What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior.
Intercultural Communication examines culture as a variable in interpersonal and collective communication. It explores the opportunities and problems arising from similarities and differences in communication patterns, processes, and codes among various cultural groups. It explores cultural universals, social categorization, stereotyping and discrimination, with a focus on topics including race, ethnicity, social class, religion, gender and sexuality as they relate to communication.
This work has been superseded by Introduction to Statistics in the Psychological Sciences available from https://irl.umsl.edu/oer/25/.
We are constantly bombarded by information, and finding a way to filter that information in an objective way is crucial to surviving this onslaught with your sanity intact. This is what statistics, and logic we use in it, enables us to do. Through the lens of statistics, we learn to find the signal hidden in the noise when it is there and to know when an apparent trend or pattern is really just randomness. The study of statistics involves math and relies upon calculations of numbers. But it also relies heavily on how the numbers are chosen and how the statistics are interpreted.
This work was created as part of the University of Missouri’s Affordable and Open Access Educational Resources Initiative (https://www.umsystem.edu/ums/aa/oer). The contents of this work have been adapted from the following Open Access Resources: Online Statistics Education: A Multimedia Course of Study (http://onlinestatbook.com/). Project Leader: David M. Lane, Rice University. Changes to the original works were made by Dr. Garett C. Foster in the Department of Psychological Sciences to tailor the text to fit the needs of the introductory statistics course for psychology majors at the University of Missouri – St. Louis. Materials from the original sources have been combined, reorganized, and added to by the current author, and any conceptual, mathematical, or typographical errors are the responsibility of the current author.
Psychology students often find statistics courses to be different from their other psychology classes. There are some distinct differences, especially involving study strategies for class success. The first difference is learning a new vocabulary—it is similar to learning a new language. Knowing the meaning of certain words will help as you are reading the material and working through the problems. Secondly, practice is critical for success; reading over the material is not enough. Statistics is a subject learned by doing, so make sure you work through any homework questions, chapter questions, and practice problems available. Lastly, we recommend that you ask questions and get help from your instructor when needed. Struggling with the course material can be frustrating, and frustration is your enemy. Often your instructor can get you back on track quickly.
Asking and answering questions about what culture entails and examines the fundamental properties and intertwining nature of language and culture. This text explores linguistic relativity, lexical differences among languages and intercultural communication, including high and low contexts.
Changes to a variety of OER works were made by Manon Allard-Kropp in the Department of Language and Cultural Studies to tailor the text to fit the needs of the Languages and World View course at the University of Missouri–St. Louis. Materials from the original sources have been combined, reorganized, and added to by the current author, and any conceptual or typographical errors are the responsibility of the current author.
Acollection of readings relevant to local Saint Louis, Missouri state and United States federal, laws and cases as they relate to education policies. The readings are organized by topic, as shown below.
The First Amendment
Tinker v. Des Moines School Dist.
Hazelwood School District v. Kuhlmeier
Bethel School Dist. No. 403 v. Fraser
What Does Free Speech Mean?
The Fourth Amendment
New Jersey v. T. L. O.
What Does the Fourth Amendment Mean?
The Eighth Amendment
Ingraham v. Wright
The Fourteenth Amendment
Goss v. Lopez
Honig v. Doe
Stewart v. Board of Ed. of Ritenour
Smith v. Normandy School Dist.
IDEA and IDEIA
Cedar Rapids Community School Dist. v. Garret F.
Burlington School Comm. v. Mass. Dept. of Ed.
Stuart v. Nappi
Link: MODESE Policy
Segregation and the Fourteenth Amendment
Brown v. Board of Education of Topeka
Link: Missouri Revised Statutes 168.104-168.129
In today's complex financial world, being financially literate is a critical life skill… as important as reading, writing and arithmetic. So to combine financial education within the teaching of math is an ingenious way to teach both of these subjects simultaneously. Through Money Math: Lessons for Life, middle grade students apply math skills to some of life’s costly challenges, learning important personal finance concepts along the way.
Welcome to the St. Louis Virtual City Project. This Regional History Project utilizes interactive web technologies to explore the history of the City of St. Louis and the St. Louis region. To help you explore St. Louis you will first need to be sure that your computer is equipped with the browser plug-in Cortona. It can be downloaded for free from Parallel Graphics (just follow the on screen directions). The website is best viewed in the most recent version of Internet Explorer browser and at screen resolution 1024 x 768. To begin your tour of St. Louis, simply choose a year by clicking the timeline menu bar on the left side of the main page (currently 1850 and 1950 are active). As you enter your selected decade, a three-dimensional model of downtown St. Louis will appear on the left side of your screen (if it does not appear, use the link above to download Cortona). By clicking on the various buildings, people and objects in the landscape, you will be able to access information about their history, which will appear on the right side of your screen. You can use your mouse or the arrow keys to help you move through the Virtual City. The website is organized into districts. Each district contains a district home page; building pages containing addresses, construction and demolition dates, as well as information about the buildings importance in that decade; people pages for important public figures in the decade; and event pages detailing events in each building during the decade. Each event page is also linked to a perspectives page which lists primary documents from the time period. Chart a path of inquiry across space and time to discover how St. Louisans made history by reconstructing the city the around them.