描述
开 本: 16开纸 张: 胶版纸包 装: 平装-胶订是否套装: 否国际标准书号ISBN: 9787115451125
全景式地展现心理学历*重要的40项研究；
生动描绘心理学大师们的绝妙思路和天才想法；
首版于1992年，20年来畅销不衰的心理学入门经典；
科学松鼠会推荐的心理学入门读物；
中国心理学会前理事长林崇德教授特别推荐；
教育部心理学教学指导委员会推荐；
*第7版进行了许多重要和实质性的修订，新增两项重要研究。
《改变心理学的40项研究》的独到之处在于填补了心理学书籍和心理学研究之间的沟壑，从历史的角度展示了心理学*有名的40项研究，并介绍了这些研究的后续进展和相关研究。
自1992年初版以来，本书一直是备受推崇的畅销书，长期位居美国亚马逊心理学类TOP100之列。作者罗杰·霍克不仅是一位心理学家，而且也是位优秀的教育家和作家，他用自己简练的思维和生动的语言，将“枯燥的”心理学经典研究变成了一个又一个“引人入胜”的故事。阅读此书，会让你感到心理学将不再“枯燥”，不再“远离实际”，也不再“高不可攀”。同时，阅读这些经典研究，还会让你折服于心理学大师们的绝妙思路和天才的想法。
《改变心理学的40项研究》第7版进行了许多重要和实质性的修订，新增了两个具有重大影响力的研究，一项研究有关人脑对颜色的分类；另一项是更为近期的研究，关于如何使用磁共振成像（MRI）观察大脑活动。并且新版本更新了近期应用的内容。此外，更新了每篇研究报告中的“近期应用”，反映了进入21世纪以来这40项研究被大量引用的情况，由此你将体会到这些研究在心理学发展中均有着举足轻重的地位。为了满足广大读者的需求，特引入英文版，供喜爱阅读英文原书的读者研读，进一步体验心理学研究的美妙。
PREFACE
11
CHAPTER I THE BIOLOGICAL BASIS OF HUMAN BEHAVIOR 19
READING 1: ONE BRAIN OR TWO? 19
Gazzaniga, M. S. (1967). The split brain in man. Scientific
American, 217(2),24–29.
READING 2: MORE EXPERIENCE = BIGGER BRAIN 30
Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972).
Brain changes in response to experience. Scientific American, 226(2), 22–29.
READING 3: ARE YOU A “NATURAL”? 37
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.
READING 4: WATCH OUT fOR THE VISUAL CLIFF! 45
Gibson, E. J., & Walk, R. D. (1960). The “visual cliff.” Scientific
American, 202(4), 67–71.
CHAPTER II CONSCIOUSNESS AND THE SENSES
53
READING 5: TAKE A LONG LOOK 54
Fantz, R. L. (1961). The origin of form perception. Scientific
American, 204, 61–72.
READING 6: TO SLEEP, NO DOUBT TO DREAM . .
. 60
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.
READING 7: AS A CATEGORY, IT’S A NATURAL
67
Rosch, Eleanor H. (1973). Natural categories. Cognitive Psychology,
4, 328–350.
READING 8: ACTING AS IF YOU ARE HYPNOTIZED 75
Spanos, N. P. (1982). Hypnotic behavior: A cognitive, social,
psychological perspective. Research Communications in Psychology, Psychiatry,
and Behavior, 7, 199–213.
CHAPTER III CONDITIONING AND LEARNING 83
READING 9: IT’s NOT JUST ABOUT SALIVATING DOGS!
83
Pavlov, I. P. (1927). Conditioned reflexes. London: Oxford
University Press.
READING 10: lITTlE EMOTIONAL ALBERT 90
Watson, J. B., & Rayner, R. (1920). Conditioned emotional
responses. Journal of Experimental Psychology, 3, 1–14.
READING 11: KNOCK WOOD! 96
Skinner, B. F. (1948). Superstition in the pigeon. Journal of
Experimental Psychology, 38, 168–172.
READING 12: SEE AGGRESSION . . . DO AGGRESSION! 103
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.
CHAPTER IV COGNITION, MEMORY, AND
INTELLIGENCE 111
READING 13: WHAT YOU EXPECT IS WHAT YOU GET 111
Rosenthal, R., & Jacobson, L. (1966). Teachers’ expectancies:
Determinates of pupils’ IQ gains. Psychological Reports, 19, 115–118.
READING 14: JUST HOW ARE YOU INTELLIGENT? 118
Gardner, H. (1983) Frames of mind: The theory of multiple
intelligences. New York: Basic Books.
READING 15: MAPS IN YOUR MIND 128
Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological
Review, 55, 189–208.
READING 16: THANKS FOR THE MEMORIES! 135
Loftus, E. F. (1975). Leading questions and the eyewitness report.
Cognitive Psychology, 7, 560–572.
CHAPTER V CHANGES OVER THE HUMAN
LIFESPAN 144
READING 17: DISCOVERING lOVE 144
Harlow, H. F. (1958). The nature of love. American Psychologist, 13,
673–685.
READING 18: OUT Of SIGHT, BUT NOT OUT OF MIND 152
Piaget, J. (1954). The development of object concept. In J. Piaget,
The construction of reality in the child (pp. 3–96). New York: Basic Books.
READING 19: HOW MORAL ARE YOU? 161
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.
READING 20: IN CONTROL AND GLAD OF IT! 168
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.
CHAPTER VI MOTIVATION AND EMOTION 176
READING 21: A SEXUAL MOTIVATION 176
Masters, W. H., & Johnson, V. E. (1966). Human sexual response.
Boston: Little, Brown.
READING 22: I CAN SEE IT ALL OVER YOUR FACE!
186
Ekman, P., & Friesen, W. V. (1971). Constants across cultures in
the face and emotion. Journal of Personality and Social Psychology, 17, 124–129.
READING 23: WATCHING YOUR EMOTIONS? 193
Ross, P. (2003). Mind readers. Scientific American, 289(3), 74–77.
READING 24: THOUGHTS OUT OF TUNE 199
Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences
of forced compliance. Journal of Abnormal and Social Psychology, 58, 203–210.
CHAPTER VII PERSONALITY 207
READING 25: ARE YOU THE MASTER OF YOUR FATE?
208
Rotter, J. B. (1966). Generalized expectancies for internal versus
external control of reinforcement. Psychological Monographs, 80, 1–28.
READING 26: MASCULINE OR FEMININE . . . OR
BOTH? 216
Bem, S. L. (1974). The measurement of psychological androgyny.
Journal of Consulting and Clinical Psychology, 42, 155–162.
READING 27: RACING AGAINST YOUR HEART 226
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.
READING 28: THE ONE, THE MANY 233
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.
CHAPTER VIII PSYCHOLOGICAL DISORDERS 243
READING 29: whO’S CRAZY HERE, ANYWAY? 243
Rosenhan, D. L. (1973). On being sane in insane places. Science,
179, 250–258.
READING 30: YOU’RE GETTING DEFENSIVE AGAIN!
251
Freud, A. (1946). The ego and the mechanisms of defense. New York:
International Universities Press.
READING 31: LEARNING TO BE DEPRESSED 258
Seligman, M. E. P., & Maier, S. F. (1967). Failure to escape
traumatic shock. Journal of Experimental Psychology, 74, 1–9.
READING 32: CROWDING INTO THE BEHAVIORAL SINK
265
Calhoun, J. B. (1962). Population density and social pathology.
Scientific American, 206(3), 139–148.
CHAPTER IX THERAPY 274
READING 33: CHOOSING YOUR
PSYCHOTHERAPIST 274
Smith, M. L., & Glass, G. V. (1977). Meta-analysis of
psychotherapy outcome studies. American Psychologist, 32, 752–760.
READING 34: RELAXING YOUR FEARS AWAY 280
Wolpe, J. (1961). The systematic desensitization treatment of
neuroses. Journal of Nervous and Mental Diseases, 132, 180–203.
READING 35: PROJUECTIONS OF WHO YOU
ARE 287
Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on
perception. New York: Grune & Stratton.
READING 36:PICTURE THIS! 294
Murray, H. A. (1938). Explorations in personality (pp. 531–545). New York: Oxford University Press.
CHAPTER X HUmAN INTERACTION AND SOCIAL
BEHAvIOR 302
READING 37: A PRISON BY ANY OTHER NAME . .
. 303
Zimbardo, P. G. (1972). The pathology of imprisonment. Society,
9(6), 4–8. Haney, C., Banks, W.
C., & Zimbardo, P. G. (1973). Interpersonal dynamics in a simulated prison.
International Journal of Criminology & Penology, 1, 69–97.
READING 38: THE POWER OF CONFORMITY 310
Asch, S. E. (1955). Opinions and social pressure. Scientific
American, 193(5), 31–35.
READING 39: TO HELP OR NOT TO HELP 315
Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of
responsibility. Journal of Personality and Social Psychology, 8, 377–383.
READING 40: OBEY AT ANY COST? 324
Milgram, S. (1963). Behavioral study of obedience. Journal of
Abnormal and Social Psychology, 67, 371–378.
AUTHOR INDEX 334
SBUJECT INDEX 339
Welcome to the seventh edition of Forty
Studies that Changed Psychology. For over 20 years this book has been a
mainstay for many college and high school courses around the world and has been
translated into six languages. The majority of the studies included in this
edition are the same ones that made up a large part of the first edition. This
demonstrates how these landmark studies continue today to exert their influence
over psychological thought and research. These original studies and the ones
that have been added or changed over the years provide a fascinating glimpse
into the birth and growth of the science of psychology, and into the insights
we have acquired trying to unravel the complexities of human nature.
Many
studies of human behavior have made remarkable and lasting impacts on the
various disciplines that comprise the vast field of psychology. The findings
generated from this research have changed our knowledge of human behavior, and
they have set the stage for countless subsequent projects and research
programs. Even when the results of some of these pivotal studies have later
been drawn into controversy and question, their effect and influence in a
historical context never diminish. They continue to be cited in new articles; they
continue to be the topic of academic discussion, they continue to form the foundation
for hundreds of textbook chapters, and they continue to hold a special place in
the minds of psychologists.
The
concept for this book originated from my three decades of teaching psychology.
Most psychology textbooks are based on key studies that have shaped the science
of psychology over its relatively brief history. Textbooks, however, seldom
give the original, core studies the attention they richly deserve. The original
research processes and findings often are summarized and diluted to the point
that little of the life and excitement of the discoveries remain. Sometimes,
research results are reported in ways that may even mislead the reader about
the study’s real impact and
influence about what we know and how we know it. This is in no way a criticism
of the textbook writers who work under length constraints and must make many
difficult choices about what gets included and in how much detail. The
situation is, however, unfortunate because the foundation of all of modern
psychology is scientific research, and through over a century of ingenious and
elegant studies, our knowledge and understanding of human behavior have been
expanded and refined to the advanced level of sophistication that exists today.
This book is an
attempt to fill the gap between all those psychology textbooks and the research
that made them possible. It is a journey through the headline history of
psychology. My hope is that the way the 40 chosen studies are presented will
bring every one of them back to life so that you can experience them for
yourself. This book is intended for anyone, in any course, who wishes a greater
understanding of the true roots of psychology.
CHOOSING THE STUDIES
The studies
included in this book have been carefully chosen from those found in psychology
texts and journals and from those suggested by leading authorities in the many
branches of psychology. As the studies were selected, 40 seemed to be a
realistic number both from a historical point of view and in terms of length.
The studies chosen are arguably among the most famous, the most important, or
the most influential in the history of psychology. I use the word arguably
because many who read this book may wish to dispute some of the choices. One
thing is sure: No single list of 40 studies would satisfy everyone. However,
the studies included here stirred up a great deal of controversy when they were
published, sparked the most subsequent related research, opened new fields of
psychological exploration, changed dramatically our knowledge of human
behavior, and continue to be cited frequently. These studies are organized by
chapter according to the major psychology branches into which they best fit:
The Biological Basis of Human Behavior; Consciousness and the Senses; Conditioning
and Learning; Cognition, Memory, and Intelligence; Changes over the Human
Lifespan; Motivation and Emotion; Personality; Psychological Disorders; Therapy;
and Human Interaction and Social Behavior.
PRESENTING THE STUDIES
The
original studies themselves are not included in their entirety in this book. Instead,
I have discussed and summarized them in a consistent format throughout the book
to promote a clear understanding of the studies presented. Each reading
contains the following:
1. An exact, readily available reference for where the original
study can be found
2. A brief introduction summarizing the background in the field
leading up to the study and the reasons the researcher carried out the project
3. The theoretical propositions or hypotheses on which the research
rests
4. A detailed account of the experimental design and methods used to
carry out the research, including, where appropriate, who the participants were
and how they were recruited; descriptions of any apparatus and materials used;
and the actual procedures followed in carrying out the research
5. A summary of the results of the study in clear, understandable,
nontechnical, nonstatistical, no-jargon language
6. An interpretation of the meaning of the findings based on the
author’ s own discussion in the original article
7. The significance of the study to the field of psychology
8. A brief discussion of supportive or contradictory follow-up
research findings and subsequent questioning or criticism from others in the
field
9. A sampling of recent applications and citations of the study in
others’ articles to demonstrate its continuing influence
10. References for additional and updated readings relating to the
study
Often,
scientists speak in languages that are not easily understood (even by other
scientists!). The primary goal of this book is to make these discoveries meaningful
and accessible to the reader and to allow you to experience the excitement and
drama of these remarkable and important discoveries. Where possible and
appropriate, I have edited and simplified some of the studies presented here
for ease of reading and understanding. However, this has been done carefully,
so that the meaning and elegance of the work are preserved and the impact of
the research is distilled and clarified.
NEW TO THE SEVENTH EDITION
This
seventh edition of Forty Studies offers numerous noteworthy and substantive changes
and additions. I have added two of the most influential studies in the history
of psychology about how we perceive the world. The first is Eleanor Rosch’ s
revolutionary discovery from 1973 of an ingenious method to allow us to study
our brains’ categorization of colors. The second is a comparatively recent
report on how the human brain is now literally visible for research purposed
with the use of highly technical instruments, primarily the MRI.
In
addition, many of the Recent Applications sections near the end of the readings
have been updated. These sections sample recent citations of the 40 studies
into the 21st century. The 40 studies discussed in this book are referred to in
over 1,000 research articles every year! A small sampling of those articles is
briefly summarized throughout this edition to allow you to experience the
ongoing influence of each or more of these 40 studies that changed psychology. All these recently cited studies are fully
referenced at the end of each reading along with other relevant sources. As you
read through them, you will be able to appreciate the breadth and richness of
the contributions still being made today by the 40 studies that comprise this
book.
Over
the several years since completing the sixth edition, I have continued to enjoy
numerous conversations with, and helpful suggestions from, colleagues in many
branches of psychological research about potential changes in the selection of
studies for this new edition. Two studies I have for some time considered
including have been mentioned frequently by fellow researchers, and are in many
psychology texts so I have added them to this edition. Each of these two newly
incorporated studies, in their own significant ways, expanded our perceptions
of two very basic aspects of human nature and added to our knowledge of the
complexity and diversity of the human experience.
One
of the “newly added” studies in this edition is actually a revisit to a study that was
included in the very first edition over 20 years ago. Many colleagues have told
me over the years that it is still too important to be dropped from the book.
It is a study conducted by Eleanor Rosch that provided evidence that we are
born with “built-in” categories for colors, and that many colors are not learned at all,
but instead are accessed by our pre-existing color “prototypes”—already
programmed into our brains and passed down to us through evolution. This makes
sense when you consider that recognition of colors could play an important role
in early humans’ survival and the
survival of the human species. Although these early human would not have these
color words, the survival value of color may have worked something like this: “Last time I ate that yellow leaf I got really sick, so I’m staying away from it; next time
it might kill me!”
The second study added to this new edition is a bit different from the
rest in that it is relatively recent (2003), especially in comparison to all
the other studies. However, I have included it because it involves a major
scientific shift in how we study the human brain and are able to reveal how it
functions. This new paradigm has the potential to allow researchers to watch
your brain function as you carry out mental functions. It might even eventually
be able to “see” what you are thinking! The tool that allows us to do this is
Magnetic Resonance Imaging (the MRI). The MRI is not particularly new in
itself, but researchers are now observing the brains of people while they are
thinking; while they are functioning. This is referred to as the functional MRI
or fMRI. This protocol for the MRI is still in the development stages, even
today, and its ultimate potential remains controversial. But as you read, you
will see the amazing feats the fMRI can, and has, accomplish.
All the studies,
regardless of vintage, discussed in the upcoming pages have one issue in
common: research ethics. Perhaps the most important building block of
psychological science is a strict understanding and adherence to a clear set of
professional ethical guidelines in any research involving humans or animals.
Let’s consider briefly the ethical principles
social scientists work diligently to follow as they make their discoveries.
THE ETHICS OF RESEARCH INVOLVING HUMAN
OR ANIMAL PARTICIPANTS
Without subjects, scientific research is virtually impossible. In
physics, the subjects are matter and energy; in botany, they are plantlife; in
chemistry, they are molecules, atoms, and subatomic particles; and in
psychology, the participants are people. Sometimes, certain types of research
do not ethically permit the use of human participants, so animal subjects are
substituted. However, the ultimate goal of animal research in psychology is to
understand human behavior better, not to study the animals themselves. In this
book, you will be reading about research involving both human and animal
subjects. Some of the studies may cause you to question the ethics of the
researchers in regard to the procedures used with the subjects.
When painful or
stressful procedures are part of a study, the question of ethics is noted in
the chapter. However, because this is such a volatile and topical issue, a
brief discussion of the ethical guidelines followed by present-day
psychologists in all research is included here in advance of the specific
studies described in this book.
Research with Human Participants
The American
Psychological Association (APA) has issued strict and clear guidelines that
researchers must follow when carrying out experiments involving human
participants. A portion of the introduction to those guidelines reads as
follows:
Psychologists strive to benefit those with
whom they work and take care to do no harm. In their professional actions,
psychologists seek to safeguard the welfare and rights of those with whom they
interact. . . . When conflicts occur among psychologists’ obligations or concerns, they attempt to resolve these conflicts in
a responsible fashion that avoids or minimizes harm. . . . Psychologists uphold
professional standards of conduct, clarify their professional roles and
obligations, accept appropriate responsibility for their behavior, and seek to
manage conflicts of interest that could lead to exploitation or harm. . . .
Psychologists respect the dignity and worth of all people, and the rights of
individuals to privacy, confidentiality, and self-determination. (excerpted
from Ethical Principles of Psychologists and Code of Conduct, 2003; see
Researchers today take great care to adhere to those principles by
following basic ethical principles in carrying out all studies involving human
participants. These principles may be summarized as follows:
1. Protection from harm. This may seem overly obvious to you: Of
course researchers have the duty to protect their research participants from
harm; don’t they? The answer is
yes! But this was not always a hard and fast rule. As you will see in a few of
the studies in this book, debates have long ensued over whether the rights of
the volunteers were violated and whether researchers truly followed the other
following guidelines. Moreover, the protection must extend beyond the
experiments so that if a participant has any disturbing thoughts later on, he
or she may contact the researchers and discuss them.
2. Informed consent. A researcher must explain to potential
participants what the experiment is about and what procedures will be used so
that the individual is able to make an informed decision about whether or not
to participate. If the person then agrees to participate, this is called
informed consent. As you will see in this book, sometimes the true purposes of
an experiment cannot be revealed because this would alter the behavior of the
participants and contaminate the results. In such cases, when deception is
used, a subject still must be given adequate information for informed consent,
and the portions of the experiment that are hidden must be both justifiable
based on the importance of the potential findings and revealed to the
participants at the end of their involvement in the study. In research
involving children or minors, parent or guardian consent is required and the
same ethical guidelines apply.
3. Freedom to withdraw at any time. Part of informed consent is the
principle that all human participants in all research projects must be aware
that they may withdraw freely from the study at any time. This may appear to be
an unnecessary rule, because it would seem obvious that any subject who is too
uncomfortable with the procedures can simply leave. However, this is not always
so straightforward. For example, undergraduate students are often given course
credit for participating as participants in psychological experiments. If they
feel that withdrawing will influence the credit they need, they may not feel
free to do so. When participants are paid to participate, if they are made to
feel that their completion of the experiment is a requirement for payment, this
could produce an unethical inducement to avoid withdrawing if they wish to do
so. To avoid this problem, participants should be given credit or paid at the
beginning of the procedure just for showing up.
4. Confidentiality. All results based on participants in experiments
should be kept in complete confidence unless specific agreements have been made
with the participants. This does not mean that results cannot be reported and
published, but this is done in such a way that individual data cannot be
identified. Often, no identifying information is even acquired from
participants, and all data are combined to arrive at average differences among
groups.
5. Debriefing. Most psychological research involves methods that are
completely harmless, both during and after the study. However, even seemingly
harmless procedures can sometimes produce negative effects, such as
frustration, embarrassment, or concern. One common safeguard against those
effects is the ethical requirement of debriefing. After participants have
completed an experiment, especially one involving any form of deception, they
should be debriefed. During debriefing, the true purpose and goals of the
experiment are explained to them, and they are given the opportunity to ask any
questions about their experiences. If there is any possibility of lingering
aftereffects from the experiment, the researchers should provide participants
with contact information if participants might have any concerns in the future.
As you read
through the studies included in this book, you may find a few studies that
appear to have violated some of these ethical principles. Those studies were
carried out long before formal ethical guidelines existed and the research
could not be replicated under today’s ethical principles. The lack of guidelines, however, does not
excuse past researchers for abuses. Judgment of those investigators and their
actions must now be made by each of us individually, and we must learn, as
psychologists have, from past mistakes.
Research with Animal Subjects
One of the
hottest topics of discussion inside and outside the scientific community is the
question of the ethics of animal research. Animal-rights groups are growing in
number and are becoming increasingly vocal and militant.More controversy exists
today over animal subjects than human participants, probably because animals
cannot be protected, as humans can, with informed consent, freedom to withdraw,
or debriefing. In addition, the most radical animal rights activists take the
view that all living things are ordered in value by their ability to sense
pain. In this conceptualization, animals are equal in value to humans and,
therefore, any use of animals by humans is seen as unethical. This use includes
eating a chicken, wearing leather, and owning pets (which, according to some
animal-rights activists, is a form of slavery).
At one end of
the spectrum, many people believe that research with animals is inhumane and
unethical and should be prohibited. However, nearly all scientists and most
Americans believe that the limited and humane use of animals in scientific
research is necessary and beneficial. Many lifesaving drugs and medical
techniques have been developed through the use of animal experimental subjects.
Animals have also often been subjects in psychological research to study issues
such as depression, brain development, overcrowding, and learning processes.
The primary reason animals are used in research is that to carry out similar
research on humans clearly would be unethical. For example, suppose you wanted
to study the effect on brain development and intelligence of raising infants in
an enriched environment with many activities and toys, versus an impoverished
environment with little to do. To assign human infants to these different
conditions would simply not be possible. However, most people would agree that
rats could be studied without major ethical concerns to reveal findings
potentially important to humans (see Reading 2 on research by Rosenzweig and
Bennett).
The APA, in
addition to its guidelines on human participants, has strict rules governing
research with animal subjects that are designed to ensure humane treatment.
These rules require that research animals receive proper housing, feeding,
cleanliness, and health care. All unnecessary pain to the animal is prohibited.
A portion of the APA’ s Guidelines for the Ethical Conduct in the Care and Use
of Animals (2004) reads as follows:
Animals are to be provided with humane
care and healthful conditions during their stay in the facility. . . .
Psychologists are encouraged to consider enriching the environments of their
laboratory animals and should keep abreast of literature on well-being and
enrichment for the species with which they work. . . . When alternative
behavioral procedures are available, those that minimize discomfort to the
animal should be used. When using aversive conditions, psychologists should
adjust the parameters of stimulation to levels that appear minimal, though
compatible with the aims of the research. Psychologists are encouraged to test
painful stimuli on themselves, whenever reasonable. (see
In this book, several studies involve animal subjects. In addition to
the ethical considerations of such research, difficulties also arise in
applying findings from animals to humans. These issues are discussed in this
book within each reading that includes animal research. Each individual,
whether a researcher or a student of psychology, must make his or her own
decisions about animal research in general and the justifiability of using
animal subjects in any specific instance. If you allow for the idea that animal
research is acceptable under some circumstances, then, for each study involving
animals in this book, you must decide if the value of the study’ s findings
supports the methods used.
One final note related to this issue of animal subjects involves a
development that is a response to public concerns about potential mistreatment.
The city of Cambridge, Massachusetts, one of the major research centers of the
world and home to institutions such as Harvard University and the Massachusetts
Institute of Technology (MIT), has led the way by creating the position of
Commissioner of Laboratory Animals within the Cambridge Health Department (see
http://www.
cambridgepublichealth.org/services/regulatory-activities/ lab-animals). This was
the first such governmental position in the United States. Cambridge, and the
many research universities there, is home to 44 laboratories that house over
200,000 animals. The commissioner’ s charge is to ensure humane and proper
treatment of all animal subjects in all aspects of the research process, from
the animals’ living quarters to the methods used in administering the research
protocols. If a lab is found to be in violation of Cambridge’s strict laws concerning the humane care of lab animals, the
commissioner is authorized to impose fines of up to $300 per day. As of this
writing, only one such fine has been imposed; it amounted to $40,000 (for 133
days in violation) on a facility that appeared to have deliberately disregarded
animal treatment laws (Dr. Julie Medley, Commissioner of Laboratory Animals,
e-mail, April 15, 2012). In all other cases, any facility that has been found
in violation has willingly and quickly corrected the problem. The studies you
are about to experience in this book have benefited all of humankind in many
ways and to varying degrees. The history of psychological research is a
relatively short one, but it is brimming with the richness and excitement of
discovering human nature.
ACKNOWLEDGMENTS
I would like to
express my sincere gratitude to Charlyce Jones Owen, publisher, who supported
and believed in this project from its inception. I am also very grateful to
Jessica Mosher, editor in chief of psychology at Pearson for her support and
continuing, talented assistance on this project. For this edition my sincere
thanks go out to Stephen Frail, executive psychology editor at Pearson, Maddy
Schricker, development editor for the project, and Michelle Durgerian, project
manager at GEX Publishing Services for the 7th Edition. I must offer my
personal appreciation to Bruce Kenselaar and Suzanne Behnke for lending their
considerable talents in designing the cover of this and past editions over the
years.
Thank you to my
psychology colleagues in the field who have taken the time, interest, and
effort to communicate to me their comments, suggestions, and wisdom relating to
this and previous editions of Forty Studies. I have attempted at every
opportunity to incorporate their valued insights into each edition.
To my family, my friends, and my students who have participated in the
history of this book in so many tangible and intangible ways over the past 20
years (you know who you are), I extend my continuing best wishes and heartfelt
thanks.
Roger R. Hock
★ 霍克的这部著作的确令人赞叹！它不仅选择了合适的研究，还为学生提供了一份有用的教学工具……霍克的书融合了读者的兴趣，同时文笔也很优美简洁……这本书揭示了心理学研究背后的真实故事，对每一个经典研究娓娓道来，内容全面，有趣易读。既适合心理学的入门学习者，也适用于对心理学感兴趣的读者。
——米斯迪·希尔，耶鲁大学心理学教授
★ 本书的主要优势在于，罗杰·霍克以一种独到清晰的文风，总结了心理学*重要的一些研究。
——琳达·皮尔斯，曼多纳大学心理学教授
★ 心理学是一门科学，是研究人的心理规律的知识体系的科学，有其发生发展的历史，有其历史上值得总结、学习和发扬的一系列研究。我翻阅这本书，被其内容所吸引，书中介绍的研究都是在心理学史上非常有名的原创性研究。本书既是一部高水平的学术著作，又是一部通俗的心理学读本，具有科普性。因为全书内容生动、形式活泼，可读性强，所以本书不仅适合心理学界的同事欣赏，也值得广大心理学爱好者浏览。
——林崇德，中国心理学会前理事长，北京师范大学教授、博士毕导师
★ 对于初学心理学的人来说，大多数人很想读一读心理学的经典研究，充实和提高自己。但是，在具体的实践过程中，常常是将经典研究读了一半，大部分人就放弃了。因为每一项研究，既包括了许多专业术语，又包括了理论假设、实验方法、实验设计、数据的统计分析、结果的分析讨论和结论等等，真是“太难了”，让读它的人感到眼花缭乱、无所适从。
然而，《改变心理学的40项研究》一书的出现，使一切发生了改变。
作者不仅是一位心理学家，而且也是位优秀的教育家和作家，用自己简练的思维和那支“生花的”妙笔，将“枯燥的”心理学经典研究变成了一个又一个“引人入胜的”故事。阅读此书，会将你逐渐带入神秘的心理世界，在揭开心理学神秘面纱的同时，也会让你感到心理学将不再“枯燥”、不再“远离实际”，也不再“高不可攀”。同时，阅读这些经典研究，还会让你折服于心理学大师们的绝妙思路和天才的想法。
——天津师范大学心理与行为研究院 (博士、教授、博土生导师) 白学军
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