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Psychologypsychology PSY A01.Qxd 2/2/05 4:30 Pm Page Ii PSY_A01.qxd 2/2/05 4:30 pm Page i PsychologyPsychology PSY_A01.qxd 2/2/05 4:30 pm Page ii To our children Rebecca and William Hewstone & Alex, Camilla and Jess Fincham & George and Hallam Foster PSY_A01.qxd 2/2/05 4:31 pm Page iii PsychologyPsychology Miles Hewstone, Frank D. Fincham and Jonathan Foster PSY_A01.qxd 2/2/05 4:31 pm Page iv © 2005 by The British Psychological Society and Blackwell Publishing Ltd except for editorial material and organization © 2005 by Miles Hewstone, Frank D. Fincham and Jonathan Foster BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Miles Hewstone, Frank D. Fincham and Jonathan Foster to be identified as the Authors of the Editorial Material in this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2005 by The British Psychological Society and Blackwell Publishing Ltd 1 2005 Library of Congress Cataloging-in-Publication Data Hewstone, Miles. Psychology / Miles Hewstone, Frank D. Fincham and Jonathan Foster. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-631-20678-1 (paperback) ISBN-10: 0-631-20678-7 (paperback) 1. Psychology—Textbooks. I. Fincham, Frank D. II. Foster, Jonathan. III. Title. BF121.H49 2005 150—dc22 2004019517 A catalogue record for this title is available from the British Library. Set in 91/2/111/2 Dante by Graphicraft Limited, Hong Kong Printed and bound in the United Kingdom by Alden Press, Oxford, UK The publisher’s policy is to use permanent paper from mills that operate a sustainable forestry policy, and which has been manufactured from pulp processed using acid-free and elementary chlorine-free practices. Furthermore, the publisher ensures that the text paper and cover board used have met acceptable environmental accreditation standards. For further information on BPS Blackwell, visit our website: www.bpsblackwell.co.uk/hewstone Commissioning Editor: Sarah Bird Production Controller: Rhonda Pearce Development Editor: Will Maddox Picture Research Controller: Leanda Shrimpton Copy-Editor: Jane Hammond-Foster Picture Researcher: Kitty Bocking Project Managers: Jane Hammond-Foster and Fiona Sewell Marketing Manager: Eloise Keating Proofreader: Mary Baxter Cover Designer: Design Deluxe Indexer: Kim Latham Page Designer: Rhonda Pearce Editorial Controller: Joanna Pyke Illustrator: Oxford Designers and Illustrators Permissions Clearer: Joanne Cartwright PSY_A01.qxd 2/2/05 4:31 pm Page v WHAT INSTRUCTORS ARE SAYING ABOUT PSYCHOLOGY: ‘This is the best introductory psychology text I have seen. The text is well written and comprehensive and, unlike some other introductory texts, it treats topics with the intellectual rigour they deserve. I would not hesitate to recommend this book to anyone teaching introductory level courses in Psychology.’ Dr Simon Davies, University of Hull, UK ‘This is an extraordinarily comprehensive text. I have not seen anything to equal it in terms of sheer depth and breadth of coverage. Fortunately, the logic of the structure and the clarity of presentation permit this mountain of informa- tion to be easily navigated by the student.’ Dr Jeff Coney, Murdoch University, Australia ‘Comprehensive, engaging and incisive – this is an outstanding text that students will be sure to welcome.’ Professor Michael Siegal, University of Sheffield, UK ‘Preparing an introductory psychology text requires difficult decisions about the desirable range of subject matter and depth of treatment. Hewstone, Fincham and Foster have assembled a number of authors, all of whom are experts in their fields, to assist with this task, and have used a framework which makes the material accessible and coherent.’ Dr Robert Jamieson, La Trobe University, Australia ‘This book does a great job in providing a comprehensive, integrated, state-of-the-art coverage of the field of psy- chology – it really brings the field alive. The chapters are clearly structured, written in a highly accessible style and full of fascinating information. Each chapter is authored by a leading expert on the respective area. The authors succeed in conveying their fascination with their fields to their readers. The book is a pleasure to read. Students will not only profit greatly from reading it, they will enjoy doing so.’ Professor Wolfgang Stroebe, Utrecht University, The Netherlands PSY_A01.qxd 2/2/05 4:31 pm Page vi This page intentionally left blank PSY_A01.qxd 2/2/05 4:31 pm Page vii Brief Contents Preface xix 13 Intelligence 268 Learning Features xxii 14 Personality 292 Web Ancillaries xxiv 15 Abnormal Psychology 314 1 The Science of Psychology 2 16 Therapy 336 2 Methodology 24 3 The Nervous System 42 17 Attitudes, Attributions and Social Cognition 360 4 Learning 72 18 Interpersonal Relations and 5 Motivation 94 Group Processes 384 6 Emotion 112 19 Health Psychology 408 7 Sensory Processes 134 20 Organizational Psychology 428 8 Perception 156 21 Forensic Psychology 452 9 Infancy and Childhood 180 Glossary 471 10 Adolescence and Adulthood 202 References 485 Illustration Sources and Credits 529 11 Memory 224 Author Index 534 12 Language and Thought 248 Subject Index 546 vii This page intentionally left blank PSY_A01.qxd 2/2/05 4:31 pm Page ix Contents Preface xix Experiment versus survey 30 Which is the best method to use? 31 Learning Features xxii Deciding what to manipulate 31 Web Ancillaries xxiv Deciding what to measure 31 Different ways of measuring 32 Producing trustworthy results 33 1 The Science of Psychology 2 Statistics in Psychology 33 Learning Objectives 3 Samples and populations – sorting Introduction 3 out the jargon 33 Pinning down Psychology 4 Describing numerical results 34 Psychology and Common Sense: How can we confidently generalize The Grandmother Challenge 6 our results? 35 Putting common sense to the test 6 Finding out if our results are Explaining human behaviour 7 remarkable 36 The Beginnings of Modern Psychology 9 Judging whether two variables Philosophical influences 9 are related 37 Physiological influences 10 Understanding correlation 38 Psychology Today 12 Final Thoughts 39 Structuralism: mental chemistry 12 Summary 40 Functionalism: mental Revision Questions 40 accomplishment 12 Further Reading 40 Behaviourism: a totally objective psychology 13 3 The Nervous System 42 Gestalt psychology: making connections 16 Learning Objectives 43 Out of school: the independents 17 Introduction 43 The cognitive revolution 20 How Your Brain Plays Tennis 44 Final Thoughts 22 Deceptively simple . 44 Summary 22 ...immensely complex 44 Revision Questions 22 Components of the Nervous System 44 Further Reading 23 The support and structure of neurons 45 The peripheral nervous system 45 2 Methodology 24 The central nervous system 47 Regions within the brain 49 Learning Objectives 25 The structure of the human brain 54 Introduction 25 Neural Interaction 58 Some Fundamentals 26 What do neurons look like? 58 Research methods and statistics 26 Electrical activity 58 Carrying out quality research 27 Neurotransmission 60 The role of theory in psychology 28 Neurons as integrators 61 Designing Experiments in Disrupting the system 62 Psychology 28 Inhibitory neurotransmission 63 What can we measure? 28 Further intricacies 63 A rundown on research methods 28 Experience as a modifier 64 ixix PSY_A01.qxd 2/2/05 4:31 pm Page x x Contents The Growth of the Central Nervous Extracellular thirst stimuli 105 System 65 Control of normal drinking 106 Neonatal brain development 65 Sexual Behaviour 106 Can we repair damaged brains? 66 Sociobiology and sexual behaviour 107 Modular processing 68 How the brain controls sexual Final Thoughts 69 behaviour 108 Summary 70 Final Thoughts 110 Revision Questions 70 Summary 110 Further Reading 71 Revision Questions 111 Further Reading 111 4 Learning 72 6 Emotion 112 Learning Objectives 73 Learning Objectives 113 Introduction 73 Introduction 113 Classical Conditioning 74 Five Perspectives on Emotion 114 Pavlov’s dogs 74 Emotion as feeling 115 Other examples of conditioned Emotion as behaviour 116 responses 75 Emotion as arousal 117 Associative analysis 76 The cognitive approach to emotion 120 The importance of classical The social approach to emotion 122 conditioning 77 Specific Emotions 125 Instrumental Learning 78 Five fundamental emotions 127 Thorndike’s cats 78 Other discrete emotions 127 The Skinner box 79 The Development of Emotion 127 The law of effect 80 Early theories 127 Control of performance 82 Recent theories 128 The importance of instrumental Attachment 128 learning 84 Emotional intelligence 129 The Principles of Association Can Emotions Malfunction? 129 Formation 85 Psychosomatic disorders and Contiguity and predictiveness 85 panic attacks 129 Selective association formation 86 Theories of neurotic anxiety 130 Non-associative Learning 86 Final Thoughts 132 Responding to a single stimulus 86 Summary 132 Spatial learning 88 Revision Questions 133 Discrimination learning 89 Further Reading 133 Final Thoughts 90 Summary 91 Revision Questions 91 7 Sensory Processes 134 Further Reading 91 Learning Objectives 135 Introduction 135 5 Motivation 94 How Do We Gather Information?
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