Psychology

For undergraduate introductory courses in psychology.

This text highlights the importance of critical thinking and the inclusion of culture and gender in the science of psychology.

 Through lively writing and stimulating examples, the text invites students to actively explore the field of psychology and the fundamentals of critical and scientific thinking. Invitation to Psychology presents the science of psychology according to six areas of the student's experience: Your Self, Your Body, Your Mind, Your Environment, Your Mental Health and Your Life. This unique organization engages students from the very beginning and gives them a framework for thinking about human behavior. Hallmark features of this best-selling introductory text include: active learning features, an emphasis on critical thinking, a balance of classic and contemporary research, and thorough integration of culture and gender.

Organization: The 14 chapter organization covers all the major topics in introductory psychology with a unique chapter organization designed to engage students quickly and provide a logical scaffolding for the diverse topics in psychology. Chapter 1: What is Psychology? introduces students to the field and to the fundamentals of critical and scientific thinking. Each following chapter is presented within the context of six sections (Your Self, Your Body, Your Mind, Your Environment, Your Mental Health, and Your Life) designed to invite the reader to consider how the discipline of psychology can illuminate aspects of his or her own life and provide a personal frame of reference for assimilating the information.

Critical and Scientific Thinking: Eight basic guidelines to critical and scientific thinking are introduced in Chapter 1 as well as highlighted in the endpapers of the text. Critical thinking is woven throughout the text's narrative. Critical thinking icons (light bulbs) appear throughout the text to highlight topic areas that exemplify and ask students to employ critical thinking skills. These icons do not signal the only place that critical thinking is happening in the text but rather point to particularly good examples for students to participate in. Within Invitation to Psychology, Wade/Tavris DEFINE what critical thinking is; MODEL how to think critically through the exploration of popular but unsupported ideas in our culture today as well as psychological issues that evoke emotional debate; and encourage students to PRACTICE critical thinking through activities and examples.

Close-Up on Research: This NEW feature takes a provocative research question and shows how investigators set about answering it, from start to finish. Designed to show students how the process works from the first questions a psychological scientist asks (such as: "What might be a better predictor of male violence than testosterone?" or "Why is human touch emotionally and even physically beneficial?") to defining terms to considering other explanations for the findings. Each Close-Up on Research also contains a graph or a table of the results to encourage student practice on reading these important presentations of data.

Mainstreaming Culture and Gender: Rather than relegating studies on gender or culture to separate chapters or boxed features, Invitation to Psychology integrates the research in the areas wherever it applies. Gender differences and similarities are discussed throughout the text where appropriate. (For example: Chapter 5 explores that men and women do not, overall, differ in mood swings in the course of an average month.) Empirical findings on culture and ethnicity are interwoven throughout topics as warranted. (For example: Chapter 2 highlights cultural factors in personality and Chapter 10 contains extended discussions of ethnocentrism, prejudice, and cross-cultural relations).

Active participation in both the subject matter and the science of psychology is a key element of Wade/Tavris Invitation to Psychology. Through innovative features and intriguing questions and quizzes, Wade/Tavris helps students see the excitement of psychology.

Psychology in the News: Each chapter begins with real news items. Addressing both currency as well as raising issues that will be covered within the chapter, Psychology in the News promotes critical thinking skills and demonstrates the relevancy of psychology to the world around us.

Taking Psychology With You: At the end of each chapter, Taking Psychology with You draws on research related to the chapter material to help students tackle practical topics such as living with chronic pain (Chapter 6), eliminating bad habits (Chapter 9), getting along with people of other cultures (Chapter 10), and evaluating self-help programs and books (Chapter 12).

What's Ahead: Each chapter is introduced with a set of brief questions. They are intended to be provocative or intriguing enough to arouse students' curiosity and encourage them to read on.

Quick Quizzes: Throughout each chapter, students are encouraged to check their progress and review material, if necessary. These quizzes are designed to do more than test for memorization. Various formats and entertaining examples let students know whether they've comprehended the chapter material.

Get Involved: These exercises provide an entertaining approach to Active Learning. Included throughout the text, some Get Involved exercises consist of quick demonstrations, some are simple mini-studies, and some help students relate course material to their own lives.

Close-Up on Research: This NEW feature takes a provocative research question and shows how investigators set about answering it, from start to finish. Designed to show students how the process works from the first questions a psychological scientist asks (such as: "What might be a better predictor of male violence than testosterone?" or "Why is human touch emotionally and even physically beneficial?") to defining terms to considering other explanations for the findings. Each Close-Up on Research also contains a graph or a table of the results to encourage student practice on reading these important presentations of data.

NEW Chapter Openings and the latest research on cutting-edge issues and controversies: such as findings from stem-cells and neuronal growth throughout life to research on reasons for the obesity epidemic worldwide. A list of all deletions, additions, and modifications is available to adopters of the third edition by contacting your Prentice Hall representative.

MyPsychLab: NEW to this edition of Invitation to Psychology, MyPsychLab is an easy-to-use online resource that allows instructors to assess student progress and adapt course material to meet the specific needs of the class.

MyPsychLab enables students to diagnose their progress by completing an online self-assessment pre-test. Based on the results of this test, each student is provided with a customized study plan, including a variety of tools to help them fully master the material.

MyPsychLab then reports the self-assessment results to the instructor, as individual student grades as well as an aggregate report of class progress. Based on these reports, the instructor can adapt course material to suit the needs of individual students or the class as a whole.

• Accurate Assessment: MyPsychLab offers robust self-assessment tests to determine each student's mastery of key content areas. Organized by major section or chapter, these diagnostic tests contain a large base of questions that are different from those in the text-specific test bank and other supplements. Different kinds of questions are used for pre- and post-tests, including multiple choice, text match, ranking, fill in the blank, and drag and drop.
• Reporting: MyPsychLab's easy-to-use reporting system delivers instant feedback to students and provides instructors with reports of class and student performance. Diagnostic test results are reported to students allowing them to recognize the areas in which they need extra practice. Instructors receive an aggregate of overall class performance and may also view test results at the individual student level. Since MyPsychLab calculates and reports test results automatically, instructors can closely monitor student progress without investing any additional time.
• Focused Instruction: MyPsychLab enables instructors to efficiently adapt course content based on actual student and class performance. MyPsychLab analyzes each student's diagnostic test results, assigns each student specific exercises designed to help with the content they have yet to master, and reports these assignments to the instructor via a gradebook. MyPsychLab's aggregate report provides a valuable "snapshot" of class performance that allows instructors to direct their attention to the content areas in which the class as a whole is struggling. MyPsychLab provides instructors with a wealth of supplemental teaching materials specific to these content areas including additional lecture material, video clips, and classroom activities. For added flexibility, these materials may be downloaded by instructors for classroom use or made available online for student use.

 Chapter by Chapter changes: In the Authors own words....

• We updated the opening news stories and statistics on the number of Americans and Canadians who believe in unscientific approaches to behavior, such as astrology.
• Early in this chapter, the new Close-up feature, on “Mistaken Beliefs about Human Behavior,” describes research that demonstrates the importance of studying psychology empirically, highlights the pitfalls of “common sense” about human behavior, and sets up our later discussion of critical thinking.
• In the section on psychological practice, we added the fact that phD programs now enroll about a fourth of all doctoral candidates in psychology. We also note that two American states, New Mexico and Louisiana, now give prescription privileges to psychologists who have received special training.
• We updated the name of the APS (Association for Psychological Science).
• In our critical-thinking discussion, in the section on the “Ask Questions” guideline, we cite the 125^th anniversary issue of Science, which featured some as-yet unanswered scientific questions, including several psychological ones.
• In the section on the “Avoid Emotional Reasoning” guideline, we added the point that people get defensive when their most cherished beliefs are challenged in part because such beliefs simplify a complicated world and offer explanations for puzzling or frightening phenomena.
• Following the discussion of critical thinking, we have a new Quick Quiz item on claims that American children are overburdened by too much homework. The “evidence” is purely anecdotal and research refutes this common assumption.
• We moved some of the description of representative samples from the section on surveys to the beginning of the section on descriptive methods, since it really applies to all research, and added the point that many studies rely on samples made up of college students.
• In the section on tests, we added the finding that self-evaluations are often inaccurate because both in school and on the job people are often unaware of their own shortcomings. We return to this point in Chapter 7.
• In the section on surveys, we added the point that surveys conducted via the Internet sometimes get more representative samples than traditionally conducted ones but are still vulnerable to the volunteer bias.
• In the section on correlations, we still use, as an example of a negative correlation, the link between hours spent by children watching television and grade-point averages, but we added that this finding could explain the link between TV watching and a reduced probability of getting through college, even after controlling for other factors.
• In “Cautions about Correlations,” we deleted the stork-and-births example and the TV-and-aggressiveness example (media violence is discussed in Chapter 9), and replaced them with an example involving the correlation between TV watching and attention problems in children, to illustrate that correlations do not establish causation.
• We shortened the section on control groups by deleting the long paragraph on studies of the consequences of divorce (still a contentious issue) and replacing it with a shorter paragraph that cautions students about basing conclusions regarding girls’ self-esteem on research using only girls and not boys. This topic is taken up in greater depth in Chapter 3.
• In “Taking Psychology with You,” we deleted the point about becoming a critical thinker, since that point is made throughout the chapter.

• We updated the opening “Psychology in the News” story about John Walker Lindh, who has remained a devout Muslim. 
• In our discussion of objective tests of personality, we have kept our discussion of Cattell and his use of factor analysis in identifying core traits, but deleted mention of the 16 Personality Factors Questionnaire on the grounds that it is not in widespread use today. We also cut the point that Cattell himself in his later years noted that only six of the factors on his questionnaire had been confirmed.
• Under “Puppies and Personalities,” we expanded our previous discussion of personalities in nonhuman animals. To date, most of the Big Five traits have been identified in 64 species–not only dogs, bears, hyenas, and goats, but also the humble octopus.
• We shortened the discussion of temperaments by deleting many of Jerome Kagan’s personal comments on his longitudinal research, along with some of the details of that research, and by deleting mention of Suomi’s work with rhesus monkeys, which was not published in a peer-reviewed journal. 
• In discussing parental influence on personality, we added an important longitudinal study that demonstrates the interaction of genetic predisposition and parental treatment: the finding that among children born with a genetic predisposition to extreme shyness and fearfulness, only those who had the gene and whose mothers had little social support (which increases stress) were still very shy at age 7. 
• The Close-up on Research, “Culture and Testosterone,” examines, in greater depth and with more detail about research procedures than we had in the previous edition, Richard Nisbett’s and his colleagues’ work on testosterone, male aggression, and cultures of honor.
• In “Psychology in the News, Revisited” we updated the story of John Walker Lindh with the most recent information about him.

• We didn’t think any woman would beat Arceli Keh’s record of having a baby at age 63, but a Romanian woman did–Adriana Iliescu, who gave birth at age 66.  Accordingly, she is now featured in the opening story, revisited at the end of the chapter.
• We deleted a historical paragraph from the former introduction about how, during the first half of the twentieth century, most people shared a common life trajectory that seemed to divide up into distinct stages.
• In prenatal development, we made a correction to be technically accurate: The germinal stage begins at fertilization, not at “conception” as we had said.  We also corrected a statement about neural development: Although it used to be thought that the last trimester was the most important time for growth of the nervous system, we now know that important events in neural development occur throughout gestation.
• In the discussion of prenatal influences on fetal development, we added several other risks of maternal cigarette smoking on the child’s later development: hyperactivity, learning difficulties, and even antisocial behavior.  In the discussion of the effects of drugs other than alcohol, we deleted the dated study on “crack babies” and mention of how fathers’ drug use can affect sperm.  The latter point is made later in the chapter.
• Under “The Infant’s World,” we deleted the study of the increase in the number of Americans who are allowing their infants to sleep with them.
• Under contributions to insecure attachment, we made these causes into a bulleted list to make them distinct, and expanded each entry a little. In particular, we added mention of a longitudinal study of the association between maternal postpartum depression and children’s increased risk of becoming insecurely attached at 18 months.     
• Under arguments for the belief that language acquisition is innate, we added evidence that infants as young as 7 months can derive simple linguistic rules from a string of sounds.
• In the discussion of Piaget, we revised and clarified the stage of concrete operations.  We discuss what children can do at this stage as well as what they can’t do. We define the meaning of “concrete” more clearly–children’s emerging abilities are still tied to actual experiences that have happened or concepts that have a tangible meaning to them. We deleted the point that children at this stage do not yet understand the nature of identity (that a girl does not turn into a boy by wearing a boy’s hat), as it is discussed later.
• Under modifications and corrections of Piaget’s theory, we added a major one: that cognitive development is spurred by the growing speed and efficiency of information processing. Children reason just as Piaget said they do, with the tasks he gave them, but subsequent cognitive research has discovered why their thinking changes. As children mature, their working memory expands, they become better able to inhibit irrelevant and distracting thoughts and focus on a problem, and their general speed of processing increases.
• We made major deletions and revisions in the section on moral development. Moral reasoning used to be the main topic in development chapters because there was not much to say about moral development otherwise.  But in recent years, there has been much research in developmental psychology on how children learn to resist temptation, regulate their own impulses and wishes, “be good,” treat others well, and so on, and we wanted to include material from these new lines of research. Moreover, over the years, we had been reducing coverage of Kohlberg’s theory and Gilligan’s rebuttal to it because these theories have simply not held up. Gilligan’s notion of gender differences in moral reasoning was not supported by subsequent studies, so in this edition we decided there was no reason for students to have to learn it--only to learn that it was later discredited. Likewise, we were devoting less and less space to what was right about Kohlberg’s stages of moral reasoning than to what was wrong with them: e.g., that moral reasoning is often an artifact of education and culture, that the way people reason is specific to the moral dilemma and the social situation, and, most of all, that the ability to reason morally is not related to moral behavior. 
• Although we still mention Kohlberg and the importance of his work to this general area, we replaced most of the discussion of moral reasoning with research more directly related to moral behavior and conscience: on the development of self-regulation.  The Close-up feature examines the relationships between maternal use of induction as a discipline technique, the child’s ability to exert “effortful control” over his or her impulses, and the emergence of conscience.
• We deleted the heading “Gender and the Life Span” and a short paragraph about the “gender crossover”–that gender differences in interests and motivations are greatest in childhood and adolescence and then decline significantly in adulthood. But we kept the point that in today’s fast-moving world, gender norms, schemas, and attitudes keep shifting over the life span as people have new experiences and as society itself changes.
• We cut some of the physical details of boys’ and girls’ growth spurts in puberty.
• We added a bit more to the discussion of brain development in adolescence, given the Supreme Court’s banning of the death penalty for juveniles partly on the research showing the neurological immaturity of teen brains. We invite students to consider the evidence when thinking about whether adolescence should be considered a condition of diminished responsibility!
• At the start of “The Psychology of Adolescence,” we deleted the 2002 story of a teenager who crashed a plane into a building and the now-dated finding that in 1998—1999, when the shooting spree at Columbine High School occurred, the total number of violent deaths in all American schools was 30, out of 52 million students.
• We deleted the section “Separation and Connection” because the research was quite dated and reflected concerns of previous generations.
• We updated the evidence refuting the notion that menopause is devastating, physically and emotionally, to most women. In a 2006 study, fewer than half the women reported physical symptoms at all, and only five percent complained of mood symptoms.
• We added the point that although men do not lose their fertility in their middle and late years, their sperm become more susceptible to genetic mutations that can increase the risk of disorders in children they conceive, including schizophrenia and autism.
• We changed the title of the section “Are Adults Prisoners of Childhood?” to “The Wellsprings of Resilience” to reflect the growing literature on resilience–recovery from disaster, deprivation, and early trauma.  We updated the factors that are related to resilience, including having healthy and secure attachments.

• We replaced the opening news story, about Stephen Hawking, with the Terry Schiavo case, which offers many opportunities for debate and critical thinking.
• In the first Quick Quiz, the answers are now indicated in descriptive text rather than by a repetition of the nervous-system chart on the following page. This saves space and allows for immediate feedback to the student.
• In the description of glial cells, we added briefly that these cells help determine which synaptic connections get stronger or weaker and thus probably play an important role in learning and memory.
• We updated our discussion of stem cells by reporting two new techniques being studied: a method of extracting embryonic stem cells that does not require destruction of the embryo, and conversion of sperm-producing cells into cells with many characteristics of embryonic stem cells. We also added a study in which injection of human stem cells restored the ability to walk in mice with spinal-cord injuries. But we deleted the study on taking cells from human cadavers, as we have seen no replications.
• The Close-up feature in this chapter focuses on two fascinating studies of brain plasticity in blind persons and in sighted persons who have been temporarily “blinded” by blindfolds. The results show that brain areas usually devoted to vision may switch gears and process auditory signals in some blind individuals.
• This is a small point, but in the description of neural communication we clarified that neurotransmitter molecules bind to receptor sites on the receiving neuron’s dendrites or sometimes its cell body.
• In that section, for space reasons we deleted a paragraph on how parents need not worry unduly about stimulating infants’ mental development.
• Another small point: In the list of neurotransmitters, we note that glutamate is released by about 90 percent of the brain’s cells.
• At the end of the description of endorphins, we briefly mention the link between endorphins and the mother-child bond and possibly adult passionate attachment. This association comes up again in Chapter 14, in discussing the biology of love.
• In the list of hormones of interest to psychologists, we added an entry on oxytocin, which is also discussed again in Chapter 14.
• In the section on mapping the brain, we added a description of transcranial magnetic stimulation (which is also being used to treat depression, as discussed in Chapter 12). In that section, we also caution students that manipulating the colors in brain scan images can result in misleading impressions–a critical-thinking point.
• In the description of the hypothalamus, we deleted the entire discussion of the classic Olds research on “pleasure centers.” That research was exciting at the time, but no one talks in terms of centers anymore; it seems more accurate to refer to circuits, and even then, many parts of the brain often work together to produce a particular response.
• In the description of the Phineas Gage case, we make the point more explicitly that normal emotions may be necessary for everyday reasoning and the ability to learn from mistakes.
• In “Where is the Self?” we added the hypothesis that an area in the prefrontal cortex binds together perceptions and memories to produce a unified sense of self, but we also note that no current theory adequately explains the loss, retention, or change in the sense of self in certain brain-injury patients.
• The section on sex differences in the brain has been reorganized. We deleted the introductory historical information on this area of study and the long paragraph on the corpus callosum (the findings have been inconsistent or trivial); added the highly publicized 1995 Shaywitz et al. study of brain activity during a rhyming task; and briefly added some anatomical findings–that parts of the frontal lobes and the limbic system are larger in women, relative to the overall size of their brains, whereas parts of the parietal cortex and the amygdala are larger in men, and that women have more cortical folds in the frontal and parietal lobes. This is a hot area of research, but our cautions from previous editions remain: No one has yet established clearly the relationship between anatomical differences and behavioral ones, or the significance of such difference in real life. It has been mostly speculation.
• A note on the discussion in “Psychology in the News, Revisited”: Since the book went to press, a study has reported some apparent signs of cognition in a patient who is in a persistent vegetative state, but the methods used have been strongly criticized and we think it is premature to draw any conclusions from this case report.
• In “Taking Psychology with You,” on diet and the brain, we added research with mice suggesting that omega-3 fish oil enhances learning whereas a high-fat high-sugar diet slows it. We also added research on niacin and folate. However, we deleted a 2001 study by Chandra on the effects of vitamins and minerals on cognition in older people; the study has been discredited and has been retracted by the journal that published it. Other research has supported Chandra’s conclusion, but his research had problems.

Chapter 5   Body Rhythms and Mental States

• The opening news story is now on the religious use of a hallucinogenic tea.
• In the section on seasonal affective disorder, we deleted the two studies of light treatments and replaced them with a review of studies on this topic. It showed that most of the research has been flawed, but a meta-analysis of just those studies having adequate designs and controls does support the efficacy of light therapy–even with people who have mild to moderate non-seasonal depression.
• The discussion of “PMS” has been extensively reorganized and part of it is now in the Close-up feature, which allows us to highlight the critical-thinking aspects of that discussion. We have deleted all of the material on testosterone in men, both because of space considerations and in order to focus the discussion more clearly. Also, the findings on testosterone are inconsistent and confusing. And we have added, briefly, a British study that found no link between “PMS” and academic work, as well as an interesting Dutch study that found no association between crying and phase of the menstrual cycle. We didn’t see either of these studies reported in the popular press–a topic for classroom discussion, perhaps?
• The entire section on sleep has been extensively reorganized. “The Realms of Sleep” now precedes “Why We Sleep,” and in the latter discussion, the mental consequences of sleeplessness are discussed separately from the mental benefits of sleep.
• Under mental benefits, we include the material on memory consolidation, previously in the dream section, and clarify the point that consolidation effects have been associated most closely with REM sleep and slow-wave sleep, and with memory for specific motor and perceptual skills. We also added new material on sleep’s effect on problem solving, which seems to be related to the long-term storage of memories during deep (slow-wave) sleep.
• In the discussion of REM sleep, we added a paragraph on the fascinating phenomenon of “waking dreams,” which some who have experienced them have confused with visits by ghosts or aliens.
• The link between dreaming and REM sleep is less straightforward than it once seemed. In our discussion, we note that brain-damaged patients who have lost the capacity to dream may nonetheless continue to experience the normal sleep stages, including REM.
• Our description of narcolepsy remains essentially the same, but note that recent research suggests that an autoimmune malfunction may be involved.
• We’ve updated statistics on vehicular accidents and deaths caused by drowsiness.
• The section on dreaming has also been considerably reorganized and modified. “Dreams as Reflections of Current Concerns” has been changed to “Dreams as Efforts to Deal with Problems.” We deleted “Dreams as a By-Product of Mental Housekeeping” because this approach has not gone anywhere, and replaced it with “Dreams as Thinking” (the cognitive approach to dreaming). We deleted the short paragraph on sex differences, as the research on this is a little old and we suspect that some of the differences may have decreased or even disappeared. But we added, briefly, a cross-cultural study comparing the dreams of Palestinian children living in neighborhoods under threat of violence with those of Finnish and Palestinian children living in peaceful environments.
• In the section on hypnosis, the paragraph on its use in the treatment of medical and psychological problems has been updated a bit.
• In the section on the physiology of drug effects, we are even more careful than we were previously to distinguish between heavy and light use of drugs. We have also added recent reviews suggesting that concerns about Ecstasy have been overblown. Some of the research on this drug has been seriously flawed; one influential report in Science even had to be retracted in 2003 after irregularities and errors came to light.
• In the section on the psychology of drugs, we added research showing that personality traits can influence reactions. When people who are prone to anger and irritability wear nicotine patches, dramatic bursts of activity occur in the brain while they are working on competitive or aggressive tasks. These changes do not occur, however, in more relaxed and cheerful people, or in control subjects wearing fake patches.
• In “Taking Psychology with You,” on getting a good night’s sleep, we acknowledge that sleeping pills, which keep growing in popularity, can help on a temporary basis, but we continue to caution about side effects. We added points about the use of relaxation techniques, and avoiding lying awake for hours waiting for sleep.  But we deleted the point about not associating the bedroom with wakefulness and the one about taking care of your health, which seemed obvious.  We also added research showing that cognitive-behavioral therapy is effective in treating chronic insomnia.

• In our opening discussion, in the section on the doctrine of specific nervous energies, we added exciting research that may one day enable blind people to see by teaching them to interpret impulses from senses other than vision, which are then routed to the visual areas of the brain.
• In the section on difference thresholds, for space reasons we deleted the undergraduate project that found most people couldn’t tell two cola brands apart.
• The section on “Sensory Overload” has been changed to “Sensing Without Perceiving” and now includes material on inattentional blindness–failure to register objects one is looking at. Students should find this quite interesting, we think.
• In the section on olfaction, we added the recent finding that some neurons seem to respond only to particular mixtures of odors rather than to the individual odors in a mixture. We also deleted the paragraph on cultural preferences because it was too brief to be meaningful.
• The Close-up feature in this chapter focuses on recent Dutch research showing that an odor can affect people’s behavior. Specifically, the citrus scent of an all-purpose cleaner can activate the mental concept cleaning and can even affect people’s “cleaning behavior” when they are unaware of having smelled the scent.
• In the discussion of pain, we added a little more information on the role of expectations; MRI studies show that the stronger the pain a person expects to feel, the greater the activity in certain brain regions–mostly the same ones active during actual pain.
• In the section on psychological and cultural influences on perception, we added a recent hypothesis that the Japanese pay more attention to context than Americans do because specific objects tend to stand out less in Japanese environments. This point is accompanied by photos of comparable American and Japanese scenes.
• In the discussion of subliminal perception, we added the finding that people sometimes correctly sense a change in a scene (say, in the color or location of an object) even though the change was shown too quickly to be consciously recognized and identified.  For space reasons, we deleted the reference to subliminal images in the 2000 presidential campaign.
• In the section on ESP, we added a recent finding that 28 percent of college students believe in it and another 39 percent are “not sure.” We deleted the anecdote about Natalia Lulova, the girl who claimed she could see while blindfolded.
• In “Taking Psychology with You,” on living with pain, we deleted the old study of sex differences in self-reports. We also deleted the paragraph on painkilling medication, since we wanted to focus on psychological factors in pain. We added a reference to a website on pain.

Chapter 7   Thinking and Intelligence

• In “The Elements of Cognition,” we deleted the point about using mental images to improve athletic performance. But in the discussion of concepts, we added research on the influence of language on thought. (Yes, the Whorf hypothesis is back!) The study we feature found that when a language has grammatical gender,  the status of a noun as feminine or masculine influences the way people are likely to describe the corresponding object. This is just one finding among several that support the notion that vocabulary and grammar can influence how we perceive and think about time, space, and objects in the environment.
• In “How Conscious is Thought?” we have a little more to say about multitasking this time; the evidence is clear that it lessens efficiency and increases errors. We include a recent government study confirming the dangers of dialing a cell phone or engaging in other distracting activities while driving.
• In that section, we also briefly mention recent research suggesting that for some kinds of complex decisions, gut feelings can lead to better choices than conscious deliberation does. We do not make too much of this point though; most people probably trust their gut feelings too much!
• The section on reflective judgment has been tightened up a bit.
• In the section on cognitive biases, we deleted the introductory remarks on reading vs. television; our argument was not fully developed, and we wanted to get right to the topic of biases. We have also expanded the discussion of the tendency to exaggerate the improbable and minimize genuine threats that are not immediate. We say a little more about the evolutionary roots of this tendency, and we have added the affect heuristic, the tendency to consult one’s emotions instead of judging probabilities objectively. We include a clever field study linking a decline in beef consumption to reports of Mad Cow disease in France.
• Under cognitive biases, we have also added the “fairness bias,” which can take precedence over rational self-interest when making economic choices. This section introduces the Ultimatum Game, often used by economists and psychologists when studying economic decision making.
• The section on mental sets now follows the one on the confirmation bias.
• Under “Overcoming Our Cognitive Biases,” we deleted the Arkes et al. study on reducing biases in doctors but we added the point that people are biased to think that only other people have biases. (This is known as naïve realism, though we don’t use that term.) This bias affects not only individuals but groups and nations.
• At the start of the section on measuring intelligence, we deleted the distinction between achievement and aptitude tests, which in real life gets rather fuzzy. In that section, we note that the Wechsler tests have been revised to yield four separate scores, and we have replaced the table of Stanford-Binet items with a verbal description of the items in the text itself.
• In the discussion of stereotype threat, we added a study showing that simply informing people about stereotype threat can eliminate sex differences on a math test.
• We deleted the distinction between culture-free and culture-fair tests and now just discuss the general issue of cultural influences on intelligence-test performance. We also deleted most of “Beyond the IQ test.” The debate over IQ tests in schools is basically over; they are rarely if ever used anymore for group testing.
• At the start of the section on the cognitive approach to intelligence, we mention the rejection of the g factor by many cognitive psychologists and cite the finding that the g factor is less likely to emerge in Kenya, which has a very different educational system.
• Note that in the list of aspects of intelligence in the triarchic theory, we now allude to contextual or practical intelligence.
• Under “Thinking Critically About Intelligence(s),” we added that tests of g do a better job than many other tests at predicting academic and job success, and we cite a study of pairs of brothers in which IQ predicted which brother finished college, which one earned more money, and which one wound up in a more prestigious occupation.
• In the discussion of genes and IQ, we added that adopted children typically score higher on IQ tests than birth siblings who were not adopted, probably because of environmental enrichment.
• In the section on environmental influences associated with reduced mental ability, we added a recent finding that air pollution during a mother’s pregnancy is a serious risk factor for her children.
• The section on motivation and intellectual success is now on motivation, hard work, and intellectual success. It includes a Close-up feature on the link between self-discipline and academic performance among adolescents. Recent research found that this link was stronger than the one between IQ and performance–in this age of instant gratification, something all students ought to know. 
• Research on animal cognition continues to intrigue. We have added findings on orangutans that have learned to use sticks as tools and on bottlenose dolphins that appear to learn from their mothers how to use sea sponges to protect themselves from sharp coral and stinging stonefish.
• We deleted the Rosencrantz and Macduff study, in which rhesus monkeys learned to order groups of symbols according to the numbers of symbols in each group–a little difficult for students to understand–and replaced it with a recent finding on memory for quantity in chimpanzees.
• In the description of Irene Pepperberg’s work with Alex the African gray parrot, we added that Alex shows some evidence of being able to sum two small sets of objects.

• We still begin the chapter with a news story about a wrongful conviction, but have updated it with a more recent case. There continue to be many cases of persons convicted on the basis of eyewitness testimony and later exonerated by DNA evidence.
• The term source misattribution is used more often than source amnesia, so we now use the former.
• In the section on flashbulb memories, we mention a Danish study that showed that some of these memories are indeed accurate after the passage of many years, but our main point–that even flashbulb memories can be inaccurate and change with time–still holds. We deleted the study of memory for the Challenger explosion and also the study of memory for the announcement of the O. J. Simpson verdict, but we added the finding we predicted in the 3^rd edition: that people’s memories of hearing about the 9/11 attacks have changed and become less consistent over subsequent years.
• The list of “conditions of confabulation” has been condensed into three conditions rather than four and a study has been added showing that merely explaining how an event could have happened can inflate a person’s confidence that it really did.
• The description of the Bugs Bunny study has been slightly modified; in the original study, 16% of the subjects recalled having met Bugs at Disneyland, but later studies got even higher numbers.
• The discussion of children’s eyewitness testimony has been reorganized and some of the material has been put into the Close-up feature. We also added a study of the factors that increase or decrease children’s vulnerability to influence techniques: They include language skills, degree of self-control, and having distant or supportive parents.
• In the section on working memory, we note that it may also involve the ability to control attention and avoid distraction, and we mention some real-world activities that draw on this ability.
• In the section on rehearsal, we deleted the Peterson & Peterson study for space reasons.
• In the introduction to the discussion of forgetting, we added a fascinating recent case of a woman who has an extraordinary memory for personal events in her past.
• The section on the repression controversy has been slightly modified. We deleted the Laura B. case, which now is old.  We mention a highly-publicized study that supposedly found where in the brain repression occurs, but note that the study was flawed and actually showed no such thing.
• In the section on memory and narrative, we added that the nature of a narrative depends in part on the audience and one’s purpose in relating it. Distortions that are introduced then become part of the memory for the events being recalled.

Chapter 9   Learning

• We replaced the opening news story with a more recent one about a mother who withdrew her son from his private school after school officials ordered her to spank him. “Psychology in the News, Revisited” has been modified accordingly.
• The description of the Little Albert study has been modified by the addition of a little more historical information on this still-controversial study.
• In “Accounting for Taste,” we now explicitly name the Garcia effect.
• In the discussion of intrinsic versus extrinsic reinforcement, the classic Lepper, Greene, & Nisbett study has been put into the Close-up feature. At the end of this section, note the new critical-thinking Quick Quiz item on giving rewards for school attendance.
• The section on media violence has been reorganized and updated. For example, we include the argument that media images provide people with “scripts” for behaving aggressively, promote permissive beliefs about aggression as a way to solve problems, and desensitize people to the effects of violence. And we cite a finding that video games that directly reward violence–for example, by awarding points or moving the player to the next level after a “kill”–increase feelings of hostility, aggressive thinking, and aggressive behavior.

Chapter 10   Behavior in Social and Cultural Context

• We replaced the former opening story, of pro-war and anti-war demonstrations in 2003, with that of Pfc. Lynndie England and her trial for abuse of prisoners at Abu Ghraib prison.  This story sets up some of the issues discussed throughout the chapter, including obedience and conformity, the difficulty of dissent and independent action, and the power of norms and roles to influence behavior.
• We added the interesting fact, courtesy of Thomas Blass, that to date more than 3,000 people have gone through replications of the Milgram study.
• In the opening discussion of social cognition, we added a note that social psychologists have joined forces with neuroscientists and cognitive psychologists to develop the specialty of social-cognitive neuroscience, which draws upon technologies from neuroscience to study the emotional and social processes underlying beliefs, prejudices, and social behavior.
• Under “The Origins of Attitudes,” we expanded the discussion on possible genetic contributions to certain fundamental beliefs that people hold. We report a recent study of more than 8,000 sets of twins who were surveyed about their personality traits, religious beliefs, and political attitudes: Attitudes showing the highest heritability were those about school prayer and property taxes; attitudes showing the lowest influence of genes were about segregation, divorce, and abortion. We caution students against oversimplifying, however, and also consider which attitudes were most influenced by individual experiences in the nonshared environment. To make room for this discussion, we deleted a paragraph on generational identity as a contribution to certain attitudes.
• We expanded the discussion of groupthink to include how it can be counteracted, especially when leaders are willing to surround themselves with dissenters and not simply people who will agree with them automatically out of “loyalty”–as Abraham Lincoln did.
• Under “Altruism and Dissent” (formerly “Disobedience and Dissent”) we added a study about gender and heroism: Men are more likely to engage in heroic deeds involving strength and physical courage, but women are as likely as men to behave heroically in other ways.
• Under the conditions that affect the likelihood of altruism, we added cultural norms and show how these vary in different cities.
• In the discussion of stereotypes, we added research on how the brain automatically registers and encodes categories, including the basic human ones of gender, race, and age, suggesting that there is a neurological basis for the cognitive efficiency of stereotyping.
• In the discussion of benevolent and hostile sexism, we added a paragraph on prejudice against men (e.g., the belief that men are heartless, aggressive, domineering, etc.), and how it, like “benevolent” prejudice against women, reflects and supports gender inequality.
• We made a major change by taking a more focused, critical look at the study of unconscious prejudices. We have made this topic the subject of the Close-up on Research feature because of the popularity of the Implicit Association Test on the Internet and in business. However, some social psychologists now believe that whatever the IAT measures, it is not a stable prejudice. For example, two researchers got an IAT effect by matching target faces with nonsense words and neutral words that had no evaluative connotations at all. They concluded that the IAT does not measure emotional evaluations of the target, but the salience of the word associated with it, because negative words attract more attention in general. When they corrected for these factors, the presumed unconscious prejudice faded away. The IAT may also be measuring people’s unfamiliarity with a target group rather than dislike or animosity.  To make some room for this expanded discussion, we deleted the brief paragraph on “symbolic racism” as a measure of underlying prejudice.
• “Psychology in the News, Revisited” returns to the question of why the soldiers at Abu Ghraib abused and humiliated their prisoners, and why others did not, using principles discussed in the chapter.

Chapter 11   Psychological Disorders

• We changed the opening story and concluding discussion to one that students might better relate to: about a college student, Matthew Small, and his experience with “Internet addiction.”
• In considering the dangers of over diagnosis, we added a longitudinal study of 4- to 6-year-olds, which found that the number of children who met the criteria for ADHD declined over time.  Some remained highly impulsive and unable to concentrate, but others simply matured.
• In discussing problems with projective tests, we report a major review of the misuse of projective tests in child-custody assessments.  A panel of psychological scientists concluded that “these measures assess ill-defined constructs, and they do so poorly, leaving no scientific justification for their use in child custody evaluations.” In the expanded discussion of the lack of empirical support for the Rorschach, we dropped mention of Exner’s comprehensive system. 
• Under PTSD, we revised the discussion of the factors that predict which survivors of traumatic experiences will recover and which ones are likely to continue having PTSD symptoms. One factor is having a catastrophizing cognitive style; another has to do with having a genetically determined smaller hippocampus, which is significant because the hippocampus is involved in autobiographical memory.
• We added new research suggesting that OCD is not a single, unified disorder. One subtype afflicts pathological hoarders, who have less activity in parts of the brain involved in decision making, problem solving, spatial orientation, and memory.
• We reorganized and clarified the factors contributing to major depression. We divided the former second entry, “Life experiences and circumstances,” into two factors: life experiences and losses of important relationships.  The “experiences” category includes a new study of how domestic abuse contributes to depression in women. In our discussion of cognitive habits as a contributing factor, we finally deleted mention of Seligman’s 1975 theory of learned helplessness, given that not all depressed people have actually failed in their lives, and even living in painful or “helpless” situations does not make everyone depressed.
• The Close-up on Research examines the difference between rumination (brooding about and rehearsing one’s negative and hurt feelings) and reflection (thinking about negative emotions in a way that leads to reducing them).
• We expanded the discussion of Antisocial Personality Disorder to include psychopathy.  These disorders overlap in certain ways but also have key differences.  In considering causes of these disorders, however, we focus on their shared elements. For example, in reporting evidence for the genetic factors involved in psychopathy and antisocial personality disorder, we note that more than 100 studies have investigated the role of genetic influences, and meta-analyses find that genes account for 40 to 50 percent of the variation in these disorders.
• In discussing how addiction depends not only on the properties of a drug but on people’s motives for taking it, we note that this is why people who are searching for escape and euphoria will find a way to abuse any mood-altering drug, including painkillers such as OxyContin and even the stimulants in flu medication.   
• Instructors who are interested in the fascinating story of the rise and fall of multiple personality disorder may want to delve further into the famous case of Sybil, which was featured in a book, a film, and a television special. As we now note, Sybil never had a traumatic childhood of sexual abuse, she did not have multiple personality disorder, and her “symptoms” were largely generated by her psychiatrist.
• In the section on schizophrenia, we dropped the confusing and, we felt, arbitrary distinction between positive and negative symptoms. But we added a fifth, crucial category of symptoms of this disorder: impaired cognitive abilities, which include deficiencies in verbal learning and recall of words and stories, language, perception, working memory, selective attention, and problem solving.
• In our discussion of genetic predispositions involved in schizophrenia, we note that researchers have recently identified a gene that appears to be involved in schizophrenia and bipolar disorder, which share severe disturbances of emotion and cognition.  
• We added a dramatic illustration of the rapid loss of gray matter in the brains of adolescents with schizophrenia.
• In “Psychology in the News, Revisited,” we reconsider the issue of whether Internet addiction is a true addiction or simply a problem in life. And we update the story of Andrea Yates, whose conviction for murdering her children was overturned on appeal; she was then found not guilty by reason of insanity and sentenced to a mental institution. 

Chapter 12   Approaches to Treatment and Therapy

• In our description of antipsychotic medications, we report a new federally funded study showing that although newer (and far more expensive) drugs have been promoted as being safer and more effective than older medications, the older ones are often just as effective in alleviating symptoms, and the new ones have high risks when taken by elderly patients.
• Under antidepressants, we added Cymbalta and Remeron.
• We deleted a paragraph about the efforts by some clinical psychologists to win prescription privileges, and resistance from the medical profession and other psychologists.
• In our discussion of the unknown risks of medication, we note that many psychiatrists are increasingly prescribing cocktails of medications–such as one for anxiety, one for depression, plus another to manage the side effects. They report anecdotal success in some cases, but as yet there has been no research on the benefits and risks of these combination approaches.
• Under “Behavioral Techniques,” we begin with the most common one, now called “exposure,” and cover two kinds: graduated exposure and flooding.
• In the section on couples therapy, we have added a discussion of the growing numbers of couples therapists who are moving away from the “fix all the differences” approach and are instead helping couples learn to accept and live with qualities in both partners that aren’t going to change much. To save space, we deleted the interesting but very large figure of the Redd family’s genogram.
• We have reorganized the section called “Evaluating Psychotherapy.” We now begin with “The Therapeutic Alliance” and the qualities of both parties–client and therapist--that contribute to successful therapy. Under “Culture and the Therapeutic Alliance,” we discuss why misunderstandings and prejudice may be one reason that Asian-American, Latino, and African-American clients are more likely to stay in therapy when their therapists’ ethnicity matches their own. A cultural match can be important because it often makes it more likely that clients and therapists will share perceptions of what the client’s problem is, agree on the best way of coping, and have the same expectations about what therapy can accomplish. We have added work by Latino psychotherapists, who have observed that Latino clients are more likely than Anglos to value harmony in their relationships, which often translates into an unwillingness to express negative emotions or confront family members or friends directly.  Therapists therefore need to help such clients find ways to communicate better within that context.
• Following discussion of the therapeutic alliance, we raise the issue of the “scientist-practitioner gap” and the problem of whether and how various therapeutic methods can be assessed.  We have revised the opening discussion to clarify the issues on each side: Why some practitioners think that therapy cannot be evaluated the way, say, medication can; and why others think that evaluation, through the use of randomized trials with control groups, is essential to good clinical practice.
• The Close-up on Research examines scientific evaluations of Critical Incident Stress Debriefing, a widely used intervention in the aftermath of trauma and natural disasters. The surprising results show that most people recover within a few months of a traumatic event; even those who were most greatly traumatized at the time of the event are fine in a few months–as long as they do not get CISD, which actually blocks improvement in many sufferers and perpetuates their stress symptoms. This discussion illustrates the importance of research for clinical practice.
• In listing the disorders and problems most effectively treated by cognitive-behavior therapy, we added relapse prevention.
• We added an effective intervention called multisystemic therapy, which combines methods in an effort to reduce teenage violence, criminal activity, drug abuse, and school problems in troubled inner-city communities.  

Chapter 13   Emotions, Stress, and Health

• We added evidence that pride may be a universal emotion, and added “the face of pride” in the photo spread of the other basic emotions.
• We reorganized and expanded the information on “mood contagion,” moving it up from the section on display rules to the earlier discussion of the biology of emotion. We added new research on mood contagion and emotional synchrony and how these processes contribute to smooth and pleasurable social exchanges.
• We added fascinating new research on mirror neurons and their role in empathy, understanding other people’s actions and emotions, mood contagion, and mimickry.
• We kept Schacter and Singer’s work but no longer refer to it as the “two-factor” theory of emotion. We now simply cite their original study and say what its major contribution was, namely generating awareness of the role of cognitions in emotional states.
• At the end of “Optimism and Pessimism,” we deleted the brief mention of the team of psychologists who successfully inoculated elementary-school children against becoming pessimistic and depressed in adolescence by teaching them optimistic attitudes. We replaced it with a recent study on the benefits of “counting your blessings” rather than focusing on your problems.
• In discussing primary and secondary control, we mention a study of college students for whom academic success depended on combining both: maintaining enough primary control to keep working hard and learning to study better, and coming to terms with the fact that success was not going to drop into their laps without effort.
• In the section on negative emotions and illness, we clarified the relationship between depression and heart disease (significant) and between depression and cancer (not demonstrated), based on recent research.
• We added a new section, “Positive Emotions: Do They Help?” Here we include a daily-diary study showing that students who have the highest emotional well-being have a ratio of positive to negative emotions of at least 3 to 1.
• Under “Rethinking the Problem,” we regretfully decided to delete our favorite paragraph, on how cultivating a sense of humor is important for health.  In the third edition, we reported Rod Martin’s meta-analytic finding that having a good sense of humor or watching funny movies won’t help anyone live longer, avoid the flu, or recover from injury faster. So this time around, we just make the point that a sense of humor is a wonderful thing to have and a terrific way to cope with stress, but you’ll probably still get the flu anyway.
• In the section on the importance of social support, the Close-up feature is on “Hugs and Health.” It focuses on a study showing that women undergoing the stressful procedure of an MRI had higher levels of oxytocin and lower blood pressure and heart rate when their husbands simply touched their ankle during the procedure. The touch of a stranger was more helpful than no touch at all, but not as physiologically beneficial as a loving husband’s. 
• In “Taking Psychology with You,” we added a short paragraph on road rage.

• At the beginning of this chapter, we have always drawn the distinction between intrinsic and extrinsic motivation. But in this revision, we show how the difference matters for health and well-being in every domain discussed in this chapter: love, sex, eating, and work.
• Under motives to love, we added a new section, “The Biology of Love.” It includes recent research on the role of oxytocin, not only in the mother-infant bond but also in the bond between lovers and in affection and trust between friends, and research on the neurological links (in the release of hormones and key neurotransmitters) between the maternal-infant bond and the bond between adult lovers.  But again, we caution students about reducing the complexities of adult love relationships to what is going on in the brain; the mind matters, too!
• We slightly reorganized the section on the psychology of love, beginning with similarity and proximity as predictors of whom people love. In discussing the attachment theory of love, we added recent research showing that securely attached people are more compassionate and helpful than insecurely attached people, and are quicker to understand and forgive their partners if the partner does something thoughtless or annoying. We list the three elements in Sternberg’s “triangular theory” of love, but deleted further discussion of it.
• We have a new section on “Sex and the Sex Drive,” discussing whether men’s and women’s sexual desires differ and, if so, why that might be.
• We reorganized and expanded the discussion now headed “Evolution, Culture, and Sex” so that criticisms of evolutionary explanations are here. For example, we added a meta-analysis of 530 studies, showing that in America, young people’s sexual attitudes and behavior changed dramatically between 1943 and 1999, with the largest changes occurring among girls and young women. 
• We added a recent study of women’s motives for consenting to unwanted sex–e.g., to avoid conflict–and another on how their styles of attachment predict their sexual behavior.
• We added a recent study of how college women define rape. About half of all women who report a sexual assault that meets the legal definition of rape–being forced to engage in sexual acts against their will–do not label it as such.
• In “The Riddle of Sexual Orientation,” we added evidence for a biological component in homosexuality, from three lines of research. One has shown the prevalence of same-sex behavior in more than 450 nonhuman species, including penguins and dolphins. A second has to do with the “brother effect”: the probability of a man’s becoming gay rises significantly according to the number of older brothers he has–gay or not–when these brothers are born of the same mother. This effect has nothing to do with family environment, but rather with conditions within the womb before birth. A third line of research involves hormones and odors: the brain activity of homosexual women in response to the odors of hormones is similar to that of heterosexual men, as is the brain activity of gay men and heterosexual women. We conclude with a discussion of the conflict within the conservative Christian community on the nature of homosexuality and the issue of gay marriage.
• We have beefed up (so to speak) our treatment of the genetic and environmental causes of overweight and obesity; we include the latest evidence on some of the specific genes involved in certain kinds of obesity and on situational causes of obesity, including the growing sizes of typical servings of food and drink in America.
• In the section on “Biology versus Culture,” we added a cross-cultural study of Chinese men in Taiwan and pastoral nomads of northern Kenya, where the heavily muscled male body is not regarded as attractive and media images of muscular males are not promoted. 
• Because we consider the subject of intrinsic motivation in learning so essential–to students in this course or any other!–we now feature the work of Carol Dweck and her associates in the Close-up feature. Although we reported some of their findings about performance versus mastery goals in the previous edition, in this feature we go into their research in more depth, showing how they defined terms and designed their revealing experiments.
• In the discussion of how opportunities to achieve affect the motivation to achieve, we added some information about the rising numbers of women in engineering, math, and science. As these percentages have increased, the view that women are not suited to engineering, math, and science is fading. In this section, we deleted a paragraph on the glass ceiling.
• Under “Motives, Values, and Well-being,” we added Dan Gilbert’s research showing that although people imagine that greater wealth will bring greater happiness, once they are at a level that provides basic comfort and security, more isn’t necessarily better. They adjust quickly to the greater wealth and then think they need more of it to be happier.

1. What Is Psychology?

I. YOUR SELF.

II. YOUR BODY.

III. YOUR MIND.

IV. YOUR ENVIRONMENT.

V. YOUR MENTAL HEALTH.

    11. Psychological Disorders.

    12. Approaches to Treatment and Therapy.

            Biological Treatments for Mental Disorders. Kinds of Psychotherapy. Evaluating Psychotherapy.

VI. YOUR LIFE.

Introductory Psychology [BRIEF TEXTS] (Psychology)

Carole Wade is affiliated with the Dominican University in California. Her Ph.D. is in cognitive psychology and her areas of interest include gender, ethnicity and a focus on the teaching and development of critical thinking skills.

Carol Tavris earned her Ph.D. in social psychology and as a writer and lecturer focuses on educating the public about the importance of critical and scientific thinking in psychology.

Dr. Wade and Dr. Tavris are Fellows of the American Psychological Association and charter members of the American Psychological Society.

View a Sample Chapter PDF:

• MyPsychLab Pegasus Student Access Code Card for Invitation to Psychology (standalone), 4/E
  Wade & Tavris
  © 2008 | Prentice Hall | Access Code Card | Instock
  ISBN-10: 0131567756 | ISBN-13: 9780131567757
  
Buy from myPearsonStore


• MyPsychLab Pegasus with E-Book Student Access Code Card (for valuepacks)
  Pearson
  © 2009 | Allyn & Bacon | Access Code Card | Instock
  ISBN-10: 0205627358 | ISBN-13: 9780205627356
  URL: http://www.mypsychlab.com
  



• MyPsychLab Pegasus with E-Book for Invitation to Psychology (Access card required), 4/E
  Wade & Tavris
  © 2008 | Prentice Hall | Website | Instock
  ISBN-10: 0132252171 | ISBN-13: 9780132252171
  URL: http://www.prenhall.com/mypsychlab
  



• WebCT, Invitation to Psychology, 4/E
  Tavris & Wade
  © 2008 | Prentice Hall | Electronic Book | Instock
  ISBN-10: 0132401584 | ISBN-13: 9780132401586
  
  Availability: Now! | Version: 4.1X | Student Access Type: Open Access
  Request Content               View Demo                  More Information
  
  



• Blackboard, Invitation to Psychology, 4/E
  Wade & Tavris
  © 2008 | Prentice Hall | Electronic Book | Instock
  ISBN-10: 013225218X | ISBN-13: 9780132252188
  
  Availability: Now! | Version: 6.2.3 | Student Access Type: Open Access
  Request Content               View Demo                  More Information
  
  



• Companion Website for Psychology
  Prentice Hall
  © 2008 | Prentice Hall | On-line Supplement | Instock
  ISBN-10: 0132335263 | ISBN-13: 9780132335263
  URL: http://www.prenhall.com/intropsych
  

• Blackboard, Invitation to Psychology, 4/E
  Wade & Tavris
  © 2008 | Prentice Hall | Electronic Book | Instock
  ISBN-10: 013225218X | ISBN-13: 9780132252188
  
  Availability: Now! | Version: 6.2.3 | Student Access Type: Open Access
  Request Content               View Demo     &n