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PSYCHOLOGY
A CONCISE INTRODUCTION
Fifth Edition

Richard A. Griggs
University of Florida

2
3
Vice President, Social Science: Charles Linsmeier
Publisher, Psychology: Rachel Losh
Executive Editor: Carlise Stembridge
Assistant Editor: Kimberly Morgan Smith
Senior Marketing Manager: Lindsay Johnson
Marketing Assistant: Morgan Ratner
Executive Media Editor: Noel Hohnstine
Media Editor: Anthony Casciano
Director, Content Management Enhancement: Tracey Kuehn
Managing Editor, Sciences and Social Sciences: Lisa Kinne
Senior Project Editor: Jane O’Neill
Senior Photo Editor: Robin Fadool
Permissions Editor: Chelsea Roden
Director of Design, Content Management: Diana Blume
Cover and Interior Designer: Vicki Tomaselli
Art Manager: Matthew McAdams
Illustrations: Eli Ensor, Matthew Holt, Matthew McAdams, Evelyn Pence,
and Don Stewart
Senior Production Supervisor: Sarah Segal
Media Producer: Eve Conte
Composition: MPS Limited
Printing and Binding: LSC Communications
Cover Painting: Courtesy of Jackie Saccoccio and 11R, NY

Library of Congress Control Number: 2016951986

ISBN-13: 978-1-3190-5919-4

© 2017, 2014, 2012, 2009 by Worth Publishers

All rights reserved

Printed in the United States of America

First printing

4
Worth Publishers
One New York Plaza
Suite 4500
New York, NY 10004-1562
www.macmillanlearning.com

5
To Lucy — my new
shaggy muse

6
 About the Author

Richard A. Griggs

Richard A. Griggs is Professor Emeritus of Psychology at the

University of Florida. After earning his PhD in cognitive psychology at
Indiana University, he went to the University of Florida, where he has
spent his entire academic career. He has won numerous teaching awards at
the University of Florida and was named APA’s Society for the Teaching
of Psychology Teacher of the Year for 4-year Colleges and Universities in
1994. He served on the Editorial Board of Teaching of Psychology for over
a decade, as a Contemporary Psychology consulting editor for textbook
reviews, and as an associate editor of Thinking and Reasoning. His two

7
main research areas are human reasoning and the teaching of psychology.
He has published more than 150 journal articles, reviews, and book
chapters, including 48 in Teaching of Psychology. He was also one of the
originators and developers of the Society for the Teaching of Psychology’s
online resource, A Compendium of Introductory Psychology Textbooks, the
editor of Volume 3 of the Society’s Handbook for Teaching Introductory
Psychology, and the coeditor of the Society’s Teaching Introductory
Psychology: Tips from ToP and Teaching Statistics and Research
Methods: Tips from ToP. When he isn’t busy with professional activities,
he likes to relax at home with his wife, Sherri, also a psychologist, and
their dog, Lucy. His main pastimes are reading, puzzles, exercise, and golf.

8
 Brief Contents

Preface

CHAPTER 1 The Science of Psychology

CHAPTER 2 Neuroscience

CHAPTER 3 Sensation and Perception

CHAPTER 4 Learning

CHAPTER 5 Memory

CHAPTER 6 Thinking and Intelligence

CHAPTER 7 Developmental Psychology

CHAPTER 8 Personality Theories and Assessment

CHAPTER 9 Social Psychology

CHAPTER 10 Abnormal Psychology

Glossary

References

Name Index

Subject Index

9
 Contents

Preface

CHAPTER 1 The Science of Psychology

The Four Major Research Perspectives
Perspectives Emphasizing Internal Factors
Perspectives Emphasizing External Factors

Research Methods Used by Psychologists

Descriptive Methods
Correlational Studies
Experimental Research

How to Understand Research Results

Descriptive Statistics
Frequency Distributions

CHAPTER 2 Neuroscience
The Neuron
The Structure of a Neuron
How Neurons Communicate
Neurotransmitters, Drugs, and Poisons

The Nervous System and the Endocrine System

The Central Nervous System
The Peripheral Nervous System
The Endocrine Glandular System
Emotions and the Autonomic Nervous System

10
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The Brain
Going Up the Brain Stem
Processing in the Cerebral Cortex
Specializations of the Left and Right Hemispheres
Consciousness and the Sleeping Brain

CHAPTER 3 Sensation and Perception

How the Physical World Relates to the Psychological World
The Detection Question
The Difference Question
The Scaling Question

How We See and How We Hear

How the Eye Works
How We See Color
How the Ear Works
How We Distinguish Pitch

How We Make Sense of What We See

Bottom-up Processing and Top-down Processing
Perceptual Organization and Perceptual Constancy
Depth Perception

CHAPTER 4 Learning
Learning Through Classical Conditioning
The Elements and Procedures of Classical Conditioning
General Learning Processes in Classical Conditioning

Learning Through Operant Conditioning

Learning Through Reinforcement and Punishment
General Learning Processes in Operant Conditioning
Partial-Reinforcement Schedules in Operant Conditioning
Motivation, Behavior, and Reinforcement

Biological and Cognitive Aspects of Learning

Biological Preparedness in Learning
Latent Learning and Observational Learning

11
CHAPTER 5 Memory
Three-Stage Model of Memory
Sensory Memory
Short-Term Memory
Long-Term Memory

Encoding Information into Memory

How We Encode Information
How to Improve Encoding

Retrieving Information from Memory

How to Measure Retrieval
Why We Forget
The Reconstructive Nature of Retrieval

CHAPTER 6 Thinking and Intelligence

Problem Solving
Blocks to Problem Solving
Solution Strategies

Thinking Under Uncertainty

Judging Probability
Hypothesis Testing

Intelligent Thinking
Intelligence Tests
Controversies About Intelligence

CHAPTER 7 Developmental Psychology

Prenatal Development and Infancy
Prenatal Development
How We Develop During Infancy

How We Think Throughout Our Lives

How We Learn Language

12
 Piaget’s Theory of Cognitive Development
Vygotsky’s Sociocultural Approach to Development
How Intelligence Changes in Adulthood

Moral Development and Social Development

Kohlberg’s Theory of Moral Reasoning
Attachment and Parenting Styles
Theory of Mind
Erikson’s Psychosocial Stage Theory of Development

CHAPTER 8 Personality Theories and Assessment

The Psychoanalytic Approach to Personality

Freudian Classical Psychoanalytic Theory of Personality
Neo-Freudian Theories of Personality

The Humanistic Approach and the Social-Cognitive Approach to

Personality
The Humanistic Approach to Personality
The Social-Cognitive Approach to Personality

Trait Theories of Personality and Personality Assessment

Trait Theories of Personality
Personality Assessment

CHAPTER 9 Social Psychology

How Others Influence Our Behavior

Why We Conform
Why We Comply
Why We Obey
How Groups Influence Us

How We Think About Our Own and Others’ Behavior

How We Make Attributions
How Our Behavior Affects Our Attitudes

13
CHAPTER 10 Abnormal Psychology
The Diagnosis and Classification of Mental Disorders
The Diagnostic and Statistical Manual of Mental Disorders
Labeling People with Mental Disorders

Six Major Categories of Mental Disorders

Anxiety Disorders
Obsessive-Compulsive and Related Disorders
Depressive Disorders
Bipolar and Related Disorders
Schizophrenia Spectrum and Other Psychotic Disorders
Personality Disorders

The Treatment of Mental Disorders

Biomedical Therapies
Psychotherapies

Glossary

References

Name Index

Subject Index

14
 Preface

T
hose of us who teach introductory psychology have the privilege
and the challenge of introducing students to our discipline, which is
more expansive than ever as psychological research continues to
proliferate in the many subareas covered in the course. This task has
become increasingly problematic as the authors of introductory textbooks
have struggled to keep pace, resulting in books that are more encyclopedic,
too long, and thus seemingly impossible to complete in one term. The
choices of which topics to assign and to what depth to cover them have
become more difficult for teachers. Teachers end up either omitting entire
chapters or asking students to read chapters at a pace too hurried for
optimal learning. Further, introductory textbooks have become much more
expensive, with many priced over $200, leading many students to not even
purchase them. As an introductory psychology teacher, I grappled with
these critical issues. Psychology: A Concise Introduction is the result of
my own search for a textbook that includes the essential core content in
psychology but is also economical in both size and cost.

Chapter Topics. To make the most informed choices of chapter topics for
the first edition of this text, I consulted Benjamin Miller and Barbara
Gentile’s national survey of 761 introductory psychology teachers at 490
schools (Miller & Gentile, 1998). They asked teachers to rate the
importance of and need for coverage of 25 different topics in their courses.
Since my first chapter covered psychology as a science, I chose the
highest-rated topics in Miller and Gentile’s study as the subjects of the
other nine chapters. To maintain the book’s brevity, I paired sensation with
perception and cognitive development with social development in single
chapters. The topic order is the standard one—introduction/methods,
neuroscience, sensation/perception, learning, memory,
thinking/intelligence, developmental psychology, personality, social
psychology, and abnormal psychology. Because the topics of emotion,

15
motivation, and states of consciousness were rated just below the chosen
topics, I included sections on emotion and consciousness in the
neuroscience chapter and on motivation in the learning chapter. My
choices of chapter topics were further validated by Scott Bates’s analysis
of topic coverage for 107 introductory psychology course syllabi (Bates,
2004). His topic coverage findings based on syllabi analysis match my
chapter topic choices almost perfectly.
These 10 chapter topic choices also fit nicely with the American
Psychological Association’s Board of Educational Affairs Working
Group’s new model for teaching the introductory psychology course
(Gurung et al., 2016). They recommend covering at least two topics in
each of five specified pillars (groups) of topics (see Figure 1, page 120),
and my 10 chapter topics allow introductory course teachers to meet this
recommendation, even without teaching all 10 chapters. This is because
some of the chapter topics are members of more than one pillar. A good
example is the sensation and perception chapter. These two topics are
members of different pillars (pillars 1 and 2). Thus, if you teach this
chapter, a topic in each of two pillars is covered. In sum, although there
are only 10 chapters in my book, the particular chapter topics that I chose
allow teachers flexibility in how they meet this recommendation, if they
choose to do so. It is also important to point out that this APA working
group cautions against attempting to provide exhaustive coverage of all the
various topics in the five pillars given the one-term nature of the vast
majority of introductory courses. This caution resonates well with the logic
behind the concise nature of my text.

Pedagogical Program. In writing Psychology: A Concise Introduction, I

have tried to offer solid topical coverage in an engaging, conversational
style. The content in each chapter has been reduced to the core content
within that topic domain. Illustrations are full-color and pedagogically
sound. Students will find this book easy to learn from. It incorporates both
pedagogical aids and study guide exercises to structure their learning. My
choice of pedagogical aids was primarily based on research findings about
student perception of the use and importance of the many aids employed in
textbooks. I included the aids that students report valuing and using in
their learning. Each chapter begins with an overview in the form of a
topical outline, and key terms are identified by boldface type and then
defined both in the text and in a marginal glossary. Detailed summaries are
provided at the end of each major chapter section. Study guide exercises

16
begin with ConceptCheck questions at the end of each chapter section.
These questions lead students to think more deeply about the material in
that section. For example, a question may ask students to contrast concepts
to understand differences between them or to demonstrate their
understanding of a concept by applying it in a novel situation. At the end
of each chapter there is a list of Key Terms and a Key Terms Exercise to
test student knowledge of these terms. A multiple-choice Practice Test on
the chapter’s content follows the Key Terms Exercise. Answers to this test
along with answers to the Key Terms Exercise and the sectional
ConceptChecks are provided at the end of each chapter. These exercises
combined with the pedagogical aids should foster sufficient review and
self-assessment, eliminating the need for and additional expense of a
separate study guide.

Fifth Edition Changes. Reaching the goal of a textbook that could be

covered in a single term at a reasonable price without sacrificing essential
content was and continues to be a challenge, but based on the
overwhelmingly positive market response, the publisher and I seem to
have been successful. With only 10 chapters, Psychology: A Concise
Introduction has fit nicely into introductory courses on both semester and
quarter systems. The breadth of the audience for the text has also been
gratifying. It has been used successfully at all types of colleges and
universities, from 2-year schools to research institutions. Given this
success and to maintain the text’s basic goal of conciseness, the content
was expanded and revised only where necessary. The 10 chapters (those
topics taught most frequently by introductory teachers) remain the same,
and content additions were made judiciously.
The fourth edition revisions were well received, so my fifth edition
revisions are mostly along the same lines. I’ll describe some examples of
the types of revisions that I made. I updated content where necessary (e.g.,
evidence of Phineas Gage’s probable psychosocial recovery in Chapter 2;
Nobel prize–winning cognitive mapping research on the inner GPS in rats
and humans in Chapter 4; meta-analytic findings that indicate the
Rorschach Inkblot Test is not as invalid as previously thought in Chapter
8; and recent criticisms, studies, and theoretical developments that argue
that Milgram’s obedience experiments were not really about following
orders from an authority in Chapter 9). I added content that provides better
closure on a topic (e.g., a discussion of red-green color blindness to
facilitate the understanding of the theories of color vision in Chapter 3, a

17
discussion of the recent discovery of Little Albert’s identity resulting in a
happier ending to his story in Chapter 4, and a discussion of the research
using the visual cliff apparatus to help understand infant perceptual
abilities in Chapter 7). I also added content that has value to students in
their everyday lives (e.g., coverage of the regression toward the mean
phenomenon and how it relates to our perception of patterns in the real
world in Chapter 1 and an explanation of The Dress color illusion that
went viral on the Internet recently and how it relates to brightness
constancy in Chapter 3). I also added new concepts if they served to
strengthen a discussion of a related concept (e.g., addition of the concept
of spurious correlations to facilitate understanding of the third-variable
problem present in correlational studies in Chapter 1, the addition of
working memory to strengthen understanding of short-term memory in
Chapter 5, and the addition of the concepts of experimenter bias and
demand characteristics to strengthen understanding of the impact of
methodological flaws on drawing conclusions from research findings in
Chapter 9). Lastly, I have revised and noticeably lengthened my
discussions of Milgram’s obedience study and Zimbardo’s Stanford prison
study in Chapter 9 and Rosenhan’s pseudopatient study in Chapter 10. All
three studies are now discussed as “contentious classics” (Tavris, 2014),
and coverage of the substantial criticism that has been levied against each
of these studies is now included, severely limiting and modifying the
conclusions that can be soundly drawn from their findings. I also revised
the discussion in Chapter 2 on the numerical relationship of glial cells to
neurons to reflect the latest research indicating it is 1 to 1 rather than 10 or
more to 1, and I updated the discussion in Chapter 4 on mirror neuron
systems to reflect the current debate about whether these systems are
present in humans, and if so, exactly what they do.
In this new edition, the visual pedagogical program was expanded and
strengthened throughout the text. Because this program is an integral part
of the learning process, I carefully examined each figure, table, illustration,
photo, and cartoon to ensure that it served a clear pedagogical function,
and any that needed improvement were either revised or replaced. In
addition, the tables were redesigned to facilitate their use, and new
illustrations, historical photos, and cartoons were added where necessary
to further improve the pedagogical value of the visual program. The text’s
interior design was also revised to have a cleaner look and thus enhance its
use. Because of their success in the first four editions, the specific
pedagogical aids employed (those that research has found students report

18
valuing and using in their learning) and the structure of the integrated
study guide remain the same. All of the questions in the ConceptCheck
sections, Key Terms Exercises, and multiple-choice Practice Tests were
reevaluated and revised if necessary. In sum, I think that students will find
this new edition even easier to learn from than previous editions.
As with the first four editions, the textbook’s smaller size and lower
cost allow teachers the option of adding supplemental readings to
customize their courses to fit their own goals and interests. To facilitate the
task of finding supplemental materials, Worth offers several options. They
are described in the next section, and each of them can be packaged with
the textbook for a nominal additional cost.

Supplements and Instructor Resources

Digital Resources for Students
LaunchPad for Psychology: A Concise Introduction, Fifth Edition,
includes an e-Book version of the text for students as well as many other
features for students and instructors, including LearningCurve quizzing,
student self-assessment, simulations, videos, instructor resources, and an
easy-to-use gradebook. LaunchPad is described in more detail below in
the Resources for Instructors section.

A PDF-style e-Book version of Psychology: A Concise Introduction,

Fifth Edition, offers the complete text in an easy-to-use format. Students
can choose to purchase the PDF-style e-Book from one of our many
publishing partners. The e-Book offers online and downloadable options
and provides students with the ability to read, highlight, take notes, search,
and share. For a list of our e-Book partners, go to
www.macmillanlearning.com/ebooks.

Supplementary Reading for Students

Each of the following Worth supplementary books can be packaged with
Psychology: A Concise Introduction, Fifth Edition, for a nominal
additional cost.

New! Worth Expert Guide to Scientific Literacy: Thinking Like a

Psychological Scientist, Kenneth Keith, Ithaca College, and Bernard

19
Beins, Ithaca College Exposes students to the solid habits of scientific
thought and teaches them to apply an empirical attitude and data-driven
decision making in their everyday lives (e.g., seeing through
pseudoscientific claims). Classic and current research findings are used
throughout the book to explain the various scientific literacy concepts.

New! The Horse That Won’t Go Away: Clever Hans, Facilitated

Communication, and the Need for Clear Thinking, Thomas E. Heinzen,
William Patterson University of New Jersey, Scott O. Lilienfeld,
Emory University, and Susan A. Nolan, Seton Hall University An
engaging and accessible introduction to the need for psychological science.
From the strange case of Clever Hans, the horse that supposedly could
count and do math, to the unsupported claim that facilitated
communication could allow persons with autism to communicate, the
authors take the student on a tour of cases that show just how important it
is to rely on the scientific method as we navigate our way through
everyday life.

New! Pursuing Human Strengths: A Positive Psychology Guide, Second

Edition, Martin Bolt, Calvin College Martin Bolt’s workbook aims to
help students build up their strengths. Closely following the research, this
book provides a brief overview of nine positive traits, such as hope, self-
respect, commitment, and joy. It also offers self-assessment activities that
help students gauge how much of the trait they have developed, and
research-based suggestions for how they might work further toward
fostering these traits.

New! The Critical Thinking Companion, Third Edition, Jane Halonen,

University of West Florida, and Cynthia Gray, Alverno College Tied to
the introductory psychology course, this engaging and concise companion
book takes an active learning approach to developing students’ critical
thinking skills. The authors include a wealth of hands-on exercises that
span the complete spectrum of chapter topics in the introductory course,
from neuroscience to abnormal psychology.

Resources for Instructors

LaunchPad with LearningCurve Quizzing Built to solve key challenges
in the course, LaunchPad gives students everything they need to prepare
for class and exams, while giving instructors everything they need to

20
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quickly set up a course, shape the content to their syllabus, craft
presentations and lectures, assign and assess homework, and guide the
progress of individual students and the class as a whole.
An interactive e-Book integrates the text and all student media.
LearningCurve adaptive quizzing gives individualized question sets
and feedback based on each student’s correct and incorrect responses.
All the questions are tied back to the e-Book to encourage students to
read the book in preparation for class time and exams.
PsychSim 6 has arrived! Tom Ludwig’s (Hope College) fabulous new
tutorials further strengthen LaunchPad’s abundance of helpful student
activity resources.
The Video Assignment Tool makes it easy to assign and assess video-
based activities and projects, and provides a convenient way for
students to submit video coursework.
LaunchPad Gradebook gives a clear window on performance for the
whole class, for individual students, and for individual assignments.
A streamlined interface helps students manage their schedule of
assignments, while social commenting tools let them connect with
classmates and learn from each other. 24/7 help is a click away,
accessible from a link in the upper right-hand corner.
Curated optional pre-built chapter units can be used as is or
customized. Or you may choose not to use them and build your
course from scratch.
Book-specific instructor resources include PowerPoint® sets,
textbook graphics, lecture and activity suggestions, test banks, and
more.
Offers easy LMS integration into your school’s learning management
system.

Downloadable Instructor’s Resource Manual Mallory Malkin,

Mississippi University for Women; Andrew N. Christopher, Albion
College; Pam Marek, Kennesaw State University; and Scott Cohn,
Western Colorado State University. Thoroughly updated from the last
edition, this manual provides a variety of resources to help you plan your
course and class sessions. Resources include annotated chapter outlines
and lecture guides with tips on how to present the material, effective

21
classroom activities (including both in-class activities and homework
assignments) drawn from established sources as well as the authors’ own
experiences, and suggestions for using Worth courseware, including
LaunchPad, Worth’s online course space, and all of Worth’s video
resources for introductory psychology. The Instructor’s Resource Manual
is downloadable from LaunchPad and the online catalog.

Downloadable Test Bank Richard D. Platt and Cynthia S. Koenig, St.

Mary’s College of Maryland; Pam Marek, Kennesaw State University;
Sherri L. Jackson, Jacksonville University; Richard A. Griggs, University
of Florida; and Adrienne Williamson, Kennesaw State University. Tied to
the pages of Psychology: A Concise Introduction, Fifth Edition, the
Downloadable Test Bank provides over 1,500 multiple-choice
factual/definitional and conceptual questions. Powered by Diploma, it
guides you through the process of creating a test, allowing you to add an
unlimited number of questions, edit questions, create new questions,
format a test, scramble questions, and include pictures and multimedia
links. The Diploma Test Bank is downloadable from our online catalog
and LaunchPad.

The Video Collection is now the single resource for all videos for
introductory psychology from Worth Publishers. Available on flash drive
and in LaunchPad, this includes over 130 clips.

Interactive Presentation Slides for Introductory Psychology is an

extraordinary series of PowerPoint® lectures. This is a dynamic yet easy-
to-use new way to engage students during classroom presentations of core
psychology topics. This collection provides opportunities for discussion
and interaction, and includes an unprecedented number of embedded video
clips and animations.

Lecture and Illustration Slides In addition to the Interactive Presentation

Slides, there are two other PowerPoint® slide sets to accompany the text.
For each chapter, we offer a set that includes chapter art and illustrations
and a final lecture presentation set that merges detailed chapter outlines
with text illustrations and artwork from outside sources. Each set can be
used directly or customized to fit your needs.

Macmillan Community Created by instructors for instructors, this is an

ideal forum for interacting with fellow educators—including Macmillan

22
authors—in your discipline. Join ongoing conversations about everything
from course prep and presentations to assignments and assessments to
teaching with media, keeping pace with—and influencing—new directions
in your field. Includes exclusive access to classroom resources, blogs,
webinars, professional development opportunities, and more.

Acknowledgments
First, I would like to thank all of the reviewers who have given generously
of their time and expertise in working on the various editions of
Psychology: A Concise Introduction. I am also indebted to my
supplements author team. I truly appreciate their hard work and
commitment to excellence.
At Worth Publishers, I am indebted to the many talented editorial and
production people who worked on this revision. I would like to thank
Carlise Stembridge (Executive Editor), Tracey Kuehn (Director of Content
Management Enhancement), Lisa Kinne (Managing Editor), Jane O’Neill
(Senior Project Editor), Sarah Segal (Senior Production Supervisor), Diana
Blume (Director of Design, Content Management), Vicki Tomaselli
(Senior Design Manager), Matthew McAdams (Art Manager), Robin
Fadool (Photo Editor), Anthony Casciano (Media Editor), and Kimberly
Morgan Smith (Assistant Editor) for all of their respective contributions to
the production of this fifth edition. Special thanks go to Jackie Saccoccio
for allowing us to use her beautiful paintings for the cover and the chapter
opening art. In addition, I appreciate the dedication and meticulous efforts
of my copy editor Deborah Heimann, proofreader Maria Vlasak, and
indexer Ellen Brennan. My deepest thanks go to my publisher Rachel Losh
(now Director of Personalized Learning) for her invaluable support and
insightful guidance on this fifth edition.
Finally, my thanks extend to my wife, Sherri. Her love,
encouragement, and unflagging support have kept me going through all
five editions of this text.

23
1
The Science of
24
Psychology
The Four Major Research Perspectives
Perspectives Emphasizing Internal Factors
Perspectives Emphasizing External Factors
Research Methods Used by Psychologists
Descriptive Methods
Correlational Studies
Experimental Research
How to Understand Research Results
Descriptive Statistics
Frequency Distributions

What do you think psychologists do? If you are like most people, when you
think of a psychologist, you think of a therapist counseling people who have
problems. If I asked you to name a psychologist, you would probably name
Sigmund Freud. However, Freud and psychologists who work as therapists are
not the focus of this book. They will be discussed, but they are only a part of
psychology’s story. Psychology is a science, not just a mental health
profession. The subjects of this scientific study are you, me, all humans. Some
psychologists may use other animals in their research, but their main goal is
still predominantly to understand humans. Psychology is the science of human
behavior and mental processes. Psychologists attempt to understand all aspects
of both our observable behavior, such as speech and physical movement, and
internal mental processes, such as remembering and thinking, which cannot be
directly observed. Psychologists may be found in any number of roles,
including teaching, researching, consulting, and yes, counseling troubled
people. This book, however, will focus on the research done by psychological
scientists, the process by which they’ve accomplished that research, and what
we’ve learned from their work.

psychology The science of

human behavior and mental

25
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¹⁵The sons of Moses; Gershom and Eliezer.

15. Gershom and Eliezer] Compare Exodus xviii. 3, 4.

¹⁶The sons of Gershom; Shebuel ¹ the chief.

¹ In chapter xxiv. 20, Shubael.

16. The sons] compare the following verse; also ii. 31, where the
plural, The sons, is thrice followed by a single name only.

Shebuel] rather, as in xxiv. 20, Shubael; so LXX. here.

¹⁷And the sons of Eliezer were, Rehabiah the

chief. And Eliezer had none other sons; but
the sons of Rehabiah were very many.
17. Rehabiah] Compare xxiv. 21.

¹⁸The sons of Izhar; Shelomith ¹ the chief.

¹ In chapter xxiv. 22, Shelomoth.

18. Shelomith] In xxiv. 22, Shelomoth.

¹⁹The sons of Hebron; Jeriah the chief,

Amariah the second, Jahaziel the third, and
 Jekameam the fourth.
19. The sons of Hebron] Compare xxiv. 23.

²⁰The sons of Uzziel; Micah the chief, and

Isshiah the second.
20. The sons of Uzziel] Compare xxiv. 24. Nine Kohathite families
seem to be here reckoned.

²¹The sons of Merari; Mahli and Mushi. The

sons of Mahli; Eleazar and Kish.
21. The sons of Merari] Compare xxiv. 26.

The sons of Mahli] Compare xxiv. 28, 29.

²²And Eleazar died, and had no sons, but

daughters only: and their brethren the sons of
Kish took them to wife.
22. their brethren] Their kinsmen.

took them to wife] i.e. in accordance with the law stated in

Numbers xxvii. 4, compare Numbers xxxvi. 6, whereby daughters
had a right of inheritance in hope of perpetuating the name of him
who died without male heirs. Thus Eleazar, by his family through the
female line, may be reckoned one of the heads of fathers’ houses. If
this view be correct, the list contains not twenty-two but twenty-three
“heads”; and it may be conjectured that the one name more required
to make up the desired total of twenty-four has been lost in the
transmission of the text.

²³The sons of Mushi; Mahli, and Eder, and

Jeremoth, three.
 23. The sons of Mushi] Compare xxiv. 30.

24‒27.
Organisation of the Levites (second account).

²⁴These were the sons of Levi after their

fathers’ houses, even the heads of the fathers’
houses of those of them that were counted, in
the number of names by their polls, who did
the work for the service of the house of the
Lord, from twenty years old and upward.
²⁵For David said, The Lord, the God of Israel,
hath given rest unto his people; and he
dwelleth in Jerusalem for ever: ²⁶and also the
Levites shall no more have need to carry the
tabernacle and all the vessels of it for the
service thereof. ²⁷For by the last words ¹ of
David the sons of Levi were numbered, from
twenty years old and upward.
¹ Or, in the last acts.

24. from twenty years old and upward] The striking divergence
between this verse and verse 3, where thirty is given as the
minimum age for service as a Levite, has given rise to much
discussion—see the note to verse 3. No doubt the concluding
remarks of that note are true historically: a change in the inferior age
limit of the Levites did take place at some time on account of the
need for larger numbers in office. But neither that fact, nor the theory
(which is hardly borne out by other considerations) that the
Chronicler has used varying traditions from two different sources,
suffices to explain why he left the evident contradiction in his
narrative. The desirability of explaining this circumstance strongly
favours the view urged by Curtis, that in verses 3 ff. the Chronicler
meant to describe the Levitical organisation during and for the
purpose of the preparation and erection of the Temple, whilst verses
24 ff. relate to the period when the Temple was completed and the
duties of the Levites, being both more numerous and at the same
time of a more mechanical nature, might well seem to call for an
increase in the number of those officiating. When the reduction of the
age limit to twenty actually took place is of course immaterial; but it is
quite in keeping with the manner of the Chronicler that he should
thus carry both arrangements back to the time of David.

28‒32.
Duties of the Levites.

²⁸For their office ¹ was to wait on the sons of

Aaron for the service of the house of the
Lord, in the courts, and in the chambers, and
in the purifying of all holy things, even the
work of the service of the house of God;
¹ Hebrew their station was at the hand of the sons of Aaron.
See Nehemiah xi. 24.

28. their office was to wait on] Literally, as margin, their station
was at the hand of. For the phrase at the hand of compare Psalms
cxxiii. 2, as the eyes of servants look unto the hand of their master.

the chambers] compare ix. 26, note.

²⁹for the shewbread also, and for the fine flour

for a meal offering, whether of unleavened
wafers, or of that which is baked in the pan, or
 of that which is soaked, and for all manner of
measure and size;
29. for the shewbread] i.e. for the preparation of the shewbread
(compare ix. 32).

that which is soaked] Compare Leviticus vi. 21 [14, Hebrew].

for all manner of measure and size] i.e. for measuring the
component parts of the meal-offering, etc.

³⁰and to stand every morning to thank and

praise the Lord, and likewise at even;
30. every morning ... and likewise at even] Corresponding with
the daily morning and evening sacrifice; compare Exodus xxix. 38,
39.

³¹and to offer all burnt offerings unto the Lord,

in the sabbaths, in the new moons, and on the
set feasts, in number according to the
ordinance concerning them, continually before
the Lord:
31. to offer all burnt offerings] This was the duty not of the
Levites, who were to stand near-by praising Jehovah (verse 30), but
of the priests. The apparent difficulty is due to a mistranslation:
render and (to stand, i.e. assist) at every offering of burnt
offerings.

the set feasts] i.e. the yearly feasts; Exodus xxiii. 14‒17.

³²and that they should keep the charge of the

tent of meeting, and the charge of the holy
 place, and the charge of the sons of Aaron
their brethren, for the service of the house of
the Lord.
32. the charge of the holy place] This duty is assigned to Levites
in Numbers iii. 28, 32; is restricted and confined to such Levites as
were sons of Kohath in Numbers iv. 15; and according to a variant
tradition in Numbers xviii. 5 is assigned to the priests.

the charge of the sons of Aaron] Compare Numbers xviii. 1‒7.

Chapter XXIV.
1‒19.
David’s Organisation of the Priests by courses.

¹And the courses of the sons of Aaron were

these. The sons of Aaron; Nadab and Abihu,
Eleazar and Ithamar.
1. the sons of Aaron] So vi. 3; Exodus vi. 23.

²But Nadab and Abihu died before their father,

and had no children: therefore Eleazar and
Ithamar executed the priest’s office.
2. Nadab and Abihu died] by fire from heaven as a punishment
for sacrilege—so Leviticus x. 1, 2; Numbers iii. 4.

³And David ¹ with Zadok of the sons of Eleazar,

and Ahimelech of the sons of Ithamar, divided
 them according to their ordering in their
service.
¹ Or, And David divided them, even Zadok &c.

3. Ahimelech of the sons of Ithamar] The colleague of Zadok in

the priesthood is variously named in different passages:—

1 Chronicles xxiv. 3. Ahimelech of the sons of Ithamar.

1 Chronicles xxiv. 6. Ahimelech the son of Abiathar.

1 Chronicles xviii. 16. Abimelech the son of Abiathar.

Probably the same person is meant throughout, the confusion

springing from a false reading in 2 Samuel viii. 17, Ahimelech the
son of Abiathar for Abiathar the son of Ahimelech; see the notes on
xv. 11, xviii. 16.

according to their ordering] i.e. according to the arrangement

which follows; compare verse 19.

⁴And there were more chief men found of the

sons of Eleazar than of the sons of Ithamar;
and thus were they divided: of the sons of
Eleazar there were sixteen, heads of fathers’
houses; and of the sons of Ithamar, according
to their fathers’ houses, eight.
4. more chief men found of the sons of Eleazar than ... of
Ithamar] The superiority of the Zadokites (sons of Eleazar) in the
post-exilic period is read back into the days of David, and construed
in the terms of a right of primogeniture: thus the proportion assigned
here is sixteen to eight, i.e. Eleazar’s descendants have a double
portion, besides the right of the High-priesthood.
 ⁵Thus were they divided by lot, one sort with
another; for there were princes of the
sanctuary, and princes of God, both of the
sons of Eleazar, and of the sons of Ithamar.
5. one sort with another] i.e. sons of Eleazar with sons of Ithamar.

there were princes of the sanctuary, and princes of God, both of

the sons, etc.] The princes of the sanctuary (Isaiah xliii. 28) are
probably the same as the princes of God and as the chiefs of the
priests (2 Chronicles xxxvi. 14). The Hebrew expression in 2
Chronicles xxxv. 8 is different (rulers of the house of God).

⁶And Shemaiah the son of Nethanel the

scribe, who was of the Levites, wrote them in
the presence of the king, and the princes, and
Zadok the priest, and Ahimelech the son of
Abiathar, and the heads of the fathers’ houses
of the priests and of the Levites: one fathers’
house being taken for Eleazar, and one taken ¹
for Ithamar.
¹ The Hebrew text has, taken, taken.

6. the scribe, who was of the Levites] so designated in order to

distinguish him from the king’s scribe (compare 2 Chronicles xxiv.
11).

one taken] This rendering involves a simple and entirely probable

correction of the Hebrew The alternate drawing here described could
have lasted only for the first sixteen lots; in the last eight drawings
the descendants of Eleazar must have drawn against each other
only; compare verse 4, and the similar procedure described in xxv.
9‒31.

⁷Now the first lot came forth to Jehoiarib, the

second to Jedaiah;
7. Jehoiarib] Lists of the priestly families occur also Nehemiah x.
2‒8, xii. 1‒7, 12‒21. Compare Ryle (on Nehemiah xii. 1) for a
discussion of the names. For Jehoiarib see ix. 10, note.

⁸the third to Harim, the fourth to Seorim;

8. Harim] So Nehemiah x. 5, xii. 15, but in Nehemiah xii. 3,
“Rehum.” The confusion of form is easy in Hebrew writing.

⁹the fifth to Malchijah, the sixth to Mijamin;

9. Mijamin] So Nehemiah x. 7, xii. 5; but xii. 17, “Miniamin.”

¹⁰the seventh to Hakkoz, the eighth to Abijah;

10. Hakkoz] Called “Koz” in Ezra ii. 61; Nehemiah iii. 4, 21
(Revised Version “Hakkoz” in all three places; so also in 1 Chronicles
iv. 8 where a Calebite Koz is mentioned). Unable to trace their
genealogy in the records after the Return, this family is stated in
Ezra (ii. 61) to have been deprived of their right to the priesthood.

Abijah] So Nehemiah x. 7, xii. 4, 17. Zacharias, the father of John

the Baptist, was of the course of Abiah (Revised Version Abijah);
Luke i. 5.

¹¹the ninth to Jeshua, the tenth to Shecaniah;

11. Jeshua] This is the Hebrew name expressed by Ἰησοῦς in
Greek, and by “Jesus” in English. The high-priest under whom the
second Temple was built bore this name according to Ezra iii. 2, v. 2.
 Shecaniah] So Nehemiah xii. 3; but Nehemiah x. 4, xii. 14,
“Shebaniah.” The Hebrew letters transliterated b and c are easily
confused.

¹²the eleventh to Eliashib, the twelfth to Jakim;

¹³the thirteenth to Huppah, the fourteenth to
Jeshebeab;
12. Eliashib] A priest of this name is mentioned Nehemiah xiii. 4‒
7.

¹⁴the fifteenth to Bilgah, the sixteenth to

Immer; ¹⁵the seventeenth to Hezir, the
eighteenth to Happizzez;
14. Bilgah] “Bilgah” (Nehemiah xii. 5) appears as a priest or
priestly family in the time of the Return, and (under the form “Bilgai,”
Nehemiah x. 8) in the time of Nehemiah.

Immer] compare ix. 12; Ezra ii. 37; Jeremiah xx. 1.

¹⁶the nineteenth to Pethahiah, the twentieth to

Jehezkel;
16. Jehezkel] a more correct form of “Ezekiel,” the name of the
priest-prophet of the Captivity.

¹⁷the one and twentieth to Jachin, the two and

twentieth to Gamul;
17. Jachin] Compare ix. 10 (= Nehemiah xi. 10).

¹⁸the three and twentieth to Delaiah, the four

and twentieth to Maaziah. ¹⁹This was the
 ordering of them in their service, to come into
the house of the Lord according to the
ordinance given unto them by the hand of
Aaron their father, as the Lord, the God of
Israel, had commanded him.
18. Maaziah] Nehemiah x. 8 (x. 9, Hebrew).

20‒31 (compare xxiii. 13‒23).

Families of the Levites.

These verses repeat the list of Levitic families given in xxiii. 6‒23
with the important omission of the whole of the Gershonites (xxiii. 6‒
11), but with some additions to the Kohathite and Merarite families.
Further, six “heads” of classes mentioned in xxiii. are here replaced
by new names. These features, together with several details, point to
the conclusion that the present list is the work of a later writer than
the Chronicler.

²⁰And of the rest of the sons of Levi: of the

sons of Amram, Shubael ¹; of the sons of
Shubael, Jehdeiah.
¹ In chapter xxiii. 16, Shebuel.

20 And of the rest of the sons of Levi: of, etc.] These are probably
the words of the glossator, introducing the list which follows and
which he intended as a corrective to the list in xxiii. 6‒23.

Amram] The four Kohathite families are now noticed in order, viz.
Amram, Izhar (verse 22), Hebron (verse 23), Uzziel (verse 24).

Shubael] Called “Shebuel” in xxiii. 16, xxvi. 24.

 ²¹Of Rehabiah: of the sons of Rehabiah,
Isshiah the chief.
21. Of Rahabiah] He (like Shubael) was descended from Moses;
xxiii. 15‒17.

²²Of the Izharites, Shelomoth ¹; of the sons of

Shelomoth, Jahath.
¹ In chapter xxiii. 18, Shelomith.

22. Shelomoth] Called “Shelomith” in xxiii. 18.

²³And the sons of Hebron; Jeriah the chief,

Amariah the second, Jahaziel the third,
Jekameam the fourth. ²⁴The sons of Uzziel,
Micah; of the sons of Micah, Shamir. ²⁵The
brother of Micah, Isshiah: of the sons of
Isshiah, Zechariah.
23. And the sons of Hebron; Jeriah the chief] The words of
Hebron and the chief which are printed in italics in the text above
have been omitted in the Hebrew by some error of transmission.
They are rightly restored in accordance with xxiii. 19.

²⁶The sons of Merari; Mahli and Mushi: the

sons of Jaaziah; Beno. ²⁷The sons of Merari;
of Jaaziah, Beno, and Shoham, and Zaccur,
and Ibri.
26. The sons of Merari] In xxiii. 21 only two families of Merari are
mentioned, viz., Mahli and Mushi. Here however a third family “the
sons of Jaaziah” is mentioned. Probably the fuller text is right to this
extent that there was a family tracing their ancestry to Jaaziah and
claiming that this Jaaziah was of Merarite descent; but is wrong in
making Jaaziah an immediate son of Merari, parallel with the famous
Mahli and Mushi. Hence the following word Beno (literally his son)
should probably be struck out as an erroneous gloss (see also verse
27).

of Jaaziah; Beno] Either delete Beno (see previous note) or

perhaps read Bani.

²⁸Of Mahli; Eleazar, who had no sons. ²⁹Of

Kish; the sons of Kish, Jerahmeel.
28. Eleazar] Compare xxiii. 22.

³⁰And the sons of Mushi; Mahli, and Eder, and

Jerimoth. These were the sons of the Levites
after their fathers’ houses.
30. Jerimoth] Spelt “Jeremoth” in xxiii. 23.

These were ... houses] = xxiii. 24a.

³¹These likewise cast lots even as their

brethren the sons of Aaron in the presence of
David the king, and Zadok, and Ahimelech,
and the heads of the fathers’ houses of the
priests and of the Levites; the fathers’ houses
of the chief even as those of his younger
brother.
31. and Ahimelech] We expect and Abiathar; compare verse 3,
xv. 11, xviii. 16, with the notes.
 Chapter XXV.
1‒7.
The Families of the Singers.

The Chronicler displays so much interest in the liturgical worship

of the Temple that it is very probable that he was himself a member
of the musical guilds. There is no reason to question the importance
of the musicians in the Temple worship of the late post-exilic period.
But the development of their organisation and duties was certainly a
gradual process, and did not, as the Chronicler here represents,
spring into being, full-grown, in the days of David. Three classes—
the sons of Asaph, Heman, and Jeduthun (= Ethan) had come to be
clearly recognised. They are here regarded as divided into twenty-
four courses (like the Levites and Priests), but that this even in the
Chronicler’s time represents not an actuality but an ideal is
suggested by the artificial character of the names which conclude
the list—see verse 4, note on Hananiah.

¹Moreover David and the captains of the

host separated for the service certain of the
sons of Asaph, and of Heman, and of
Jeduthun, who should prophesy with harps,
with psalteries, and with cymbals: and the
number of them that did the work according to
their service was:
1. Moreover David] Render, And David.

separated] compare xxiii. 13, note.

 who should prophesy] i.e. sing and praise in the manner of the
prophets, compare 1 Samuel x. 5. There is no reference to the
predictive power or the higher spiritual activities of the great
prophets. Nevertheless the term serves, and is intended, to invest
the office of the musicians with a greater honour than that of the
ministrant Levites.

psalteries] See xiii. 8, note.

²of the sons of Asaph; Zaccur, and Joseph,

and Nethaniah, and Asharelah ¹, the sons of
Asaph; under the hand of Asaph, who
prophesied after the order ² of the king.
¹ In verse 14, Jesharelah.

² Hebrew by the hands of the king.

2. Asaph] See xv. 17, note.

Asharelah] In verse 14, “Jesharelah.”

after the order] All was done according to the order established
by king David.

³Of Jeduthun: the sons of Jeduthun; Gedaliah,

and Zeri ¹, and Jeshaiah, Hashabiah, and
Mattithiah, six ²; under the hands of their father
Jeduthun with the harp, who prophesied in
giving thanks and praising the Lord.
¹ In verse 11, Izri. ² With Shimei, mentioned in verse 17.

3. Jeduthun] See xvi. 41, note.

 Zeri] read as in verse 11, Izri.

Jeshaiah] After Jeshaiah LXX. B inserts the name “Shimei”

(Σεμεεὶ), no doubt rightly for (1) six sons are reckoned in this verse,
(2) the “Shimei” of verse 17 is otherwise unmentioned in verses 2‒4,
though his twenty-three companions are named.

⁴Of Heman: the sons of Heman; Bukkiah,

Mattaniah, Uzziel ¹, Shebuel ², and Jerimoth,
Hananiah, Hanani, Eliathah, Giddalti, and
Romamti-ezer, Joshbekashah, Mallothi,
Hothir, Mahazioth:
¹ In verse 18, Azarel. ² In verse 20, Shubael.

4. Heman] See xv. 17, note.

Uzziel] In verse 18, “Azarel.” The variation between the two

words when written with Hebrew consonants is small. Compare note
on 2 Chronicles xxvi. 1 (“Uzziah” and “Azariah”).

Shebuel] In verse 20, “Shubael.”

Jerimoth] In verse 22, “Jeremoth.”

Hananiah, Hanani] Hananiah, which signifies “Jehovah (Jah) is

gracious,” and Hanani (probably a contraction of Hananiah) are
names found not infrequently in the Old Testament; but the following
seven words are practically impossible as proper names, and the
nine words together, with some easy alterations, actually form a
poetical petition, which may be rendered thus:

“Be gracious unto me, O God; be gracious unto me!

Thou art my God.

 Thou hast magnified and exalted help for him that sat in
distress.

Thou hast given visions abundantly.”

What explanation can be offered of this startling fact? It may be that

the names are wholly artificial, invented by the Chronicler to fill out
the desired twenty-four courses (see the head-note above), but the
device is clumsy and the Chronicler was not likely to be bankrupt for
names. Perhaps by a curious chance the original names bore some
slight resemblance to a sentence such as the above, and the
resemblance has at some time been perfected by a fanciful scribe.

⁵all these were the sons of Heman the king’s

seer in the words of God, to lift up the horn.
And God gave to Heman fourteen sons and
three daughters. ⁶All these were under the
hands of their father for song in the house of
the Lord, with cymbals, psalteries, and harps,
for the service of the house of God; Asaph ¹,
Jeduthun, and Heman being under the order
of the king.
¹ Or, after the order of the king, even Asaph &c.

5. the king’s seer] This title is given to Gad in xxi. 9, and to

Asaph, Heman and Jeduthun, all three in 2 Chronicles xxxv. 15
(LXX. not Hebrew).

in the words of God] The exact meaning of this is uncertain; it

may either mean “in Divine things” (i.e. arrangements for worship), or
“by Divine appointment” (compare 2 Chronicles xxix. 15 “by the
words of the Lord”).
 to lift up the horn] i.e. to make loud blasts upon the horn; but a
slightly different division of the Hebrew consonants should probably
be made and the phrase connected with the following verse. Render
therefore, To lift up the horn (i.e. to increase his power) God gave
to Heman, etc.

fourteen sons] Corresponding with the fourteen names given in

verse 4.

⁷And the number of them, with their brethren

that were instructed in singing unto the Lord,
even all that were skilful, was two hundred
fourscore and eight.
7. two hundred fourscore and eight] The number corresponds
with the twenty-four courses of twelve members each about to be
enumerated.

8‒31.
The Allotment of the Courses.

⁸And they cast lots for their charges ¹, all alike,

as well the small as the great, the teacher as
the scholar.
¹ Or, ward against ward, as well &c.

8. for their charges, all alike] charges, i.e. duties. The Hebrew
text is faulty, but the Revised Version rendering probably represents
the right reading.

the teacher as the scholar] LXX. τελείων καὶ μανθανόντων (i.e. the
initiated and the learners). For a similar inclusive phrase compare
the Arabic “he that giveth to hear and he that heareth,” and see
further references in Driver, Deuteronomy (International Crititcal
Commentary), p. 376. Instead of “the teacher” we may render “the
skilful” as in verse 7; the Hebrew word is the same. It is to be noted
that we have here twenty-four courses of singers corresponding with
the twenty-four courses of the priests.

⁹Now the first lot came forth for Asaph to

Joseph: the second to Gedaliah; he and his
brethren and sons were twelve: ¹⁰the third to
Zaccur, his sons and his brethren, twelve:
9. for Asaph] A comparison of verses 9‒31 with verses 2‒4
shows that the first, third, fifth and seventh lots fell to Asaph, the
second, fourth, eighth, tenth, twelfth and fourteenth to Jeduthun, and
the rest (fourteen in number) to Heman.

¹¹the fourth to Izri, his sons and his brethren,

twelve: ¹²the fifth to Nethaniah, his sons and
his brethren, twelve: ¹³the sixth to Bukkiah, his
sons and his brethren, twelve:
11. Izri] See note on Zeri, verse 3.

¹⁴the seventh to Jesharelah, his sons and his

brethren, twelve: ¹⁵the eighth to Jeshaiah, his
sons and his brethren, twelve: ¹⁶the ninth to
Mattaniah, his sons and his brethren, twelve:
14. Jesharelah] Compare verse 2.

¹⁷the tenth to Shimei, his sons and his

brethren, twelve:
 17. Shimei] Not mentioned in the present text of verses 2‒4; see
note on Jeshaiah, verse 3.

¹⁸the eleventh to Azarel, his sons and his

brethren, twelve: ¹⁹the twelfth to Hashabiah,
his sons and his brethren, twelve:
18. Azarel] Called Uzziel, verse 4.

²⁰for the thirteenth, Shubael, his sons and his

brethren, twelve: ²¹for the fourteenth,
Mattithiah, his sons and his brethren, twelve:
20. Shubael] Called Shebuel, verse 4.

²²for the fifteenth to Jeremoth, his sons and his

brethren, twelve: ²³for the sixteenth to
Hananiah, his sons and his brethren, twelve:
²⁴for the seventeenth to Joshbekashah, his
sons and his brethren, twelve: ²⁵for the
eighteenth to Hanani, his sons and his
brethren, twelve: ²⁶for the nineteenth to
Mallothi, his sons and his brethren, twelve:
²⁷for the twentieth to Eliathah, his sons and his
brethren, twelve: ²⁸for the one and twentieth to
Hothir, his sons and his brethren, twelve: ²⁹for
the two and twentieth to Giddalti, his sons and
his brethren, twelve: ³⁰for the three and
twentieth to Mahazioth, his sons and his
brethren, twelve: ³¹for the four and twentieth to