Description

Provides the framework to go from inquiry to understanding.

Psychology: From Inquiry to Understanding, 3/e, 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.

Features

• Helps Students Go from Inquiry to Understanding — The inquiry-to-understanding framework introduces the Six Principles of Scientific Thinking in chapter 1 and reinforces those principles in each chapter. Evaluating Claims, From Inquiry to Understanding, and Apply Your Scientific Thinking Skills features provide ample opportunity for practice.
• Includes DSM-5 – Both the print and eText versions of this edition include updates related to DSM-5, primarily in Chapter 15: Psychological Disorders. These updates include new media assignments highlighting topics impacted by DSM-5. This edition also offers a Teacher’s Guide for Integrating DSM-5, with suggestions for including DSM-5 content in lectures. To order the DSM-5 updated version, click the Choices tab for the ISBN.
• Improves and Assesses Learning — Your Complete Review System, at the end of each chapter, reinforces the topics explored and improves student learning.

New to this Edition

Chapter-by-Chapter Changes

New Content and Updated Research

Chapter 1: Psychology and Scientific Thinking

• New coverage of sources of public skepticism of psychology (and why such skepticism is often unwarranted)
• Updated coverage on recent challenges to psychology’s scientific status (e.g., the decline effect) and on how psychology is responding to them

Chapter 2: Research Methods

• New section on Daniel Kahneman’s two modes of thinking (“System 1” and “System 2”)
• Revised discussion of correlation versus causation

Chapter 3: Biological Psychology

• New research on oxytocin
• Reorganized discussion of the brain
• More case studies and real-life examples throughout

Chapter 4: Sensation and Perception

• Fully reorganized so that sensation and perception are discussed separately
• Section on ESP now includes coverage of the controversy surrounding recent efforts to replicate Bem’s research findings

Chapter 5: Consciousness

• Updated discussion of substance use disorders, reflecting language and categories identified in the forthcoming DSM-5
• Discussions of dream theories, lucid dreaming, and hypnosis updated with new research

Chapter 6: Learning

• Reorganized and updated section on schedules of reinforcement
• New research on sleep-assisted learning
• New table on phobia

Chapter 7: Memory

• Updated coverage on the reconstructive nature of memory and the false-memory debate
• New section on learning tips

Chapter 8: Thinking, Reasoning, and Language

• Chapter reorganized to begin with thinking and reasoning topics, including coverage of heuristics and biases (formerly in Chapter 2)
• Section on language and reading reorganized and updated with new research on language acquisition and bilingualism

Chapter 9: Intelligence and IQ Testing

• New research on working memory and intelligence
• Updated discussion of how poverty may impact the heritability of intelligence

Chapter 10: Human Development

• Updated research and examples regarding gene-environment interaction and physical development
• More comprehensive explanation of the Strange Situation paradigm as a measure of infant attachment
• Increased coverage of cross-cultural variability in parenting practices and their impact on child developmen

Chapter 11: Emotion and Motivation

• Updated coverage of challenges to discrete emotion theories and alternative models of emotion

Chapter 12: Stress, Coping, and Health

• New research on resilience in the face of stressors, the link between stress and coping, exercise and health, complementary and alternative medicine, smoking, and diet and obesity

Chapter 13: Social Psychology

• Expanded coverage of prejudice, including sexual orientation
• New research on the psychological effects of social rejection
• New work on persuasion techniques

Chapter 14: Personality

• Updated coverage on cultural influences on personality and on new models of personality structure

Chapter 15: Psychological Dis

Table of Contents

Chapter 1:   Psychology and Scientific Thinking

Chapter 2:   Research Methods

Chapter 3:   Biological Psychology

Chapter 4:   Sensation and Perception

Chapter 5:   Consciousness

Chapter 6:   Learning

Chapter 7:   Memory

Chapter 8:   Thinking, Reasoning, and Language

Chapter 9:   Intelligence and IQ Testing

Chapter 10:    Human Development

Chapter 11:    Emotion and Motivation

Chapter 12:    Stress, Coping, and Health

Chapter 13:    Social Psychology

Chapter 14:    Personality

Chapter 15:    Psychological Disorders

Chapter 16:    Psychological and Biological Treatments

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.

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

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.

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