Psychology

Series
Pearson
Author
Stephen F. Davis / Joseph J. Palladino / Kimberly Christopherson  
Publisher
Pearson
Cover
Softcover
Edition
7
Language
English
Total pages
744
Pub.-date
July 2012
ISBN13
9780205846849
ISBN
020584684X
Related Titles


Product detail

Title no longer available

Description

Accessible, Active, and Applied with a focus on different learning styles

 

Designed to make the Introductory Psychology course an engaging, relevant, and interactive experience, the authors of the new seventh edition of Psychology offer multiple decades of combined teaching experience to create an accessible textbook that encourages applied and active learning.

 

Through this book's accessible, active, and applied approach, users determine whether their learning style strengths are verbal/linguistic, logical/mathematical, visual/spatial, or interpersonal. By encouraging them to study according to their own personal learning style, Psychology helps students become more effective and efficient learners. The seventh edition can now be packaged with Pearson's MyPsychLab providing students with an interactive eText, personalized study plans, and automatically graded assignments giving them an even more engaging experience!

 

A better teaching and learning experience

This program will provide a better teaching and learning experience- for you and your students. Here's how:

  • Personalize Learning - The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • Improve Critical Thinking - Features such as Myth or Science, Check Your Progress, and Psychological Detective teach students to connect theory and concepts with real life. 
  • Engage Students - The authors continue a seamless narrative that keeps students engaged.
  • Explore Research - This new edition features new and updated research in almost every chapter.
  • Support Instructors - This book is supported by Pearson's unrivaled instructor resources for introductory psychology, including the new 17 episode MyPsychLab video series, an expansive class-tested Test Bank, interactive PowerPoints, an easy to use Instructor's Manual, Clicker questions and support for a broad range of learning management systems.

Features

ACCESSIBLE, ACTIVE, AND APPLIED WITH A FOCUS ON DIFFERENT LEARNING STYLES

  • Learning Style tips are incorporated throughout. A learning style diagnostic at the beginning of the book encourages students to assess their own learning style and the try out all the study tips provided.

PERSONALIZE LEARNING WITH MYLAB

  • The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
  • The Pearson eText allows students to access their textbook anytime, anywhere, and any way they want—including listening online or downloading to their iPad.
  • A personalized study plan for each student, based on Bloom’s Taxonomy, arranges content from less complex thinking—like remembering and understanding—to more complex critical thinking—like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.
  • Assessment tied to every video, application, and chapter enables both instructors and students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early—and find the best resources with which to help students.
  • New MyPsychLab Video Series - This new video series offers the most current and cutting-edge introductory psychology video content. These exclusive half-hour videos take the viewer into today’s research laboratories, inside the body and brain, and onto the street to experience real-world applications.
  • An assignment calendar allows instructors to assign graded activities, with specific deadlines, and measure student progress.
  • The Class Preparation Tool collects the very best class presentation resources in one convenient online destination, so instructors can keep students engaged throughout every class.
  • The New Experiments Tool, found in MyPsychLab, allows students to experience psychology through online experiment simulations that reinforce class lessons and get students closer to the scientific research process.
  • A 3D Virtual Brain enables students to better visualize the workings of the brain. This hands-on experience engages students and helps make course content and terminology relevant. This learning application has assessments tied to it in order to make parts of it assignable to students.

IMPROVE CRITICAL THINKING

  • Myth or Science explores recent research and encourages students to think critically about the information presented. (ex. pg. 132)
  • Psychological Detective feature gets students to think about a relevant topic and asks them for solutions which encourages critical thinking and promotes a strong desire to learn the material. (ex. pg. 128)

ENGAGE STUDENTS

  • Seamless Narrative keeps the students engaged in the core contents of the text.
  • Check your progress checkpoint at the end of every major section causes the students to pause and review material as well as to check their progress and retention. (ex. pg. 23)

EXPLORE RESEARCH

  • Industrial/Organizational Psychology:  Dedicated separate chapter including research methods, corporate ethics and longitudinal modeling. (ex. pg. 640)

SUPPORT INSTRUCTORS

  • The Class Preparation Tool is a fully searchable database with Pearson’s best instructor resources, including lecture launchers, discussion topics, in-class and out-of-class activities and assignments, handouts, video clips, photos, illustrations, charts, graphs and animations.
  • A hyper-linked Instructor’s Manual organizes many of the resources found in the Class Preparation Tool around a detailed Chapter Overview, and includes each chapter’s Objectives and Key Terms.
  • Class-tested Test Bank The Test Bank includes an extensive set of multiple choice, true/false, and essay questions, all of which have been class tested in order to provide a more reliable test bank to adopters. Available for download on http://www.pearsonhighered.com/irc.
  • MyTest, a flexible online test-generating software, includes all questions found in the printed Test Bank. Instructors can quickly and easily create customized tests with MyTest. Available at http://www.pearsonmytest.com.
  • Interactive PowerPoint Slides draw students into the lecture and provide embedded interactive activities, visuals, and videos.
  • New MyPsychLab Video Series - This new comprehensive video series offers the most current and cutting-edge introductory psychology video content. These exclusive half-hour videos take the viewer into today’s research laboratories, inside the body and brain, and onto the street to experience real-world applications.
  • Create a Custom Text: For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want. To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text—publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

New to this Edition

In this Section:

1. Overview of Changes

2. Chapter-by-Chapter Changes

1. OVERVIEW OF CHANGES

 

PERSONALIZE LEARNING WITH MYLAB

  • The Pearson eText allows students to access their textbook anytime, anywhere, and any way they want-including listening online or downloading to their iPad.
  • A personalized study plan for each student, based on Bloom's Taxonomy, arranges content from less complex thinking-like remembering and understanding-to more complex critical thinking-like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.
  • Assessment tied to every video, application, and chapter enables both instructors and students to track progress and get immediate feedback. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early-and find the best resources with which to help students.
  • New MyPsychLab Video Series - This new video series offers the most current and cutting-edge introductory psychology video content. These exclusive half-hour videos take the viewer into today's research laboratories, inside the body and brain, and onto the street to experience real-world applications.
  • An assignment calendar allows instructors to assign graded activities, with specific deadlines, and measure student progress.
  • The Class Preparation Tool collects the very best class presentation resources in one convenient online destination, so instructors can keep students engaged throughout every class.
  • The New Experiments Tool, found in MyPsychLab, allows students to experience psychology through online experiment simulations that reinforce class lessons and get students closer to the scientific research process.
  • A 3D Virtual Brain enables students to better visualize the workings of the brain. This hands-on experience engages students and helps make course content and terminology relevant. This learning application has assessments tied to it in order to make parts of it assignable to students.

ENGAGE STUDENTS

  • The New Experiments Tool, found in MyPsychLab, allows students to experience psychology through online experiment simulations that reinforce class lessons and get students closer to the scientific research process.
  • A 3D Virtual Brain enables students to better visualize the workings of the brain. This hands-on experience engages students and helps make course content and terminology relevant. This learning application has assessments tied to it in order to make parts of it assignable to students.

SUPPORT INSTRUCTORS

  • The Class Preparation Tool is a fully searchable database with Pearson's best instructor resources, including lecture launchers, discussion topics, in-class and out-of-class activities and assignments, handouts, video clips, photos, illustrations, charts, graphs and animations.
  • A hyper-linked Instructor's Manual organizes many of the resources found in the Class Preparation Tool around a detailed Chapter Overview, and includes each chapter's Objectives and Key Terms.
  • Class-tested Test Bank The Test Bank includes an extensive set of multiple choice, true/false, and essay questions, all of which have been class tested in order to provide a more reliable test bank to adopters. Available for download on http://www.pearsonhighered.com/irc.
  • MyTest, a flexible online test-generating software, includes all questions found in the printed Test Bank. Instructors can quickly and easily create customized tests with MyTest. Available at http://www.pearsonmytest.com.
  • Interactive PowerPoint Slides draw students into the lecture and provide embedded interactive activities, visuals, and videos.
  • New MyPsychLab Video Series - This new comprehensive video series offers the most current and cutting-edge introductory psychology video content. These exclusive half-hour videos take the viewer into today's research laboratories, inside the body and brain, and onto the street to experience real-world applications.
  • Create a Custom Text: For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want. To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text-publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher's Representative to get started.

2.CHAPTER-BY-CHAPTER CHANGES

 

Chapter 1 Psychology, Research, and You

  • New examples of naturalistic observation (called the "butt brush") from marketing research
  • Revised examples of scatterplots to improve pedagogical value
  • A new Hands On exercise assists students in developing their understanding of the concept of correlation
  • Updated examples of survey research, including a very large-scale survey on traffic survey
  • Revised and simplified the section on ethics of research
  • Separated discussion of Wundt (which was updated) from discussion of structuralism, consistent with view of the history of psychology that Wundt was not the founder of structuralism
  • Updated and extended information on earned degrees in psychology, from college to PhD
  • Extended coverage of Kenneth Clark and his contributions to psychology and education
  • Updated figure on the specialties in psychology
  • Revised and updated coverage of school psychology
  • Provided information on a helpful resource on careers in psychology (O*NET) and added two cases of the careers of psychologists called Pathways to Psychology

 Chapter 2 Behavioral Neuroscience

  • Reorganized and streamlined coverage of evolutionary psychology to improve comprehension
  • Improved several figures for greater clarity and added a number of new and improved figures of neurons and parts of the brain
  • Added new coverage related to low levels of testosterone and its treatment
  • Added material on multiple sclerosis and related diseases that affect myelin sheaths
  • Updated information on Parkinson's disease
  • Revised material on the neural signal making it easier for students to comprehend
  • Added material on concussions and its symptoms
  • Revised section on brain waves for improved comprehension
  • Replaced figures related to brain imaging with more up-to-date materials
  • Added new material on both the hypothalamus and hippocampus
  • Provided some of the historical background for the split brain operations

Chapter 3 Sensation & Perception

  • Expanded and updated coverage of subliminal stimulation
  • Replaced several figures with clearer, more user friendly examples of the eye and other sensory receptors
  • Added additional material on how color deficiencies are diagnosed as well as possible causes of color deficiencies
  • Replaced several illusions with new ones
  • Updated material on beliefs in paranormal phenomenon in the general population and added new, recent research by Darryl Bem

Chapter 4 Memory (previously Chapter 7)

  • Moved from 7th chapter to the 4th chapter to provide students with information that will be useful in terms of studying earlier in the textbook.
  • Updated Table 4-1 - Common Unconditioned Stimuli (USs) and Their Associated Unconditioned Responses (URs)
  • New Table 4-2 shows paired-associate learning
  • Research on influence of higher criterion levels for initial studying on later exams
  • More of a theme of the importance of meaning in memory and more examples of how to incorporate this into study habits
  • Added new study tip in Levels of Processing section
  • Formatted study chart to include explicit or implicit memory
  • New semantic network diagram - figure 4-8(9)
  • Moved state dependent memory section to go after encoding specificity
  • Updates to repressed memory controversy - renamed the "memory wars"
  • Moved information about suggestive questioning techniques from recovered memory to memory illusions section

Chapter 5 States of Consciousness

(previously Chapter 4)

  • New material on how to deal with jet lag
  • New material on the sleep latency test, used in assessing level of sleepiness
  • New material on the siesta, a cultural phenomenon
  • New material on Peter Tripp's sleep deprivation (first such case)
  • New material on the possible function of sleep as it relates to the size of organisms
  • New material on the definition of insomnia, effects of this sleep problem, and the stimulus control treatment for insomnia
  • Updated information including epidemiology, on sleepwalking
  • New material on REM sleep behavior disorder
  • Added figure illustrating results of the Monitoring the Future study of the use of licit and illicit drugs by grade school and high school students
  • New coverage of benzodiazepine drugs
  • New coverage of cocaine, how it is taken, and its effects
  • New coverage of marijuana, including material on current legal status

Chapter 6 Learning

(previously Chapter 5)

  • Removal of some detail about some researchers that are not necessary for an Intro course
  • Update Figure 6-2 to include illustrating classical conditioning with the Pavlov example
  • Changed all references to US and UR to UCS and UCR for consistency across chapters
  • Added blurb about the finding of Little Albert.
  • Added section on classical conditioning drug tolerance
  • Removed separate section on escape and avoidance learning and included these terms in the more general negative reinforcement section along with examples of these two types of learning
  • Removed Classical Conditioning and our Motives section and Cue-to-consequence learning
  • Changed section titled "Recent Advanced in Operant Conditioning" to "Applications of Operant Conditioning Principles"
    • Included a section on Autism and Applied Behavioral Analysis
    •  Included a section on Addiction Disorders and Contingency Management Therapy
  • Moved "Delayed Reinforcement and Discounting" to the section in Schedules of Reinforcement
  • Removed section on Behavioral Ecology
  • Revision of section on TV and Video Games in the Social Cognitive section
    • Presents the issue as more complex
    • Updates some of the statistics and research in these areas

Chapter 7 Motivation and Emotion

(previously Chapter 6)

  • Added explanation why most people do not reach self-actualization
  • Removed information about the old method of determining obesity using insurance tables
  • Updated information about validity of claim that women who live together synchronize menstrual cycles
  • Removed information on TAT test
  • New information about goal orientation theory in the achievement motivation section
  • New information on emotional intelligence and addictive disorders and high stress work environments

Chapter 8 Thinking, Language, and Intelligence

  • Updated information on WAIS, WISC
  • New figure showing updated WAIS scales
  • Updated statistics on traffic and airline accidents
  • Inclusion of current companies who work to facilitate creativity (Google, Facebook, Zappos)
  • Included section on second language acquisition
  • Included explanation of why heritability in intelligence increases with age
  • Removed Artificial Intelligence section - not pertinent

Chapter 9 Development Across the Lifespan

  • More research on the influence of fathers on child development
  • Replaced APA's guidelines for Child Care Facilities with the National Association for the Education of Young Children's standards for accreditation.
  • Removed the TV influence on development section. This is addressed in Chapter 6 social learning section.
  • Updates to secular trend in puberty
  • New section on bullying
  • Removed feminization of poverty section

Chapter 10 Sex and Gender

  • Inclusion of a section on transgender issues in the first section of the chapter
  • Changed section titled "Sexual Behavior" to "Gender Differences in Sexual Attitudes and Practices
    • Info on the nuts and bolts of sexuality removed
  • Removed Psychodynamic Theory of Gender Development
  • Removed section on Early Analysis of Sex Differences; describing Meta Analysis goes too deep for an introductory psychology course.
  • Updated the division of work to combine the Juggling section into here

Chapter 11 Personality

  • Provided historical context for consideration of personality tests, tracing them back to World War I
  • Updated coverage of MMPI with emphasis on changes occurring in MMPI-2 and the more recent MMPI-2-RF
  • Updated material on the Big Five Traits, including updated terminology
  • New material on correlates of the Sensation Seeking Scale
  • New material on Freud's concept of parapraxes
  • Added specific example of the defense mechanism of reaction formation in the text and added repression to the table of defense mechanisms

Chapter 12 Psychological Disorders

  • Updated estimate of the prevalence of depression
  • Updated data on suicide and added updated figure illustrating suicide rates across the world
  • Reorganized material on the epidemiology of schizophrenia and updated data. Also added new information on the role of the thalamus in schizophrenia.
  • Added material on Expressed Emotion and its possible role in schizophrenia
  • New material on the possible genetic basis of schizophrenia

Chapter 13 Therapy

  • Updated material on therapy, therapies, who seeks treatment, and medication privileges for psychologists
  • Updated the contact material in the Table of self-help groups
  • Updated material on antianxiety drugs
  • Expanded material on drugs used to treat psychological disorders

Chapter 14 Health Psychology

  • Moved introduction to Positive Psychology and Resilience to beginning of chapter and brought in more references to positive psychology through the chapter
  • Removed the "environmental factors" from the specific health risks section
  • Added a section on Diabetes with a focus on Type II
  • Expanded some information in the religion and spirituality section

Chapter 15 Social Psychology: The Individual Self

  • Removed Self-Perception section
  • Added information about characteristics of effective working groups
  • Removed brainstorming section

Chapter 16 Industrial Organizational, and Other Applications of Psychology

  • Enhanced the historical context for considering applications by including the earliest applied psychologists
  • Included coverage of O*NET, a resource on jobs and their needed abilities and characteristics (first introduced in Chapter 1)
  • Added more examples of sample items from tests used in employee selection
  • Included discussion of behaviorally anchored scales used in assessing employee performance
  • Added material on occupational health and the role of OSHA

Table of Contents

BRIEF TABLE OF CONTENTS

CHAPTER 1          Psychology, Research, and You                  

CHAPTER 2          Behavioral Neuroscience                            

CHAPTER 3          Sensation and Perception    

CHAPTER 4          Memory                    

CHAPTER 5          States of Consciousness

CHAPTER 6          Learning                                                                                

CHAPTER 7          Motivation and Emotion      

CHAPTER 8          Thinking, Language, and Intelligence
CHAPTER 9          Development Across the Lifespan 

CHAPTER 10        Sex and Gender                                                         

CHATPER 11        Personality                                                                

CHAPTER 12        Psychological Disorders                             

CHAPTER 13        Therapy                                                                                  

CHAPTER 14        Health Psychology                                       

CHAPTER 15        Social Psychology: The Individual in Society                                                       

CHAPTER 16        Industrial, Organizational, and Other Applications of Psychology          

 

Author

Stephen F. Davis is Roe R. Cross Distinguished Professor Emeritus of Psychology at Emporia State University in Emporia, Kansas. Currently he is Visiting Distinguished Professor of Psychology at Texas Wesleyan University and Distinguished Guest Professor at Morningside College. In 2002-2003 he was the Knapp Distinguished Professor of Arts and Sciences at the University of San Diego. He received his bachelor's and master's degrees in psychology from Southern Methodist University and his PhD in experimental psychology from Texas Christian University. In 2007 he was awarded the honorary Doctor of Humane Letters degree by Morningside College.  His research, which always includes student assistants, has investigated such diverse topics as academic dishonesty, learning versus grade orientation of students, Type A personality, the Impostor Phenomenon, and the behavioral effects of ingesting toxic metals. He is the author of more than 300 journal articles, 31 books, and more than 900 convention presentations.

Steve's teaching abilities have drawn acclaim on the national level. He has received the National Distinguished Teaching of Psychology Award from the American Psychological Foundation and the Teaching Excellence Award from Division Two (Society for the Teaching of Psychology) of the American Psychological Association. His professional accomplishments also include serving as president of the Southwestern Psychological Association, the Southern Society for Philosophy and Psychology, and Division Two of the American Psychological Association. He also served as the National President of Psi Chi (The National Honor Society in Psychology). He has been elected as a Fellow of the American Psychological Association, the American Psychological Society, and the American Association of Applied and Preventive Psychology.

 

Joe Palladino is Chair and Professor of Psychology at the University of Southern Indiana in Evansville, Indiana. He received all his academic degrees from Fordham University, including his Ph.D. in general theoretical psychology. His numerous articles and presentations have covered topics such as sleep and dreams, the death penalty, extra-credit opportunities, teaching methods, and techniques to encourage research by undergraduate students.

Joe founded the Mid-America Undergraduate Psychology Research Conference in 1982; it celebrated its 25th anniversary in April 2006. The Mid-America Conference for Teachers of Psychology, which he founded in 1984, became the model for regional teaching conferences. His contribution to the continuing education of teachers was recognized by the Faculty Service Award presented by the National University Continuing Education Association in 1991. In 1990 he received the Teaching Excellence Award from Division Two (Society for the Teaching of Psychology) of the American Psychological Association. He was elected to Fellow status in the American Psychological Association in 1989 and served as the president of Division Two in 1991-1992. He has also served Division Two as a consulting editor and the Methods and Techniques editor of Teaching of Psychology, and as chair of the program committee. In 2000 he received the University of Southern Indiana Alumni Association Faculty Recognition Award. He served as Midwestern Vice President of Psi Chi, The National Honor Society in Psychology (2000-2002). He and Mitch Handelsman of the University of Colorado Denver write the column “On the Light Side” which appears in the Psi Chi newsletter, Eye on Psi Chi. Joe also enjoys speaking to faculty on “The Humor of Teaching; the Teaching of Humor.” In addition, he created a number of the cartoons that accompanied the “On the Light Side” columns; and several of these now appear in this textbook.

 

Dr. Kimberly Christopherson is an early career psychologist at Morningside College in Sioux City, IA.  She began pursuing psychology when she was an undergraduate at the University of St. Thomas in St. Paul, MN.  There she was inspired by several of her psychology professors to learn more about the experimental investigation of human behavior, primarily in cognition and memory.  In graduate school she studied under Dr. Mark Grabe investigating the influences of educational technology on learning - specifically the use of online study tools.  During her time in graduate school, she also realized  her calling to be a teacher of psychology.  Having been inspired by her professors at St. Thomas and teaching her own courses in graduate school, Kim pursued academic jobs as small liberal art colleges after completing her PhD.  Today, Kim in an accomplished instructor and active in both advising student research and in her own research projects.  She was honored by her colleagues in 2010 with Morningside College's Sharon Walker Faculty Excellence Award.  In addition to her love of research and teaching, Kim also enjoys gardening, growing her own food, cooking and preserving the food she grows, reading everything from historical biographies to southern vampire mysteries, and traveling around the world with her husband.