罗杰·霍克（Roger R. Hock） 博士是美国门多西诺学院（Mendocino College）的心理学教授，在心理学方面有多年教学经验。在教学过程中，他发现大多数心理学教科书因篇幅有限，无法详细介绍作为学科基础的研究过程，于是筹备本书以填补教科书与科学研究之间的沟壑。1992年出版本书的第1版之后，好评如潮且备受关注。霍克站在学科发展的高度，纵观心理学研究的发展历程，精心筛选出对心理学发展影响最大、文献引用较多且至今仍受关注的40项研究，范围涵盖广泛，介绍全面详实。
目錄：
CHAPTER I BIOLOGY AND HUMAN BEHAVIOR 1
READING 1: ONE BRAIN OR TWO? 1
READING 2: MORE EXPERIENCE = BIGGER BRAIN 11
READING 3: ARE YOU A “NATURAL?” 19
READING 4: WATCH OUT FOR THE VISUAL CLIFF! 27
CHAPTER II PERCEPTION AND CONSCIOUSNESS 35
READING 5: TAKE A LONG LOOK 36
READING 6: TO SLEEP, NO DOUBT TO DREAM . . . 42
READING 7: UNROMANCING THE DREAM 49
READING 8: ACTING AS IF YOU ARE HYPNOTIZED 56
CHAPTER III LEARNING AND CONDITIONING 65
READING 9: IT’S NOT JUST ABOUT SALIVATING DOGS! 65
READING 10: LITTLE EMOTIONAL ALBERT 72
READING 11: KNOCK WOOD! 78
READING 12: SEE AGGRESSION . . . DO AGGRESSION! 85
CHAPTER IV INTELLIGENCE, COGNITION, AND MEMORY 93
READING 13: WHAT YOU EXPECT IS WHAT YOU GET 93
READING 14: JUST HOW ARE YOU INTELLIGENT? 100
READING 15: MAPS IN YOUR MIND 110
READING 16: THANKS FOR THE MEMORIES! 117
CHAPTER V HUMAN DEVELOPMENT 126
READING 17: DISCOVERING LOVE 126
READING 18: OUT OF SIGHT, BUT NOT OUT OF MIND 134
READING 19: HOW MORAL ARE YOU? 143
READING 20: IN CONTROL AND GLAD OF IT! 150
CHAPTER VI EMOTION AND MOTIVATION 158
READING 21: A SEXUAL MOTIVATION . . . 158
READING 22: I CAN SEE IT ALL OVER YOUR FACE! 168
READING 23: LIFE, CHANGE, AND STRESS 175
READING 24: THOUGHTS OUT OF TUNE 183
CHAPTER VII PERSONALITY 191
READING 25: ARE YOU THE MASTER OF YOUR FATE? 192
READING 26: MASCULINE OR FEMININE . . . OR BOTH? 199
READING 27: RACING AGAINST YOUR HEART 210
READING 28: THE ONE, THE MANY 217
CHAPTER VIII PSYCHOPATHOLOGY 227
READING 29: WHO’S CRAZY HERE, ANYWAY? 227
READING 30: YOU’RE GETTING DEFENSIVE AGAIN! 235
READING 31: LEARNING TO BE DEPRESSED 242
READING 32: CROWDING INTO THE BEHAVIORAL SINK 249
CHAPTER IX PSYCHOTHERAPY 258
READING 33: CHOOSING YOUR PSYCHOTHERAPIST 258
READING 34: RELAXING YOUR FEARS AWAY 264
READING 35: PROJECTIONS OF WHO YOU ARE 271
READING 36: PICTURE THIS! 278
CHAPTER X SOCIAL PSYCHOLOGY 286
READING 37: A PRISON BY ANY OTHER NAME . . . 287
READING 38: THE POWER OF CONFORMITY 295
READING 39: TO HELP OR NOT TO HELP 300
READING 40: OBEY AT ANY COST? 308
AUTHOR INDEX 318
SUBJECT INDEX 322
內容試閱：
NEW TO THE SIXTH EDITION
This sixth 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 Robert Fantz’s revolutionary discovery of an ingenious method to allow us to study what very young infants “know” from 1961. The second, Philip Zimbardo’s famous Stanford Prison Study from the early 1970s focuses on the powerful and controlling forces some situations can exert over our behavior.
In addition, the Recent Applications sections near the end of the readings have been updated. These sections sample the numerous recent citations of the 40 studies into the 21st century. The 40 studies discussed in this book are referred to in over 1000 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 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 by the 40 studies that comprise this book.
Over the three years since completing the fifth 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, so I have added them in 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 provided a window into the perceptual and thinking abilities of infants. Of course, behavioral scientists have known for decades that infants’ behaviors in relation to the world around them change and develop quickly in many ways. But just what do babies know? How do they think? How skilled are they at perceiving and processing events in their environment? You can imagine this is a difficult research challenge to overcome because infants cannot talk to you about what is going on in their brains. Instead, researchers must infer what infants perceive and how they think from their observable behaviors. In essence, this was how the famous Swiss psychologist, Jean Piaget, who is discussed in Chapter V of this book, formed his theories of early cognitive development in preverbal infants. In the early 1960s, Robert L. Fantz discovered a new way of allowing us to peer inside the perceptions of infants: looking at what they are looking at. It turns out that even very young infants prefer to look at certain objects or events over others. By measuring this behavior, referred to as preferential looking, researchers have been able to study infants’ knowledge and perception in many and varied contexts.
This methodology, along with some enhancements to it also pioneered by Fantz, remains today, nearly 50 years later, the most widely employed technique when psychologists and others wish to study the perceiving, thinking, and knowing processes of infants.
The second study added to this new edition is one of the most wellknown research undertakings in the history of psychology. Many would argue, and rightly so, that perhaps it should have been a mainstay of this book from the beginning. It is Philip Zimbardo’s famous “Stanford Prison Study.” That said, the historical timing is perfect to include this study now because a renewed interest has arisen in this study and the inferences drawn from it over the past several years, due to the high news-profile prisoner scandals in Iraq and various U.S. prisoner policies relating to the ”War on Terror.” In basic psychological theory, two forces determine our behavior in a given situation: our internal, dispositional factors that is, who we are and the influences of the situation in which we are behaving. In his simulated prison study, Zimbardo set out to examine how ordinary people’s behavior might change when placed in a situation that carries with it a great deal of inherent power, in this case, a prison.
All the studies, regardless of vintage, discussed in the upcoming pages have one issue in common: research ethics. One of the most important building blocks 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.
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