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Ron Comer's Abnormal Psychology continues to captivate students with its integrated coverage of theory, diagnosis, and treatment, its inclusive wide-ranging cross-cultural perspective, and its compassionate emphasis on the real impact of mental illness on the lives of patients and their families. Long acclaimed for being well attuned to the evolution of the field and changes in the classroom, Comer's bestselling text returns in a timely new edition, fully updated in anticipation of the DSM-5, and enhanced by powerful new media tools.
Reflecting the latest APA Guidelines and accompanied by an exciting, new, formative, adaptive online learning tool, Psychological Science, Fifth Edition, will train your students to be savvy, scientific thinkers.
Schacter, Gilbert, Wegner, and Nock’s Psychology, Third Edition is widely acclaimed for captivating students with contemporary psychology research on the major topics of the introductory course, while helping them develop critical thinking skills that will stay with them beyond the course term. Expert coverage of the DSM-5, quirky examples of thinking gone awry, scenarios based on common psychological misconceptions, and contributions from new co-author Matthew Nock highlight the new edition. And now, this breakthrough text is available in a version created just for Canadian students and teachers. It offers the same fascinating writing, helpful study tools, and keen eye for intriguing stories as Psychology, Third Edition, but with a wide range of Canadian examples and impactful work by Canadian researchers incorporated throughout. Welcome Canadian author, Ingrid Johnsrude Ingrid’s principal area of investigation is the neural basis of understanding speech, and she leads experiments examining how utterances are transformed into acoustic signals and then into meaning via a variety of cognitive processes. Her investigations span multiple levels—from understanding the brain structures involved in hearing and comprehension to observing the ways listeners deal with challenges such as background noise.
Environmental Science for a Changing World captivates students with real-world stories while exploring the science concepts in context. Engaging stories plus vivid photos and infographics make the content relevant and visually enticing. The result is a text that emphasizes environmental, scientific, and information literacies in a way that engages students.
1. Biology and Human Behavior. One Brain or Two, Gazzaniga, M.S. (1967). The split brain in man. More Experience = Bigger Brain? Rosenzweig, M.R., Bennett, E.L. & Diamond M.C. (1972). Brain changes in response to experience. Are You a Natural? Bouchard, T., Lykken, D., McGue, M., Segal N., & Tellegen, A. (1990). Sources of human psychological difference: The Minnesota study of twins raised apart. Watch Out for the Visual Cliff! Gibson, E.J., & Walk, R.D. (1960). The visual cliff. 2. Perception and Consciousness. What You See Is What You've Learned. Turnbull C.M. (1961). Some observations regarding the experience and behavior of the BaMuti Pygmies. To Sleep, No Doubt to Dream... Aserinsky, E. & Kleitman, N. (1953). Regularly occurring periods of eye mobility and concomitant phenomena during sleep. Dement W. (1960). The effect of dream deprivation. Unromancing the Dream... Hobson, J.A. & McCarley, R.W. (1977). The brain as a dream-state generator: An activation-synthesis hypothesis of the dream process. Acting as if You Are Hypnotized Spanos, N.P. (1982). Hypnotic behavior: A cognitive, social, psychological perspective. 3. Learning and Conditioning. It's Not Just about Salivating Dogs! Pavlov, I.P.(1927). Conditioned reflexes. Little Emotional Albert. Watson J.B. & Rayner, R. (1920). Conditioned emotional responses. Knock Wood. Skinner, B.F. (1948). Superstition in the pigeon. See Aggression...Do Aggression! Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. 4. Intelligence, Cognition, and Memory. What You Expect Is What You Get. Rosenthal, R. & Jacobson, L. (1966). Teacher's expectancies: Determinates of pupils' IQ gains. Just How are You Intelligent? H. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Maps in Your Mind. Tolman, E.C. (1948). Cognitive maps in rats and men. Thanks for the Memories. Loftus, E.F. (1975). Leading questions and the eyewitness report. 5. Human Development. Discovering Love. Harlow, H.F.(1958). The nature of love. Out of Sight, but Not Out of Mind. Piaget, J. (1954). The construction of reality in the child: The development of object concept. How Moral are You? Kohlberg, L.., (1963). The development of children's orientations toward a moral order: Sequence in the development of moral thought. In Control and Glad of It! Langer, E.J. & Rodin, J. (1976). The effects of choice and enhanced responsibility for the aged: A field experiment in an institutional setting. 6. Emotion and Motivation. A Sexual Motivation... Masters, W.H. & Johnson, V.E. (1966). Human sexual response. I Can See It All Over Your Face! Ekman, P. & Friesen, V.W. (1971). Constants across cultures in the face and emotion. Life, Change, and Stress. Holmes, T.H. & Rahe, R.H. (1967). The Social Readjustment Rating Scale. Thoughts Out of Tune. Festinger, L. & Carlsmith, J.M. (1959). Cognitive consequences of forced compliance. 7. Personality. Are You the Master of Your Fate? Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Masculine or Feminine or Both? Bem, S.L. (1974). The measurement of psychological androgyny. Racing Against Your Heart. Friedman, M. & Rosenman, R.H. (1959). Association of specific overt behavior pattern with blood and cardiovascular findings. The One; The Many..., Triandis, H., Bontempo, R., Villareal, M., Asai, M. & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. 8. Psychopathology. Who's Crazy Here, Anyway? Rosenhan, D.L. (1973). On Being sane in insane places. Learning to Be Depressed. Seligman, M.E.P., & Maier, S.F. (1967). Failure to escape traumatic shock. You're Getting Defensive Again! Freud, A. (1946). The ego and mechanisms of defense. Crowding into the Behavioral Sink. Calhoun, J.B. (1962). Population density and social pathology. 9. Psychotherapy. Choosing Your Psychotherapist. Smith, M.L. & Glass, G.V. (1977). Meta-analysis of psychotherapy outcome studies. Relaxing Your Fears Away. Wolpe, J. (1961). The systematic desensitization of neuroses. Projections of Who You Are. Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on perception. Picture This! Murray, H.A. (1938). Explorations in personality. 10. Social Psychology. Not Practicing What You Preach. LaPiere, R.T. (1934). Attitudes and actions. The Power of Conformity. Asch, S.E. (1955). Opinions and social pressure. To Help or Not to Help. Darley, J.M. & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Obey at Any Cost. Milgram, S. (1963). Behavioral study of obedience.
In this fresh new offering to the Intro Psychology course, authors John Cacioppo and Laura Freberg portray psychology as being an integrative science in two ways. First, they have written a text that reflects psychology's rightful place as a hub science that draws from and is cited by research in many other fields. Second, this text presents psychology as a unified science that seeks a complete understanding of the human mind, rather than as a loosely organized set of autonomous subspecialties. As psychology moves rapidly toward maturity as an integrative, multidisciplinary field, the introductory course offers an opportunity to teach all of psychology in one place and at one time. This text reflects that evolution--and the authors' excitement about it.
Through essays on topics including survival in extreme environments and the multicultural dimensions of exploration, readers will gain an understanding of the psychological challenges that have faced the space program since its earliest days. An engaging read for those interested in space, history, and psychology alike, this is a highly relevant read as we stand poised on the edge of a new era of spaceflight. Each essay also explicitly addresses the history of the psychology of space exploration.
For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.
An exposé on Big Pharma and the American healthcare system’s zeal for excessive medical testing, from a nationally recognized expert More screening doesn’t lead to better health—but can turn healthy people into patients. Going against the conventional wisdom reinforced by the medical establishment and Big Pharma that more screening is the best preventative medicine, Dr. Gilbert Welch builds a compelling counterargument that what we need are fewer, not more, diagnoses. Documenting the excesses of American medical practice that labels far too many of us as sick, Welch examines the social, ethical, and economic ramifications of a health-care system that unnecessarily diagnoses and treats patients, most of whom will not benefit from treatment, might be harmed by it, and would arguably be better off without screening. Drawing on 25 years of medical practice and research on the effects of medical testing, Welch explains in a straightforward, jargon-free style how the cutoffs for treating a person with “abnormal” test results have been drastically lowered just when technological advances have allowed us to see more and more “abnormalities,” many of which will pose fewer health complications than the procedures that ostensibly cure them. Citing studies that show that 10% of 2,000 healthy people were found to have had silent strokes, and that well over half of men over age sixty have traces of prostate cancer but no impairment, Welch reveals overdiagnosis to be rampant for numerous conditions and diseases, including diabetes, high cholesterol, osteoporosis, gallstones, abdominal aortic aneuryisms, blood clots, as well as skin, prostate, breast, and lung cancers. With genetic and prenatal screening now common, patients are being diagnosed not with disease but with “pre-disease” or for being at “high risk” of developing disease. Revealing the economic and medical forces that contribute to overdiagnosis, Welch makes a reasoned call for change that would save us from countless unneeded surgeries, excessive worry, and exorbitant costs, all while maintaining a balanced view of both the potential benefits and harms of diagnosis. Drawing on data, clinical studies, and anecdotes from his own practice, Welch builds a solid, accessible case against the belief that more screening always improves health care.
50 Great Myths of Popular Psychology uses popular myths as a vehicle for helping students and laypersons to distinguish science from pseudoscience. Uses common myths as a vehicle for exploring how to distinguish factual from fictional claims in popular psychology Explores topics that readers will relate to, but often misunderstand, such as 'opposites attract', 'people use only 10% of their brains', and 'handwriting reveals your personality' Provides a 'mythbusting kit' for evaluating folk psychology claims in everyday life Teaches essential critical thinking skills through detailed discussions of each myth Includes over 200 additional psychological myths for readers to explore Contains an Appendix of useful Web Sites for examining psychological myths Features a postscript of remarkable psychological findings that sound like myths but that are true Engaging and accessible writing style that appeals to students and lay readers alike