Psychology

THIRTEENTH EDITION

David G. Myers
Hope College
Holland, Michigan

C. Nathan DeWall
University of Kentucky
Lexington, Kentucky
S ENIOR V ICE P RESIDENT , C ONTENT S TRATEGY : Charles Linsmeier
P ROGRAM D IRECTOR , S OCIAL S CIENCES : Shani Fisher
S ENIOR E XECUTIVE P ROGRAM M ANAGER : Carlise Stembridge
D EVELOPMENT M ANAGER , S OCIAL S CIENCES : Christine Brune
D EVELOPMENT E DITORS : Nancy Fleming, Trish Morgan, Danielle
Slevens
A SSISTANT E DITOR : Anna Munroe
E XECUTIVE M ARKETING M ANAGER : Katherine Nurre
M ARKETING A SSISTANT : Steven Huang
D IRECTOR OF M EDIA E DITORIAL & A SSESSMENT , S OCIAL S CIENCES : Noel
Hohnstine
E XECUTIVE M EDIA E DITOR , P SYCHOLOGY : Laura Burden
A SSISTANT M EDIA E DITOR : Conner White
S UPPLEMENTS E DITOR : Betty Probert
D IRECTOR , C ONTENT M ANAGEMENT E NHANCEMENT : Tracey Kuehn
S ENIOR M ANAGING E DITOR : Lisa Kinne
S ENIOR C ONTENT P ROJECT M ANAGER : Won McIntosh
D IRECTOR OF D IGITAL P RODUCTION : Keri deManigold
E XECUTIVE M EDIA P ROJECT M ANAGER : Chris Efstratiou
S ENIOR M EDIA P ROJECT M ANAGER : Eve Conte
S ENIOR W ORKFLOW S UPERVISORS : Susan Wein, Paul W. Rohloff
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E XECUTIVE P ERMISSIONS E DITOR : Robin Fadool
P HOTO R ESEARCHER AND L UMINA P ROJECT M ANAGER : Donna Ranieri
D IRECTOR OF D ESIGN , C ONTENT M ANAGEMENT : Diana Blume
D ESIGN S ERVICES M ANAGER : Natasha Wolfe
D ESIGN M ANAGER , C OVER : John Callahan
I NTERIOR D ESIGN : Maureen McCutcheon
L AYOUT D ESIGN : Lee Ann McKevitt
C OVER D ESIGN : John Callahan
A RT M ANAGER : Matthew McAdams
I NTERIOR I LLUSTRATIONS : Shawn Barber, Keith Kasnot, Matthew
McAdams, Evelyn Pence, and Don Stewart
C OMPOSITION : Lumina Datamatics, Inc.
C OVER P HOTO : Eva-Katalin/Getty Images

Library of Congress Control Number: 2020939978

ISBN-13: 978-1-319-34797-0 (e-Pub)

© 2021, 2018, 2015, 2013 by Worth Publishers

All rights reserved.

1 2 3 4 5 6 25 24 23 22 21 20

David Myers’ royalties from the sale of this book are assigned to the
David and Carol Myers Foundation, which exists to receive and
distribute funds to other charitable organizations.

Worth Publishers
One New York Plaza
Suite 4600
New York, NY 10004-1562
www.macmillanlearning.com

To John Sargent, with gratitude for his enduring friendship and

support, and his example of progressive corporate leadership.
DM
•
To Barb Gillilan: A loving aunt, skilled nurse, and inspiration to
many.
ND
 About the Authors

David Myers received his B.A. in chemistry from Whitworth

University, and his psychology Ph.D. from the University of Iowa. He
has spent his career at Michigan’s Hope College, where he has
taught dozens of introductory psychology sections. Hope College
students have invited him to be their commencement speaker and
voted him “outstanding professor.” His research and writings have
been recognized by the Gordon Allport Intergroup Relations Prize,
an Honored Scientist award from the Federation of Associations in
Behavioral & Brain Sciences, an Award for Distinguished Service on
Behalf of Social-Personality Psychology, a Presidential Citation from
APA Division 2, election as an American Association for the
Advancement of Science Fellow, and three honorary doctorates.

With support from National Science Foundation grants, Myers’

scientific articles have appeared in three dozen scientific
periodicals, including Science, American Scientist, Psychological
Science, and American Psychologist. In addition to his scholarly and
textbook writing, he digests psychological science for the general
public. His writings have appeared in four dozen magazines, from
Today’s Education to Scientific American. He has authored five general
audience books, including The Pursuit of Happiness and Intuition: Its
Powers and Perils. And he blogs about psychology and life at
TalkPsych.com.

David Myers has chaired his city’s Human Relations Commission,

helped found a thriving assistance center for families in poverty,
and spoken to hundreds of college, community, and professional
groups worldwide.

Drawing on his experience, he also has written articles and a book

(A Quiet World) about hearing loss, and he is advocating a
transformation in American assistive listening technology (see
HearingLoop.org). For his leadership, he has received awards from
the American Academy of Audiology, the hearing industry, and the
Hearing Loss Association of America.

David and Carol Myers met and married while undergraduates, and
have raised sons Peter and Andrew, and a daughter, Laura. They
have one grandchild, Allie (see p. 177).

Nathan DeWall is professor of psychology at the University of

Kentucky. He received his bachelor’s degree from St. Olaf College, a
master’s degree in social science from the University of Chicago, and
a master’s degree and Ph.D. in social psychology from Florida State
University. DeWall received the College of Arts and Sciences
Outstanding Teaching Award, which recognizes excellence in
undergraduate and graduate teaching. The Association for
Psychological Science identified DeWall as a “Rising Star” early in
his career for “making significant contributions to the field of
psychological science.” He is in the top 1 percent of all cited
scientists in psychology and psychiatry on the Institute for Scientific
Information list, according to the Web of Science.

DeWall conducts research on close relationships, self-control, and

aggression. With funding from the National Institutes of Health, the
National Science Foundation, and the John Templeton Foundation,
he has published over 200 scientific articles and chapters. DeWall’s
research awards include the SAGE Young Scholars Award from the
Foundation for Personality and Social Psychology, the Young
Investigator Award from the International Society for Research on
Aggression, and the Early Career Award from the International
Society for Self and Identity. His research has been covered by
numerous media outlets, including Good Morning America, The Wall
Street Journal, Newsweek, The Atlantic Monthly, The New York Times,
The Los Angeles Times, Harvard Business Review, USA Today, National
Public Radio, the BBC, and The Guardian. He has lectured nationally
and internationally, including in Hong Kong, China, the
Netherlands, England, Greece, Hungary, Sweden, Australia, and
France.

Nathan is happily married to Alice DeWall and is the proud father of

Beverly “Bevy” and Ellis. He enjoys playing with his two golden
retrievers, Finnegan and Atticus. As an ultramarathon runner, he
completed numerous races, including the Badwater 135 in 2017
(dubbed “the World’s toughest foot race”). In his spare time now, he
writes novels, watches sports, and plays guitar and sings in a rock
band called Roar Shock.
Brief Contents

Instructor Preface
Student Preface: Student Success—How to Apply Psychology to
Live Your Best Life
PROLOGUE The Story of Psychology
1. Thinking Critically With Psychological Science
2. The Biology of Mind
3. Consciousness and the Two-Track Mind
4. Nature, Nurture, and Human Diversity
5. Developing Through the Life Span
6. Sensation and Perception
7. Learning
8. Memory
9. Thinking and Language
10. Intelligence
11. What Drives Us: Hunger, Sex, Belonging, and Achievement
12. Emotions, Stress, and Health
13. Social Psychology
14. Personality
15. Psychological Disorders
16. Therapy
Appendix A: The Story of Psychology: A Timeline
Appendix B: Career Fields in Psychology
Appendix C: Psychology at Work
Appendix D: Complete Chapter Reviews
Appendix E: Answers to the Retrieval Practice and Master the
Material Questions
Glossary
References
Name Index
Subject Index
Contents

Instructor Preface
Student Preface: Student Success—How to Apply Psychology to
Live Your Best Life
PROLOGUE
The Story of Psychology
What Is Psychology?
Psychology Is a Science
Critical Thinking
THINKING CRITICALLY ABOUT: The Scientific Attitude
Psychological Science Is Born
Psychological Science Matures
Contemporary Psychology
Use Psychology to Become a Stronger Person—and a Better
Student
CHAPTER 1
Thinking Critically With Psychological Science
Research Strategies: How Psychologists Ask and Answer
Questions
The Need for Psychological Science
Psychological Science in a Post-Truth World
 The Scientific Method
THINKING CRITICALLY ABOUT: Correlation and Causation
Psychology’s Research Ethics
Statistical Reasoning in Everyday Life
Describing Data
Significant Differences
CHAPTER 2
The Biology of Mind
Neural and Hormonal Systems
Biology, Behavior, and Mind
The Power of Plasticity
Neural Communication
The Nervous System
The Endocrine System
Tools of Discovery, Older Brain Structures, and the Limbic
System
The Tools of Discovery: Having Our Head Examined
Older Brain Structures
The Limbic System
The Cerebral Cortex
Structure of the Cortex
Functions of the Cortex
THINKING CRITICALLY ABOUT: Do We Use Only 10
Percent of Our Brain?
 Responses to Damage
The Divided Brain
CHAPTER 3
Consciousness and the Two-Track Mind
Basic Consciousness Concepts
Defining Consciousness
Cognitive Neuroscience
Selective Attention
Dual Processing: The Two-Track Mind
Sleep and Dreams
Biological Rhythms and Sleep
Why Do We Sleep?
Sleep Deprivation and Sleep Disorders
Dreams
Drugs and Consciousness
Tolerance and Addiction in Substance Use Disorders
THINKING CRITICALLY ABOUT: Tolerance and Addiction
Types of Psychoactive Drugs
Influences on Drug Use
CHAPTER 4
Nature, Nurture, and Human Diversity
Behavior Genetics: Predicting Individual Differences
Genes: Our Codes for Life
 Twin and Adoption Studies
Temperament and Heredity
Heritability
Gene–Environment Interaction
Evolutionary Psychology: Explaining Human Nature and
Nurture
Natural Selection and Adaptation
Evolutionary Success Helps Explain Similarities
An Evolutionary Explanation of Human Sexuality
Cultural and Gender Diversity: Understanding Nature and
Nurture
How Does Experience Influence Development?
Cultural Influences
Gender Development
THINKING CRITICALLY ABOUT: Gender Bias in the
Workplace
THINKING CRITICALLY ABOUT: Sexual Aggression
Reflections on Nature, Nurture, and Their Interaction
CHAPTER 5
Developing Through the Life Span
Developmental Issues, Prenatal Development, and the
Newborn
Developmental Psychology’s Major Issues
Prenatal Development and the Newborn
 Infancy and Childhood
Physical Development
Cognitive Development
Social Development
THINKING CRITICALLY ABOUT: Parenting Styles—Too
Hard, Too So , Too Uncaring, and Just Right?
Adolescence
Physical Development
Cognitive Development
Social Development
Emerging Adulthood
Adulthood
Physical Development
Cognitive Development
Social Development
CHAPTER 6
Sensation and Perception
Basic Concepts of Sensation and Perception
Processing Sensations and Perceptions
Transduction
Thresholds
THINKING CRITICALLY ABOUT: Subliminal Sensation and
Subliminal Persuasion
Sensory Adaptation
 Perceptual Set
Context, Motivation, and Emotion
Vision: Sensory and Perceptual Processing
Light Energy and Eye Structures
Information Processing in the Eye and Brain
Perceptual Organization
Perceptual Interpretation
The Nonvisual Senses
Hearing
The Other Senses
Sensory Interaction
ESP—Perception Without Sensation?
CHAPTER 7
Learning
Basic Learning Concepts and Classical Conditioning
How Do We Learn?
Classical Conditioning
Operant Conditioning
Skinner’s Experiments
Skinner’s Legacy
Contrasting Classical and Operant Conditioning
Biology, Cognition, and Learning
Biological Constraints on Conditioning
 Cognition’s Influence on Conditioning
Learning by Observation
THINKING CRITICALLY ABOUT: The Effects of Viewing
Media Violence
CHAPTER 8
Memory
Studying and Encoding Memories
Studying Memory
Encoding Memories
Storing and Retrieving Memories
Memory Storage
Memory Retrieval
Forgetting, Memory Construction, and Improving
Memory
Forgetting
Memory Construction Errors
THINKING CRITICALLY ABOUT: Can Memories of
Childhood Sexual Abuse Be Repressed and Then
Recovered?
Improving Memory
CHAPTER 9
Thinking and Language
Thinking
Concepts
 Problem Solving: Strategies and Obstacles
Forming Good (and Bad) Decisions and Judgments
THINKING CRITICALLY ABOUT: The Fear Factor
Thinking Creatively
Do Other Species Share Our Cognitive Skills?
Language and Thought
Language Structure
Language Acquisition and Development
The Brain and Language
Do Other Species Have Language?
Thinking and Language
CHAPTER 10
Intelligence
What Is Intelligence?
Spearman and Thurstone’s Intelligence Theories
The Cattell-Horn-Carroll Intelligence Theory
Theories of Multiple Intelligences
Emotional Intelligence
Intelligence Assessment and Dynamics
Early and Modern Tests of Mental Abilities
Principles of Test Construction
Extremes of Intelligence
Intelligence Across the Life Span
 THINKING CRITICALLY ABOUT: Cross-Sectional and
Longitudinal Studies
Genetic and Environmental Influences on Intelligence
Heredity and Intelligence
Environment and Intelligence
Gene–Environment Interactions
Group Differences in Intelligence Test Scores
CHAPTER 11
What Drives Us: Hunger, Sex, Belonging, and Achievement
Basic Motivational Concepts
Instincts and Evolutionary Theory
Drives and Incentives
Arousal Theory
A Hierarchy of Needs
Hunger
The Physiology of Hunger
The Psychology of Hunger
THINKING CRITICALLY ABOUT: The Challenges of Obesity
and Weight Control
Sexual Motivation
The Physiology of Sex
The Psychology of Sex
Sexual Orientation
Sex and Human Relationships
 Affiliation and Achievement
The Need to Belong
Achievement Motivation
CHAPTER 12
Emotions, Stress, and Health
Introduction to Emotion
Emotion: Arousal, Behavior, and Cognition
Embodied Emotion
THINKING CRITICALLY ABOUT: Lie Detection
Expressing Emotion
Detecting Emotion in Others
Gender, Emotion, and Nonverbal Behavior
Culture and Emotional Expression
The Effects of Facial Expressions
Experiencing Emotion
Anger
Happiness
Stress and Illness
Stress: Some Basic Concepts
Stress and Vulnerability to Disease
THINKING CRITICALLY ABOUT: Stress and Health
Health and Coping
Coping With Stress
 Reducing Stress
CHAPTER 13
Social Psychology
Social Thinking
The Fundamental Attribution Error
Attitudes and Actions
Persuasion
THINKING CRITICALLY ABOUT: How to Be Persuasive
Social Influence
Conformity: Complying With Social Pressures
Obedience: Following Orders
Lessons From the Conformity and Obedience Studies
Group Behavior
THINKING CRITICALLY ABOUT: The Internet as Social
Amplifier
Antisocial Relations
Prejudice
Aggression
Prosocial Relations
Attraction
Altruism
From Conflict to Peace
CHAPTER 14
Personality
 Introduction to Personality and Psychodynamic Theories
What Is Personality?
Psychodynamic Theories
Humanistic Theories and Trait Theories
Humanistic Theories
Trait Theories
THINKING CRITICALLY ABOUT: The Stigma of
Introversion
Social-Cognitive Theories and the Self
Social-Cognitive Theories
Exploring the Self
CHAPTER 15
Psychological Disorders
Introduction to Psychological Disorders
Defining Psychological Disorders
Understanding Psychological Disorders
Classifying Disorders—and Labeling People
Risk of Harm to Self and Others
Rates of Psychological Disorders
Anxiety-Related Disorders
Anxiety Disorders
Obsessive-Compulsive and Related Disorders
Posttraumatic Stress Disorder
Somatic Symptom and Related Disorders
 Understanding Anxiety-Related Disorders
Depressive Disorders and Bipolar Disorders
Major Depressive Disorder
Bipolar Disorders
Understanding Depressive Disorders and Bipolar Disorders
Schizophrenia
Symptoms of Schizophrenia
Onset and Development of Schizophrenia
Understanding Schizophrenia
Dissociative, Personality, and Eating Disorders
Dissociative Disorders
Personality Disorders
Eating Disorders
Neurodevelopmental Disorders
Intellectual Disability
Autism Spectrum Disorder
Attention-Deficit/Hyperactivity Disorder
THINKING CRITICALLY ABOUT: ADHD—Normal High
Energy or Disordered Behavior?
CHAPTER 16
Therapy
Introduction to Therapy and the Psychological Therapies
Treating Psychological Disorders
Psychoanalysis and Psychodynamic Therapies
 Humanistic Therapies
Behavior Therapies
Cognitive Therapies
Group and Family Therapies
Evaluating Psychotherapies
Is Psychotherapy Effective?
Which Psychotherapies Work Best?
How Do Psychotherapies Help People?
How Does Human Diversity Influence Psychotherapy?
Who Seeks Psychotherapy and Who Provides It?
What Are Some Important Ethical Principles in
Psychotherapy?
The Biomedical Therapies and Preventing Psychological
Disorders
THINKING CRITICALLY ABOUT: Therapeutic Lifestyle
Change
Drug Therapies
Brain Stimulation
Psychosurgery
Preventing Psychological Disorders and Building Resilience
Appendix A: The Story of Psychology: A Timeline
Appendix B: Career Fields in Psychology
Appendix C: Psychology at Work
Appendix D: Complete Chapter Reviews
Appendix E: Answers to the Retrieval Practice and Master the
Material Questions
Glossary
References
Name Index
Subject Index
 Instructor Preface
APA Introductory Psychology Initiative, and Learning Goals and
Outcomes for the Psychology Major
Myers/DeWall Research and Critical Thinking Story
What’s New in the Thirteenth Edition?
LaunchPad and Achieve Read & Practice Resources
Myers and DeWall’s Eight Guiding Principles
In Appreciation

From its first edition, this text has focused on teaching critical
thinking, and helping students understand the research underlying
psychological discoveries. We’ve expanded that focus in this new
edition. (See p. xii to learn more about the Myers/DeWall research and
critical thinking story.) This new edition offers 2100 research citations
dated 2015–2020, making these the most up-to-date introductory
psychology course resources available. With so many exciting new
findings, and every chapter updated with current new examples and
ideas, students will see the importance and value of psychological
research, and how psychology can help them make sense of the world
around them. For example, we discuss new research on how the
COVID-19 pandemic may affect: our need to belong (Chapter 11), the
social responsibility norm and prejudice (Chapter 13), and suicidal
behavior (Chapter 15). The abundant, high quality teaching and
learning resources in LaunchPad and in Achieve Read & Practice,
carefully matched to the text content, help students succeed, and help
make life easier and more enjoyable for instructors. Our integrated
resources help bring students to class better prepared, and offer
instructors more ways to engage them.

APA Introductory Psychology Initiative,

and Learning Goals and Outcomes for
the Psychology Major
As of our press date, the American Psychological Association (APA)
was scheduled to release the results of its Introductory Psychology
Initiative (IPI) in August, 2020 in hopes of improving “the quality of
the introductory psychology experience”
(APA.org/Ed/Precollege/Undergrad/Introductory-Psychology-
Initiative). The APA IPI, with its five “Integrative Themes” and six
“Student Learning Outcomes,” encourages instructors to integrate
these themes throughout the course, with regular opportunities for
practicing, thinking, and communicating about them, and regular
assessment of student understanding.

In summary, the APA IPI encourages instructors to use the five

Integrative Themes to help students (1) adapt their thinking in
response to empirical evidence; (2) recognize general principles but
individual differences; (3) acknowledge biological, psychological, and
social-cultural influences; (4) be aware of perceptual and thinking
errors; and (5) apply psychology’s principles to improve their own
lives.

The six Learning Outcomes charge students to (1) fully understand the
five themes; (2) apply psychology in their daily lives; (3) use empirical
evidence in judgments and decision making; (4) evaluate claims using
psychological science; (5) design, carry out, and evaluate research
studies; and (6) know ethical principles for research and therapy.

Psychology, Thirteenth Edition, and its resources offer a perfect match

for those interested in following these new guidelines, with full text
coverage of relevant content, and abundant student and classroom
activities and assessment opportunities (see TABLE 1 and TABLE 2).

TABLE 1 APA 2020 Introductory Psychology

Initiative’s *Expected Integrative Themes
APA’s Five “Integrative Themes” APA’s “Sample Concepts or Ideas”

a. Psychological science relies on empirical Experimental methods

evidence, adapts as new data develop. Statistics
Memory models
Subliminal perception
Therapy interventions

b. Psychology explains general principles that Intelligence

govern behavior, while recognizing Resilience
individual differences. Personality testing
Supertasters
Synesthesia

c. Psychological, biological, social, and Psychological disorders

cultural factors influence mental processes Aging
and behavior. Health and wellness
 Attachment
Personality theories

d. Our perceptions filter experience of the Perceptual illusions

world through an imperfect personal lens. Schemas
Cognitive errors
Self-serving bias
Ingroup bias

e. Applying psychological principles can Psychotherapy

change our lives in positive ways. Study skills
Coping
Conflict resolution
Behavioral change

*NOTE that these are the expected integrative themes—from the July 2019 APA Summit on
Introductory Psychology. As of our press date, final recommendations were scheduled to be
released in August, 2020. For final Integrative Themes, please see
APA.org/Ed/Precollege/Undergrad/Introductory-Psychology-Initiative.

TABLE 2 Psychology, Thirteenth Edition, Corresponds

to APA 2020 Introductory Psychology Initiative’s
*Expected Student Learning Outcomes
APA’s Six Student Psychology, Thirteenth Edition, Coverage
Learning
Outcomes

1. Identify basic This first outcome is content-based, challenging students to demonstrate

concepts and the five “Integrative Themes” outlined in Table 1. Psychology, Thirteenth
research Edition, offers a compelling and complete survey of the field, including all
findings, and of the “Sample Concepts or Ideas” outlined in Table 1.
give examples of
psychology’s
integrative
themes.

1. a. Psychological The empirical approach is introduced as a key term on p. 2, and the

science relies reality that psychology is a science and that research matters is
on empirical
 evidence and emphasized throughout the text. See Preface section “Myers/DeWall
adapts as new Research and Critical Thinking Story” (p. xii).
data develop. In addition, David Myers regularly blogs at TalkPsych, where he shares
the most exciting new psychological science discoveries, how the field is
adapting in response, and how psychology helps explain the rapidly
changing world around us.

1. b. Psychology Since the first edition of this text, one of Myers and DeWall’s “Eight
explains Guiding Principles” has been “to convey respect for human unity and
general diversity.” Readers will learn about human kinship in our shared
principles biology and need for affiliation; our shared mechanisms for learning
that govern and remembering, emotional expression, and the stress response; and
behavior, our shared vulnerability to perceptual and thinking errors. Yet they will
while learn much about our individual diversity—in development and
recognizing aptitudes, temperament and characteristics, sexual orientation and
individual gender identity, attitudes and motivations, disorder and health—and
differences. about cultural and other group variations.

1. c. Psychological, The biopsychosocial approach is introduced in the Prologue and

biological, carried through the rest of the book, with regular narrative reflections
social, and on the biological, psychological, and social/cultural factors influencing
cultural our understanding of behavior and mental processes. The text includes
factors flow charts outlining the biopsychosocial influences on key topics,
influence including development, aging, disordered drug use, learning, sexual
mental motivation, aggressive behavior, personality, and psychological
processes and disorder.
behavior.

1. d. Our The Chapter 6 discussion of “Processing Sensations and Perceptions”

perceptions outlines the impressive strengths and numerous weaknesses in our
filter our ability to detect and interpret incoming stimuli. Other coverage of our
experiences of “imperfect personal lens” includes: cognitive errors (Chapter 9), ingroup
the world bias (Chapter 13), and self-serving bias (Chapter 14).
through an
imperfect
personal lens.

1. e. Applying This edition has a new student preface—Student Success: How to Apply
psychological Psychology to Live Your Best Life. This preface offers brief discussions
principles can of “Thinking Critically and Scientifically,” “Self-Control and Self-
change our Improvement,” “Time Management and Study Tips,” “Social Life,” and
“Finding Meaning and Pursuing Goals.”
 lives in New “Ask Yourself” questions appear throughout each chapter to help
positive ways. students apply what they are learning to improve their own lives. This
helps make the material more meaningful and memorable.
Self-applications are built into the narrative throughout the text,
including “Use Psychology to Become a Stronger Person—and a Better
Student” in the Prologue, tips for getting a “Better Night’s Sleep” in
Chapter 3, goal-setting to “Change Your Own Behavior” in Chapter 7,
“Goal-Setting” strategies in Chapter 11, “Improving Memory” in Chapter
8, ways to “boost the creative process” in Chapter 9, building a “Growth
Mindset” in Chapter 10, “Tips for Weight Management” in Chapter 11,
“Connecting and Social Networking” in Chapter 11, “Evidence-Based
Suggestions for a Happier Life” in Chapter 12, guidance for coping with
stress in Chapter 12, “How to Be Persuasive” in Chapter 13, “Cognitive
Therapy Techniques” in Chapter 16, “When should a person seek
therapy and what should people look for when selecting a therapist?” in
Chapter 16, “Therapeutic Lifestyle Change” in Chapter 16, and tips for
finding “flow” in Appendix C.
In the “Assess Your Strengths” activities in LaunchPad, students apply
what they are learning from the text to their own lives and experiences
by considering key “strengths.” Students assess themselves on the
strength (critical thinking, quality of sleep, self-control, relationship
strength, and more), then get guidance for nurturing that strength in
their own lives.
The value of community psychology and preventive mental health work
is discussed in the Prologue, Chapter 16, and Appendix B. Related
discussions include: the social toxicity of extreme income inequality
(Chapter 12), the importance of community communication (Chapter
13), and the relationship of poverty and empowering communities to
mental disorders (Chapter 15).

2. Apply Since the first edition of the text, one of the “eight guiding principles”
psychological has been “to provide applications of principles.” The authors strive
principles to throughout to make psychology meaningful and memorable to
everyday life. students by showing how it relates to their lives. (See above examples.)

3. Draw There are “Thinking Critically About…” infographics, with associated

appropriate, activities in LaunchPad, for every chapter to guide students to consider
logical, and available empirical evidence before drawing conclusions. Topics include
objective parenting styles, gender bias, sexual aggression, effects of violence-
conclusions viewing, lie detection, and introversion.
about behavior
 and mental Chapter 9 outlines the obstacles to effective decision making,
processes from judgment, and problem solving, including confirmation bias, fixation,
empirical mental set, representativeness and availability heuristics,
evidence. overconfidence, belief perseverance, and framing.

4. Evaluate “To teach critical thinking” has been the first of the “Eight Guiding
misconceptions Principles” that have guided Myers and DeWall’s work on this text since
or erroneous the first edition.
behavioral Table 4 in the Preface (p. xiv) outlines coverage of “Critical Examinations
claims based on of Pop Psychology,” “Thinking Critically With Psychological Science,”
evidence from and “Scientific Detective Stories.”
psychological Chapter 1 offers a new section on “Psychological Science in a Post-Truth
science. World,” which is accompanied by Myers’ new tutorial animation
“Thinking Critically in Our Post-Truth World” in LaunchPad, and also at
tinyurl.com/PostTruthMyers.
There is coverage integrated throughout of misconceptions related to
diversity, including prejudice toward various “outgroups,” and the value
in embracing diverse perspectives (see p. xii).

5. Design, conduct, “How Would You Know?” research activities for each chapter in
or evaluate basic LaunchPad allow students to play the role of researcher as they design
psychological and interpret studies. Students consider possible confounding factors
research. and other issues that affect interpretation of results. Students learn
about how key decision points can alter the meaning and value of a
psychological study, and they develop scientific literacy skills in the
process. Topics include “How Would You Know If a Cup of Coffee Can
Warm Up Relationships?,” “How Would You Know If People Can Learn to
Reduce Anxiety?”, and “How Would You Know If Schizophrenia Is
Inherited?”
New research-oriented iClicker questions, based on research presented
in the text, are available for each chapter, helping build student
understanding of research design and interpretation.

6. Describe ethical The Chapter 1 section “Research Strategies: How Psychologists Ask and
principles that Answer Questions” includes discussion of “Psychology’s Research
guide Ethics,” with a new section on “Ensuring Scientific Integrity” as well as
psychologists in coverage of “Studying and Protecting Animals,” “Studying and
research and Protecting Humans,” and “Values in Psychology.”
therapy. Chapter 16, Therapy, has new coverage of Ethical Principles in
Psychotherapy and the Ethics of Research on Mental Illness.
 *NOTE that these are the expected Student Learning Outcomes—from the July 2019 APA Summit
on Introductory Psychology. As of our press date, final recommendations were scheduled to be
released in August, 2020. For final Student Learning Outcomes, please see
APA.org/Ed/Precollege/Undergrad/Introductory-Psychology-Initiative.

In addition, APA’s 2013 Learning Goals and Outcomes, from their

Guidelines for the Undergraduate Psychology Major, Version 2.0, were
designed to gauge progress in students graduating with psychology
majors. (See apa.org/ed/precollege/about/psymajor-guidelines.pdf.)
Many psychology departments use these goals and outcomes to help
establish their own benchmarks for departmental assessment
purposes. TABLE 3 outlines the way Psychology, Thirteenth Edition,
can help you and your department to address the APA’s Learning Goals
and Outcomes. There is a detailed APA Correlation Guide in
LaunchPad’s Instructor Resources for this thirteenth edition. In
addition, all of the Test Bank items for this text are coded for the APA
Outcomes.

TABLE 3 Psychology, Thirteenth Edition, Corresponds

to APA Learning Goals
Relevant APA Learning Goals
Feature from
Knowledge Scientific Ethical and Communication Professional
Psychology,
Base in Inquiry Social Development
Thirteenth
Psychology and Responsibility
Edition
Critical in a Diverse
Thinking World

Text content • • • • •

Myers/DeWall • • •
research and
critical
thinking story

“Thinking • • •
Critically
About…”
infographics
and their new
LaunchPad
activities

“Learning • •
Objective
Questions”
previewing
main sections

“Retrieval • • •
Practice” self-
tests
throughout

New “Ask • • • • •
Yourself”
questions
integrated
throughout

“Try this” style • • • •

activities
integrated
throughout
the text and
LaunchPad
resources

“Mastering the • • •
Material” self-
tests

“Psychology • • • • •
at Work”
appendix
“The Story of • • •
Psychology”
timeline
(Appendix A)

“Career Fields • • •
in
Psychology”
appendix,
with
“Pursuing a
Psychology
Career” online
appendix

LearningCurve • • • • •
adaptive
quizzing

“Assess Your • • • • •
Strengths”
activities in
LaunchPad

“How Would • • • • •
You Know?”
research
activities in
LaunchPad

New research- • • •
oriented
iClicker
questions

Myers/DeWall Research and Critical

Thinking Story
2100 References Dated 2015–2020
The most important task for us as your authors is to report the current
state of psychology, including each sub-discipline’s latest research
insights. Thus, you will find 2100 references in this edition dated 2015–
2020. A lot has changed since 2014: Barack Obama is no longer the U.S.
president, #MeToo and the COVID-19 pandemic have happened, a
little-known app called Instagram now has over a billion users, and
efforts to improve replicability in psychological science have ramped
up dramatically.

The end-of-book References section highlights these 2100 recent

citations in blue . The work of writing this text is mostly reading:
With thousands of studies published each year, it takes a daily effort to
keep up with all that is happening in our exciting field. In winnowing
new research findings, we consider:

Reliability: Does either replication or the inherent scale of the

finding make it trustworthy?
Importance: Is this, for psychology, a significant new finding? And
is this something an educated person needs to know?
Clarity: Is this something our readers could understand and
remember?

The new findings met these high standards for inclusion. Each
confirms key concepts or informs the way we present them. The
remaining thousands of reference citations include important classic
studies that have formed the structure of our discipline.
We all want students to walk away with the most accurate, current
understandings of psychology to apply in their own lives and work.
Having the latest research engages students so much more effectively.
Here are two examples of new research areas—from just the last
couple of years—that are important for students’ understanding of
psychological science and its application in their lives.

1. People o en spurn those with differing worldviews, yet the recent

scientific evidence we share in this new edition demonstrates value in
embracing diverse perspectives:
Diverse scientific teams make more scientific breakthroughs
(AlShebli et al., 2018; see Chapter 13, under Antisocial
Relations).
Children raised with competent, secure, and nurturing care
can flourish regardless of parents’ gender and sexual
orientation (Calzo et al., 2019; see Chapter 5, under Infancy
and Childhood).
People who identify as transgender have a more positive
therapeutic experience when therapists affirm them
(Bettergarcia & Israel, 2018; see Chapter 16, under Evaluating
Psychotherapies).
Politically conservative and liberal people are similarly biased
against those who hold differing political views (Ditto et al.,
2019a,b; see Chapter 1, under Research Strategies: How
Psychologists Ask and Answer Questions).
Social media communication o en occurs in an ideological
vacuum, in which we surround ourselves with mostly like-
minded individuals (Hills, 2019; see Chapter 13, under Social
Influence).
 2. Social media use has soared, and the new research we present in
Chapters 1 and 11 explores correlational, longitudinal, and
experimental studies of its possible effects, such as on depression and
suicidal thoughts in teen girls.

Other new, student-relevant research explores

navigating our “post-truth” world,
understanding how gene–environment interactions affect us,
distinguishing substance use from abuse,
weighing parent/peer influences on our development,
appreciating our unique sensory and perceptual windows on
the world,
figuring out how to learn and remember most effectively,
successfully connecting socially with others to build our health
and well-being,
understanding gender identity and sexual orientation,
learning about our hunger and sexual motivations,
coping with stress and determining how to thrive,
recognizing inborn personality variations,
dealing with the challenges of mental illness,
appreciating neurodiversity (including those on the autism
spectrum, and those challenged by ADHD, a learning disorder,
or brain injury),
finding hope in psychological and biomedical therapies, and
seeking “flow” in our daily lives and work.

Expanded Focus on Critical Thinking and Research

Throughout the text, we help students think critically. By examining
sources and evidence, students can apply psychology’s concepts to
their own lives and to their studies—using evidence-based principles
to boost their relationships, academic success, stress-management,
and so much more (see TABLE 4). “To teach critical thinking” has been
the first of the “Eight Guiding Principles” that have guided our work
on this text since the first edition. (See p. xxvii.) The first subsection in
the text’s Prologue is headed “Psychology Is a Science,” and Chapter 1
takes a critical-thinking approach to introducing students to
psychology’s research methods. “Critical thinking” is a key term on p.
3 and is encouraged throughout the text and its resources. New
resources include:

a new Student Preface, “Student Success: How to Apply

Psychology to Live Your Best Life,” which includes discussion of
“Thinking Critically and Scientifically.”
a new Chapter 1 section on “Psychological Science in a Post-Truth
World” (accompanied by my [DM’s] new tutorial animation,
“Thinking Critically in Our Post-Truth World” in LaunchPad, and
also at tinyurl.com/PostTruthMyers),
new Chapter 1 coverage of “Ensuring Scientific Integrity,”
new Chapter 16 coverage of Ethical Principles in Psychotherapy
and the Ethics of Research on Mental Illness,
new research-oriented iClicker questions for each chapter,
contributed by Jennifer Zwolinski (University of San Diego), and
new “Thinking Critically About…” infographic activities (along
with our popular “How Would You Know” research design
activities) for every chapter in LaunchPad.
TABLE 4 Critical Thinking and Scientific Inquiry
Critical thinking coverage and in-depth stories of psychology’s process of scientific inquiry
can be found on the following pages:

Thinking Critically About … How much credit or blame do Natural endorphins discovery,
infographics: parents deserve?, pp. 143–144 p. 59
The Scientific Attitude, p. 4 Sensory restriction, pp. 235– Our divided brain, pp. 82–85
Correlation and Causation, p. 236 What affects our sleep
34 Can hypnosis be therapeutic? patterns, and why do we
Do We Use Only 10 Percent of Alleviate pain?, pp. 246–247 sleep?, pp. 99–101
Our Brain?, p. 80 Is there extrasensory Why we dream, pp. 106–109
Tolerance and Addiction, p. perception?, pp. 253–255 Twin and adoption studies,
111 Do other species have pp. 128–130
Gender Bias in the Workplace, language?, pp. 346–348 How a child’s mind develops,
p. 153 Do violent video games teach pp. 174–175
Sexual Aggression, p. 159 social scripts for violence?, How do we see in color?, pp.
Parenting Styles—Too Hard, pp. 499–500 225–226
Too So , Too Uncaring, and Is Freud credible?, pp. 523– Parallel processing, p. 228
Just Right?, p. 187 526 How can hypnosis provide
Subliminal Sensation and Is repression a myth?, p. 524 pain relief?, pp. 246–247
Subliminal Persuasion, p. 215 How valid is the Rorschach How are memories
The Effects of Viewing Media test?, pp. 526–527 constructed?, pp. 294–301
Violence, p. 289 Is psychotherapy effective?, How do we store memories in
Can Memories of Childhood pp. 612–615 our brain?, pp. 302–307
Sexual Abuse Be Repressed Evaluating alternative Do other species exhibit
and Then Recovered?, p. 320 therapies, p. 616 language?, pp. 346–348
The Fear Factor, p. 331 Thinking Critically With Aging and intelligence, pp.
Cross-Sectional and Psychological Science: 368–369
Longitudinal Studies, p. 367 “Critical thinking” introduced Why do we feel hunger?, pp.
The Challenges of Obesity and as a key term, p. 3 387–389
Weight Control, p. 392 Psychological science in a What determines sexual
Lie Detection, p. 424 post-truth world, pp. 13–14 orientation?, pp. 401–404
Stress and Health, p. 451 The limits of intuition and The pursuit of happiness: Who
How To Be Persuasive, p. 474 common sense, p. 22 is happy, and why?, pp. 434–
The Internet as Social The scientific method, pp. 25– 440
Amplifier, p. 486 39 How does stress contribute to
The Stigma of Introversion, p. Exploring cause and effect, heart disease?, p. 450
534 pp. 31–37 How is social support linked
with health?, pp. 457–459
 ADHD—Normal High Energy or Regression toward the mean, Why do people fail to help in
Disordered Behavior?, p. 595 p. 33 emergencies?, pp. 508–510
Therapeutic Lifestyle Change, Correlation and causation, p. Self-esteem versus self-
p. 621 34 serving bias, pp. 547–549
Critical Examinations of Pop Random assignment, p. 35 What causes depressive
Psychology: Independent and dependent disorders and bipolar
The need for psychological variables, pp. 36–37 disorders?, pp. 574–578
science, pp. 22–24 Choosing the right research Do prenatal viral infections
Perceiving order in random design, p. 38 increase the risk of
events, pp. 23–24 Statistical reasoning, pp. 44– schizophrenia?, p. 582
Do we use only 10 percent of 48 Is psychotherapy effective?,
our brain?, p. 80 Describing data, pp. 44–46 pp. 612–615
Near-death experiences, p. Making inferences, pp. 47–48
118 The evolutionary perspective
Critiquing the evolutionary on human sexuality, pp. 138–
perspective, pp. 139–140 140
Scientific Detective Stories:
Superforecasters avoid
overconfidence, p. 23
Big data enables naturalistic
observation, p. 28
Girls’ social media use and
risk of depression and self-
harm, pp. 35–36

What’s New in the Thirteenth Edition?

In addition to our thorough, line-by-line updating of every chapter,
and our ongoing efforts to make no assumptions about student
readers’ gender identity, sexual orientation, culture, relationship or
family status, age, economic background, or physical ability, we offer
much that is new in this thirteenth edition:

1. Over 2100 research citations dated 2015–2020. Our ongoing

scrutiny of dozens of scientific periodicals and science news
 sources, enhanced by commissioned reviews and countless
emails from instructors and students, enables integrating our
field’s most important, thought-provoking, and student-relevant
new discoveries. Part of the pleasure that sustains this work is
learning something new every day! See MacmillanLearning.com
for a chapter-by-chapter list of significant Content Changes.
2. More support for teaching that psychology is a science, and that
critical thinking and research matter! (See “Expanded Focus on
Critical Thinking and Research,” p. xiii.)
3. NEW Student Preface—Student Success: How to Apply Psychology
to Live Your Best Life. When we ask our teaching colleagues to
share the most important lessons they wish to impart to students,
they o en tell us they want to teach students to think critically,
and to apply psychology to their own lives so that they can live
better and be more successful. This brief new Student Success
preface, which previews relevant resources in the text and in
LaunchPad, helps get students on the right path with sections on
Thinking Critically and Scientifically,
Self-Control and Self-Improvement,
Time Management and Study Tips,
Social Life, and
Finding Meaning and Pursuing Goals.
4. Improved, updated coverage of gender identity and sexual
orientation. A lot has changed in the field of psychology since the
last edition was written, especially in the fast-moving subfields of
human sexuality and gender psychology. We sought extra reviews
from experts and instructors and made extensive updates to this
coverage. In Chapter 4, Chapter 11, and elsewhere, we’ve worked
to be appropriately inclusive and fully up-to-date in our
 presentation—representing the abundance of current research in
this area, but also encompassing the lived experiences of many
people, which may not yet be well represented in the literature.
5. Ask Yourself Questions. New “Ask Yourself” questions appear
periodically throughout each chapter to help students apply what
they are learning to their own lives. This helps make the material
more meaningful, and more memorable. These questions are
repeated in the Lecture Guides, for use as classroom discussion
starters. We continue to offer “Assess Your Strengths” personal
self-assessments in LaunchPad, allowing students to actively
apply key principles to their own experiences and develop their
strengths.
6. “Thinking Critically About …” Infographic Activities. All of
these infographics in the text have been revised and updated for
the new edition, with two entirely new pieces on “Sexual
Aggression” (Chapter 4) and “How to Be Persuasive” (Chapter 13;
see FIGURE 1). They are also now accompanied by new
corresponding activities in LaunchPad.
7. Active Learning. Our Instructor’s Resources have long been
considered the “gold standard” in the field, and they nicely
support students’ active learning in class. There are additional
NEW Classroom Exercises, Student Projects, Demonstrations, and
Lecture/Discussion Topics that work well for think-pair-share,
small-group, and large-group activities. These new activities for
each chapter cover diversity in psychology and were created by
Salena Brody (University of Texas, Dallas).
8. New research and research design-oriented iClicker questions.
We have new iClicker questions for each chapter, written by
Jennifer Zwolinski (University of San Diego), that help engage
 students on research topics, such as designing an effective study,
understanding the component parts of key research that’s
presented in the text, and weighing the implications of research
results.

Sample “Ask Yourself” questions Here are two samples, taken from Chapter 5,
Developing Through the Life Span, and Chapter 12, Emotions, Stress, and Health.
 FIGURE 1 Sample “Thinking Critically About” infographic

Why Should I Use Psychology,

Thirteenth Edition, and Its Resources?
There are several reasons we think you should consider using this text
and its resources for your classes:
1. These resources are top quality. Our resources offer up-to-date,
carefully checked content and assessment you can rely on, with a study
system that follows best practices from learning and memory
research. This new thirteenth edition includes 2100 citations
dated 2015–2020, representing the field’s most important,
thought-provoking, and student-relevant new discoveries. We
have worked with dozens of helpful reviewers, and with our
editors we have run the text manuscript through eight dra s. Our
dedicated Media and Test Bank authors and editors have focused
similar intensity on their work. (For example, our 10,000 Test
Bank questions go through four stages of checking to ensure there
is appropriate, useful coverage for each new edition, and that
different levels and kinds of questions have been included.)
2. This text and its resources make life easier for instructors. We’ve
imagined the worst-case scenario of being asked to teach a course
on a Friday and being ready to teach on a Monday. Step 1: Assign
a book students tell us they love! Step 2: You have what you need
with LaunchPad’s full course solution (e-book, LearningCurve
adaptive quizzing and other assessments, iClicker questions,
classroom activities and other Instructor Resources, abundant
videos, and numerous engaging student tutorials and activities for
each chapter—all reporting to an easy-to-use gradebook). Or you
may opt for the simplified (and extra-affordable) Achieve Read &
Practice (e-book and LearningCurve adaptive quizzing, reporting
to a gradebook with analytics on student performance). These
engaging, integrated, top-notch options are both ready to use as
is, with a default courses set up, or you can readily tweak them to
suit your needs. Our popular LearningCurve adaptive quizzing
system has been shown to bring students to class better prepared,
 and help them do better in class. We’ve included callouts from the
text pages to especially pertinent, helpful online resources. (See
FIGURE 2 for a sample.)

FIGURE 2 Sample LaunchPad callout

from Chapter 1

3. Macmillan Learning offers students affordable options. The

digital-only, rental, or looseleaf options compete with Open
Educational Resources (OER) printouts on price, and far surpass
OER on success in the course for students, and ease of use and
success for instructors.
4. We wrote this text to be inclusive of diverse student readers.
From the first edition, we have endeavored to make no
assumptions in terms of students’ gender identity, sexual
orientation, culture, relationship or family status, age, economic
background, or physical ability. The text includes abundant,
integrated coverage of psychology’s diversity, and plenty of
everyday life applications to draw all students into the content.
Since this text’s first edition, one of its Eight Guiding Principles
has been “To convey respect for human unity and diversity.” This
edition offers an even more thoroughly cross-cultural
perspective on psychology, with a world-based presentation for
our worldwide student readers. We have included important new
research and fresh examples from around the world in our efforts