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This text is about doing science and the active process of reading, learning, thinking, generating ideas, designing experiments, and the logistics surrounding each step of the research process. In easy-to-read, conversational language, Kim MacLin teaches students experimental design principles and techniques using a tutorial approach in which students read, critique, and analyze over 75 actual experiments from every major area of psychology. She provides them with real-world information about how science in psychology is conducted and how they can participate. Recognizing that students come to an experimental design course with their own interests and perspectives, MacLin covers many subdisciplines of psychology throughout the text, including IO psychology, child psychology, social psychology, behavioral psychology, cognitive psychology, clinical psychology, health psychology, educational/school psychology, legal psychology, and personality psychology, among others. Part I of the text is content oriented and provides an overview of the principles of experimental design. Part II contains annotated research articles for students to read and analyze. New sections on how to critically evaluate media reports of scientific findings (in other words, how to identify ‘fake news’), authorship guidelines and decisions, survey research methods and AI tools have been included. Further, expanded information on the Open Science movement, and on ethics in research, and methods to achieve clarity and precision in thinking and writing are included. This edition is up to date with the latest APA Publication Manual (7th edition) and includes an overview of the bias-free language guidelines, the use of singular "they," and an ethical compliance checklist.. This text is essential reading for students and researchers interested in and studying experimental design in psychology.
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework.
Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores the pros and cons of computer-assisted learning.
In this book, two psychologists apply principles of cognitive psychology to understanding reading. Unlike most other books on the subject, this one presents a consistent theoretical point of view and applies it to the acquisition of reading and what the skilled reader does.The first part of The Psychology of Reading covers perceptual learning, the development of cognitive strategies, the development of language, the nature of writing systems, and an extensive review of the research on word recognition.In the second part of the book, the authors look closely at abilities that children bring to school before learning to read. They describe the acquisition of initial reading skills and transition to skilled reading, the nature of the reading process in adult readers, and the ways people learn from reading.The book's third part takes up questions people frequently ask about reading -- such as reading by deaf children, dyslexia, the influence of nonstandard dialects on learning to read, comparison of reading achievement across different nations and different languages, and the debatable virtues of "speed reading."The authors conclude that reading cannot be understood simply as associative learning -- that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information.
Excerpt from An Experimental Study in the Psychology of Reading More recently, however, a marked Change has been taking place. As a result, the reading process is rapidly being analyzed, and careful studies are being made of its several components, such as rate and comprehension. Individual differences are being determined, reading materials standardized, norms and standards of accomplishment established, the differences between silent and oral reading more definitely set forth, and new practices developed. This new and promising movement is due in part to the influence of the rapidly growing technical psychology of reading, the incep tion and development of which are traced in the next Chapter, and in part it is part and parcel of the present scientific movement in education - the movement which is ruthlessly challenging all of our practices, in so far as these rest upon traditional and empirical rather than scientific principles. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.