat it back, and go on talking.
So it wasn’t a failure after all! it was going to be all right now—her
party. It had begun. It had started. But it was still touch and go. She
must stand there for the present. People seemed to come in a rush.
Colonel and Mrs. Garrod ... Mr. Hugh Whitbread ... Mr. Bowley ...
Mrs. Hilbery ... Lady Mary Maddox ... Mr. Quin ... intoned Wilkin. She
had six or seven words with each, and they went on, they went into
the rooms; into something now, not nothing, since Ralph Lyon had
beat back the curtain.
And yet for her own part, it was too much of an effort. She was not
enjoying it. It was too much like being—just anybody, standing there;
anybody could do it; yet this anybody she did a little admire, couldn’t
help feeling that she had, anyhow, made this happen, that it marked
a stage, this post that she felt herself to have become, for oddly
enough she had quite forgotten what she looked like, but felt herself
a stake driven in at the top of her stairs. Every time she gave a party
she had this feeling of being something not herself, and that every
one was unreal in one way; much more real in another. It was, she
thought, partly their clothes, partly being taken out of their ordinary
ways, partly the background, it was possible to say things you
couldn’t say anyhow else, things that needed an effort; possible to
go much deeper. But not for her; not yet anyhow.
“How delightful to see you!” she said. Dear old Sir Harry! He would
know every one.
And what was so odd about it was the sense one had as they came
up the stairs one after another, Mrs. Mount and Celia, Herbert Ainsty,
Mrs. Dakers—oh and Lady Bruton!
“How awfully good of you to come!” she said, and she meant it—it
was odd how standing there one felt them going on, going on, some
quite old, some....
What name? Lady Rosseter? But who on earth was Lady Rosseter?
“Clarissa!” That voice! It was Sally Seton! Sally Seton! after all these
years! She loomed through a mist. For she hadn’t looked like that,
Sally Seton, when Clarissa grasped the hot water can, to think of her
under this roof, under this roof! Not like that!
All on top of each other, embarrassed, laughing, words tumbled out
—passing through London; heard from Clara Haydon; what a chance
of seeing you! So I thrust myself in—without an invitation....
One might put down the hot water can quite composedly. The lustre
had gone out of her. Yet it was extraordinary to see her again, older,
happier, less lovely. They kissed each other, first this cheek then
that, by the drawing-room door, and Clarissa turned, with Sally’s
hand in hers, and saw her rooms full, heard the roar of voices, saw
the candlesticks, the blowing curtains, and the roses which Richard
had given her.
“I have five enormous boys,” said Sally.
She had the simplest egotism, the most open desire to be thought
first always, and Clarissa loved her for being still like that. “I can’t
believe it!” she cried, kindling all over with pleasure at the thought of
the past.
But alas, Wilkins; Wilkins wanted her; Wilkins was emitting in a voice
of commanding authority as if the whole company must be
admonished and the hostess reclaimed from frivolity, one name:
“The Prime Minister,” said Peter Walsh.
The Prime Minister? Was it really? Ellie Henderson marvelled. What
a thing to tell Edith!
One couldn’t laugh at him. He looked so ordinary. You might have
stood him behind a counter and bought biscuits—poor chap, all
rigged up in gold lace. And to be fair, as he went his rounds, first with
Clarissa then with Richard escorting him, he did it very well. He tried
to look somebody. It was amusing to watch. Nobody looked at him.
They just went on talking, yet it was perfectly plain that they all knew,
felt to the marrow of their bones, this majesty passing; this symbol of
what they all stood for, English society. Old Lady Bruton, and she
looked very fine too, very stalwart in her lace, swam up, and they
withdrew into a little room which at once became spied upon,
guarded, and a sort of stir and rustle rippled through every one,
openly: the Prime Minister!
Lord, lord, the snobbery of the English! thought Peter Walsh,
standing in the corner. How they loved dressing up in gold lace and
doing homage! There! That must be, by Jove it was, Hugh
Whitbread, snuffing round the precincts of the great, grown rather
fatter, rather whiter, the admirable Hugh!
He looked always as if he were on duty, thought Peter, a privileged,
but secretive being, hoarding secrets which he would die to defend,
though it was only some little piece of tittle-tattle dropped by a court
footman, which would be in all the papers to-morrow. Such were his
rattles, his baubles, in playing with which he had grown white, come
to the verge of old age, enjoying the respect and affection of all who
had the privilege of knowing this type of the English public school
man. Inevitably one made up things like that about Hugh; that was
his style; the style of those admirable letters which Peter had read
thousands of miles across the sea in the Times, and had thanked
God he was out of that pernicious hubble-bubble if it were only to
hear baboons chatter and coolies beat their wives. An olive-skinned
youth from one of the Universities stood obsequiously by. Him he
would patronise, initiate, teach how to get on. For he liked nothing
better than doing kindnesses, making the hearts of old ladies
palpitate with the joy of being thought of in their age, their affliction,
thinking themselves quite forgotten, yet here was dear Hugh driving
up and spending an hour talking of the past, remembering trifles,
praising the home-made cake, though Hugh might eat cake with a
Duchess any day of his life, and, to look at him, probably did spend a
good deal of time in that agreeable occupation. The All-judging, the
All-merciful, might excuse. Peter Walsh had no mercy. Villains there
must be, and God knows the rascals who get hanged for battering
the brains of a girl out in a train do less harm on the whole than
Hugh Whitbread and his kindness. Look at him now, on tiptoe,
dancing forward, bowing and scraping, as the Prime Minister and
Lady Bruton emerged, intimating for all the world to see that he was
privileged to say something, something private, to Lady Bruton as
she passed. She stopped. She wagged her fine old head. She was
thanking him presumably for some piece of servility. She had her
toadies, minor officials in Government offices who ran about putting
through little jobs on her behalf, in return for which she gave them
luncheon. But she derived from the eighteenth century. She was all
right.
And now Clarissa escorted her Prime Minister down the room,
prancing, sparkling, with the stateliness of her grey hair. She wore
ear-rings, and a silver-green mermaid’s dress. Lolloping on the
waves and braiding her tresses she seemed, having that gift still; to
be; to exist; to sum it all up in the moment as she passed; turned,
caught her scarf in some other woman’s dress, unhitched it, laughed,
all with the most perfect ease and air of a creature floating in its
element. But age had brushed her; even as a mermaid might behold
in her glass the setting sun on some very clear evening over the
waves. There was a breath of tenderness; her severity, her prudery,
her woodenness were all warmed through now, and she had about
her as she said good-bye to the thick gold-laced man who was doing
his best, and good luck to him, to look important, an inexpressible
dignity; an exquisite cordiality; as if she wished the whole world well,
and must now, being on the very verge and rim of things, take her
leave. So she made him think. (But he was not in love.)
Indeed, Clarissa felt, the Prime Minister had been good to come.
And, walking down the room with him, with Sally there and Peter
there and Richard very pleased, with all those people rather inclined,
perhaps, to envy, she had felt that intoxication of the moment, that
dilatation of the nerves of the heart itself till it seemed to quiver,
steeped, upright;—yes, but after all it was what other people felt,
that; for, though she loved it and felt it tingle and sting, still these
semblances, these triumphs (dear old Peter, for example, thinking
her so brilliant), had a hollowness; at arm’s length they were, not in
the heart; and it might be that she was growing old but they satisfied
her no longer as they used; and suddenly, as she saw the Prime
Minister go down the stairs, the gilt rim of the Sir Joshua picture of
the little girl with a muff brought back Kilman with a rush; Kilman her
enemy. That was satisfying; that was real. Ah, how she hated her—
hot, hypocritical, corrupt; with all that power; Elizabeth’s seducer; the
woman who had crept in to steal and defile (Richard would say,
What nonsense!). She hated her: she loved her. It was enemies one
wanted, not friends—not Mrs. Durrant and Clara, Sir William and
Lady Bradshaw, Miss Truelock and Eleanor Gibson (whom she saw
coming upstairs). They must find her if they wanted her. She was for
the party!
There was her old friend Sir Harry.
“Dear Sir Harry!” she said, going up to the fine old fellow who had
produced more bad pictures than any other two Academicians in the
whole of St. John’s Wood (they were always of cattle, standing in
sunset pools absorbing moisture, or signifying, for he had a certain
range of gesture, by the raising of one foreleg and the toss of the
antlers, “the Approach of the Stranger”—all his activities, dining out,
racing, were founded on cattle standing absorbing moisture in sunset
pools).
“What are you laughing at?” she asked him. For Willie Titcomb and
Sir Harry and Herbert Ainsty were all laughing. But no. Sir Harry
could not tell Clarissa Dalloway (much though he liked her; of her
type he thought her perfect, and threatened to paint her) his stories
of the music hall stage. He chaffed her about her party. He missed
his brandy. These circles, he said, were above him. But he liked her;
respected her, in spite of her damnable, difficult upper-class
refinement, which made it impossible to ask Clarissa Dalloway to sit
on his knee. And up came that wandering will-o’-the-wisp, that
vagulous phosphorescence, old Mrs. Hilbery, stretching her hands to
the blaze of his laughter (about the Duke and the Lady), which, as
she heard it across the room, seemed to reassure her on a point
which sometimes bothered her if she woke early in the morning and
did not like to call her maid for a cup of tea; how it is certain we must
die.
“They won’t tell us their stories,” said Clarissa.
“Dear Clarissa!” exclaimed Mrs. Hilbery. She looked to-night, she
said, so like her mother as she first saw her walking in a garden in a
grey hat.
And really Clarissa’s eyes filled with tears. Her mother, walking in a
garden! But alas, she must go.
For there was Professor Brierly, who lectured on Milton, talking to
little Jim Hutton (who was unable even for a party like this to
compass both tie and waistcoat or make his hair lie flat), and even at
this distance they were quarrelling, she could see. For Professor
Brierly was a very queer fish. With all those degrees, honours,
lectureships between him and the scribblers he suspected instantly
an atmosphere not favourable to his queer compound; his prodigious
learning and timidity; his wintry charm without cordiality; his
innocence blent with snobbery; he quivered if made conscious by a
lady’s unkempt hair, a youth’s boots, of an underworld, very
creditable doubtless, of rebels, of ardent young people; of would-be
geniuses, and intimated with a little toss of the head, with a sniff—
Humph!—the value of moderation; of some slight training in the
classics in order to appreciate Milton. Professor Brierly (Clarissa
could see) wasn’t hitting it off with little Jim Hutton (who wore red
socks, his black being at the laundry) about Milton. She interrupted.
She said she loved Bach. So did Hutton. That was the bond between
them, and Hutton (a very bad poet) always felt that Mrs. Dalloway
was far the best of the great ladies who took an interest in art. It was
odd how strict she was. About music she was purely impersonal.
She was rather a prig. But how charming to look at! She made her
house so nice if it weren’t for her Professors. Clarissa had half a
mind to snatch him off and set him down at the piano in the back
room. For he played divinely.
“But the noise!” she said. “The noise!”
“The sign of a successful party.” Nodding urbanely, the Professor
stepped delicately off.
“He knows everything in the whole world about Milton,” said Clarissa.
“Does he indeed?” said Hutton, who would imitate the Professor
throughout Hampstead; the Professor on Milton; the Professor on
moderation; the Professor stepping delicately off.
But she must speak to that couple, said Clarissa, Lord Gayton and
Nancy Blow.
Not that they added perceptibly to the noise of the party. They were
not talking (perceptibly) as they stood side by side by the yellow
curtains. They would soon be off elsewhere, together; and never had
very much to say in any circumstances. They looked; that was all.
That was enough. They looked so clean, so sound, she with an
apricot bloom of powder and paint, but he scrubbed, rinsed, with the
eyes of a bird, so that no ball could pass him or stroke surprise him.
He struck, he leapt, accurately, on the spot. Ponies’ mouths quivered
at the end of his reins. He had his honours, ancestral monuments,
banners hanging in the church at home. He had his duties; his
tenants; a mother and sisters; had been all day at Lords, and that
was what they were talking about—cricket, cousins, the movies—
when Mrs. Dalloway came up. Lord Gayton liked her most awfully.
So did Miss Blow. She had such charming manners.
“It is angelic—it is delicious of you to have come!” she said. She
loved Lords; she loved youth, and Nancy, dressed at enormous
expense by the greatest artists in Paris, stood there looking as if her
body had merely put forth, of its own accord, a green frill.
“I had meant to have dancing,” said Clarissa.
For the young people could not talk. And why should they? Shout,
embrace, swing, be up at dawn; carry sugar to ponies; kiss and
caress the snouts of adorable chows; and then all tingling and
streaming, plunge and swim. But the enormous resources of the
English language, the power it bestows, after all, of communicating
feelings (at their age, she and Peter would have been arguing all the
evening), was not for them. They would solidify young. They would
be good beyond measure to the people on the estate, but alone,
perhaps, rather dull.
“What a pity!” she said. “I had hoped to have dancing.”
It was so extraordinarily nice of them to have come! But talk of
dancing! The rooms were packed.
There was old Aunt Helena in her shawl. Alas, she must leave them
—Lord Gayton and Nancy Blow. There was old Miss Parry, her aunt.
For Miss Helena Parry was not dead: Miss Parry was alive. She was
past eighty. She ascended staircases slowly with a stick. She was
placed in a chair (Richard had seen to it). People who had known
Burma in the ’seventies were always led up to her. Where had Peter
got to? They used to be such friends. For at the mention of India, or
even Ceylon, her eyes (only one was glass) slowly deepened,
became blue, beheld, not human beings—she had no tender
memories, no proud illusions about Viceroys, Generals, Mutinies—it
was orchids she saw, and mountain passes and herself carried on
the backs of coolies in the ’sixties over solitary peaks; or descending
to uproot orchids (startling blossoms, never beheld before) which
she painted in water-colour; an indomitable Englishwoman, fretful if
disturbed by the War, say, which dropped a bomb at her very door,
from her deep meditation over orchids and her own figure journeying
in the ’sixties in India—but here was Peter.
“Come and talk to Aunt Helena about Burma,” said Clarissa.
And yet he had not had a word with her all the evening!
“We will talk later,” said Clarissa, leading him up to Aunt Helena, in
her white shawl, with her stick.
“Peter Walsh,” said Clarissa.
That meant nothing.
Clarissa had asked her. It was tiring; it was noisy; but Clarissa had
asked her. So she had come. It was a pity that they lived in London
—Richard and Clarissa. If only for Clarissa’s health it would have
been better to live in the country. But Clarissa had always been fond
of society.
“He has been in Burma,” said Clarissa.
Ah. She could not resist recalling what Charles Darwin had said
about her little book on the orchids of Burma.
(Clarissa must speak to Lady Bruton.)
No doubt it was forgotten now, her book on the orchids of Burma, but
it went into three editions before 1870, she told Peter. She
remembered him now. He had been at Bourton (and he had left her,
Peter Walsh remembered, without a word in the drawing-room that
night when Clarissa had asked him to come boating).
“Richard so much enjoyed his lunch party,” said Clarissa to Lady
Bruton.
“Richard was the greatest possible help,” Lady Bruton replied. “He
helped me to write a letter. And how are you?”
“Oh, perfectly well!” said Clarissa. (Lady Bruton detested illness in
the wives of politicians.)
“And there’s Peter Walsh!” said Lady Bruton (for she could never
think of anything to say to Clarissa; though she liked her. She had
lots of fine qualities; but they had nothing in common—she and
Clarissa. It might have been better if Richard had married a woman
with less charm, who would have helped him more in his work. He
had lost his chance of the Cabinet). “There’s Peter Walsh!” she said,
shaking hands with that agreeable sinner, that very able fellow who
should have made a name for himself but hadn’t (always in
difficulties with women), and, of course, old Miss Parry. Wonderful
old lady!
Lady Bruton stood by Miss Parry’s chair, a spectral grenadier,
draped in black, inviting Peter Walsh to lunch; cordial; but without
small talk, remembering nothing whatever about the flora or fauna of
India. She had been there, of course; had stayed with three
Viceroys; thought some of the Indian civilians uncommonly fine
fellows; but what a tragedy it was—the state of India! The Prime
Minister had just been telling her (old Miss Parry huddled up in her
shawl, did not care what the Prime Minister had just been telling
her), and Lady Bruton would like to have Peter Walsh’s opinion, he
being fresh from the centre, and she would get Sir Sampson to meet
him, for really it prevented her from sleeping at night, the folly of it,
the wickedness she might say, being a soldier’s daughter. She was
an old woman now, not good for much. But her house, her servants,
her good friend Milly Brush—did he remember her?—were all there
only asking to be used if—if they could be of help, in short. For she
never spoke of England, but this isle of men, this dear, dear land,
was in her blood (without reading Shakespeare), and if ever a