Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 Want to turn your C into an A? Obviously, right? But the right way to go about it isn’t always so obvious. Go digital to get the grades. MindTap’s customizable study tools and eTextbook give you everything you need all in one place. Engage with your course content, enjoy the flexibility of studying anytime and anywhere, stay connected to assignment due dates and instructor notifications with the MindTap Mobile app... and most of all… EARN BETTER GRADES. TO GET STARTED VISIT WWW.CENGAGE.COM/STUDENTS/MINDTAP Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 TWELFTH EDITION Psychology Applied to Modern Life ADJUSTMENT IN THE 21ST CENTURY Wayne Weiten University of Nevada, Las Vegas Dana S. Dunn Moravian College Elizabeth Yost Hammer Xavier University of Louisiana (cid:36)(cid:88)(cid:86)(cid:87)(cid:85)(cid:68)(cid:79)(cid:76)(cid:68)(cid:3)(cid:228)(cid:3)(cid:37)(cid:85)(cid:68)(cid:93)(cid:76)(cid:79)(cid:3)(cid:228)(cid:3)(cid:48)(cid:72)(cid:91)(cid:76)(cid:70)(cid:82)(cid:3)(cid:228)(cid:3)(cid:54)(cid:76)(cid:81)(cid:74)(cid:68)(cid:83)(cid:82)(cid:85)(cid:72)(cid:3)(cid:228)(cid:3)(cid:56)(cid:81)(cid:76)(cid:87)(cid:72)(cid:71)(cid:3)(cid:46)(cid:76)(cid:81)(cid:74)(cid:71)(cid:82)(cid:80)(cid:3)(cid:228)(cid:3)(cid:56)(cid:81)(cid:76)(cid:87)(cid:72)(cid:71)(cid:3)(cid:54)(cid:87)(cid:68)(cid:87)(cid:72)(cid:86) Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 Psychology Applied to Modern Life © 2018, 2015(cid:15)(cid:3)(cid:38)(cid:72)(cid:81)(cid:74)(cid:68)(cid:74)(cid:72)(cid:3)(cid:47)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74) Adjustment in the 21st Century, (cid:36)(cid:47)(cid:47)(cid:3)(cid:53)(cid:44)(cid:42)(cid:43)(cid:55)(cid:54)(cid:3)(cid:53)(cid:40)(cid:54)(cid:40)(cid:53)(cid:57)(cid:40)(cid:39)(cid:17)(cid:3)(cid:49)(cid:82)(cid:3)(cid:83)(cid:68)(cid:85)(cid:87)(cid:3)(cid:82)(cid:73)(cid:3)(cid:87)(cid:75)(cid:76)(cid:86)(cid:3)(cid:90)(cid:82)(cid:85)(cid:78)(cid:3)(cid:70)(cid:82)(cid:89)(cid:72)(cid:85)(cid:72)(cid:71)(cid:3)(cid:69)(cid:92)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:70)(cid:82)(cid:83)(cid:92)(cid:85)(cid:76)(cid:74)(cid:75)(cid:87)(cid:3) (cid:55)(cid:90)(cid:72)(cid:79)(cid:73)(cid:87)(cid:75)(cid:3)(cid:40)(cid:71)(cid:76)(cid:87)(cid:76)(cid:82)(cid:81) (cid:75)(cid:72)(cid:85)(cid:72)(cid:76)(cid:81)(cid:3)(cid:80)(cid:68)(cid:92)(cid:3)(cid:69)(cid:72)(cid:3)(cid:85)(cid:72)(cid:83)(cid:85)(cid:82)(cid:71)(cid:88)(cid:70)(cid:72)(cid:71)(cid:3)(cid:82)(cid:85)(cid:3)(cid:71)(cid:76)(cid:86)(cid:87)(cid:85)(cid:76)(cid:69)(cid:88)(cid:87)(cid:72)(cid:71)(cid:3)(cid:76)(cid:81)(cid:3)(cid:68)(cid:81)(cid:92)(cid:3)(cid:73)(cid:82)(cid:85)(cid:80)(cid:3)(cid:82)(cid:85)(cid:3)(cid:69)(cid:92)(cid:3)(cid:68)(cid:81)(cid:92)(cid:3)(cid:80)(cid:72)(cid:68)(cid:81)(cid:86)(cid:15)(cid:3) Wayne Weiten, Dana S. 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(cid:51)(cid:88)(cid:85)(cid:70)(cid:75)(cid:68)(cid:86)(cid:72)(cid:3)(cid:68)(cid:81)(cid:92)(cid:3)(cid:82)(cid:73)(cid:3)(cid:82)(cid:88)(cid:85)(cid:3)(cid:83)(cid:85)(cid:82)(cid:71)(cid:88)(cid:70)(cid:87)(cid:86)(cid:3)(cid:68)(cid:87)(cid:3)(cid:92)(cid:82)(cid:88)(cid:85)(cid:3)(cid:79)(cid:82)(cid:70)(cid:68)(cid:79)(cid:3)(cid:70)(cid:82)(cid:79)(cid:79)(cid:72)(cid:74)(cid:72)(cid:3)(cid:86)(cid:87)(cid:82)(cid:85)(cid:72)(cid:3)(cid:82)(cid:85)(cid:3)(cid:68)(cid:87)(cid:3)(cid:82)(cid:88)(cid:85)(cid:3)(cid:83)(cid:85)(cid:72)(cid:73)(cid:72)(cid:85)(cid:85)(cid:72)(cid:71)(cid:3) (cid:82)(cid:81)(cid:79)(cid:76)(cid:81)(cid:72)(cid:3)(cid:86)(cid:87)(cid:82)(cid:85)(cid:72)(cid:3)www.cengagebrain.com. Printed in the United States of America Print Number: 01 Print Year: 2016 Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 To two pillars of stability in this era of turmoil—my parents W.W. To the memory of my mother, Dah Kennedy Dunn, and brother, James L. Dunn, Jr. D.S.D. To Elliott, of course E.Y.H. Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 About the Authors WAYNE WEITEN is a graduate of Bradley University and received his Ph.D. in social psychology from the University of Illinois, Chicago, in 1981. He has taught at the College of DuPage and Santa Clara University, and currently teaches at the University of Nevada, Las Vegas. He has received distinguished teaching awards from Division Two of the American Psychological Association (APA) and from the College of DuPage. He is a Fellow of Divi- sions 1, 2, and 8 of the American Psychological Association and a Fellow of the Midwestern Psychological Association. In 1991, he helped chair the APA National Conference on Enhancing the Quality of Undergraduate Education in Psychology. He is a former presi- dent of the Society for the Teaching of Psychology and the Rocky Mountain Psychological Association. In 2006, one of the six national teaching awards given annually by the Society for the Teaching of Psychology was named in his honor. Weiten has conducted research on a wide range of topics, including educational measurement, jury decision making, attribution theory, pressure as a form of stress, and the technology of textbooks. He is also the author of Psychology: Themes & Variations (Cengage, 2017, 10th edition). Weiten has created an educational CD-ROM titled PsykTrek: A Multimedia Introduction to Psychology, and he recently coauthored a chapter on the introductory psychology course for The Oxford Handbook of Undergraduate Psychology Education (Weiten & Houska, 2015). DANA S. DUNN earned his B.A. in psychology from Carnegie Mellon and received his Ph.D. in social psychology from the University of Virginia. He is currently professor of psychology at Moravian College in Bethlehem, Pennsylvania. He chaired the psychology department at Moravian for six years. A Fellow of the Association for Psychological Science (APS) and the American Psychological Association (Divisions 1, 2, and 22), Dunn served as president of the Society for the Teaching of Psychology in 2010. A frequent speaker at national and regional disciplinary conferences, Dunn has written numerous articles, chap- ters, and book reviews concerning his areas of research interest: the teaching of psychology, social psychology, rehabilitation psychology, and educational assessment. He is the author or editor for thirty books, including Pursuing Human Strengths: A Positive Psychology Guide (2016), The Social Psychology of Disability (2015), and The Oxford Handbook of Undergrad- uate Psychology Education (2015). In 2013, Dunn received the Charles L. Brewer Award for Distinguished Teaching of Psychology from the American Psychological Foundation. ELIZABETH YOST HAMMER earned her B.S. in psychology from Troy State University and received her Ph.D. in experimental social psychology from Tulane University. She is currently the Kellogg Professor in Teaching in the Psychology Department and Director of the Center for the Advancement of Teaching and Faculty Development (CAT+) at Xavier University of Louisiana in New Orleans. Her work in CAT+ includes organizing pedagog- ical workshops and faculty development initiatives. She is a Fellow of Division Two of the American Psychological Association and is a past president of Psi Chi, the International Honor Society in Psychology. She has served as the treasurer for the Society for the Teach- ing of Psychology. She is passionate about teaching and has published on collaborative learning, service learning, the application of social psychological theories to the classroom, and mentoring students. iv Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 To the Instructor Many students enter adjustment courses with great expecta- Philosophy tions. They’ve ambled through their local bookstores, and in A certain philosophy is inherent in any systematic treatment of the “Psychology” section they’ve seen numerous self-help books the topic of adjustment. Our philosophy can be summarized as that offer highly touted recipes for achieving happiness for a follows: mere $15.95. After paying far more money to enroll in a college course that deals with the same issues as the self-help books, ● We believe that an adjustment text should be a resource many students expect a revelatory experience. However, the book for students. We have tried to design this book so that it majority of us with professional training in psychology or coun- encourages and facilitates the pursuit of additional information seling take a rather dim view of self-help books and the pop psy- on adjustment-related topics. It should serve as a point of chology they represent. Psychologists tend to see this literature departure for more learning. as oversimplified, intellectually dishonest, and opportunistic ● We believe in theoretical eclecticism. This book will not and often summarily dismiss the pop psychology that so many indoctrinate your students along the lines of any single theoretical students have embraced. Instructors try to supplant pop psy- orientation. The psychodynamic, behavioral, and humanistic chology with more sophisticated academic psychology based on schools of thought are all treated with respect, as are cognitive, current scholarship, which is more complex and less accessible. biological, cultural, evolutionary, and other perspectives. In this textbook, we have tried to come to grips with the ● We believe that effective adjustment requires taking problem of differing expectations between student and teacher. charge of one’s own life. Throughout the book we try to Our goal has been to produce a comprehensive, serious, promote the notion that active coping efforts are generally research-oriented treatment of the topic of adjustment that also superior to passivity and complacency. acknowledges the existence of popular psychology and looks crit- ically at its contributions. Our approach involves the following: Changes in the Twelfth Edition ● In Chapter 1 we confront the phenomenon of popular self- help books. We take students beneath the seductive surface of One of the exciting things about psychology is that it is not a such books and analyze some of their typical flaws. Our goal stagnant discipline. It continues to progress at what seems a is to make students more critical consumers of this type of faster and faster pace. A good textbook must evolve with the literature by encouraging them to focus on substance, not on discipline. Although the professors and students who used trendy claims. the earlier editions of this book did not clamor for change, ● While encouraging a more critical attitude toward self- we have made countless content changes to keep up with new help books, we do not suggest that all should be dismissed. developments in psychology—adding and deleting some topics, Instead, we acknowledge that some of them offer authentic condensing and reorganizing others, and updating everything insights. With this in mind, we highlight some of the better (there are more than 1200 new references). A brief overview of books in this genre in Recommended Reading boxes sprinkled some of these changes, listed chapter-by-chapter, can be found throughout the text. These recommended books tie in with the on pages viii–xii following this preface. adjacent topical coverage and show the student the interface The most significant change in this edition is the addition between academic and popular psychology. of a feature we call Spotlight on Research. Each chapter has one ● We try to provide the student with a better appreciation of Spotlight on Research, which provides a detailed but brief sum- the merits of the empirical approach to understanding behavior. mary of a particular piece of research. Showing research meth- This effort to clarify the role of research, which is rare for an ods in action should improve students’ understanding of the adjustment text, appears in the first chapter. research process. ● Recognizing that adjustment students want to leave the In addition to this new feature, we have strived to course with concrete, personally useful information, we end enhance the pedagogical value of our photo program by pairing each chapter with an Application section. The Applications are each photo with an explanatory caption and eliminating pho- “how to” discussions that address everyday problems students tos that were largely decorative. To increase the clarity of the encounter. While they focus on issues that are relevant to the book’s organization, we now number all the major headings in content of the particular chapter, they contain more explicit the chapters. Moreover, we made a concerted effort to achieve advice than the text proper. more succinct writing. The manuscript length of each chapter In summary, we have tried to make this book both challeng- (in words) has been reduced by 10% to 17%. ing and applied. We hope that our approach will help students This reduction in length allowed us to move to a dramati- better appreciate the value and use of scientific psychology. cally different book design, which for the first time is mostly a v Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 single-column design. This approach results in a much cleaner, seen in journal articles, followed by critical thinking questions. open, student-friendly look. Instructors who know the book The intent is to foster understanding of how empirical studies will notice that quite a few new figures have been added and are conducted and to enhance students’ ability to think critically that many familiar ones have been updated to resonate with the about research while also giving them a painless introduction to book’s new look. the basic format of journal articles. The Spotlights on Research As already noted, we incorporated many new research cita- are fully incorporated into the flow of discourse in the text and tions into this edition in order to represent the expansion of the are not presented as optional boxes. Some examples of the topics psychological literature since the previous edition went to print. covered include: At the same time, we were mindful about the problem posed ● Stress-induced eating to student readers when they are confronted with too many ● Hugs and social support citations. Thus, at the same time that we added new references, ● Autism and vaccinations we carefully culled many older ones to control the density of ● Internet therapy citations. So, even though we have added more than 1200 new ● The effects of red clothing on attraction references, the total number of citations in the chapters has ● Oxytocin and fidelity declined by an average of 20%. The online version of the text housed in MindTap fea- tures a variety of other changes. In MindTap, each chapter Applications begins with an enticing engagement activity in which students The end-of-chapter Applications should be of special interest to attempt to answer questions about four common myths about most students. They are tied to chapter content in a way that behavior related to the chapter content. MindTap also incor- should show students how practical applications emerge out of porates twenty-six new Concept Clips, which are entertaining, theory and research. Although some of the material covered in animated, graphic overviews of important concepts, complete these sections shows up frequently in adjustment texts, much with audio narration. We are confident your students will of it is unique. Some of the Applications include the following: greatly enjoy this new pedagogical aid. Furthermore, for each chapter, MindTap now provides three multiple-choice tests that ● Understanding Intimate Violence can be assigned as Practice Tests or scored as low-stakes tests. ● Improving Academic Performance Students’ scores on these tests can automatically flow into in- ● Understanding Eating Disorders structors’ electronic grade books. The MindTap version of the ● Getting Ahead in the Job Game text also includes two other valuable features—the Appendix ● Building Self-Esteem on Sustainability and the Reel Research boxes, which were ● Enhancing Sexual Relationships formerly found in the print book. ● Boosting One’s Own Happiness Recommended Reading Boxes Writing Style Recognizing students’ interest in self-help books, we have This book has been written with the student in mind. We have sifted through hundreds of them to identify some that may be tried to integrate the technical jargon of our discipline into a especially useful. These books are featured in boxes that briefly relatively informal and down-to-earth writing style. We use review some of the higher-quality books, several of which were concrete examples extensively to clarify complex concepts and published recently. These Recommended Reading boxes are to help maintain student interest. Although we now have three placed where they are germane to the material being covered authors, the original author of this book (Wayne Weiten) con- in the text. Some of the recommended books are well known, tinues to do the final rewrite of all sixteen chapters to ensure whereas others are less so. Although we make it clear that we stylistic consistency. don’t endorse every idea in every book, we think they all have something worthwhile to offer. This feature replaces the conven- tional suggested readings lists that usually appear at the ends of Features chapters, where they are almost universally ignored by students. This text contains a number of features intended to stimulate interest and enhance students’ learning. These special features Learn More Online include the aforementioned Spotlights on Research, Applica- The Internet is rapidly altering the landscape of modern life, and tions, Recommended Reading boxes, Learn More Online boxes, students clearly need help dealing with the information explo- Practice Tests, a didactic illustration program, cartoons, and the sion in cyberspace. To assist them, we have come up with some Personal Explorations Workbook. recommendations regarding websites that appear to provide reasonably accurate, balanced, and empirically sound infor- Spotlights on Research mation. Short descriptions of these recommended Learn More In each Spotlight on Research, an interesting study is presented Online websites are dispersed throughout the chapters, adjacent in the conventional purpose-method-results-discussion format to related topical coverage. Because URLs change frequently, vi To the Instructor Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 we have not included them in the book. Insofar as students are Learning Aids interested in visiting these sites, we recommend that they do A number of learning aids have been incorporated into the text so by using a search engine such as Google to locate and access to help the reader digest the wealth of material: the URLs. ● The outline at the beginning of each chapter provides the Practice Tests student with a preview and overview of what will be covered. Each chapter ends with a ten-item multiple-choice Practice ● Headings are used extensively to keep material well Test that should give students a fairly realistic assessment of organized. their mastery of that chapter and valuable practice in taking the ● To help alert your students to key points, learning objectives type of test that many of them will face in the classroom (if the are distributed throughout the chapters, after the main headings. instructor uses the Test Bank). This feature grew out of some ● Key terms are identified with blue italicized boldface type research on students’ use of textbook pedagogical devices (see to indicate that these are important vocabulary items that are Weiten, Guadagno, & Beck, 1996). This research indicated that part of psychology’s technical language. students pay scant attention to some standard pedagogical de- ● An integrated running glossary provides an on-the-spot vices. When students were grilled to gain a better understand- definition of each key term as it is introduced in the text. These ing of this perplexing finding, it quickly became apparent that formal definitions are printed in blue boldface type. students are pragmatic about pedagogy. Essentially, their refrain ● An alphabetical glossary is found in the back of the book, as key terms are usually defined in the integrated running glossary was “We want study aids that will help us pass the next test.” only when they are first introduced. With this mandate in mind, we added the Practice Tests. They should be very realistic, given many of the items came from the ● Italics are used liberally throughout the text to emphasize important points. Test Banks for previous editions (these items do not appear in the Test Bank for the current edition). ● A chapter review is found at the end of each chapter. Each review includes a concise summary of the chapter’s key ideas, a list of the key terms that were introduced in the chapter, and a Didactic Illustration Program list of important theorists and researchers who were discussed The illustration program is once again in full color, and as in the chapter. already noted, many new figures have been added along with extensive redrawing of many graphics. Although the illustra- Supplementary Materials tions are intended to make the book attractive and to help main- tain student interest, they are not merely decorative: They have A complete teaching/learning package has been developed to been carefully selected and crafted for their didactic value to supplement Psychology Applied to Modern Life. These supple- enhance the educational goals of the text. mentary materials have been carefully coordinated to provide effective support for the text. This package of supplementary Cartoons materials includes the Instructor’s Manual, Cognero®, online PowerPoints, and MindTap. A little comic relief usually helps keep a student interested, so we’ve sprinkled numerous cartoons throughout the book. Instructor’s Manual Like the figures, these have been chosen to reinforce ideas in the text. The Instructor’s Manual is available as a convenient aid for your educational endeavors. It provides a thorough overview of each Personal Explorations Workbook chapter and includes a wealth of suggestions for lecture topics, class demonstrations, exercises, and discussion questions, orga- As mentioned earlier, the Personal Explorations Workbook can nized around the content of each chapter in the text. be found in the very back of the text. It contains experiential exercises for each text chapter, designed to help your students Cengage Learning Testing Powered by Cognero® achieve personal insights. For each chapter, we have included one Self-Assessment exercise and one Self-Reflection exercise. Cengage Learning Testing Powered by Cognero® is a flexible, The self-assessments are psychological tests or scales that stu- online system that allows you to import, edit, and manipulate dents can take and score for themselves. The self-reflections content from the text’s Test Bank or elsewhere, including your consist of questions intended to help students think about them- own favorite test questions; create multiple test versions in an selves in relation to issues raised in the text. These exercises can instant; and deliver tests from your Course Management Sys- be invaluable homework assignments. To facilitate assigning tem, your classroom, or wherever you want. them as homework, we have printed the workbook section on The content, revised by Jeremy Houska of Centenary Col- perforated paper, so students can tear out the relevant pages and lege, is made up of an extensive collection of multiple-choice turn them in. In addition to providing easy-to-use homework questions for objective tests, all closely tied to the learning assignments, many of these exercises can be used in class to objectives found in the text chapters. We’re confident that you stimulate lively discussion. will find this to be a dependable and usable test bank. To the Instructor vii Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202 Online PowerPoints New data on gender and happiness Revised coverage of the association between social relations and Vibrant Microsoft® PowerPoint® lecture slides for each chapter subjective well-being assist you with your lecture by providing concept coverage using New coverage of the link between leisure activity and subjective images, figures, and tables directly from the textbook. well-being New data on how many students embrace flawed models of how MindTap they learn and remember MindTap® is the digital learning solution that helps instruc- New discussion of how students overestimate their ability to multi- task while studying tors engage and transform today’s students into critical think- Revised discussion of the value of text highlighting in the coverage ers. Through paths of dynamic assignments and applications of study skills that you can personalize, real-time course analytics, and an New research on how surfing the Internet in class undermines accessible reader, MindTap helps you turn cookie-cutter into academic performance and distracts fellow students cutting-edge, apathy into engagement, and memorizers into New research showing that taking notes on a laptop leads to higher-level thinkers. shallower processing and reduced learning As an instructor using MindTap, you have at your fingertips New findings on test-enhanced learning the right content and a unique set of tools curated specifically for your course, all in an interface designed to improve work- CHAPTER 2: Theories of Personality flow and save time when planning lessons and course structure. New data on Big Five correlates of income, entrepreneurial activity, The control to build and personalize your course is all yours, and longevity focusing on the most relevant material while also lowering costs New research relating reduced reliance on defense mechanisms to for your students. Stay connected and informed in your course progress in therapy through real-time student tracking that provides the opportu- New overview of empirical findings on the functions and health nity to adjust the course as needed based on analytics of interac- consequences of defensive behavior tivity in the course. New research on the effects of a repressive coping style New discussion of how psychoanalytic theories depend too heavily on case studies Highlights of Content Changes New summary of contradictory evidence related to Freudian theory in the Twelfth Edition New research on the correlates of self-efficacy New research supporting a key tenet of Maslow’s hierarchy of needs To help professors who have used this book over many editions, New meta-analytic findings on the heritability of personality we are providing an overview of the content changes in the cur- New findings on correlations between personality traits and repro- rent edition. The following list is not exhaustive, but it should ductive fitness alert faculty to most of the major changes in the book. New research relating narcissism to behavior on social media sites New research relating narcissism to empathy, consumer preferences, and social class CHAPTER 1: Adjusting to Modern Life New coverage of the distinction between grandiose narcissism and vulnerable narcissism New discussion of how leisure time and sleep have declined in our New findings on gender differences in narcissism fast-paced modern society Revised assessment of the cross-cultural universality of the five- Updated information on the likelihood of choice overload factor model New discussion of possession overload and compulsive buying New data on the inaccuracy of perceptions of national character syndrome New coverage of individualism versus collectivism in relation to New coverage of escalating financial stress and how materialism self-enhancement undermines well-being New featured study on individualism, collectivism, and the accuracy New coverage of “affluenza” and its societal repercussions of self-perceptions New Spotlight on Research provides an example of naturalistic New, more favorable meta-analytic findings on the validity of observation focusing on how larger plate sizes lead to increased Rorschach scoring eating at real-world buffets New discussion of the public exposure of the Rorschach inkblots on New example of case study research evaluating anxiety and depres- the Internet sive disorders as risk factors for dementia New example of survey research describes a Danish study on age trends in the experience of hangovers after binge drinking CHAPTER 3: Stress and Its Effects New example of how correlational methods broaden the scope of Revised to include a recent “Stress in America” survey from the Amer- phenomena that can be studied ican Psychological Association New discussion of how subjective well-being is predictive of impor- New figure with recent national data on reported sources of stress tant life outcomes New data on physical health following Hurricane Katrina New research on how spending on experiences rather than material goods, and on others rather than oneself, are associated with New research on daily hassles and mortality in the elderly greater happiness New discussion of the stress mindset viii To the Instructor Copyright 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. WCN 02-200-202