Download Full Version ebook - Visit ebooknice.

com

(Ebook) Learn Psychology by Kenneth E Carter,

Colleen M Seifert ISBN 9780763798987,
9781284124842, 0763798983, 1284124843

https://ebooknice.com/product/learn-psychology-5893312

Click the button below to download

DOWLOAD EBOOK

Discover More Ebook - Explore Now at ebooknice.com

 Instant digital products (PDF, ePub, MOBI) ready for you
Download now and discover formats that fit your needs...

Start reading on any device today!

(Ebook) Biota Grow 2C gather 2C cook by Loucas, Jason;

Viles, James ISBN 9781459699816, 9781743365571,
9781925268492, 1459699815, 1743365578, 1925268497
https://ebooknice.com/product/biota-grow-2c-gather-2c-cook-6661374

ebooknice.com

(Ebook) Matematik 5000+ Kurs 2c Lärobok by Lena

Alfredsson, Hans Heikne, Sanna Bodemyr ISBN 9789127456600,
9127456609
https://ebooknice.com/product/matematik-5000-kurs-2c-larobok-23848312

ebooknice.com

(Ebook) SAT II Success MATH 1C and 2C 2002 (Peterson's SAT

II Success) by Peterson's ISBN 9780768906677, 0768906679

https://ebooknice.com/product/sat-ii-success-
math-1c-and-2c-2002-peterson-s-sat-ii-success-1722018

ebooknice.com

(Ebook) Master SAT II Math 1c and 2c 4th ed (Arco Master

the SAT Subject Test: Math Levels 1 & 2) by Arco ISBN
9780768923049, 0768923042
https://ebooknice.com/product/master-sat-ii-math-1c-and-2c-4th-ed-
arco-master-the-sat-subject-test-math-levels-1-2-2326094

ebooknice.com
(Ebook) Cambridge IGCSE and O Level History Workbook 2C -
Depth Study: the United States, 1919-41 2nd Edition by
Benjamin Harrison ISBN 9781398375147, 9781398375048,
1398375144, 1398375047
https://ebooknice.com/product/cambridge-igcse-and-o-level-history-
workbook-2c-depth-study-the-united-states-1919-41-2nd-edition-53538044

ebooknice.com

(Ebook) Catheter-Related Infections by Harald Seifert,

Bernd Jansen, Barry M. Farr, Harald Seifert, Bernd Jansen,
Barry Farr ISBN 9780824758547, 9780203997109, 0203997107,
0824758544
https://ebooknice.com/product/catheter-related-infections-1368964

ebooknice.com

(Ebook) Biology: Science for Life by Colleen M. Belk,

Virginia M. Borden, Colleen Belk, Virginia Borden ISBN
9780130892416, 0130892416
https://ebooknice.com/product/biology-science-for-life-1019374

ebooknice.com

(Ebook) The psychology of culture shock by Colleen Ward,

Stephen Bochner, Adrian Furnham ISBN 9780415162340,
0415162343
https://ebooknice.com/product/the-psychology-of-culture-shock-1082794

ebooknice.com

(Ebook) Organometallic Chemistry, Volume 29 by M. Green

ISBN 0854043284

https://ebooknice.com/product/organometallic-chemistry-
volume-29-2440106

ebooknice.com
Psychology
Revised First Edition
learn
learn
Psychology
Kenneth Carter, PhD, ABPP
Professor of Psychology
Oxford College, Emory University
Oxford, Georgia

Colleen M. Seifert, PhD

Arthur F. Thurnau Professor of Psychology
University of Michigan
Ann Arbor, Michigan

Contributions by:
Jonna Kwiatkowski, PhD
Assistant Professor of Psychology
Mars Hill College
Mars Hill, North Carolina
World Headquarters
Jones & Bartlett Learning
5 Wall Street
Burlington, MA 01803
978-443-5000
[email protected]
www.jblearning.com
Jones & Bartlett Learning books and products are available through most bookstores and online booksellers. To contact
Jones & Bartlett Learning directly, call 800-832-0034, fax 978-443-8000, or visit our website, www.jblearning.com.
Substantial discounts on bulk quantities of Jones & Bartlett Learning publications are available to corporations,
professional associations, and other qualified organizations. For details and specific discount information, contact
the special sales department at Jones & Bartlett Learning via the above contact information or send an email to
[email protected].
Copyright © 2018 by Jones & Bartlett Learning, LLC, an Ascend Learning Company
All rights reserved. No part of the material protected by this copyright may be reproduced or utilized in any form, elec-
tronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without
written permission from the copyright owner. Additional photo and illustration credits appear on pages 675-678 which
constitute a continuation of the copyright page.
Learn Psychology, Revised First Edition is an independent publication and has not been authorized, sponsored, or otherwise
approved by the owners of the trademarks or service marks referenced in this product. Some images in this book feature
models. These models do not necessarily endorse, represent, or participate in the activities represented in the images.
Production Credits
Chief Executive Officer: Ty Field
President: James Homer
Senior Vice President: Eve Howard
SVP, Chief Marketing Officer: Alison M. Pendergast
VP, Production and Design: Anne Spencer
Senior Developmental Editor: William Wahlgren
Senior Editorial Assistant: Rainna Erikson
Reprints and Special Projects Manager: Susan Schultz
Associate Production Editor: Tina Chen
Production Assistant: Kristen Rogers
V.P., Manufacturing and Inventory Control: Therese Connell
Manufacturing and Inventory Control Supervisor: Amy Bacus
Rights and Photo Research Supervisor: Anna Genoese
Composition: diacriTech, Inc.
Text Design: Anne Spencer
Cover Design: Timothy Dziewit
Cover Image: © Sofia/ShutterStock, Inc.
Printing and Binding: Courier Companies
Cover Printing: Courier Companies
ISBN: 978-1-284-12484-2
The Library of Congress has cataloged the earlier printing as follows
Carter, Kenneth, 1967-
Learn psychology / Kenneth Carter, Colleen M. Seifert.
p. cm.
Includes index.
ISBN 978-0-7637-9898-7
1. Psychology. I. Seifert, Colleen M. II. Title.
BF81.C33 2013
150--dc23
2012005228
6048
Printed in the United States of America
20 19 18 17 16 10 9 8 7 6 5 4 3 2 1
Brief Contents
CHAPTER 1 Psychology: An Overview. . . . . . . . . . . . . . . . . . . . . . . . . 2

CHAPTER 2 A Scientific Approach to Psychology. . . . . . . . . . . . . . . 30

CHAPTER 3 Neuroscience: The Biology of Behavior. . . . . . . . . . . . . 74

CHAPTER 4 Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . 110

CHAPTER 5 States of Consciousness. . . . . . . . . . . . . . . . . . . . . . . . 152

CHAPTER 6 Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

CHAPTER 7 Memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

CHAPTER 8 Thinking and Language. . . . . . . . . . . . . . . . . . . . . . . . 276

CHAPTER 9 Intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

CHAPTER 10 Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360

CHAPTER 11 Emotion, Stress, and Health . . . . . . . . . . . . . . . . . . . . 416

CHAPTER 12 Development Throughout the Life Span. . . . . . . . . . . 450

CHAPTER 13 Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504

CHAPTER 14 Psychological Disorders. . . . . . . . . . . . . . . . . . . . . . . . 536

CHAPTER 15 Therapies for Psychological Disorders . . . . . . . . . . . . 578

CHAPTER 16 Social Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614

Contents v
 Contents Preface xviii
Acknowledgments xxv
About the Authors xxvii

CHAPTER 1 Psychology: An Overview. . . . . . . . . . . . . . . . . . . . . . . . . 2

1.1 The Science of Psychology . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . 5
CONCEPT LEARNING CHECK 1.1 The Scope and Limits of the Science of Psychology 7
1.2 The Origins and History of Psychology . . . . . . . . . . . . . . . . . .å°“ . . . . . . . 8
Philosophical Roots 9
Biological Roots 9
Schools of Thought: Structuralism vs. Functionalism 10
CONCEPT LEARNING CHECK 1.2 Comparing and Contrasting Structuralism and
Functionalism 12
1.3 Contemporary Psychology. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . 13
The Biological Perspective 14
The Evolutionary Perspective 14
The Psychodynamic Perspective 15
The Behavioral Perspective 16
The Humanistic Perspective 16
The Cognitive Perspective 16
The Sociocultural Perspective 16
Professional Specialization and Research Areas in Psychology 17
CONCEPT LEARNING CHECK 1.3 Contemporary Perspectives and Settings in Psychology 19
1.4 Critical Thinking and Multiple Influences. . . . . . . . . . . . . . . . . .å°“ . . . . . 19
Critical Thinking 19
The Importance of Multiple Influences 20
CRITICAL THINKING APPLICATION 21
Summary of Multiple Influences on Psychology 21
CONCEPT LEARNING CHECK 1.4 Applying the Criteria of Critical Thinking 23
VISUAL OVERVIEW: MULTIPLE PERSPECTIVES 24
Visual Summary of Psychology: An Overview 25
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 26

CHAPTER 2 A Scientific Approach to Psychology. . . . . . . . . . . . . . . 30

2.1 Psychological Investigation. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . 32
The Scientific Method in Psychology 33
Why Is the Scientific Method Important? 35
CONCEPT LEARNING CHECK 2.1 Within or Between? 36
2.2 Descriptive Research . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 37
Naturalistic Observation 37
Case Studies 38
Surveys 39
Correlational Studies 41
CONCEPT LEARNING CHECK 2.2 What Do Correlations Mean? 46
2.3 Experimental Research. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 46
CONCEPT LEARNING CHECK 2.3 Designing an Experiment 51
2.4 Statistical Analysis. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . 51
Measures of Central Tendency and Variance 52
Making Inferences with Statistics 55
CONCEPT LEARNING CHECK 2.4 Summarizing with Statistics 56
2.5 Ethics in Psychological Research . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 56
Human Participants 57
Animal Studies 59
Summary of Multiple Influences on a Scientific Approach to Psychology 61
CONCEPT LEARNING CHECK 2.5 Ethics in Psychological Studies 61
CRITICAL THINKING APPLICATION 62
VISUAL OVERVIEW: SAMPLING FROM A POPULATION FOR SCIENTIFIC STUDY 64
vi
 Visual Summary of A Scientific Approach to Psychology 65
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 67

CHAPTER 3 Neuroscience: The Biology of Behavior. . . . . . . . . . . . . 74

3.1 Overview: The Components of Biological Bases of Behavior . . . . . . 76
CONCEPT LEARNING CHECK 3.1 Reviewing the Terminology of Neuroscience 77
3.2 Neural Communication . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 77
Glia 78
Neurons 78
Neural Networks 82
Multitasking Neurotransmitters 83
CONCEPT LEARNING CHECK 3.2 Recognizing the Parts of the Neuron 84
3.3 Nervous System Organization . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . 84
Peripheral Nervous System 84
Central Nervous System 85
CONCEPT LEARNING CHECK 3.3 The Organization of the Nervous
System 86
3.4 The Brain. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 86
Organization 86
Research on the Brain 86
The Brainstem 87
Midbrain 89
Forebrain 89
Plasticity 93
CONCEPT LEARNING CHECK 3.4 Identifying the Structures and
Functions in the Brain 94
3.5 The Endocrine System. . . . . . . . . . . . . . . . . .å°“ . . . 94
Endorphins 95
Adrenal Glands 95
Gonads 95
CONCEPT LEARNING CHECK 3.5 Identifying the Role of Endorphins and the Endocrine
System Functions 96
3.6 Genetics. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 96
The Basic Concepts of Genetics 96
The Research Methods of Genetics 98
Summary of Multiple Influences on the Biology of Behavior 100
CONCEPT LEARNING CHECK 3.6 Reviewing the Role of Genetics in Psychology 100
CRITICAL THINKING APPLICATION 101
VISUAL OVERVIEW: NERVOUS SYSTEM 102
Visual Summary of Neuroscience: The Biology of Behavior 103
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 105

CHAPTER 4 Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . 110

4.1 The Interaction of Sensation and Perception. . . . . . . . . . . . . . . . . .å°“ . 112
CONCEPT LEARNING CHECK 4.1 Comparing Top-Down and Bottom-Up Processing 114
4.2 Sensory Principles . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . 114
Transduction of Physical Energy into Neural Stimulation 115
Detection Thresholds Reflect Sensitivity 115
Sensory Adaptation 117
CONCEPT LEARNING CHECK 4.2 Testing Sensory Thresholds 118
4.3 The Five Major Senses. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 118
The Sense of â•›Vision 119
The Sense of Hearing 123
The Sense of Smell 124
The Sense of â•›Taste 125
The Sense ofâ•› Touch 127
CONCEPT LEARNING CHECK 4.3 Methods of Sensory Transduction 129
CRITICAL THINKING APPLICATION 129

Contents vii
 4.4 Perception Organizes Sensations. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . 130
Form and Pattern Perception 130
Gestalt Organizing Principles 131
Depth Perception 133
Perception of Motion 134
Perceptual Constancy 135
CONCEPT LEARNING CHECK 4.4 Perceptual Organization Principles 136
4.5 Experience and Perception . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . 137
Development 137
Learning 137
Culture 138
CONCEPT LEARNING CHECK 4.5 The Role of Experience in Perception 140
4.6 The Role of Attention. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 140
Selective Attention 140
Divided Attention 141
Summary of Multiple Influences on Sensation and Perception 142
CONCEPT LEARNING CHECK 4.6 The Role of Attention in Perception 142
VISUAL OVERVIEW: TRANSDUCTION FROM PHYSICAL ENERGY TO NEURAL SIGNALS 143
Visual Summary of Sensation and Perception 144
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 146

CHAPTER 5 States of Consciousness. . . . . . . . . . . . . . . . . . . . . . . . 152

5.1 Overview: Consciousness, Brain Activity, Levels of€Awareness . . . 154
CONCEPT LEARNING CHECK 5.1 Consciousness and Psychology 155
5.2 Sleep . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . 155
Biological Rhythms and Stages of Sleep 156
Sleep Theories 157
Effects of Sleep Deprivation 158
Sleep Disorders 158
CONCEPT LEARNING CHECK 5.2 Stages of Sleep 162
5.3 Dreams. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 162
Theories of Dreams 162
CRITICAL THINKING APPLICATION 163
Dream Contents 164
CONCEPT LEARNING CHECK 5.3 Theories of Dreams 165
5.4 Hypnosis . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . 165
Critical Thinking About Hypnosis 165
Theories of Hypnosis 166
CONCEPT LEARNING CHECK 5.4 Theories of Hypnosis 167
5.5 Meditation. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 167
Meditation Defined 167
Effects and Benefits of Meditation 167
CONCEPT LEARNING CHECK 5.5 The Effects and Benefits of Meditation 168
5.6 Drug Use . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . 168
Mechanism of Action of Psychoactive Drugs 171
Depressants 171
Stimulants 172
Hallucinogens 173
Summary of Multiple Influences on Consciousness 174
CONCEPT LEARNING CHECK 5.6 The Effects of Psychoactive Drugs 175
VISUAL OVERVIEW: SLEEP CYCLES 176
Visual Summary of States of Consciousness 177
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 179

CHAPTER 6 Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

6.1 How We Learn. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . 186
CONCEPT LEARNING CHECK 6.1 Comparing Types of Learning 188
6.2 Classical Conditioning . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 188
viii Contents
 Pavlov’s Experiments 189
Review of Terminology, Processes, and Factors That Affect Classical€Conditioning 192
Conditioning and Emotional Responses 192
Contemporary Views of Classical Conditioning 194
Applying Principles of Classical Conditioning 196
CONCEPT LEARNING CHECK 6.2 Applying Principles of Classical Conditioning 197
6.3 Operant Conditioning. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 198
Thorndike’s Law of Effect 198
Skinner’s Experiments 198
Punishment 203
Review of Terminology, Processes, and Factors That Affect Operant Conditioning 204
Contemporary Views of Operant Conditioning 205
Applying Principles of Operant Conditioning 207
CONCEPT LEARNING CHECK 6.3 Comparing Consequences of Behavior 208
6.4 A Cognitive Approach: Observational Learning . . . . . . . . . . . . . . . . 208
CRITICAL THINKING APPLICATION 209
Tolman’s Latent Learning 209
Bandura’s Social-Cognitive Learning Theory 210
Summary of Multiple Influences on Learning 213
CONCEPT LEARNING CHECK 6.4 Learning by Observing 214
VISUAL OVERVIEW: THREE TYPES OF LEARNING 215
Visual Summary of Learning 216
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 218

CHAPTER 7 Memory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224

7.1 Overview: What is Memory?. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 226
CONCEPT LEARNING CHECK 7.1 Defining Memory 227
7.2 Constructing Memory . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 227
Automatic Processing 227
Effortful Processing 229
Mnemonics 232
CONCEPT LEARNING CHECK 7.2 Applying Methods of Encoding 233
7.3 The Three Stages of Memory . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . 233
Sensory Memory 234
Short-Term Memory or Working Memory 234
Long-Term Memory 238
Storing Memories in the Brain 239
CONCEPT LEARNING CHECK 7.3 Movement of Information Through the Stages of
Memory 240
Contents ix
 7.4 Organizing Information in Memory . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . 240
Declarative Memory 242
Procedural Memory 247
CONCEPT LEARNING CHECK 7.4 Organizing Information in Memory 248
7.5 Retrieval from Memory . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ 248
Retrieval Cues 248
Adding Context 250
Retrieval Practice 251
CONCEPT LEARNING CHECK 7.5 Practicing Retrieval 251
7.6 Reconstructing Memories. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . 252
Source Monitoring 252
The Misinformation Effect 252
False Memories 254
CONCEPT LEARNING CHECK 7.6 Introducing Error in Memory 256
CRITICAL THINKING APPLICATION 256
7.7 Forgetting . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 257
Measures of Forgetting 257
Theories of Forgetting 259
Motivated Forgetting 260
Amnesia 261
CONCEPT LEARNING CHECK 7.7 Learning from Case Studies of Amnesia 262
7.8 How to Improve Your Memory . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . 263
Memory Principles Applied to Studying 263
Summary of Multiple Influences on Memory 264
CONCEPT LEARNING CHECK 7.8 Developing Helpful Study Habits 265
VISUAL OVERVIEW: TYPES OF KNOWLEDGE IN MEMORY 266
Visual Summary of Memory 267
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 269

CHAPTER 8 Thinking and Language. . . . . . . . . . . . . . . . . . . . . . . . 276

8.1 Overview: What Is Thinking?. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 278
CONCEPT LEARNING CHECK 8.1 Defining Thinking 281
8.2 Problem Solving. . . . . . . . . . . . . . . . . .å°“ . . . . 281
Problem-Solving Methods 281
Biases in Problem Solving 284
Expertise 286
CONCEPT LEARNING CHECK 8.2 Applying
Methods of Problem Solving 286
8.3 Decision Making. . . . . . . . . . . . 286
Algorithms in Decision Making 287
Heuristics in Decision Making 287
CRITICAL THINKING APPLICATION 289
CONCEPT LEARNING CHECK 8.3 Recognizing
Heuristics in Decision Making 290
8.4 Reasoning . . . . . . . . . . . . . . . 290
Algorithms in Reasoning 290
Biases in Reasoning 292
CONCEPT LEARNING CHECK 8.4
Practicing Reasoning 294
8.5 Language. . . . . . . . . . . . .
294
What Is a “Language”? 294
Language Structure 294
Language Development 296
Theories of Language
Acquisition 297
Language in Animals 298
CONCEPT LEARNING CHECK 8.5
Features of Language 299
8.6 Brain, Language, and
Culture. . . . . . . . . . . . . . 300
x
 Summary of Multiple Influences on Thinking and Language 302
CONCEPT LEARNING CHECK 8.6 Multiple Influences on Language Use 304
VISUAL OVERVIEW: TYPES OF THINKING PROCESSES 305
Visual Summary of Thinking and Language 306
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 309

CHAPTER 9 Intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

9.1 The Nature of Intelligence. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . 318
Defining Intelligence 318
Theories of Intelligence 319
CRITICAL THINKING APPLICATION 323
The Brain and Intelligence 324
CONCEPT LEARNING CHECK 9.1 Comparing Theories of Intelligence 326
9.2 Measuring Intelligence. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 327
The Development of Intelligence Testing 327
Principles of Test Construction 330
CONCEPT LEARNING CHECK 9.2 Understanding What Scores Mean 336
9.3 Individual Differences in Intelligence . . . . . . . . . . . . . . . . . .å°“ . . . . . . . 336
Intellectual Disability 336
High Intellectual Ability 338
CONCEPT LEARNING CHECK 9.3 Varieties of Intelligence 340
9.4 Group Differences in Intelligence . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . 340
Differences Within Groups and Differences Between Groups 340
Bias in Intelligence Testing 343
CONCEPT LEARNING CHECK 9.4 Expecting to Be Smarter 346
9.5 Multiple Influences: The Roles of Genetics and Environment in
Determining Intelligence. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . 346
Evidence for Heredity 347
Evidence for Environmental Influence 347
Summary of Multiple Influences on Intelligence 350
CONCEPT LEARNING CHECK 9.5 Understanding the Evidence on the Heredity-Environment
Question 350
VISUAL OVERVIEW: STEPS IN CREATING AN INTELLIGENCE TEST 351
Visual Summary of Intelligence 352
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 354

CHAPTER 10 Motivation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360

10.1 Motivational Theories . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 362
Instinct Theories 362
Evolutionary Theories 363
Drive Theories 363
Arousal Theories 364
Incentive Theories 365
Hierarchical Theories 366
CONCEPT LEARNING CHECK 10.1 Theories of Motivation 367

Contents xi
 10.2 Motivation of Hunger. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 368
The Physiology and Regulation of Hunger 368
Environmental Influences 373
Hunger, Eating, and Weight 374
A Comparison: Motivation of Thirst 378
CONCEPT LEARNING CHECK 10.2 Eating Disorder or Disordered Eating? 378
CRITICAL THINKING APPLICATION 379
10.3 Sexual Motivation. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . 380
Physiology of Sexual Response 381
Gender Norms in Sexual Motivation 382
Evolutionary Theories of Mating 384
Sexual Orientation 387
CONCEPT LEARNING CHECK 10.3 Evolution and Gender Differences 390
10.4 Social Motivations . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . 390
Motivation to Belong 390
Motivation to Achieve 392
Motivation for Self-actualization 393
CONCEPT LEARNING CHECK 10.4 Fostering Achievement 394
10.5 Motivation and Work. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 394
Personnel Psychology 395
Organizational Psychology 397
Career Directions 400
Summary of Multiple Influences on Motivation 403
CONCEPT LEARNING CHECK 10.5 What “Works” at Work? 404
VISUAL OVERVIEW: MOTIVATION: SOURCES OF HUNGER 405
Visual Summary of Motivation 406
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 408

CHAPTER 11 Emotion, Stress, and Health . . . . . . . . . . . . . . . . . . . . 416

11.1 The Role of Physiology and Evolution in Emotion . . . . . . . . . . . . . . 418
The Role of Physiology in Emotion 418
The Role of Evolution in Emotion 421
CONCEPT LEARNING CHECK 11.1 Bodily Processes and Emotion 421
11.2 The Role of Behavior and Cognition in Emotion. . . . . . . . . . . . . . . . 422
The Role of Behavior in Emotion 422
CONCEPT LEARNING CHECK 11.2 Behavior and Cognition and Emotion 425
11.3 Theories of Emotion. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 425
Common-Sense Theory 425
James-Lange Peripheral Feedback Theory 425
Cannon-Bard Simultaneous Trigger Theory 426
Schacter-Singer Two-Factor Theory of Emotion 426
Cognitive-Mediational Theory of Emotion 428
CONCEPT LEARNING CHECK 11.3 Theories of Emotion 428
11.4 Expressing Emotion. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 428
Culture and Emotion 428

xii
 Gender and Emotion 429
Fear 429
Anger and Aggression 429
Love 430
CONCEPT LEARNING CHECK 11.4 Expressing Emotion 431
11.5 Stress. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . 432
What Is Stress? 432
Sources of Stress 432
Cognition and Stress 434
Choice as a Stress 435
Culture and Stress 435
Effects of Stress 436
Stress and Health 436
Coping with and Managing Stress 437
Interventions 437
CONCEPT LEARNING CHECK 11.5 Sources and Effects of Stress 438
11.6 Positive Psychology. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 438
Happiness 438
Hardiness 439
Optimism 440
Summary of Multiple Influences on Emotion, Stress, and Health 441
CONCEPT LEARNING CHECK 11.6 Positive Psychology 441
CRITICAL THINKING APPLICATION 441
VISUAL OVERVIEW: THEORIES OF EMOTION 442
Visual Summary of Emotion, Stress, and Health 443
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 445

CHAPTER 12 Development Throughout the Life Span. . . . . . . . . . . 450

12.1 The Beginnings of Development. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 452
What Is Development? 452
Prenatal Development 453
The Newborn 456
CONCEPT LEARNING CHECK 12.1 Before and After Birth 457
12.2 Infancy and Childhood. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 457
Physical Development 458
Cognitive Development 461
Social Development 465
CONCEPT LEARNING CHECK 12.2 Stages of Cognitive Development 472
12.3 Adolescence and Young Adulthood . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . 472
Physical Development 473
Cognitive Development 475

Contents xiii
 Social Development 476
CONCEPT LEARNING CHECK 12.3 Defining Adolescence 478
Critical Thinking Application 478
12.4 Adulthood and Aging. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 479
Physical Development 479
Cognitive Development 481
Social Development 483
CONCEPT LEARNING CHECK 12.4 Is There a “Right Time” for Everything? 486
12.5 Nature and Nurture . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 486
Summary of Multiple Influences on Development 488
CONCEPT LEARNING CHECK 12.5 Nature or Nurture? 489
VISUAL OVERVIEW: STAGES OF DEVELOPMENT ACROSS THE LIFESPAN 490
Visual Summary of Development Throughout the Life Span 491
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 493

CHAPTER 13 Personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504

13.1 Defining Personality. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 506
CONCEPT LEARNING CHECK 13.1 Describing Personality Theories 507
13.2 The Psychoanalytic Perspective . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 507
The Nature of the Psychoanalytic Perspective 507
Freud’s Psychoanalytic Theory 508
Jung’s Analytical Psychology 511
Adler’s Individual Psychology 513
Evaluating the Psychoanalytic Perspective—Is Freud in Error? 513
CONCEPT LEARNING CHECK 13.2 Comparing the Psychoanalytic Perspectives 514
13.3 The Humanistic Perspective . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . 514
Rogers’s Person-Centered Perspective 514
Maslow’s Theory of Self-actualization 515
Evaluating the Humanistic Perspectives 516
CONCEPT LEARNING CHECK 13.3 Illustrating the Humanistic Perspective 516
13.4 Trait Perspectives. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . 517
Factor Analysis 517
The Big Five Factors 517
Assessing Traits 518
Evaluating the Trait Perspective 518
CONCEPT LEARNING CHECK 13.4 Identifying the Big Five Traits 518
13.5 The Social Cognitive Perspective . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . 519
Bandura’s Social Cognitive Theory 519
Mischel’s Social Cognitive Theory 520
Evaluating the Social Cognitive Perspective 521
CONCEPT LEARNING CHECK 13.5 Comparing Social Cognitive Perspectives 521
13.6 The Biological Perspective. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . 521
Eysenck’s Theory 522
Genetics and Personality 523
Evolutionary Theories of Personality 523
Explain 524
Evaluating the Biological Perspective 524
CONCEPT LEARNING CHECK 13.6 Understanding the Biological Perspective 524
13.7 Personality Assessment. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ 524
CONCEPT LEARNING CHECK 13.7 Identifying Personality Assessments 526
13.8 Culture and Personality. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ 526
Summary of Multiple Influences on Personality 527
CONCEPT LEARNING CHECK 13.8 Examining Culture and Personality 527
CRITICAL THINKING APPLICATION 527
VISUAL OVERVIEW: THE MAJOR THEORIES OF PERSONALITY, THEORISTS, AND CONCEPTS 528
Visual Summary of Personality 529
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 531

xiv Contents
CHAPTER 14 Psychological Disorders. . . . . . . . . . . . . . . . . . . . . . . . 536
14.1 Overview: Understanding Psychological Disorders . . . . . . . . . . . . . 538
Defining Psychological Disorders 538
Criteria of Abnormal Behavior 539
Classifying and Labeling Psychological Disorders 540
Etiology of Psychological Disorders 542
CONCEPT LEARNING CHECK 14.1 Identifying Psychological Disorders 544
14.2 Anxiety, Compulsiveness, and Stress Disorders. . . . . . . . . . . . . . . . 544
Generalized Anxiety Disorder 544
Panic Disorder 545
Phobic Disorders 546
Obsessive-Compulsive Disorder 547
Posttraumatic Stress Disorder 549
Etiology of Anxiety, Compulsiveness, and Stress Disorders 549
CONCEPT LEARNING CHECK 14.2 Identifying Anxiety, Compulsiveness,
and Stress Disorders 551
14.3 Somatic Symptom and Related Disorders. . . . . . . . . . . . . . . . . .å°“ . . . 552
Somatic Symptom Disorder 552
Conversion Disorder 553
Illness Anxiety Disorder (Hypochondriasis) 553
Etiology of Somatic Symptom and Related Disorders 553
CONCEPT LEARNING CHECK 14.3 Identifying Somatic Symptom and Related Disorders 554
14.4 Dissociative Disorders . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . 554
Dissociative Amnesia and Fugue 554
Dissociative Identity Disorder 555
Etiology of Dissociative Disorders 556
CONCEPT LEARNING CHECK 14.4 Identifying Dissociative Disorders 556
14.5 Mood Disorders. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . . . 556
Major Depressive Disorder 556
Depression and Bipolar Disorder 557
Etiology of Mood Disorders 558
CONCEPT LEARNING CHECK 14.5 Identifying Mood Disorders 559
14.6 Psychotic Disorders . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 560
Symptoms of Psychotic Disorders 560
CRITICAL THINKING APPLICATION 561
Identifying Schizophrenia 561
Etiology of Psychotic Disorders 562
CONCEPT LEARNING CHECK 14.6 Classifying Signs and Symptoms of Schizophrenia 563
14.7 Personality Disorders. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 564
Antisocial Personality Disorder 565
Paranoid Personality Disorder 565
Borderline Personality Disorder 566
Summary of Multiple Influences on Psychological Disorders 567
CONCEPT LEARNING CHECK 14.7 Categorizing Personality Disorders 567
VISUAL OVERVIEW: DISTINGUISHING PSYCHOLOGICAL DISORDERS 568
Visual Summary of Psychological Disorders 569
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 571

Contents xv
 CHAPTER 15 Therapies for Psychological Disorders . . . . . . . . . . . . 578
15.1 Mental Health Practitioners and Settings 580
Psychiatrists 581
Counseling and Clinical Psychologists 581
Master’s-Level Therapists 582
Settings for Mental Health Practitioners 582
The Role of Psychotherapy 583
CONCEPT LEARNING CHECK 15.1 Comparing the Roles and Settings of Mental Health
Practitioners 584
15.2 Psychodynamic Therapy . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . 584
Techniques of Psychodynamic Therapy 584
Types of Psychodynamic Therapy 586
Short-Term Psychodynamic Therapy 586
CONCEPT LEARNING CHECK 15.2 Understanding Psychodynamic Therapies 586
15.3 Humanistic Therapy. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 587
Carl Rogers and Client-Centered Therapy 587
CONCEPT LEARNING CHECK 15.3 Describing the Elements of Humanistic Therapy 588
15.4 Behavior Therapy. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . 588
Classical Conditioning Techniques 588
Operant Conditioning Techniques 590
CONCEPT LEARNING CHECK 15.4 Designing a Behavioral Treatment Plan 590
15.5 Cognitive Therapies. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . 590
Aaron Beck and Cognitive Therapy 591
Albert Ellis and Rational Emotive Therapy 591
CONCEPT LEARNING CHECK 15.5 Comparing Cognitive Therapies 591
15.6 Family Systems and Group Therapy. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . 592
Systems Approaches 592
Group Therapy 592
CONCEPT LEARNING CHECK 15.6 Describing an Eclectic Systems Approach 593
15.7 Biomedical Therapies. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . 593
Drug Treatments 593
Medical Procedures 599
CONCEPT LEARNING CHECK 15.7 Explaining the Use of Medicines for Psychological
Conditions 600
15.8 Evaluating Therapies for Psychological Disorders . . . . . . . . . . . . . . 601
Effectiveness of Therapies for Psychological Disorders 601
Effectiveness of Different Therapies 602
Common Factors That Increase Effectiveness 602
Culture, Cultural Values, and Psychotherapy 603
CRITICAL THINKING APPLICATION 603
Summary of Multiple Influences on Therapies for Psychological Disorders 603
CONCEPT LEARNING CHECK 15.8 Summarizing the Factors of Effective Psychotherapy 604
VISUAL OVERVIEW: COMMON MEDICATIONS USED TO TREAT PSYCHOLOGICAL DISORDERS 605
Visual Summary of Therapies for Psychological Disorders 606
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 608

CHAPTER 16 Social Psychology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614

16.1 Social Thought and Behavior . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . 617
Groups 617
Core Social Motives 618
CONCEPT LEARNING CHECK 16.1 Describing Social Roles 618
16.2 Person Perception. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . . 619
Social Categorization 619
Physical Appearance 619
Stereotypes 620
Subjectivity 620
Culture and Person Perception 620
CONCEPT LEARNING CHECK 16.2 Person Perception and Musical Tastes 621
16.3 Attribution: The Person or the Situation? 621
Fundamental Attribution Error 621
Actor-Observer Bias 621
xvi Contents
 Defensive Attribution 622
Self-Serving Bias 622
CONCEPT LEARNING CHECK 16.3 Explaining Attributional Biases 622
16.4 Attitudes and Social Judgments. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . 623
Components of Attitudes 623
Relieving Cognitive Dissonance 624
Influencing Attitudes: Persuasion 624
Culture and Attitudes 625
CONCEPT LEARNING CHECK 16.4 Explaining Persuasion 625
16.5 Conformity and Obedience . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . 626
Conformity 626
The Power of the Situation: The Stanford Prison€Experiment 627
Obedience 627
CRITICAL THINKING APPLICATION 629
CONCEPT LEARNING CHECK 16.5 Distinguishing Conformity, Obedience,
and Compliance 630
16.6 Social Interactions . . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . . . . . . . . .å°“ . . . . 630
Prejudice 630
Aggression 630
Factors in Attraction 632
CONCEPT LEARNING CHECK 16.6 Designing for Friendships 633
16.7 Group Influence on the Individual. . . . . . . . . . . . . . . . . .å°“ . . . . . . . . . . 633
Altruism 634
Effects of Group Interaction 635
Decision Making 636
Groupthink 636
Social Loafing 637
Social Facilitation 637
Deindividuation 637
Summary of Multiple Influences on Social Psychology 638
CONCEPT LEARNING CHECK 16.7 Preventing Groupthink 638
VISUAL OVERVIEW: THE CORE SOCIAL MOTIVES 639
Visual Summary of Social Psychology 640
Chapter Review Test • Chapter Discussion Questions • Chapter Projects • Chapter Key
Terms • Answers to Concept Learning Checks • Answers to Chapter Review Test •
References 641

Glossary 648
Index 663
Credits 675

Contents xvii
 Welcome Welcome to Learn Psychology! Our goal with Learn Psychology is to create content for
introductory psychology that establishes a new paradigm for student-centered learning.
Learn Psychology is written with the 21st-century student in mind. We have devel-
oped a fresh presentation for introductory psychology that is highly interactive, compatible
with digital applications, and cognizant of the challenges of an ever-evolving economic
landscape. To us, the perfect textbook makes learners want to read it and presents ev-
erything they need to know in an easy-to-use format. That’s what we’ve done with Learn
Psychology. We have drawn on the best practices of educational pedagogy with a “learning
by doing” approach that pairs critical analysis of psychological concepts with examples
from everyday life and allows readers to actively engage with the curriculum.

About The Learn Series

Learn Psychology is the flagship publication of The Learn Series, a completely new course
curriculum solution from Jones & Bartlett Learning that aims to provide a fresh, integrated
print and digital program solution for general education survey courses. The Learn Series
is produced with today’s “digitally native” students in mind by re-envisioning the learning
experience and focusing not just on what students learn but also how students learn. The
Learn Series is characterized by authoritative and notable authors; visual, modular design;
student-centered pedagogy; and integrated formative and summative assessments that
improve learning outcomes—features that allow instructors to easily customize and per-
sonalize course curriculum. The Learn Series provides the most interactive and advanced
curriculum solution for today’s student-centered learning environments by emphasizing
the skills students need to thrive in the 21st-century knowledge-based economy.

For more information on additional titles in the series, please visit www.TheLearnSeries.
com.

Skills for the 21st-Century Workforce

Sample 21st-Century Addressable Workforce Skills Supporting Pedagogy in The Learn Series
Able to determine Able to evaluate Can apply evidence to Group and individual projects
the extent of information and its new problem solutions Online writing tutorial included in Navigate
RESEARCH LITERACY information needed sources critically
I Can convey ideas Able to speak Can effectively work Group and individual projects
and meaning persuasively in a in a team structure Discussion questions
INTERPERSONAL
through oral group to solve problems Instructor’s Resource Curriculum Guide with
COMMUNICATION
& PUBLIC SPEAKING communication additional group projects and activities

Able to analyze data Able to evaluate Able to make Critical Thinking Applications
Able to synthesize source material for decisions based Short essay questions in Test Bank
PROBLEM SOLVING different types of validity, etc. on data Interactive exercises in Navigate
& CRITICAL ANALYSIS information PAL Psychology
Able to use the Able to retrieve and Able to use basic Navigate Learn Psychology
Internet critically manage information word processing Chapter Projects
TECHNOLOGY
LITERACY via technology and spreadsheet Online activities and assignments
software/tools
Able to organize and Uses a variety of Able to write complete, Online Writing Tutorial included in Navigate
outline the main topics simple and complex grammatically correct Short Essay Questions in Assessment Banks
or thesis sentences to create sentences
a fluid writing style

The Themes and Approach of Learn Psychology

The overarching definition of psychology is the science of behavior and mental processes,
and the biological, experiential, and sociocultural factors that influence behavior. In Learn
Psychology, we highlight the multiple influences that affect psychological phenomena.
Within each chapter, we explain how biological factors (including genetics, neural process-
xviii
ing, hormones, and evolution) combine with environmental factors (such as culture, social
context, and experience) to influence psychology. We offer multiple levels of explanation
to aid in understanding the “why” of psychology; that is, why do people behave they way
they do? In order to understand psychological questions, we must explain the interplay
of biological and environmental influences jointly at work in all human behavior.
Each chapter topic is explained in terms of the multiple influences on psychology
and concludes with a thought-provoking summary that emphasizes these multiple in-
fluences. Learners will see this theme of “multiple influences on psychology” repeated
throughout the text, continually underscoring the fact that human psychology has roots
in biology, yet is driven by social and cultural context, and that these factors work in
concert to explain psychological concepts and questions. Though the field is just begin-
ning to explore how genes and environment interact in development, for example, Learn
Psychology encourages students to consider multiple influences as explanations for any
topic within psychology.
Throughout the book we also emphasize psychological science and explain the meth-
ods involved in research. We present state-of-the-art information on psychological topics
and the supporting scientific evidence. What we know about psychological phenomena
comes from these studies, so it is critical that students learn about the science and the
methods. These research discussions require the learner to think critically about conclu-
sions from empirical studies and how results can be applied to behavior in the real world.
The scientific foundation includes both classic and recent studies to provide the most
accurate, current, and comprehensive coverage possible.

The Structure of Learn Psychology

Learn Psychology helps optimize learning through enhanced coverage, study, testing,
and review while emphasizing the “doing” that reinforces comprehension. Pedagogical
features are designed to provide a preview of the material and ensure key concepts are well
understood. Each chapter contains numbered sections, or modules, that address a major
concept in the introductory psychology curriculum. These modules are self-contained
key content units. Each module has associated learning objectives, preview statement,
illustrations, concept learning check, and finally, a summary and test. This modular con-
tent unit structure informs the entire Learn Psychology program.
All of the content in Learn Psychology is highly visual, current, and easy to under-
stand. Visual overviews play to dynamic learning and underscore important points. Our
goal with Learn Psychology is to present accurate core content rooted in best-in-class
pedagogy while avoiding distracting off-topic add-ons. The result is an introductory
psychology curriculum that is engaging, consistent, and complete—and which helps
students measure their progress at every step.
Learn Psychologyis fully comprehensive and designed for cutting-edge coursework.
By incorporating opportunities for active learning, Learn Psychology maximizes teaching
productivity, enhances student learning, and addresses the challenges of teaching and
learning introductory psychology in fresh, new ways.

Pedagogical Aids and Features

Learn Psychology is based on a modular concept format that provides a clear organization
of the key topics pertaining to introductory psychology. With this modular format, digital
versions of Learn Psychology are also fully customizable, allowing faculty full control over
the desired curriculum. For more information on customization options, please visit the
publisher website at www.jblearning.com.
This essential textbook covers more than 100 introductory psychology topics and
divides them into modules linked with learning objectives, providing students with a
structured road map for learning, reviewing, and self-assessment.
Every chapter in Learn Psychology is organized with the following structure to help
learners engage with the concepts in the textbook as they read:

Preface xix
 Chapter Sections
The modular format dictates that each chapter opens with a series of learning objectives,
which reappear whenever a topic is repeated to help guide students’ learning. Each chapter
contains several numbered sections that address a major topic or concept; sections are
largely self-contained units of content instruction. Any element or feature labeled with a
section number reflects and is relevant to that section.
Chapter Overview
Content-specific chapter overviews provide a summary of key chapter concepts and serve
as a “master plan” to visually show the scope and sequence of content covered. Students
use the Chapter Overviews as a map, to guide them through critical concepts and keep
them connected to learning objectives.

5 States of Consciousness

B
alloons. Not two or three, but dozens of them. I wasn’t sure
what to think. There she was, in my waiting room, with what
must have been three dozen balloons of all different colors
tied with brightly colored ribbons.
As a clinical psychologist, I’ve learned to watch for certain
Learning Objectives

5.1

5.2

5.3
■

■
Define consciousness.
Describe how consciousness relates to psychology.

Describe the changes in brain wave activity that occur during the different stages
of sleep.
Understand why sleep deprivation is harmful.
Understand why deep sleep is important.
Understand why REM sleep is important.
Describe some common sleep disorders.

Describe the two main theories of dreams.

5.4 ■ Explain the two theories of hypnosis.

behaviors in my therapy waiting room. Most clients are anxious: 5.5

5.6
■

■
Discuss the effects and benefits of meditation.

List and describe the four categories of psychoactive drugs.

They might sip nervously from a cup of water, or thumb through

■ Describe the effects of psychoactive drugs on the nervous system.

a magazine. Some bring props, photo albums, diaries, or lists.

Chapter Overview

None had brought balloons. 5.1 Overview: Consciousness, Brain ConCept Learning CheCk 5.2 Stages 5.4 Hypnosis 5.6 Drug Use Summary of Multiple Influences on
Consciousness
Activity, Levels of Awareness of Sleep Critical Thinking About Hypnosis Mechanism of Action of

I led her back to my office. Anyone else might have jumped right
Theories of Hypnosis Psychoactive Drugs ConCept Learning CheCk 5.6 Effects of
ConCept Learning CheCk 5.1 Consciousness 5.3 Dreams Depressants
Altered State of Consciousness Psychoactive Drugs
and Psychology Theories of Dreams Role Playing Alcohol
Dreams as a Reflection of Unconscious Divided Consciousness Narcotics/Opiates
5.2 Sleep

in and asked, “So, what’s with the balloons?” But as a psychologist, you
Wishes Stimulants
Biological Rhythms and Stages ConCept Learning CheCk 5.4 Theories of
of Sleep CritiCaL thinking appLiCation Caffeine
Hypnosis
Sleep Theories Dreams as Interpreted Brain Activity Nicotine
Effects of Sleep Deprivation Dream Contents 5.5 Meditation Cocaine

learn to let these things unfold in their own time. She was disheveled, Meditation Defined Methamphetamine
Sleep Disorders ConCept Learning CheCk 5.3 Theories of
Insomnia Effects and Benefits of Meditation Hallucinogens
Dreams
Sleep Apnea LSD
ConCept Learning CheCk 5.5 Effects and Marijuana
Narcolepsy

her face worn with age, and she had sadness in her eyes. She waited,
Benefits of Meditation Ecstasy
Parasomnias

as many clients do on their first visit, for my cue. “So what brings you
here today?” I began.
153

She explained to me that a year ago, on this very day, her 8-year-old
98987_CH05_Pass4.indd 152 24/02/12 3:31 PM 98987_CH05_Pass4.indd 153 24/02/12 3:31 PM

Sectionhad
son died. SheStatement
Preview described his long, protracted illness. She told me
how much he loved balloons. She and a few dozen others, who had also
Withinlost
each
lovedsection, a preview
ones, were on theirstatement
way to thesummarizes the would
park. There they content of the section that
write
follows. These
notes preview
to the people statements
they had lost,prepare students
tie the notes to thefor the content
balloons, ahead, providing
and set
advance organization
them free, one byduring reading.
one. It was sad, and beautiful, and yes, a little strange.

14.1 Overview: Understanding Psychological Disorders

Psychologists use a number of different tools to diagnose and understand
psychological disorders.
■■ Define psychological disorders as determined by the American Psychiatric Association (APA) and
explain the criteria for abnormal behavior using the Diagnostic and Statistical Manual of Mental
If a person lines up her fries Disorders.
before she eats them, it might
What causes people to behave in unusual or disturbing ways? To what extent do outside
be unusual, but it’s not likely 7.2╇ Constructing Memory 229
influences (nurture) combine with biological forces (nature) to affect behavior? Does the
to be a disorder.
Figures
about your experiences. and
person
In this sense, memory Tables
described
is highly
above have a psychological disorder or a very healthy way of dealing
selective: It depends on you to
with your
construct the information, and it requires hereffort.
grief? Psychologists understand a psychological disorder to be any behavior or
Effortful ProcessingFigures and mental tables
processunderscorethat causes a person keytopoints suffer oror present
worry or produce complex
harm to his information.
or her social They provide
In contrast to automatic processing,or work life. The science of understanding and diagnosing these psychological disordersto aid the reader
anto ensure
processing in order effective memory
alternative
that information
construction requires
is encoded into memory. mode
a great deal
of instruction,
of effortful
As experienced presented schematically
is called
learners, you know this very well: Simple psychopathology
repetition, or experience with information,. In their
is quest to understand the nature of psychological
visually
not sufficient to guarantee that theand reinforce
targetdisorders,
information will the text.
psychologists
be encoded use
(see Figure References
several
7-4). tools totoidentify,
figures areand
study, in color
discoverto themake originsit easier to locate
One fundamental finding is that we tend to remember the meaning of an experience rather
than the incidentalthe
detailsfigure and
surrounding its ofpop
disordered
encoding. In other right back
words,behavior.
people perform into
These the reading.
effort tools include diagnostic manuals, statistics, and bio-
after meaning, attempting to understand thepsychosocial
point of a communication models. By the end of this chapter, you will have examined some of
or experience,
and we tend to encode the meaning that we assign to it. 320 ChaPter 9 Intelligence
these tools and how psychologists combine their use to understand psychological
Encoding into Memory disorders. You will also use these
Figure tools
7-4 Two to define and identify
types of psychological
Table 9-1 Psychological disorders.
Theories of Intelligence
processing can lead to the
Theorist Major Concept Key Points
encoding of information into
Automatic (unaware) Effortful (conscious) Defining memory.
Psychological Disorders Charles Spearman (1904) General
intelligence
A single, general intelligence capacity (“g”) is the source
of all mental abilities

Not all abnormal or unusual behavior qualifies as a psychological

Louis Thurstone (1938) Primary mental
abilities disor-
Discovered a set of seven different factors related to
varied task scores

der. Lining up French fries in rows before eating them

Raymond Cattell (1963)
may be unusual
Fluid and
crystalized
Discovered just two underlying abilities: fluid intelligence
and crystallized intelligence

behavior. However, it probably does not indicate a psychological

Robert Sternberg (1985) Triarchic theory disor-
Broadened Cattell’s concept into three categories of
intelligence: analytic, creative, and practical

der. There are two widely used approaches Howard to understanding

Gardner (1983) Multiple and defining
intelligences
Proposed a theory of seven separate intelligence abilities
operating independently
What you ate for lunch psychological
Textbook reading disorders: the medical model and theSalovey,
Mayer, biopsychosocial
Caruso, & Emotional approach.
The ability to perceive, understand, integrate, and
Sitarenios (2001) intelligence regulate emotions to promote personal growth

The DSM, or Medical Model

This is illustrated by an early study of reading (Sachs, 1967), where this story was
presented: “There is an interesting story about theOver several
telescope. years,
In Holland, mental
a man named health professionals developed
to concludea system
that there is for categoriz-
a single, general intelligence underlying performance in all
Lippershey was an eyeglass maker. One day his children were playing with some lenses. intellectual tasks. So a single “intelligence” score could be determined that will predict
ing and describing disordered behavior. This system is presented how a person willin theonDiagnostic
perform any mental task.
xx Preface
They discovered that things seemed very close if two lenses were held about a foot apart.
Lippershey began experimenting and and Statistical
his “spyglass” Manual
attracted of Mental
much attention. He sent a Disorders, or DSM, published
Of course, this correlation between tasks is not perfect. Spearman also proposed
by the (s)American
specific intelligences Psy-
that accounted for skilled performance, specific to each par-
letter to Galileo, the great Italian scientist. Galileo at once realized the importance of the ticular task. Any cognitive task draws upon multiple abilities, some of which are unique
discovery and set about to build an instrument of his own. He used an old organ pipe Ken Jennings III is the to the specific task (such a pressing a particular key) and others that also apply to other
winningest game show tasks (such as detecting a stimulus). More recent work has shown that the single g score
with one lens curved out and the other in. On the first clear night he pointed the glass
 Concept Learning Check
CONCEPT LEARNING CHECK 14.1 Identifying Psychological Disorders
At the end of every section, a Concept Learning Check Compare each behavior to the three criteria of psychological disorders. Then decide
whether the behavior is disordered or not.

is presented to test mastery of the material in that sec-

tion. These checks focus on “pain points” for students
and provide extra coaching on the key concepts in the
chapter. This gives learners a chance to apply what they
have studied in fresh examples, or to see the material
applied from a different perspective. Betty brought balloons
to her first appointment
with her therapist.
Ben throws a tantrum
almost every day
whenever he doesn’t get
Sam throws a tantrum
almost every day
whenever he doesn’t get
Clara is afraid of clowns.
She wants to take her
children to the circus,
Maria is very afraid
of snakes. She enjoys
hiking, but won’t go
his way. Ben is 22. his way. Sam is 2. but she’s afraid she’ll in the reptile house
see a clown. She avoids at the zoo.

Critical Thinking Application toy aisles in department

stores for the same
reason.
Is it deviant?

The Critical Thinking Applications within each chapter Does it cause the
person distress?

highlight a challenging or topical concept that asks learn- Is it

maladaptive?

ers to participate and demonstrate their understanding

Is it a disorder?

of the concepts.
Summary of Multiple Influences in the
Chapter
CRITICAL THINKING APPLICATION
The final section of each chapter ties together the discus-
sion of biological and environmental factors affecting our
psychology and highlights the multiple influences on the
A few years ago in a small Connecticut city, a man named Scott left his office and
began his drive home. He was 25 years old, single, and in good health. In fact, he
had never suffered from more than a cold or a bad case of food poisoning. With no
history of seizure disorder, Scott had a seizure while driving. Unable to control his muscles
or his car, he lost control of the vehicle, killing one person and injuring several others.

topic presented. When people who hear this story are

asked if they think Scott should be punished,
people take a harsher view of Scott’s role.
They suggest that Scott should be committed
most say no, because they believe the accident to a mental institution or arrested and tried for

Chapter Key Terms wasn’t his fault. Some may suggest that his driv-
ing privileges should be suspended until he is
seizure-free. Almost everyone agrees, however,
the death and destruction he caused.
If we think about it, most of us would agree
that seizures and hallucinations share some
that putting him in jail wouldn’t prevent or deter biological and physiological characteristics.
Key Terms appear in blue in the text at point of use and another similar accident.
Strangely, when this story is told so that Scott’s
Nevertheless, we tend to feel very differently
about behavior that results from one condition
are defined in a way that doesn’t interrupt the main idea “seizures” are instead called “hallucinations,”
Evaluate
versus another. Why?

of the sentence. Key terms are also provided in the margin 1. Do attitudes about mental health affect how we treat, punish, or choose not to treat mental
illnesses as opposed to other illnesses? Explain.

with sharp definitions that can be used as flashcards. Key 2. How might stigmas and biases about mental illness be reflected in our language and in our laws?

terms are also found as an alphabetical list at the very end

of the chapter and in the final glossary.
Visual Overview
The Visual Overview provides a dynamic visual diagram of one or more key concepts and
helps to tie chapter themes and segments into a cohesive whole.
Visual Summary
The Visual Summary is located at the end of the chapter and recaps the main ideas in
each section using brief, bulleted sentences that are highlighted with an image that refers
back to the section content.

266 chapter 7 Memory

Visual Summary of Memory
Visual Summary of States of Consciousness Visual Summary of States of Consciousness, continued

Visual Overview Types of Knowledge

Visual in Memory Sleep cycles
Overview 5.5 Meditation
• Meditation refers to any mental practice • The techniques of meditation hold
Different kinds of knowledge are organized in different ways in long-term memory.
5.1 Overview: Consciousness, Brain Activity, Levels of Awareness that focuses on regulating attention and promise for the treatment of several
awareness. conditions.
Awake • Neuroscience imaging gives us a peek into • Dual processing ability of your nervous
what occurs in consciousness. system helps you to attend to and manage
• Consciousness is dynamic and fluid. stimuli from a variety of sources.
Schemas Stag
tage 1 reM reM
“Flashbulb” reM reM • Our ability to selectively attend helps us • Cognitive neuroscience is the science that
to focus and attend. studies thought, perception, and language
from a biological perspective.
Stage
g 2
5.6 Drug Use
5.2 Sleep • A psychoactive drug is a chemical used to • Depressants are drugs that reduce the
Stage 3 alter consciousness. level of activity in the nervous system and
• Your brain is active during sleep. • The adaptive theory of sleep maintains
• The abuse of psychoactive substances include tranquilizers, alcohol, narcotics,
• You progress through four distinct phases that sleep is an evolved biological process.
can lead to addiction, tolerance, and barbiturates, and opiates.
during sleep. • Sleep deprivation can cause many
Stag
ge 4 psychological and physical problems.
symptoms of withdrawal. • Stimulants are drugs that increase
• Stage 1 is the phase between relaxed
• A mechanism of action refers to the way activity in the nervous system and
wakefulness and sleep. • Chronic sleep deprivation and sleep include caffeine, nicotine, amphetamines,
Knowledge Organization in Memory • Stage 2 is distinguished by sleep spindles
and K-complexes on the EEG.
debt can also cause problems in daily
functioning.
a drug functions, and psychoactive drugs
influence the functioning of the nervous methamphetamine, cocaine, and ecstasy.
system through their influence on • Hallucinogens are a class of drugs that
• In Stage 3, delta waves emerge on the • Sleep disorders are conditions in which neurotransmitter functioning. distort conscious experience and include
Declarative EEG. the quality or quantity of sleep is LSD, mescaline, and marijuana.
• In Stage 4, delta waves are more disturbed.
prominent on the EEG. • Parasomnias are abnormal behaviors
Semantic networks Awake Low voltage, high frequency Autobiographical • REM sleep emerges the second time you associated with sleep.
enter Stage 1 sleep and is associated with • Dyssomnias are conditions that affect the
Easy to wake up quantity or timing of sleep.
memory sorting and dreams.
Stag
ge 1 Low Voltage, mixed frequency More difficult to wake up • The restorative theory of sleep suggests • Insomnia is characterized by difficulty
Florida Hard to wake up, that sleep regenerates the body. falling or staying asleep.
may feel disoriented
Stage 2 Sleep spindles & K complexes
reM Low voltage, 5.3 Dreams
mixed frequency + • Dreams are an array of sensory events • The activation-synthesis theory of dreams
rapid eye movement
Stage 3 Mostly slow waves
and muscle atonia
experienced during sleep. maintains that dreams are the result of
• The Freudian theory of dreams interpreted brain activity during the
is a consolidation of our memories.
suggests that dreams are a reflection of
Stage 4
St Slow waves unconscious id wishes.

5.4 Hypnosis
• Hypnosis is a trancelike state induced by that hypnosis is a special state of
a person whose suggestions of changes consciousness.
in consciousness or sensations are readily • The sociocognitive theory of hypnosis
accepted by the subject. suggests that you respond to the
• Not everyone is hypnotizable; about 20% suggestions of the hypnotist because you
of people can’t be hypnotized, even by are expected to do so.
highly skilled practitioners. • Dissociation theories of hypnosis suggest
• Hypnosis can help many medical that the hypnotic state produces a split in
conditions like pain. consciousness and separates the executive
• Researchers can’t consistently find control system from the rest of the brain.
changes in the brain that would indicate

Procedural
Concepts “how to”

177 178

98987_CH07_Pass4.indd 266 24/02/12 3:32 PM

98987_CH05_Pass4.indd 177 24/02/12 3:43 PM 98987_CH05_Pass4.indd 178 24/02/12 3:44 PM

Preface xxi
 Chapter Review Test
The Chapter Review Test is a multiple-choice self-quiz covering the entire chapter. Head-
ings correlate to chapter sections as well as objective statements. Answers that provide
complete rationales are also included.

Chapter reVieW teSt A. teachers’ expectations led to greater learning for those 14. A student is asked to report her gender at the top of a
students. mathematics test. Based on “stereotype threat” research,
B. his intelligence test was in fact able to identify doing this will very likely:
9.1 The Nature of Intelligence conceptual “blooming” in children. A. boost her performance on the test.
1. A person who scores equally high on several different 3. Sam’s intelligence is described as “bodily kinesthetic.” C. standardized tests were not a valid measure of student B. hinder her performance on the test.
intelligence test measures, such as mathematical, verbal, Which theory of intelligence is referred to here? C. have no effect on her performance.
achievement.
musical, emotional, the ACT, and the Stanford-Binet, A. general intelligence (g) D. lower her stress level.
D. students’ actual learning was not related to their
provides evidence for: B. Gardner’s multiple intelligences
A. general intelligence (g).
teacher’s expectations.
C. Sternberg’s triarchic theory
B. Gardner’s multiple intelligences. D. Emotional intelligence 9.5 Multiple Influences: The Roles of Genetics and Environment in Determining Intelligence
C. specific intelligence (s). 4. Sternberg’s triarchic theory of intelligence includes creative 15. Factors that significantly impact intelligence test scores 17. The Flynn effect refers to finding that the intelligence tests
D. savants. intelligence, practical intelligence, and: include all of these except: scores for every generation since 1920 have:
2. Raymond Cattell’s (1963) theory of intelligence A. analytical intelligence. A. academic achievement. A. gone up steadily.
identified just two abilities underlying intelligence: fluid B. emotional intelligence. B. socioeconomic status. B. stayed at the average score of 100.
intelligence, the ability to determine relationships within a C. logico-mathematical intelligence. C. gender. C. gone down due increases in poverty levels.
given task, and: D. spatial intelligence. D. genetics. D. showed differences between ethnic groups.
A. specific intelligence (s).
B. crystalized intelligence. 16. The highest correlation between two individuals’
C. primary mental abilities.
intelligence test scores is found when the two are:
D. creative intelligence.
A. fraternal twins raised together.
B. nonbiological siblings.
9.2 Measuring Intelligence C. identical twins raised apart.
5. If your intelligence quotient is 100 as measured with the 7. Susan scores a 520 on the math GRE. She studies for D. biological parent and child.
Stanford-Binet test, you have a “mental age” that is: 6 months and retakes it, to score a 520. This example
A. determined to be above average. suggests the GRE score is: Chapter DiSCUSSion QUeStionS
B. different than your chronological age. A. standardized.
B. reliable. 1. Imagine that you are a teacher for first-grade children 3. We can see in Section 9.4 that environment plays a role
C. the same as your chronological age.
C. valid.
who are just beginning to learn how to read, write, and for most all group differences in intelligence, lowering
D. determined to be below average.
do mathematical operations. Evaluate the pros and cons scores for some groups. Relate this difference in scores to
6. According to providers of tests like the Wechsler, D. biased against women.
of at least three theories of intelligence in helping you differences in life outcomes. In other words, if someone
WAIS, GRE, SAT, and ACT, modern psychological tests 8. You take a test today that measures your willingness to understand how to teach your students. As with all classes is at risk for a lower IQ score due to environmental
of intelligence are now designed to provide all of the help others. Next month, you take the same test and get of students, you should expect a wide range of strengths circumstances, what areas of his/her life are likely to be
following except: the same score. This illustrates the technique used to and weaknesses in the group. affected?
A. standardization. measure:
2. IQ-like tests are sometimes used during the hiring process 4. Section 9.5 reviews evidence for both heredity and
B. validity. A. test-retest reliability. for different businesses, where the skills needed for the job environment in intelligence. Assess the role of heredity
C. reliability. B. criterion validity. are assessed in the test. Imagine that you are the person and environment in determining IQ scores. Do heredity
D. mental age. C. content validity. making hiring decisions for wait staff in a restaurant and and environment always have the same relative importance
D. split-half reliability. you are using an IQ-like test to make your decisions. in determining IQ? In other words, does heredity play a
9. Intelligence tests are most accurate when used to predict: Differentiate the errors that you would make if your test bigger role for some groups versus others? Or is the role
A. practical decision-making. was not reliable versus if it was not valid. What problems of heredity and environment always about the same for
B. academic performance. might you find in your wait staff if you hired based on a everyone?
C. parenting skills. nonreliable test versus a nonvalid test?
D. job success.
Chapter proJeCt
9.3 Individual Differences in Intelligence
1. Design your own intelligence text. What are example items 2. View a movie tackling the issues of life for a person with
10. Intellectual disability is defined as scoring below ________ 12. According to Simonton (2009), the cases of “genius” he that you feel truly capture what we mean by “intelligence”? intellectual disability. Are there any aspects of the depiction
on intelligence tests. studied show that: Write ten example questions and answers. Then, give your that surprised you? What issues are raised about personal
A. 100 A. genius is a collective recognition, like a school of art. exam to three people, and determine whether there are independence and the right of self-determination?
B. 70 B. genius is universal, with excellence across many any differences in performance. What elements of your test
C. 30 domains. were successful, and which were less so? Why is creating
D. 120 C. geniuses are not very productive, often producing one an intelligence test so difficult?
11. In addition to tests of intelligence, advocates for the great work.
intellectually disabled suggest measuring: D. geniuses tend to have long careers, peaking around Chapter keY terMS
A. literacy. age 40.
Achievement test Emotional intelligence Intellectual disability
B. cognition. Adaptive behavior Environmental influence Intelligence
C. adaptive behavior.
Analytic intelligence Fluid intelligence Intelligence quotient (IQ)
D. mental health.
Aptitude test Flynn effect Intelligence test
9.4 Group Differences in Intelligence Content validity General intelligence (g) Mental age
Creative intelligence Genius Multiple intelligences
13. In Rosenthal’s study of school performance, he told
teachers which of their students were “on the verge of Creativity Gifted Norm
blooming” intellectually. At the end of the year, his findings Crystalized intelligence Group aptitude test Practical intelligence
showed that: Down syndrome Heritability Predictive validity
354 Chapter Review 355

98987_CH09_Pass4.indd 354 24/02/12 3:42 PM 98987_CH09_Pass4.indd 355 24/02/12 3:42 PM

Chapter Discussion Questions

Open-ended questions provoke thoughtful discussions in the classroom or in online
discussion boards. These questions are carefully chosen to illuminate key concepts of the
chapter and to create a constructive experience of discussion, evaluation, and comparison
in order to solidify comprehension.
Chapter Projects
Potential projects for individuals, pairs, or small groups are suggested. These can be
done either in class or outside of class. They focus on an issue related to students’ lives
and experience, real-world applications, or media depictions of psychological concepts.

Learn Psychology Digital Curriculum

Learn Psychology is a comprehensive and integrated print and digital solution for courses
in introductory psychology. Instructors and students can use the following digital resources
in part, or in whole:
Navigate Learn Psychology is a simple-to-use and fully customizable online learn-
ing platform combining authoritative content written by the authors of the main text
with interactive tools, assessments, and robust reporting and grading functionality. Using
content that extends the core text, including objectives organized by lesson, instructors
can use Navigate Learn Psychology as part of an on-ground, online, or hybrid course
offering requiring little to no start-up time.

xxii Preface
 PAL Psychology is a powerful new personalized adaptive learning (PAL) program
that uniquely combines study planning, homework assignments, and assessment tools
all in one easy-to-use application. PAL Psychology helps students study more efficiently
so they can make the most of their study time.

For students who prefer electronic textbooks, Learn Psychology is also available in
digital formats from leading ebook retailers such as Coursesmart, Amazon, and Google.

Learn Psychology Instructor Resource Program

Every element in the Instructor Resource Program maps to chapter and section-level
learning objectives. Student learning outcomes are developed by the main authors of the
core text ensuring quality and consistency throughout.
The Comprehensive Instructor Resource Program includes:
• Instructor Resource Curriculum Guide featuring chapter overviews, chapter
outlines, suggested lectures, discussion questions, projects, handouts and media
resources—all keyed to chapter section and learning objectives, when and where
possible. Additionally, we also include a correlation grid connecting learning objec-
tives to APA outcomes and selected 21st-century workforce skills.
• Brownstone’s Diploma Testing Software with a comprehensive bank of test ques-
tions written by the main text authors. The complete bank includes over 160 Critical
Thinking, Applied, and Factual questions per chapter, each tagged to chapter learn-
ing objectives and Bloom’s Taxonomy. Questions can be sorted, selected, and edited
based on level of difficulty or question type.
• PowerPoint™ Presentation Slides in multiple formats including PowerPoint with
chapter images only; PowerPoint with chapter outlines and key narrative; and Pow-
erPoint with outlines, key narrative, and images. All of the PowerPoint slide pre-
sentations are written by the main text authors and include references to supported
chapter learning objectives.
• Psychology Instructor Place for online access to PowerPoints, Instructor Resource
Curriculum Guide, APA correlation grid, 21st-century workforce correlation grid,
discussion questions file, suggested student projects, video resources links, chapter-
by-chapter media bibliography, and sample syllabi.
Contact your Jones & Bartlett Learning Account Representative for more details.

More Free Resources for Students To Support Basic

Writing Skills:
A Writing Tutorial for College Students
The ability to organize and outline main topics and write complete, grammatically cor-
rect sentences is a critical skill for today’s freshman-level student. Combining the best of
English composition manuals and various open resources available online, Learn Psy-
chology includes a specially developed free resource designed to help students improve
basic writing skills, analyze resources on the web, and perform critical analysis of a topic.

Preface xxiii
 The website, www.AWritingTutorialforCollegeStudents.com, distills the essential skills of
writing into eight succinct modules:
1. Introduction to College Writing
2. Structure and Thesis Statements
3. Mechanics and Grammar
4. Research, Citation, and Avoiding Plagiarism
5. Making an Argument
6. The Research Paper
7. The Writing Process
8. Elegance and Style

About the Authors

Dr. Antone Minard, PhD
Dr. Minard earned his PhD from the University of California, Los Angeles. He currently
resides in Vancouver, British Columbia, where he teaches in the Humanities Department
at Simon Fraser University and in the Department of Classical, Near Eastern, and Religious
Studies at the University of British Columbia.
Dr. Amy Hale, PhD
Dr. Hale earned her PhD from the University of California, Los Angeles, and teaches in-
troductory students in a variety of courses, disciplines, and delivery systems emphasizing
writing projects and assignments.

xxiv Preface
Acknowledgments
There is an art to aiding in the creation of a textbook like this one. It’s an effort that involves
encouragement, opportunity, support, and constructive criticism. There are dozens of
people who have mastered this art and who made the completion of this project possible.
We want to start by thanking Eve Howard, Senior Vice President at Jones & Bartlett Learn-
ing. Eve’s vision has been the essence of this project, and she provided wonderful motiva-
tional speeches, mentorship, understanding, and advice. We would also like to thank our
editor, Bill Wahlgren, for his tireless guidance with the manuscript and for his patience
and gentility. Without the help extended by each of them, we would not have developed
the skills necessary to carry out this project, nor would we have as deep an appreciation
of the meaning of collaboration. A special thank-you to the friendly production experts
at Jones & Bartlett Learning, including Susan Schultz, Anne Spencer, and Anna Genoese.
We would like to especially thank our chief marketing strategist, Alison Pendergast.
Jonna Kwiatkowski of Mars Hill College expertly jumped in and assisted us with
the discussion questions and projects at the end of the chapters, taking advantage of her
experience with successful online class delivery, and with several of the ancillary elements
of the Learn Psychology resources. Wendy Ludgewait also contributed to the development
of the learning objectives and assessments and the lecture materials.
We also want to thank the reviewers of Learn Psychology, who took time out of their
hectic schedules to pore over the drafts of the chapters. Your dedication, attention to detail,
and expertise helped shape this text. We learned so much from each of you. Thank you!
In-Depth Psychology Faculty Reviewers
Laura Bailey, San Joaquin Valley College
Art Beaman, University of Kentucky
Janice Hartgrove-Freile, Lonestar Community College
John Haworth, Chattanooga State Community College
Linda Jackson, Michigan State University
Jim Johnson, Central New Mexico Community College
Kevin O’Neil, Florida Gulf Coast University
Catherine Snyder, Paradise Valley Community College
John Updegraff, Kent State University
In addition to the reviewers, special thanks to the many instructors who participated
in our expanded review and market research, which aided us in rounding out the strategy
for The Learn Series, as well as refining the pedagogy and chapters of Learn Psychology.
Psychology Faculty Analysts
Eric D. Miller, Kent State University
Javier Alonso, Oakton Community Michael Davis, West Virginia
College Northern Community College
Jill Norvilitis, Buffalo State College Steve Ellyson, Youngstown State
Richard Shadick, Pace University University
Nancy Hartshorne, Delta College Linda Bajdo, Macomb Community
Michelle Russell, University of College
Tennessee-Knoxville Peter Vernig, Suffolk University
Jamie Tanner, Valdosta State Caroline Kozojed, Bismarck State
University College
Christine Harrington, Middlesex Christopher J. Mruk, Bowling Green
County College State University
Dennis A. Gentry, University of Bob Reese, Jefferson College of
Cincinnati Clermont Health Sciences
Cecile Marczinski, Northern Amber Amspoker, University of
Kentucky University Houston
Kim Morris, Athens Technical Teri Fournier, Diablo Valley College
College

xxv
 Sean Taylor, Des Moines Area Ryan Tapscott, Iowa State University
Community College Mary Fraser, DeAnza College
Scot Hamilton, University of West Susie Sympson, Johnson County
Georgia Community College
Kevin Kean, Central Connecticut Mary-Ellen O’Sullivan, Housatonic
State University Community College
Michael Rader, Northern Arizona Dr. Eva Szeli, Arizona State
University University
Jeffrey Green, Virginia Michael Knepp, Mount Union
Commonwealth University Karl L. Wuensch, East Carolina
Diane Reddy, University of University
Wisconsin-Milwaukee Barb Corbisier, Blinn College
Jeffrey Baker, Monroe Community Autumn Willard, St. Clair County
College Community College
Karla Lassonde, Minnesota State Sarah Novak, Hofstra University
University, Mankato Lorry Cology, Owens Community
Diane Pisacreta, Saint Louis College
Community College Laura Jackman, Joliet Junior College
David Gersh, Houston Community Melissa McCeney, Montgomery
College—Central College
Kelie Jones, Odessa College Jill Berger, Nova Southeastern
Cari Cannon, Santiago Canyon University
College Tamara Hodges, Baylor University
Andrea Molarius, Shasta College Amy Masnick, Hofstra University
Ari Grayson, Scottsdale College Christine Lofgren, University of
Robert Zettle, Wichita State California Irvine
University William Rick Fry, Youngstown State
Dr. Rebecca Fahrlander, University University
of Nebraska at Omaha Michael Rader, Northern Arizona
David Biek, Macon State College University
Bonnie Gray, Scottsdale College Aimee Callender, Auburn University
Brian Howland, University of Chris Ruggiero, Tacoma Community
Florida College
Emily Stark, Minnesota State Rick Howe, College of the Canyons
University, Mankato

Finally, a very special thanks to my entire family and many friends, including Jen-
nifer Thompson, Jack Hardy, Teddy Ottaviano, Sharon Lewis, and Susan Ashmore, for
providing infinite patience, kindness, and food during adversity.
—Kenneth Carter

To my girls, Lynn Hillger, Julie Boland, and Kim Wheeler, for getting me through it;
and my boys, Zeke and Victor Montalvo, for making me do it. I owe you.
—Colleen Seifert

xxvi Acknowledgments
About the
Authors
Dr. Kenneth Carter received his PhD in Clinical Psychology from the University of Michigan, Ann
Arbor, in 1993 and completed a postdoctoral Masters in clinical psychopharmacology at Fairleigh
Dickinson University in 2007. Before joining the faculty at Emory University, Dr. Carter served as
a Senior Assistant Research Scientist in the Epidemic Intelligence Service of the Centers for Disease
Control and Prevention where he researched smoking as a risk marker for suicidal behaviors in
adolescents. Currently he is a Professor of Psychology at Oxford College, Emory University, where
he is actively involved in research and teaching. Dr. Carter has been a psychotherapist and researcher
for more than 17 years. His work has garnered awards from the National Institutes of Health, the
National Heart, Lung, and Blood Institute, and the University of Michigan. Dr. Carter is a past editor
of JCAL: The Journal of Cognitive-Affective Learning. In addition to his own research, Dr. Carter authors
articles in plain language on the latest research in psychology for magazines such as mental_floss and
Reader’s Digest, and for news programs such as Connect With Kids and NBC’s Today.

Dr. Colleen Seifert received her BA in Psychology from Gustavus Adolphus College in St. Peter,
Minnesota, in 1980, and her PhD in Psychology from Yale University in 1987. After a postdoctoral
fellowship at the University of California at San Diego, Dr. Seifert moved to the University of Michi-
gan, Ann Arbor, and was promoted to full Professor of Psychology in 2001. She was named Arthur F.
Thurnau Professor of Psychology in 2011. Her research publications address thinking and memory,
specifically, how the status and types of past experiences in memory affect current reasoning. Dr.
Seifert’s investigations are rooted in her interest in how people navigate through complex, real-world
tasks, and her research examines planning and problem solving in the domains of legal reasoning,
medicine, and creative design. She is a past President and Executive Officer of the Cognitive Science
Society, past co-chair of the Institutional Review Board for the Behavioral Sciences at Michigan, and
a member of several journal editorial boards.

xxvii
 Chapter Overview

1.1 The Science of Psychology 1.3 Contemporary Psychology

The Biological Perspective
Concept Learning Check 1.1 The Scope
and Limits of the Science of Psychology The Evolutionary Perspective
The Psychodynamic Perspective
1.2 The Origins and History The Behavioral Perspective
of Psychology The Humanistic Perspective
Philosophical Roots The Cognitive Perspective
Biological Roots The Sociocultural Perspective
Schools of Thought: Professional Specialization and
Structuralism vs. Functionalism Research Areas in Psychology
Structuralism
Concept Learning Check 1.3 Contemporary
Functionalism
Perspectives and Settings in Psychology
Concept Learning Check 1.2 Comparing and
Contrasting Structuralism and Functionalism

98987_CH01_Printer.indd 2 03/03/12 2:35 PM

Exploring the Variety of Random
Documents with Different Content
 "'Wrang!' growled Gibbie; 'wrang to drown a deid man! I could swear
that his ankles were but dry banes as I hove him owre the bulwark.'

"The Peggie laboured hard and creaked in a' her timbers, the wind
howled, and now a wave like Ailsa Craig came roaring after her.

"'Beware, my lads, beware fore and aft!' cried Sir Andrew through his
trumpet. The three of us grasped the starboard rattlins, and at that moment
another heavy sea poured like a torrent owre the decks o' the Peggie. Our
mate, Mathieson's brother, and another seaman were swept away; for a
time, the ship trembled and was settling down. By my life, had one more
wave like that rolled on her, she had gane doon into the trough and never
risen mair; but the water ran off her; she swam like a duck, and again shot
on, though the foresail was splitting to ribbons.

"'St. Clement be near us!' whispered Gibbie. 'Look, Archy—look Sandy!'

and there, just where we had pitched him owerboard, was the Guancho,
standing by the starboard gunnel, grinning and laughing as before. Naebody
on deck had missed him, and nane but oursels kent that the same sea which
had swept awa our mate, had washed the storm-fiend on board again.

"Towards morning the gale subsided, and the grey daylicht cam in
through a mirk and louring sky, to brighten a rowing sea. We were cheerless
and sad. The men muttered among themsels, and were aye in pairs, keeping
aloof frae their unco shipmate; and even Sir Andrew liked him but little,
and promised that he should be set upon the first land we came to. For five
days we drifted about, and wist not where we were; for, as the sun was
hidden, our captain couldna win an observation wi' the cross-staff. He
asserted that we were blown right out into the Atlantic, where never ship
sailed before; but Gibbie, wha kent these seas o' auld, averred that we
would sune mak the coast o' Mogadore, which belonged to the king o' the
Moors. Yet our brave captain proved to be right.

"For these five days and nights, the Guancho did nocht else but mope
about the deck, and grin whenever Gibbie cam near him; but our men
worked hard to repair the damage o' the gale. We bent on four new sails,
reeved some o' the rigging anew, shipped a new foretopmast, and, after
taking an observation, bore away for Madeira.
 "Gibbie aye gied the Guancho a wide berth on deck, and kept as much
aloft as possible. For three hail days he sat perched in the craw's-nest; and
three times I took the tiller for him at night, as he was ever in mortal terror
when the awesome thing cam nigh him. We crowded every stitch o' canvas,
carrying mair o' nights than the skipper kent o'; and twice nearly ran the
Peggie under water, in our eagerness to reach the land. A this time the
Guancho ate little or nocht, but a grain or sae o' maize; and mony o' our
men, wha, owercome wi' weariness, had slept on their watch, had frightfu'
dreams, and averred that the Guancho pressed their throats in the night and
sucked their blood; for they fand bite-marks about their necks in the
morning;—but then the Peggie was swarming wi' Norway rottens. The
terror increased; men spoke in whispers; and day by day, this awsome
Guancho sat in the lee scuppers, motionless as if deid, and only moved and
girned when Gibbie drew near or passed it, which he aye did sidelong, wi'
his hand on his durk; and three times the thing pointed to his eyeless socket,
from whilk Gibbie had howked the shining stane.

"On the fifth night o' this horrid voyage, Mathieson and I had the
foretop. We were on the look-out for land. The Peggie was going free,
about eight knots or sae; and having now to take his helm, Gibbie stood by
the binnacle, and, Gude kens, we watched the deck mair than the horizon
for four hours o' that dreary night. The Guancho sat, as usual, in the lee
scuppers, and a wet berth it was. About the middle-watch, we saw him rise
and creep towards Gibbie, whose een were fixed on the sails—for he was a
gude steersman, and aye loed to keep them full. I think I see him noo, as he
stood wi' his siller hair and red face glinting in the light o' the binnacle
lamps; his feet planted firm on the deck, and his hands gripping the lion's
head that was carved on the tiller-end; and he sawna the fiend that drew
nigh him!

"'Deck ho!' I shouted. 'Gibbie, man—mind yoursel!' but the wind swept
my cry to leeward; and a' at ance the Guancho sprang upon the puir
helmsman—there was a despairing cry, an eldritch yell, and the demon
dashed him against the larboard stanchions, a breathless and a brainless
corpse.

"Wi' the wild cry that rose frae the deck, a' was owre!
 "Unhanded, the tiller swayed frae side to side; the vessel fell awa round
like lightning; her canvas was a' taen aback, and her topmasts went crash to
leeward by the caps. We were a wreck in a moment.

"In a trice Sir Andrew was on deck. Sandy and I cam doon the backstay
by the run, and 'out hatchets' was the word, to dear us of the wreck; and
under the foresail, mainsail, and gib, we entered the roads of Funchal, and
anchored off the Castle of St. James, to refit, procure fresh water, Madeira,
hock, and provisions."

"But what o' this deevil wi' the green ee?" asked Willie Wad, impatiently.

"Anger got the better o' our fear. We sprang upon him the moment the
ship was safe; a desperate tulzie began, for every blow o' his bony hands
was like a cloure frae a smith's hammer, and he knocked our best men owre
like ninepins; his eldritch yells were like the whistling wind, and he laughed
and kicked, when at last we laid him sprawling on the deck, and, while our
hearts boiled wi' fear and fury, lashed him hard and fast by neck and heels
to ringbolts. Some proposed to heave him overboard, wi' a shot at his craig,
but Sir Andrew wouldna hear o' that; and as soon as we dropped anchor at
Funchal, the Guancho was handed owre to the Dominicans and the
Commander of the Order of Christ, who put him in a vault o' the Castle of
St. James, to thole a trial for sorcery and murder. Our story filled a' Funchal
wi' terror and consternation. A lang procession o' Dominican Fathers,
carrying relics, crosses, banners, and holy-water pots, marched to the Castle
o' St. James, to exorcise the demon; and the holy-water, when it fell frae the
asperges on his brown hide, hissed as if it sputtered on iron in a white heat,
and he girned at the priests like a marmoset. At last, finding that exorcism
and blessed water were used alike in vain, the Portuguese Dominicans and
the Knights of Christ betuik themsels to prayer, and after solemn high mass
is the great church, visited the Guancho again.

"They found him free o' his fetters, and laughing like a wild imp, while
he gied the finishing strokes to a great galley or boat, which he had chalked,
wi' its sails set, and twenty rowers at their paddles, on his dungeon wall.
They marvelled sairly at this strange employment, for one wha's funeral fire
stood burning in the castle yard; but a glamour was owre them, and nane
dared approach him.
 "Then the brown deevil drew the waves below the galley sae lifelike,
that they seemed to roll and it to heave, while the rowers began to paddle,
and a low wild chant was heard, as they a paddled and kept time. Then he
drew a ladder, wi' two perpendicular strokes and sax horizontal ones; and
then he stepped on board, wi' anither o' his eldritch yells. The rowers began
to paddle harder than ever, and while their sang died awa, it sailed clean off
the wall wi' him, and left ne'er a trace behind.

"A Knight of Christ sprang forward, but the place was empty, clear o' its
evil tenant, and no a vestige o' the fairy-ship remained upon the dungeon
wall. Noo, what think ye o' that story, messmates?"

"By my faith, I would rather drink bilge a' my days than once sail the sea
wi' a deevil in the ship's companie," said Willie Wad.

"Puir Gibbie o' Crail ended his life as I told ye, and sleeps in his
hammock among the mermaids," said the boatswain, rising from the gun-
carriage; "but Sandy, our messmate, hath left me a lang way astern, for he is
now Sir Alexander Mathieson, Knight—the King of the Sea, and captain o'
yonder gallant caravel, while I am only auld Archy the boatswain. And, see,
yonder his barge is shoved off frae the Craig o' St. Nicholas, and pulled
straight for the Queen Margaret."

"Which shows that the king's council maun e'en be owre, and 'tis time I
were awa to the Admiral," said Jamie Gair, as through an open gun-port, the
gilded boat referred to, was seen to leave the rock of St. Nicholas, with a
banner waving at its stern, where three or four gentlemen, wearing rich
dresses, were seated; and, with sixteen bright-bladed oars flashing in the
meridian sun, it was pulled across the shining river directly towards the
consort of the Yellow Frigate.

CHAPTER XI.
 CHAINING THE UNICORN.
"Quaint old town of toil and traffick, quaint old town of art and song,
Mem'ries haunt thy painted gables, like the rooks that round them throng;
Mem'ries of the middle ages, when thy sovereigns rough and bold,
Had their dwelling in thy castle, time-defying, centuries old."
LONGFELLO
W.

While the boatswain was spinning his incredible yarn in the forecastle of
the frigate, the king, after being at mass in the chapel of St. Salvador, which
stood near the palace of St. Margaret, on a rocky eminence to the north side
of the High-street and Overgaitt, proceeded to the hall of this ancient
residence, where the great officers of state were to assemble, and where he
was to receive the ambassadors of Louis XI.

This old apartment was of great height, and was lighted by six round-
headed windows; its roof was an arch of solid stone, spanned also by six
sculptured ribs, that sprang from capitals, the floor was of oak, which had
been split into planks by wedges, in the old Scottish fashion, roughly
dressed by the axe, and secured by large-headed iron nails. The hall bore the
impress of the architectural genius of the early part of the Middle Ages: the
mouldings, the corbels, the flowered bosses, the ribs and mullions of the
windows, were bold and massive, and the subdued light of a calm bright
morning stole softly through their painted lozenges and crimson draperies.
Old tapestries of green and amber colour, representing in quaint and mis-
shapen figures the virtues and miracles of St. Margaret, the valour and death
of her husband, clothed the walls of this sombre hall. The fair fingers of six
Scottish princesses, viz., Margaret the Dauphiness of France, Elizabeth of
Brittany, Jane of Huntly, Elinor of Austria, Mary of Campvere, and the
Lady Annabella, all daughters of James I., had woven, in Dunfermline
Tower, the stern romances which hung on tenter-hooks of steel around those
ancient walls. At the lower end was a buffet, on which stood a gigantic
thistle, with its stamens composed of English swordblades, and its bristles
of poniards, all gathered from the victorious field of Sark; at the upper, was
the large fireplace, surmounted by the royal arms, and from each of the
antique crowns by which the supporters—the white unicorns—were gorged,
there depended a gilded chain.

This new and most remarkable addition to the imperial arms of the
kingdom was soon remarked by several of the nobles, who muttered
together, as they gathered in groups, awaiting the entrance of the king.

"It is significant of the chain he would bind around us," said the Earl of
Angus, with one of his dark and bitter smiles, as he thrust his furred cap of
maintenance over his dark and shaggy brows.

"But 'tis a chain the sword can easily sever," added Sir James Shaw.

This trifling affair shed a gloom over all the courtiers, who were rapidly
assembling, all clad in rich and magnificent dresses. Accompanied by Sir
David Falconer, Captain Barton, and Sir Alexander Mathieson, a wiry old
seaman, the admiral arrived, and many of the proudest peers felt themselves
constrained to greet the brave old man with courtesy and outward respect.

"My Lord of Angus," said Robert Barton, frankly, kissing the hand of
Scotland's greatest noble, "God bless thee for avenging my poor father on
the Howards and their Northumbrian kerne. From my soul I thank thee!"

"Thank me not, good Robert Barton," replied the earl, with boldness;
"for though but a trader, thy father was a true Scot, and a brave one."

At this reply Barton's eyes flashed, and Sir Andrew bestowed on the
speaker a frown.

"This haughty admiral does not bow very low, I think," whispered Sir
Patrick Gray of Kyneff.

"He who can stand upright in the presence of honest men, needs not to
bow in the presence of great ones," retorted Sir Andrew, who overheard the
remark.

At that moment the curtain at the lower end of the hall was drawn aside,
and the king entered, preceded and followed by a brilliant retinue of ladies
and nobles; Colin of Argyle, the Lord High Chancellor; Knollis, the Lord
High Treasurer; the Bishop of Dunkeld, who was Secretary of State; Patrick
Leith, a learned canon of Glasgow, who was Lord Clerk Registrar; Sir
William Halkett of Belfico, the Judge of Justiciary; the Great Chamberlain,
the Master of the Household, the Standard Bearer, and a crowd of other
courtiers and favourites followed; among them were many ladies, but those
who attracted most attention were the Duchess of Montrose, with her
conical head-dress, and Margaret Drummond, yet pale and sad, and, as
such, contrasting with her sisters, who were all brightness—beautiful and
blushing with pleasure and excitement,—especially little Lizzie and Beatie,
who wore their rich gifts, the silver collar and veil of lace.

The Duke of Rothesay, whose only attendant was his friend the young
Lord Lindesay, kept himself a little apart from this variously attired crowd,
which divided in two as the king assumed his lofty chair, which was placed
on a carpeted dais, and under a cloth of estate, or canopy of purple velvet,
which was then the royal colour in Scotland.

The king bowed and smiled to all around him; but under those smiling
acknowledgments there was, too painfully visible, that thoughtful
expression which resulted from those bitter dissensions and civil broils that
in past years had wrinkled the handsome face and seared the generous heart
of James III.

He wore a jacquette and tight hose of white satin, embroidered with

Venetian gold, and over the former a loose surcoat of blue velvet, without
sleeves, but furred with miniver; his sword, dagger, and belt sparkled with
jewels, and around his neck were the orders of the Thistle and St. Michael
the Archangel. His blue bonnet was borne by a pretty little page,—a royal
protégé,—who was the son, not of a noble, but of some poor mendicant,
who had attracted his notice, one day, when passing the Bridge of
Dunblane. His hose reached to his feet,—for stockings, apart from hose,
were then unknown. The first pair ever seen in Britain were worn by Henry
VIII. of England, who obtained them from Spain, and his little successor,
Edward VI., was solemnly presented with a pair by Sir Thomas Gresham.

Angus, Lord Home, Lord Hailes, Sir James Shaw, Sir Patrick Gray, the
Laird of Keir, and others of that fierce noblesse, who never laid aside their
iron coats, and who despised the almost effeminate dresses, the laces,
ruffles, and ribbons of the courtiers, stood in whispering and observant
groups. Apart from these and such as these, who were too often the curse
and betrayers of their country, were grouped a few of those learned men
whom, like a true Stuart, the king loved and cherished.

Among them were three Benedictine priests, viz., John Abercrombie, a

vigorous writer against the dawning heresies in the Church; Alexander
Barclay, the translator of Sallust; and Robert Henrison, author of the Bluidy
Serk and Ye Burrowstoun Mouse and ye Landwart Mouse; Father Zuill, the
learned chaplain to Sir Andrew Wood; John Bellenden, then the greatest
poet in Scotland, and afterwards Archdeacon of Moray; the learned Andrew
Forman, the Proto-notary Apostolic of the kingdom, in after years the most
famous of our churchmen, and the mediator between Pope Julius II. and
Louis XII., David Steele, who wrote the Thrie Priestis of Peblis, and many
other poor poets, who subsisted on the good king's privy purse, and wrote
odes, ballads, and songs for a small yearly fee and the gift of a camlet
gown, a bonnet and shoes, at St. Martin's-Mass and White Sunday. In the
bearded visages of all these sable-gowned and black-capped literati, there
were plainly visible a peculiar mixture of self-conceit and pedantic pride,
tempered by an unpleasant timidity; for some of the smaller satirists, like
Steele, were eminently obnoxious to the nobles; yet it was to this group that
the impolitic king first addressed himself.

"Come hither, Father Barclay," said he to the gifted translator of Sallust;

"I have just read thy noble satire, The Ship of Fools, and owe thee a chain of
gold for it. I prefer it to thy History of the Jugurthine War; but we must
imprint both, if we can get those newly invented iron letters from Germany.
By my honour, Barclay, a scholar such as thou—or one like thee,
Abercrombie, or any of ye—might well become the mentor of a king! I may
mistake," he added, turning to his gloomy-eyed peers, "but I assure you, my
lords, that nobility of mind is more acceptable to me than nobility of name."

With a grotesque mixture of fear and pleasure, Barclay kissed the hand
of the king. Angus glanced scornfully at his friends, and Kyneff whispered,

"Thou seest, my Lord Earl, how this doting king hath not even policy
enough to gild the chain by which he would fetter the unicorn."
 Wood now approached and presented to James his three favourite
officers—old Sir Alexander Mathieson, Sir David Falconer, and Robert
Barton.

"God's benison on thee, my old king of the sea," said James, clasping the
hard rough hand of the venerable captain of the Margaret; "and on thee, too,
Barton. To thee I leave the duty of avenging thy slaughtered father. His
estate of Barnton shall be created into a free barony, and his services shall
never be forgotten. But come thou hither, Davie Falconer," added James,
who, to mortify his nobles, never omitted an opportunity of distinguishing
one of the people. "I owe thee something for that brave fight with the
Spanish caravel in the English waters, but I know not what it may be—
unless this trinket, for the time;" and taking from his finger a ring, he
presented it to the arquebussier, whose heart swelled within him with
sudden gratitude and joy; and then his eyes sought those of Sybilla
Drummond. His heart leaped anew, for it was full of all that a strong and
beautiful passion can kindle in a profound and sensitive nature.

"Sir David," continued the king, "thy father died on the deck of his ship
for mine; and to feel that I have such subjects as thee and Barton, is to feel
the true pleasure of being a king. Go—from my soul I love all such brave
and honest fellows!"

"'Twas I who first made men of them both," said Sir Andrew Wood, "and
who gave them a relish for gunpowder and salt water. Gadzooks! confess,
Robert Barton, when first thou camest aboard thou couldst neither hand,
reef, nor steer, clamber aloft, grease a mast, handle oar, culverin, or caliver.
All these I taught him, your majesty, and made a man and a sailor of him!"

"This day makes poor David Falconer the envy and the hatred of the
nobles," said Barclay the translator to Father Zuill.

"'Tis false, sirrah," growled the laird of Sauchie, who overheard the
remark, which was made a little too audibly; "he is a brave fellow, who has
won his spurs as he wins his daily bread by knight's service and the sword.
Were he a cutter of stones, like the umquhile Cochrane, a fiddler, like
William Rogers, or a useless scribbler, like thee, I would care little to see
him gang the gate those loons were sent at Lauder."
 "Alas, noble sir," urged the Benedictine, submissively, "Cochrane was a
most unfortunate man——"

"He was a villain," said the Earl of Angus; "a dyvour who had turned
heretic in his heart, and carried a Bible at his belt by a silver chain—a Bible
printed in black letters by a German sorcerer, even such as the king would
employ to print thy written book. Enough, sir!"

After this, the priest had nothing more to urge.

"Father Zuill," said the king to the chaplain of the Yellow Frigate, "I am
glad to see thee, and have received thy learned treatise on the burning
glasses of the ancients, which I hope to peruse with pleasure; though I
doubt mickle if you will ever supersede our cannon-balls. I have desired his
grace of Montrose to present you with a copy of Virgil, by Caxton the
Englishman."

Confronting the lofty and arrogant eyes of the nobility, Falconer, who
was armed like themselves, but less richly, retired towards the curtained
doorway, where his arquebussiers were stationed, with the Montrose Herald
and Garioch Pursuivant.

"This protégé of Wood," said Sir Patrick Gray, "is a coxcomb, whose
profound admiration of his own person—"

"Is only surpassed by his profound loyalty and respect for his native
monarch," said Lady Euphemia Drummond, bluntly interrupting him, as she
and her sisters drew near their father. Sybilla, who blushed with anger at
Gray, gave her tall, pale eldest sister, a glance full of gratitude; but the
governor of Broughty, whom the words native monarch had stung deeply,
bit his white lips with sudden anger, and relapsed into silence.

"How the devil doth it come to pass," said the imperious Lord
Drummond, "that this churl, Falconer, who hath neither lands nor rents
coming in, wears a scarlet mantle like a landed baron?"

"'Tis the growing insolence of the class he springs from," replied Sir
James Shaw, haughtily, drawing his own rich mantle over his breast.
 Poor Sybilla put down her fine face with timid sorrow, on hearing her
lover spoken of thus.

"Well, my Lord Angus," said Drummond, as they all drew a little apart
into one of the deep windows; "by your presence here this morning, am I to
conclude you have become a faithful counsellor of the king?"

"As you have, my lord," replied the dark Angus, with a courtly but crafty
smile; for each was quite equal to and understood by the other.

"Your followers have valued lightly the new edict anent wearing swords
in the king's vicinity!"

"As Scottish men should ever value such infamous edicts," replied Bell-
the-cat, with a dark frown; "I have five hundred lances from the Howe
stabled in the close of St. Salvador, and should like to see any one enforce
the edict on them."

"Angus," said Drummond, with a deep glance, "where will all this
loyalty and this disloyalty, this open flattery and secret discontent, end?"

"On the field of battle," was the hoarse reply, whispered through a thick
and wiry beard; and the timid Margaret Drummond trembled as she heard
it, and drooped her soft, dark eyes, on finding the keen glance of Kyneff
fixed as it was from time to time upon her with mingled curiosity and pity,
—if in such a heart as his there might be pity.

Amid all this court intrigue and sea of plotting, but aloof from it, stood
the Duke of Rothesay, conversing with his friend and follower, the princely
heir of Crawford. He saw only Margaret, whom he loved with all the
heedless ardour of a boy, and was quite oblivious of the many fair ones,
possessing no ordinary amount of charms, who were clustered around the
Duchess of Montrose; and there were not a few who whispered into each
other's pretty ears many a compliment on Rothesay's handsome figure and
face. On this morning he was dressed almost entirely in white satin, slashed
with blue and edged with gold. Margaret Drummond was attired in the
same colours, which so well became her fair complexion and blonde hair. In
the presence of the king, though he seldom addressed her, she always felt a
dread, as of one against whom she had committed a wrong in becoming the
wife of his son. She was ever apprehensive that his calm, inquiring eye
might read her secret. She was pale as marble; and from time to time
applied to her little pink nostrils a gold pomander ball, which was filled
with scented paste, and such as were then used before the introduction of
pouncet boxes. This had been one of Rothesay's earliest love-gifts to her.

Kyneff and Sauchie had been closely watching Rothesay and their
beautiful victim, but found themselves completely at fault and unable to
discover any glances, signs, or tokens of intelligence passing between them;
and Kyneff, who, although he could be politic and wary at times, was
generally coarse, reckless, and bold, resolved to probe the matter at once,
and dared to do so in the following manner:—

"I have a boon to beg of your highness this morning," said he, in his
easiest and most familiar tone.

"A boon—thou?" asked the prince, with the coldness of instinctive

distrust. "Well, Sir Patrick?"

"I have taken the liberty of addressing your highness on the dearest
secret of my heart," said he in a low voice, and twirling his mustachios,
while he drew the prince aside, and with his stealthy eyes bestowed a covert
glance on Sir James Shaw; "I crave your influence with one of your most
favoured courtiers—for—for—"

"For what—do not be bashful, Sir Patrick—his purse?"

"Nay, his daughter's hand."

"I crave in turn to be excused, for I would be exceedingly loth to assist a

fowler so deadly as thee in meshing a poor little dove."

"But I am one of the most faithful servants of your highness and of the
king."

"Well—and you are in love?"

 "Prince, I have just had the honour of saying so."

"But with whom, Sir Patrick?"

"A woman—"

"Of course, I took that for granted. Well; and this woman—"

"Is, beyond all compare, most beautiful!"

"Pshaw! Sir Patrick, money-bags were more to thy purpose. Is she rich?"

"Yea—as a queen in charms."

"'Twere better in crowns for thee. But who is she for whom I am to act a
proxy lover?"

"Lady Margaret, the Lord Drummond's younger daughter." As Kyneff

said this, his keen grey eyes were fixed with an intense scrutiny on the clear
hazel eyes and open brow of the young prince, but nothing could he detect,
not even the slightest start; for although the hot heart of the impulsive
Rothesay vibrated at that dear name, so admirably had he schooled himself
to encounter the base plotters of his father's court, that he betrayed not the
smallest outward sign of inward emotion; and with all his cunning, the
traitor was completely baffled.

"I have but little influence with that family, I assure you, Sir Patrick
Gray," replied the prince, with a smile; "and still less in the quarter you
indicate; yet such as I have is yours. When shall I address the Lord
Drummond—now?"

"Nay, nay, not just now," said Kyneff, hurriedly, and confounded by the
prince's perfect facility; "but on another opportunity; and I beg of your
highness to accept of my profound gratitude."

"Doth this villain laugh at me, or hath he already divined our secret?"
thought the startled prince, as the conspirator withdrew to the side of his
friend and compatriot, the governor of the town and castle of Stirling.
 The great chamberlain now approached to lay several complaints before
the king, who by a power which had come down from those good old
patriarchal times when the Donalds and Constantines dispensed justice from
the mote-hills of Scone and Stirling, could yet hear the complaints of the
most humble of his subjects; but so crippled was his power, that James III.
was now approached in vain. Then there were no courts of session or
justiciary. Territorial jurisdiction was vested in the barons and provosts of
burghs, from whom the appeals of vassals might be made to the sheriff, to
the royal justiciar, to the parliament, or the king—and from burgesses, in
the first instance, to the chamberlain-ayre and court of the four burghs; but
generally the people loved better to prefer their prayers to the ear of an
indulgent prince, who regarded them all as his children. Thus, after Sir
Andrew Wood had related that his embassy to Flanders had proved futile in
clearing up our quarrel with the sturdy citizens of the Swyn, the Sluice, and
the Dam, and that all trade with them would still be interdicted, the loyal
and venerable Duke of Montrose said, in a most impressive manner,

"I grieve to say that complaints against the nobles have been pouring in
to your majesty, and everywhere the people murmur against their
oppression and misgovernment. Here," he continued, consulting his notes,
"is a certain bondsman of the Lord Angus, who hath bought unto himself a
burgage in the royal burgh of Dumfries, and is consequently a freeman,
enjoying the liberty of that provostry; yet, without a crime, he has been
manacled and thrown into the dungeon of the castle of Thrieve."

"What say you to this, my Lord Angus?" asked James.

"That I have hanged the frontless loon for complaining to his grace the
chamberlain," replied Angus, tightening the buckle of his gold waist-belt.

Montrose and the king exchanged impatient glances.

"Another complaint hath been made against Sir James Shaw of Sauchie,
governor of your majesty's castle of Stirling, for seizing and slaying several
swine belonging to burgesses in the Braid Wynd; and moreover, emptying
eight byres and twelve henroosts in one night."
 "This is only according to law, duke," replied Shaw; "for the king's
castellans may freely slay all swine that are found straying upon the
causeway; and may also exact kain thrice in the year: at Yule, Pasch, and
White Sunday."

"But not at Bartilday and Martin-mass too, Sir James," said the
chamberlain.

"Refer this to the judge of justiciary," said the king.

"'Tis long sincesyne, sirs," urged Shaw, doggedly; "besides, the

burgesses of Stirling have ever been contumacious villains, and utterly
unworthy of all belief."

"Lord Home hath seized the leper-house and hospitium of Soltra,"

continued the chamberlain, again glancing at his notes; "his friend, the Lord
Hailes, has stormed the knight of Ravelrig's castle, and burned his three
farm-towns. The Steward of Menteith, with five hundred redshanks, hath
forced himself upon the burghers of Auchterarder as provost, at the same
time sacking them of armour, furniture, and all manner of gear."

"Incited by ane auld witch carlin," replied the steward, a grim-looking

old man, who wore black armour and a kilt of blue and purple tartan; "they
ground their wheat wi' handquerns instead of coming to my new milne on
the Ruthven water, quhilk is contrairy to the nineteenth chapter of the
Statutes of Gild, and I swore that carlins should weep, and bearded carles
should dee for't. Let them appeal to the General Convention of Burghs at
Edinburgh, if they choose."

"Nay," said the king, in great anger; "let them rather appeal to arms."

"Be it sae," said the savage old steward, with a laugh like a growl, as he
rattled his long two-handed cliobh on the floor; "what the deil care I? By a
wave of my hand I could quench every fire between the muir of Orchill and
the kirk of Aberruthven, if they winna thole my yoke."

"Upon Rood-day, in last harvest," resumed the chamberlain, "the

constable of Dundee cruelly slew, under solemn tryst, the laird of Fetter-
angus, at the glack of Newtyle."

"Wherefore?" demanded the king, starting from his seat with

irrepressible indignation. And the constable replied—

"A year before he harried my lands in the Howe; but I have made
amends by paying an ample bludewit and by founding in the chapel of St.
Blaise the martyr of Armenia, here in the Thorter-row of your majesty's
burgh of Dundee, an altar, where the priest for the time shall annually say
for ever, until the day of doom, on the anniversary of that unhappy hour, a
solemn mass for the soul of the umquhile laird; and on that altar lies the
sword wherewith I slew him."

"'Tis well, constable," said the king; "may some good spirit do as much
for thee. What, Montrose, is not this catalogue of crime exhausted?"

"The Heritable Forester of Drum," replied the Duke, closing his notes,
"hath seized a hundred head of swine belonging to the citizens of
Aberdeen."

"Because they declined to pay pannage, the usual duty levied upon all
porkers that feed on mast and beech-nuts in the royal woods," replied this
baron, whose badge of office was a magnificent silver bugle.

"By the holy kirk, thou art a faithful subject!" said the king, scornfully.

"Something must be done," resumed the Duke of Montrose, looking at

the group near Angus, "to repress this growing spirit of outrage, and to
bring the complaints of the people before parliament; or, as my lord
chancellor will agree with me, we cannot warrant peace among them for
three months longer."

"Montrose," said James, in a soft, but bitter voice; "wellawa! I remember

the raid of Lauder Brig, and am now, as then, powerless."

"Lauder Brig," reiterated the remorseless Angus, who had caught the
words, and, whispering, turned to those around him; "by St. Bryde of
Douglas! I was beginning to think thou hadst forgotten that day, when we
strung thy base mechanical favourites like a devil's rosary over the Lauder
stream."

Such were the peers of Scotland in the year of grace 1488.

 CHAPTER XII.

EMBASSY OF THE SIEUR DE MONIPENNIE,

"A grey-haired knight set up his heid,
And crackit richt crousely:
'Of Scotland's king I haud my house,
He pays me meat and fee;
And I will keep my guid auld house,
While my house will keep me.'"
AULD MAITLAND.

While these accusations had been made by the lord chamberlain, and
proud replies given by the noblesse in question, Rothesay had drawn near
Margaret, and smilingly, and in whispers, related to her his conversation
with Sir Patrick Gray, and the suit which the knight had requested him to
urge. She grew, if possible, paler at the relation, for in her secret heart she
feared that even were this new suit not urged for some dark and ulterior
object, it might afford her great cause for uneasiness, and perhaps lead to
the discovery of that private union, which, as a deadly secret, she treasured
in her timid heart; for well she knew that the jealousy of the greater nobles
at such an honourable alliance formed a second time with the House of
Drummond would fan the flame of "many a feud yet slumbering in its
ashes."

In the group near the Duchess of Montrose, Captain Barton was

conversing softly with her sister Euphemia; and poor Falconer, from the
foot of the hall (where a few of his soldiers supplied the place of Lord
Bothwell's guard, who were then at Stirling), glanced anxiously at Sybilla
from time to time, and sighed when reflecting that all the gold he possessed
was on his spurs and doublet. A flourish of trumpets in the court-yard, and a
glittering of pike-heads and heralds' tabards between the festooned curtains
which shaded the lower end of the hall, announced the arrival of the new
French ambassador and his train, and then all became hushed, save some
such scraps of conversation as the following:—

"Sybilla Drummond," said the Duchess of Montrose, "remember ye

aught of the splendour in which the Lord Stuart d'Aubigne, Mareschal of
France, came here in 1483?"

"As ambassador of Charles VIII?"

"To renew the ancient league."

"Ah yes, madam; how could I forget it? My dear brother, who was killed
at Naples by Gonsalvo de Cordova, was captain in one of the eighteen
Scottish companies whom he took away with him to the Italian wars."

"My puir nephew—he was indeed a brave gallant!" said the old duchess,
with a sigh.

"Yet, madam," resumed Sybilla, glancing through the painted window

near her, "I think the train of this Lord of Concressault every way inferior to
those of the Mareschal d'Aubigne and of the papal ambassador, who came
soon after from His Holiness Innocent VIII."

"In the following year—the Lord Bishop of Imola; I remember me,

child."

"He succeeded in procuring a three years' truce between King James and
Richard of England," said Barton, "who sent his despatches sewn in the
stomacher of Muriella Crawford."

"Ah, that woman became a Lindesay by marrying into our family," said
the haughty old duchess, applying her pomander ball to her nose.

*****

"My Lord Drummond," said the swarthy Earl of Angus, glancing grimly
at the king, who was sitting with his forehead resting on his hand, and
buried in thought, while the Chancellor, Treasurer, Secretary of State, and
other richly dressed courtiers, hovered near him; "it would seem as if we
peers of Scotland had become mere grooms and pages in the eyes of this
king's new pimps and puppets."

"By the fiend, yes! Only conceive again what we have just heard—
Hailes, Home, the Steward of Menteith, and the Forester of Drum, being
thus arraigned at the instance of a few wretched burgesses!"

"Yea, and before some of those we spared at Lauder Brig—men who are
yet unhanged," added Angus, with one of his darkest scowls.

"There now, not a yard from the king's chair, is a balladeer, the son of a
sword-slipper in the Shoegaitt of Perth, who hath exchanged the file and
hammer for a sword and Parinese poniard—his canvas gaberdine for a
dainty doublet of cramosie, because, forsooth, he is master of the king's
music, and Margaret of Denmark loves to listen to the twangle of his viols
and ghitterns—faugh!"

"Men say he will be made a knight and privy councillor."

"If so," said Sauchie, "by God I shall forswear my spurs for ever!"

"I knew such another clown who was made an earl," said the Steward of
Menteith, who had given his tent-cord to hang Cochrane over Lauder
Bridge.

"There are Falconer and Barton, too, whose fathers were but merchant-
skippers!"

"But the former is a brave gallant, and the latter is my particular friend,"
said Drummond.

"Well, well," resumed the discontented Angus, impatiently; "but think of

him whom I saved at Lauder, when your tent-cord was twisted round his
neck—John Ramsay—a mere bonnet laird, who is now, forsooth, Sir John
Ramsay, and Lord of Bothwell, Baron of Balmain, Flaskie, and Pitnamore,
with the Captainrie of the king's guard. Yet, by St. Bryde, this springald
dared but yesterday to pass me in the Baxter's Wynd at Stirling—me,
Archibald of Angus—with head erect, and without beck, bow, nod, or
recognition!"

"The brose these loons shall sup is thickening fast, lord earl," said
Drummond, with a dark smile, as he spread his silvered beard over his steel
gorget, "and ere long our lances will be at their throats."

At that moment the Montrose herald, an officer of the Lyon court, who
had been recently created in honour of the Crawford dukedom, exclaimed,
"Place for the ambassador of his Majesty, the King of France!"

"Sweetheart!" whispered Rothesay, pressing his Margaret's trembling

hand, as all eyes were turned towards the entrance, "this is, indeed, a critical
day for us! Should my father depart on his long-proposed pilgrimage, I shall
be regent, and he must grant us pardon ere he go. If he stays, we shall then
be condemned to linger on in secrecy, but only a little longer."

"Until the good Bishop of Dunblane returns," said Margaret, with one of
her dearest smiles.

During the reign of James III. there were an unusual number of solemn
treaties and splendid embassies passed between the court of Scotland and
those of Louis XI. and Charles VIII. of France; Alphonso Africanus of
Portugal, Ferdinand V. of Spain, Christian of Denmark, and Charles the
warrior, Count of Flanders, by means of nobles, prelates, and heralds.
Some of these were exceedingly magnificent, for under the care of kings
who were far in advance of their times, Scotland was rapidly rising in the
scale of European nations. But on the present occasion the special envoy of
Charles VIII. was attended only by two esquires and two pages, who bore
his helmet and braque-mart, or short French sword.

The Sieur de Monipennie, Lord of Concressault, was a Scotsman, a

cadet of the family of Pitmilly, long naturalized by residence in France, in
the armies of which he had served lor thirty years. He commanded four
thousand archers in the war between the Charolois and the Lords of the
League, and at the battle of Montleri had slain, with his own hand, Pierre de
Breze, the grand seneschal of Normandy. At the left clasp of his cuirass
dangled the gold cross of eight points, worn by the chevaliers of the Order
of St. Etienne, and the Cross of the Immaculate Conception. In aspect he
was venerable and soldierlike. His armour was black, edged, studded, and
engraved with gold; his boots had those long toes or poleines, of which we
may read in the chronicles of Monstrelet; his beard was white as snow, but
his dark grey eyes were bright and keen; his features were severe and
somewhat harsh, but a smile of pleasure and loyalty overspread them as he
approached his native monarch, and, full of honest enthusiasm, knelt down
to kiss the hand of James, who immediately raised him from the dais.

"The last time I had the happiness of seeing your majesty," paid he, in a
voice that was strongly tinged by a foreign accent, "was about thirty years
ago, and ye were then but a halfling laddie."

"At the funeral of my mother, of royal memory, in the collegiate kirk of

Edinburgh," said the king.

"I mind it weel, as if 'twere yesterday. Woe is me! but the cares of
manhood have been written deeply on your majesty's brow sincesyne; yet
ye do remind me of the king, your father, when I saw him last in '58 at the
Castle of Stirling. He was ever a good friend to me and to my house."

The eyes of the veteran suffused with emotion as the recollection of

years long passed came gushing back upon his warm and generous heart.

"I rejoice, indeed, to see you, my Lord of Concressault, and am all

impatience to hear the message of my cousin of France."

"It is simply concerning the proposition formerly made anent the

invasion of Brittany. He has been pleased to desire me to urge your majesty
to invade and take possession of that dukedom, promising, at the same time,
to make over to the crown of Scotland all right and interest France may
have in its five bishoprics of Rennes, Nantes, Saint Malo, Dol, and Saint
Brieuc. He would advise your majesty, as more fully set forth in these
papers which I shall have the honour of laying before your council, to
promise to the Bretons that their states-general and all their ancient
privileges shall be retained as inviolate, subject, however, to the
modifications of the Scottish Parliament."
 "What say you to this, my lords?" asked the king, as a murmur of
varying opinions rose among the nobles.

"I say nay," replied Angus; "the poor Bretons have never wronged us,
and by St. Bryde! why should we invade and dispossess their duke, to
please a King of France or to avenge his petty piques and jealousies?"

"The King of France requires no man to avenge his quarrels, Earl of

Angus," retorted the Scoto-French Lord of Concressault, turning abruptly
round.

"Drummond," said the king, "what sayst thou?"

"I agree with Angus," replied Lord Drummond. "Why should we imitate
England of old, by waging wanton wars, and violating the rights of a free
people?"

"There are some fine harbours off the Breton coast," said Sir Andrew
Wood; "gadzooks, Robbie Barton, we know Nantes well, with its castle at
the mouth of the Sevre."

"King Charles desired me to say," continued Sieur de Monipennie,

without heeding the nobles, "that twenty thousand men will be sufficient to
reduce the Bretons, with such French forces as he would send against them
by the way of Maine and Anjou, together with all the Scottish troops now in
the service of France—to wit, Sir Robert Patulloch's gard du corps
Ecossaises; my thousand lances of Concressault, and those of John of
Darnley, the mareschal Stuart d'Aubigne, who has just been created Comte
d'Evereaux; and those would enter by the way of Poitou, as these letters will
show."

Whatever James thought of this splendid offer from the wily ministers of
his cousin Charles the Affable, who was then in his eighteenth year, he had
not time given him to say. In 1473, the proposition had been made before,
and he had then intended to annex Brittany, at the head of 6000 Scottish
infantry; but the Parliament opposed it; and now nearly with one unanimous
voice, the nobles said, and perhaps with some feeling of justice—
 "Not a man of us will draw a sword or lift a lance in this cause!"

"The Bretons have never wronged us," added Lord Drummond; "and
woe be to those who wage an unjust war!"

"You forget, my lords, that the barons and burgesses are yet to be
consulted," replied the king, with rising anger; "and if their voice is for the
annexation of Brittany to our realm, by the Black Rood of Scotland, I will
march without my recreant nobles, or create new ones on the field!"

The peers on hearing this rash speech smiled at each other

contemptuously and incredulously, while the Lord of Concressault gazed at
them in astonishment; for though he knew well the stubborn pride of his
native chiefs, he had but recently come from France, where he had seen the
iron rule of Louis XI., his fortresses of Loches and Montilz-les-Tours, with
their trap-doors and gibbets, for the proud and refractory; his atrocious
bastille, with its vaulted hall, and those cubes of masonry and iron which
stood therein, and were called the king's little daughters, and in the heart of
which, some men were pining and had pined for twenty years, like frogs in
a marble block! He had seen all France tremble at the nod of the decrepit
little tyrant who espoused Margaret of Scotland—and now he gazed with
ill-concealed wonder at the effrontery of these Scottish nobles. And James,
though his generous nature was ever averse to injustice and oppression,
merely to oppose, and if possible to mortify them, seemed not indisposed to
undertake the conquest and annexation of this then independent dukedom,
which was not united to France until 1532.

"Immediately after the meeting of Parliament, before whom your papers

shall be laid, I will send to France my final answer," replied the king; "and
now, my Lord of Concressault, you can favour me in a very particular
manner. You are, of course, aware, that since 1477, now eleven years ago, I
have been bound by a solemn vow to visit the shrine of St. John, in the
great Cathedral of Amiens."

The ambassador bowed; Rothesay pressed the hand of Margaret

Drummond, who hung upon his arm, and stepped forward a pace to listen.
A deep stillness reigned in the crowded hall; even the nobles seemed to hold
their breaths for a time.
 "On this pilgrimage I was to have gone, accompanied by a thousand
gentlemen; but the arrival of a legate from his Holiness Sixtus IV., the siege
of Dunbar, the revolt of my brother, the Duke of Albany, and those events
which brought on the—the fatal raid at Lauder, with many other events,
have totally precluded the fulfilment of this most holy pledge; I therefore
entrust to you, my Lord of Concressault, this holy medal, the gift of our
Father Innocent VIII.," continued James, taking from his neck a large and
heavy gold medallion. "This I beseech you to present in my name to the
shrine of St. John, as at present I see no possibility of my leaving Scotland,
even for the short period of three months."

The Sieur de Monipennie knell to receive the consecrated medal, which

he kissed and suspended by its gold chain at his neck. It bore an image of
the Virgin, and was encircled by the legend,—

Hail, Mary, Star of Heaven, and Mother of God!

This medal was afterwards conveyed to the Shrine of St. John at Amiens,
and there it hung until the plunder of the churches during the French
Revolution.

Rothesay gazed on Margaret tenderly, and in silence, for the king's

sudden and unexpected abandonment of his long-projected pilgrimage
removed, for the present, all hope of a fortunate or happy revelation of their
rash and secret union. Rothesay sighed with disappointment, and Margaret's
timid eyes filled with tears; for had James actually departed on this
pilgrimage, the rules of the Church would have compelled him to forgive all
who had offended against him, or his journey would have been deemed a
false and futile pretence.

Distinguishing from among the nobles the stout and portly admiral,
whom he knew by the silver whistle which hung at his neck, the venerable
ambassador of Charles VIII. entered into an animated conversation with Sir
Andrew Wood, which was a fresh source of irritation to some of the jealous
peers, who thereby felt themselves slighted. The hum of voices again
pervaded the large and stately hall, and James, after exchanging a few
words with the Duke of Montrose, reclined his brow upon his hand, and
with his face overshadowed by a bitterness which he could not conceal, at
the affront so publicly given to him by the nobles, suddenly and abruptly
arose to withdraw. Angus, who at times was not ungenerous, perceived his
deep emotion, and as the acknowledged leader of the peers, approached and
said in a low voice,—

"Your majesty may feel that we have wronged you; but I beseech you to
rest assured, that at heart your nobles love you."

"And hate all else who have a claim on my friendship," replied James,
bitterly, "or all who deserve my affection; is it not so, lord earl?"

"Yes, if bestowed upon the ignoble and unworthy," replied the earl,
haughtily, while his deep, dark, glassy eyes bestowed on his sovereign one
of those daring, fixed, and penetrating glances which even he at times found
almost insupportable.

"Yet would I hope, Angus, that with our great banquet in Castle of
Edinburgh—that friendly feast of which I have spoken so often—all these
feuds and bitternesses will cease," said James, as he bowed low to
Concressault, the ambassador, lower still to the ladies, and retired, leaning
on the arm of his most faithful friend and counsellor, the Duke of Montrose.

"Poor king!" said the admiral to Barton, as they also departed; "between
his peers and his people, he is like one between the devil and the deep sea."

CHAPTER XIII.

TO SEA!
"All hands unmoor! proclaims a boisterous cry;
All hands unmoor! the caverned rocks reply;
 Roused from repose, aloft the sailors swarm,
And with their levers soon the windlass arm."
FALCONER'S Shipwreck, Canto i.

On leaving the hall, Sir Andrew Wood was received at the palace-gate by
his usual body-guard; the crew of his barge, under the command of Cuddie,
the coxswain, armed with their boat-stretchers, and clad in their spotless
white gaberdines, girdled by broad black belts, in which each had his
Scottish knife or dudgeon-dagger, and all wearing broad blue bonnets,
having red cherries on the top and white St. Andrew's crosses in front. They
were sixteen of the smartest men in the ship's company, and Cuddie—or
Cuthbert—the coxswain, marched in front.

As the admiral, thus escorted and accompanied by Falconer and Barton,

proceeded towards the landing-place down Tindall's Wynd, a narrow
thoroughfare, then paved by those round stones such as may yet be seen in
the streets of Arbroath and other seaport towns in Angus, he perceived a
seaman making various efforts to attract his attention, by coming close to
the barge's crew, and always touching his bonnet with profound respect
whenever his eye fell on him.

"Ahoy, brother!" said the admiral, "what cheer? Do you wish to speak
with me? Ha! Jamie Gair—is it thee who art backing and filling thus, as if I
were some great lord? Put on thy bonnet, man. But why art not away to the
fishing-ground? Are there English cruisers off the coast?"

"Ye have guessed aright, Sir Andrew," replied Gair; "and I crave the
honour o' a word wi' ye apart."

"Well,—say forth."

"Captain Howard, the Royal Harry, and twa other English ships were off
the Firth last night."

"What dost thou tell me?"

 "Sure as I am a living man, sir—inside the Inchcape bell," continued
Jamie, in a low anxious whisper.

"Lubber and loggerhead! And thou only tellest me now!"

"Wi' the first blink o' dawn I was aboard the frigate, Sir Andrew, but ye
werena there; and I hae been haudin' off and an about the palace door
sincesyne, in the hope o' seeing you. But oh, be wary, Sir Andrew, and ask
me nae mair, for I am but a puir fisherman, wi' a wife and a bairn to feed
and to cleed——"

"Wary—what mean ye, Jamie Gair?"

"Your word as a knight, Sir Andrew, that you will never repeat what will
assuredly be my ruin."

"Messmate, thou hast my word as a seaman. Well?"

"Last night three gentlemen, in masks, went off to the Royal Harry, and
remained two hours aboard."

"About what time was this?"

"Mirk midnight——"

"When honest men are swinging in their hammocks. Well?"

"When day broke, she and her twa consorts were bearing awa south and
by east."

"Three gentlemen, wearing masks,"—said the admiral, keenly

scrutinizing the honest brown visage of the fisherman; "ken ye their
names?"

"No, Sir Andrew," replied Jamie looking down, for he trembled for his
wife and child, if exposed to the vengeance of Gray of Kyneff.

"By every shrine in Largo kirk!" said the admiral, "I would give my
starboard fin to know who these villains were. Ho! Robert Barton, I have
news for thee," he added, with a grim smile; "the English Harry and her
consorts are off the coast."

"Edmund Howard—he who with his brother slew my father in the

Downs?"

"The same, my lad; and while we have been loitering in smooth water
among those gilded sharks of courtiers, they may have escaped us."

"Edmund Howard—oh, David Falconer, hearest thou that?" said Barton,

with fierce joy; "come admiral: if he escapes us now——"

"May we never go to sea without a foul wind, or come to anchor without

a rotten cable. Away to your arms—to your cannon—the English fleet is off
the coast!"

"Bear away then, Cuddie—heave ahead, my lads! hurrah!"

cried Burton, waving his bonnet, and the whole of the barge's crew ran
down Tindall's Wynd brandishing their boat-stretchers, and springing on
board, shipped their oars. Wood and Falconer leaped into the sternsheets,
and Barton grasped the tiller.

"Give way, my braw lads, give way!" exclaimed the admiral, as Cuddie
shoved the boat off; the sixteen oars were dipped into the water; the crew
bent to their task, and almost lifted the light shallop out of the river, as they
shot her round the Craig of St. Nicholas, where the nautical loungers
bestowed a farewell cheer in honour of old Sir Andrew. Jamie Gair was left
in the middle of the Wynd, where he stood for a time, irresolute and half
repenting the interest he had taken in affairs of State, and dreading that the
gold he had earned might bring him nought but sorrow.

"Give way, callants—give way!" continued the brave old Laird of Largo;
"see—the tide is ebbing, and there is a fine breeze blowing down the Carse
o' Gowrie! Give way merrily, my hearts—pull with a will!"

The old man was all impatience; the crew of the barge caught his
enthusiasm. They bent to their slender oars with all their muscular energy,
and the light boat was shot over the waters of the Tay, which parted before
its bows, and curled under its counter, in the bright sunshine, in long lines
that were edged with bells of snowy foam. Like an arrow, the long sharp
boat sheered alongside the towering frigate; the oars were unshipped from
the rowlocks and piled along the thwarts, while Cuddie the coxswain caught
an eyebolt with his boat-hook. In three minutes, the admiral, his officers,
and the crew were all on board, and the boat was dangling like a toy from
the davits.

"Run up the signal for sea," said the admiral; "Master Wad, fire a
culverin to let Sir Alexander Mathieson know what we are about.
Boatswain, pipe away the yeomen of the windlass, and heave short—cast
loose the courses; trip the anchor, and prepare all for sailing."

The greatest alacrity followed these rapid orders. Archy of Anster was as
active as if the one-eyed demon of his extraordinary yarn was after him: he
hurried from poop to forecastle, growling, shouting, swearing and piping
away between decks.

"Willie Wad—quick wi' your gun!" he cried; "or we'll serve ye wi' a
stoup o' bilge in guid earnest."

The little blue flag, which, from time immemorial has been the signal for
sailing, was run up to the foremast-head, where it fluttered in the wind; one
of the starboard ports was triced up, and a great cannon-royale sent its
report like thunder over the calm still flow of the shining river; and
immediately a commotion was visible on board the Queen Margaret. The
flag of Sir Alexander Mathieson was displayed from her mainmast-head,
and the shrill whistle of her boatswain was heard, as he piped all hands on
deck.

As to referring to either king or council, lord high chancellor or secretary

of state, for orders to put to sea, such an idea never entered the head of stout
Sir Andrew Wood; who sometimes was not over-particular, for it is
recorded that once during a private quarrel with the Provost of Aberdeen, he
sailed up the Don with the king's ships, and bombarded the granite city in a
fashion which its citizens never forgot or forgave.
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebooknice.com