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Psychology: From Inquiry to Understanding, 3ce, teaches students how to test their assumptions, and motivates them to use scientific thinking skills to better understand the field of psychology in their everyday lives. By applying scientific thinking, students can more intelligently evaluate claims about both laboratory research and daily life. In the end, students will emerge with the “psychological smarts,” or open-minded skepticism, needed to distinguish psychological misinformation from credible, useful psychological information.
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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 completed his clinical internship at Western Psychiatric Institute and Clinic in Pittsburgh, Pennsylvania, from 1986 to 1987. He was Assistant Professor in the Department of Psychology at SUNY Albany from 1990 to 1994 and now is Professor of Psychology at Emory University. He is a Fellow of the Association of Psychological Science and was the recipient of the 1998 David Shakow Award from Division 12 (Clinical Psychology) of the American Psychological Association for Early Career Contributions to Clinical Psychology. Most recently, he received the James McKeen Cattell Award from the Association for Psychological Science for outstanding career contributions to applied psychology. Dr. Lilienfeld is a past president of the Society for a Science of Clinical Psychology within Division 12 and is current president of the Society for the Scientific Study of Psychopathy. He is the founder and editor of the Scientific Review of Mental Health Practice, Associate Editor of the Journal of Abnormal Psychology, and a regular columnist for the Scientific American Mind magazine. He has authored or coauthored seven books and over 300 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 other 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 completed an NIMH Postdoctoral Fellowship at Lafayette Clinic, Detroit, Michigan, in 1976 and is now Distinguished 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 American Psychological Association and the American Psychological Society, 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 300 other publications, and was named on a list of “Top Producers of Scholarly Publications in Clinical Psychology Ph.D. Programs” (2000—2004/Stewart, Wu, & Roberts, 2007, Journal of Clinical Psychology ). Dr. Lynn is the founder and editor of Psychology of Consciousness: Theory, Research, and Practice (APA), and he has served on 11 other editorial boards, including the Journal of Abnormal Psychology. Dr. Lynn’s research has been supported by the National Institute of Mental Health and the Ohio Department of Mental Health.
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 and Core Faculty in Linguistics at Emory University. At Emory, she is Director of the Emory Child Study Center and Associate Director of the Centre for Mind, Brain, and Culture. Her research focuses on the origins and development of verbal and nonverbal symbol use in young children, sound symbolism in natural language, and the role of comparison in conceptual development.
Nancy J. Woolf received her B.S. in psychobiology at UCLA in 1978 and 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 at UCLA in 2008. Dr. Woolf is currently on the editorial boards of Science and Consciousness Review and Journal of Nanoneuroscience.
Ken 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. He has been honoured with various teaching awards at the local, provincial, and national level, including the Ontario Confederation of University Faculty Association’s Teaching Award, and in 2009, the prestigious 3M National Teaching Fellowship. His research interests include topics in 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 an assistant professor in the department of psychology at Grant MacEwan University in Edmonton, Alberta. His research focuses on the social and applied psychology of music, and he is the founder of a social psychology and music research program at MacEwan. Dr. Schmaltz has a keen interest in pseudoscientifi c thinking and has taught courses and given presentations to the public on pseudoscience, with a focus on alternative medicine. He is the past chair of the Research Ethics Board at MacEwan, and is involved in research on the feasibility of centralized research ethics review boards and strategies to improve the consent process in clinical trials.
