Table Of ContentNolen-Hoeksema Fredrickson Loftus Wagenaar
ATKINSON & HILGARD’S
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INTRODUCTION TO PSYCHOLOGY N
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ATKINSON & HILGARD’S
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This 15th edition of Atkinson & Hilgard’s Introduction to Psychology retains all the qualities which
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have established it as one of the leading psychology textbooks of the last 50 years: an accessible I
student-centered approach, a keen awareness of the latest research developments, and a DN INTRODUCTION
thorough understanding of the classic landmark studies which have shaped psychology as an
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academic discipline.
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Covering all major areas of psychology, this text examines the theories, research and ideas T
TO PSYCHOLOGY
that underpin the subject, providing students with an engaging and rigorous introduction to I
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psychology. By consistently relating psychological concepts to everyday life, and drawing from
an internationally diverse range of research, this edition continues to be the relevant, dynamic N
introductory text for students around the globe.
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15TH EDITION
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Features include: P
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> New European authors have joined the existing writing team creating a truly transatlantic SL
textbook for undergraduate psychology students in North America, Europe and beyond Y
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> Carefully revised and thoroughly updated content, with over 350 new references added to
this edition HA
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> Seeing Both Sides essays in every chapter featuring leading research names exploring R
hot topics from different perspectives L
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> Cutting Edge Research panels highlighting research at the forefront of each chapter topic
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> A full range of supporting resources for lecturers and students at www.atkinsonhilgard.com
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About the authors: 15TH EDITION
Susan Nolen-Hoeksema is Professor of Psychology at Yale University.
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Barbara L. Fredrickson is Kenan Distinguished Professor of Psychology at the University of ft ed le
North Carolina at Chapel Hill. u r n
Geoff Loftus is Professor of Psychology at the University of Washington (Seattle). s W icks -Ho
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Willem A. Wagenaar is Professor of Experimental Psychology at Leiden University and Utrecht g n k
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University, The Netherlands. e e
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www.atkinsonhilgard.com r
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’
ATKINSON & HILGARD S
INTRODUCTION
TO PSYCHOLOGY
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Nolen-Hoeksema Fredrickson Loftus Wagenaar
’
ATKINSON & HILGARD S
INTRODUCTION
TO PSYCHOLOGY
15TH EDITION
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Atkinson&Hilgard’sIntroductionto ©2009,CengageLearningEMEA
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BRIEF CONTENTS
1 The Nature of Psychology
2
2 Biological Foundations of Psychology
32
3 Psychological Development
68
4 Sensory Processes
108
5 Perception
150
6 Consciousness
200
7 Learning and Conditioning
236
8 Memory
270
9 Language and Thought
318
10 Motivation
358
11 Emotion
394
12 Intelligence
432
13 Personality
460
14 Stress, Health, and Coping
502
15 Psychological Disorders
536
16 Treatment of Mental Health Problems
578
17 Social Influence
608
18 Social Cognition
648
Appendix: Statistical Methods and Measurement
682
Glossary
694
References
714
Name Index
770
Subject Index
772
v
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CONTENTS
Cuttingedge research features xiv Literature reviews 24
Seeingbothsides essays xv Ethicsof psychologicalresearch 25
Preface xvii Interim Summary 28
Walkthroughtour xx CriticalThinkingQuestions 28
Aboutthe website xxii
Aboutthe Authors xxiii
2 Biological Foundations
of Psychology
1 The Nature of Psychology 32
2
The Study of the Biological Bases of
The Scope of Psychology 5
Psychology 34
Interim Summary 7
Critical ThinkingQuestions 7 Interim Summary 35
CriticalThinkingQuestions 36
The Historical Origins of Psychology 7
Neurons, the Building Blocks of the Nervous
Nature–nurture debate 7
System 36
The beginningsof scientificpsychology 8
Structuralism andfunctionalism 8 Actionpotentials 37
Behaviorism 9 Synaptic transmission andneural
Gestalt psychology 9 coding 39
Psychoanalysis 10 Interim Summary 41
Later developmentsin twentieth-century CriticalThinkingQuestions 41
psychology 11 Neurotransmitters 41
Interim Summary 11 Interim Summary 42
Critical ThinkingQuestions 11 CriticalThinkingQuestions 43
Contemporary Psychological Perspectives 12 The Organization of the Brain 43
The biologicalperspective 12 Thehindbrain 43
The behavioralperspective 13 Themidbrain 45
The cognitiveperspective 13 Theforebrain 45
The psychoanalytic perspective 14 Mapping thebrain 48
The subjectivist perspective 15 Asymmetriesin the brain 48
Relationships between psychological The Autonomic Nervous System 53
andbiologicalperspectives 15 Interim Summary 55
Majorsubfields ofpsychology 16 CriticalThinkingQuestions 55
Interim Summary 17
The Endocrine System 55
Critical ThinkingQuestions 17
Interim Summary 56
How Psychological Research is Done 18
CriticalThinkingQuestions 56
Generating hypotheses 18
Evolution, Genes, and Behavior 56
Experiments 20
Correlation 21 Evolutionofbehavior 57
Observation 23 Chromosomes andgenes 57
vi
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Genetic studiesof behavior 59 Vision 119
Interim Summary 61
Lightandvision 119
CriticalThinking Questions 61
Thevisual system 119
Seeinglight 121
Seeingpatterns 122
Seeingcolor 124
Sensationandperception:a preview 129
Interim Summary 130
CriticalThinkingQuestions 130
3 Psychological Development 68 Audition 130
Soundwaves 131
Heredity and Environment 70
Theauditory system 132
Stagesof development 71 Hearingsoundintensity 132
Interim Summary 73 Hearingpitch 133
CriticalThinking Questions 73 Interim Summary 137
Capacities of the Newborn 73 CriticalThinkingQuestions 137
Vision 74 Other Senses 137
Hearing 75 Olfaction 137
Tasteandsmell 75 Gustation 139
Learning andmemory 76 Pressureandtemperature 140
Interim Summary 77 Pain 141
CriticalThinking Questions 77 Interim Summary 143
Cognitive Development in Childhood 77 CriticalThinkingQuestions 143
Piaget’s stagetheory 77
Acritique ofPiaget’stheory 80
Alternativesto Piaget’s theory 82
Theory ofmind 84
The development ofmoraljudgment 86
Interim Summary 88
CriticalThinking Questions 88 5 Perception
150
Personality and Social Development 88
What Is the Use of Perception? 152
Temperament 88
Earlysocial behavior 90 Processingandusing incoming
Attachment 91 sensoryinformation 153
Self-concept 94 Fivefunctions ofperception 153
Interim Summary 98 Interim Summary 154
CriticalThinking Questions 98 Attention 154
Adolescent Development 98 Selective attention 154
Interim Summary 104 Auditoryattention 155
CriticalThinking Questions 104 Attention,perception, andmemory 156
Costs andbenefits ofselectively
attending tostimuli 156
Interim Summary 157
CriticalThinkingQuestions 157
Localization 157
Separation ofobjects 157
4 Sensory Processes Perceivingdistance 161
108
Perceivingmotion 162
Characteristics of Sensory Modalities 110 Interim Summary 165
CriticalThinkingQuestions 165
Threshold sensitivity 110
Suprathreshold sensation 113 Recognition 165
Signaldetection theory 114 Global-to-localprocessing 166
Sensorycoding 116 Thebinding problem: pre-attentive andattentive
Interim Summary 118 processes 166
CriticalThinking Questions 119 Determining whatan objectis 168
CONTENTS vii
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Later stagesofrecognition: networkmodels 169 Interim Summary 212
Recognizing natural objects andtop-down CriticalThinkingQuestions 212
processing 171 Meditation 213
Specialprocessing ofsocially relevant stimuli:face
Interim Summary 214
recognition 174
CriticalThinkingQuestions 214
Failure ofrecognition 175
Interim Summary 176 Hypnosis 214
Critical ThinkingQuestions 176 Induction ofhypnosis 215
Abstraction 176 Hypnotic suggestions 215
Thehidden observer 216
Exacttoabstract 176
Interim Summary 218
The advantages ofabstraction: required storage and
CriticalThinkingQuestions 218
processingspeed 177
Interim Summary 178 Psychoactive Drugs 218
Critical ThinkingQuestions 178 Depressants 219
Perceptual Constancies 179 Illicitdrugs 221
Opiates 223
The natureof constancies 179
Stimulants 224
Colorandbrightness constancy 180
Interim Summary 226
Shape constancy 181
CriticalThinkingQuestions 226
Size constancy 181
Illusions 182 PSI Phenomena 226
Constancies in allsensorymodalities 184 Experimental evidence 227
Interim Summary 185 Thedebate overthe evidence 228
Critical ThinkingQuestions 185 Interim Summary 232
Divisions of Labor in the Brain 185 CriticalThinkingQuestions 232
The neuralbasis ofattention 185
The visualcortex 186
Recognition versuslocalization systems 187
Interim Summary 188
Critical ThinkingQuestions 189
Perceptual Development 189
7 Learning and Conditioning
Discrimination by infants 189 236
Controlled stimulation 191
Perspectives on Learning 238
Interim Summary 193
Critical ThinkingQuestions 193 Interim Summary 239
CriticalThinkingQuestions 239
Classical Conditioning 239
Pavlov’s experiments 239
Cognitive factors 244
Biologicalconstraints 244
Interim Summary 246
CriticalThinkingQuestions 246
6 Consciousness
200 Instrumental Conditioning 246
Aspects of Consciousness 202 Skinner’sexperiments 247
Cognitive factors 253
Consciousness 202
Biologicalconstraints 254
Preconsciousmemories 203
Interim Summary 255
The unconscious 204
CriticalThinkingQuestions 255
Automaticity anddissociation 204
Interim Summary 205 Learning and Cognition 255
Critical ThinkingQuestions 205 Observationallearning 255
Sleep and Dreams 205 Priorbeliefs 257
Interim Summary 257
Stagesof sleep 205
CriticalThinkingQuestions 258
Sleep theory 207
Sleep disorders 208 Learning and The Brain 258
Dreams 210 Habituationandsensitization 259
Theories ofdreaming 211 Classicalconditioning 259
viii CONTENTS
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Cellular basisof learning 261 Implicit Memory 293
Interim Summary 261
Memoryin amnesia 293
CriticalThinking Questions 261
Avariety ofmemory systems 296
Learning and Motivation 263 Implicitmemory in normalindividuals 297
Arousal 263 Interim Summary 298
Fromincentives togoals 263 CriticalThinkingQuestions 298
Intrinsicmotivation andlearning 263 Constructive Memory 298
Interim Summary 266 Piaget’s childhoodmemory 299
CriticalThinking Questions 266
Constructiveprocesses atthe timeof memory
encoding 299
Post-eventmemory reconstruction 300
Constructivememory andthe legalsystem 303
Memoryerrors andnormalmemory 306
Interim Summary 307
CriticalThinkingQuestions 307
8 Memory Improving Memory 307
270
Chunkingandmemory span 307
Three Important Distinctions 272 Imagery andencoding 308
Elaboration andencoding 309
Three stagesofmemory 272
Context andretrieval 309
Three memory stores 273
Organization 309
Different memories fordifferent
Practicingretrieval 311
kinds ofinformation 274
Interim Summary 311
Interim Summary 274
CriticalThinkingQuestions 311
CriticalThinking Questions 274
Sensory Memory 274
Sperling’sexperiments: the partial-report
experiment 274
Visible persistence: thetemporal
integration experiment 275
Partialreport, visible persistence,
9 Language and Thought
anda theory thatintegrates them 276 318
Interim Summary 277
Language and Communication 320
CriticalThinking Questions 277
Levelsof language 320
Working Memory 277
Languageunits andprocesses 320
Encoding 277
Effectsofcontext oncomprehension
Current conceptions ofworking memory 279
andproduction 323
Storage 281
Theneural basisof language 324
Retrieval 281
Interim Summary 325
Workingmemory andthought 282
CriticalThinkingQuestions 326
Transferfrom workingmemory
The Development of Language 326
to long-termmemory 283
Divisionof brainlabor betweenworking Whatis acquired? 326
memory andlong-term memory 284 Learningprocesses 327
Interim Summary 285 Innatefactors 328
CriticalThinking Questions 285 Interim Summary 332
CriticalThinkingQuestions 332
Long-Term Memory 285
Concepts and Categorization: The Building Blocks
Encoding 286
Retrieval 287 of Thought 332
Forgetting: lossof informationfromstorage 289 Functionsof concepts 332
Interactions between encodingandretrieval 290 Prototypes 333
Emotionalfactors inforgetting 290 Hierarchiesof concepts 335
Interim Summary 293 Differentcategorization processes 335
CriticalThinking Questions 293 Acquiringconcepts 336
CONTENTS ix
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