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Contents
Preface xi 2.6 Beyond the Nervous System 59
2.6.1 The Endocrine System 59
1 Introduction to Psychology 1 2.6.2 Genes and Behavioral Genetics 61
Summary: Biology and Behavior 64
1.1 An Introduction to the Science of Psychology 2
1.1.1 Is Psychology a Science?
1.1.2 The Goals of Psychology
3
5
3 Sensation and Perception 67
1.2 Psychology Then and Now 5 3.1 The Process of Sensation 68
1.2.1 Exploring Psychology’s Roots 6 3.1.1 The Absolute and Difference Thresholds 68
1.2.2 Schools of Thought in Psychology 8 3.1.2 Transduction and Adaptation 69
1.2.3 Contemporary Psychological Perspectives 8 3.2 Vision 70
1.2.4 Specialties in Psychology 9 3.2.1 The Eye 70
1.3 Thinking about Theories and Research 12 3.2.2 Vision and the Brain 72
1.3.1 Evaluating Theories 13 3.2.3 Color Vision 73
1.3.2 Evaluating Research 13 3.3 Hearing and Balance 76
1.4 Descriptive Research Methods 14 3.3.1 Sound 76
1.4.1 Observational and Case Studies 14 3.3.2 The Ear and Hearing 78
1.4.2 Survey Research 16 3.3.3 Balance and Movement 80
1.4.3 The Correlational Method 17 3.4 Smell, Taste, and Touch 81
1.5 The Experimental Method 19 3.4.1 Smell 81
1.5.1 Experiments and Hypothesis Testing 19 3.4.2 Taste 84
1.5.2 Limitations of the Experimental Method 23 3.4.3 Touch and Pain 85
1.6 Research Participants 23 3.5 Influences on Perception 87
1.6.1 Participant-Related Bias in Psychological 3.5.1 Attention 88
Research 23 3.5.2 Prior Knowledge 89
1.6.2 Protecting Human Participants’ 3.5.3 Social Perception 92
and Animals’ Rights 26 3.6 Principles of Perception 92
Summary: Introduction to Psychology 28 3.6.1 Perceptional Organization and Constancy 93
3.6.2 Depth Perception 95
2 Biology and Behavior 31 3.6.3 Perception of Motion 95
2.1 Discovering the Mysteries of the Nervous System 32 3.7 Unusual Perceptual Experiences 97
2.1.1 The EEG and the Microelectrode 32 3.7.1 Puzzling Perceptions 97
2.1.2 Imaging Techniques 32 3.7.2 Subliminal Perception, Extrasensory
Perception, and Synesthesia 98
2.2 The Neurons and the Neurotransmitters 34
2.2.1 The Structure of the Neuron 34 Summary: Sensation and Perception 100
2.2.2 Communication between Neurons 36
2.2.3 Neurotransmitters 39 4 Consciousness 103
2.3 The Human Nervous System 41 4.1 What Is Consciousness? 104
2.3.1 The Peripheral Nervous System 41 4.1.1 Changing Views of Consciousness 104
2.3.2 The Central Nervous System 43 4.1.2 Culture and Altered States of
2.4 A Closer Look at the Thinking Part of the Brain 48 Consciousness 104
2.4.1 Components of the Cerebrum 48 4.2 Circadian Rhythms 105
2.4.2 The Cerebral Hemispheres 49 4.2.1 The Influence of Circadian Rhythms 105
2.4.3 The Four Cerebral Lobes 52 4.2.2 Disruptions in Circadian Rhythms 106
2.5 Age, Gender, and the Brain 57 4.3 Sleep 107
2.5.1 The Ever-Changing Brain 57 4.3.1 Why We Sleep 107
2.5.2 Gender Differences in the Brain 59 4.3.2 How We Sleep 108

vii
viii Contents

4.3.3 Variations in Sleep 109 6.2.2 Influences on Retrieval 170

4.3.4 Sleep Deprivation 110 6.3 Remembering as Reconstruction 171
4.3.5 Sleep Disorders 112 6.3.1 The Process of Reconstruction 172
4.4 Dreams 114 6.3.2 Source, Flashbulb, and Autobiographical
4.4.1 The Content of Our Dreams 114 Memories 172
4.4.2 Interpreting Dreams 115 6.3.3 Influences on Reconstructive Memory 175
4.5 Meditation and Hypnosis 116 6.4 Forgetting 176
4.5.1 Meditation 116 6.4.1 Ebbinghaus and the Curve of Forgetting 176
4.5.2 Hypnosis 116 6.4.2 Why Do We Forget? 177
4.6 Psychoactive Drugs 118 6.5 Biology and Memory 180
4.6.1 How Drugs Affect the Brain 119 6.5.1 The Hippocampus and Hippocampal
4.6.2 Substance Abuse and Addiction 120 Region 180
4.6.3 Stimulants 122 6.5.2 Neuronal Changes and Memory 181
4.6.4 Depressants 123 6.5.3 Hormones and Memory 183
4.6.5 Hallucinogens 123 6.5.4 Memory Loss 183
Summary: Consciousness 126 6.6 Memory in Legal and Therapeutic Settings 185
6.6.1 Eyewitness Testimony 185
5 Learning 129 6.6.2 The Repressed Memory Controversy 187
Summary: Memory 189
5.1 Classical Conditioning 130
5.1.1 Pavlov and the Process of Classical
Conditioning 130
7 Cognition, Language, and Intelligence 192
5.1.2 Changing Conditioned Responses 132 7.1 Cognition 193
5.1.3 John Watson and Emotional Conditioning 133 7.1.1 Imagery and Concepts 193
5.1.4 The Cognitive Perspective 135 7.1.2 Decision Making 195
5.1.5 Biological Predispositions 135 7.1.3 Problem Solving 198
5.1.6 Classical Conditioning in Everyday Life 136 7.1.4 Artificial Intelligence 200
5.2 Operant Conditioning 137 7.2 Language 201
5.2.1 Reinforcement 138 7.2.1 The Structure of Language 201
5.2.2 Shaping, Generalization, and 7.2.2 Animal Language 202
Discriminative Stimuli 139 7.2.3 Language and Thinking 204
5.2.3 Schedules of Reinforcement 140 7.2.4 Learning a Second Language 205
5.2.4 Punishment 140 7.3 Intelligence 206
5.2.5 Escape and Avoidance Learning 145 7.3.1 The Nature of Intelligence 207
5.2.6 Applications of Operant Conditioning 146 7.3.2 Measuring Cognitive Abilities 211
5.3 Cognitive Learning 149 7.3.3 The Past and Present of Intelligence Testing 214
5.3.1 Learning by Insight 149 7.3.4 The Range of Intelligence 215
5.3.2 Latent Learning and Cognitive Maps 150 7.4 Explaining Differences in Intelligence 217
5.3.3 Observational Learning 150 7.4.1 Nature, Nurture, and IQ 217
5.4 Learning from Media 152 7.4.2 Race and IQ 220
5.4.1 Effects of the Multitasking Environment 152 7.4.3 Gender Differences in Cognitive Abilities 222
5.4.2 Television and Other Entertainment Media 154 7.5 Beyond Intelligence 223
5.4.3 Video Games 155 7.5.1 Emotional Intelligence 224
5.4.4 The Internet 156 7.5.2 Creativity 225
Summary: Learning 158 Summary: Cognition, Language, and Intelligence 227

6 Memory 161 8 Human Development 230

6.1 The Structure of Human Memory 162
8.1 Theories of Development 231
6.1.1 What Is Memory? 162
8.1.1 Piaget’s Theory of Cognitive
6.1.2 Sensory Memory 162 Development 232
6.1.3 Short-Term Memory 164 8.1.2 Alternatives to Piaget’s Theory 234
6.1.4 Long-Term Memory 166 8.1.3 Kohlberg’s Theory of Moral Development 236
6.2 A Closer Look at Retrieval 168 8.1.4 Erikson’s Theory of Psychosocial
6.2.1 Measuring Retrieval 169 Development 239
 Contents ix

8.2 Prenatal Development and Infancy 240 10.2 The Health–Stress Connection 309
8.2.1 From Conception to Birth 241 10.2.1 The Biopsychosocial Model of Health
8.2.2 Perceptual and Motor Development 243 and Illness 309
8.2.3 Temperament 244 10.2.2 The Physiology of the Health–Stress
8.2.4 Attachment 245 Connection 312
10.2.3 Theories of Stress Response 313
8.3 Early and Middle Childhood 247
10.2.4 Risk and Resilience 316
8.3.1 Language Development 248
8.3.2 Socialization 249 10.3 Health and Illness 317
8.3.3 Gender Role Development 251 10.3.1 Coronary Heart Disease 318
10.3.2 Cancer 320
8.4 Adolescence 252
10.3.3 Gender and Health 321
8.4.1 Puberty and Sexual Behavior 253
10.3.4 Ethnic Group Differences in Health 321
8.4.2 Social Relationships 253
8.4.3 Emerging Adulthood 255 10.4 Lifestyle and Health 324
10.4.1 Smoking and Health 324
8.5 Early and Middle Adulthood 256
10.4.2 Alcohol Abuse 325
8.5.1 Physical and Cognitive Changes 256
10.4.3 Sexually Transmitted Diseases 326
8.5.2 Social Development 258
10.4.4 Diet and Exercise 329
8.6 Later Adulthood 260
10.4.5 Alternative Medicine 330
8.6.1 Physical and Cognitive Changes 260
Summary: Health and Stress 333
8.6.2 Social Adjustment 262
8.6.3 Successful Aging 262
8.6.4 Death and Dying 263 11 Personality Theory and Assessment 336
Summary: Human Development 264 11.1 Psychoanalytic Theories 337
11.1.1 Freud’s Theory of Personality 337
9 Motivation and Emotion 268 11.1.2 The Psychosexual Stages of Development 340
9.1 Explaining Motivation 269 11.1.3 Evaluating Freud’s Contribution 341
9.1.1 Foundations of Motivation 269 11.1.4 The Neo-Freudians 342
9.1.2 Biological Approaches to Motivation 271 11.2 Humanistic Theories 344
9.1.3 Behavioral and Social-Cognitive 11.2.1 Two Humanistic Theories 344
Approaches to Motivation 272 11.2.2 Self-Esteem 346
9.1.4 Maslow’s Hierarchy of Needs 275 11.3 Trait Theories 346
9.2 Hunger 276 11.3.1 Early Trait Theories 346
9.2.1 Internal and External Cues 277 11.3.2 The Five-Factor Model 349
9.2.2 Explaining Variations in Body Weight 278 11.3.3 Nature, Nurture, and Personality Traits 349
9.2.3 Obesity and Weight Loss 278 11.3.4 Personality and Culture 352
9.2.4 Eating Disorders 280 11.4 Social-Cognitive Theories 352
9.3 Sexual Motivation 283 11.4.1 The Situation–Trait Debate 353
9.3.1 Sexual Attitudes and Behavior 283 11.4.2 Self-Efficacy and Locus of Control 354
9.3.2 Sexual Desire and Arousal 287 11.5 Personality Assessment 356
9.3.3 Sexual Orientation 289 11.5.1 Observation, Interviews,
9.3.4 Social Attitudes toward Gays and Lesbians 291 and Rating Scales 356
9.4 Emotion 291 11.5.2 Personality Inventories 358
9.4.1 Theories of Emotion 292 11.5.3 Projective Tests 361
9.4.2 Emotion and the Brain 293 Summary: Personality Theory and Assessment 362
9.4.3 Gender Differences in Emotion 295
9.4.4 The Expression of Emotion 296 12 Psychological Disorders 365
Summary: Motivation and Emotion 299
12.1 Defining Psychological Disorders 366
10 Health and Stress 302 12.1.1 What Is Abnormal Behavior? 366
12.1.2 Classifying and Tracking Psychological
10.1 Sources of Stress 303 Disorders 368
10.1.1 The Life Events Approach 304 12.1.3 Explaining Psychological Disorders 369
10.1.2 Everyday Stressors 306 12.2 Anxiety Disorders 369
10.1.3 Stress in the Workplace 306 12.2.1 Panic Attacks, Agoraphobia, and
10.1.4 Social Sources of Stress 308 Panic Disorder 371
x Contents

12.2.2 Other Anxiety Disorders 372 13.6.3 Gender-Sensitive Therapy 420

12.2.3 Obsessive-Compulsive Disorder 376 13.6.4 Evaluating the Therapies 420
12.3 Depressive and Bipolar Disorders 377 Summary: Therapies 422
12.3.1 Major Depressive Disorder 377
12.3.2 Bipolar Disorders 378 14 Social Psychology 424
12.3.3 Explaining Depressive and
14.1 Social Cognition 426
Bipolar Disorders 380
14.1.1 Impression Formation
12.3.4 Suicide and Race, Gender, and Age 380
and Management 426
12.4 Schizophrenia 381
14.1.2 Attribution 427
12.4.1 The Symptoms of Schizophrenia 382
14.2 Attraction 429
12.4.2 Explaining Schizophrenia 383
14.2.1 Factors Influencing Attraction 429
12.5 Somatic Symptom, Dissociative, Gender, and
14.2.2 Intimate Relationships 431
Personality Disorders 387
14.3 Conformity, Obedience, and Compliance 433
12.5.1 Somatic Symptom Disorders 387
14.3.1 Conformity 434
12.5.2 Dissociative Disorders 388
14.3.2 Obedience 434
12.5.3 Sexual Dysfunctions 388
14.3.3 Compliance 437
12.5.4 Personality Disorders 389
14.4 Group Influence 438
12.6 Childhood Disorders 390
14.4.1 Social Facilitation and Social Loafing 438
12.6.1 Disruptive Mood Dysregulation Disorder 391
14.4.2 Group Decision Making 440
12.6.2 Autism Spectrum Disorder 391
14.4.3 Social Roles 441
12.6.3 Attention-Deficit/Hyperactivity Disorder 393
14.5 Attitudes and Attitude Change 442
Summary: Psychological Disorders 394
14.5.1 Attitudes 442

13
14.5.2 Cognitive Dissonance 443
Therapies 397 14.5.3 Persuasion 444
13.1 Insight Therapies 398 14.6 Prosocial Behavior 446
13.1.1 Psychodynamic Therapies 398 14.6.1 Reasons for Helping 446
13.1.2 Humanistic Therapies 401 14.6.2 The Bystander Effect 447
13.1.3 Gestalt Therapy 402 14.7 Aggression 448
13.2 Relationship Therapies 402 14.7.1 Biological Factors in Aggression 448
13.2.1 Family Therapy and Couple Therapy 402 14.7.2 Other Influences on Aggression 449
13.3.2 Group Therapy 404 14.7.3 The Social Learning Theory
13.3 Behavior Therapies 404 of Aggression 451
13.3.1 Behavior Modification Techniques 14.8 Prejudice and Discrimination 451
Based on Operant Conditioning 404 14.8.1 The Roots of Prejudice
13.3.2 Behavior Therapies Based on Other and Discrimination 451
Learning Theories 406 14.8.2 Is Prejudice Decreasing? 455
13.4 Cognitive Behavior Therapies 407 Summary: Social Psychology 456
13.4.1 Rational Emotive Behavior Therapy 408
13.4.2 Beck’s Cognitive Therapy 409 Statistical Methods 459
13.5 Biomedical Therapies 411 Glossary 465
13.5.1 Drug Therapy 412
References 483
13.5.2 Electroconvulsive Therapy 415
13.5.3 Psychosurgery 416 Credits539
13.6 Practical Issues in Psychotherapy 416 Name Index 543
13.6.1 Choosing a Therapist 416
13.6.2 Culturally Sensitive Therapy 419
Subject Index 573
Preface
No text does more to help students learn. full of new and visually engaging ways of presenting
This simple statement has been the driving force behind text. In addition, REVEL provides readers with abun-
every edition of Mastering the World of Psychology. From dant opportunities to test their knowledge and apply it
the beginning, our goal has been to make Mastering the to real-world problems. Quite simply, REVEL brings
most accessible and relevant text available to students psychology to life and helps Mastering keep its promise:
of introductory psychology. That’s why we’re especially No text does more to help students learn.
excited to introduce students and instructors to the • Assessment-Driven Instructional Objectives. Assess-
sixth edition. ment and accountability are among the top concerns of
college faculty these dates. Consequently, we revised

To Students: How Will every instructional objective in Mastering to sharpen the

text’s focus on assessment. We wanted to ensure that

Mastering the World of every objective would help instructors select test items
and develop assignments that answer the questions,
Psychology Help You Meet “Are students learning, and are they capable of using
what they’re learning in meaningful ways?”
Your Goals? • Video Integration. Today’s students are multimedia
You and your peers are vastly different from the students learners. The videos we have integrated into the text
who filled college classrooms just a few years ago. You enhance the information it presents and allow students
are more diverse, more mobile, and more technologically to experience and interact with it in a different way.
astute than ever before. Many of you are balancing the • Engaging, Current Examples. To ensure that students
demands of college with family, career, and other obliga- identify with the material, examples have been updated
tions outside the classroom. You’ll find that Mastering the and/or added throughout the text to both help stu-
World of Psychology will help you use your precious study dents understand the material and to apply the mate-
time efficiently, thanks to its focus on clear explanations rial to their everyday lives.
and real-world applications. This new edition of Master-
ing continues the text’s well-known reputation for inte-
grating highly engaging presentations of the essential
concepts of introductory psychology with superior peda-
New to the Sixth Edition
gogical support. Here are a few examples of new themes we have incor-
porated into the sixth edition of Mastering the World
of Psychology:
To Instructors: Why Do You • The Human Connectome Project—emerging research on
Need This New Edition? the physiological basis of mental processes and behavior
• Cross-sectional and longitudinal designs—information
As with each edition, we have closely examined and
about the methods that psychologists in specific sub-
thoroughly updated all aspects of the text’s content,
fields employ
organization, and pedagogy. All our revisions were
designed to create an engaging learning tool that gives • Resilience among refugees—emphasis on the positive
students the support they need to succeed in the course. aspects of the human experience
Among the improvements made to the sixth edition are • Impact of trauma on personality—the influence of experi-
the following: ential factors on variables that are influenced by heredity

• REVEL Multimedia Instructional Platform. We are • Virtual reality therapy—the growing role of technology
especially excited to offer instructors and students a in shaping mental processes and behavior
REVEL version of Mastering. REVEL provides readers • Psychology of terrorism—the applicability of psychologi-
with a host of interactive demonstrations, simulations, cal principles and research findings to the challenges of
and video examples embedded in a format that is chock life in the twenty-first century

xi
xii Preface

We have made many changes to the book’s chapters that Managing Pain
improve the clarity of the discussions and overall flow Recognizing Faces
of material. We remain dedicated to citing current
research and writing the most up-to-date text possible, Chapter 4: Consciousness
while promoting an understanding of the foundation of
• Screen use and circadian rhythms
psychology. Here is a chapter-by-chapter list of the
changes and additions we have made in the sixth edi- • Influence of hypnosis on neural communication
tion, along with the titles of the videos that we have inte- • Videos
grated into each chapter. States of Consciousness
Rhythms of Consciousness: Sleep Cycles
How Much Sleep Do We Need?
Chapter 1: Introduction Sleep, Memory, and Learning
to Psychology Sleep Disorders: Sleep Apnea
Sleep Disorders: Insomnia
• Media psychology Sleep Disorders: Narcolepsy
• APA’s prohibition on psychologists’ participation in Meditation
national security interrogations Substance Abuse
• Videos
The Danger of False Beliefs Chapter 5: Learning
Diverse Perspectives • Pedagogical content knowledge and online instruc-
Critical Thinking tional materials
How to Answer Psychological Questions
• Videos
Scientific Research Methods
What’s in It for Me? How to Make Healthier Choices
Ethics and Psychological Research
Thinking Like a Psychologist: Problems with
­Punishment
Chapter 2: Biology and Behavior Learning to Overcome Phobias
The Myth of the Multitasking Environment
• Human Connectome Project
• Using neurotrophic factors to treat neurodegenerative Chapter 6: Memory
diseases • Everyday memory
• Videos • Digital amnesia
My Brain Made Me Do It: Association Areas
• Videos
How the Brain Works: The Neuron
The Woman Who Cannot Forget
How the Brain Works: The Action Potential
When Memory Fails
How the Brain Works: The Nervous System
Police Lineup
How the Brain Works: Parts of the Brain
Thinking Like a Psychologist: The Prefrontal Cortex
The Plastic Brain Chapter 7: Cognition, Language, and
Genes, Evolution, and Human Behavior Intelligence
• Imagery in therapy for stroke patients

Chapter 3: Sensation and Perception • Bilingualism and executive control functions

• Discovery of a sixth taste sensation for fatty foods • Cognitive demands of complex environments and the
Flynn Effect
• Functions of the skin
• Videos
• Chronic pain and depression
I Am, Therefore, I Think
• Role of the mirror neuron system in emotional ­contagion In the Mind’s Eye
• Videos Changing Your Mind
Taking in the World Around Us Multilingualism: Speaking One’s Mind
Perceptual Magic in Art and Movies: Interview with a What Is Intelligence?
Sound Artist Intelligence Tests and Success
Can Smells Alter Mood and Behavior? Intelligence Tests and Stereotypes
 Preface xiii

Chapter 8: Human Development Chapter 12: Psychological Disorders

• Cross-sectional and longitudinal designs • Criticisms of the DSM
• Videos • Videos
Identity What Does It Mean to Have a Mental Disorder?
Conservation of Volume Diagnosing Mental Disorders: The DSM
Attachment Anxiety and Worry: Sue Mineka
Parenting Styles and Socialization Depression
Risky Behavior and Brain Development Living with a Disorder: Schizophrenia
Different Perspectives on the World Autism Spectrum Disorder

Chapter 13: Therapies

Chapter 9: Motivation and Emotion
• Combining virtual reality therapy with cognitive therapy
• Influence of food deprivation on the neurological
• Videos
capacity for insight
Therapies in Action
• Transgender, sex reassignment, and sexual orientation
Therapies in Action: Psychoanalysis
• Videos Therapies in Action: Humanistic Therapy
Motivation and Emotion Therapies in Action: Behavior Therapy
Eating Disorders Therapies in Action: Cognitive Behavior Therapies
The Power of Sex Therapies in Action: Drug Therapies
The Dating Game Finding a Therapist When You Need One
Early Research on Human Sexuality
Sexual Orientation: Origins
Chapter 14: Social Psychology
• Group polarization, extremism, and violence
Chapter 10: Health and Stress • Groupthink in groups that approve of the use of vio-
• Stress and inflammation lence to achieve social and political goals

• Resilience among refugees • Videos

The Big Picture: The Social World
• Secondhand smoke risk in multiunit housing facilities
Speed Dating
• Videos What’s in It for Me? Influences on Attraction
Stress and Your Health: Positive Cognitions Sternberg’s Triangular Theory
Posttraumatic Stress Disorder Compliance Techniques
Physiological Responses to Stress Changing Attitudes and Behaviors
Health Psychology Thinking Like a Psychologist: Changing Attitudes and
Stress and Memory Behaviors
How Culture Affects Coping Are Stereotyping and Prejudice Inevitable?
Health Disparities Impact of Stereotypes on Behavior

Chapter 11: Personality Theory Revel™

and Assessment Educational technology designed for the way today’s stu-
• Trauma and personality change dents read, think, and learn When students are engaged
• Videos deeply, they learn more effectively and perform better in
What Is Personality? their courses. This simple fact inspired the creation of
Personality Theory: Psychodynamic REVEL: an immersive learning experience designed for the
Personality Theory: Humanistic way today’s students read, think, and learn. Built in col-
Personality Theory: Trait laboration with educators and students nationwide,
Twins and Personality REVEL is the newest, fully digital way to deliver respected
Personality Theory: Behavioral Pearson content.
Putting Popular Personality Assessments to the Test REVEL enlivens course content with media interac-
Measuring Personality tives and assessments—integrated directly within the
xiv Preface

authors’ narrative—that provide opportunities for students monitored the progress of the text and ensured that the
to read about and practice course material in tandem. This final product is an introductory text that achieves the goal
immersive educational technology boosts student engage- of being thorough while also being timely and accessible.
ment, which leads to better understanding of concepts and We are grateful for the assistance of our developmental
improved performance throughout the course. editor, Leslie Lahr, whose suggestions and encourage-
ment helped immeasurably in the pursuit of this goal.
Our Reviewers Numerous reviewers were invaluable
Available Instructor to the development of this text. Their help provided a solid

Resources foundation for creating Mastering the World of Psychology,

Sixth Edition:
We have created a complete collection of resources for the Greg Fleming, Keiser University; Kenneth Henderson,
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its level of difficulty and is also mapped to the appro- C olleen L. Gift, Highland Community College; Paula
­
priate learning objective. For more information, visit ­Goolkasian, UNC Charlotte; Chuck Hallock, University of
http://pearsonhighered.com/mytest. Arizona; Julie Hanauer, Suffolk Community College; Brett
Heintz, Delgado Community College; Carmon Weaver Hicks,

Acknowledgments Ivy Tech Community College; Alan Hughes, Nazareth College

(New York); Annette Jankiewicz, Iowa Western Community
We are thankful for the support of several people at Pear- College; ­Carolyn Kaufman, Columbus State Community
son Education who helped bring our plans for the sixth ­College; Norman E. Kinney, Southeast Missouri State Univer-
edition of Mastering the World of Psychology to fruition. On sity; Leslee Koritzke, Los Angeles Trade Technical College;
the editorial side, Carol Bleistine and Priya Christopher Warren ­L ambert, Somerset Community College; Ryan
 Preface xv

Messatzzia, Wor-Wic Community College; Leslie Stickgold, Harvard University; Shawn T ­ albot, Kellogg
­Minor-Evans, Central Oregon Community College; Alissa ­Community College; Sandra Todaro, Bossier Parish ­Community
Minten, Western Technical College; Paulina Multhaupt, College; Lisa Valentino, Seminole Community College; Wanda
Macomb Community College; Enrique Otero, North Lake VanGilder, Antelope Valley College; Suzanne Weston, Estrella
­College; Amy Overman, Elon University; Debra Parish, Mountain Community College; and Edie Woods, Macomb
North Harris Montgomery Community College; ­J effrey County Community College.
Pedroza, Santa Anna College; Ralph Pifer, Sauk Valley C
­ ollege; And, last, to all the instructors and students who have
Michelle Pilati, Rio Hondo College; Rick Piper, Estrella taken time out of their busy lives to send along feedback
­Mountain Community College; Cynthia Reed, Tarrant County about their experiences teaching and studying from Mas-
­College Northeast; Vicki Ritts, St. Louis Community College, tering the World of Psychology, we are grateful to you. Please
Meramec; Amy Shapiro, University of Massachusetts, feel free to write [email protected] with your
Amherst; Jason Spiegelman, Community College of Baltimore comments about the text.
County; Robert B. Stennett, Gainesville State College; Robert
This page intentionally left blank
About the Authors
Samuel E. Wood (deceased) received his doctorate from Denise Boyd received her Ed.D. in educational psychol-
the University of Florida. He taught at West Virginia ogy from the University of Houston and has been a
University and the University of Missouri–St. Louis and ­psychology instructor at Houston Community College
was a member of the doctoral faculty at both universities. System since 1988. From 1995 until 1998, she chaired the
From 1984 to 1996, he served as president of the Higher psychology, sociology, and anthropology department at
Education Center, a consortium of 14 colleges and univer- Houston Community College–Central. She has coauthored
sities in the St. Louis area. He was a cofounder of the five other Pearson texts: with Samuel Wood and Ellen
Higher Education Cable TV channel (HEC-TV) in St. Louis Green Wood, The World of Psychology; with Helen Bee, Lifes-
and served as its president and CEO from its founding in pan Development, The Developing Child, and The Growing
1987 until 1996. Child; and with Genevieve Stevens, Current Readings in
Lifespan Development. A licensed psychologist, she has pre-
Ellen Green Wood received her doctorate in educational
sented a number of papers at professional meetings,
psychology from St. Louis University and was an adjunct
reporting research in child, adolescent, and adult develop-
professor of psychology at St. Louis Community College at
ment. She has also presented workshops for teachers
Meramec. She has also taught in the clinical experiences
whose students range from preschool to college.
program in education at Washington University and at the
University of Missouri–St. Louis. In addition to her teach- Together, Sam, Evie, and Denise have several decades of
ing, Dr. Wood has developed and taught seminars on criti- experience teaching introductory psychology to thousands
cal thinking. She received the Telecourse Pioneer Award of students of all ages, backgrounds, and abilities. Master-
from 1982 through 1988 for her contributions to the field of ing the World of Psychology, Sixth Edition, is the direct result
distance learning. of their teaching experience.

xvii
This page intentionally left blank
Chapter 1
Introduction
to Psychology
Watch The Danger of False Beliefs
A great way to begin studying any new subject is to think about what you already know about it. Be cautious, though.
What you think you know about psychology may actually be incorrect.

When you focus on the word psychology, what ideas spring these concepts, but it will also help you learn how to deal
to mind as you concentrate? Do terms such as therapy, brain, with practical issues in your everyday life. Let’s begin your
psychological disorder, emotion, and hypnosis come to mind? exploration of psychology with an assessment of how much
Your introductory psychology course will touch on all of you already know, or think you know, about the topic.

1
2 Chapter 1

How Much Do You Know about Psychology?

Some people think of psychology as “common sense.” Others have learned what they believe to be facts about behavior and mental
processes from friends or the media. The following exercise includes 10 such “facts.” But are they actually true?

Learning all you can from this text is a good first

step toward a better understanding of behavior and
1.1: An Introduction
­mental processes.
to the Science of
Chapter Module Outline Psychology
Psychology is defined as the scientific study of behavior and
1.1 An Introduction to the Science of Psychology mental processes. If you are like most people, you have
1.2 Psychology Then and Now made many observations about both and perhaps have
1.3 Thinking about Theories and Research developed a few of your own theories to explain them. From
television, radio, or the Internet, you probably also have had
1.4 Descriptive Research Methods
some exposure to “expert” opinions on behavior and mental
1.5 The Experimental Method
processes. In fact, those may be the very sources that led you
1.6 Research Participants astray on the quiz at the beginning of the chapter.
 Introduction to Psychology 3

Figure 1.1 The Scientific Method

Psychological researchers use a set of systematic procedures to look for answers to questions about behavior and mental processes.

By the end of this module, you will be able to: ence isn’t a science because of its subject matter. A field of
study qualifies as a science if it uses the processes in
1.1.1 Explain why psychologists use the scientific
Figure 1.1 to answer questions.
method
The scientific method consists of the orderly, systematic
1.1.2 List the goals of psychology procedures that researchers follow as they identify a
research problem, design a study to investigate the prob-
1.1.1: Is Psychology a Science? lem, collect and analyze data, draw conclusions, and com-
Objective: Explain why psychologists use municate their findings. The knowledge gained is
the scientific method dependable because of the method used to obtain it.
The publication of a study’s results, especially one
Many people believe that a field is a science because of the with a surprising outcome, often triggers the initiation of a
nature of its body of knowledge. Few people question process called replication in which the researcher or
whether physics, for example, is a true science. But a sci- another psychologist who is intrigued by her findings or
4 Chapter 1

Steps in the Scientific Method

The scientific method includes five steps.

wants to challenge the repeats the study using the same Apply It: Tips for Effective Studying Decades of
procedures. The purpose of replication is to determine research on learning and memory have uncovered a num-
whether the original results were a one-time phenomenon ber of strategies that you can use to make your study time
or evidence of a true, underlying psychological principle. more efficient and effective.
If the researcher finds that a study’s results do not sup-
• Establish a quiet place, free of distractions, where you
port her hypothesis, she must modify it. For instance, in
do nothing else but study. You can condition yourself to
the example we gave you of a study comparing men’s and
associate this environment with studying, so that enter-
women’s video game scores, if the data show that male
ing the room or area will be your cue to begin work.
participants used more of the available practice time than
female participants did, the researcher can assert that the • Schedule your study time. Research on memory has
study’s outcome might support her hypothesis if she mod- proven that spaced learning is more effective than
ifies it to include a testable assertion about why the men in massed practice (cramming). Instead of studying for five
her study chose to practice more than the women did. If hours straight, try five study sessions of one hour each.
she hypothesizes that the practice difference was caused by • To be prepared for each class meeting, set specific
the type of game used in the study, for example, in a subse- goals for yourself each week and for individual study
quent study, the researcher would go on to examine how sessions. Your goals should be challenging but not
different types of games affect practice time. overwhelming. If the task for an individual study ses-
 Introduction to Psychology 5

sion is manageable, it will be easier to sit down and • Description: Identifying and classifying behaviors and
face it. Completing the task you have set for yourself mental processes as accurately as possible
will give you a sense of accomplishment. • Explanation: Proposing reasons for behaviors and men-
• The more active a role you play in the learning process, tal processes
the more you will remember. Spend some of your study • Prediction: Offering predictions (or hypotheses) about
time reciting rather than rereading the material. One effec- how a given condition or set of conditions will affect
tive method is to use index cards as flash cards. Write a behaviors and mental processes
key term or study question on the front of each card. On
• Inf luence: Using the results of research to solve prac-
the back, list pertinent information from the text and class
tical problems that involve behavior and mental
lectures. Use these cards to help you prepare for tests.
processes
• Overlearning means studying beyond the point at
Two types of research help psychologists accomplish the
which you can just barely recite the information you
four goals just described: basic research and applied
are trying to memorize. Review the information again
research. The purpose of basic research is to seek new
and again until it is firmly locked in memory. If you
knowledge and to explore and advance general scientific
are subject to test anxiety, overlearning will help.
understanding. Basic research explores such topics as the
• Forgetting takes place most rapidly within the first 24
nature of memory, brain function, motivation, and emo-
hours after you study. No matter how much you have
tional expression. Applied research is conducted specifi-
studied for a test, always review shortly before you
cally for the purpose of solving practical problems and
take it. Refreshing your memory will raise your grade.
improving the quality of life. Applied research focuses
• Sleeping immediately after you study will help you on finding methods to improve memory or increase
retain more of what you have learned. If you can’t motivation, therapies to treat psychological disorders,
study before you go to sleep, at least review what you ways to decrease stress, and so on. This type of research
studied earlier in the day. This is also a good time to go is primarily concerned with the fourth goal of psychol-
through your index cards. ogy—influence—because it specifies ways and means of
• Test, retest, and test again! A great deal of research changing behavior.
indicates that testing and retesting yourself over mate- The scientific method has enabled psychologists to
rial you have read enhances your ability to recall it accumulate a vast knowledge base about behavior and
when you are tested. For this reason, use all of the self- mental processes. However, information alone doesn’t
testing tools we have included in this course. necessarily advance our understanding of psychological
phenomena. As we noted earlier, using knowledge
Once you’ve mastered these study strategies, use them
acquired through the scientific method to develop cohe-
to improve your comprehension and success in all of
sive theories can help us in the quest for understanding.
your courses.
With that point in mind, we’ll turn our attention to some
early attempts at psychological theory building and the
Writing Prompt schools of thought and psychological perspectives that
Reflect on It—Putting Research-Proven Study Strategies to arose from the debate stimulated by them.
the Test

Reflect on how these research-proven strategies will help you

retain more information as you work through Chapter 1. At the
end of the chapter, we’ll ask you to assess how effective they
1.2: Psychology Then
were, which strategies worked best for you, and how you can use
them to learn the information in the remaining chapters.
and Now
If you were to trace the development of psychology from
The response entered here will appear in the performance the beginning, you would need to start before the earliest
dashboard and can be viewed by your instructor.
pages of recorded history, beyond even the early Greek
philosophers, such as Aristotle and Plato. Psychology
Submit
became distinct from philosophy when researchers began
to use the scientific method to study behavior and mental
1.1.2: The Goals of Psychology processes. By the 1920s, the field’s earliest researchers
Objective: List the goals of psychology had laid the foundations of the major schools of thought
and psychological perspectives that exist in psychology
What goals do psychological researchers pursue when today. As the field grew and research findings accumu-
they plan and conduct their studies? Briefly put, psycholo- lated, specialty areas within the field began to follow dis-
gists pursue four broad goals: tinctive pathways.
6 Chapter 1

Summarize It: The Goals of Psychology

By the end of this module, you will be able to:

1.2.1 Recall the early psychologists’ contributions to

the field of psychology
1.2.2 Describe the seven major schools of thought in
psychology
1.2.3 Identify the seven contemporary psychological
perspectives
1.2.4 List the specialty areas that exist in psychology

1.2.1: Exploring Psychology’s Roots

Objective: Recall the early psychologists’
contributions to the field of psychology Even though these skydivers share the same sensations—the feeling
of falling, the rush of air on their faces as they fall, and the sudden
Psychology became a science and an academic discipline in lurch of their parachutes opening—their reported introspections of
the 19th century when people who wanted to learn more the experience would probably differ.
Another random document with
no related content on Scribd:
With decreased imports and increased consumption in the market,
however, appears to have all the requisite of strength to sustain it,
and it will be years before it reaches its late low point again.
With the great reduction in importation price and keener competition
the retail prices have been brought down to a very low figure, and as
the dealer has educated the public to the purchase of poor teas at
low prices it is not likely that the retail prices of teas will ever reach
any higher figure unless war or other cause should lead to a duty
being placed on the article. Yet, notwithstanding these
unprecedented low prices, the per capita consumption of tea is
comparatively very low in this country at the present time, one of the
chief causes being traceable to the custom prevalent among dealers
of charging exorbitant profits in order to make up for the losses made
in other goods. This impolitic practice may be forgiven were it not for
the greater mistake they make of sacrificing quality to profit, which in
articles of daily use like tea is an important consideration. By
rectifying this error, and giving more attention to the careful selection
of their teas, there is no valid reason why the consumption of tea in
this country could not at the least calculation be doubled, more
particularly in the present state of the coffee market, as it is generally
calculated that one pound of good tea equals four pounds of coffee
in amount and strength of its extract, besides being cheaper and
more convenient to prepare. Under these circumstances it may be
assumed that there is no probability of any material change in the
cost of tea to the dealer and there should be no further reduction in
the selling price to the consumer, any further reduction in the retail
price involving a diminution of profit which the trade can ill afford to
bear at the present time.
 CHAPTER X.

T E A - C U LT U R E , A P R O B A B L E A M E R I C A N I N D U S T RY.

In 1858 the United States Government ordered and received about

10,000 tea-plants from China in Wardian cases in which the seeds
were sown just previous to shipment, many of them germinated
during the voyage, the plants averaging 18 inches in height on their
arrival in this country. Being immediately placed under propagation
they were in a very short time increased to over 30,000, which were
widely distributed throughout the Southern States, the propagation
and distribution of tea-plants forming a prominent feature in the
operations of the Agricultural Department up to the commencement
of the civil war in 1861, which put a stop to all experiments in the
industry. For several years after its close but little attention was given
to the propagation of the plant in this country, still at no time was it
entirely abandoned by the Department during this period. It being
fully understood, that so far as the growth of the plant was
concerned it could undoubtedly be successfully cultivated over a
large extent of the country. But many of those interested sharing in
the belief that the amount and cost of the manual labor required in its
manipulation for market was so great as to preclude the probability
of competing with low-waged Asiatics, no special efforts were again
made to disseminate plants or to multiply them further than to supply
such applicants as desired to make experimental tests.
Meanwhile the progress of tea-culture in India was watched with
interest. The successful results of modern methods of cultivation and
the introduction of various labor-saving machines for preparation
which were being made from time to time by the planters of that
country, suggesting the probability that the production of tea could
eventually be made a profitable industry in many sections of this
country, where labor-saving appliances usually follow closely upon
the knowledge of their necessity. Basing their hopes on these
results, fresh supplies of tea-seed were subsequently imported from
Japan, which enabled the Department to again distribute many
thousand of plants throughout the country. These renewed efforts
being materially enhanced, when about 1867 it was found that an
abundance of tea-seeds could be procured in many of the Southern
States from the plants which had previously been disseminated from
the importation of 1858. Encouraged by the reports of successful
culture which were in many cases supplemented by samples of
manufactured tea, of undoubted good quality, in a number of
instances, more decided and energetic efforts were made toward
establishing the industry. More than 100,000 tea-plants were
distributed during the past ten years, the Department having under
propagation, at the present time, over 20,000 plants which are ready
for dissemination in localities where they are most likely to succeed.
By this means it is expected to popularize the cultivation of tea as a
domestic product in this country, with the hope that public interest
will in time be directed to its cultivation as an article of commercial
value also.
The cultivation of the tea-plant is as simple as that of the currant or
gooseberry, and tea-gardens may be established in a similar manner
to those of other economic plants. They are usually divided into five
and ten-acre sections, and in laying out must be kept as much as
possible together, being easier to supervise and cheaper to work in
this manner. The usual custom is to begin at one end and dig
through to the other, as different parts of the garden may require
different treatment owing to a variation in the soil or other causes.
The lines of plants must run as far as practicable in geometrical
regularity, particularly in sloping ground, never up and down or
directly across the slope. If planted in the former manner, gutters or
watercourses will form between the lines and the soil will be washed
away, and if in the latter, the same injury will result between the
shrubs. The lower side of each plant having its roots laid bare, the
sun will act upon them, thereby causing the plants to shrivel up,
languish and die. But if the lines are laid diagonally across the hill so
that the slopes along the lines shall be moderate ones, this
drawback is reduced as far as can be under the circumstances. The
closer the lines to each other and the closer the plants in the lines
the less will be the wash. While on flat lands it does not signify in
which direction the lines run, the gardens so situated always looks
best when the lines run at right angles.
That the successful cultivation of the Tea plant is entirely practicable
in the United States has been abundantly proven, and that we may
by a more extensive and intelligent effort in this direction, save the
large amount of money which we now annually pay to foreign
countries for this staple is at least worth a trial. So far as its
practicability is concerned there can be no question, as we have
within the various latitudes of our borders the soil and climate to
produce any plant that is or may be grown in any other country. The
doubts expressed as to the suitability of our soil and climate to
produce as good an article of tea as is now grown in India, Java and
Ceylon are untenable, all practical farmers being aware that soils
and climates exert certain influences upon all vegetation, these
same influences being potent everywhere, and that natural causes
are not spasmodic in their operations anywhere. The latitudes in
which teas are grown in China, Japan and India correspond exactly
with those of Delaware, Maryland, Virginia and Florida in the south,
and with that of Kentucky, Tennessee and Alabama in the southwest.
But while the question of making its production a commercial
success is conceded by many authorities, some contend that while
we can undoubtedly cultivate tea of fair quality in many sections of
the country, we cannot supply the cheap and skilled labor necessary
to prepare it for market, advancing the argument that from the time
the leaves are picked until they are packed for export they are
subjected to a continued series of manipulations, demanding an
immense amount of such labor without which it is next to impossible
to produce a merchantable article. But while it is admitted that the
greater part of the cost of tea in the producing countries is that of
labor, it must be taken into account that much of the manipulation
and packing of tea in these countries is for the purpose of fitting it for
the ocean voyages, and to protect it during transportation the leaves
must be repeatedly fired and sorted before shipping, in order to
better protect them from damp and moisture in transit. But even with
all these extra firings and precautions the original aroma developed
by these processes is largely dissipated before the tea reaches its
destination in the importing countries. It is a well-established fact that
the best teas are only to be had in their highest excellence in the
countries of growth, and then only before they have been submitted
to the severity of all the home processes which they have to undergo
previous to being packed in the lead-lined chests for the long
voyages, in the holds of vessels. This superior article is entirely
unknown in the consuming countries, and is one of the luxuries in
store for us when tea-culture becomes one of our industries. Thus,
seeing that much of the care bestowed upon the manufacture of tea
is merely for the purpose of meeting these commercial exactions,
both in regard to protecting its flavor as well as to its appearance on
arrival, it may be that by ignoring mere appearance and style, as
equally good a beverage may be produced by an entirely different
system of preparation of the leaf for the home market. What has
already been accomplished by modern tea-manufacturers in the way
of improvements in India and Ceylon for instance, upon the older
pessimistic Chinese methods only too aptly suggests that still further
innovations are yet possible. We secure the essential virtues of other
herbs and leaves without subjecting them to such complicated and
intricate processes, which, after all, are mainly for the purpose of
preventing the leaves from moulding and decomposition in transit,
and there is no valid reason why tea should differ from the leaves of
other plants in this respect.
Yet while admitting that the manufacture of tea as at present
conducted is, no doubt, a very particular and tedious one, and that
much of its supposed value is dependent upon the uniform accuracy
with which the various processes are performed, this is more
particularly true of China tea where the difficulty is largely attributable
to the primitive nature of the methods employed there, as contrasted
with the more modern specific and exact system in use in India and
other tea-growing countries. It is yet possible for our inventors to
produce machinery for still further simplifying many of the intricate
processes now in use even in India and Ceylon. The planters of the
latter countries soon discovered that they could not profitably follow
the various minute and detailed processes practiced by the Chinese
and set themselves to study the philosophy of the whole subject of
preparing the leaf for market, eventually mastering it. The result has
been that many operations which were previously considered
essential have now been either reduced or dispensed with altogether
in that country. Instead of following the antiquated Chinese methods,
which involved some twelve different operations, occupying three
days, the best India teas are now prepared in less than five
operations, the entire process being completed inside of two days. It
may therefore be found that for home use a less elaborate method of
preparation may suffice and that the article might enter into domestic
commerce. It could be prepared after the simple but effective
manner of Paraguayan tea, or put up in bales as with hops, or it may
be pressed into layers of dried leaves, as is done with senna tea,
and many other herbs at the present time. The firing, which develops
the aroma, might be done immediately before use, as is now the
case with coffee, or better still, roasted and ground like that article,
the modern cylindrical method of roasting coffee being a great
improvement on the old style of hand and pan roasting. Machinery
being unknown to the Chinese is probable the strongest reason why
they still adhere so closely to the antiquated methods now in use
there.
But while it is probable that many years will elapse before tea-culture
will engage the general attention of farmers and planters in this
country, still there is no good reason why it should be so. True, the
profits of tea-culture are as yet not clearly established, the
management of the plant and the proper application of the various
processes must be for many years, as in India and Ceylon, of a
purely experimental character, and even when seemingly fair tests
have been made failures will still occur, and although these efforts
may be traced to causes, which persistent effort would eventually
overcome, yet when there is a large outlay and loss, accompanied
with some doubts of ultimate success, the efforts in most cases will
be abandoned.
It has been suggested that the United States Government could, at a
comparative small cost to it, materially assist in determining and
demonstrating the feasibility of tea-culture in this country, finally
solving the question of profit. These questions could all be answered
satisfactorily and definitely in a very few years if our Government
were to secure say twenty acres of land in a suitable locality and
plant a portion of it yearly with tea plants, until ten or more acres
were planted. Then, when the plants had become sufficiently
matured, provide a small laboratory fitted with the necessary modern
apparatus, placing it in the charge of a competent manager who
could make such experiments in the preparation of the leaf as may
be suggested by those interested in the enterprise.
In a special report of the Department of Agriculture issued in 1877,
we find the following extracts from letters submitted by cultivators of
the tea-plant in the United States:—
Mr. Thomas M. Cox, Greenville, S. C., says:—
I obtained, in 1857, from the Patent Office, a box of tea-plants. I gave the
most of them away, and retained a few myself. They have grown well
without any protection, in the open air, and have attained a height of from
8 to 10 feet. They have frequently matured the seed, and there are a
number of the seed on the ground at this time. They are an evergreen in
this climate, and are now in flower, with the seed of last year’s growth
fully matured upon the bush. I have never succeeded in making tea from
the leaves, not knowing the process of manipulating it.

Mr. J. J. Lucas, Society Hill, S. C., states:—

The tea-plant has been grown successfully in this State, Georgia and
Louisiana; General Gillespie’s particularly thriving well. On the
Middletown place, Ashley river, near Charleston, tea-plants are now
growing for ornamental use only, and are 10 feet high. A gentleman in
Georgia obtained 441 pounds of tea from one acre of land, which, at 50
cents a pound, would bring $220.50; while our average yield of cotton is
only about $15 per acre.

Dr. Turner Wilson, Windsor, N. C., writes:—

 I have been raising tea since 1858, but without much cultivation. My yard
and garden are sandy soil, and the plants or bushes, without any
cultivation, are of slow growth. I plant the seed about the 1st of April, but
they come up under the bushes very thick from the fallen seed.
Sometimes I throw a little dirt on the seed which I do not pick up. I have
several hundred plants under the bushes, from 4 to 12 inches high, and
about fifty in my front yard. I send you a package of Green tea-leaves,
blossoms, and a few seed in capsules. I have no person that understands
curing the leaves, but will send a package of the dried leaves, as I term
them. I frequently drink a sample infusion of the leaves dried in the
shade, and though not so good as the Chinese preparation, yet I know
that I am drinking the pure tea, without any coloring matter.

James H. Rion, Esq., Winsboro, S. C., says:—

I have no experience in the making of tea, but can certify to the
adaptability of the soil and climate of my section to the growth of the plant
itself. In the fall of 1859, I received from the Patent Office, Washington, a
very tiny tea-plant, which I placed in my flower-garden as a curiosity. It
has grown well, has always been free from any disease, has had full out-
door exposure, and attained its present height (5 feet 8 inches) in the
year 1865. It is continually producing healthy seedlings. This shows that
the plant finds itself entirely at home where it is growing. There cannot be
the least doubt but that the tea-plant will flourish in South Carolina.

Mr. W. M. Ives, Jr., Lake City, Fla., suggests:—

Tea cultivation might be made profitable here, but our people do not pay
enough attention to such objects as promise returns in future years. The
method of drying the leaves is a very simple process. Many families
already possess a number of tea-plants, but they grow them simply for
their beauty and novelty. It has been proven that tea can be grown in
Georgia as well as in Florida.

Dr. A. W. Thornton, Portland, Ore., declares:—

That the tea-plant is admirably suited to Northern California and Southern
Oregon I have no question; more especially as the light on the coast is so
abundantly charged with actinic rays, as shown by the richness of the
foliage and gorgeous tints of the fruits and autumnal foliage, which
supports the view that any plant, the active principle of which is located in
the leaves, would prima facie yield a richer product where actinic rays are
abundant (which are known to have an important influence upon
chlorophyl and leaf development) than in less favored climes. Some
 years ago, Mr. Samuel Brannan started the cultivation of tea at Calistoga,
in Napa county, California, but through some mismanagement at the
outset the crop did not succeed. But to this day solitary plants can be
seen in that locality, exhibiting vigorous growth, proving the suitability of
both soil and climate. Since that time a gentleman has started a
plantation of tea at Modesto, in the foot-hills of the Sierra Nevada
mountains, Stanislaus county, California, in which the plants have done
so well that from the last accounts he was so far encouraged as to extend
his plantation.

Mr. Arthur P. Ford, Charleston, S. C., says:—

About four or five years ago I obtained from a friend some seeds of the
tea-plant, and planted them in my garden, twenty-one miles from
Charleston, inland. The plants came up readily, were duly transplanted,
and are now fine shrubs three feet high, and seven in number. The
foliage is luxuriant; and the plants bear the coldest weather here without
any ill effects, the mercury on more than one occasion marking 16°, the
plants being encased in ice at other times also.

William Summer, Esq., Newberry, S. C., states:—

There are several healthy, vigorous tea-plants growing in Columbia. I
have seen, at the Greenville residence of the late Hon. J. R. Poinsett, the
tea-plants growing finely from those introduced by Dr. Junius Smith. We
have here also the Olea fragrans, with which we can flavor the tea equal
to any prepared for the special use of the Emperor of China. The fragrant
olive blooms freely from early spring until midwinter, and the flowers,
when gathered fresh and put in the caddy among the tea, impart a
delightful aroma to the tea. I have, at different times, imported a few tea-
plants from Angers, France, and these have been disseminated from the
Pomaria nurseries, and found to succeed. So that I have no doubt of the
success of the tea-plant in the middle and upper portions of this State.

Col. S. D. Morgan, Nashville, Tenn., says:—

Of all the plants for the South Atlantic States that of the Chinese or
Japanese tea promises most success. Before the war I had a few of the
shrubs growing in a small parterre attached to my town dwelling, from
which I obtained leaves as rich in aroma and theine as is to be found in
tea from any country whatever. The shrub grows luxuriantly in Central
Georgia—even 100 miles north of Augusta, to my personal knowledge—
as I there used the domestic article for several weeks’ time and found it
excellent. There may, however, be a difficulty about its culture, for want of
 a very cheap class of laborers to pick and prepare the leaves. This,
however, is a subject I have not investigated, but I think it is worthy of a
thorough investigation.

Mr. Alex. M. Foster, Georgetown, S. C., says:—

The original plant I brought from Columbia. It is a genuine Thea Viridis
from seed, I think, produced from the tea-plants brought to this State
some years since by Dr. Junius Smith, and cultivated near Greenville.
After my plant had attained the height of two or three feet, it began to
bear flowers and seed. From these seeds, or nuts, I have now 50 or 60
plants of various sizes; some of them bearing fruit also. I might have had
500 plants as 50, so easily are they propagated and so abundantly do
they bear seed. The only care necessary is to preserve the tap-root as
carefully as may be in removing the young plants from the nursery bed.
My plants are in a rich dry soil, and grow very rapidly, requiring only three
or four years to reach the height of 4 feet, they are as thrifty and bear the
vicissitudes of our climate as well as the native Cassina. If there could be
invented some machine to imitate this hand labor, to effect the same slow
process by means less expensive than the man-hand, I think that the
cultivation of tea might become not only practical, but profitable to a large
portion of our Southern country.

Rev. W. A. Meriwether, Columbia, S. C., says:—

I obtained a Chinese tea-plant from North Carolina nine years ago, and
set it out in open ground in a plot of Bermuda grass. It has received no
cultivation, and is now a fine shrub, measuring to-day six and a half feet
in height by nine feet across the branches at the base. The soil where it
grows is light, sandy land, with no clay within two feet of the surface. The
plant is not affected by the severest cold to which our climate is subject. It
was not the least injured by the intense cold of December, 1870, when
my thermometer registered 1° above zero; the coldest weather I have
ever known in this latitude. That the climate of the Southern States is well
suited to the cultivation of the tea-plant, I think there can be no question. I
sincerely hope you may succeed in your efforts to arouse our people to
the importance of its cultivation. If only enough tea were made to supply
the home demand, what an immense annual saving would result.

Hon. James Calhoun, Trotter’s Shoals, Savannah River, S. C., says:

—
Eighteen years ago some half-dozen tea-plants, brought from China,
were sent me. I set them in what had been a strawberry bed, in a soil
 friable, of medium quality, unmanured. Nothing had been done beyond
keeping down the weeds with the hoe. The plants have had no
protection: but during a portion of the first summer, seedlings have some
shelter. As yet there has been no damage from blight or from insects.
Frequently leaves are clipped in moderation from all parts of the bush,
care being taken not to denude it. They are parched in an iron vessel at
the kitchen fire, constantly stirred, and immediately afterward packed in
air-tight boxes. I enclose leaves plucked to-day, measuring from 3½ to 5
inches, and, as you will perceive, exhibiting three varieties.

Mrs. R. J. Screven, McIntosh, Liberty Co., Ga., says:—

My experience is that the tea-plant does best in land somewhat low, but
not such as water will lie upon or is overflowed. I sow the seed in the fall,
as soon as they ripen and drop from the bushes, in drills eighteen inches
apart. They come up readily in the spring, and by winter are from three to
six inches high. Under the shade of some large tree is usually the place
selected for sowing the seed, for if the plants are exposed to the hot sun
while young, they invariably die the first summer. When six months old
they are ready for transplanting; have generally a good supply of roots,
and can be set out at any time from the first of November to the last of
March. In putting them out, I have generally prepared holes to receive
them, to give a good start, so that fine, healthy bushes will be obtained. In
April, 1867, I think it was, Mr. Howard, from Baltimore, who had been
engaged on a plantation for several years in the East, visited my father’s
plantation in this country, and expressed himself as surprised at the
splendid growth of the tea. Being there at the time of gathering the young
leaves, he plucked from one bush alone, prepared the tea himself, and
took it on to Baltimore, where he had it tested and weighed. He wrote
back that it had been pronounced stronger and of superior flavor to the
imported, and that by calculation he was satisfied that four hundred and
fifty pounds of cured tea could be made here at the South to one acre of
ground.

Mr. J. W. Pearce, Fayetteville, N. C., writes:—

My plants are now about five feet high, very thick and bushy near the
ground; have no protection from any kind of weather, while the mercury
has been as low as 10° below zero. They do not seem to suffer from
drought, as evergreens, and bear a beautiful white flower, with little scent
until nearly ready to fall. The seed are like the hazel-nut; have a hard
shell and bitter kernel, and take a long time to germinate. Hence it is
better to plant them on the north side of a fence or house, where they will
 remain moist. They come up readily when left under the bushes where
they have been dropped. The plants then can be set out successfully if
care be taken to avoid breaking the long tap root peculiar to them. Half a
dozen plants furnish my family, of five or six persons, with more tea than
we can use. We prepare it by heating the leaves in an oven until wilted,
then squeeze them by hand until a juice is expressed from them, then dry
them again in the oven. The tea is then quite fragrant and ready for use,
improving with age.

About 50 pounds of a fairly marketable article of American tea has

recently been produced by a Mr. Sheppard of Summerfield, S. C.,
who grew and cured the leaves in an ordinary fruit evaporator. On
being tested, the sample was pronounced equal to the average of
China Congous and much superior to many of the India, Java and
Ceylon growths. With other and more proper methods of curing, the
quality and character could undoubtedly be much improved. Much
more evidence could be selected as to the quality of tea produced by
ordinary domestic processes, but it is sufficiently well ascertained
that it is within the capacity of hundreds of thousands of people in
this country to grow and prepare all the tea they require, leaving the
question of its profitable commercial culture to be settled by practical
test later.
 Transcriber’s Notes

Note: New original cover art included with this eBook is granted to
the public domain.

Note: Archaic spellings of various words have been retained, as well

as apparently unique non-standard spellings that the author uses
consistently. Printer’s errors and apparent misspellings have been
changed and are noted below.

Note: Hyphenation and capitalization have been standardized in

cases noted below where there is a predominant form in the text, but
otherwise left alone.

Pg. 13: Corrected typo: ‘Erythræn’ to ‘Erythræan’

Pg. 24: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -

Unhyphenated in large majority of cases

Pg. 30: Hyphenation consistency: ‘Kiu-siu’ to ‘Kiusiu’ -

Unhyphenated elsewhere

Pg. 30: Corrected typo: ‘Buitzenorg’ to ‘Buitenzorg’ - Corrected city

name

Pg. 31: Proper name consistency: ‘Neilghery’ to ‘Neilgherry’ -

Neilgherry elsewhere

Pg. 34: Corrected typo: ‘provice’ to ‘province’ - Context: “... in the

adjoining province ...”

Pg. 37: Capitalization consistency: ‘cha’ to ‘Cha’ - List of names of

tea, mostly capitalized

Pg. 37: Capitalization consistency: ‘it is termed thea’ to ‘it is termed

Thea’ - Capitalized elsewhere
Pg. 39: Proper name consistency: ‘Thea viridis’ to ‘Thea Viridis’ -
Capitalized elsewhere

Pg. 39: Proper name consistency: ‘Thea bohea’ to ‘Thea Bohea’ -

Capitalized elsewhere

Pg. 40: Proper name consistency: ‘Thea viridis’ to ‘Thea Viridis’ -

Capitalized elsewhere

Pg. 40: Proper name consistency: ‘Thea bohea’ to ‘Thea Bohea’ -

Capitalized elsewhere

Pg. 40: Proper name consistency: ‘Twankey’ to ‘Twankay’ -

Standardized spelling in caption

Pg. 43: Capitalization consistency: ‘Che-Kiang’ to ‘Che-kiang’ -

Latter part uncapitalized elsewhere

Pg. 44: Corrected punctuation: ‘Souchong-Congou.’ to ‘Souchong-

Congou.’ - Replaced comma with period in illustration text

Pg. 45: Corrected punctuation: ‘.’ to ‘,’ - “... classed as Thea

Cochinchinensis, found ...”

Pg. 46: Corrected typo: ‘panacæ’ to ‘panacæa’

Pg. 56: Corrected typo: ‘wlil’ to ‘will’ - “.. the same plant will produce
..”

Pg. 58: Missing word: ‘(none)’ to ‘the’ - “The” - Best guess at missing
word, indicated by gap at end of page: “If (the) leaves ...”

Pg. 61: Corrected typo: ‘juciest cracking first’ to ‘juiciest’

Pg. 64: Hyphenation consistency: ‘Sai-hoos’ to ‘Saihoos’ - Without

hyphen elsewere

Pg. 66: Capitalization consistency: ‘Hongs’ to ‘hongs’

Pg. 69: Heading consistency: Missing period inserted at chapter
heading end, for consistency with other headers

Pg. 69: Corrected punctuation: Moved comma, from “Black under,

which” to “Black, under which”

Pg. 73: Corrected typo: ‘tumeric’ to ‘turmeric’ - “... kaolin and

turmeric ...”

Pg. 74: Corrected typo: ‘The leaves when infurled’ to ‘unfurled’

Pg. 75: Corrected punctuation: Missing comma inserted at “...

Loung-tsien, literally ...”

Pg. 76: Capitalization consistency: ‘fannings’ to ‘Fannings’

Pg. 77: Hyphenation consistency: ‘Ning-yongs’ to ‘Ningyongs’ -

Unhyphenated elsewhere

Pg. 77: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -

Unhyphenated in large majority of cases

Pg. 80: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -

Unhyphenated in large majority of cases

Pg. 87: Heading consistency: Removed period from paragraph

header: “Ankoi Congou--”

Pg. 87: Corrected punctuation: ‘.’ to ‘.’ - Comma at paragraph end:

“... and invariably dusty.”

Pg. 88: Hyphenation consistency: ‘re-fired’ to ‘refired’ -

Unhyphenated elsewhere

Pg. 89: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -

Unhyphenated in large majority of cases

Pg. 89: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -

Unhyphenated in large majority of cases
Pg. 89: Hyphenation consistency: ‘Foo-chow’ to ‘Foochow’ -
Unhyphenated in large majority of cases

Pg. 106: Proper name consistency: ‘Peko-Souchongs’ to ‘Pekoe-

Souchongs’

Pg. 116: Removed extra comma: ‘the result, of the day’s work’ to ‘the
result of the day’s work’

Pg. 121: Corrected punctuation: ‘.’ to ‘.’ - Replaced mid-sentence

period: “... harsh, pungent ...”

Pg. 123: Corrected typo: ‘Buitzenorg’ to ‘Buitenzorg’ - Corrected city

name

Pg. 126: Heading consistency: Removed period from paragraph

header: “African Teas--”

Pg. 127: Heading consistency: Removed period from paragraph

header: “Singapore Tea--”

Pg. 127: Heading consistency: Removed period from paragraph

header: “Perak Tea--”

Pg. 128: Heading consistency: Removed period from paragraph

header: “American Tea--”

Pg. 128: Proper name consistency: ‘Yerba Mate’ to ‘Yerba Maté’ -

With accent elsewhere

Pg. 132: Proper name consistency: ‘Twankey’ to ‘Twankay’ -

Twankay elsewhere

Pg. 134: Corrected typo: ‘tumeric’ to ‘turmeric’ - Context: “indigo,

turmeric”

Pg. 135: Corrected typo: ‘tumeric’ to ‘turmeric’ - Context: “... tumeric,

kaolin, and China clay ...”
Pg. 135: Corrected typo: ‘tumeric’ to ‘turmeric’ - Context: “...
turmeric, kaolin or indigo ...”

Pg. 143: Corrected punctuation: ‘Ash, 9 40’ to ‘Ash, 9.40’ - Added

missing period in table

Pg. 143: Corrected punctuation: ‘Chlorine 0,81’ to ‘Chlorine 0.81’ -

Comma for period in table

Pg. 144: Corrected punctuation: ‘Plum 5.66 4 24’ to ‘Plum 5.66 4.24’
- Added missing period in table

Pg. 145: Corrected typo: ‘EXHAUSTFD’ to ‘EXHAUSTED’ -

Corrected typo in section header

Pg. 151: Corrected typo: ‘quantitively and qualitively’ to

‘quantitatively and qualitatively’

Pg. 169: Hyphenation consistency: ‘Ping-sueys’ to ‘Pingsueys’ -

Unhyphenated elsewhere

Pg. 171: Corrected punctuation: ‘in another,’ to ‘in another.’ -

Changed comma for period, follow by capital

Pg. 175: Corrected typo: ‘better aud fresher’ to ‘better and fresher’

Pg. 180: Corrected typo: ‘kaleidescopic’ to ‘kaleidoscopic’

Pg. 181: Corrected typo: ‘founda-tion’ to ‘foundation’ - Context: “...

foundation for all tea blends ...”

Pg. 188: Hyphenation consistency: ‘Keemun’ to ‘Kee-mun’ -

Hyphenated elsewhere

Pg. 188: Corrected punctuation: ‘Foochow Caper,’ to ‘Foochow

Caper.’ - Changed comma for period, follow by capital

Pg. 189: Proper name consistency: ‘Kaesow’ to ‘Kaisow’

Pg. 195: Corrected typo: ‘spearment’ to ‘spearmint’

Pg. 199: Corrected punctuation: ‘.’ to ‘.’ - Changed comma for

period: “... from escaping. This vessel ...”

Pg. 207: Corrected typo: ‘C8’ to ‘C8’ - Changed superscript for

subscript

Pg. 208: Corrected typo: ‘quantitive’ to ‘quantitative’

Pg. 211: Heading consistency: Removed period from paragraph

header: “Tannin--”

Pg. 211: Changed parentheses and added comma: ‘methleamic

(hydrocyanic acid) a’ to ‘methleamic (hydrocyanic) acid, a’

Pg. 215: Proper name consistency: ‘Chin-nung’ to ‘Chin-Nung’ -

Second part capitalized elsewhere

Pg. 219: Corrected typo: ‘mucuous’ to ‘mucous’ - Context: “...

mucuous membrane ...”

Pg. 225: Corrected punctuation: ‘oz’ to ‘oz.’ - Added missing period

in table

Pg. 227: Corrected punctuation: ‘fatiguing work.’ to ‘fatiguing work.”’

- Added missing ” to probable quote end

Pg. 228: Corrected typo: ‘observaable’ to ‘observable’ - Context: “...

is particularly observable ...”

Pg. 230: Corrected typo: ‘physiocogist’ to ‘physiologist’ - Context: “...

physiologist of high repute ...”

Pg. 231: Corrected typo: ‘Hazlet’ to ‘Hazlitt’

Pg. 231: Corrected typo: ‘prodigous’ to ‘prodigious’

Pg. 233: Corrected typo: ‘raphsodies’ to ‘rhapsodies’

Pg. 233: Corrected typo: ‘their’s’ to ‘theirs’ - Context: “... theirs being
confined ...”

Pg. 238: Corrected punctuation: Added missing comma to table:

“4,500,000”

Pg. 245: Corrected punctuation: ‘First, It is well known’ to ‘First, it is

well known’ - Removed capital after comma

Pg. 255: Corrected punctuation: ‘between the shrubs,’ to ‘between

the shrubs.’ - Replaced comma for period at apparent sentence end

Pg. 260: Corrected punctuation: ‘$15 per acre.”’ to ‘$15 per acre.’ -
Removed unmatched close-quote at the end of block quote

Pg. 261: Corrected punctuation: ‘flourish in South Carolina’ to

‘flourish in South Carolina.’ - Added missing period to paragraph end

Pg. 261: Corrected typo: ‘Calistogo’ to ‘Calistoga’

Pg. 261: Corrected typo: ‘Modesta’ to ‘Modesto’

Pg. 262: Corrected typo: ‘Angiers’ to ‘Angers’

Pg. 262: Proper name consistency: ‘Thea viridis’ to ‘Thea Viridis’ -

Capitalized elsewhere

Pg. 264: Corrected punctuation: ‘to one acre of ground’ to ‘to one
acre of ground.’ - Added missing period at paragraph end
*** END OF THE PROJECT GUTENBERG EBOOK TEA, ITS
HISTORY AND MYSTERY ***

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