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Cover art: Juan Francisco Casas
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WORTH
Daniel Cervone
PUBLISHERS
worth
www.macmillanhighered.com
PMB
List of In Action Figures
Use these full-page infographics to understand
psychology at the levels of person, mind, and brain.
figure 1.2 figure 2.10
INP AMCTIBONHOW DO GENDER STEREOTYPES AFFECT TEST PERFORMANCE? MIGHT PEOPLE WHO LOOK CALM REALLY BE ANXIOUS? INP AMCTIBON
Each chapter of this book
contains a PMB in Action
feature like this one.
PMB in Action shows you
how a given question
(in this case, “How do
gender stereotypes affect
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Gender stereotypes about math
performance can affect people,
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can lower test performance.
BRAIN B
B BRAIN Psychophysiological
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How do gendGalelery Srtoc kstereotypes affect Might people who look calm really Gallery Stock
69
test performance? be anxious?
Cervone1e_Ch01.indd 18 8/21/14 12:54 PM Cervone1e_Ch02.indd 69 11/17/14 12:14 PM
figure 3.19 ZOOMING IN ON THE BRAIN 105 figure 4.13
WHEN, AND HOW, DO WE LEARN TO RECOGNIZE FACES?
WHY MIGHT A PERSON NOT RECOGNIZE THE FACE OF A LOVED ONE? PMB
PMB IN ACTION
IN ACTION
P PERSON
PERSON P A key personal ability that develops
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loved one.
M MIND
MIND M A mental process
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B BRAIN
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recognition (shown in blue) and the amygdala to faces and non-faces
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Why might a person not recognize GThailsle wryo Smtaonc kdoes not have Capgras syndrome. When,1 54and hEric O’oConnelwl / Galler,y S tocdk o we learn to
the face of a loved one? recognize faces?
Cervone1e_Ch04.indd 154 11/17/14 12:16 PM
Cervone1e_Ch03.indd 105 8/22/14 2:32 PM
figure 5.33 figure 6.17
DO PEOPLE PERCEIVE THE SIZE OF OBJECTS ACCURATELY? WILL HE REMEMBER THE PLAY?
PMB PMB
IN ACTION IN ACTION
PERSON P PERSON P
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MIND M MIND M
At the mind level of analysis, At a mind level of analysis, injuries
this illusion can be explained in affect consolidation, a psychological
terms of mental computations process in which information
that employ depth cues, such as becomes stored in long-term
converging vertical lines. memory in a permanent form.
BRAIN B BRAIN B
At a brain level of At a brain level of analysis, injuries
analysis, the illusion can affect long-term potentiation, an
be explained in terms of enduring change in the efficiency of
representations of stimuli communication among brain cells
CHAPTER 5 Sensation and Perception p.18in t1he visual cortex. CHAPTER 6 Memory p. 251 that enables us to have enduring
Fpreormm isHsuiokn ( 2fr0o0m8 )E. lRseevpireirnted with memories.
Do people perceive the size of objects Michael Doolittle / Alamy 181 Will he remember the play? © Aaron Josefczyk / Reuters / Corbis251
accurately?
Cervone1e_Ch05.indd 181 11/17/14 12:22 PM Cervone1e_Ch06.indd 251 11/17/14 12:24 PM
figure 7.8 figure 8.8
HOW DO PEOPLE BECOME AFRAID OF EVERYDAY OBJECTS? DO PEOPLE FROM DIFFERENT CULTURES SEE DIFFERENT
PMB BLUES AS THE “BEST” BLUE? PMB
IN ACTION IN ACTION
P PERSON
Through experience, people develop
emotional responses to stimuli that
originally were neutral (such as the
fearful responses to buttons discussed
in this chapter’s opening).
M MIND PERSON P
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neutral CS. US + Stimulus UR
CS CR MIND M
At a mind level of analysis, the
category “blue” has a prototype
structure, and people across cultures
B BRAIN raesc porgontioztey pthice. same shade of blue
Through experience, Before habituation After habituation
CHAPTERtacschtohnieamdn n n bubgerl7iiecao tt.icniooh’ s ner esmn s elpiicunLoarknali enls egs aFrom Kandel (2000). © McGraw-HillNMEstxeiormtuteorurornln utanrsalenusrmoSninSieetiGtpnuenhsrirlooolsnrny g p. 278 C HAPTER 8 TInhtienlkliignegn,c LeaCRo ondenss Spcgience. Puho toa L3ibrargy /2 Alaemy7, and Asrttpeohorttao m aiatnt e oawcb t o“rayrarecvprioseenicpnls e loepbenn”ovlgu dencte ldhe m.os llo afst f xoa iBniln mig RatahhAlyltelIs yN i s, B
How do peSolidocolourps / Gelttye Imag esbecome afraid of Do people from different cultures see
278 327
everyday objects? different blues as the “best” blue?
Cervone1e_Ch07.indd 278 11/17/14 12:24 PM Cervone1e_Ch08.indd 327 10/17/14 10:58 AM
P M B In Action Figures
figure 9.4
figure 10.2
WHAT IS CONSCIOUS EXPERIENCE LIKE?
PMB WHEN FACING DANGER, HOW DO PEOPLE MAKE DECISIONS?
IN ACTION PMB
IN ACTION
PERSON P
People’s conscious experiences
are unified; although you have
separate perceptual systems (e.g.,
veixspioenr,i ehnecaer isnegp, aorlafatec,t idoins)c,o ynonue cdtoend’ t P PERSON
colors and smells. You consciously People often base decisions
experience one thing: flowers. on intuition, or “hunches.” You
might have a hunch that taking
a shortcut down a dark alley is
a bad idea.
MIND M
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a subset is recruited into The hunch comes from
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BRAIN B B BRAIN
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can prevent the processing of
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Gallery Stock
What is conscious experience like? 377 When facinPeetegr Viisim ada / Geatty Imnagesger, how do people
414
make decisions?
Cervone1e_Ch09.indd 377 11/17/14 12:26 PM
Cervone1e_Ch10.indd 414 10/22/14 6:08 PM
figure 11.13 figure 12.8
DO ENVIRONMENTAL STIMULI CONTROL PEOPLE’S MOTIVATION? WHAT DO PEOPLE SAY IS THE CAUSE OF AN ACCIDENT?
PMB PMB
IN ACTION IN ACTION
PERSON P
Thoughts about causes vary across cultures.
In the United States, people often attribute
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their desires.
MIND M
M MIND The different attributions reflect different
thinking styles. Analytic thinking (focusing on
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terms of goals, mental cultures. Holistic thinking (attending to
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motivate behavior. Wei g3hxt/ wTreaeikning
BRAIN B
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498
people’s motivation? an accident?
Cervone1e_Ch11.indd 498 11/17/14 12:28 PM Cervone1e_Ch12.indd 541 11/17/14 12:29 PM
figure 13.13 figure 14.7
ARE THERE DIFFERENT COMPONENTS OF SELF-CONCEPT? HOW DO PEOPLE DEVELOP CONTROL OVER THEIR OWN BEHAVIOR?
PMB PMB
IN ACTION IN ACTION
P PERSON PERSON P
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abilities in later life.
M MIND
These aspects of personality and MIND M
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B BRAIN BRAIN B
Specific brain systems support At a brain level of
the mental ability to contemplate analysis, the abilities
not only the present, but also reflect interconnections
the past and future. Different (in red circle) between
neural systems are active when brain regions, which
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Rae Merrygold Gallery Stock
Are there different components of How do people develop control over 617
self-concept? their own behavior?
Cervone1e_Ch13.indd 596 11/17/14 12:30 PM Cervone1e_Ch14.indd 617 11/13/14 4:13 PM
figure 15.3 figure 16.4
DO FAKE (PLACEBO) DRUGS HAVE PSYCHOLOGICAL EFFECTS? HOW DOES SCHIZOPHRENIA AFFECT PEOPLE’S THINKING ABILITIES?
PMB PMB
IN ACTION IN ACTION
PERSON P
P PERSON Schizophrenia affects people’s
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taking placebo medication.
MIND M
M MIND People’s difficulty in
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B BRAIN BRAIN B
CHAPTERPpidasrimteece liasatetpoopcil nv rpe lmoi awtlbi1evnyyeooe dwcpsrs khiip e5mhcw.asoaoniyitpll acglib o lhrewee no tsl o wio laeori nhPnkvtg oedh biac o strneasaadxlekilynyp et eh ccetn hoRlOeoVaFSlC TMgPeFdCiiccataionl DisOFoVCSAPTrCladicnegbe2o4rs I Research from Benedetti et al. (2005)ReseResearcharc p. 684 CHAPTER 16 Psychological DisoDorsroladterale prefrronstal c ortIexI pTouabtcwhonnhnroeaarde .rtw il ekndeye oir sxonfasirf,rsg7tc kes.owt i conmiSovthlgc adiie1otch t ymmfheai z rtisoeonca c5armo plhy r nphebio zatrrgrroreebayiipbonfii nlrchiniuoat arstlyn eene .ati vn snfabfe iclaete llo cu o tdfs i ng
Sabrina Pintus / Getty Images How does schizophrenia affect people’s Matt Howell / Gallery Stock
Do fake (placebo) drugs have psychological
thinking abilities?
effects?
Cervone1e_Ch15.indd 684 11/17/14 5:00 PM Cervone1e_Ch16.indd 715 11/18/14 10:18 AM
The woman in our cover image, a drawing by Spanish artist Juan Francisco
Casas, is intent; she perceives with a purpose—to learn, one might guess, about
the social world and her place in it. Casas’s creation vividly illustrates three features
of Psychology: The Science of Person, Mind, and Brain:
The Target of Study: As British psychologist Hans Eysenck put it, psy-
chology is about people: thinking, feeling, self-aware individuals whose
minds and brains give them the power to keenly observe the world—and
themselves.
The Scientific Strategy: Psychology is built on scientific observation.
The first step in constructing the science is not to speculate idly about hu-
man nature; it is to carefully observe people. Advice from the great Aus-
trian philosopher Ludwig Wittgenstein sums up the strategy: “Don’t think,
but look!”
Our Invitation to the Reader: You are a keen observer of the social
world. You have important insights about the topics addressed in this book.
Use them! Join us, the author team and the global community of psychologi-
cal scientists, as we look into the powers of brain and mind and the com-
plexities of persons’ lives: the phenomena that make psychology the most
compelling of twenty-first-century sciences.
Psychology
The Science of Person,
Mind, and Brain
Daniel Cervone
University of Illinois at Chicago
Tracy L. Caldwell
Dominican University, pedagogical author
A Macmillan Education Imprint
New York
Publisher: Rachel Losh
Senior Acquisitions Editor: Daniel DeBonis
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Art Director: Diana Blume Credit is given to the following sources for permission to use the
Interior and Cover Designer: Babs Reingold infographics photos indicated:
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Chapter 2: Gallery Stock (main); Tek Image/Science Source
Illustrations: Evelyn Pence; Raised Media
(bottom inset)
Composition: TSI evolve
Chapter 3: Gallery Stock
Printing and Binding: RR Donnelley Chapter 4: Eric O’Connell/Gallery Stock (main); Jaroslaw Wojcik/
Cover Art: Juan Francisco Casas Getty Images (middle inset); PNAS (bottom inset)
Chapter 5: Michael Doolittle/Alamy (main); From Huk (2008).
Reprinted with permission from Elsevier (bottom inset)
Chapter 6: Aaron Josefczyk/Reuters/Corbis
Chapter 7: Solidcolours/Getty Images (main); From Kandel (2000).
© McGraw-Hill (bottom inset)
Library of Congress Preassigned Control Number: 2014952936 Chapter 8: Science Photo Library/Alamy (bottom inset)
Chapter 9: Gallery Stock (main); From Dehaene & Naccache (2001).
ISBN-10: 1-4292-2083-X © 2001 Elsevier (middle inset); From Izhikevich & Edelman (2008).
ISBN-13: 978-1-4292-2083-5 © 2008 by The National Academy of Sciences, USA (bottom inset)
Chapter 10: Peeter Viisimaa/Getty Images
© 2015 by Worth Publishers Chapter 11: Popperfoto/Getty Images (main); From D’Argembeau
All rights reserved. et al. (2010). © 2010 Massachusetts Institute of Technology
(bottom inset)
Printed in the United States of America Chapter 12: © AP/Corbis
Chapter 13: Rae Merrygold (main); Research from D’Argembeau
First printing et al. (2008; bottom inset)
Chapter 14: Gallery Stock (main); Research from Uddin et al. (2011;
Worth Publishers bottom inset)
41 Madison Avenue Chapter 15: Sabrina Pintus/Getty Images (main); Research from
New York, NY 10010 Benedetti et al. (2005; bottom inset)
www.worthpublishers.com Chapter 16: Matt Howell/Gallery Stock
Prepared with TLC for the future of psychology:
The Intro Psych student
DANIEL CERVONE is Professor of Psychol-
ogy at the University of Illinois at Chicago. He
e
v
chi earned his BA at Oberlin College and his PhD
Ar
n from Stanford University, where he was a stu-
o
cati dent of Albert Bandura. He has held visiting fac-
u
d
E ulty positions at the University of Washington
n
a
mill and the University of Rome “La Sapienza,” and
ac has been a Fellow at the Center for Advanced
M
Study in the Behavioral Sciences.
In addition to introductory psychology, Dan teaches courses in personality psy-
chology, social cognition, and research methods to the diverse student body at UIC.
He is graduate advisor to students in both social/personality and clinical psychology in
UIC’s doctoral program in psychology, and serves as a Fellow in UIC’s undergraduate
Honors College.
Dan is the author of a graduate-level and undergraduate texts in personality, and
co-editor of four volumes in personality science. He has published numerous scientific
articles, primarily in the study of social-cognitive processes and personality. He has
also served as the Program Chairperson of the annual convention of the Association
for Psychological Science on three occasions and is the U.S.-based Chairperson of the
inaugural International Convention of Psychological Science.
TRACY L. CALDWELL (Pedagogical Author) is
Associate Professor of Psychology at D ominican
e
hiv University, where she was recently appointed
c
Ar a Diversity Fellow. She earned her BA at The
n
atio College of New Jersey and her PhD in personal-
c
du ity and social psychology from the University of
E
an Illinois at Chicago. Tracy teaches introductory
mill psychology, as well as personality psychology,
c
a
M social psychology, the psychology of gender, and
research methods and statistics. She has also taught seminars in social cognition and
the psychology of romantic relationships. She is the faculty advisor for Dominican
University’s Psychology Club and Dominican University’s chapter of Psi Chi, the In-
ternational Honors Society in Psychology.
Tracy has published articles on a variety of topics, including how stereotypes are
formed, how people with a repressive coping style process threat, and how to best
assess humor styles. She currently conducts research on the scholarship of teaching and
learning, sex differences in the attractiveness of humor in romantic relationships, and
the efficacy of accommodating learning styles.
vi
