心理学与生活(第19版,英文版)

跨越半个多世纪的心理学入门经典   世界著名心理学家菲利普·津巴多扛鼎之作   

《心理学与生活》第16版中文版上市以来累计重印70余次，持续热销70万册

历经十年的修订与打磨，《心理学与生活》第19版英文版全新登场

英文影印版原汁原味呈现原著精华

北京大学心理与认知科学学院院长   方方教授

清华大学心理学系主任    彭凯平教授

教育部心理学教学指导委员会主任    周晓林教授

中国心理学会前理事长    张侃教授

《*强大脑》节目嘉宾 Dr. 魏   魏坤琳教授

倾力推荐

选择《心理学与生活》（英文版，第19版）的七大理由：

1．经典理论与新近研究成果的完美结合。与第18版相比，全书精简为16章，增加了650余处研究资料，新增“生活中的批判性思维”专栏以及便于自学的教学专栏。近十年来心理学发展迅猛，日新月异，近来的研究成果和趋势都反映在《心理学与生活》第19版之中。

2．心理学基础教材典范之作。《心理学与生活》首版于20世纪30年代，在全世界许多国家的心理学界都有着极高的知名度，是斯坦福大学等美国700多所院校使用的经典教材，被ETS推荐为GRE心理学专项考试的主要参考书。北京大学从1990年开始就将《心理学与生活》作为普通心理学的课程教材。

3. 享有盛誉的、绝搭的作者团队。开创《心理学与生活》的作者菲利普·津巴多是当代著名社会心理学家，因其卓越的斯坦福监狱实验而闻名于世，曾担任美国心理学会主席，被公认为“当代心理学的声音和面孔”。“认知革命”无疑是当代心理学的主流，而擅长认知心理学的理查德·格里格的加入则是对津巴多社会心理学专长的重要补充。

4. 原汁原味呈现原著精华。相比中译本，英文原版完整地保留和呈现原书的精髓，让你更准确地认识和理解心理学这门学科，而且其语言简练，逻辑性强，既学习了专业知识，也锻炼了语言能力。

5．权威学术机构推荐。本书被教育部高等学校心理学教学指导委员会推荐为普通心理学的引进版教材，北京大学、清华大学等国内数百所高校将《心理学与生活》作为普通心理学课程的专用教材或参考读物。

6．贴近生活与实践。《心理学与生活》生动流畅，通俗易懂，图文并茂，将心理学理论和知识与人们的日常生活联系起来，是一般大众了解心理学、更好地理解人性和全面提升自身素质的推荐读物。

7．读者好评如潮。2003年《心理学与生活》第16版首次在国内出版中译本，十年来累计发行50余万册。《心理学与生活》在豆瓣上的近万条评价中一半以上为五星，还有着近千条书评和书摘，深受读者喜爱。在三大网店中有着一万多条的评论。

《心理学与生活》是一部心理学经典教科书，心理学导论类教材的典范之作，在美国及许多国家的心理学界都有着很高的知名度。美国ETS 将《心理学与生活》推荐为GRE 心理学专项考试的主要参考书。开创这本书的作者菲利普·津巴多是当今世界首屈一指的心理学家，曾因其卓越的斯坦福监狱实验而闻名世界，更因撰写《心理学与生活》和主持电视系列片《探索心理学》而被誉为“当代心理学的声音和面孔”。

我国心理学界有不少教师多年来一直在用本书英文版作为教学用书。怀着对我国心理学基础教育和普及的使命感，北京大学心理学系19位教授通力合作，每人根据自己的研究专长和兴趣各选取一部分，精心翻译。正如王垒教授所言：“这部教材的翻译是北大心理学系教授们集体智慧和团队凝聚力的结晶。”《心理学与生活》第16 版中译本在国内出版的十年来，累计发行50 余万册，赢得了广大心理学师生及普通读者的喜爱和认可。她不仅伴随着很多心理学专业的学生走上了心理学的学习和职业发展之路，而且也帮助众多普通读者获得了宝贵的心理学知识。

《心理学与生活》首版于20 世纪50 年代，半个多世纪以来，不断与时俱进，迄今已修订19 次。每次修订既力图反映心理学新近的研究进展，也保持其一贯的宗旨，即“心理学是一门科学，同时关注这门科学在生活中的应用”，可谓历久弥坚，历久弥新。本书为《心理学与生活》第19 版的影印版，较之第18版已经有了大幅的修订，全书精简为16 章，更新了研究范围和650多篇参考文献，新增了“生活中的心理学”与“生活中的批判性思维”两个专栏及一些教学专栏。

正如作者所言：“心理学是一门与人类幸福密切相关的科学”，本书贴近生活、深入实践的独特风格，使其一直是一般大众了解心理学、更好地理解人性和全面提升自身素质的推荐读物。

作者形象地将学习《心理学与生活》的过程比喻成一次“智慧的旅行”，选择她，相信你一定不虚此行。祝您好运！

菲利普·津巴多是美国心理学协会（APA）前主席，科学协会主席委员会（CSSP）前主席，斯坦福大学的荣誉退休教授，他在斯坦福大学教授心理学导论课程长达50 年。在过去的38 年里，他撰写并与格里格合著了《心理学与生活》，以及配套的《教学指南》和《学习指南》。因为主持广受欢迎的PBS 电视系列片《探索心理学》，他被世界公认为“当代心理学的声音和面孔”，这部电视系列片至今仍在美国和全世界的中学和大学课程中广为使用。津巴多不仅热爱开展和出版关于各种主题的研究，而且也热衷于教学和参与公众及社会服务活动。津巴多一直是许多社会心理学领域中硕果累累、富有创新的研究者，发表了350 多篇专业论文、通俗文章和书中的章节，出版了50 多部著作。为了表彰他丰硕的研究成果，美国心理学协会向津巴多颁发了E. 西尔格德普通心理学终身成就奖。他还因为对人性的大量研究荣获瓦茨拉夫·哈维尔基金奖。津巴多目前在帕洛阿尔托大学心理学博士（PsyD）联盟项目任教，并在全世界发表演讲。他现在的研究关注英雄主义的心理学。

理查德·格里格是纽约州立大学石溪分校的心理学教授。在此之前，他任教于耶鲁大学，并在那里获得了Lex Hixon 社会科学杰出教师奖。格里格有关语言使用的认知心理学研究已被广泛出版。其中有一系列研究探讨了有效沟通的心理过程。另外一个研究项目考察了读者陶醉于故事世界时体验到的认知和情绪变化。他的著作《体验叙事世界》（Experiencing Narrative Worlds）已由耶鲁大学出版社出版。格里格是美国心理学协会（APA）和心理科学协会（APS）的会员。他还是Psychonomic Bulletin & Review杂志的副主编。格里格是亚历山德拉引以为傲的父亲，亚历山德拉虽然只有18 岁，却已经为21 世纪的心理学与生活的许多方面提出了实质性的并且有价值的建议。蒂莫西·彼得森的指导和支持大大提升了他在长岛的生活。

1  Psychology and Life  1 

2  Research Methods in Psychology  22

Statistical Supplement  44

3  The Biological and Evolutionary Bases of Behavior  52

4  Sensation and Perception  90

5  Mind, Consciousness, and Alternate states  135 

6  Learning and Behavior Analysis  163 

7  Memory  195 

8  Cognitive Processes  232

9  Intelligence and Intelligence Assessment  270 

10  Human Development Across the Life Span  297

11  Motivation  339

12  Emotion, Stress, and Health  369 

13  Understanding Human Personality  406 

14  Psychological Disorders  441 

15  Therapies for Psychological Disorders  477 

16  Social Psychology  508

Answer Appendix 

Glossary

References

Name Index

Subject Index

90年代初，我在北京大学心理学系读本科的时候，当时心理学教材并不多，没有现在这么丰富，我们在系图书馆就发现了这本书，图文并茂，思想前沿。2007年我回到北大心理系工作，在开设普通心理学这门课时，第一个想到的就是选取一本最好的教材，把心理学的知识全面展示给大一的新生，于是就想到了《心理学与生活》。据我所知，在这本书的使用过程中，很多的老师和学生对她都有很高的评价。

——方方   北京大学心理与认知科学学院院长

津巴多先生不仅是伟大的科学家、心理学家，也是一位伟大的教育家，他的很多书籍在西方都产生了巨大的影响，培养了一代又一代的心理学后辈。我们很多学校在用《心理学与生活》作为教学参考书，同时也对我们社会、中国人民了解心理学产生了巨大的影响，她的覆盖面非常广，看这本书的人有各种各样的阶层。我作为教育部心理学教指委主任，有责任有义务推广这样好的教材，同时也希望我们国内的作者们也能写出像津巴多先生这样popular的著作。

——周晓林   北京大学心理与认知科学学院教授

教育部心理学教学指导委员会主任

津巴多编写的《心理学与生活》是心理学的教课书和入门书的*选择之一。不知道啥是心理学的同学，拿去读读。

——魏坤琳 北京大学心理与认知科学学院教授

《最强大脑》节目嘉宾

人的科学其实是关于生活的科学，这本书巧妙地把人的心理活动通过生活的方方面面演示出来，展示出来，让我们体味，让我们欣赏，让我们探索，让我们追究，所以这是一本非常好的心理学的教科书。她的角度是新颖的，她的叙述是生动的，她的作者是伟大的，所以我是特别喜欢用这本书，无论是在美国，还是在中国，无论是在密歇根、伯克利，北大还是清华，都是我们老师非常喜欢的心理学教科书。

——彭凯平    清华大学心理学系主任

美国加州大学伯克利分校心理学与东亚研究终身教授

建议真想了解心理学的，请看《心理学与生活》，北大心理系精心翻译，看了就能考心理学GRE，科普、备考一石二鸟。

——张侃 中国科学院心理研究所研究员

中国心理学会前理事长

作为科普读物的心理学专业课书籍，这本最详细全面。非专业的人看了已经大概能明白心理学究竟是一门怎样的科学。

——《人民日报》官方微博推荐语

我的第一本心理学读物是 《心理学与生活》，“个人成长”必读书籍。

——古典

生涯规划师，百万畅销书《拆掉思维里的墙》作者

这本书就是心理学世界的地图，它没有把所有的知识给你，但是，它给了你全貌，给了你路径，要了解心理学，这本书足够了，要想要深入，这本书也告诉你该如何寻找道路。

——豆瓣读者

对于一个对心理学感兴趣，但是又没有系统地学习过心理学的人来说，这本教材是非常合适的一本入门教材。包括书中的参考材料列表，心理学研究方法的介绍，心理学与生活的联系案例，都会让初学者感受到心理学不是那么神秘的，它就在我们身边，是我们身边的科学。读这本书，越读，我的心境越平和。

——豆瓣读者

WHY ARE SOME PEOPLE SHY?

Surveys reveal that more than 50 percent of college students considerthemselves to be “currently shy”(Carducci & Zimbardo, 1995). Most of them say that shyness is an undesirable condition that has negative personaland social consequences.Another group of students say that they are “situationally shy.” They feel “shy” in certain situations that are novel, awkward, or socially pressured, such as blind dates, singles bars, or being put on the spot to perform in public without preparation. Researchers investigating shyness in adults were surprised to discover that it is the “not shy” person who is the rare, unusual breed in the United States and in every other country surveyed (Zimbardo, 1991).

Shyness may be defined as an individual’s discomfort and/or inhibition in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals. Shyness can be the mild reticence and social awkwardness many people feel in new situations, but it can escalate into the extreme of a totally inhibiting fear of people (we will discuss this social phobia in Chapter 14). Many shy people are also introverted; they prefer solitary, nonsocial activities. Others are “shy extraverts,” publicly outgoing yet privately shy, preferring to engage in social activities, having the social skills to do so effectively, yet doubting that others will really like or respect them (Pilkonis & Zimbardo, 1979).

So why are some people shy and others are not? One explanation may be nature. Research evidence suggests that about 10 percent of infants are “born shy” (Kagan, 1994). From birth, these children are unusually cautious and reserved when they interact with unfamiliar people or situations. A complementary explanation focuses on nurture. As children, some individuals are ridiculed, laughed at, or singled out for public shame; others grow up in families that make “being

loved” contingent on competitive success in appearance and performance.

A third explanation focuses on culture. Shyness is highest in some Asian countries, notably Japan and Taiwan, and lowest in Israel, among nine countries studied (Zimbardo, 1991). This difference is attributed in part to cultural emphases on shame for social failure and obedience to authority in these Asian countries versus encouragement for taking risks and externalizing blame in Israel (Pines & Zimbardo, 1978). A fourth explanation accounts, in part, for a recent rise in reported prevalence of shyness in the United States: Young people are intensively involved with

electronic technology. Spending long hours, typically alone, watching TV, playing video games, surfing the Web, and doing e-mail is socially isolating and reduces daily face-to-face contact. Heavy use of the Internet has the potential to make people feel lonely, isolated, and shyer (Shaw & Black, 2008).

As shyness gets more extreme, it intrudes on ever more aspects of one’s life to minimize social pleasures and maximize social discomfort and isolation. There are some simple concepts and tactics we suggest for shy students to think about and try out (Zimbardo, 1991):

Realize that you are not alone in your shyness; every person you see is more like you than different from you in his or her shyness.

Shyness can be modified, even when there is a genetic component, but it takes dedication

and a resolve to change, as with any long-standing habit you want to break.

Practice smiling and making eye contact with most people you meet.

Talk up; speak in a loud, clear voice, especially when giving your name or asking for information.

Be the first to ask a question or make a comment in a new social situation. Be prepared with something interesting to say and say it first; everyone appreciates an “ice breaker.”

Never put yourself down. Instead, think about what you can do next time to gain the outcome you want.

Focus on making others feel comfortable, especially searching out those other shy people. Doing so lowers your self-consciousness.

If you are shy, we hope you will adopt these suggestions. Other students who have followed them have been released from the prison of shyness into a life filled with newfound liberties.

Preface

Teaching introductory psychology is one of the greatest challenges facing any academic psychologist. Indeed, because of the range of our subject matter, it is probably the most difficult course to teach effectively in all of academia. We must cover both the micro-level analyses of nerve cell processes and the macro-level analyses of cultural systems: both the vitality of health psychology and the tragedy of lives blighted by mental illness. Our challenge in writing this text—like your challenge in teaching— is to give form and substance to all this information, to bring it to life for our students.

More often than not, students come into our course filled with misconceptions about psychology that they have picked up from the infusion of “pop psychology” into our society. They also bring with them high expectations about what they want to get out of a course in psychology—they want to learn much that will be personally valuable, that will help them improve their everyday lives. Indeed, that is a tall order for any teacher to fill. But we believe that Psychology and Life can help you to fill it.

Our goal has been to design a text that students will enjoy reading as they learn what is so exciting and special about the many fields of psychology. In every chapter, in every sentence, we have tried to make sure that students will want to go on reading. At the same time, we have focused on how our text will work within the syllabi of instructors who value a researchcentered,

applications-relevant approach to psychology.

This 19th edition of Psychology and Life is the fifth collaboration between Richard Gerrig and Philip Zimbardo. Our partnership was forged because we shared a commitment to teaching psychology as a science relevant to human welfare. We both could bring our teaching experience to bear on a text that balances scientific rigor with psychology’s relevance to contemporary life concerns. Furthermore, Richard’s expertise in cognitive psychology provided an important complement to Phil’s expertise in social psychology. With Richard as lead author, Psychology and Life has been able to keep pace with rapid changes in psychology, particularly in areas such as cognitive and affective neuroscience. Even so, Psychology and Life remains a collaboration of like minds: Together, we celebrate both an ongoing tradition and a continued vision of bringing the most important psychological insights to bear on your students’ lives. The 19th edition is a product of this fine collaboration.

Text Theme: The Science of Psychology

The aim of Psychology and Life is to use solid scientific research to combat psychological misconceptions. In our experience as teachers, one of the most reliable occurrences on the first day of introductory psychology is the throng of students who push forward at the end of class to ask, in essence, “Will this class teach me what I need to know?”: My mother is taking Prozac:Will we learn what it does? Are you going to teach us how to study better? I need to put my son in day care to come back to school. Is that going to be all right for him? What should I do if I have a friend talking about suicide? We take comfort that each of these questions has been addressed by rigorous empirical research. Psychology and Life is devoted to providing students with scientific analyses of their foremost concerns. As a result, the features of Psychology and Life support a central theme: psychology as a science, with a focus on applying that science to your students’ lives.

CRITICAL THINKING IN YOUR LIFE

An important goal of Psychology and Life is to teach the scientific basis of psychological reasoning. When our students ask us questions—what they need to know—they quite often have acquired partial answers based on the types of information that are available in the popular media. Some of that information is accurate, but often students do not know how to make sense of it. How do they learn to interpret and evaluate what they hear in the media? How can they become wiser consumers of the overabundance of research studies and surveys cited? How can they judge the credibility of these sources? To counteract this infusion of so-called reliable research, we provide students with the scientific tools to think critically about the information with which they are surrounded and to draw generalizations appropriate to the goals and methods of research.

With a feature we call Critical Thinking in Your Life, we seek to confront students directly with the experimental basis of critical conclusions. Our intention is not to maintain that each of these boxes has the definitive answer to a particular research area, but to invite critical thinking and open the door for further questions.

PSYCHOLOGY IN YOUR LIFE

The questions we cited earlier are real questions from real students, and your students will find the answers throughout the book. These questions represent data we collected from students over the years. We told them, “Tell us what you need to know about psychology,” and we have placed those questions— your students’ own voices—directly into the text in the form of the popular Psychology in Your Life sections. Our hope is that your students will see, in each instance, exactly why psychological knowledge is directly relevant to the decisions they make every day of their lives.

RESEARCH STUDIES

These major studies showcase the how and why behind key psychological research. These studies have been integrated into the text itself, allowing students to understand their full impact within the context of their reading. Example topics include plasticity in the visual cortex of adult rats, the impact of meditation on brain structure, the impact of culture on judgments of which category members are typical, the impact of mood on people’s gullibility, individual differences in intimacy goals, family therapy for children’s anxiety disorders, cross-cultural differences in cognitive dissonance, and genetic influences on physical and social aggression. Many of the nearly 140 research studies throughout the text are new or have been revised for this edition.

PEDAGOGICAL FEATURES

Psychology and Life has maintained a reputation for presenting the science of psychology in a way that is challenging, yet accessible, to a broad range of students, and the 19th edition is no exception. To enhance students’ experience with the book, we include several pedagogical features:

• Stop and Review. This feature appears at the end of every major section and provides students with thought provoking questions to test their mastery of material before moving on. Answers to these questions can be found in the Answer Appendix at the back of the book. For this edition, we’ve also included a list of valuable video clips, audio files, and simulations from MyPsychLab at the end of each Stop and Review.

• Recapping Main Points. Each chapter concludes with a chapter summary, Recapping Main Points, which summarizes the chapter content and is organized according to major section headings.

• Key Terms. Key terms are boldfaced in the text as they appear with their definitions at the bottom of each page and are listed, with page references, at the end of each chapter for quick review.

• Practice Test. Each chapter concludes with a practice test with 15 multiple choice questions based on the material in both the main text and the boxes. In addition, we’ve provided sample essay questions that allow students to think more broadly about the content of each chapter. Multiple choice answers can be found in the Answer Appendix, and suggested answers for the essay questions can be found in the Instructor’s Manual.

以下摘自《心理学与生活》（第19版，英文版）第13章“Understanding Human Personality”中的“Psychology in Your Life”专栏

Why are some people shy?

Surveys reveal that more than 50 percent of college students consider themselves to be “currently shy”(Carducci & Zimbardo, 1995). Most of them say that shyness is an undesirable condition that has negative personal and social consequences. Another group of students say that they are “situationally shy.” They feel “shy” in certain situations that are novel, awkward, or socially pressured, such as blind dates, singles bars, or being put on the spot to perform in public without preparation. Researchers investigating shyness in adults were surprised to discover that it is the “not shy” person who is the rare, unusual breed in the United States and in every other country surveyed (Zimbardo, 1991).

Shyness may be defined as an individual’s discomfort and/or inhibition in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals. Shyness can be the mild reticence and social awkwardness many people feel in new situations, but it can escalate into the extreme of a totally inhibiting fear of people (we will discuss this social phobia in Chapter 14). Many shy people are also introverted; they prefer solitary, nonsocial activities. Others are “shy extraverts,” publicly outgoing yet privately shy, preferring to engage in social activities, having the social skills to do so effectively, yet doubting that others will really like or respect them (Pilkonis & Zimbardo, 1979).

So why are some people shy and others are not? One explanation may be nature. Research evidence suggests that about 10 percent of infants are “born shy” (Kagan, 1994). From birth, these children are unusually cautious and reserved when they interact with unfamiliar people or situations. A complementary explanation focuses on nurture. As children, some individuals are ridiculed, laughed at, or singled out for public shame; others grow up in families that make “being

loved” contingent on competitive success in appearance and performance.

A third explanation focuses on culture. Shyness is highest in some Asian countries, notably Japan and Taiwan, and lowest in Israel, among nine countries studied (Zimbardo, 1991). This difference is attributed in part to cultural emphases on shame for social failure and obedience to authority in these Asian countries versus encouragement for taking risks and externalizing blame in Israel (Pines & Zimbardo, 1978). A fourth explanation accounts, in part, for a recent rise in reported prevalence of shyness in the United States: Young people are intensively involved with

electronic technology. Spending long hours, typically alone, watching TV, playing video games, surfing the Web, and doing e-mail is socially isolating and reduces daily face-to-face contact. Heavy use of the Internet has the potential to make people feel lonely, isolated, and shyer (Shaw & Black, 2008).

As shyness gets more extreme, it intrudes on ever more aspects of one’s life to minimize social pleasures and maximize social discomfort and isolation. There are some simple concepts and tactics we suggest for shy students to think about and try out (Zimbardo, 1991):

• Realize that you are not alone in your shyness; every person you see is more like you than different from you in his or her shyness.

• Shyness can be modified, even when there is a genetic component, but it takes dedication

and a resolve to change, as with any long-standing habit you want to break.

• Practice smiling and making eye contact with most people you meet.

• Talk up; speak in a loud, clear voice, especially when giving your name or asking for information.

• Be the first to ask a question or make a comment in a new social situation. Be prepared with something interesting to say and say it first; everyone appreciates an “ice breaker.”

• Never put yourself down. Instead, think about what you can do next time to gain the outcome you want.

• Focus on making others feel comfortable, especially searching out those other shy people. Doing so lowers your self-consciousness.

If you are shy, we hope you will adopt these suggestions. Other students who have followed them have been released from the prison of shyness into a life filled with newfound liberties.