Psychology: From Inquiry to Understanding, First Canadian Edition with MyPsychLab

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9780205802050: Psychology: From Inquiry to Understanding, First Canadian Edition with MyPsychLab

Lilienfeld provides the framework students need to go from inquiry to understanding.  By encouraging students to question, and teaching students how to test their assumptions, Lilienfeld motivates students to use scientific thinking skills to better understand the complex world of modern psychology.

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About the Author:

Scott O. Lilienfeld received his B.A. in Psychology from Cornell University in 1982 and his Ph.D. in Clinical Psychology from the University of Minnesota in 1990. He is now Professor of Psychology at Emory University. He recently was appointed a Fellow of the APS, and was the recipient of the 1998 David Shakow Award from Division 12 of the APA for Early Career Contributions to Clinical Psychology.  Dr. Lilienfeld is a past president of the Society for a Science of Clinical Psychology within Division 12. He is the founder and editor of the Scientific Review of Mental Health Practice, Associate Editor of Applied and Preventive Psychology, and a regular columnist for Scientific American Mind magazine.  He has authored or co-authored six books and over 160 journal articles and chapters. 


Steven Jay Lynn received his B. A. in Psychology from the University of Michigan, and his Ph.D. in Clinical Psychology from Indiana University.  He is now Professor of Psychology at Binghamton University (SUNY), where he is the director of the Psychological Clinic.  Dr. Lynn is a Fellow of numerous professional organizations, including the APA and the APS and he was the recipient of the Chancellor's Award of the State University of New York for Scholarship and Creative Activities. Dr. Lynn has authored or edited 17 books, and authored more than 230 journal articles and chapters.


Laura L. Namy received her B. A. in Philosophy and Psychology from Indiana University in 1993 and her doctorate in Cognitive Psychology at Northwestern University in 1998. She is now Associate Professor of Psychology at Emory University. She is also coordinator of the joint major in Psychology and Linguistics, and the director of the graduate program in Cognition and Development at Emory. Her research focuses on the origins and development of verbal and non-verbal symbol use in young children, and the role of comparison in conceptual development.

Nancy J. Woolf received her Ph.D. in Neuroscience at UCLA School of Medicine in 1983. She is Adjunct Professor in the Department of Psychology at UCLA. Her specialization is behavioral neuroscience and her research spans the organization of acetylcholine systems, neural plasticity, memory, neural degeneration, Alzheimer’s disease, and consciousness. In 1990 she won the Colby Prize from the Sigma Kappa Foundation, awarded for her achievements in scientific research in Alzheimer’s disease.

 

Kenneth Cramer received his Ph.D. at the University of Manitoba in 1995. He is a full professor in the Department of Psychology at the University of Windsor in Southwestern Ontario, Canada. He has been honoured with various teaching awards at the local, provincial, and national level, including the Ontario Confederation of University Faculty Associations Teaching Award, and in 2009, the prestigious 3M National Teaching Fellowship. His research interests include topics in both personality and social psychology, as well as issues in education such as the impact of Maclean’s rankings on student welfare and innovative classroom techniques such as the nonlinear lecture style and the efficacy of learning modules and classroom voting devices.


 Rodney Schmaltz received his Ph.D. at the University of Alberta in 2007.  He is a member of the Department of Psychology and Chair of the Research Ethics Board at Grant MacEwan University in Edmonton, Alberta.  His research interests include topics in the social and applied psychology of music, such as how popular music is an expression of social and self-identity.   He is also involved in research on the feasibility of centralized research ethics review boards and has conducted work investigating how to improve the consent process in clinical trials.

Review:

An introductory psychology text with a particularly strong emphasis placed on recent evidence derived via the scientific method and critically evaluating theories and research findings.  The writing is clear and engaging and the depth of coverage is good to excellent for most chapters.

-         Professor, University of Saskatchewan

 

Well written with excellent use of examples.  There are a lot of opportunities for students to interact with the material, and for the instructor to use in soliciting greater class participation.

-         Professor, University of Winnipeg

 

I like the previews and Think Again sections.  Overall, the important topics are covered, and important to me are opportunities for students to critically analyze the information in the chapters. The examples are excellent, and the organization provides students with enough opportunity to reflect on what they just read.

-         Louis Svenningsen, University of Manitoba

 

Lilienfeld is clearly written with a strong framework.  The use of six flags I think is quite valuable (and) ..  to repeatedly show different examples of them throughout the text and in different areas I think is a very good way of drilling home critical information. Writing style is clearly superior...No matter how good a text is in my opinion, if students don’t read it, the value is lost.  I think that the tone and accessibility of this text would be excellent for my students.

-         Mark Holder, University of British Columbia at Okanagan

 

This book does a really good job of explaining the current state of knowledge on issues that students will find interesting.  This book will get students excited about psychology, because it emphasizes scientific thinking about current issues, not just the history of the discipline.

-         Sonya Major, Acadia University

 

 

I believe the students will like the style, and will be engaged by the examples and illustrations that are provided.  They will like the exercises, and the frequent illustrations for how insights from memory research can be used to improve learning and memory in and out of the classroom. I am impressed with how the authors have managed to cover the most critical issues in memory research.  Well done!

 

I also like the prologue, pretty much as it is.  It is comprehensive yet not too long, giving a good overview of where psychology came from as well as an indication of what it is today.  It captures the complexity of the discipline, and its reach into nearly every aspect of life.  I also like the seaction called the great debates, a nice way to eng the chapter by focusing on the really profound questions that drive the field and that serve to challenge eve the most creative minds.

-        Peter Graf, University of British Columbia

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Schmaltz, Rodney, Cramer, Kenneth, Woolf, Nancy J., Namy, Laura L., Lynn, Steven J, Lilienfeld, Scott O.
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