《改变心理学的40项研究(第5版)(英文版)》是一部系统介绍心理学历史上40项经典研究的经典之作。自1992年初版以来，一直是备受推崇的畅销书。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“引人入的胜”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。
《改变心理学的40项研究(第5版)(英文版)》共包括心理学的十个领域，每个领域选取了四项研究。其中的每一项研究，作者是按相同的结构加以介绍的，具体有一个非常具有吸引力的题目、研究的原始出处、研究的背景、理论假设、研究方法、研究结果、讨论、结果的意义、批评、最近的应用和参考文献。
《改变心理学的40项研究(第5版)(英文版)》介绍的这些经典研究，无论对于一名心理学的初学者，还是对于以心理学为终身从事职业的专业工作者，无疑都是很重要的。
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。 白学军 天津师范大学心理与行为研究院 （博士、教授、博士生导师）
中国有句老话：路遥知马力，日久见人心。还有一句俗话：好酒得够年头。虽然都是经验之谈，但是包含了人生的宾谛。选择读什么样的书，何尝不是如此？
书是人类的朋友，读好书，就是与好人交朋友，让人进步。那么什么是好书呢？可能每个人都有自己的看法。但经典著作肯定是好书中的好书。通过读经典著作，会给人智慧的启迪，促进其思考，激发其探究事物或现象本质的动力。
心理学是一门研究心理现象和规律的科学。在100多年的发展中，已经取得了大量的成果。其中一些研究堪称经典，并成为构筑当代科学心理学大厦的“栋梁之材”或“基石”。学习和掌握这些经典研究，无论对于一名心理学的初学者，还是对于以心理学为自己终身从事职业的专业工作者，无疑都是很重要的。
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。
《改变心理学。的40项研究》（第5版）一书，共包括心理学的十个领域，每个领域选取了四项研究。
（美）罗杰·霍克，是Mondocino College 的心理学教授。
PREFACE xiii 前 言
1 BIOLOGY AND HUMAN BEHAVIOR 1 生物学与人类行为
ONE BRAIN OR TWO? 1 一个脑还是两个脑？
Gazzaniga, M. S. (1967). The split brain in man. Scientific American, 217(2),24–29.
MORE EXPERIENCE = BIGGER BRAIN? 11 丰富的经历=更大的大脑？
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”吗？
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 小心视崖！
Gibson, E. J., & Walk, R. D. (1960). The “visual cliff.” Scientific American, 202(4),
67–71.
2 PERCEPTION AND CONSCIOUSNESS 34 知觉和意识
WHAT YOU SEE IS WHAT YOU’VE LEARNED 35 所见即所学
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，毫无疑问会做梦??
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 梦，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 行动，如同被催眠了一样
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 学习和条件反射
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 情绪化的小阿尔伯特
Watson, J. B., & Rayner, R. (1920). Conditioned emotional responses. Journal of Experimental Psychology, 3, 1–14.
KNOCK WOOD! 77 敲敲木头
Skinner, B. F. (1948). Superstition in the pigeon. Journal of Experimental Psychology,38, 168–172.
SEE AGGRESSION . . . DO AGGRESSION! 84 观察到攻击行为??做出攻击行为
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、认知和记忆
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 你在哪方面更聪明？
Gardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York: Basic Books.
MAPS IN YOUR MIND 109 心中的地图
Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55,189–208.
THANKS FOR THE MEMORIES! 116 感谢记忆！
Loftus, E. F. (1975). Leading questions and the eyewitness report. Cognitive Psychology,7, 560–572.
5 HUMAN DEVELOPMENT 126 人的发展
DISCOVERING LOVE 126 爱的发现
Harlow, H. F. (1958). The nature of love. American Psychologist, 13, 673–685.
OUT OF SIGHT, BUT NOT OUT OF MIND 134 眼不见，不一定心不烦
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 让你愉快的控制力
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 情绪和动机
A SEXUAL MOTIVATION . . . 158 性动机
Masters, W. H., & Johnson, V. E. (1966). Human sexual response. Boston: Little,Brown.
I CAN SEE IT ALL OVER YOUR FACE! 168 我能读懂你的脸！
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、变化和应激
Holmes, T. H., & Rahe, R. H. (1967). The Social Readjustment Rating Scale. Journal of Psychosomatic Research, 11, 213–218.
THOUGHTS OUT OF TUNE 183 认知失调
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 你能主宰自己的命运吗？
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??还是双性化？
Bem, S. L. (1974). The measurement of psychological androgyny. Journal of Consulting and Clinical Psychology, 42, 155–162.
RACING AGAINST YOUR HEART 209 和心脏赛跑
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 个人与集体
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 心理病理学
WHO’S CRAZY HERE, ANYWAY? 226 这儿，谁是疯子？
Rosenhan, D. L. (1973). On being sane in insane places. Science, 179, 250–258.
YOU’RE GETTING DEFENSIVE AGAIN! 234 你再次获得防御！
Freud, A. (1946). The ego and the mechanisms of defense. New York: International Universities Press.
LEARNING TO BE DEPRESSED 242 习得性抑郁
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 拥挤导致行为失常
Calhoun, J. B. (1962). Population density and social pathology. Scientific American,206(3), 139–148.
9 PSYCHOTHERAPY 258 心理治疗
CHOOSING YOUR PSYCHOTHERAPIST 258 为自己挑选心理治疗师
Smith, M. L., & Glass, G. V. (1977). Meta-analysis of psychotherapy outcome studies.
American Psychologist, 32, 752–760.
RELAXING YOUR FEARS AWAY 264 缓解你的恐惧心理
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 编个故事吧！
Murray, H. A. (1938). Explorations in personality (pp. 531–545). New York: Oxford University Press.
10 SOCIAL PSYCHOLOGY 287 社会心理学
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 从众的力量
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5),31–35.
TO HELP OR NOT TO HELP 300 你会伸出援手吗？
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 无条件服从？
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 主题索引
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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