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7 4 practice parallel lines and proportional parts

• Can “facilitated communication” help us understand people with autism? • Left vs. right brain: Do most of us use only one side of the brain? • Can our choices be influenced by subliminal messages? • Do people have different “learning styles”? • The recovered memory controversy: How reliable are reports of long-forgotten

memories of sexual abuse? • Gender issues: Are we more alike or more different? • The “Mozart Effect”: Can music make babies smarter?

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• The Unconscious reconsidered: Has modern neuroscience reshaped Freud’s concept of the unconscious mind?

• Do lie detectors really detect lies? • The person-situation controversy: Which is the more important influence on our

behavior? • Is terrorism “a senseless act of violence, perpetrated by crazy fanatics”? • Insane places revisited: Did Rosenhan get it right? • Evidence-based practice: Should clinicians be limited by the tested-and-true? • Is change really hazardous to your health?

But that’s not all. We have made extensive updates to the text (in addition to the new research listed above). And we have improved the pedagogical features for which Psychology: Core Concepts is known and loved. To give a few examples, we have:

• added MyPsychLab icons throughout the margins to highlight important videos, simulations, podcasts, and additional resources for students to explore online. New to this edition, we have created Read on MyPsychLab activities that allow students to read and answer questions about many interesting topics more deeply online.

• shifted the focus of psychology’s six main perspectives to practical applications, giving a concrete example of a real-life problem for each.

• clarified and updated our discussion of the scientific method to reflect more accurately how research is done in a real-world context.

• added material on interpreting correlations—to help students use the notions of correlation and causation more accurately in their everyday lives.

• simplified and consolidated our discussion of the split-brain experiments. • updated material on flashbulb memories, using up-to-date examples. • created a new section on cognitive theories of intelligence. • added a new Psychology Matters piece entitled “Not Just Fun and Games: The

Role of Child’s Play in Life Success,” telling of the growing role of self-control in life success, and how parents and teachers can help nurture this important ability.

• added new material on Vygotsky’s theory, including scaffolding and the zone of proximal development, plus new material on neural development in adolescence.

• revised and expanded the sections on daydreaming and on both REM and NREM sleep to reflect important new research.

• changed the order of topics in the Motivation and Emotion chapter, bringing in new material on practical ways of motivating people, updating the section on sexual orientation, and presenting a revised hierarchy of needs based in evolutionary psychology.

• added new material on cross-cultural differences in shyness, Carol Dweck’s research on mindset, and individual differences in time perspective.

• updated the section on positive psychology. • updated the Heroic Defiance section, including new examples from the recent

Egyptian protests and new material on events at the Abu Ghraib prison. • added new examples of recent replications of Milgram’s obedience experiment. • added new material on bullying, the jigsaw classroom, and stereotype lift. • reconceptualized depression in terms of Mayberg’s model, which emphasizes three

factors: biological vulnerability, external stressors, and abnormality of the mood- regulation circuits in the brain. Also presented the new studies on the value of exercise in combating depression and the anxiety disorders.

• added new material on psychopathy—which is attracting increasing interest but is not a DSM-IV disorder.

• discussed the growing rift within clinical psychology (and between APA and APS) over empirically supported treatments and empirically based practice.

T O T H E I N S T R U C T O R xix

• updated the information on telehealth therapy strategies. • connected the discussion of traumatic stress to the 2011 earthquake in Japan. • added a new Do It Yourself! The Undergraduate Stress Questionnaire: How Stressed

Are You?

We think you will find the seventh edition up-to-date and even more engaging for students than the previous edition. But the changes are not limited to the book itself. Please allow us to toot our horns for the supplements available to adopters.

TEACHING AND LEARNING PACKAGE The following supplements will also enhance teaching and learning for you and your students:

Instructor’s Manual Written and compiled by Sylvia Robb of Hudson County Community College, includes suggestions for preparing for the course, sample syllabi, and current trends and strategies for successful teaching. Each chapter offers integrated teaching outlines, lists the Key Questions, Core Concepts, and Key Terms for each chapter for quick reference, an extensive bank of lecture launchers, handouts, and activities, crossword puzzles, and suggestions for integrating third-party videos, music, and Web resources. The electronic format features click-and-view hotlinks that allow instructors to quickly review or print any resource from a particular chapter. This resource saves prep work and helps you maximize your classroom time.

Test Bank Written by Jason Spiegelman of Community College of Baltimore County, has provided an extensively updated test bank containing more than 2,000 accuracy- checked questions, including multiple choice, completion (fill-in-the-blank and short answer), and critical essays. Test item questions have been also written to test student comprehension of select multimedia assets found with MyPsychLab for instructors who wish to make MyPsychLab a more central component of their course. In addition to the unique questions listed previously, the Test Bank also includes all of the Check Your Understanding questions from the textbook and all of the test questions from the Discovering Psychology Telecourse Faculty Guide for instructors who wish to reinforce student use of the textbook and video materials. All questions include the correct answer, page reference, difficulty ranking, question type designation, and correlations to American Psychological Association (APA) Learning Goal/Outcome. A new feature of the Test Bank is the inclusion of rationales for each correct answer and the key distracter in the multiple- choice questions. The rationales help instructors reviewing the content to further evaluate the questions they are choosing for their tests and give instructors the option to use the rationales as an answer key for their students. Feedback from current customers indicates this unique feature is very useful for ensuring quality and quick response to student queries. A two-page Total Assessment Guide chapter overview makes creating tests easier by listing all of the test items in an easy-to-reference grid. The Total Assessment Guide organizes all test items by text section and question type/level of difficulty. All multiple- choice questions are categorized as factual, conceptual, or applied.

The Test Bank comes with Pearson MyTest, a powerful assessment-generation program that helps instructors easily create and print quizzes and exams. Ques- tions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere! Instructors can easily access existing questions and then edit, create, and store them using simple drag-and- drop and Word-like controls. Data on each question provide information relevant to dif- ficulty level and page number. In addition, each question maps to the text’s major section and learning objective. For more information, go to www.PearsonMyTest.com.

NEW Interactive PowerPoint Slides These slides, available on the Instructor’s Resource DVD (ISBN 0-205-58439-7), bring the Psychology: Core Concepts design right into the classroom, drawing students into the lecture and providing wonderful interactive

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activities, visuals, and videos. A video walk-through is available and provides clear guidelines on using and customizing the slides. The slides are built around the text’s learning objectives and offer many links across content areas. Icons integrated throughout the slides indicate interactive exercises, simulations, and activities that can be accessed directly from the slides if instructors want to use these resources in the classroom.

A Set of Standard Lecture PowerPoint Slides Written by Beth M. Schwartz, Randolph College, is also offered and includes detailed outlines of key points for each chapter supported by selected visuals from the textbook. A separate Art and Figure version of these presentations contains all art from the textbook for which Pearson has been granted electronic permissions.

Classroom Response System (CRS) Power Point Slides Classroom Response System questions (“Clicker” questions) are intended to form the basis for class discussions as well as lectures. The incorporation of the CRS questions into each chapter’s slideshow facilitates the use of “clickers”—small hardware devices similar to remote controls, which process student responses to questions and interpret and display results in real time. CRS questions are a great way to get students involved in what they are learning, especially because many of these questions address specific scientific thinking skills highlighted in the text. These questions are available on the Instructor’s Resource DVD (ISBN 0-205-85439-7) and also online at http://pearsonhighered.com/irc.

Instructor’s Resource DVD (ISBN 0-205-85439-7) Bringing all of the Seventh Edition’s instructor resources together in one place, the Instructor’s DVD offers both versions of the PowerPoint presentations, the Classroom Response System (CRS), the electronic files for the Instructor’s Manual materials, and the Test Item File to help instructors customize their lecture notes.

The NEW MyPsychLab The NEW MyPsychLab combines original online materials with powerful online assessment to engage students, assess their learning, and help them succeed. MyPsychLab ensures students are always learning and always improving.

• New video: New, exclusive 30-minute video segments for every chapter take the viewer from the research laboratory to inside the brain to out on the street for real-world applications.

• New experiments: A new experiment tool allows students to experience psychol- ogy. Students do experiments online to reinforce what they are learning in class and reading about in the book.

• New BioFlix animations: Bring difficult-to-teach biological concepts to life with dramatic “zoom” sequences and 3D movement.

• eText: The Pearson eText lets students access their textbook anytime, anywhere, in any way they want it, including listening to it online.

• New concept mapping: A new concept-mapping tool allows students to create their own graphic study aids or notetaking tools using preloaded content from each chapter. Concept maps can be saved, e-mailed, or printed.

• Assessment: With powerful online assessment tied to every video, application, and chapter of the text, students can get immediate feedback. Instructors can see what their students know and what they don’t know with just a few clicks. Instruc- tors can then personalize MyPsychLab course materials to meet the needs of their students.

• New APA assessments: A unique bank of assessment items allows instructors to assess student progress against the American Psychological Association’s Learning Goals and Outcomes. These assessments have been keyed to the APA’s latest pro- gressive Learning Outcomes (basic, developing, advanced) published in 2008.

Proven Results Instructors and students have been using MyPsychLab for nearly ten years. To date, more than 500,000 students have used MyPsychLab. During that time,

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T O T H E I N S T R U C T O R xxi

three white papers on the efficacy of MyPsychLab were published. Both the white papers and user feedback show compelling results: MyPsychLab helps students succeed and improve their test scores. One of the key ways MyPsychLab improves student outcomes is by providing continuous assessment as part of the learning process. Over the years, both instructor and student feedback have guided numerous improvements, making MyPsychLab even more flexible and effective.

Please contact your local Pearson representative for more information on MyPsychLab. For technical support for any of your Pearson products, you and your students can contact http://247.pearsoned.com.

NEW MyPsychLab Video Series (17 episodes) This new video series offers instructors and students the most current and cutting-edge introductory psychology video content available anywhere. These exclusive videos take the viewer into today’s research laboratories, inside the body and brain via breathtaking animations, and onto the street for real-world applications. Guided by the Design, Development and Review team, a diverse group of introductory psychology instructors, this comprehensive series features 17 half-hour episodes organized around the major topics covered in the introductory psychology course syllabus. For maximum flexibility, each half-hour episode features several brief clips that bring psychology to life:

• The Big Picture introduces the topic of the episode and provides the hook to draw students fully into the topic.

• The Basics uses the power of video to present foundational topics, especially those that students find difficult to understand.

• Special Topics delves deeper into high-interest and cutting-edge topics, showing research in action.

• In the Real World focuses on applications of psychological research. • What’s in It for Me? These clips show students the relevance of psychological

research to their own lives.

Available in MyPsychLab and also on DVD to adopters of Pearson psychology text- books (ISBN 0-205-03581-7).

Discovering Psychology Telecourse Videos Written, designed, and hosted by Phil Zimbardo and produced by WGBH Boston in partnership with Annenberg Media, this series is a perfect complement to Psychology: Core Concepts. Discovering Psychology is a landmark educational resource that reveals psychology’s contribution not only to understanding the puzzles of behavior but also to identifying solutions and treatments to ease the problems of mental disorders. The video series has won numerous prizes and is widely used in the United States and internationally. The complete set of 26 half-hour videos is available for purchase (DVD or VHS format) from Annenberg Media. The videos are also available online in a streaming format that is free (www.learner.org), and, for the convenience of instructors and students using Psychology: Core Concepts, links to these online videos have been included in the MyPsychLab program that accompanies the textbook. A student Viewing Guide is found at the end of every chapter within Psychology: Core Concepts, with additional Viewing Guide resources also available online within MyPsychLab.

Discovering Psychology Telecourse Faculty Guide (ISBN 0-205-69929-4) The Telecourse Faculty Guide provides guidelines for using Discovering Psychology as a resource within your course. Keyed directly to Psychology: Core Concepts, the faculty guide includes the complete Telecourse Study Guide plus suggested activities; suggested essays; cited studies; instructional resources, including books, articles, films, and websites; video program test questions with answer key; and a key term glossary. Test questions for Discovering Psychology also reappear in the textbook’s test bank and MyTest computerized test bank.

Student Study Guide (ISBN 0-205-25299-0) This robust study guide, written by Jane P. Sheldon of University of Michigan-Dearborn, is filled with guided activities and in-depth exercises to promote student learning. Each chapter includes worksheets that

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give students a head start on in-class note taking; a full list of key terms with page references; a collection of demonstrations, activities, exercises, and three short practice quizzes; and one comprehensive chapter exam with critical-thinking essay questions and concept maps to help you study for your quizzes and exams. The appendix includes answers to all of the practice activities, tests, and concept maps.

ACCESSING ALL RESOURCES

For a list of all student resources available with Psychology: Core Concepts, Seventh Edition, go to www.mypearsonstore.com, enter the text ISBN (0-205-18346-8), and check out the “Everything That Goes with It” section under the book cover.

For access to all instructor supplements for Psychology: Core Concepts, Seventh Edition go to http://pearsonhighered.com/irc and follow the directions to register (or log in if you already have a Pearson user name and password). Once you have registered and your status as an instructor is verified, you will be e-mailed a log-in name and password. Use your log-in name and password to access the catalog. Click on the “online catalog” link, click on “psychology” followed by “introductory psychology,” and then the Zimbardo/Johnson/McCann, Psychology: Core Concepts, Seventh Edition text. Under the description of each supplement is a link that allows you to download and save the supplement to your desktop.

You can request hard copies of the supplements through your Pearson sales representa- tive. If you do not know your sales representative, go to http://www.pearsonhighered.com/ replocator/ and follow the directions. For technical support for any of your Pearson prod- ucts, you and your students can contact http://247.pearsoned.com.

A NOTE OF THANKS Nobody ever realizes the magnitude of the task when taking on a textbook-writing project. Acquisitions Editor Amber Chow and Executive Editor Stephen Frail deftly guided (and prodded) us through this process. The vision of the seventh edition con- fronted reality under the guidance of Deb Hanlon, our tenacious Senior Development Editor, who made us work harder than we had believed possible. Assistant Editor Kerri Hart-Morris managed our spectacular ancillaries package.

The job of making the manuscript into a book fell to Shelly Kupperman, our Production Project Manager at Pearson Education; Andrea Stefanowicz, our Senior Project Manager at PreMediaGlobal; and Kim Husband, our copyeditor. We think they did an outstanding job—as did our tireless photo researcher, Ben Ferrini.

We are sure that none of the above would be offended if we reserve our deepest thanks for our spouses, closest colleagues, and friends who inspired us, gave us the caring support we needed, and served as sounding boards for our ideas. Phil thanks his wonderful wife, Christina Maslach, for her endless inspiration and for modeling what is best in academic psychology. He has recently passed a milestone of 50 years of teaching the introductory psychology course, from seminar size to huge lectures to more than 1,000 students. Phil continues to give lectures and colloquia to college and high school groups throughout the country and overseas. He still gets a rush from lec- turing and from turning students on to the joys and fascination of psychology. His new “psych rock star” status comes mostly from generations of students who have grown up watching him perform on the Discovering Psychology video series in their high school and college psychology courses.

Bob is grateful to his spouse, best friend, and best editor Michelle, who has for years put up with his rants on topics psychological, his undone household chores, and much gratification delayed—mostly without complaint. She has been a wellspring of understand- ing and loving support and the most helpful of reviewers. His thanks, too, go to Rebecca, their daughter, who has taught him the practical side of developmental psychology—and now, much to her own astonishment and an undergraduate lapse into sociology, pos- sesses her own graduate degree in psychology. In addition, he is indebted to many friends,

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T O T H E I N S T R U C T O R xxiii

most of whom are not psychologists but who are nevertheless always eager to raise and debate interesting issues about the applications of psychology to everyday life. Readers will find topics they have raised throughout the book and especially in the chapter-opening “problems” and in the critical thinking sections at the end of each chapter.

Vivian’s thanks go first to her husband, Shawn, and their sons, Storm and Blaze. All three of these amazing men are endless sources of love, support, inspiration, fun, and delight. They also generously allow Vivian to use them as examples of a multi- tude of concepts in her classes! Vivian also appreciates the many students, friends, and colleagues who have both encouraged and challenged her over the years.

We would especially like to thank Michelle Billies, Nikita Duncan, George Slavich,

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