Psychology (Australian and New Zealand edition), 3rd Edition
By Douglas A. Bernstein, Julie Ann Pooley, Lynne Cohen, Stephen Provost, Jacquelyn Cranney, Bethanie Gouldthorp and Neil Drew
Contents
Features List Xii
Guide To The Text Xiii
Guide To The Online Resources Xvii
Preface Xix
About The Authors Xxi
Acknowledgements Xxiii
CHAPTER 1 INTRODUCING PSYCHOLOGY 2
1.1 The world of psychology: an overview. . . . . . . . . . . . . . . . 4
Subfields of psychology 4
Linkages within psychology and beyond 10
1.2 A brief history of psychology . . . . . . . . . . . . . . . . . . . . . . . 13
Wundt and the structuralism of Titchener 13
Gestalt psychologists 14
Freud and psychoanalysis 14
William James and functionalism 15
John B. Watson and behaviourism 15
Psychology today 16
1.3 Approaches to the science of psychology. . . . . . . . . . . . 17
Biological approach 17
Evolutionary approach 18
Psychodynamic approach 18
Behavioural approach 19
Cognitive approach 19
Humanistic approach 20
1.4 Human diversity and psychology . . . . . . . . . . . . . . . . . . . 21
Impact of sociocultural diversity on psychology 22
1.5 Studying and working in psychology in
Australia and New Zealand. . . . . . . . . . . . . . . . . . . . . . . . . 24
Psychological literacy and the Accreditation
Standards: Foundational graduate competencies (Level 1) 25
Careers in psychology 28
CHAPTER 2 RESEARCH IN PSYCHOLOGY 36
2.1 Thinking critically about psychology. . . . . . . . . . . . . . . . 38
Critical thinking and scientific research 40
Role of theories 41
2.2 Research methods in psychology. . . . . . . . . . . . . . . . . . . 42
Observational methods 43
Case studies: taking a closer look 44
Surveys: looking at the big picture 45
Correlational studies: looking for relationships 47
Experiments: exploring cause and effect 48
Selecting human participants for research 52
Qualitative methodology 53
Linkages: Psychological research methods and behavioural genetics 54
2.3 Statistical analysis of research results. . . . . . . . . . . . . . . 57
Descriptive statistics 58
Statistics and research methods as tools in
critical thinking 61
2.4 Ethical guidelines for psychologists. . . . . . . . . . . . . . . . . 62
Ethical conduct with humans 63
Ethical research with animals 64
CHAPTER 3 BIOLOGICAL ASPECTS OF PSYCHOLOGY 72
3.1 Nervous system. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Cells of the nervous system 75
Action potential 76
Synapses and communication between neurons 78
Organisation and functions of the nervous system 80
3.2 Peripheral nervous system. . . . . . . . . . . . . . . . . . . . . . . . . 82
Somatic nervous system 82
Autonomic nervous system 83
3.3 Central nervous system. . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Spinal cord 84
Brain 85
Focus on research: Manipulating genes in animal
models of human disease 90
Cerebral cortex 92
Exploring the brain 96
Thinking critically: What can fMRI tell
us about behaviour and mental processes? 98
The divided brain in a unified self 100
Plasticity in the central nervous system 103
Linkages: Human development and the
changing brain 106
3.4 Chemistry of psychology. . . . . . . . . . . . . . . . . . . . . . . . . . 108
Main classes of neurotransmitters 109
3.5 Endocrine system. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Hormones 112
Role of the brain 113
Feedback systems 114
CHAPTER 4 SENSATION AND PERCEPTION 124
4.1 Sensory systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
How we sense 126
The problem of encoding 127
Absolute thresholds: is something out there? 128
Linkages: Sensation and biological aspects of
psychology 129
Signal detection theory 130
Judging differences: has anything changed? 131
Magnitude estimation: how intense is that? 131
4.2 Hearing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Sound 132
The ear 134
4.3 Vision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Light 139
Focusing light 140
Converting light into images 141
Seeing colour 143
Interaction of the senses: synaesthesia 146
4.4 Chemical senses: smell and taste . . . . . . . . . . . . . . . . . . 148
Olfaction 148
Gustation 150
Smell, taste and flavour 151
4.5 Sensing your body. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Touch and temperature 153
Pain 154
Thinking critically: Does acupuncture
relieve pain? 156
Proprioception: sensing body position 157
Focus on research: The case of the mysterious
spells 159
4.6 Perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
The perception paradox 161
Three approaches to perception 162
4.7 Organising the perceptual world. . . . . . . . . . . . . . . . . . . 163
Basic processes in perceptual organisation 164
Perception of location and distance 166
Perception of motion 169
Perceptual constancy 170
4.8 Recognising the perceptual world. . . . . . . . . . . . . . . . . . 172
Bottom-up processing 173
Top-down processing 174
Network processing 176
Culture, experience and perception 177
Linkages: Perception and human development 178
4.9 Attention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Directing attention 180
Ignoring information 180
Dividing attention 181
Attention and automatic processing 182
Attention and the brain 182
CHAPTER 5 CONSCIOUSNESS 194
5.1 Scope of consciousness. . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Functions of consciousness 197
Levels of consciousness 197
Mental processing without awareness 199
Thinking critically: Can subliminal messages
change your behaviour? 201
Focus on research: Subliminal messages in
popular music 202
Neuropsychology of consciousness 203
5.2 Sleeping and dreaming. . . . . . . . . . . . . . . . . . . . . . . . . . . .205
Stages of sleep 205
Why do people sleep? 206
Sleep disorders 209
Dreams and dreaming 212
5.3 Hypnosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Experiencing hypnosis 214
Explaining hypnosis 215
Applications of hypnosis 217
Linkages: Meditation, health and stress 217
5.4 Psychoactive drugs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Psychopharmacology 219
Drug abuse 219
Expectations and drug effects 221
CNS depressant drugs 221
CNS stimulating drugs 223
Hallucinogenic drugs 226
Thinking critically: Is marijuana dangerous? 228
CHAPTER 6 LEARNING 248
6.1 Learning about stimuli. . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Habituation and sensitisation 250
Opponent process theory 250
Learnt association 251
6.2 Classical conditioning: learning signals
and associations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Pavlov’s discovery 252
Conditioned responses over time 253
Stimulus generalisation and discrimination 254
Signalling of significant events 255
Some applications of classical conditioning 258
6.3 Operant conditioning: learning the
consequences of behaviour . . . . . . . . . . . . . . . . . . . . . . . 261
From the puzzle box to the Skinner box 261
Basic components of operant conditioning 262
Forming and strengthening operant behaviour 265
Why reinforcers work 269
Punishment 270
Some applications of operant conditioning 272
Linkages: Neural networks and learning 273
6.4 Cognitive processes in learning. . . . . . . . . . . . . . . . . . . . 275
Learnt helplessness 276
Focus on research: An experiment on human
helplessness 276
Latent learning and cognitive maps 277
Insight and learning 278
Observational learning: learning by imitation 279
Thinking critically: Does watching violence
on television make people more violent? 281
6.5 Using research on learning to help people learn. . . . . 283
Skill learning 283
CHAPTER 7 MEMORY 294
7.1 The nature of memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Basic memory processes 295
Types of memory 297
Explicit and implicit memory 298
Models of memory 298
7.2 Storing new memories. . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Sensory memory 302
Short-term memory and working memory 302
Long-term memory 306
Distinguishing between short-term and
long-term memory 308
7.3 Retrieving memories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Retrieval cues and encoding specificity 309
Context and state dependence 309
Focus on research: I could swear
I heard it! 310
Retrieval from semantic memory 311
7.4 Constructing memories. . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Relating semantic and episodic memory: PDP models 314
Schemas 314
Linkages: Memory, perception and eyewitness
testimony 316
7.5 Forgetting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
How do we forget? 319
Why do we forget? The roles of decay and interference 320
Thinking critically: Can traumatic memories
be repressed and then recovered? 322
Collective memories and forgetting 325
Prospective memory 326
Ageing and memory 326
Other interesting phenomena 327
7.6 Biological bases of memory . . . . . . . . . . . . . . . . . . . . . . . 328
Biochemistry of memory 328
Brain structures and memory 330
7.7 Improving your memory. . . . . . . . . . . . . . . . . . . . . . . . . . . 333
Mnemonic strategies 333
Guidelines for more effective studying 334
Reading a textbook 335
Lecture notes 336
Design for memory 337
CHAPTER 8 THOUGHT, LANGUAGE AND INTELLIGENCE 352
8.1 Basic functions of thought. . . . . . . . . . . . . . . . . . . . . . . . . 353
Circle of thought 353
8.2 Mental representations. . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Concepts 356
Propositions 357
Schemas, scripts and mental models 357
Images and cognitive maps 360
8.3 Thinking strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Formal reasoning 361
Informal reasoning 362
8.4 Problem-solving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Strategies for problem-solving 365
Obstacles to problem-solving 366
Building problem-solving skills 369
Problem-solving by computer 370
Computer-assisted problem-solving 372
Creative thinking 372
8.5 Decision-making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Evaluating options 374
Biases and flaws in decision-making 375
Linkages: Group processes in problem-solving
and decision-making 376
8.6 Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Development of language 379
How is language acquired? 380
8.7 Understanding intelligence. . . . . . . . . . . . . . . . . . . . . . . . 383
Psychometric approach 384
Information-processing model 385
Triarchic theory of intelligence 386
Multiple intelligences 386
8.8 Testing intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Intelligence tests today 391
Aptitude and achievement measures 393
8.9 Evaluating intelligence tests. . . . . . . . . . . . . . . . . . . . . . . 395
Statistical reliability 395
Statistical validity 396
Linkages: Emotionality and the measurement
of cognitive abilities 398
Innate and environmental influences on IQ 399
Conditions that can raise IQ 403
IQ in the classroom 404
Thinking critically: Are intelligence tests unfairly biased against certain groups? 406
Focus on research: Tracking cognitive abilities over the life span 407
8.10 Diversity in intelligence. . . . . . . . . . . . . . . . . . . . . . . . . . 410
Unusual intelligence 410
CHAPTER 9 MOTIVATION AND EMOTION 430
9.1 Concepts and theories of motivation. . . . . . . . . . . . . . . 431
Sources of motivation 432
Instinct doctrine and its descendants 432
Drive reduction theory 435
Arousal theory 436
Incentive theory 437
9.2 Hunger and eating. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Biological signals for hunger and satiation 438
Hunger and the brain 439
Flavour, sociocultural experience and food selection 440
Unhealthy eating 442
9.3 Sexual behaviour. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
Focus on research: A survey of human
sexual behaviour 448
Biology of sex 449
Social and cultural factors in sexuality 450
Sexual orientation 451
Thinking critically: What shapes sexual
orientation? 452
9.4 Achievement motivation. . . . . . . . . . . . . . . . . . . . . . . . . . 455
Need for achievement 455
Achievement and success in the workplace 457
Achievement and wellbeing 458
Relations and conflicts among motives 459
Linkages: Conflicting motives and stress 461
Opponent processes, motivation and emotion 462
9.5 Nature of emotion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Defining characteristics 463
Biology of emotion 464
9.6 Theories of emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
James’ peripheral theory 468
Cannon’s central theory 471
Cognitive theories of emotion 472
9.7 Communicating emotion. . . . . . . . . . . . . . . . . . . . . . . . . . 474
Innate expressions of emotion 475
Social and cultural influences on emotional expression 475
CHAPTER 10 HUMAN DEVELOPMENT 494
10.1 Exploring human development. . . . . . . . . . . . . . . . . . . 496
Genes and the environment 496
10.2 Beginnings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 499
Prenatal development 499
The newborn 501
10.3 Infancy and childhood: cognitive development . . . . 504
Changes in the brain 505
Development of knowledge: Piaget’s theory 505
Modifying Piaget’s theory 509
Information processing during childhood 511
Linkages: Development and memory 512
The social world and cognitive development 512
Individual variations in cognitive development 513
10.4 Infancy and childhood: social
and emotional development . . . . . . . . . . . . . . . . . . . . . 516
Individual temperament 517
Attachment 519
Thinking critically: Does day care harm
the emotional development of infants? 522
Relationships with parents and peers 523
Focus on research: Exploring developing minds 527
Gender roles 528
Risk and resilience 531
10.5 Adolescence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 532
Changes in body, brain and thinking 532
Adolescent feelings and behaviour 533
Identity and development of the self 536
Moral development 538
10.6 Adulthood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 540
Physical changes 540
Cognitive changes 541
Social changes 543
Longevity, death and dying 547
CHAPTER 11 HEALTH, STRESS AND COPING 568
11.1 Health psychology: stress and stressors. . . . . . . . . . . 569
Health psychology 569
Understanding stress and stressors 571
Psychological stressors 571
Measuring stressors 572
11.2 Stress responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 574
Physical responses 574
Psychological responses 576
Linkages: Stress and psychological disorders 578
11.3 Stress mediators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 579
How stressors are perceived 580
Predictability and control 580
Coping resources and coping methods 581
Social support 582
Stress, personality and gender 584
Focus on research: Personality and health 586
11.4 Physiology and psychology of health and illness . . . . . 587
Stress, illness and the immune system 587
Stress, illness and the cardiovascular system 589
Thinking critically: Does hostility increase
the risk of heart disease? 589
11.5 Promoting healthy behaviour. . . . . . . . . . . . . . . . . . . . . 591
Health beliefs and health behaviours 592
Changing health behaviours: stages of readiness 592
Programs for coping with stress and promoting health 593
CHAPTER 12 PERSONALITY 606
12.1 Psychodynamic approach. . . . . . . . . . . . . . . . . . . . . . . . 607
Structure and development of personality 608
Variations on Freud’s personality theory 611
Contemporary psychodynamic theories 612
Evaluating the psychodynamic approach 612
12.2 Trait approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614
Traits versus types 614
Allport’s trait theory 615
Five-factor personality model 615
Biological trait theories 616
Evaluating the trait approach 618
Thinking critically: Are personality traits inherited? 619
12.3 Social-cognitive approach . . . . . . . . . . . . . . . . . . . . . . . 621
Historical basis of the social-cognitive approach 621
Prominent social-cognitive theories 622
Evaluating the social-cognitive approach 624
12.4 Humanistic approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . 625
Prominent humanistic theories 626
Evaluating the humanistic approach 628
Linkages: Personality, culture and
human development 629
Focus on research: Personality
development over time 630
12.5 Assessing personality. . . . . . . . . . . . . . . . . . . . . . . . . . . . 632
Projective personality measures 632
Non-projective personality measures 633
Personality tests and employee selection 635
CHAPTER 13 PSYCHOLOGICAL DISORDERS AND TREATMENT 646
13.1 Defining and explaining psychological disorders. . . . . 648
What is abnormal? 649
Behaviour in context: a practical approach 650
Explaining psychological disorders 651
Biopsychosocial approach 651
Diathesis-stress as an integrative explanation 654
13.2 Classifying psychological disorders. . . . . . . . . . . . . . . 655
A classification system: DSM-5 656
Thinking critically: Is psychological
diagnosis biased? 658
Anxiety disorders 660
Linkages: Anxiety disorders and learning 664
Somatic symptom and related disorders 665
Dissociative disorders 667
Affective disorders 668
Schizophrenia 672
Personality disorders 677
Focus on research: Exploring links between
child abuse and antisocial personality disorder 678
Additional psychological disorders 680
Mental illness and the law 684
13.3 Approaches to treatment of psychological
disorders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 686
Basic features of treatment 686
Psychodynamic psychotherapy 687
Humanistic psychotherapy 689
Behaviour therapy 691
Group, family and couples therapy 698
Evaluating psychotherapy 700
Thinking critically: Are all forms of
therapy equally effective? 701
13.4 Biological treatments. . . . . . . . . . . . . . . . . . . . . . . . . . . . 706
Psychosurgery 706
Electroconvulsive therapy 706
Psychoactive medications 708
Medications and psychotherapy 712
Linkages: Biological aspects of psychology
and the treatment of psychological disorders 713
13.5 Community psychology: from treatment
to prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 714
Community mental health 714
Other factors 715
CHAPTER 14 SOCIAL PSYCHOLOGY 738
14.1 Social influences on the self. . . . . . . . . . . . . . . . . . . . . . 740
Social comparison 740
Focus on research: Self-esteem
and the ultimate terror 741
Social norms 742
Linkages: Motivation and the presence of others 743
Social identity theory 744
Social perception 744
14.2 Forming and changing attitudes. . . . . . . . . . . . . . . . . . 750
Forming attitudes 750
Changing attitudes 750
14.3 Prejudice and stereotypes. . . . . . . . . . . . . . . . . . . . . . . . 754
Theories of prejudice and stereotyping 755
Reducing prejudice 757
14.4 Interpersonal attraction . . . . . . . . . . . . . . . . . . . . . . . . . 759
Keys to attraction 759
Intimate relationships and love 761
14.5 Social impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 764
Social norms 764
Conformity and compliance 765
Obedience 769
14.6 Aggression. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 774
Why are people aggressive? 774
When are people aggressive? 777
Thinking critically: Do violent video games
make people more aggressive? 778
14.7 Altruism and helping behaviour. . . . . . . . . . . . . . . . . . . 782
Why do people help? 783
14.8 Cooperation, competition and conflict. . . . . . . . . . . . 787
Social dilemmas 788
Promoting cooperation 789
Interpersonal conflict 789
Group processes 790
Linkages: Biological and social psychology 793
CHAPTER 15 CULTURE AND PSYCHOLOGY 810
15.1 What is culture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811
Dimensions of culture 812
Culture and identity 815
15.2 Psychology, culture and health. . . . . . . . . . . . . . . . . . . 819
Importance of culture to health 821
Does ‘normal’ cross cultures? 822
15.3 Cultural contact. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 824
Issues with cultural contact 826
Thinking critically: Is ethnic prejudice too
ingrained ever to be eliminated? 828
Consequences of cultural contact 829
15.4 Focus on cultural and cross-cultural
research methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 832
Cultural and cross-cultural researchers 833
CHAPTER 16 INDIGENOUS PSYCHOLOGY 842
16.1 What do we mean by indigenous peoples?. . . . . . . . . 844
Health and wellbeing of indigenous peoples 844
Why is it important to differentiate indigenous
peoples in the study of psychology? 846
16.2 Indigenous peoples of Australia and New Zealand. . . . 848
Aboriginal and Torres Strait Islander peoples 848
Māori peoples 855
16.3 What is indigenous psychology? . . . . . . . . . . . . . . . . . . 860
Indigenous psychology in Australia 861
Indigenous psychology in New Zealand 861
16.4 Working with indigenous peoples. . . . . . . . . . . . . . . . . 863
Developing indigenous cultural competence 864
Psychological and mental health assessment and
indigenous peoples 866
Focus on research: Strategies
for remembering in the Australian landscape 867
16.5 Focus on indigenous research methods . . . . . . . . . . . 869
Decolonising Australian psychological research 870
Decolonising New Zealand psychological research 871
Australian Psychological Society apology 873
CHAPTER 17 NEUROPSYCHOLOGY (ONLINE) 17-2
17.1 Foundations of neuropsychology. . . . . . . . . . . . . . . . . . . .17-3
A brief history of neuropsychology 17-5
Modules and networks 17-6
Lesion analysis 17-7
Neuropsychological assessment 17-8
Training for neuropsychology 17-8
17.2 Mechanisms of brain dysfunction . . . . . . . . . . . . . . . . . . .17-9
Cerebral infarcts 17-9
Traumatic brain injury 17-10
Neurodegenerative diseases 17-11
17.3 Neuropsychological disorders . . . . . . . . . . . . . . . . . . . . .17-12
Amnestic disorders 17-12
Consciousness disturbances 17-14
Thinking critically: Can someone be partially
paralysed and not know it? 17-16
Perceptual disturbances 17-17
Focus on research: Studying hemineglect 17-20
Linkages: Language disorders and the brain 17-21
Movement disorders 17-23
Dementia 17-24
CHAPTER 18 BEHAVIOURAL GENETICS (ONLINE) 18-2
18.1 The biology of genetics and heredity. . . . . . . . . . . . . . . 18-3
18.2 A brief history of genetic research in psychology . . . . 18-4
18.3 The focus of research in behavioural genetics. . . . . . . 18-5
18.4 Genetic factors in psychology. . . . . . . . . . . . . . . . . . . . . . 18-6
Genetic influences over the life span 18-6
Genes affecting multiple traits 18-7
Identifying genes related to behaviour 18-7
18.5 Behavioural genetics and environmental influences. . . 18-8
CHAPTER 19 STATISTICS IN PSYCHOLOGICAL RESEARCH (ONLINE) 19-2
19.1 Describing data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-3
The histogram 19-3
19.2 Descriptive statistics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-4
N 19-4
Measures of central tendency 19-5
Measures of variability 19-5
19.3 The normal distribution. . . . . . . . . . . . . . . . . . . . . . . . . . . 19-6
Correlation 19-7
19.4 Inferential statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19-8
Differences between means: the t test 19-8
Beyond the t test 19-10
Appendix A: Careers For Psychology Graduates (Online) 20-2
Appendix B: Searching Psychology Databases (Online) 21-2
Name Index N-1
Subject Index S-1