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Book Details
Abstract
Psychology is the internationally best-selling introduction to one of the world’s most exciting sciences. This popular text explores every major branch in the field, allowing students to discover classic and contemporary topics, theories and applications.
This new 6th edition has been thoroughly revised and updated and includes over 1000 new references, as well as coverage of the DSM5 and new topics such as social neuroscience, spurious correlations, new theories of intelligence, the history of neuroscience and the Dark Tetrad. It also includes a discussion of the importance of replication, to encourage students to engage with this topical issue.
A range of engaging pedagogical features bring alive the diverse strands within the subject. These include:
· Cutting Edge: 62 all new sections for this edition, introducing important and exciting research from across the discipline.
· Controversies in Psychological Science: current debates that encourage students to reflect upon the complex nature of topics within the field, covering issues such as: what is the role of oxytocin in trustworthiness? When is it right to deceive participants in psychological studies? Does brain training work? Do learning styles exist? … and many more.
· Psychology in Action: sections highlighting the link between theory and application. Consider a range of real world examples such as: what will make you a better student? Does speed-reading work?
· International Perspectives: covers topics such as happiness and how brain research is being conducted in a global context.
Richly illustrated throughout, with examples from across the globe, this is an essential read for students of psychology and related disciplines just beginning their studies, as well as for those who simply want to explore psychology in more depth.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Front Cover | ||
| Half Title Page | i | ||
| Title Page | iii | ||
| Copyright Page | iv | ||
| Brief Contents | v | ||
| Contents | vii | ||
| Preface to the sixth edition | xvii | ||
| Guided tour | xix | ||
| The authors | xxi | ||
| Acknowledgements | xxiii | ||
| Publisher’s acknowledgements | xxv | ||
| Chapter 1 The science of psychology | 2 | ||
| What you should be able to do after reading Chapter 1 | 3 | ||
| Questions to think about | 3 | ||
| What is psychology? | 4 | ||
| Psychology defined | 5 | ||
| How much of a science is psychology? | 5 | ||
| Controversies in psychological science: Replication | 7 | ||
| Controversies in psychological science: Is psychology common sense? | 10 | ||
| Explaining behaviour | 11 | ||
| Established and emerging fields ofpsychology | 11 | ||
| Psychology in action: How to detect a liar? | 13 | ||
| Psychology: a European perspective | 17 | ||
| Cutting edge: How not to use the internet | 18 | ||
| Psychology – An international perspective | 18 | ||
| Cutting edge: Which cities produce the ‘best’ psychology research? | 20 | ||
| Psychological training and status ofpsychology in Europe | 20 | ||
| European views of psychology andpsychologists | 20 | ||
| Psychology: the developmentof a science | 22 | ||
| Philosophical roots of psychology | 22 | ||
| Modern psychology: from theLeipzig laboratory to the cognitive revolution | 24 | ||
| Structuralism: Wilhelm Wundt | 25 | ||
| Memory: Hermann Ebbinghaus | 25 | ||
| Functionalism: William James and JamesAngell | 26 | ||
| Evolution and heritability: Charles Darwinand Francis Galton | 26 | ||
| Psychodynamic theory: Sigmund Freud | 27 | ||
| Behaviourism: Edward Thorndike and IvanPavlov | 27 | ||
| Behaviourism: John B. Watson | 29 | ||
| Radical behaviourism: Edward Tolman andClark Leonard Hull | 30 | ||
| Radical behaviourism: Burrhus Frederic Skinner | 30 | ||
| Genetic epistemology: Jean Piaget | 31 | ||
| Gestalt psychology: Max Wertheimer | 31 | ||
| Humanistic psychology | 32 | ||
| Individual differences: Gordon Allport,Raymond Cattell, Hans Eysenck, WalterMischel, Paul Costa and Robert McCrae | 32 | ||
| The development of social psychology | 33 | ||
| The cognitive revolution: beyondbehaviourism | 34 | ||
| The biological revolution | 34 | ||
| Cognitive neuroscience: the futureof the biology of the ‘mind’? | 37 | ||
| Conceptual and historical issuesin psychology | 38 | ||
| Chapter review | 39 | ||
| Suggestions for further reading | 40 | ||
| Chapter 2 How to study behaviour | 42 | ||
| What You Should Be Able To Do After Reading Chapter 2 | 43 | ||
| Questions To Think About | 43 | ||
| The process of discovery in psychology: the scientific method | 44 | ||
| Stages in experimentation | 44 | ||
| Communicating the results of scientific research | 44 | ||
| Constructing a hypothesis | 45 | ||
| Psychology in action: Communicating psychology | 46 | ||
| Creating a theory | 47 | ||
| Quantitative research methods: designingan experiment | 48 | ||
| Psychology in action: The Barnum effect | 50 | ||
| Nation-level studies – An international perspective | 52 | ||
| Cutting edge: Psychology’s new recruitment drive | 54 | ||
| Response bias – An international perspective | 56 | ||
| Psychology in action: Horses for courses | 58 | ||
| Correlational studies | 59 | ||
| Single-case studies | 60 | ||
| Meta-analysis | 60 | ||
| Qualitative analysis | 61 | ||
| Ethics | 63 | ||
| Research with human participants | 63 | ||
| Informed consent | 63 | ||
| Controversies in psychological science: When is it right to deceiveparticipants in psychological studies? | 64 | ||
| Chapter review | 65 | ||
| Suggestions for further reading | 66 | ||
| Chapter 3 Evolution, genetics and behaviour | 68 | ||
| What You Should Be Able To Do After Reading Chapter 3 | 69 | ||
| Questions To Think About | 69 | ||
| The development of evolutionary theory | 70 | ||
| In the beginning: the voyageof the Beagle | 71 | ||
| The Origin of Species | 71 | ||
| Darwin’s theory of evolution | 72 | ||
| Human evolution | 74 | ||
| Natural selection and human evolution | 76 | ||
| Heredity and genetics | 77 | ||
| The basic principles of genetics | 77 | ||
| Genetic diversity | 80 | ||
| Influences of sex on heredity | 80 | ||
| Mutations and chromosomal aberrations | 80 | ||
| Epigenetics | 82 | ||
| Heredity and behaviour genetics | 82 | ||
| Cutting edge: Genetics and legal decision-making | 83 | ||
| Sociobiology and evolutionary psychology | 85 | ||
| Reproductive strategies and the biologicalbasis of parenting | 85 | ||
| Cutting edge: Beards, high heels, lipstick, cash, cads and dancing – someinfluences on attraction | 88 | ||
| Psychology in action: The universality of attractive body types | 90 | ||
| Controversies in psychological science: Does women’s preference fordifferent types of men change across the menstrual cycle? | 92 | ||
| Controversies in psychological science: Oxytocin and trustworthiness | 94 | ||
| Cutting edge: Kisspeptin and sexual arousal | 95 | ||
| Infidelity – An international perspective | 96 | ||
| Altruism and kin selection | 97 | ||
| Sociobiology and evolutionarypsychology as an explanation forhuman behaviour | 99 | ||
| Chapter review | 100 | ||
| Suggestions for further reading | 101 | ||
| Chapter 4 Psychobiology and neuroscience | 102 | ||
| What You Should Be Able To Do After Reading Chapter 4 | 103 | ||
| Questions To Think About | 103 | ||
| Psychobiology and neuroscience | 104 | ||
| The nervous system: the brain and its components | 105 | ||
| The central nervous system | 105 | ||
| Cutting edge: Are sex differences in the brain actually size differences? | 106 | ||
| the peripheral nervous system | 107 | ||
| Cells of the nervous system | 107 | ||
| Brain research – An international perspective | 109 | ||
| Controversies in psychological science: Can the brain create new neurons? | 110 | ||
| Neurotransmitters | 112 | ||
| The action potential | 112 | ||
| Synapses | 114 | ||
| Excitation and inhibition | 114 | ||
| Neuromodulators: action at a distance | 115 | ||
| Techniques in psychobiology and neuroscience | 116 | ||
| Lesioning | 116 | ||
| Studying brain injury: clinical neuropsychology | 117 | ||
| Rehabilitation after brain injury | 119 | ||
| Plasticity in people without brain injury | 120 | ||
| Psychophysiology: measuring CNS activity | 121 | ||
| Psychophysiology: measuring activity outside the CNS | 122 | ||
| Neuroimaging techniques | 125 | ||
| Measures of brain structure | 125 | ||
| Chapter 5 Sensation | 162 | ||
| What You Should Be Able To Do After Reading Chapter 5 | 163 | ||
| Questions To Think About | 163 | ||
| Sensation and behaviour | 164 | ||
| Sensory processing | 164 | ||
| Transduction | 164 | ||
| Sensory coding | 164 | ||
| Psychophysics | 165 | ||
| Vision | 168 | ||
| Light | 168 | ||
| The eye and its functions | 169 | ||
| Colour vision | 171 | ||
| Defects in colour vision | 173 | ||
| Psychology in action: Seeing (and acting on) red | 175 | ||
| Audition | 175 | ||
| Sound | 176 | ||
| The ear and its functions | 176 | ||
| Detecting and localising sounds in theenvironment | 178 | ||
| The interaction between auditionand vision | 179 | ||
| Audition and the temporal cortex | 180 | ||
| Cutting edge: Kiki or Bouba? | 180 | ||
| Deafness | 182 | ||
| Gustation | 182 | ||
| Taste receptors and the sensory pathway | 182 | ||
| Taste and the cortex | 183 | ||
| Qualities of taste | 184 | ||
| The development of taste preference | 185 | ||
| Supertasters | 186 | ||
| Olfaction | 186 | ||
| Odour perception – An international perspective | 187 | ||
| Anatomy of the olfactory system | 188 | ||
| The primary and secondary olfactorycortex | 188 | ||
| Controversies in psychological science: Do human pheromones exist? | 190 | ||
| The dimensions of odour | 191 | ||
| Cutting edge: What does weight stigma smell like? | 192 | ||
| Sex differences | 192 | ||
| The somatosenses | 192 | ||
| The skin senses | 192 | ||
| Pain | 193 | ||
| The internal senses | 196 | ||
| Cutting edge: The effect of your social network on pain reduction | 196 | ||
| The vestibular senses | 197 | ||
| Cutting edge: The vestibular sense and ballet dancers | 197 | ||
| Chapter review | 197 | ||
| Suggestions for further reading | 199 | ||
| Chapter 6 Perception | 200 | ||
| What You Should Be Able To Do After Reading Chapter 6 | 201 | ||
| Questions To Think About | 201 | ||
| The nature of perception | 202 | ||
| Definition of perception | 202 | ||
| Perception of form | 202 | ||
| Figure and ground | 202 | ||
| Organisation of elements: the principles ofGestalt | 202 | ||
| Models of pattern perception | 205 | ||
| Top-down processing: the role of context | 207 | ||
| Direct perception: Gibson’s affordances | 209 | ||
| Face perception | 210 | ||
| Gaze – An international perspective | 212 | ||
| Cutting edge: Trustworthy faces | 212 | ||
| Perception of space and motion | 212 | ||
| Depth perception | 212 | ||
| Psychology in action: CCTV and face recognition | 216 | ||
| Distance and location | 217 | ||
| Constancies of visual perception | 218 | ||
| Visual perception across cultures | 218 | ||
| Controversies in psychological science: That dress | 221 | ||
| Perception of motion | 222 | ||
| Controversies in psychological science: How does language influencevisual perception? | 222 | ||
| Perception and the environment – An international perspective | 224 | ||
| Does language affect our understandingof spatial relations? | 225 | ||
| Brain mechanisms of visualperception | 228 | ||
| The primary visual cortex | 228 | ||
| The visual association cortex | 229 | ||
| The ‘special’ case of faces: evidence fromneuroimaging | 229 | ||
| Brain damage and visual perception | 231 | ||
| Perceptual disorders | 233 | ||
| Psychology in action: How does brain injury affect artists? | 237 | ||
| Chapter review | 239 | ||
| Suggestions for further reading | 241 | ||
| Chapter 7 Learning and behaviour | 242 | ||
| What You Should Be Able To Do After Reading Chapter 7 | 243 | ||
| Questions To Think About | 243 | ||
| The purpose of learning | 244 | ||
| Habituation | 244 | ||
| Classical conditioning | 244 | ||
| Pavlov’s serendipitous discovery | 245 | ||
| The biological significance of classicalconditioning | 246 | ||
| Basic principles of classical conditioning | 246 | ||
| Conditional emotional responses | 247 | ||
| What is learned in classical conditioning? | 248 | ||
| Neurobiological correlates of Pavlovian conditioning | 249 | ||
| After behaviourism | 249 | ||
| Hull’s computational approach to learning | 249 | ||
| Tolman and the cognitive map | 250 | ||
| Operant conditioning | 251 | ||
| The law of effect | 251 | ||
| Skinner and operant behaviour | 251 | ||
| The three-term contingency | 252 | ||
| Reinforcement, punishment and extinction | 253 | ||
| Other operant procedures and phenomena | 254 | ||
| Conditioning of complexbehaviours | 257 | ||
| Aversive control of behaviour | 257 | ||
| Applications of operant conditioningto human behaviour | 258 | ||
| Does multi-tasking exist? | 258 | ||
| Cutting edge: Can learning chess improve cognitive ability? | 259 | ||
| Cutting edge: Deliberate practice | 259 | ||
| Psychology in action: Drug use and abuse | 260 | ||
| Artificial intelligence | 261 | ||
| Parallel processing and neural networks | 261 | ||
| Learning in practice: beinga student | 262 | ||
| Deep v. shallow learning | 262 | ||
| Controversies in psychological science: Do learning styles exist? | 263 | ||
| Cheaters profiled | 264 | ||
| Cutting edge: OMG, should I text in class? | 264 | ||
| Personality and academic success | 265 | ||
| Confidence | 265 | ||
| Groupwork | 266 | ||
| The best way to understand a textbook | 266 | ||
| Cutting edge: Writing skills and academic achievement | 266 | ||
| Studying psychology – An international perspective | 267 | ||
| Chapter review | 270 | ||
| Suggestions for further reading | 271 | ||
| Chapter 8 Memory | 272 | ||
| What you should be able to do after reading Chapter 8 | 273 | ||
| Questions to think about | 273 | ||
| Memory: an introduction | 274 | ||
| Types of memory | 274 | ||
| Sensory memory | 275 | ||
| Iconic memory | 275 | ||
| Echoic memory | 275 | ||
| Short-term memory (STM ) | 275 | ||
| Working memory | 276 | ||
| Primacy and recency effects | 279 | ||
| The limits of short-term and working memory | 279 | ||
| Loss of information from short-termmemory | 280 | ||
| Learning and encodingin long-term memory | 281 | ||
| The consolidation hypothesis | 281 | ||
| Levels of processing | 281 | ||
| Mnemonics and memory aids | 283 | ||
| Long-term memory: episodicand semantic memory | 284 | ||
| Episodic memory across the ages | 285 | ||
| Explicit and implicit memory | 285 | ||
| Memory – An international perspective | 286 | ||
| Are there sex differences in memory? | 287 | ||
| Remembering | 287 | ||
| Reconstruction: remembering as a creative process | 288 | ||
| Why do we remember the things thatwe do? | 290 | ||
| Controversies in psychological science: How long does memory last? | 290 | ||
| The malleability of memory | 292 | ||
| Eyewitness testimony | 292 | ||
| Cutting edge: Beliefs about repressed memory | 293 | ||
| Eyewitness identification | 295 | ||
| Cutting edge: How much do people know about memory? | 296 | ||
| Interference | 298 | ||
| State-dependent memory: the effectof mood on recall | 298 | ||
| Flashbulb memories | 300 | ||
| Cutting edge: The Apple of your eye | 302 | ||
| Controversies in psychological science: Does ‘brain training’ work in healthy individuals? | 302 | ||
| The biological basis of memory | 304 | ||
| Before memory: learning | 304 | ||
| Where are long-term memories formed? | 305 | ||
| Chemical modulation of long-term potentiation | 305 | ||
| Amnesia | 306 | ||
| The role of the hippocampus in memory | 307 | ||
| Psychology in action: Memory at the movies | 308 | ||
| Neuroimaging and memory | 310 | ||
| Chapter review | 315 | ||
| Suggestions for further reading | 317 | ||
| Chapter 9 Consciousness | 318 | ||
| What you should be able to do after reading Chapter 9 | 319 | ||
| Questions to think about | 319 | ||
| Consciousness: an introduction | 320 | ||
| Philosophical approaches to consciousness | 320 | ||
| The meaning of ‘consciousness’ | 320 | ||
| Theories of consciousness | 321 | ||
| Neurobiological theories | 321 | ||
| Cognitive theories | 323 | ||
| Selective attention | 323 | ||
| Dichotic listening | 324 | ||
| The cocktail-party phenomenon | 325 | ||
| Background noise | 326 | ||
| Controversies in psychological science: Does mobile phone use impair your driving? | 327 | ||
| Noise – An international perspective | 328 | ||
| Models of selective attention | 329 | ||
| Visual information | 329 | ||
| Inattentional blindness | 329 | ||
| Divided attention | 330 | ||
| Controversies in psychological science: Well, are you ‘lovin’ it’? Theevidence for subliminal perception | 331 | ||
| Brain mechanisms of selective attention | 332 | ||
| Cutting edge: Banner ads – do they work? | 332 | ||
| Psychology in action: Attention and pain | 333 | ||
| Hypnosis | 334 | ||
| The induction of hypnosis | 335 | ||
| Characteristics of hypnosis | 335 | ||
| Theories of hypnosis | 335 | ||
| Controversies in psychological science: Can hypnosis reduce pain and stress? | 336 | ||
| Sleep | 338 | ||
| The stages of sleep | 338 | ||
| Chronotypes | 339 | ||
| Functions of sleep | 340 | ||
| Sleep deprivation | 340 | ||
| Effects of REM sleep deprivation | 342 | ||
| Sleep-dependent memory consolidation | 342 | ||
| How sleep loss affects behaviour | 343 | ||
| Cutting edge: How sleeping children learn better than sleeping adults | 344 | ||
| Dreaming | 345 | ||
| Brain mechanisms of sleep | 346 | ||
| Cutting edge: Does eating cheese – or any other food – affect thequality of your dreams? | 347 | ||
| Psychology in action: And the key to a good night’s sleep is | 348 | ||
| Sleep disorders | 350 | ||
| Chapter review | 352 | ||
| Suggestions for further reading | 353 | ||
| Chapter 10 Language and Communication | 354 | ||
| What you should be able to do after reading Chapter 10 | 355 | ||
| Questions to think about | 355 | ||
| The use of language | 356 | ||
| Psycholinguistics: the study of language acquisition and meaning | 356 | ||
| Perception of speech | 356 | ||
| Recognition of speech sounds | 356 | ||
| Production of speech | 357 | ||
| Recognition of words: the importanceof context | 359 | ||
| Understanding the meaning of speech | 359 | ||
| The relationship between semanticsand syntax | 360 | ||
| What is meaning? | 360 | ||
| Cutting edge: The impact of words | 360 | ||
| Is there a universal language? | 361 | ||
| Sex differences in communication | 362 | ||
| Controversies in psychological science: Do Davids and Denices die younger? | 364 | ||
| Reading | 365 | ||
| Scanning text | 365 | ||
| Phonetic and whole-word recognition | 368 | ||
| The process of reading | 368 | ||
| Cutting edge: Which words predict academic success? | 369 | ||
| Models of reading I: dual-route model | 370 | ||
| Models of reading II: connectionism/parallel distributed processing | 371 | ||
| How children learn to read | 371 | ||
| Controversies in psychological science: Does speed-reading work? | 372 | ||
| Understanding the meanings of words and sentences | 374 | ||
| Cutting edge: Can multimedia stories improve children’s literacy? | 374 | ||
| Language acquisition by children | 375 | ||
| Perception of speech sounds by infants | 375 | ||
| Infant communication | 375 | ||
| The pre-speech period and the first words – An international perspective | 376 | ||
| Acquisition of adult rules of grammar | 377 | ||
| Acquisition of meaning | 378 | ||
| Is there a language acquisition device? | 379 | ||
| Psychology in action: The language of food | 382 | ||
| Bilingualism | 382 | ||
| Controversies in psychological science: Can other primates acquire language? | 383 | ||
| Brain development and language | 384 | ||
| The case of ‘Genie’ | 384 | ||
| Plasticity and language development | 385 | ||
| Is half a brain enough? | 385 | ||
| The neuropsychology of language and language disorders | 386 | ||
| Language disorders | 386 | ||
| Aphasia | 386 | ||
| Psychology in action: The man who lost his language: the phenomenology of aphasia | 391 | ||
| Language and genes | 393 | ||
| Dyslexia | 394 | ||
| Psychology in action: How to help people with developmental dyslexia | 398 | ||
| Language in healthy individuals: neuroimaging and other studies | 399 | ||
| Cutting edge: Harry Potter’s other contribution to the English language | 400 | ||
| Neuropsychological models of language | 403 | ||
| Sex differences | 405 | ||
| Language and the right hemisphere | 405 | ||
| Neuropsychology and language – An international perspective | 406 | ||
| Cutting edge: What happens in the brain during second language (vocabulary) learning? | 408 | ||
| Handedness | 408 | ||
| Chapter review | 410 | ||
| Suggestions for further reading | 413 | ||
| Chapter 11 Intelligence and thinking | 414 | ||
| What you should be able to do after reading Chapter 11 | 415 | ||
| Questions to think about | 415 | ||
| What is intelligence? | 416 | ||
| Theories of intelligence | 416 | ||
| Spearman’s two-factor theory | 416 | ||
| Evidence from factor analysis | 417 | ||
| Sternberg’s triarchic theory of intelligence | 418 | ||
| Cutting edge: Hobbies and cognitive ability | 420 | ||
| Gardner’s multiple intelligences theory | 421 | ||
| Process overlap theory | 421 | ||
| Emotional intelligence | 421 | ||
| Cutting edge: Are clever people funnier? | 422 | ||
| Are there consistent sex differences incognitive ability? | 423 | ||
| Theories of differences in spatial performance | 425 | ||
| Cutting edge: Why do men do better than women in final degree exams at Oxford? | 426 | ||
| Intelligence testing | 427 | ||
| Early intelligence tests | 427 | ||
| Modern intelligence tests | 428 | ||
| Reliability and validity of intelligencetests | 430 | ||
| Cutting edge: Are we getting brighter? Up to a point | 431 | ||
| Cutting edge: Are liberals brighter than conservatives? | 431 | ||
| The roles of heredity and environment | 432 | ||
| The meaning of heritability | 432 | ||
| Sources of environmental and genetic effects during development | 433 | ||
| Results of heritability studies | 433 | ||
| If intelligence is inherited, how does inheritance occur? | 434 | ||
| The effect of intelligence on health | 435 | ||
| Psychology in action: Can low intelligence be improved? | 435 | ||
| Controversies in psychological science: Is there a relationship between race and intelligence? | 436 | ||
| Intelligence, thinking and ageing | 437 | ||
| The neural basis of intelligence | 437 | ||
| Ageing and cognitive ability | 437 | ||
| What is ageing? | 438 | ||
| Neurocognitive disorder (dementia) and Alzheimer’s disease | 443 | ||
| Memory decline in Alzheimer’s disease | 444 | ||
| Intervention | 447 | ||
| Dementia and the novelist: the case of Iris Murdoch | 447 | ||
| Thinking | 448 | ||
| Classifying | 449 | ||
| Formal and natural concepts | 449 | ||
| Deductive reasoning | 452 | ||
| Inductive reasoning | 453 | ||
| Syllogistic reasoning – An international perspective | 454 | ||
| Logical errors in inductive reasoning | 454 | ||
| Cutting edge: Counterfactual thinking | 457 | ||
| Psychology in action: Jury decision-making | 458 | ||
| Problem-solving | 460 | ||
| Reasoning, decision-making and the brain | 460 | ||
| Cutting edge: Expertise | 461 | ||
| Creative thinking | 462 | ||
| Cutting edge: The creative scientist | 465 | ||
| Controversies in psychological science: Are creativity andpsychopathologyrelated? | 466 | ||
| Chapter review | 468 | ||
| Suggestions for further reading | 471 | ||
| Chapter 12 Developmental psychology | 472 | ||
| What you should be able to do after reading Chapter 12 | 473 | ||
| Questions to think about | 473 | ||
| Developmental psychology | 474 | ||
| Prenatal development | 474 | ||
| Stages of prenatal development | 474 | ||
| Physical and perceptual development in infancy and childhood | 476 | ||
| Brain development | 476 | ||
| Controversies in psychological science: Does foetal learning exist? | 476 | ||
| Does environment affect brain development? | 480 | ||
| Cutting edge: White matter and white matter – does breastfeeding affect the development of white matter in the brain? | 480 | ||
| Motor development | 481 | ||
| Cutting edge: is there a relationship between studying at home and children’s brain structure? | 481 | ||
| Development of perceptual ability | 481 | ||
| Cognitive development in infancy and childhood | 484 | ||
| Number sense | 484 | ||
| Development of memory | 485 | ||
| The autobiographical bump | 485 | ||
| Knowing where things are – spatial development at 2 years old | 488 | ||
| The development of cognition: Jean Piaget | 489 | ||
| Vygotsky’s sociocultural theory of cognitive development | 494 | ||
| Social and emotional development in infancy and childhood | 495 | ||
| Infant attachment | 495 | ||
| The nature and quality of attachment | 497 | ||
| Ainsworth’s Strange Situation | 497 | ||
| Predictors of secure attachment | 498 | ||
| Theory of mind | 498 | ||
| Relationships with siblings | 500 | ||
| Social organisation – An international perspective | 500 | ||
| The psychological consequences of being mathematically gifted | 501 | ||
| Relationships with others | 501 | ||
| Disorders of social cognitionand emotion | 501 | ||
| Autism spectrum disorder | 501 | ||
| Autism – An international perspective | 505 | ||
| Conduct disorder/attention deficithyperactivity disorder | 506 | ||
| Emotion, attachment and hemisphericasymmetry | 506 | ||
| Development of sex rolesin childhood | 507 | ||
| Development of sexual identity | 507 | ||
| Moral development | 510 | ||
| Piaget’s theory of moral development | 510 | ||
| Kohlberg’s theory of moral development | 511 | ||
| Morality across cultures – An international perspective | 512 | ||
| Evaluation of Piaget’s and Kohlberg’s theories of moral development | 512 | ||
| Alternative models of moral development | 513 | ||
| Adolescence | 514 | ||
| Physical development | 514 | ||
| Sexual maturation | 514 | ||
| Behavioural effects of puberty | 514 | ||
| How do adolescents view puberty? | 515 | ||
| Social development, peer relations and delinquency | 515 | ||
| Psychology in action: Adolescents and the internet | 516 | ||
| Adolescence and mental health | 516 | ||
| Friendship | 517 | ||
| Psychology in action: Bullying | 517 | ||
| Relationships with parents | 519 | ||
| Adulthood: beyond adolescence | 519 | ||
| Middle adulthood: a period of contentment? | 520 | ||
| Parenthood | 520 | ||
| Cutting edge: How does parenting affect the parent’s. . . brain? | 521 | ||
| Late adulthood and the menopause | 522 | ||
| Old age | 522 | ||
| Death and bereavement | 524 | ||
| Chapter review | 525 | ||
| Suggestions for further reading | 529 | ||
| Chapter 13 Motivation and emotion | 530 | ||
| What you should be able to do after reading Chapter 13 | 531 | ||
| Questions to think about | 531 | ||
| Motivation | 532 | ||
| Biological needs | 532 | ||
| Physiology of reinforcement | 533 | ||
| Ingestion: drinking and eating | 534 | ||
| Thirst | 534 | ||
| What starts a meal? | 535 | ||
| What stops a meal? | 536 | ||
| Mood, food and emotion | 537 | ||
| Psychology in action: The social psychology of eating | 538 | ||
| Music and food intake | 539 | ||
| Sensory-specific satiety | 539 | ||
| The role of the brain in hunger, obesity and perception of food flavour | 540 | ||
| Cutting edge: How healthy are ready meals compared with cookbook meals? | 541 | ||
| Obesity and its treatment | 542 | ||
| Anorexia nervosa | 547 | ||
| Bulimia nervosa | 547 | ||
| Aetiology of anorexia and bulimia nervosa | 547 | ||
| Body dissatisfaction in healthy and eating-disordered women | 548 | ||
| Sexual behaviour | 550 | ||
| Eating disorders – An international perspective | 550 | ||
| Effects of sex hormones on behaviour | 550 | ||
| Sexual orientation | 552 | ||
| Aggressive behaviour | 553 | ||
| Ethological studies of aggression | 553 | ||
| Cutting edge: What we do and don’t know about sexual orientation | 553 | ||
| Cutting edge: Sexual behaviour and the eyes | 554 | ||
| Hormones and aggression | 555 | ||
| Testosterone and dominance | 556 | ||
| Emotion | 556 | ||
| Psychology in action: Aggression at work | 557 | ||
| Basic emotions | 558 | ||
| Controversies in psychological science: Are conservatives happier than liberals? | 560 | ||
| The neural basis of emotion | 560 | ||
| Emotion – An international perspective | 561 | ||
| Cutting edge: What do emotion researchers agree on? | 563 | ||
| Emotional experience: anger and disgust | 571 | ||
| Sex differences in emotion | 572 | ||
| Cutting edge: Music and emotion | 573 | ||
| Crying | 574 | ||
| The odour of sanctity | 574 | ||
| Using display rules | 575 | ||
| Facial feedback hypothesis | 576 | ||
| Posture and emotion | 577 | ||
| Psychology in action: Should you smile during an interview? | 577 | ||
| Cutting edge: Exploring the Kuleshov effect | 578 | ||
| Facing emotion | 579 | ||
| Theories of emotion | 579 | ||
| Physiological theories | 579 | ||
| Cutting edge: Heroes – do they tend to the right? | 579 | ||
| Evolutionary theories | 581 | ||
| Cognitive theories | 582 | ||
| Other models | 583 | ||
| Emotional distance | 583 | ||
| Emotion without cognition? | 584 | ||
| Happiness – An international perspective | 584 | ||
| Controversies in psychological science: Dark clouds gathering,sunny spells later. . . | 585 | ||
| Cutting edge: The cognitive consequences of oral contraception | 587 | ||
| Chapter review | 588 | ||
| Suggestions for further reading | 591 | ||
| Chapter 14 Personality | 592 | ||
| What You Should Be Able To Do After Reading Chapter 14 | 593 | ||
| Questions To Think About | 593 | ||
| Towards a definitionof personality | 594 | ||
| Trait theories of personality | 594 | ||
| Personality types and traits | 594 | ||
| Identification of personality traits | 595 | ||
| Stability of personality traits across thelifespan | 597 | ||
| Cutting edge: Personality and diet | 598 | ||
| Personality – An international perspective | 599 | ||
| How much of personality is expressed inour writing? | 600 | ||
| How we view ourselves in the past and thepresent | 600 | ||
| Cutting edge: Which personality attributes make a good boss and employee? | 600 | ||
| Heritability of personality traits | 601 | ||
| Personality and birth order | 602 | ||
| Neurobiological basis of personality | 602 | ||
| Controversies in psychological science: Can personality predicthealth and ill health? | 602 | ||
| The state you’re in: a psycho-geography ofpersonality | 605 | ||
| Cutting edge: Language, personality and Facebook | 607 | ||
| Psychology in action: Facebook, Twitter, Instagram . . . are we all narcissists now? | 610 | ||
| The social learning approach | 611 | ||
| Expectancies and observational learning | 611 | ||
| Reciprocal determinism and self-efficacy | 611 | ||
| Person variables | 612 | ||
| Locus of control | 613 | ||
| The psychodynamic approach | 614 | ||
| The development of Freud’s theory | 614 | ||
| Structures of the mind: id, ego andsuperego | 615 | ||
| Defence mechanisms | 616 | ||
| Freud’s psychosexual theory of personalitydevelopment | 617 | ||
| Further development of Freud’s theory: theneo-Freudians | 618 | ||
| Evaluation of psychodynamic theory andresearch | 620 | ||
| The humanistic approach | 620 | ||
| Maslow and self-actualisation | 620 | ||
| Rogers and conditions of worth | 621 | ||
| Evaluation of the humanistic approach | 622 | ||
| Assessment of personality | 622 | ||
| Objective tests of personality | 622 | ||
| Projective tests of personality | 624 | ||
| Controversies in psychological science: Are projective tests reliableand valid? | 626 | ||
| Chapter review | 627 | ||
| Suggestions for further reading | 629 | ||
| Chapter 15 Social psychology I: Social cognition and attitudes | 630 | ||
| What You Should Be Able To Do After Reading Chapter 15 | 631 | ||
| Questions To Think About | 631 | ||
| Social psychology | 632 | ||
| Doing social psychology | 632 | ||
| Social cognition and social knowledge | 632 | ||
| Forming impressions of people | 633 | ||
| Schema and categories | 634 | ||
| Group schemata and stereotypes | 636 | ||
| Cutting edge: Schadenfreude | 639 | ||
| When good intentions backfire: stereotypes,influence and behaviour | 639 | ||
| Cutting edge: Does listening to sexually degrading music lead toendorsement of sexual stereotypes? | 640 | ||
| Social cognition and neuroscience | 641 | ||
| Facing racial stereotypes | 641 | ||
| Stereotypes – An international perspective | 642 | ||
| Controversies in psychological science: Sexist humour – does it make you sexist? | 642 | ||
| Conceptual and historical issuesin social psychology | 643 | ||
| Self-knowledge | 644 | ||
| Orientations of self-knowledge | 644 | ||
| Self-awareness | 645 | ||
| Types of self and identity | 646 | ||
| Social identity | 646 | ||
| Self-motives | 646 | ||
| Self-esteem | 646 | ||
| Social inference | 647 | ||
| Causal attribution | 647 | ||
| Cultural differences in self and identity – An international perspective | 647 | ||
| Implications and extensions ofattribution theory | 649 | ||
| Attributional biases | 649 | ||
| Attributional processes in relationships | 651 | ||
| Heuristic judgements | 652 | ||
| Attitudes and attitude change | 654 | ||
| The nature of attitudes | 654 | ||
| Attitudes and behaviour | 655 | ||
| Attitude change and persuasion | 656 | ||
| Psychology in action: How not to throw in the towel | 657 | ||
| Cognitive dissonance | 660 | ||
| Self-perception | 661 | ||
| Chapter review | 662 | ||
| Suggestions for further reading | 663 | ||
| Chapter 16 Social psychology II: Interpersonal and group processes | 664 | ||
| What You Should Be Able To Do After Reading Chapter 16 | 665 | ||
| Questions To Think About | 665 | ||
| Social influence | 666 | ||
| Compliance | 666 | ||
| Obedience | 668 | ||
| Cutting edge: Do we underestimate people’s likelihood of complying? | 668 | ||
| Conformity | 672 | ||
| The social psychology of attribution – An international perspective | 673 | ||
| The Stanford Prison Experiment | 675 | ||
| Cutting edge: Artificial interactions | 675 | ||
| Minority influence | 676 | ||
| People in groups | 677 | ||
| The treatment of marginal groupmembers and deviants | 678 | ||
| Which is more important – the individualor the group? | 678 | ||
| Social facilitation | 679 | ||
| Social loafing | 680 | ||
| Cutting edge: Mobile phone presence and social interaction | 680 | ||
| Group decision-making | 682 | ||
| Psychology in action: Leadership | 684 | ||
| Negotiation, teamwork and leadership – An international perspective | 685 | ||
| When crowds go wrong: football hooliganism | 687 | ||
| Intergroup relations | 688 | ||
| prejudice | 692 | ||
| Cutting edge: An accent on accents | 694 | ||
| Can we reduce prejudice? | 697 | ||
| Aggression and helping behaviour | 699 | ||
| Aggression | 699 | ||
| Prosocial and helping behaviour | 700 | ||
| Controversies in psychological science: What did Kitty Genovese’switnesses really witness? | 702 | ||
| Attraction and relationships | 703 | ||
| Interpersonal attraction | 703 | ||
| Cutting edge: Risky business and exposure to erotica | 705 | ||
| Love | 706 | ||
| Maintaining and ending relationships | 706 | ||
| Chapter review | 707 | ||
| Suggestions for further reading | 709 | ||
| Chapter 17 Psychology and health | 710 | ||
| What You Should Be Able To Do After Reading Chapter 17 | 711 | ||
| Questions To Think About | 711 | ||
| Health psychology: a definition | 712 | ||
| Health and ill health | 712 | ||
| Nutrition | 712 | ||
| Heart disease and eating – explainingthe French paradox | 713 | ||
| Physical fitness | 714 | ||
| People’s estimates of good health from skinblood perfusion | 714 | ||
| Controversies in psychological science: Can exercise improve mood? | 715 | ||
| Cigarette smoking – An international perspective | 716 | ||
| Psychology in action: How to stop smoking | 719 | ||
| Changing unhealthy behaviour:e-cigarettes | 720 | ||
| Alcohol consumption | 721 | ||
| Sexually transmitted diseases and AIDS | 723 | ||
| Stress and health | 723 | ||
| Selye’s general adaptation syndrome | 724 | ||
| The biological basis of stress | 725 | ||
| Physiological mechanisms involvedin stress | 725 | ||
| Cognitive appraisal and stress | 726 | ||
| Psychoneuroimmunology | 727 | ||
| Cutting edge: Can chewing gum reduce stress? | 727 | ||
| Stress and the immune system | 729 | ||
| Controversies in psychological science: Can humour improve health? | 730 | ||
| Cutting edge: Words, connectedness to nature, longevityand the pursuit of happiness | 735 | ||
| Cutting edge: The neural correlates of living the good life | 735 | ||
| Coping with everyday stress | 736 | ||
| Sources of stress | 736 | ||
| Coping styles and strategies | 737 | ||
| Do psychological interventions reduce stress? | 740 | ||
| Chapter review | 740 | ||
| Suggestions for further reading | 741 | ||
| Chapter 18 Mental health and illness | 742 | ||
| What You Should Be Able To Do After Reading Chapter 18 | 743 | ||
| Questions To Think About | 743 | ||
| Classification and diagnosisof mental disorders | 744 | ||
| What is ‘abnormal’? | 744 | ||
| The causes of mental disorders | 744 | ||
| The psychodynamic perspective | 744 | ||
| The medical perspective | 745 | ||
| The cognitive behavioural perspective | 745 | ||
| The humanistic and socioculturalperspective | 745 | ||
| Classification of disorders | 745 | ||
| Differences between DSM-IV and DSM-V | 749 | ||
| How valid and reliable is the DSM? | 749 | ||
| Stigma | 752 | ||
| The need for classification | 753 | ||
| Lay knowledge of mental illness | 753 | ||
| Mental illness – An international perspective | 754 | ||
| THE TREATMENT OF MENTAL DISORDERS | 755 | ||
| The evolution of interventions | 755 | ||
| The development of moderntreatment | 755 | ||
| Current treatment: the eclecticapproach | 756 | ||
| Types of treatment | 756 | ||
| Psychoanalysis and psychodynamic therapy | 756 | ||
| Modern psychodynamic therapy | 757 | ||
| Humanistic therapies | 757 | ||
| Behavioural and cognitive behaviouraltherapies | 758 | ||
| Other forms of psychotherapy | 761 | ||
| Psychology in action: How instructions to express reduce distress | 762 | ||
| Mindfulness | 763 | ||
| Controversies in psychological science: Does psychotherapy work? | 764 | ||
| Biological treatments | 768 | ||
| Psychology in action: The placebo effect | 769 | ||
| MENTAL DISORDERS | 771 | ||
| Anxiety disorders | 771 | ||
| Generalised anxiety disorder (GAD) | 771 | ||
| Panic disorder | 773 | ||
| Social anxiety disorder | 774 | ||
| Specific phobia | 774 | ||
| Psychology in action: Virtual planes can relieve real fear of flying | 777 | ||
| Post-traumatic stress disorder (PTSD ) | 778 | ||
| Obsessive-compulsive disorder (OCD) | 779 | ||
| Dissociative disorders | 781 | ||
| Personality disorders | 782 | ||
| Antisocial personality disorder andpsychopathy | 782 | ||
| Schizophrenic spectrum and otherpsychotic disorders | 785 | ||
| Types of schizophrenia | 786 | ||
| Psychology in action: Treating paranoid schizophrenia | 787 | ||
| Cognitive and environmental causes | 789 | ||
| Treatment | 790 | ||
| Cutting edge: Predicting who will develop psychosis | 790 | ||
| Depressive disorders | 791 | ||
| Aetiology | 792 | ||
| Treatment | 794 | ||
| Suicide – An international perspective | 795 | ||
| Chapter review | 798 | ||
| Suggestions for further reading | 801 | ||
| Glossary | G-1 | ||
| References | R-1 | ||
| Index | NI-1 | ||
| Back Cover | Back Cover |