This specific ISBN edition is currently not available.View all copies of this ISBN edition:
Note: If you are purchasing an electronic version, MyPsychLab does not come automatically packaged with it. To purchase MyPsychLab, please visit www.mypsychlab.com or you can purchase a package of the physical text and MyPsychLab by searching for ISBN 10: 0205896111 / ISBN 13: 9780205896110.
Psychology: From Inquiry to Understanding strives to empower readers to apply scientific thinking to the psychology of their everyday lives. It accomplishes this by providing the framework students need to go from inquiry to understanding. Its pedagogical features and assessment tools teach students how to test their assumptions and use scientific thinking skills to better understand the field of psychology and the world around them. The Second Canadian edition has been enhanced to provide even more opportunities for students to apply six key principles of scientific thinking to a variety of real-life scenarios.
"synopsis" may belong to another edition of this title.
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 seven books and over 200 journal articles and chapters. Dr. Lilienfeld has also been a participant in Emory University’s “Great Teachers” lecturer series, as well as the Distinguished Speaker for the Psi Chi Honor Society at the American Psychological Association and numerous national conventions.
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 19 books and more than 270 journal articles and chapters, and was recently named on a list of “Top Producers of Scholarly Publications in Clinical Psychology Ph.D. Programs”
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. In 2002 she received the Academic Advancement Program Faculty Recognition Award. She also received a Distinguished Teaching Award from the Psychology Department in UCLA in 2008.
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.
“The tone and level of the exposition seems to be at the right level of complexity for an intro text. As an intro psych textbook is in many ways students first exposure to the ‘wide’ area of psychology, the level of detail and helpful ‘pseudoscience’ approach to this introductory material should help in engaging students. Especially, the approach to provide ‘real’ world examples in the media & internet throughout chapters. This provides good contextual and rational critiques of these many examples (i.e., Psychomythology, Evaluating Claims, Factoids and Fictoids), and should aid in developing students critical thinking skills.”
“This is a unique text that combines content with a discussion of a multitude of myths and fads surrounding Psychology. It is a discipline that is easy to abuse and the authors address these abuses in a straight forward fashion providing scientific evidence to debunk them. What is particularly commendable is that their approach is interesting to both instructors and students....My students enjoy the tone of the text and find the writing level and style suitable. Most indicated they enjoyed the approach of the authors in evaluating the pseudoscience critically. This keeps their interest levels high.”
--Greg Tyndall, College of New Caledonia
“I already use the text for my course and I love it. The primary reason is that it encourages students to think critically about science vs. pseudoscience issues, and this approach makes the learning of psychology less of a purely academic exercise and more of applying what is learned to real issues that students face in their everyday lives. The text does an excellent job of making psychology relevant, especially to students who are not psychology majors.”
--Paul Siakaluk, University of Northern British Columbia
“Judging by the table of contents and short clips on the website above I think that this [MyPsychLab Video Series] is far better than anything else provided by other publishers. Most videos provided by other publishers are dated and uninteresting. If this Pearson offering is at an appropriate level for Intro students then it should be a welcome addition.”
--Trevor Hamilton, Grant MacEwan University
"About this title" may belong to another edition of this title.
Book Description Pearson Education Canada, 2013. Hardcover. Condition: New. Still in plastic wrap. Seller Inventory # XR-IU67-YP8U