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For introductory psychology courses at two- and four-year colleges and universities.
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Providing the framework students need to go from inquiry to understanding by continuously modeling the application of six key principles of scientific thinking.� Psychology: From Inquiry to Understanding teaches students how to test their assumptions,�and motivates them to use scientific thinking skills to better understand the field�of psychology and the world around them.
- Sales Rank: #73666 in Books
- Published on: 2010-09-10
- Original language: English
- Number of items: 1
- Dimensions: 11.10" h x 1.30" w x 9.10" l, 4.15 pounds
- Binding: Hardcover
- 840 pages
About the Author
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. 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 coauthored 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 other national conventions.
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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 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 260 other publications, and was� recently 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 has served as the editor of a book series for the American Psychological Association, and he has served on 11 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.
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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. Dr. Namy is the editor of the Journal of Cognition and Development. At Emory, she is Director of the Emory Child Study Center and Associate Director of the Center 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.
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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 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.
Most helpful customer reviews
19 of 22 people found the following review helpful.
Almost identical to 1st edition.
By Impska
I used the 1st edition of this book (loose leaf) in a class where the professor insisted on the brand new 2nd edition. It is almost word-for-word identical. There doesn't seem to be a perceivable difference. You can very safely get by with the old edition. This textbook is one of the worst examples of putting out a new edition for the sake of ripping off students that I've ever encountered
12 of 14 people found the following review helpful.
Great textbook - does everything right!
By Tanner V.
First of all, I would just like to say that I used this textbook for a Psychology 101 class at the University of Washington. If you go to UW, try and get this textbook NOT AT THE UW BOOK STORE! They will try and sell you a "UW Version" which you cannot sell back since it has a different ISBN even though it's identical to this version.
This is a great textbook. The tone is involving, it's not dry at all and even though some of the metaphors seem corny, it's a nice change of pace from what I was used to. It makes the reading almost "light" in a sense, where you can just understand it when you read it once - you don't have to read the same sentence over and over trying to understand it. It presses the same five topics into your head and provides constant examples of each on almost every page (Correlation doesn't equal causation, Occam's Razor, etc). This is a nice and non-intrusive way to remind you to think scientifically while reading.
The book also has a large focus on defusing "psuedoscience", products or advertisements which rely on faulty scientific methods or thinking. As a relatively intelligent college student at decent university, I thought I would be immune to these sort of fallacies in everyday life, but I was surprisingly wrong! The text teaches you about all the sneaky way advertisers try to trick you and the techniques they use, so you can avoid them. I found myself falling into some of these traps before, but after I read the book I recognized this pseudoscience right away. They also point out plenty of scientifically-based tests to disprove "mainstream psuedoscience" like astrology, tarot cards, fortune tellers, etc etc with empirically backed studies.
The MyPsychLab feature is surprisingly useful if you can gain access to it. If you can find it for under $45, I would say look into purchasing it. It's a nice way to study over and over before tests, and includes flash cards, quizzes, pretests, tests, and more for study purposes. The only problem with this is that your professor will likely draw off different test questions then the ones provided by MyPsychlab.
In the end, I felt like I could have gained a lot of knowledge simply by reading the text. Combined with the instruction of a class, I feel way more ready to think scientifically and recognize my own scientific mistakes. It's very interesting and relevant science, and you will find yourself smiling as you realize how true these things are that you've never even thought of!
7 of 9 people found the following review helpful.
Excellent material and communication
By Albertico M.
The editors and authors did an amazing job at engaging the reader without seeming annoying or boring. I kept flipping through page after page (long chapters, but really interesting stuff) and never found myself having to "hate the authors." It has that "modern" writing style that is somewhat colloquial because they are conversing with you from beginning to end, so it makes it a lot more inclusive. Very happy my professor chose this book; got it in hardback and plan to keep it.
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