Understanding Psychology 14th Edition

Robert Feldman
Visit to download the full and correct content document:
https://textbookfull.com/product/understanding-psychology-14th-edition-robert-feldma
n/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Understanding Psychology 13th Edition Robert Feldman

https://textbookfull.com/product/understanding-psychology-13th-
edition-robert-feldman/

Essentials of Understanding Psychology Robert S.

Feldman

https://textbookfull.com/product/essentials-of-understanding-
psychology-robert-s-feldman/

Essentials of Understanding Psychology Robert S.

Feldman

https://textbookfull.com/product/essentials-of-understanding-
psychology-robert-s-feldman-2/

Discovering the Life Span, 5th edition Robert S.

Feldman

https://textbookfull.com/product/discovering-the-life-span-5th-
edition-robert-s-feldman/
The Left Behind 14th Edition Robert Wuthnow

https://textbookfull.com/product/the-left-behind-14th-edition-
robert-wuthnow/

Understanding yoga psychology indigenous psychology

with global relevance 1st Edition Anand C. Paranjpe

https://textbookfull.com/product/understanding-yoga-psychology-
indigenous-psychology-with-global-relevance-1st-edition-anand-c-
paranjpe/

Understanding the Psychology of Diversity B. Evan

Blaine

https://textbookfull.com/product/understanding-the-psychology-of-
diversity-b-evan-blaine/

Critical Thinking in Psychology 2nd Edition Robert J.

Sternberg

https://textbookfull.com/product/critical-thinking-in-
psychology-2nd-edition-robert-j-sternberg/

Cognitive Psychology, 7th Ed 7th Edition Robert J.

Sternberg

https://textbookfull.com/product/cognitive-psychology-7th-ed-7th-
edition-robert-j-sternberg/
Page i
Understanding Psychology
FOURTEENTH EDITION

Robert S. Feldman
University of Massachusetts Amherst
 Page ii

UNDERSTANDING PSYCHOLOGY, FOURTEENTH EDITION

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights reserved.
Printed in the United States of America. Previous editions © 2017, 2015, and 2013. No part of this publication may be reproduced or
distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill
Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 LWI 21 20 19 18

Bound:
ISBN 978-1-260-19452-4
MHID 1-260-19452-3

Loose Leaf:
ISBN 978-1-260-19463-0
MHID 1-260-19463-9

Portfolio Manager: Nancy Welcher

Product Development Manager: Dawn Groundwater
Product Developer: Cara Labell
Marketing Manager: Augustine Laferrera and Olivia Kaiser
Content Project Managers: Mary E. Powers (Core), Jodi Banowetz (Assessment)
Buyer: Sandy Ludovissy
Design: David W. Hash
Content Licensing Specialist: Melisa Seegmiller
Cover Image: ©Cookie Studio/Shutterstock, ©Indypendenz/Shutterstock
Compositor: Aptara®, Inc.

All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Names: Feldman, Robert S. (Robert Stephen), 1947- author.

Title: Understanding psychology / Robert S. Feldman, University of
Massachusetts Amherst.
Description: Fourteenth Edition. | Dubuque : McGraw-Hill Education, [2018] |
Revised edition of the author’s Understanding psychology, [2017]
Identifiers: LCCN 2018015406| ISBN 9781260194524 (hard cover : alk. paper) |
ISBN 1260194523 (hard cover : alk. paper)
Subjects: LCSH: Psychology.
Classification: LCC BF121 .F34 2018 | DDC 150—dc23 LC record available at
https://lccn.loc.gov/2018015406

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an
endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information
presented at these sites.

www.mhhe.com
Page iii

Dedication
To
Jon, Leigh, Alex, Miles, Josh, Julie, Naomi,
Sarah, Jeff, Lilia, and Kathy
Page v
About the Author

©Robert S. Feldman

ROBERT S. FELDMAN is Professor of Psychological and Brain Sciences and Senior Advisor to the
Chancellor of the University of Massachusetts Amherst. A recipient of the College Distinguished Teacher
Award, he teaches psychology classes ranging in size from 15 to nearly 500 students. During the course
of more than three decades as a college instructor, he has taught undergraduate and graduate courses
at Mount Holyoke College, Wesleyan University, and Virginia Commonwealth University in addition to the
University of Massachusetts.
Professor Feldman, who initiated the Minority Mentoring Program at the University of
Massachusetts, also has served as a Hewlett Teaching Fellow and Senior Online Teaching Fellow. He
initiated distance-learning courses in psychology at the University of Massachusetts.
A Fellow of the American Psychological Association, the Association for Psychological Science, and
the American Association for the Advancement of Science, Professor Feldman received a BA with High
Honors from Wesleyan University and an MS and PhD from the University of Wisconsin-Madison. He is a
winner of a Fulbright Senior Research Scholar and Lecturer Award and the Distinguished Alumnus
Award from Wesleyan. He is past President of the Federation of Associations in Behavioral and Brain
Sciences (FABBS) Foundation, which advocates for the field of psychology, and is on the board of the
Social Psychology Network (SPN).
He has written and edited more than 250 books, book chapters, and scientific articles. He has
edited Development of Nonverbal Behavior in Children, Applications of Nonverbal Behavioral Theory and
Research, and Improving the First Year of College: Research and Practice, and co-edited Fundamentals
of Nonverbal Behavior. He is also author of P.O.W.E.R. Learning: Strategies for Success in College and
Life. His textbooks, which have been used by more than 2 million students around the world, have been
translated into Spanish, French, Portuguese, Dutch, German, Italian, Chinese, Korean, and Japanese.
His research interests include deception and honesty in everyday life, work that he described in The Liar
in Your Life, a trade book published in 2009. His research has been supported by grants from the
National Institute of Mental Health and the National Institute on Disabilities and Rehabilitation Research.
Professor Feldman loves music, is an enthusiastic pianist, and enjoys cooking and traveling. He
serves on the Executive Committee and Board of New England Public Radio. He and his wife, also a
psychologist, live in western Massachusetts in a home overlooking the Holyoke mountain range.
Page vii
Brief Contents

Preface xxvi

CHAPTER 1 Introduction to Psychology 1

MODULE 1 Psychologists at Work 3
MODULE 2 A Science Evolves: The Past, the Present,
and the Future 12
MODULE 3 Psychology’s Key Issues and Controversies
20

CHAPTER 2 Psychological Research 28

MODULE 4 The Scientific Method 30
MODULE 5 Conducting Psychological Research 33
MODULE 6 Critical Research Issues 44

CHAPTER 3 Neuroscience and Behavior 52

MODULE 7 Neurons: The Basic Elements of Behavior
54
MODULE 8 The Nervous System and the Endocrine
System: Communicating Within the Body 62
MODULE 9 The Brain 70

CHAPTER 4 Sensation and Perception 87

MODULE 10 Sensing the World Around Us 89
MODULE 11 Vision: Shedding Light on the Eye 94
MODULE 12 Hearing and the Other Senses 103
MODULE 13 Perceptual Organization: Constructing
Our View of the World 117

CHAPTER 5 States of Consciousness 129

MODULE 14 Sleep and Dreams 131
MODULE 15 Hypnosis and Meditation 146
MODULE 16 Drug Use: The Highs and Lows of
Consciousness 152

CHAPTER 6 Learning 167

MODULE 17 Classical Conditioning 169
MODULE 18 Operant Conditioning 177
MODULE 19 Cognitive Approaches to Learning 191
Page viii

CHAPTER 7 Memory 200

MODULE 20 The Foundations of Memory 202
MODULE 21 Recalling Long-Term Memories 214
MODULE 22 Forgetting: When Memory Fails 225

CHAPTER 8 Cognition and Language 233

MODULE 23 Thinking and Reasoning 235
MODULE 24 Problem Solving 243
 MODULE 25 Language 256

CHAPTER 9 Intelligence 267

MODULE 26 What Is Intelligence? 269
MODULE 27 Variations in Intellectual Ability 284
MODULE 28 Group Differences in Intelligence: Genetic
and Environmental Determinants 289

CHAPTER 10 Motivation and Emotion 296

MODULE 29 Explaining Motivation 298
MODULE 30 Human Needs and Motivation: Eat, Drink,
and Be Daring 307
MODULE 31 Understanding Emotional Experiences
318

CHAPTER 11 Sexuality and Gender 330

MODULE 32 Gender and Sex 332
MODULE 33 Understanding Human Sexual Response:
The Facts of Life 344
MODULE 34 The Diversity of Sexual Behavior 350

CHAPTER 12 Development 367

MODULE 35 Nature and Nurture: The Enduring
Developmental Issue 369
MODULE 36 Prenatal Development: Conception to
Birth 374
MODULE 37 Infancy and Childhood 381
MODULE 38 Adolescence: Becoming an Adult 398
MODULE 39 Adulthood 408

CHAPTER 13 Personality 422

MODULE 40 Psychodynamic Approaches to Personality
424
MODULE 41 Trait, Learning, Biological and
Evolutionary, and Humanistic Approaches to
Personality 434
MODULE 42 Assessing Personality: Determining What
Makes Us Distinctive 447
Page ix

CHAPTER 14 Health Psychology: Stress, Coping, and

Well-Being 456
MODULE 43 Stress and Coping 458
MODULE 44 Psychological Aspects of Illness and Well-
Being 472
MODULE 45 Promoting Health and Wellness 478

CHAPTER 15 Psychological Disorders 486

MODULE 46 Normal Versus Abnormal: Making the
Distinction 488
MODULE 47 The Major Psychological Disorders 497
MODULE 48 Psychological Disorders in Perspective
516

CHAPTER 16 Treatment of Psychological Disorders 524

 MODULE 49 Psychotherapy: Psychodynamic,
Behavioral, and Cognitive Approaches to Treatment
526
MODULE 50 Psychotherapy: Humanistic,
Interpersonal, and Group Approaches to Treatment
537
MODULE 51 Biomedical Therapy: Biological
Approaches to Treatment 546

CHAPTER 17 Social Psychology 556

MODULE 52 Attitudes and Social Cognition 558
MODULE 53 Social Influence and Groups 567
MODULE 54 Prejudice and Discrimination 575
MODULE 55 Positive and Negative Social Behavior 582

EPILOGUE Diversity, Culture, Conflict, and Cooperation

E-1
Diversity and Culture E-3
Conflict and Cooperation: Striving for a Just and
Peaceful World E-12

Glossary G1-G12
References R1-R68
Name Index NI1-NI35
Subject Index SI1-SI16
McGraw-Hill Education Psychology APA Documentation Style Guide
Page xi
Contents

Preface xxvi
Making the Grade xxxvi

©Andrey_Popov/Shutterstock

CHAPTER 1
Introduction to Psychology 1

MODULE 1 Psychologists at Work 3

The Subfields of Psychology: Psychology’s Family Tree
4
Working at Psychology 7

MODULE 2 A Science Evolves: The Past,

the Present, and the Future 12
The Roots of Psychology 13
Today’s Five Major Perspectives 14
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Psychology Matters 18

MODULE 3 Psychology’s Key Issues and

Controversies 20
EXPLORING DIVERSITY: Understanding How
Culture, Ethnicity, and Race Influence Behavior 22
Psychology’s Future 23
NEUROSCIENCE IN YOUR LIFE: Enhancing Your
Mind 24
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Thinking Critically About Psychology:
Distinguishing Legitimate Psychology from Pseudo-
Psychology 25
©Philippe Psaila/Science Source

CHAPTER 2
Psychological Research 28

MODULE 4 The Scientific Method 30

Theories: Specifying Broad Explanations 30
Hypotheses: Crafting Testable Predictions 31

MODULE 5 Conducting Psychological

Research 33
Archival Research 33
Naturalistic Observation 33
Page xii
Survey Research 34
The Case Study 35
Correlational Research 35
Experimental Research 37

MODULE 6 Critical Research Issues 44

The Ethics of Research 44
EXPLORING DIVERSITY: Choosing Participants
Who Represent the Scope of Human Behavior 45
NEUROSCIENCE IN YOUR LIFE: The Importance
of Using Representative Participants 46
Should Animals Be Used in Research? 46
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Finding Research Participants on
Facebook 47
Threats to Experimental Validity: Avoiding
Experimental Bias 47
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Thinking Critically About Research 48

©DGLimages/Shutterstock

CHAPTER 3
Neuroscience and Behavior 52

MODULE 7 Neurons: The Basic Elements

of Behavior 54
The Structure of the Neuron 54
How Neurons Fire 55
 Where Neurons Meet: Bridging the Gap 57
Neurotransmitters: Multitalented Chemical Couriers 59

MODULE 8 The Nervous System and the

Endocrine System: Communicating Within
the Body 62
The Nervous System: Linking Neurons 62
The Evolutionary Foundations of the Nervous System
65
The Endocrine System: Of Chemicals and Glands 66

MODULE 9 The Brain 70

Studying the Brain’s Structure and Functions: Spying
on the Brain 70
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Bypassing Broken Neural Pathways with a
Chip in the Brain 72
The Central Core: Our “Old Brain” 73
The Limbic System: Beyond the Central Core 74
The Cerebral Cortex: Our “New Brain” 75
Page xiii
Neuroplasticity and the Brain 78
NEUROSCIENCE IN YOUR LIFE: The Plastic Brain
79
The Specialization of the Hemispheres: Two Brains or
One? 79
EXPLORING DIVERSITY: Human Diversity and the
Brain 81
The Split Brain: Exploring the Two Hemispheres 81
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Learning to Control Your Heart—and
Mind—Through Biofeedback 83

©Uppercut/SuperStock

CHAPTER 4
Sensation and Perception 87

MODULE 10 Sensing the World Around Us

89
Absolute Thresholds: Detecting What’s Out There 89
 Difference Thresholds: Noticing Distinctions Between
Stimuli 91
Sensory Adaptation: Turning Down Our Responses 92

MODULE 11 Vision: Shedding Light on the

Eye 94
Illuminating the Structure of the Eye 94
NEUROSCIENCE IN YOUR LIFE: Recognizing Faces
99
Color Vision and Color Blindness: The 7-Million-Color
Spectrum 100

MODULE 12 Hearing and the Other

Senses 103
Sensing Sound 103
Smell and Taste 107
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Sniffing out Flash Drives 109
The Skin Senses: Touch, Pressure, Temperature, and
Pain 110
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Managing Pain 113
How Our Senses Interact 114

MODULE 13 Perceptual Organization:

Constructing Our View of the World 117
The Gestalt Laws of Organization 117
Top-Down and Bottom-Up Processing 118
Depth Perception: Translating 2-D to 3-D 119
Perceptual Constancy 121
Motion Perception: As the World Turns 122
Perceptual Illusions: The Deceptions of Perceptions
122
EXPLORING DIVERSITY: Culture and Perception
124
Page xiv

©Eugenio Marongiu/Shutterstock

CHAPTER 5

States of Consciousness 129

 MODULE 14 Sleep and Dreams 131
The Stages of Sleep 132
REM Sleep: The Paradox of Sleep 133
Why Do We Sleep, and How Much Sleep Is Necessary?
134
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Sleeping to Forget 135
NEUROSCIENCE IN YOUR LIFE: Why Are We So
Emotional When We Don’t Get Enough Sleep? 136
The Function and Meaning of Dreaming 137
Sleep Disturbances: Slumbering Problems 140
Circadian Rhythms: Life Cycles 141
Daydreams: Dreams Without Sleep 142
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Sleeping Better 143

MODULE 15 Hypnosis and Meditation 146

Hypnosis: A Trance-Forming Experience? 146
Meditation: Regulating Our Own State of
Consciousness 148
EXPLORING DIVERSITY: Cross-Cultural Routes to
Altered States of Consciousness 150

MODULE 16 Drug Use: The Highs and

Lows of Consciousness 152
Stimulants: Drug Highs 154
Depressants: Drug Lows 157
Narcotics, Opiates, and Opioids: Relieving Pain and
Anxiety 160
Hallucinogens: Psychedelic Drugs 161
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Identifying Drug and Alcohol
Problems 163

©MJTH/Shutterstock

CHAPTER 6
Learning 167

MODULE 17 Classical Conditioning 169

The Basics of Classical Conditioning 169
Applying Conditioning Principles to Human Behavior
172
 Extinction 173
Generalization and Discrimination 174
Beyond Traditional Classical Conditioning: Challenging
Basic Assumptions 175
Page xv

MODULE 18 Operant Conditioning 177

Thorndike’s Law of Effect 177
The Basics of Operant Conditioning 178
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: How Uber and Lyft Put Themselves in the
Driver’s Seat 186
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Using Behavior Analysis and Behavior
Modification 188

MODULE 19 Cognitive Approaches to

Learning 191
Latent Learning 191
Observational Learning: Learning Through Imitation
193
NEUROSCIENCE IN YOUR LIFE: Learning Through
Imitation 194
EXPLORING DIVERSITY: Does Culture Influence
How We Learn? 196

©Eugenio Marongiu/Shutterstock

CHAPTER 7
Memory 200

MODULE 20 The Foundations of Memory

202
Sensory Memory 203
Short-Term Memory 204
Working Memory 206
Long-Term Memory 207
NEUROSCIENCE IN YOUR LIFE: Superior Memory
212
 MODULE 21 Recalling Long-Term
Memories 214
Retrieval Cues 214
Levels of Processing 215
Explicit and Implicit Memory 216
Flashbulb Memories 217
Constructive Processes in Memory: Rebuilding the
Past 218
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Memories Are Made to Be Meaningful 221
EXPLORING DIVERSITY: Are There Cross-Cultural
Differences in Memory? 222

MODULE 22 Forgetting: When Memory

Fails 225
Why We Forget 226
Proactive and Retroactive Interference: The Before
and After of Forgetting 227
Memory Dysfunctions: Afflictions of Forgetting 228
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Improving Your Memory 230
Page xvi

©Chris Robbins/Moodboard/Glow Images

CHAPTER 8

Cognition and Language 233

MODULE 23 Thinking and Reasoning 235

Mental Images: Examining the Mind’s Eye 235
Concepts: Categorizing the World 237
Reasoning: Making Up Your Mind 238
Computers and Problem Solving: Searching for
Artificial Intelligence 240
Does Playing Video Games Improve Your Thinking?
240
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Are Our Attention Spans Becoming
Shorter? 241

MODULE 24 Problem Solving 243

Preparation: Understanding and Diagnosing Problems
243
 Production: Generating Solutions 247
Judgment: Evaluating Solutions 249
Impediments to Solutions: Why Is Problem Solving
Such a Problem? 249
Creativity and Problem Solving 251
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Thinking Critically and Creatively 253

MODULE 25 Language 256

Grammar: Language’s Language 256
Language Development: Developing a Way with
Words 257
The Influence of Language on Thinking: Do Eskimos
Have More Words for Snow Than Texans Do? 260
Do Animals Use Language? 261
EXPLORING DIVERSITY: Teaching with Linguistic
Variety: Bilingual Education 262
NEUROSCIENCE IN YOUR LIFE: Being Bilingual
Affects the Brain 263

©Digital Vision

CHAPTER 9
Intelligence 267

MODULE 26 What Is Intelligence? 269

Theories of Intelligence: Are There Different Kinds of
Intelligence? 270
The Biological Basis of Intelligence 271
NEUROSCIENCE IN YOUR LIFE: What Makes
Someone Intelligent? 273
Practical and Emotional Intelligence: Toward a More
Intelligent View of Intelligence 274
Page xvii
Assessing Intelligence 276
Contemporary IQ Tests: Gauging Intelligence 277
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Scoring Better on Standardized Tests
282

MODULE 27 Variations in Intellectual

Ability 284
 Intellectual Disabilities 284
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Does a Hidden Genius Lie Within Us? 286
The Intellectually Gifted 287

MODULE 28 Group Differences in

Intelligence: Genetic and Environmental
Determinants 289
EXPLORING DIVERSITY: Can We Develop Culture-
Fair IQ Tests? 289
IQ and Heritability: The Relative Influence of Genetics
and Environment 290

©Yasuyoshi Chiba/AFP/Getty Images

CHAPTER 10
Motivation and Emotion 296

MODULE 29 Explaining Motivation 298

Instinct Approaches: Born to Be Motivated 299
Drive-Reduction Approaches: Satisfying Our Needs
299
Arousal Approaches: Beyond Drive Reduction 300
Incentive Approaches: Motivation’s Pull 302
Cognitive Approaches: The Thoughts Behind
Motivation 302
Maslow’s Hierarchy: Ordering Motivational Needs 303
Applying the Different Approaches to Motivation 304

MODULE 30 Human Needs and

Motivation: Eat, Drink, and Be Daring 307
The Motivation Behind Hunger and Eating 307
Eating Disorders 311
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: A Losing Battle for The Biggest Losers
312
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Dieting and Losing Weight
Successfully 313
The Need for Achievement: Striving for Success 315
The Need for Affiliation: Striving for Friendship 315
The Need for Power: Striving for Impact on Others
316
 Page xviii

MODULE 31 Understanding Emotional

Experiences 318
The Functions of Emotions 319
Determining the Range of Emotions: Labeling Our
Feelings 319
The Roots of Emotions 320
NEUROSCIENCE IN YOUR LIFE: Emotion and the
Brain 324
EXPLORING DIVERSITY: Do People in All Cultures
Express Emotion Similarly? 325

©Jade/Getty Images

CHAPTER 11

Sexuality and Gender 330

MODULE 32 Gender and Sex 332

Gender Roles: Society’s Expectations for Women and
Men 332
Sexism on the Job 333
Gender Differences: More Similar Than Dissimilar 337
NEUROSCIENCE IN YOUR LIFE: Do Women’s
Brains Differ from Men’s? 339
Sources of Gender Differences: Where Biology and
Society Meet 340

MODULE 33 Understanding Human Sexual

Response: The Facts of Life 344
The Basic Biology of Sexual Behavior 344
Physiological Aspects of Sexual Excitement: What
Turns People On? 345
The Phases of Sexual Response: The Ups and Downs
of Sex 346
EXPLORING DIVERSITY: Female Circumcision: A
Celebration of Culture—or Genital Mutilation? 347

MODULE 34 The Diversity of Sexual

Behavior 350
Approaches to Sexual Normality 351
 Surveying Sexual Behavior: What’s Happening Behind
Closed Doors? 352
Heterosexuality 353
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Teen Sexting 355
Homosexuality and Bisexuality 356
Transgenderism 358
Sexual Difficulties and Issues 358
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Lowering the Risks of Date Rape 363

©Nancy Mao Smith/Shutterstock

CHAPTER 12
Development 367

MODULE 35 Nature and Nurture: The

Enduring Developmental Issue 369
Determining the Relative Influence of Nature and
Nurture 371
Developmental Research Techniques 371
Page xix

MODULE 36 Prenatal Development:

Conception to Birth 374
The Basics of Genetics 374
The Earliest Development 376

MODULE 37 Infancy and Childhood 381

The Extraordinary Newborn 381
NEUROSCIENCE IN YOUR LIFE: Emotional
Responses in Infancy 384
Infancy Through Childhood 384

MODULE 38 Adolescence: Becoming an

Adult 398
Physical Development: The Changing Adolescent 398
Moral and Cognitive Development: Distinguishing
Right from Wrong 400
Social Development: Finding One’s Self in a Social
World 402
 EXPLORING DIVERSITY: Rites of Passage: Coming
of Age Around the World 406

MODULE 39 Adulthood 408

Physical Development: The Peak of Health 409
Social Development: Working at Life 410
Marriage, Children, and Divorce: Family Ties 411
Changing Roles of Men and Women 411
Later Years of Life: Growing Old 412
Physical Changes in Late Adulthood: The Aging Body
412
Cognitive Changes: Thinking About—and During—Late
Adulthood 413
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: How Do Cognitive Abilities Rise and Fall
as We Age? 416
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Adjusting to Death 418

©santypan/Shutterstock

CHAPTER 13

Personality 422

MODULE 40 Psychodynamic Approaches

to Personality 424
Freud’s Psychoanalytic Theory: Mapping the
Unconscious Mind 424
The Neo-Freudian Psychoanalysts: Building on Freud
430

MODULE 41 Trait, Learning, Biological and

Evolutionary, and Humanistic Approaches
to Personality 434
Trait Approaches: Placing Labels on Personality 434
Learning Approaches: We Are What We’ve Learned
437
Page xx
Biological and Evolutionary Approaches: Are We Born
with Personality? 440
NEUROSCIENCE IN YOUR LIFE: The Neurological
Underpinnings of Personality 441
 APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Does Personality Shift from Generation to
Generation? 442
Humanistic Approaches: The Uniqueness of You 444
Comparing Approaches to Personality 445

MODULE 42 Assessing Personality:

Determining What Makes Us Distinctive
447
EXPLORING DIVERSITY: Should Race and Ethnicity
Be Used to Establish Test Norms? 448
Self-Report Measures of Personality 449
Projective Methods 451
Behavioral Assessment 452
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Assessing Personality Assessments
453

©Fancy Collection/SuperStock

CHAPTER 14

Health Psychology: Stress, Coping, and Well-Being 456

MODULE 43 Stress and Coping 458

Stress: Reacting to Threat and Challenge 458
The High Cost of Stress 461
Coping with Stress 465
NEUROSCIENCE IN YOUR LIFE: The Neuroscience
of Resilience 467
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Does Using Facebook Make You Feel Bad?
469
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Effective Coping Strategies 469

MODULE 44 Psychological Aspects of

Illness and Well-Being 472
The As, Bs, and Ds of Coronary Heart Disease 472
Psychological Aspects of Cancer 473
Smoking 474
EXPLORING DIVERSITY: Hucksters of Death:
Promoting Smoking Throughout the World 476
 MODULE 45 Promoting Health and
Wellness 478
Following Medical Advice 478
Well-Being and Happiness 481
Page xxi

©Andrey_Popov/Shutterstock

CHAPTER 15
Psychological Disorders 486

MODULE 46 Normal Versus Abnormal:

Making the Distinction 488
Defining Abnormality 488
Perspectives on Abnormality: From Superstition to
Science 490
Classifying Abnormal Behavior: The ABCs of DSM 493

MODULE 47 The Major Psychological

Disorders 497
Anxiety Disorders 497
Obsessive-Compulsive Disorder 499
Somatic Symptom Disorders 501
Dissociative Disorders 502
Mood Disorders 503
Schizophrenia 507
NEUROSCIENCE IN YOUR LIFE: Brain Networks
Related to Memory Deficits in Schizophrenia 510
Personality Disorders 511
Disorders That Impact Childhood 513
Other Disorders 513

MODULE 48 Psychological Disorders in

Perspective 516
The Social and Cultural Context of Psychological
Disorders 517
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Is the Newest Generation of College
Students More Psychologically Disordered Than Their
Predecessors? 518
 EXPLORING DIVERSITY: DSM and Culture—and
the Culture of DSM 519
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Deciding When You Need Help 520

©urbancow/Getty Images

CHAPTER 16

Treatment of Psychological Disorders 524

MODULE 49 Psychotherapy:
Psychodynamic, Behavioral, and Cognitive
Approaches to Treatment 526
Psychodynamic Approaches to Therapy 527
Behavioral Approaches to Therapy 529
Cognitive Approaches to Therapy 533
NEUROSCIENCE IN YOUR LIFE: How Cognitive
Behavioral Therapy Changes Your Brain 535
Page xxii

MODULE 50 Psychotherapy: Humanistic,

Interpersonal, and Group Approaches to
Treatment 537
Humanistic Therapy 537
Interpersonal Therapy 538
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Click Here for Therapy 539
Group Therapies 539
Evaluating Psychotherapy: Does Therapy Work? 541
EXPLORING DIVERSITY: Racial and Ethnic Factors
in Treatment: Should Therapists Be Color-Blind? 543

MODULE 51 Biomedical Therapy:

Biological Approaches to Treatment 546
Drug Therapy 546
Electroconvulsive Therapy (ECT) 549
Psychosurgery 550
Biomedical Therapies in Perspective 551
Community Psychology: Focus on Prevention 551
BECOMING AN INFORMED CONSUMER OF
PSYCHOLOGY: Choosing the Right Therapist 553
©Ingram Publishing/SuperStock

CHAPTER 17
Social Psychology 556

MODULE 52 Attitudes and Social

Cognition 558
Persuasion: Changing Attitudes 558
Social Cognition: Understanding Others 561
EXPLORING DIVERSITY: Attribution Biases in a
Cultural Context: How Fundamental Is the
Fundamental Attribution Error? 565

MODULE 53 Social Influence and Groups

567
Conformity: Following What Others Do 567
Compliance: Submitting to Direct Social Pressure 570
Obedience: Following Direct Orders 572

MODULE 54 Prejudice and Discrimination

575
The Foundations of Prejudice 575
NEUROSCIENCE IN YOUR LIFE: The Prejudiced
Brain 577
Measuring Prejudice and Discrimination: The Implicit
Association Test 578
Reducing the Consequences of Prejudice and
Discrimination 578
APPLYING PSYCHOLOGY IN THE 21ST
CENTURY: Helping More Women Succeed as
Engineers 580
Page xxiii

MODULE 55 Positive and Negative Social

Behavior 582
Liking and Loving: Interpersonal Attraction and the
Development of Relationships 582
Aggression and Prosocial Behavior: Hurting and
Helping Others 586
Helping Others: The Brighter Side of Human Nature
589
Another random document with
no related content on Scribd:
upon such terms, conditions, and limitations as to its
internal status as may best subserve the interests of the
United States, and it is not necessary to invest such
territory with the full status of an integral part of the
Union.

"That this is one of the ordinary and necessary sovereign

powers of an independent nation, and nothing in the Federal
Constitution or in the fundamental principles that underlie
our Republic denies to the nation a right to the full exercise
of this usual and common sovereign right.

"That the treaty-making power—the President and the Senate—as

evidenced by the language of the treaty of Paris, did not
intend to make Porto Rico and the Philippine Islands integral
parts of the United States, but intended, in several
particulars, to reserve their final status for adjustment by
Congress, at the same time making peculiar and special
differential provisions for variations and exceptions in
customs and port regulations as to Spain and Spanish goods and
subjects, which are inconsistent with the intention that the
ceded countries became upon the ratification of the treaty a
part of the United States in all respects and in the fullest
sense.

"The Government contends that the term 'foreign countries' in

the act of 1897 is to be regarded as having been understood by
Congress to be subject to the rule of interpretation of the
phrase given by the Supreme Court in the case of Fleming v.
Page, where it was held that under our revenue laws every port
is regarded as a foreign one until expressly established as
domestic under the authority and control of the statutes of
the United States.

"That the clause of the Constitution which declares that

duties, imposts, and excises shall be uniform throughout the
United States does not apply to nor govern these cases,
 because the term 'United States,' as there used, means only
the territory comprised within the several States of the
Union, and was intended only for their benefit and protection,
and not for the benefit or protection of outside territory
belonging to the nation; that in the latter sense duties on
imports from these islands are uniform throughout the United
States, because they are uniformly imposed at every port in
the United States, so that there is no preference given to the
ports of one State over those of another, nor is any
inequality between the several States created.

{671}

"That the right to bring merchandise into the United States is

a right entirely within the regulation of Congress; such right
in no wise differs as to either citizens or aliens.
Citizenship carries with it no special or peculiar privileges
at the custom-house. The American, the Spaniard, the Porto
Rican, are treated alike. The basis of the customs laws is not
ownership, but (1) the geographical origin of the shipment,
and (2) the nature of the goods. The duty is imposed against
merchandise, not upon the importer. "The Government contends,
therefore, that in view of the fact that tariff laws are 'in
rem,' there is no principle of justice, much less of
constitutional restriction, which forbids Congress from taxing
in this way the merchandise of outlying possessions of the
United States when brought into the ports of the Union. That
the limitations of the Constitution as to customs, etc., were
intended to secure equality between the States in the
geographical sense, and not to forbid Congress from exercising
the ordinary sovereign power of taxation as to the products of
other sections of country not included within the geographical
boundaries of the States; for which we rely upon the opinion
of this court in Knowlton v. Moore as decisive and conclusive.

"If the foregoing propositions are sound, then it is

established (1) that the tariff act of 1897 was intended by
Congress to classify as foreign all countries not a part of or
belonging to the United States at the time of its passage, and
the subsequent cession of the Spanish islands to the United
States did not operate to admit imports from those islands
free of duty, under that law; (2) that the tariff act so
construed and enforced violates no constitutional rule of
uniformity.

"And the case of the plaintiffs in error would seem on these

grounds to have no legal foundation.

"The Government might well be content to rest its argument

upon these propositions. But counsel for the plaintiffs in
error, in the court below as well us in this court, have gone
far beyond these limits, and have challenged and denied the
constitutionality of certain provisions of the treaty of
Paris, contending that the cession of Porto Rico and the
Philippine Archipelago effected a complete incorporation of
those countries with the United States, so that they have
become a part of the United States in the fullest and largest
sense, not only internationally, but organically, so
completely, indeed, that no difference or distinction can be
made by law between imports from those countries and imports
from one of the States of the Union.

"They insist that there can be no limited or qualified

acquisition of territory by this nation; that when Porto Rico
was ceded to the United States it came at once under the
obligations of the Constitution and became entitled to the
privileges of the Constitution, its inhabitants citizens of
the United States, and its territory a part of the United
States. They argue, therefore, that the clause of the treaty
which says that 'the civil rights and political status of the
inhabitants shall be determined by the Congress,' in so far as
it is intended to defer the full enjoyment of the rights and
privileges of citizenship under the Constitution until
Congress shall bestow them hereafter upon the inhabitants, is
'ultra vires' and void, or at least superfluous and
ineffective, because the Constitution 'ex proprio vigore'
extends at once, as an automatic operation, to all territory
ceded to this Government, and no treaty or treaty-making power
can hinder or even suspend it. …

"Counsel have been at great pains to prove that the Government

of the United States is one of delegated powers, and that its
powers are not absolute and untrammeled, but subject to
certain limits never and nowhere to be transcended; that the
vague political entity known as The People stands behind the
constituted agencies of government, holding in reserve the
sources of supreme power, capable and ready to alter or
destroy at its pleasure the machinery heretofore set up in its
behalf. They call these doctrines truisms, and so they are.
They do not help us in this case.

"The Government of the United States has been vested not with
all powers but only with certain particular powers. These
particular delegated powers are in some respects limited and
confined in scope and operation, but in other respects they
are entirely unlimited. So that the real and practical
question is whether there is any limitation preventing the
particular thing here complained of.

"It is worth while, in passing, to allude to the undeniable

fact that 'The People' referred to are not the people of the
Territories or of the outlying possessions of the United
States, but the people of the several States, who ordained and
established for themselves and their posterity the Federal
Constitution.

"Counsel confuse ideas when they argue that the contention of

the Government in these cases implies the possession by
Congress of all unlimited and despotic powers in the
government of territory. We mean no more than this court meant
when it said:
"'The power of Congress over the Territories is general and
plenary.

"'Its sovereignty over them is complete.

"'It has full and complete legislative authority over the

people of the Territories and all departments of the
Territorial governments.

"'The people of the United States, as sovereign owners of the

National Territories, have supreme power over them and their
inhabitants.

"'In legislating for the Territories Congress would doubtless

be subject to those fundamental limitations in favor of
personal rights which are formulated in the Constitution and
its amendments, but these limitations would exist rather by
inference and the general spirit of the Constitution than by
any express and direct application of its provisions.'"

In the Supreme Court of the United States,

October Term, 1900, John H. Goetze, Appellant, &c.;
Brief for the United States.

On the 8th of January, 1901, four other causes, involving

substantially the same questions, came before the Supreme
Court, and, by order of the Court, were consolidated, to be
dealt with virtually as one case. The titles of the cases were
respectively as follows:

Elias S. A. Dc Lima et al., plaintiffs in error,

agt. George R. Bidwell;

Samuel B. Downes et al., plaintiffs in error,

agt. George R. Bidwell;
 Henry W. Dooley et al., plaintiffs in error,
agt. the United States;

Carlos Armstrong, appellant,

agt. the United States, and George W. Crossmon et al.,
appellants, agt. the United States.

{672}

For the plaintiffs, in the case of Henry W. Dooley et al., the

Honorable John G. Carlisle made an oral argument, in which he
said: "What is the Constitution? In the first place it is not
only the supreme law of the States composing the union, but
the supreme law of the land; supreme over every branch and
department of the Government; supreme over every one
exercising authority under the Government; supreme over every
other law or order or regulation, and supreme over all the
people, wherever they may be, within its jurisdiction, and
what we claim is, that so long as this Constitution exists
absolute and arbitrary power over the lives, liberties, or
property of the people can be exercised nowhere in this
Republic. It is now argued that it is supreme only within the
boundaries of the several States, unless Congress extends it
to the Territories; that it limits the powers of Congress only
when legislating for the geographical area embraced in the
States; that the inhabitants of the States are the only people
who can, as a matter of right, claim the benefit of its
guarantees and prohibitions for the protection even of those
personal and property rights which have for ages been secured
by the common law of England, and that all other people within
the jurisdiction of the United States are dependent for the
protection of their civil rights substantially upon the will
of Congress. The question whether the Constitution should be
declared to be the supreme law of the whole land, or only the
supreme law of the respective States and their inhabitants or
citizens, was presented in the Federal Convention of 1787, and
was finally disposed of by the adoption of the clause as it
now stands in the Constitution, which declares it to be "the
supreme law of the land.

"In the plan proposed by Mr. Charles Pinckney, of South

Carolina, it was provided that 'all acts made by the
legislature of the United States pursuant to this
Constitution, and all treaties made under the authority of the
United States, shall be the supreme law of the land,' etc. (1
Elliot, page 46). Mr. Patterson's plan proposed 'that all acts
of the United States in Congress assembled made by virtue and
in pursuance of the powers hereby vested in them, and by the
Articles of Confederation and all treaties made and ratified
under the authority of the United States, shall be the supreme
law of the respective States, so far as those acts or treaties
shall relate to such States or their citizens,' etc. (pages
71, 72). These plans and others were referred to the Committee
of the Whole House and were reported back without any
provision upon this subject. Afterwards the Convention
unanimously agreed to the following resolution:

'That the Legislative acts made by virtue and in pursuance of

the Articles of Union and all treaties made and ratified under
the authority of the United States, shall be the supreme law
of the respective States, so far as those acts or treaties
shall relate to the said States or their citizens or
inhabitants' (page 100). Thus it stood when referred to the
committee of five, of which Mr. Rutledge was chairman, and on
the 6th of August, 1787, that committee reported back to the
Convention a draft of the proposed Constitution, the eighth
article of which was the same as the resolution last quoted,
except that in the place of the words 'Articles of Union' it
contained the words 'this Constitution' (page 120). This
report was considered in the Committee of the Whole, and on
the 23d of August the eighth article was unanimously amended
so as to read: 'This Constitution and all laws of the United
States made in pursuance thereof, and all treaties made under
the authority of the United States shall be the supreme law of
the several States and of their citizens and inhabitants,'
etc. (page 151).

"This was the form in which the article stood when the whole
draft was referred to the committee of eleven, but when
reported back September 12, it constituted the second clause
of the sixth article and declared that the Constitution and
laws and the treaties made and to be made should be 'the
supreme law of the land,' and so it now stands as part of the
Constitution. If the clause had been adopted in the form
agreed to in the committee and inserted in the first draft,
there would have been at least a certain degree of
plausibility in the argument made here for the Government, but
even in that case we think the powers of Congress would have
been limited whenever and wherever it might attempt to
exercise them. But it is argued here that the history of the
Constitution and the language employed in the preamble, and in
some other places, show that it was intended to establish a
government only for such of the States then existing as might
ratify it, and such other States as might thereafter be
admitted into the Union, and that, therefore, while it confers
power upon Congress to govern Territories, it does not require
that body to govern them in accordance with the supreme law of
the land; that is, in accordance with the instrument from
which the power to govern is derived. Even if the premises
were true, the conclusion would not follow; but is it true
that the Constitution was ordained and established for the
government of the States only? If so, how did it happen that
the great men who framed that instrument made it confer the
power to govern Territories as well as States? It is true that
the Constitution was ordained and established by the people of
the States, but it created a National Government for national
purposes, not a mere league or compact between the States, and
jurisdiction was conferred upon that Government over the whole
national domain, whatever its boundaries might be. It is not
true that the Government was established only for the States,
their inhabitants or citizens, but if it were true, then it
 could exercise no power outside of the States, and this court
would have to put a new construction upon that provision which
authorizes Congress to dispose of and make all needful rules
and regulations respecting the territory, or other property,
belonging to the United States. The necessary construction of
that clause would be that it conferred power only to dispose
of land or other property, and to make necessary rules and
regulations respecting land or other property belonging to the
United States; that is, belonging to the several States
composing the Union. It would confer no power whatever to
govern the people outside of the States."

Supreme Court of the United States,

October Term, 1900,
Henry W. Dooley [et al.] vs. the United States:
Argument of J. G. Carlisle.

{673}

On one point the argument of Mr. Charles H. Aldrich, attorney

for the plaintiff in the case of the "Fourteen Diamond Rings,"
was as follows: In "the relations of the United States to other
nations, our government is a sovereign state, and has the
right, and as such 'free and independent State has full power,
to levy war, conclude peace, contract alliances, establish
commerce, and to do all other acts and things which
independent States may of right do.' In this relation it is
correct, as I conceive, to speak of the United States of
America as a unit and use a singular verb. It is such unit and
has this power because there was created a government upon
which the people conferred these powers. If war is declared it
must be under the constitution; if peace is concluded it is in
the exercise of a constitutional power; if commerce is
established it is because Congress under the constitution was
given power to regulate commerce; if alliances are contracted
it can only be done under the constitution. In short, the
sovereign nation exists through the adoption of the
constitution, and its powers are derived from that instrument
and must be found, as this court has often declared, in the
language thereof or by necessary implication therefrom. We are
in the Philippines and Porto Rico and can be rightfully there
only in the exercise of some of these enumerated powers, as in
the language of the tenth amendment, 'the powers not delegated
to the United States by the Constitution, nor prohibited by it
to the States, are reserved to the States respectively, or to
the people.' This amendment designates the constitution as the
source of the power of the United States and excludes the idea
of power free from constitutional restraint derived by
implication from powers delegated by the constitution.

"Nor is it true that at the time this declaration was made all
independent states or nations claimed and exercised the right
to acquire, hold and govern foreign dependencies, and no state
or nation then recognized its obligation to confer on the
people of such acquired territory the privileges and
immunities enjoyed by the people of the home government,
except at its own will and discretion. It is true that all
independent states claimed and exercised the right to acquire
territory, but if it were important in this case I think the
arguments of Pitt, Camden and Barre could be used to establish
the proposition that under the British Constitution as it
then was, that nation had, from the time of King John and the
Great Charter until King George, recognized that its subjects
had essential rights not dependent upon the 'will and
discretion' of the home government. It is unnecessary to
follow that subject here. It is sufficient that the
Declaration of Independence was brought about by the assertion
on the part of King George and his ministers of precisely the
present doctrine of this administration and its
representatives in this court. If value is to be attached to
contemporary history that fact cannot be lost sight of. The
speeches of Grenville and Townshend in favor of unlimited
power on the part of Parliament over the American colonists
and their affairs have been substantially parodied in Congress
by the advocates of unrestrained power over our 'colonies,' as
it is now unfortunately fashionable to denominate them. The
signers of the Declaration of Independence held that as
subjects of the British Constitution there was no right to
impose taxes upon them without their consent, to deprive them
of trial by jury, to deprive them of their legislatures, and
to declare Parliament in vested with power to legislate for
them 'in all cases whatsoever.' These and other grievances
were held denials of rights belonging to every British subject
as such and to justify rebellion and war. It seems impossible
that a people who rebelled for such reasons established a
State invested with the very power which they had denied to
the British government and the assertions of which made
rebellion necessary.

"This argument that the power to declare war and conclude

peace carries with it, as an auxiliary, power to do whatever
other nations are accustomed to do with the people and
territory acquired through the exercise of these powers, has a
remarkable likeness to the arguments put forward at the
beginning of the century with reference to the Alien and
Sedition Acts. The supporters of the constitutionality of
these acts claimed that the common law had been introduced and
become a part of the constitution of the United States, and
therefore the powers usually exercisable under the common law
could be exercised by the Congress of the United States in the
respects involved in those acts. Mr. Madison's letter
discussing this contention was answered, so far as it asserted
the right of a state to nullify an act of Congress, but was
never answered, so far as it denied the existence of the
common law as a part of the constitution of the United States.
His objections to that contention, succinctly stated, were,
that if the common law was a part of the constitution, then
there were no constitutional limitations. Congress, like
Parliament, could legislate in all cases whatsoever; that the
President would be possessed of the royal prerogatives (as is
now claimed in this case by the Attorney-General); that the
judiciary would have a discretion little short of legislative
power; that these powers in the different branches of the
government would not be alterable, because, being in the
constitution, they could only be repealed by amendment of that
instrument; and, lastly, that the constitution would have a
different meaning in different States, inasmuch as the common
law was different in such States, and that it would lack the
certainty which a constitution should have, as the common law
was an ever-growing or varying body of law, and, therefore,
with reference to the proper action of the government in each
instance, the question would be important as to what portion
of the common law was in the constitution and what not so
embodied.

"Nearly every sentence of Mr. Madison's able argument with

reference to the common law as a part of the constitution is
applicable to the contention that sovereign powers, so-called,
as derived from or defined by international law, became a part
of the constitution of the United States through the
delegation of the powers to make war, conclude peace, and make
all needful rules and regulations respecting the territory and
other property belonging to the United States. This court has
adopted the view of Mr. Madison. It is hoped that the child of
the old error by which again the executive and legislative
power is sought to be enlarged through the incorporation into
the constitution of 'the sovereign power of other nations'
will receive the same answer.

"In fact, we submit that this court has already held that
sovereign power in the sense that the words are used in the
law of nations as prerogative rights of the King or Emperor,
not only is not vested in the United States or in any branch
of its government, but cannot be so vested. The sovereign
power is with the people. In leaving it with the people our
government marked a departure from all that had previously
existed."
 Supreme Court of the United States,
October Term, 1900, Number 419:
C. H. Aldrich, Argument in reply.

{674}

UNITED STATES OF AMERICA: A. D. 1901.

Military and naval expenditure,
compared with that of other Powers.

See (in this volume)

WAR BUDGETS.

UNITED STATES OF AMERICA: A. D. 1901 (January).

Apportionment of Representatives under the Twelfth Census.
The question of obedience to the Fourteenth Amendment.
Restrictions of the elective franchise in the States.

Section 3 of Article 1 of the Constitution requires that

"Representatives … shall be apportioned among the several
States which may be included within this Union according to
their respective numbers. … The actual enumeration shall be
made within three years after the first meeting of the
Congress of the United States, and within every subsequent
term of ten years. … The number of Representatives shall not
exceed one for every 30,000; but each State shall have at
least one." The first meeting of Congress was in 1789; the
required first census of the United States was taken in 1790,
and, in obedience to the constitutional requirement, the
enumeration has been repeated within the closing year of every
decade since, to supply the basis for a new apportionment of
representatives among the States. The twelfth census, taken in
1900, called for such new distribution, and action upon it was
taken in Congress in January, 1901.

As the section quoted above stood in the Constitution until

1868, it contained a further clause, inserted as one of the
original compromises made between the slaveholding and the
free States, requiring that the determination of numbers to be
represented in the several States should be made "by adding to
the whole number of free persons, including those bound to
service for a term of years, and excluding Indians not taxed,
three-fifths of all other persons." This original clause of
the Constitution was superseded by the Fourteenth Amendment,
adopted in 1868, which introduced this new provision, in its
second section: "Representatives shall be apportioned among
the several States according to their respective numbers,
counting the whole number of persons in each State, except
Indians not taxed. But when the right to vote at any election
for the choice of electors for President and Vice President of
the United States, Representatives in Congress, the executive
and judicial officers of a State, or the members of the
Legislature thereof, is denied to any of the male inhabitants
of such State, being twenty-one years of age, and citizens of
the United States, or in any way abridged, except for
participation in rebellion, or other crime, the basis of
representation therein shall be reduced in the proportion
which the number of such male citizens shall bear to the whole
number of male citizens twenty-one years of age in such
State." To many persons it seemed to be very clear that this
provision of the amended Constitution required account to be
taken of the qualifications by which a number of States have
abridged the suffrage, especially where done for the
understood purpose of disfranchising colored citizens and that
Congress was left with no discretion to do otherwise.

See, (in this volume),

LOUISIANA, NORTH CAROLINA, SOUTH CAROLINA,
MISSISSIPPI, and MARYLAND.

Those holding this view in the House of Representatives gave

support to the following resolution, introduced by Mr.
Olmsted, of Pennsylvania:
"Whereas the continued enjoyment of full representation in
this House by any State which has, for reasons other than
participation in rebellion or other crime, denied to any of
the male inhabitants thereof, being 21 years of age and
citizens of the United States, the right to vote for
Representatives in Congress, Presidential electors, and other
specified officers, is in direct violation of the fourteenth
amendment to the Constitution of the United States, which
declares that in such case 'the basis of representation
therein shall be reduced in the proportion which the number of
such male citizens shall bear to the whole number of male
citizens 21 years of age in such State,' and is an invasion of
the rights and dignity of this House and of its members, and
an infringement upon the rights and privileges in this House
of other States and their representatives; and

"Whereas the States of Massachusetts, Maine, Connecticut,

Delaware, California, Louisiana, Mississippi, North Carolina,
South Carolina, Wyoming, Oregon, and other States do, by the
provisions of the constitutions and statutes of said States,
and for reasons other than participation in rebellion or other
crime, deny the right to vote for members of Congress and
Presidential electors, as well as the executive and judicial
officers of such States and members of the legislatures
thereof, to male inhabitants 21 years of age and over and
citizens of the United States; and such denial in certain of
the said States extends to more than one-half of those who
prior to the last apportionment of representation were
entitled to vote in such States; and

"Whereas in order that the apportionment of membership of the

House of Representatives may be determined in a constitutional
manner: Therefore, be it

"Resolved by the House of Representatives, That the Director

of the Census is hereby directed to furnish this House, at the
earliest possible moment, the following information;
 "First. The total number of male citizens of the United States
over 21 years of age in each of the several States of the
Union.

"Second. The total number of male citizens of the United

States over 21 years of age who, by reason of State
constitutional limitations or State legislation, are denied
the right of suffrage, whether such denial exists on account
of illiteracy, on account of pauperism, on account of
polygamy, or on account of property qualifications, or for any
other reason.

"Resolved further, That the Speaker of the House of

Representatives is hereby authorized and directed to appoint a
select committee of five members from the membership of the
Census Committee of the House of Representatives, who shall
investigate the question of the alleged abridgment of the
elective franchise for any of the causes mentioned in all the
States of the Union in which constitutional or legislative
restrictions on the right of suffrage are claimed to exist,
and that such committee report its findings within twenty days
from the date of the adoption of this resolution to the said
Census Committee, and that within one week after the said
report shall have been received by the Census Committee the
Census Committee shall return a bill to the House of
Representatives providing for the apportionment of the
membership of the House of Representatives based on the
provisions of the fourteenth amendment to the Constitution of
the United States."

{675}

Republicans, hardly less than Democrats, in Congress and

outside, were averse to raising what could not fail to be a
burning sectional issue, and grounds for ignoring the
constitutional mandate were sought with considerable eagerness
on both sides. Strict obedience to the requirement of the
Constitutional provision was claimed to be impracticable, at
least within the time available for proceedings connected with
the present apportionment of representatives. Said one
speaker, opposing the resolutions in the House: "There is not
a State in this Union that has not added to or subtracted from
the Federal constitutional requirements—not one. … If there is
any addition, whether as a matter of police regulation or
otherwise, to the constitutional amendments regulating the
franchise and the resultant representation in this House—if
there is addition or subtraction of one iota—then those who
desire to live up to this Constitution, no matter whether they
ruin their neighbors, no matter whether they again kindle the
fires of sectional strife, those who in their love for the
Constitution are so mentally rigid that they would demand its
enforcement though they set the Union aflame, must include
every State in this Union."

Said another: "How would anybody find out how many people in
the State of Mississippi were disfranchised for the reasons
stated in this resolution? There is there an educational
qualification. How are you to determine how many of the men in
the State of Mississippi who did not vote, did not vote
because they were disfranchised under the educational
qualification? Then there is a qualification in extension and
not in limitation of the suffrage, saying that even those who
can not read and write may still vote, provided they can give
an understanding interpretation of the Constitution or any
part of it. How are you going to determine how many are
disqualified by that? And then there is a qualification which
says that those can not vote who shall not by a certain time
have paid their poll tax. Out of the number of people who did
not vote, how are you going to determine which of them have
not voted because of the educational qualification? Which
because of the understanding qualification? Which because of
the poll-tax qualification? Which because of the registration
qualification? How many because of the pure Australian ballot
which exists in the State of Mississippi? … There is not a
State in the Union which has the Australian ballot which by
the very fact and the necessity of voting according to that
Australian ballot does not prevent the citizen who can not
read and write from voting if he votes a split ticket of any
sort."

A third speaker remarked: "To live up to that amendment, 'that

no male inhabitant shall be deprived of suffrage except for
participation in the rebellion or other crimes,' the male
inhabitant, I take it, is he who has acquired domicile in that
State, and the moment that he acquires domicile, and is a
male, he is a 'male inhabitant' of that State, and entitled
at once to suffrage; and yet every State in the Union, I
believe without exception, has requirements as to residence
not only in the State, but in the city, in the county, in the
precinct and ward and the voting place; and everyone of those
requirements, as every gentleman on that side must admit, are
in direct conflict with and contravention of the fourteenth
amendment to the Constitution of the United States literally
construed."

But the advocates of obedience to the Constitution, supporting

the resolutions of Mr. Olmsted, planted their argument on the
very facts brought against it, as demonstrating the need of
measures to check a growing tendency in the country to
restrict the elective franchise. Said Mr. Shattuck, of Ohio:
"We find that in 1870 there were three States that had
abridged their electorates—California, Connecticut, and
Massachusetts. In these three States there was a
constitutional provision for an educational qualification,
which disfranchised a certain percentage of the
electorate—namely, the illiterates. But, in those States, the
percentage of illiteracy is very light, averaging about 6 per
cent. The basis of representation would hardly have been
affected in those States had the fourteenth amendment been
conformed with.
"An examination into the election laws of the various States
reveals an astonishing tendency at this time to abridge their
electorates. When the Congress which adopted the existing
apportionment discussed the matter ten years ago but three
States had abridged their electorate by action of the State,
and in these the percentage of disfranchised males was but 6
per cent. But since that time similar policies have been
adopted by other States, and to-day we face the fact that ten
of the forty-five States of this Union have abridged their
electorates, and that in these the percentage of males 21
years of age and over, disfranchised, averages over 20 per
cent. The constitutions of several other States permit such an
abridgment. Besides, there are other States preparing to adopt
these policies and to disfranchise thousands of men who to-day
hold the right of franchise. In view of this remarkable
tendency it is inconceivable that Congress can longer permit
the fourteenth amendment to remain a dead letter, and to pass
a bill making an apportionment based solely upon the
population and neglecting the proviso which applies to all
States which have abridged their electorate.

"We will not review the past by any discussion of the question
as to whether the provisions of the fourteenth amendment
should have been made effective when the last apportionment
was made ten years ago. We find to-day conditions existing
which make its enforcement imperative. I do not propose to
discuss at this time whether the reasons given for these
abridgments by the people of the various States are valid or
not. … I am simply pointing out the conditions as they exist;
I am simply pointing out that the time has come when the
tendency of the States to abridge their electorates has grown
to such proportions as to demand that this Congress shall
proceed in a constitutional manner in making the new
apportionment. I do not say that States have not the right to
establish educational qualifications for their electors, but I
do maintain that when they have done so they must pay the penalty
 prescribed in the Constitution, and have their representation
abridged proportionately.
{676}
I do not say that we shall punish only Louisiana;
I do not say that we shall punish only Massachusetts;
I do not say that we shall punish only California;
but I do say and insist, as the representative of a State in
which every male member 21 years of age and over is guaranteed
the sacred right of franchise, that there is a constitutional
remedy prescribed for their acts, and I do demand that that
remedy be applied."

The following interesting table, showing the restrictions of

the electorate in the various States of the Union, was
appended to the remarks of Mr. Shattuck:

STATES.
REQUIREMENTS AS TO CITIZENSHIP. [First paragraph]

PERSONS EXCLUDED FROM SUFFRAGE. [Second paragraph]

ALABAMA.
Citizen of United States, or alien who has declared intention.

Convicted of treason or other crime punishable by

imprisonment, idiots, or insane.

ARKANSAS.
Citizen of United States, or alien who has declared intention.

Idiots, insane, convicted of felony until pardoned, failure

to pay poll tax, United States soldiers on duty in State.

CALIFORNIA.
Citizen by nativity, naturalization, or treaty of Queretaro.

Chinese, insane, embezzlers of public moneys, convicted