Psychology Applied to Modern Life: Adjustment in the 21st Century

722 Pages·2015·59.965 MB·English

by  Wayne Weiten, Dana S. Dunn, Elizabeth Yost Hammer

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e l e v e n t h e d i t i o n
Psychology Applied
to Modern Life
Adjustment in the 21st Century
Wayne Weiten
University of Nevada, Las Vegas
Dana S. Dunn
Moravian College
elizabeth yoSt hammer
Xavier University of Louisiana
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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Psychology Applied to Modern Life, Eleventh Edition © 2015, 2012 Cengage Learning
Wayne Weiten, Dana S. Dunn, Elizabeth Yost Hammer
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To two pillars of stability in this era
of turmoil—my parents
W.W.
For Sarah
D.S.D.
To Kristin Habashi Whitlock, one of my
favorite psychology teachers
E.Y.H.
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59950_fm_i-xxxvii.indd 3 10/11/13 1:42 PM
About the Authors
WAyne Weiten is a graduate of Bradley University and received his Ph.D. in social
psychology from the University of Illinois, Chicago, in 1981. He currently teaches at the
University of Nevada, Las Vegas. He has received distinguished teaching awards from
Division 2 of the American Psychological Association (APA) and the College of Du-
Page, where he taught until 1991. He is a fellow of Divisions 1 and 2 of the American
Psychological Association. In 1991, he helped chair the APA National Conference on
Enhancing the Quality of Undergraduate Education in Psychology and in 1996–1997 he
served as president of the Society for the Teaching of Psychology. In 2006, one of the
five national teaching awards given annually by the Society for the Teaching of Psychol-
ogy was named in his honor. Weiten has conducted research on a wide range of topics,
including educational measurement, jury decision making, attribution theory, stress, and
cerebral specialization. He is also the author of Psychology: Themes & Variations
(Wadsworth, 2013) and the creator of PsykTrek: A Multimedia Introduction to
Psychology.
dAnA s. dunn earned his B.A. in psychology from Carnegie Mellon University and
received his Ph.D. in social psychology from the University of Virginia. He is currently
professor of psychology and assistant dean for special projects at Moravian College in
Bethlehem, PA. A past chair of Moravian’s Psychology Department, Dunn is a fellow
of Divisions 1, 2, and 22 of the American Psychological Association (APA) and the
Association for Psychological Science (APS). Dunn served as the president of the Soci-
ety for the Teaching of Psychology (APA Division 2) in 2010. A frequent speaker at
national and regional disciplinary conferences, Dunn has written numerous articles,
chapters, and book reviews concerning his research interests: the teaching of psychol-
ogy, social psychology, rehabilitation psychology, and educational assessment. He is the
author or editor of seventeen books, including The Practical Researcher (2013), Re-
search Methods for Social Psychology (2013), and A Short Guide to Writing about
Psychology (2011). Dunn was the 2013 recipient of the American Psychological Foun-
dation’s Charles L. Brewer Award for Distinguished Teaching of Psychology.
eLiZABeth yOst hAmmer earned her B.S. in psychology from Troy State Uni-
versity and received her Ph.D. in experimental social psychology from Tulane Univer-
sity. She is currently Kellogg Professor in Teaching in the Psychology Department and
director of the Center for the Advancement of Teaching (CAT) at Xavier University of
Louisiana in New Orleans. Her work in CAT includes organizing pedagogical work-
shops and faculty development initiatives. She is a fellow of Division 2 of the American
Psychological Association (APA) and is a past president of Psi Chi, the International
Honor Society in Psychology. She has served as the treasurer for the Society for the
Teaching of Psychology. She is passionate about teaching and has published on collab-
orative learning, service learning, the application of social psychological theories to the
classroom, and mentoring students.

iv
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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to the Instructor
Many students enter adjustment courses with great expecta- In summary, we have tried to make this book both
tions. They’ve ambled through their local bookstores, and in challenging and applied. We hope that our approach will
the “Psychology” section they’ve seen numerous self-help help students better appreciate the value and use of scien-
books that offer highly touted recipes for achieving happi- tific psychology.
ness for a mere $15.95. After paying far more money to en-
roll in a college course that deals with the same issues as the
Philosophy
self-help books, many students expect a revelatory experi-
ence. However, the majority of us with professional training A certain philosophy is inherent in any systematic treat-
in psychology or counseling take a rather dim view of self- ment of the topic of adjustment. Our philosophy can be
help books and the pop psychology they represent. Psycholo- summarized as follows:
gists tend to see this literature as oversimplified, intellectually
● We believe that an adjustment text should be a re-
dishonest, and opportunistic and often summarily dismiss the
source book for students. We have tried to design this book
pop psychology that so many students have embraced. In-
so that it encourages and facilitates the pursuit of addi-
structors try to supplant pop psychology with more sophisti-
tional information on adjustment-related topics. It should
cated academic psychology based on current scholarship,
serve as a point of departure for more learning.
which is more complex and less accessible.
● We believe in theoretical eclecticism. This book will
In this textbook, we have tried to come to grips with
not indoctrinate your students along the lines of any single
the problem of differing expectations between student and
theoretical orientation. The psychodynamic, behavioral,
teacher. Our goal has been to produce a comprehensive,
and humanistic schools of thought are all treated with re-
serious, research-oriented treatment of the topic of adjust-
spect, as are cognitive, biological, cultural, evolutionary,
ment that also acknowledges the existence of popular
and other perspectives.
psychology and looks critically at its contributions. Our
● We believe that effective adjustment requires taking
approach involves the following:
charge of one’s own life. Throughout the book we try to
● In Chapter 1 we confront the phenomenon of popular promote the notion that active coping efforts are generally
self-help books. We take students beneath the seductive superior to passivity and complacency.
surface of such books and analyze some of their typical
flaws. Our goal is to make students more critical consum-
Changes in the Eleventh Edition
ers of this type of literature by encouraging them to focus
on substance, not on trendy claims. One of the exciting things about psychology is that it is not
● While encouraging a more critical attitude toward a stagnant discipline. It continues to progress at what seems
self-help books, we do not suggest that all should be dis- a faster and faster pace. A good textbook must evolve with
missed. Instead, we acknowledge that some of them offer the discipline. Although the professors and students who
authentic insights. With this in mind, we highlight some used the earlier editions of this book did not clamor for
of the better books in this genre in Recommended Read- change, we have made countless content changes to keep
ing boxes sprinkled throughout the text. These recom- up with new developments in psychology—adding and
mended books tie in with the adjacent topical coverage deleting some topics, condensing and reorganizing others,
and show the student the interface between academic and and updating everything (there are over 1100 new refer-
popular psychology. Additional Recommended Reading ences). A brief overview of some of these changes, listed
boxes can be found in the CourseMate for this text (www chapter-by-chapter, can be found on pages viii–xii follow-
.cengagebrain.com. ing this preface.
● We try to provide the student with a better appreciation The most significant change in this edition is the addi-
of the merits of the empirical approach to understanding be- tion of what we call Reel Research, a box feature with a
havior. This effort to clarify the role of research, which is rare video link to psychological research related to each chap-
for an adjustment text, appears in the first chapter. ter’s content. Using the publisher’s vast video collection,
● Recognizing that adjustment students want to leave we have made connections between studies captured on
the course with concrete, personally useful information, camera with important concepts in each chapter. The vid-
we end each chapter with an application section. The Ap- eos discuss relevant research topics, and the Reel Research
plications are “how to” discussions that address everyday feature includes a brief description of the study or studies
problems students encounter. While they focus on issues and researchers involved, an explanation of how it relates
that are relevant to the content of the particular chapter, to the chapter’s concepts, and three discussion questions.
they contain more explicit advice than the text proper. Instructors can use these questions for class discussion or
v
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59950_fm_i-xxxvii.indd 5 10/11/13 1:42 PM
as homework assignments. Students will be able to access concepts and to help maintain student interest. Although
the videos through the CourseMate for this text. Here are we now have three authors, the original author of this book
some of the Reel Research topics: (Wayne Weiten) continues to do the final rewrite of all
sixteen chapters to ensure stylistic consistency.
● Online Relationships
● Emotions, Cortisol, and Immune Response
Features
● Resilience in Children
● Suspicion and the Minnesota Trust Game This text contains a number of features intended to stimu-
● Sexual Prejudice in America late interest and enhance students’ learning. These special
● Stereotype Threat and Test Performance features include the aforementioned Reel Research boxes,
● Understanding Addiction Applications, Recommended Reading boxes, Learn More
Online, Practice Tests, a didactic illustration program, and
We believe that the topical research included in the
cartoons.
Reel Research features will provide students with an en-
gaging introduction to how psychological research related
to adjustment issues is conducted. Applications
This new edition also has a new look in terms of the
The end-of-chapter Applications should be of special in-
book’s design and layout. A new color scheme and graphic
terest to most students. They are tied to chapter content in
design have been created for the chapters. Instructors who
a way that should show students how practical applications
know the book will notice that quite a few new figures
emerge out of theory and research. Although some of the
have been added and that many familiar ones have been
material covered in these sections shows up frequently in
updated to resonate with the book’s new look. A variety of
adjustment texts, much of it is unique. Some of the Ap-
new, eye-catching photos are also integrated into each
plications include the following:
chapter, where they are placed to reflect the subject matter
reviewed in the text. ● Understanding Intimate Partner Violence
As already noted, we incorporated many new research ● Improving Academic Performance
citations into this edition in order to represent the expan- ● Understanding Eating Disorders
sion of the psychological literature since the previous edi- ● Getting Ahead in the Job Game
tion went to print. At the same time, we were mindful ● Building Self-Esteem
about the problem posed to student readers when they are ● Enhancing Sexual Relationships
confronted with too many citations. Thus, at the same time ● Boosting Your Own Happiness
we added new references, we carefully culled many older
ones to control the density of citations. Recommended Reading Boxes
What hasn’t changed? The ordering of the chapters
Recognizing students’ interest in self-help books, we have
in this edition matches the previous one. That said, we
sifted through hundreds of them to identify some that may
write our chapters to be largely self-contained so that you
be especially useful. These books are featured in boxes that
can assign them in virtually any order you like. The Per-
briefly review some of the higher-quality books, several of
sonal Explorations Workbook again appears at the back
which were published recently. These Recommended Read-
of the text, following the references and indexes. Instruc-
ing boxes are placed where they are germane to the material
tors have the option of having students complete work-
being covered in the text. Some of the recommended books
book exercises and tear them out (they are printed on
are well known, while others are less so. Although we make
perforated paper) for submission as homework. The ap-
it clear that we don’t endorse every idea in every book, we
pendix on the timely issue of sustainability was also re-
think they all have something worthwhile to offer. This
tained for this edition. It explains how sustainability
feature replaces the conventional suggested readings lists
depends on changes in individuals’ behavior more than
that usually appear at the ends of chapters, where they are
any other single factor. It focuses on the cognitive and
almost universally ignored by students.
behavioral processes that tend to impede environmentally
responsible behavior, as well as the alterations in behav-
Learn More Online
ior that will be necessary to sustain the world’s natural
The Internet is rapidly altering the landscape of modern life,
resources for future generations.
and students clearly need help dealing with the information
explosion in cyberspace. To assist them, we recruited web
Writing Style
expert Vincent Hevern (Le Moyne College) to evaluate hun-
This book has been written with the student in mind. We dreds of psychology- and adjustment-related sites and to
have tried to integrate the technical jargon of our discipline come up with some recommendations that appear to provide
into a relatively informal and down-to-earth writing style. reasonably accurate, balanced, and empirically sound infor-
We use concrete examples extensively to clarify complex mation. Short descriptions of these recommended Learn

vi to the instructor
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59950_fm_i-xxxvii.indd 6 10/11/13 1:42 PM
More Online websites are dispersed throughout the chapters, are psychological tests or scales that students can take
adjacent to related topical coverage. Because URLs change and score for themselves. The self-reflections consist of
frequently, we have not included them in the book. Insofar as questions intended to help students think about them-
students are interested in visiting these sites, we recommend selves in relation to issues raised in the text. These exer-
that they do so through the CourseMate for this text at www cises can be invaluable homework assignments. To
.cengagebrain.com. Links to all the recommended websites facilitate assigning them as homework, we have printed
are maintained there, and the Cengage webmaster periodi- the workbook section on perforated paper, so students
cally updates the URLs. Of course, students can also use can tear out the relevant pages and turn them in. In addi-
search engines such as Google to locate the recommended tion to providing easy-to-use homework assignments,
websites. many of these exercises can be used in class to stimulate
lively discussion.
Practice Tests
Each chapter ends with a ten-item multiple-choice Practice Learning Aids
Test that should give students a fairly realistic assessment
A number of learning aids have been incorporated into the
of their mastery of that chapter and valuable practice in tak-
text to help the reader digest the wealth of material:
ing the type of test that many of them will face in the class-
room (if the instructor uses the Test Bank). This feature ● The outline at the beginning of each chapter provides
the student with a preview and overview of what will be
grew out of some research on students’ use of textbook
covered.
pedagogical devices (see Weiten, Guadagno, & Beck,
1996). This research indicated that students pay scant atten- ● Headings are used extensively to keep material well
organized.
tion to some standard pedagogical devices. When students
were grilled to gain a better understanding of this perplex- ● To help alert your students to key points, learning
objectives are distributed throughout the chapters, after the
ing finding, it quickly became apparent that students are
level-1 headings.
pragmatic about pedagogy. Essentially, their refrain was,
“We want study aids that will help us pass the next test.” ● Key terms are identified with blue italicized boldface
type to indicate that these are important vocabulary items
With this mandate in mind, we added the Practice Tests.
that are part of psychology’s technical language.
They should be very realistic, as many of the items came
from the Test Banks for previous editions (these items do ● An integrated running glossary provides an on-the-spot
definition of each key term as it is introduced in the text.
not appear in the Test Bank for the current edition). Addi-
These formal definitions are printed in blue boldface type.
tional practice tests can be found in the CourseMate for this
text at www.cengagebrain.com. ● An alphabetical glossary is found in the back of the
book, as key terms are usually defined in the integrated
running glossary only when they are first introduced.
Didactic Illustration Program
● Italics are used liberally throughout the text to em-
The illustration program is once again in full color, and as
phasize important points.
already noted, many new figures have been added along
● A chapter review is found at the end of each chapter.
with extensive redrawing of many graphics. Although the
Each review includes a concise but thorough summary of
illustrations are intended to make the book attractive and to
the chapter’s key ideas, a list of the key terms that were
help maintain student interest, they are not merely decora-
introduced in the chapter, and a list of important theorists
tive: They have been carefully selected and crafted for their
and researchers who were discussed in the chapter.
didactic value to enhance the educational goals of the text.
Supplementary Materials
Cartoons
A little comic relief usually helps keep a student interested, A complete teaching/learning package has been developed
so we’ve sprinkled numerous cartoons throughout the to supplement Psychology Applied to Modern Life. These
book. Like the figures, most of these have been chosen to supplementary materials have been carefully coordinated
reinforce ideas in the text. to provide effective support for the text.
Personal Explorations Workbook Instructor’s Manual
As mentioned earlier, the Personal Explorations Work- The Instructor’s Manual is available as a convenient aid
book can be found in the very back of the text. It contains for your educational endeavors. It provides a thorough
experiential exercises for each text chapter, designed to overview of each chapter and includes a wealth of sugges-
help your students achieve personal insights. For each tions for lecture topics, class demonstrations, exercises,
chapter, we have included one Self-Assessment exercise and discussion questions, organized around the content of
and one Self-Reflection exercise. The self-assessments each chapter in the text.
to the instructor vii
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59950_fm_i-xxxvii.indd 7 10/11/13 1:42 PM
Test Bank Highlights of Content Changes
The Test Bank, revised by Joan Thomas-Spiegel of Los in the Eleventh Edition
Angeles Harbor College, contains an extensive collection
To help professors who have used this book over many
of multiple-choice questions for objective tests, all closely
editions, we are providing an overview of the content
tied to the learning objectives found in the text chapters.
changes in the current edition. The following list is not
We’re confident that you will find this to be a dependable
exhaustive, but it should alert faculty to most of the major
and usable test bank.
changes in the book.
Cengage Learning Testing Powered by Cognero
Chapter 1 Adjusting to Modern Life
Cengage Learning Testing Powered by Cognero is a flex-
ible, online system that allows you to author, edit, and New discussion of Sherry Turkle’s argument that our digital,
networked world actually fosters isolation and deficits in
manage test bank content from multiple Cengage Learning
intimacy
solutions, create multiple test versions in an instant, and
New example of naturalistic observation research focusing on
deliver tests from you LMS, your classroom or wherever
ethnic differences in sociability and illustrating an innova-
you want.
tive, new way to conduct such research
New example of case study research focusing on assessing the
CourseMate
effectiveness of a specific therapy (IPT) for bulimic
Cengage Learning’s CourseMate brings course concepts to disorders
life with interactive learning, study, and exam preparation New example of survey research showing how the amount of
tools that support the printed textbook. CourseMate in- time people spend watching TV relates to social class and
cludes an integrated eBook, glossaries, flashcards, quizzes, their health
Revised discussion of the relationship between income and
videos, and more—as well as EngagementTracker, a first-
subjective well-being, including a recent study by Kahneman
of-its-kind tool that monitors student engagement in the
and Deaton (2010)
course. The accompanying instructor website, available
Revised discussion of age and happiness, including new re-
through login.cengage.com, offers access to password-
search reporting a U-shaped relationship between age and
protected resources such as an electronic version of the
subjective well-being
instructor’s manual, test bank files, and PowerPoint®
New research linking the depth of participants’ daily conversa-
slides. CourseMate can be bundled with the student text. tions to their subjective well-being
Contact your Cengage sales representative for information New research on the link between religiosity and happiness,
on getting access to CourseMate. which appears to be stronger in societies where life circum-
stances are more difficult and stressful
Culture and Modern Life Revised coverage of personality and happiness featuring new
data on how extraversion and neuroticism can color people’s
Culture and Modern Life is a small paperback intended to
evaluations of their experiences
help your students appreciate how cultural factors moder-
New findings on the importance of study habits to college
ate psychological processes and how the viewpoint of
success
one’s own culture can distort one’s interpretation of the
New research on how students’ retrieval practice and question
behavior of people from other cultures. Written by David
generation can enhance mastery of reading assignments
Matsumoto (San Francisco State University), a leading
New coverage of how the testing effect (on memory) general-
authority on cross-cultural psychology, this supplementary
izes to real-world educational settings and new theorizing
book should greatly enhance your students’ understanding on why this effect is so potent
of how culture can influence adjustment. Culture and
Modern Life can be ordered shrinkwrapped with the text. Chapter 2 Theories of Personality
New data on the relationship between the Big Five traits and
Critical Thinking Exercises
socioeconomic class
A set of critical thinking exercises can be found in the
Revised critique of the five-factor model
CourseMate for this text at www.cengagebrain.com. Expanded critique of Freudian theory
Written by Jeffry Ricker (Scottsdale Community Col- New research on the ramifications of a repressive coping style
lege), these exercises are intended to introduce students New research on how reaction formation may underlie homophobia
to specific critical thinking skills, such as recognizing Updated discussion of self-efficacy
extraneous variables, sampling bias, and fallacies in rea- New discussion of a proposed revision of Maslow’s hierarchy of
soning. The exercises also challenge students to apply needs
these skills to adjustment-related topics on a chapter-by- Condensed coverage of behavioral genetics research on the
chapter basis. heritability of personality

viii to the instructor
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
59950_fm_i-xxxvii.indd 8 10/11/13 1:42 PM