Psychology: From Inquiry to Understanding, Second Canadian Edition, DSM-5 Update Edition (2nd 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.

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.