《改變心理學(xué)的40項研究(第5版)(英文版)》是一部系統(tǒng)介紹心理學(xué)歷史上40項經(jīng)典研究的經(jīng)典之作。自1992年初版以來，一直是備受推崇的暢銷書。作者羅杰·霍克不僅是一位心理學(xué)家，而且也是位優(yōu)秀的教育家和作家，他用自己簡練的思維和那支“生花的”妙筆，將“枯燥的”心理學(xué)經(jīng)典研究變成了一個又一個“引人入的勝”故事。閱讀此書，會將你逐漸帶入神秘的心理世界，在揭開心理學(xué)神秘面紗的同時，也會讓你感到心理學(xué)將不再“枯燥”、不再“遠(yuǎn)離實際”，也不再“高不可攀”。同時，閱讀這些經(jīng)典研究，還會讓你折服于心理學(xué)大師們的絕妙思路和天才的想法。
《改變心理學(xué)的40項研究(第5版)(英文版)》共包括心理學(xué)的十個領(lǐng)域，每個領(lǐng)域選取了四項研究。其中的每一項研究，作者是按相同的結(jié)構(gòu)加以介紹的，具體有一個非常具有吸引力的題目、研究的原始出處、研究的背景、理論假設(shè)、研究方法、研究結(jié)果、討論、結(jié)果的意義、批評、最近的應(yīng)用和參考文獻(xiàn)。
《改變心理學(xué)的40項研究(第5版)(英文版)》介紹的這些經(jīng)典研究，無論對于一名心理學(xué)的初學(xué)者，還是對于以心理學(xué)為終身從事職業(yè)的專業(yè)工作者，無疑都是很重要的。
對于初學(xué)心理學(xué)的人來說，大多數(shù)人很想讀一讀心理學(xué)的經(jīng)典研究，充實和提高自己。但是，在具體的實踐過程中，常常是將經(jīng)典研究讀了一半，大部分人就放棄了。因為每一項研究，既包括了許多專業(yè)術(shù)語，又包括了理論假設(shè)、實驗方法、實驗設(shè)計、數(shù)據(jù)的統(tǒng)計分析、結(jié)果的分析討論和結(jié)論等等，真是“太難了”，讓讀它的人感到眼花繚亂、無所適從。 然而， 《改變心理學(xué)的40項研究》 一書的出現(xiàn)，使一切發(fā)生了改變。 作者不僅是一位心理學(xué)家，而且也是位優(yōu)秀的教育家和作家，用自己簡練的思維和那支“生花的”妙筆，將“枯燥的”心理學(xué)經(jīng)典研究變成了一個又一個“引人入勝的”故事。閱讀此書，會將你逐漸帶入神秘的心理世界，在揭開心理學(xué)神秘面紗的同時，也會讓你感到心理學(xué)將不再“枯燥”、不再“遠(yuǎn)離實際”，也不再“高不可攀”。同時，閱讀這些經(jīng)典研究，還會讓你折服于心理學(xué)大師們的絕妙思路和天才的想法。 白學(xué)軍 天津師范大學(xué)心理與行為研究院 （博士、教授、博士生導(dǎo)師）
中國有句老話：路遙知馬力，日久見人心。還有一句俗話：好酒得夠年頭。雖然都是經(jīng)驗之談，但是包含了人生的賓諦。選擇讀什么樣的書，何嘗不是如此？
書是人類的朋友，讀好書，就是與好人交朋友，讓人進(jìn)步。那么什么是好書呢？可能每個人都有自己的看法。但經(jīng)典著作肯定是好書中的好書。通過讀經(jīng)典著作，會給人智慧的啟迪，促進(jìn)其思考，激發(fā)其探究事物或現(xiàn)象本質(zhì)的動力。
心理學(xué)是一門研究心理現(xiàn)象和規(guī)律的科學(xué)。在100多年的發(fā)展中，已經(jīng)取得了大量的成果。其中一些研究堪稱經(jīng)典，并成為構(gòu)筑當(dāng)代科學(xué)心理學(xué)大廈的“棟梁之材”或“基石”。學(xué)習(xí)和掌握這些經(jīng)典研究，無論對于一名心理學(xué)的初學(xué)者，還是對于以心理學(xué)為自己終身從事職業(yè)的專業(yè)工作者，無疑都是很重要的。
對于初學(xué)心理學(xué)的人來說，大多數(shù)人很想讀一讀心理學(xué)的經(jīng)典研究，充實和提高自己。但是，在具體的實踐過程中，常常是將經(jīng)典研究讀了一半，大部分人就放棄了。因為每一項研究，既包括了許多專業(yè)術(shù)語，又包括了理論假設(shè)、實驗方法、實驗設(shè)計、數(shù)據(jù)的統(tǒng)計分析、結(jié)果的分析討論和結(jié)論，等等，真是“太難了”，讓讀它的人感到眼花繚亂、無所適從。
然而，《改變心理學(xué)的40項研究》一書的出現(xiàn)，使一切發(fā)生了改變。
作者不僅是一位心理學(xué)家，而且也是位優(yōu)秀的教育家和作家，用自己簡練的思維和那支“生花的”妙筆，將“枯燥的”心理學(xué)經(jīng)典研究變成了一個又一個“引人入勝的”故事。閱讀此書，會將你逐漸帶入神秘的心理世界，在揭開心理學(xué)神秘面紗的同時，也會讓你感到心理學(xué)將不再“枯燥”、不再“遠(yuǎn)離實際”，也不再“高不可攀”。同時，閱讀這些經(jīng)典研究，還會讓你折服于心理學(xué)大師們的絕妙思路和天才的想法。
《改變心理學(xué)。的40項研究》（第5版）一書，共包括心理學(xué)的十個領(lǐng)域，每個領(lǐng)域選取了四項研究。
（美）羅杰·霍克，是Mondocino College 的心理學(xué)教授。
PREFACE xiii 前 言
1 BIOLOGY AND HUMAN BEHAVIOR 1 生物學(xué)與人類行為
ONE BRAIN OR TWO? 1 一個腦還是兩個腦？
Gazzaniga, M. S. (1967). The split brain in man. Scientific American, 217(2),24–29.
MORE EXPERIENCE = BIGGER BRAIN? 11 豐富的經(jīng)歷=更大的大腦？
Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in
response to experience. Scientific American, 226(2), 22–29.
ARE YOU A “NATURAL”? 18 人的本性是“天生的”嗎？
Bouchard, T., Lykken, D., McGue, M., Segal, N., & Tellegen, A. (1990). Sources of human psychological differences: The Minnesota study of twins reared apart.
Science, 250, 223–229.
WATCH OUT FOR THE VISUAL CLIFF! 26 小心視崖！
Gibson, E. J., & Walk, R. D. (1960). The “visual cliff.” Scientific American, 202(4),
67–71.
2 PERCEPTION AND CONSCIOUSNESS 34 知覺和意識
WHAT YOU SEE IS WHAT YOU’VE LEARNED 35 所見即所學(xué)
Turnbull, C. M. (1961). Some observations regarding the experiences and behavior of the BaMbuti Pygmies. American Journal of Psychology, 74, 304–308.
TO SLEEP, NO DOUBT TO DREAM . . . 41 睡眠，毫無疑問會做夢??
Aserinsky, E., & Kleitman, N. (1953). Regularly occurring periods of eye mobility and concomitant phenomena during sleep. Science, 118, 273–274.
Dement, W. (1960). The effect of dream deprivation. Science, 131, 1705–1707.
UNROMANCING THE DREAM . . . 48 夢，并不浪漫??
Hobson, J. A., & McCarley, R. W. (1977). The brain as a dream-state generator: An activation-synthesis hypothesis of the dream process. American Journal of Psychiatry,134, 1335–1348.
ACTING AS IF YOU ARE HYPNOTIZED 55 行動，如同被催眠了一樣
Spanos, N. P. (1982). Hypnotic behavior: A cognitive, social, psychological perspective.
Research Communications in Psychology, Psychiatry, and Behavior, 7,199–213.
3 LEARNING AND CONDITIONING 64 學(xué)習(xí)和條件反射
IT’S NOT JUST ABOUT SALIVATING DOGS! 64 不只限于分泌唾液的狗
Pavlov, I. P. (1927). Conditioned reflexes. London: Oxford University Press.
LITTLE EMOTIONAL ALBERT 71 情緒化的小阿爾伯特
Watson, J. B., & Rayner, R. (1920). Conditioned emotional responses. Journal of Experimental Psychology, 3, 1–14.
KNOCK WOOD! 77 敲敲木頭
Skinner, B. F. (1948). Superstition in the pigeon. Journal of Experimental Psychology,38, 168–172.
SEE AGGRESSION . . . DO AGGRESSION! 84 觀察到攻擊行為??做出攻擊行為
Bandura, A., Ross, D., & Ross, S. A. (1961). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63,575–582.
4 INTELLIGENCE, COGNITION,AND MEMORY 93 智力、認(rèn)知和記憶
WHAT YOU EXPECT IS WHAT YOU GET 93 所想即所得
Rosenthal, R., & Jacobson, L. (1966). Teachers’ expectancies: Determinates of pupils’ IQ gains. Psychological Reports, 19, 115–118.
JUST HOWARE YOU INTELLIGENT? 100 你在哪方面更聰明？
Gardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.
MAPS IN YOUR MIND 109 心中的地圖
Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55,189–208.
THANKS FOR THE MEMORIES! 116 感謝記憶！
Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology,7, 560–572.
5 HUMAN DEVELOPMENT 126 人的發(fā)展
DISCOVERING LOVE 126 愛的發(fā)現(xiàn)
Harlow, H. F. (1958). The nature of love. American Psychologist, 13, 673–685.
OUT OF SIGHT, BUT NOT OUT OF MIND 134 眼不見，不一定心不煩
Piaget, J. (1954). The development of object concept: The construction of reality in the child (pp. 3–96). New York: Basic Books.
HOW MORAL ARE YOU? 142 你的品德如何？
Kohlberg, L. (1963). The development of children’s orientations toward a moral order: Sequence in the development of moral thought. Vita Humana, 6, 11–33.
IN CONTROL AND GLAD OF IT! 150 讓你愉快的控制力
Langer, E. J., & Rodin, J. (1976). The effects of choice and enhanced personal responsibility for the aged: A field experiment in an institutional setting. Journal of Personality and Social Psychology, 34, 191–198.
6 EMOTION AND MOTIVATION 158 情緒和動機(jī)
A SEXUAL MOTIVATION . . . 158 性動機(jī)
Masters, W. H., & Johnson, V. E. (1966). Human sexual response. Boston: Little,Brown.
I CAN SEE IT ALL OVER YOUR FACE! 168 我能讀懂你的臉！
Ekman, P., & Friesen, W. V. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17, 124–129.
LIFE, CHANGE, AND STRESS 175 生活、變化和應(yīng)激
Holmes, T. H., & Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, 11, 213–218.
THOUGHTS OUT OF TUNE 183 認(rèn)知失調(diào)
Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance.Journal of Abnormal and Social Psychology, 58, 203–210.
7 PERSONALITY 191 人 格
ARE YOU THE MASTER OF YOUR FATE? 192 你能主宰自己的命運(yùn)嗎？
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
MASCULINE OR FEMININE . . . OR BOTH? 199 男性化、女性化??還是雙性化？
Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162.
RACING AGAINST YOUR HEART 209 和心臟賽跑
Friedman, M., & Rosenman, R. H. (1959). Association of specific overt behavior pattern with blood and cardiovascular findings. Journal of the American Medical Association,169, 1286–1296.
THE ONE; THE MANY . . . 217 個人與集體
Triandis, H., Bontempo, R., Villareal, M., Asai, M., & Lucca, N. (1988).Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships.Journal of Personality and Social Psychology, 54, 323–338.
8 PSYCHOPATHOLOGY 226 心理病理學(xué)
WHO’S CRAZY HERE, ANYWAY? 226 這兒，誰是瘋子？
Rosenhan, D. L. (1973). On being sane in insane places. Science, 179, 250–258.
YOU’RE GETTING DEFENSIVE AGAIN! 234 你再次獲得防御！
Freud, A. (1946). The ego and the mechanisms of defense. New York: International Universities Press.
LEARNING TO BE DEPRESSED 242 習(xí)得性抑郁
Seligman, M. E. P., & Maier, S. F. (1967). Failure to escape traumatic shock.Journal of Experimental Psychology, 74, 1–9.
CROWDING INTO THE BEHAVIORAL SINK 249 擁擠導(dǎo)致行為失常
Calhoun, J. B. (1962). Population density and social pathology. Scientific American,206(3), 139–148.
9 PSYCHOTHERAPY 258 心理治療
CHOOSING YOUR PSYCHOTHERAPIST 258 為自己挑選心理治療師
Smith, M. L., & Glass, G. V. (1977). Meta-analysis of psychotherapy outcome studies.
American Psychologist, 32, 752–760.
RELAXING YOUR FEARS AWAY 264 緩解你的恐懼心理
Wolpe, J. (1961). The systematic desensitization treatment of neuroses. Journal of Nervous and Mental Diseases, 132, 180–203.
PROJECTIONS OF WHO YOU ARE 272 投射出真正的你
Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on perception. New York: Grune & Stratton.
PICTURE THIS! 279 編個故事吧！
Murray, H. A. (1938). Explorations in personality (pp. 531–545). New York: Oxford University Press.
10 SOCIAL PSYCHOLOGY 287 社會心理學(xué)
NOT PRACTICING WHAT YOU PREACH 287 言行不一
LaPiere, R. T. (1934). Attitudes and actions. Social Forces, 13, 230–237.
THE POWER OF CONFORMITY 295 從眾的力量
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5),31–35.
TO HELP OR NOT TO HELP 300 你會伸出援手嗎？
Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8, 377–383.
OBEY AT ANY COST? 308 無條件服從？
Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal and Social Psychology, 67, 371–378.
Author Index 317 作者索引
Subject Index 319 主題索引
CRITICISMS
The findings from the split-brain studies carried out over the years by Sperry,Gazzaniga, and others have rarely been disputed. The main body of criticism about this research has focused instead on the way the idea of right- and left-brain specialization has filtered down to popular culture and the media.
There is now a widely believed myth that some people are more right-brained or more left-brained, or that one side of your brain needs to be developed in order for you to improve certain skills. Jarre Levy, a psychobiologist at the University of Chicago, has been in the forefront of scientists who are trying to dispel the notion that we have two separately functioning brains.She claims that it is precisely because each hemisphere has separate functions that they must integrate their abilities instead of separating them, as is commonly believed. Through such integration, your brain is able to perform in ways that are greater than and different from the abilities of either side alone.
When you read a story, for example, your right hemisphere is specializing in emotional content (humor, pathos), picturing visual descriptions,keeping track of the story structure as a whole, and appreciating artistic writing style (such as the use of metaphors). While all this is happening, your left hemisphere is understanding the written words, deriving meaning from the complex relationships among words and sentences, and translating words into their phonetic sounds so that they can be understood as language. The reason you are able to read, understand, and appreciate a story is that your brain functions as a single, integrated structure (Levy, 1985).
In fact, Levy explains that no human activity uses only one side of the brain. "The popular myths are interpretations and wishes, not the observations of scientists. Normal people have not half a brain, nor two brains, but one gloriously differentiated brain, with each hemisphere contributing its specialized abilities" (Levy, 1985, p. 44).
RECENT APPLICATIONS
The continuing influence of Sperrys and Gazzanigas split-brain research echoes the quote from Levy. A review of recent medical and psychological literature reveals numerous articles in various fields referring to the early work and" methodology of Roger Sperry as well as to more recent findings by Gazzaniga and his associates. For example, a study from 1998 conducted in France(Hommet & Billard, 1998) has questioned the very foundations of Sperrys and Gazzanigas studies, namely, that severing the corpus callosum actually divides the hemispheres of the brain. The French study found that children who were born without a corpus callosum (a rare brain malformation) demon strated that information was being transmitted between their brain hemispheres. The researchers concluded that significant connections other than the corpus callosum must exist in these children. Whether such subcortical connections are indeed present in split-brain individuals remains unclear.
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