Psychology

by Miles Hewstone (Oxford Univ., UK); Frank Fincham (Florida State University Family Institute); Jonathan Foster (Edith Cowan University, Perth)

• ISBN13: 9780631206781
• ISBN10: 0631206787
• Format: Paperback
• Copyright: 2005-06-01
• Publisher: Wiley-Blackwell

Summary

Psychology, published in association with the British Psychological Society, is the definitive introductory textbook for students starting their study of psychology. written with style and authority by more than 20 leading psychologists from the UK and Australasia, in association with our editorial team; contains comprehensive and integrated coverage of all the major topics in first-year undergraduate psychology; also provides extensive treatment of cutting-edge applied areas such as health, organizational and forensic psychology; each chapter helps students to understand psychology on their own terms: 'Research Close-ups' bring research to life via snapshot case studies; 'Everyday Psychology' boxes apply real-life contexts to the basic principles; includes a host of additional useful features, from chapter maps, learning objectives, expert opinions and profiles of pioneering psychologists in each subfield, to chapter summaries, revision questions, suggestions for further reading and a glossary; supported by an interactive website containing a multiple choice testbank, essay questions, practice questions, downloadable figures and tables, electronic chapters and lecture-by-lecture instructor support. Visit www.bpsblackwell.co.uk/hewstone for more information.

Author Biography

Miles Hewstone is Professor of Social Psychology and Fellow, New College at the University of Oxford. He is an experienced writer and editor.

Frank D. Fincham is Eminent Scholar and Director, Florida State University Family Institute, and has vast experience as a writer for books and journals.

Jonathan Foster currently holds a Senior Research Fellowship in Cognitive Neuroscience at Edith Cowan University. He is concurrently an Associate Professor in Neuropsychology at the University of Western Australia.

Table of Contents

Preface	xix
Learning Features	xxii
Web Ancillaries	xxiv
The Science of Psychology	2	(22)
Learning Objectives	3	(1)
Introduction	3	(1)
Pinning down Psychology	4	(2)
Psychology and Common Sense: The Grandmother Challenge	6	(3)
Putting common sense to the test	6	(1)
Explaining human behaviour	7	(2)
The Beginnings of Modern Psychology	9	(3)
Philosophical influences	9	(1)
Physiological influences	10	(2)
Psychology Today	12	(10)
Structuralism: mental chemistry	12	(1)
Functionalism: mental accomplishment	12	(1)
Behaviourism: a totally objective psychology	13	(3)
Gestalt psychology: making connections	16	(1)
Out of school: the independents	17	(3)
The cognitive revolution	20	(2)
Final Thoughts	22	(1)
Summary	22	(1)
Revision Questions	22	(1)
Further Reading	23	(1)
Methodology	24	(18)
Learning Objectives	25	(1)
Introduction	25	(1)
Some Fundamentals	26	(2)
Research methods and statistics	26	(1)
Carrying out quality research	27	(1)
The role of theory in psychology	28	(1)
Designing Experiments in Psychology	28	(5)
What can we measure?	28	(1)
A rundown on research methods	28	(2)
Experiment versus survey	30	(1)
Which is the best method to use?	31	(1)
Deciding what to manipulate	31	(1)
Deciding what to measure	31	(1)
Different ways of measuring	32	(1)
Producing trustworthy results	33	(1)
Statistics in Psychology	33	(6)
Samples and populations -- sorting out the jargon	33	(1)
Describing numerical results	34	(1)
How can we confidently generalize our results?	35	(1)
Finding out if our results are remarkable	36	(1)
Judging whether two variables are related	37	(1)
Understanding correlation	38	(1)
Final Thoughts	39	(1)
Summary	40	(1)
Revision Questions	40	(1)
Further Reading	40	(2)
The Nervous System	42	(30)
Learning Objectives	43	(1)
Introduction	43	(1)
How Your Brain Plays Tennis	44	(1)
Deceptively simple. . .	44	(1)
. . . immensely complex	44	(1)
Components of the Nervous System	44	(14)
The support and structure of neurons	45	(1)
The peripheral nervous system	45	(2)
The central nervous system	47	(2)
Regions within the brain	49	(5)
The structure of the human brain	54	(4)
Neural Interaction	58	(7)
What do neurons look like?	58	(1)
Electrical activity	58	(2)
Neurotransmission	60	(1)
Neurons as integrators	61	(1)
Disrupting the system	62	(1)
Inhibitory neurotransmission	63	(1)
Further intricacies	63	(1)
Experience as a modifier	64	(1)
The Growth of the Central Nervous System	65	(4)
Neonatal brain development	65	(1)
Can we repair damaged brains?	66	(2)
Modular processing	68	(1)
Final Thoughts	69	(1)
Summary	70	(1)
Revision Questions	70	(1)
Further Reading	71	(1)
Learning	72	(22)
Learning Objectives	73	(1)
Introduction	73	(1)
Classical Conditioning	74	(4)
Pavlov's dogs	74	(1)
Other examples of conditioned responses	75	(1)
Associative analysis	76	(1)
The importance of classical conditioning	77	(1)
Instrumental Learning	78	(7)
Thorndike's cats	78	(1)
The Skinner box	79	(1)
The law of effect	80	(2)
Control of performance	82	(2)
The importance of instrumental learning	84	(1)
The Principles of Association Formation	85	(1)
Contiguity and predictiveness	85	(1)
Selective association formation	86	(1)
Non-associative Learning	86	(4)
Responding to a single stimulus	86	(2)
Spatial learning	88	(1)
Discrimination learning	89	(1)
Final Thoughts	90	(1)
Summary	91	(1)
Revision Questions	91	(1)
Further Reading	91	(3)
Motivation	94	(18)
Learning Objectives	95	(1)
Introduction	95	(1)
Hunger and the Control of Food Intake	96	(8)
Peripheral factors	96	(1)
Control signals	97	(1)
How the brain controls eating	98	(4)
Taste + smell = flavour	102	(1)
Obesity - possible factors	103	(1)
Thirst and the Control of Drinking	104	(2)
Cellular dehydration	104	(1)
Extracellular thirst stimuli	105	(1)
Control of normal drinking	106	(1)
Sexual Behaviour	106	(4)
Sociobiology and sexual behaviour	107	(1)
How the brain controls sexual behaviour	108	(2)
Final Thoughts	110	(1)
Summary	110	(1)
Revision Questions	111	(1)
Further Reading	111	(1)
Emotion	112	(22)
Learning Objectives	113	(1)
Introduction	113	(1)
Five Perspectives on Emotion	114	(11)
Emotion as feeling	115	(1)
Emotion as behaviour	116	(1)
Emotion as arousal	117	(3)
The cognitive approach to emotion	120	(2)
The social approach to emotion	122	(3)
Specific Emotions	125	(2)
Five fundamental emotions	127	(1)
Other discrete emotions	127	(1)
The Development of Emotion	127	(2)
Early theories	127	(1)
Recent theories	128	(1)
Attachment	128	(1)
Emotional intelligence	129	(1)
Can Emotions Malfunction?	129	(3)
Psychosomatic disorders and panic attacks	129	(1)
Theories of neurotic anxiety	130	(2)
Final Thoughts	132	(1)
Summary	132	(1)
Revision Questions	133	(1)
Further Reading	133	(1)
Sensory Processes	134	(22)
Learning Objectives	135	(1)
Introduction	135	(1)
How Do We Gather Information?	136	(4)
Light	136	(3)
Sound	139	(1)
The chemical senses	139	(1)
The somatosenses	140	(1)
Sense Organs	140	(14)
How do we see?	141	(8)
How do we hear?	149	(3)
Tasting and smelling	152	(1)
Invisible forces and phantom limbs	153	(1)
Final Thoughts	154	(1)
Summary	155	(1)
Revision Questions	155	(1)
Further Reading	155	(1)
Perception	156	(24)
Learning Objectives	157	(1)
Introduction	157	(1)
Perception and Illusion	158	(6)
When seeing goes wrong	158	(2)
Theories of perception	160	(1)
Spotting the cat in the grass	161	(1)
Explaining after-effects	162	(2)
Making Sense of the World	164	(7)
Grouping and segmentation	164	(1)
Visual search -- or finding the car	165	(2)
How do we know what we see?	167	(3)
Seeing without knowing	170	(1)
Seeing What We Know	171	(2)
Perception or hallucination?	171	(1)
Resolving visual ambiguity	171	(1)
Tricks of the light	172	(1)
Non-visual knowledge and perceptual set	173	(1)
Perceptual Learning	173	(5)
How training influences performance	173	(4)
Top-down mechanisms	177	(1)
Final Thoughts	178	(1)
Summary	179	(1)
Revision Questions	179	(1)
Further Reading	179	(1)
Infancy and Childhood	180	(22)
Learning Objectives	181	(1)
Introduction	181	(1)
Infancy	182	(6)
Physical and sensory development	182	(2)
Cognitive development	184	(2)
The beginnings of language and communication	186	(1)
Social and emotional development	186	(2)
The Preschool Years	188	(9)
Perceptual and motor development	189	(1)
Cognitive development	189	(5)
Language and communication	194	(1)
Social and emotional development	195	(2)
The School Years	197	(3)
Perceptual and motor development	197	(1)
Cognitive development	197	(1)
Language and communication	198	(1)
Social and emotional development	198	(2)
Final Thoughts	200	(1)
Summary	200	(1)
Revision Questions	201	(1)
Further Reading	201	(1)
Adolescence and Adulthood	202	(22)
Learning Objectives	203	(1)
Introduction	203	(1)
Adolescence	204	(4)
Physical development	204	(1)
Cognitive development	204	(2)
Social and emotional development	206	(2)
Early Adulthood	208	(5)
Physical development	209	(1)
Cognitive development	209	(1)
Social and emotional development	210	(3)
Middle Adulthood	213	(2)
Physical development	213	(1)
Cognitive development	213	(1)
Social and emotional development	214	(1)
Late Adulthood	215	(5)
Physical development	215	(1)
Cognitive development	216	(1)
Social and emotional development	217	(3)
Final Thoughts	220	(1)
Summary	221	(1)
Revision Questions	221	(1)
Further Reading	221	(3)
Memory	224	(24)
Learning Objectives	225	(1)
Introduction	225	(1)
What is Memory?	226	(2)
Much more than conscious remembering	226	(1)
Inferring memory from behaviour	226	(2)
Constructing the past	228	(1)
How We Study Memory	228	(1)
Observation vs. inference	228	(1)
Overcoming the problem	228	(1)
Memory Models	229	(7)
Kinds of remembering	229	(1)
Explicit and implicit memory	230	(1)
The information-processing metaphor	231	(2)
Baddeley's working memory model	233	(1)
Levels of processing	234	(1)
The link between study and test	235	(1)
What Do We Know about Memory?	236	(8)
Memory and the brain	236	(1)
The importance of meaning	236	(2)
The effects of previous knowledge	238	(2)
Real vs. imagined memories	240	(2)
Learning strategies	242	(2)
Final Thoughts	244	(1)
Summary	245	(1)
Revision Questions	245	(1)
Further Reading	246	(2)
Language and Thought	248	(20)
Learning Objectives	249	(1)
Introduction	249	(1)
Language	250	(8)
Syntax, semantics and pragmatics	250	(1)
Understanding language	251	(2)
Discourse, and a return to understanding	253	(1)
Tracking the reading process	254	(1)
Language disorders	255	(2)
The power of metaphor	257	(1)
Thought	258	(7)
Problem solving	258	(1)
Logical and conditional reasoning	259	(2)
Heuristic reasoning -- or taking a short cut	261	(1)
Intuition	262	(2)
Are humans poor at reasoning?	264	(1)
Final Thoughts	265	(1)
Summary	266	(1)
Revision Questions	266	(1)
Further Reading	267	(1)
Intelligence	268	(24)
Learning Objectives	269	(1)
Introduction	269	(1)
Setting the Scene	270	(3)
Questions of intelligence	270	(1)
Galton and individual differences	270	(1)
Binet and developmental changes	271	(2)
Back to the future: the intelligence landscape	273	(1)
General Intelligence -- Multiple Abilities	273	(5)
How is the intellect structured?	273	(2)
Speed of information processing as a measure of intelligence	275	(1)
Non-unitary theories of intelligence	276	(2)
Integrating Current Issues	278	(5)
Detterman -- the best of both worlds	279	(1)
Anderson -- two routes to knowledge	279	(1)
What do we mean by `mental retardation'?	280	(1)
Theories of retardation	280	(2)
Savant syndrome	282	(1)
Enduring Issues	283	(5)
The genetics of IQ	283	(2)
Race, genes and intelligence	285	(3)
Final Thoughts	288	(1)
Summary	289	(1)
Revision Questions	289	(1)
Further Reading	290	(2)
Personality	292	(22)
Learning Objectives	293	(1)
Introduction	293	(1)
What is Personality?	294	(1)
Psychoanalytic Theories -- Freud and Beyond	294	(3)
Freud's models of the mind	294	(2)
In the wake of Freud	296	(1)
Humanistic Theories -- Individuality	297	(2)
The drive to fulfil potential	297	(1)
Understanding our own psychological world	298	(1)
Trait Theories -- Aspects of Personality	299	(4)
Cattell's 16 trait dimensions	299	(1)
Eysenck's supertraits	300	(1)
Five factors of personality	301	(1)
Trait debates	302	(1)
Biological and Genetic Theories -- the Way We Are Made	303	(3)
Inhibition and arousal	303	(1)
Genetics vs. environment	304	(2)
Social--Cognitive Theories -- Interpreting the World	306	(5)
Encodings -- or how we perceive events	306	(1)
Expectancies and the importance of self-efficacy	307	(2)
Affects -- how we feel	309	(1)
Goals, values and the effects of reward	309	(1)
Competencies and self-regulatory plans	309	(2)
Final Thoughts	311	(1)
Summary	311	(1)
Revision Questions	312	(1)
Further Reading	312	(2)
Abnormal Psychology	314	(22)
Learning Objectives	315	(1)
Introduction	315	(1)
What Does `Abnormal' Mean?	316	(1)
What Causes Abnormal Behaviour?	316	(4)
Biology and genetics	317	(1)
Psychodynamics and the parent-child relationship	317	(1)
Attachment and security	317	(2)
Learned behaviour	319	(1)
Distorted thinking	319	(1)
Integrative models	319	(1)
Disorders -- Symptoms and Causes	320	(14)
Schizophrenia -- a living nightmare	320	(2)
Mood disorders -- depression	322	(4)
Anxiety disorders -- when fear takes over	326	(3)
Eating disorders -- bulimia and anorexia	329	(2)
Substance use disorders -- abuse and dependence	331	(1)
Personality disorders -- a way of being	332	(2)
Final Thoughts	334	(1)
Summary	334	(1)
Revision Questions	335	(1)
Further Reading	335	(1)
Therapy	336	(24)
Learning Objectives	337	(1)
Introduction	337	(1)
Biological Treatments -- from Surgery to Drugs	338	(5)
Psychosurgery and ECT	338	(2)
Pharmacotherapy -- the role of medication	340	(2)
Assessing the effects of psychotropic drugs	342	(1)
Psychological Treatments	343	(12)
Psychoanalysis and psychodynamic therapy	343	(1)
Behaviour therapy	344	(3)
Cognitive therapy	347	(2)
Humanistic therapy	349	(2)
Family and couples therapy	351	(2)
Assessing the effects of psychotherapy	353	(2)
Biological or Psychological Treatment?	355	(2)
Final Thoughts	357	(1)
Summary	358	(1)
Revision Questions	358	(1)
Further Reading	358	(2)
Attitudes, Attributions and Social Cognition	360	(24)
Learning Objectives	361	(1)
Introduction	361	(1)
Attitudes	362	(7)
How do you measure an attitude?	362	(1)
The three components of attitude	362	(3)
How do attitudes influence behaviour?	365	(3)
Forming and changing attitudes	368	(1)
Attributions	369	(6)
Early theories of attribution	369	(2)
The effects of bias	371	(3)
Cultural differences	374	(1)
Social Cognition	375	(5)
Social schemas	375	(1)
Categorization and stereotyping	376	(1)
How do schemas work?	377	(2)
Recent research into social processing	379	(1)
The power of stereotypes	380	(1)
Final Thoughts	380	(1)
Summary	381	(1)
Revision Questions	381	(1)
Further Reading	382	(2)
Interpersonal Relations and Group Processes	384	(24)
Learning Objectives	385	(1)
Introduction	385	(1)
Interpersonal Behaviour	386	(6)
Being in the presence of other people	386	(3)
The influence of authority	389	(1)
Affiliation, attraction and close relationships	389	(3)
Group Processes	392	(9)
Taking our place in the group	392	(2)
How groups influence their members	394	(3)
How groups get things done	397	(4)
Intergroup Relations	401	(5)
Deindividuation, collective behaviour and the crowd	401	(1)
Cooperation and competition between groups	401	(1)
Social categories and social identity	402	(1)
Prejudice and discrimination	403	(1)
Building social harmony	404	(2)
Final Thoughts	406	(1)
Summary	406	(1)
Revision Questions	407	(1)
Further Reading	407	(1)
Health Psychology	408	(20)
Learning Objectives	409	(1)
Introduction	409	(1)
Health Beliefs and Behaviours	410	(5)
Behaviour and mortality	410	(1)
The role of health beliefs	411	(2)
Integrated models	413	(2)
Illness Beliefs	415	(4)
The dimensions of illness beliefs	415	(1)
A model of illness behaviour	416	(2)
Health professionals' beliefs	418	(1)
The Stress-Illness Link	419	(4)
Stress models	420	(1)
Does stress cause illness?	420	(3)
Chronic Illness	423	(3)
Profile of an illness	423	(1)
Psychology's role	423	(3)
Final Thoughts	426	(1)
Summary	426	(1)
Revision Questions	427	(1)
Further Reading	427	(1)
Organizational Psychology	428	(24)
Learning Objectives	429	(1)
Introduction	429	(1)
Individuals at Work	430	(8)
Matching the person to the job	430	(1)
Fitting into the organization	431	(1)
Training -- does it work?	432	(1)
Leadership styles	433	(2)
Job satisfaction	435	(1)
Stress at work	436	(2)
Groups at Work	438	(5)
More than the sum of the parts	438	(4)
Group decision making	442	(1)
Organizations at Work	443	(5)
Organizational design	443	(2)
Organizational culture	445	(1)
Power and politics	446	(2)
Redundancy and Unemployment	448	(1)
Redundancy -- a kind of bereavement	448	(1)
Psychological effects of unemployment	448	(1)
Final Thoughts	449	(1)
Summary	449	(1)
Revision Questions	449	(1)
Further Reading	450	(2)
Forensic Psychology	452	(19)
Learning Objectives	453	(1)
Introduction	453	(1)
Psychology and the Law	454	(1)
The meaning of `forensic'	454	(1)
The origins of legal psychology	454	(1)
Eyewitness Memory	454	(4)
An early model of memory	454	(2)
The strength and validity of the evidence	456	(2)
The Psychology of Confession	458	(1)
Voluntary false confessions	458	(1)
Interrogational tactics	458	(1)
Coerced false confessions	459	(1)
The Psychology of Investigation	459	(3)
The cognitive interview	459	(1)
Detecting lies and deceit	460	(1)
Offender profiling	461	(1)
Criminological Psychology	462	(7)
The Cambridge Study	462	(1)
Violent offenders	463	(3)
Working with offenders	466	(3)
Final Thoughts	469	(1)
Summary	469	(1)
Revision Questions	470	(1)
Further Reading	470	(1)
Glossary	471	(14)
References	485	(44)
Illustration Sources and Credits	529	(5)
Author Index	534	(12)
Subject Index	546