This LibGuide was designed to accompany a community college course in Abnormal Psychology. It contains original material created by the instructor (Mind Maps and Focus Questions), as well as supporting readings gathered from other open sources and some links to freely available copyrighted material. Institutions with a subscription to the LibGuides platform may want to make a copy so they can adapt it to local needs and control the content.
Cognitive Psychology is a psychological science which is interested in various mind and brain related subfields such as cognition, the mental processes that underlie behavior, reasoning and decision making.
Cultural Psychology reviews the cultural, community, and ecological factors that play a role in how people perceive their environment. The goal of this course is to investigate the ways in which culture can affect aspects of that individual's psychology. Upon successful completion of this course, the student will be able to: identify current trends in contemporary cultural psychology and compare and contrast these concepts with historical and empirical psychological theory; compare and contrast variations in cognitive processes and expectations amongst cultures; describe the difference between measuring and quantifying intelligence within different cultural groups, including culturally normed assessment tools; explain the study of intercultural relations and communication; demonstrate an awareness of theories of cultural differences in affective expression, including both culture-specific and universal concepts; list factors of motivation and cultural implications; identify the stages of human development, including racial and ethnicity-specific developmental theories with a focus on comparing and contrasting individualistic and collectivistic themes; list the criteria for various psychological disorders, including cultural adaptations and culture-bound syndromes. This free course may be completed online at any time. (Psychology 403)
This books lays the foundation for prospective teachers to learn about various teaching methodologies and covers material typically found in many teacher training programs. Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers.
Educational psychologists work to understand how to structure educational systems in order to meet the mental and emotional needs of students. They study how people learn, identify and suggest efficient teaching methods, and evaluate the effectiveness of various educational policies and practices. Educational psychologists often point out the inherently social nature of our current educational system, study the ways that learning environments affect education, and study the ways that societal, local, and family issues affect learning and classroom practice. Upon completion of this course, the student will be able to: explain why knowledge of psychology is important to effective teaching; discuss, compare, and contrast cognitive and behavioral psychology; discuss, compare, and contrast constructivist and behaviorist models of teaching and learning, as well as their applications in classroom management; identify important cognitive stages of development, the typical age range of each stage, and the ways that teachers can use that knowledge; identify important aspects of personal, emotional, and moral development, and ways that teachers can use that knowledge; identify diversity in terms of differences in learning styles, intelligence, cultures, and gender, as well as specific abilities and disabilities, that a modern classroom might need to accommodate; discuss theories of motivation and defend those you would use in your classroom; discuss classroom management strategies that smooth the learning process and prevent or deal with misbehavior, and defend those strategies you would use in your classroom; identify communication skills that enhance learning, management, and coordination with students' families; identify strategies for enhancing students' ability to use complex cognitive skills; identify the major parts of a lesson or unit plan; identify and discuss types of teacher-made assessments; discuss the uses of and issues surrounding standardized testing; identify and discuss factors that influence job satisfaction in a teaching career. (Psychology 303)
Instruction in Functional Assessment introduces learners to functional assessment (FA), which includes a variety of assessment approaches (indirect, observational, and experimental) for identifying the cause of an individual’s challenging behavior for the purpose of designing effective treatments. FA is mandated by federal law and is a recognized empirically based approach to treatment of individuals with challenging behaviors (e.g., disruptive, self-injurious, and aggressive behaviors). Instruction in FA is essential for students who will one day enter professions as educators, psychologists, social workers, counselors, or mental health professionals.The purpose of this textbook is to provide instruction in FA skills for pre-professionals in the fields of education and psychology. This supplemental resource provides the context, background, and knowledge to facilitate students’ acquisition of the methods, decision-making, and skills involved in conducting FA. Each chapter begins with focus questions designed to promote reflective thinking and ends with discussion questions. To promote application of FA in diverse situations and teach important lessons, case studies of individuals with challenging behaviors, interactive activities, and opportunities for practice are embedded in the chapters. Moreover, the text includes the ingredients to facilitate students’ role play and rehearsal of appropriate FA skills while working in cooperative groups and using performance-based training.
Comprehensive coverage of core concepts grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. Incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.
This book is designed to help students organize their thinking about psychology at a conceptual level. The focus on behaviour and empiricism has produced a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. The beginning of each section includes learning objectives; throughout the body of each section are key terms in bold followed by their definitions in italics; key takeaways, and exercises and critical thinking activities end each section.
When you teach Introduction to Psychology, do you find it difficult – much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? If so, then you have something in common with Charles Stangor.Charles Stangor's Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students.Charles wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.This book is designed to facilitate these learning outcomes, and he has used three techniques to help focus students on behavior:Chapter Openers: Each chapter opens showcasing an interesting real world example of people who dealing with behavioral questions and who can use psychology to help them answer them. The opener is designed to draw the student into the chapter and create an interesting in learning about the topic.Psychology in Everyday Life: Each chapter contains one or two features designed to link the principles from the chapter to real-world applications in business, environment, health, law, learning, and other relevant domains. For instance, the application in Chapter 7 on Development, “What makes good parents” applies the concepts of parenting styles in a mini-handbook about parenting, and the application in Chapter 3 is about the difficulties that left-handed people face performing everyday tasks in a right-handed world.Research Foci: Introduction to Psychology emphasizes empiricism throughout, but without making it a distraction from the main story line. Each chapter presents two close-ups on research -- well articulated and specific examples of research within the content area, each including a summary of the hypotheses, methods, results, and interpretations. This feature provides a continuous thread that reminds students of the importance of empirical research. The research foci also emphasize the fact that findings are not always predictable ahead of time (dispelling the myth of hindsight bias), and also help students understand how research really works.Charles Stangor's focus on behavior and empiricism has produced, Introduction to Psychology, a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books.
Welcome to the study of human growth and development, commonly referred to as the womb to tomb course because it is the story of our journeys from conception to death. Human development is the study of how we change over time. Although this course is offered in psychology, this is a very interdisciplinary course. Psychologists, nutritionists, sociologists, anthropologists, educators, and health care professionals all contribute to our knowledge of life span.
Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field’s immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science.
Noba is a high-quality, flexibly structured digital introduction to psychology resource for higher-ed classrooms and virtual classrooms. Noba consists of nearly 90 short (2500-4000 word) chapters authored by leading instructors and researchers including 7 winners of the William James Award. Chapters are organized in familiar categories (Development, Learning & Memory, Personality, etc.) for easy reference. All Noba materials are licensed through Creative Commons under the CC BY-NA-SA license terms.
The Noba website allows anyone to combine chapters in any order to create unique psychology textbooks to suit virtually any curriculum. In addition to allowing users to build their own customized collections, Noba provides a series of "Ready-Made" digital textbooks curated from the Noba chapters to conform to the scope and sequence of some of the most commonly taught 100/200-level psych courses (Intro-to-Psych, Psych as a Biological Science, Psych as a Social Science, etc.). The Ready-made books can also be edited to add or remove chapters, or sections so that they better conform to the specific course an instructor will teach.
Custom-made books, Ready-made books, or even individual chapters can be used online, downloaded as PDFs or shared withe learners via email and social media using easy-share tools built in to the website.
This is a personality theory textbook, with an emphasis on culture. In addition to traditional topics, chapters on Eastern and religious perspectives as positive approaches to adult personality development are included. There are also two appendices, one on personality disorders and another on African perspectives on personality.
Written by Lansing Community College Psychology professor Dr. Mark Kelland, this book covers general personality theory, with an emphasis on cultural aspects affecting personality development. There is also a section focusing on making positive choices in the development of one's personality from a number of different cultural/philosophical perspectives.
Have you ever had trouble teaching the various topics of social psychology and fitting them together to form a coherent field? Dr. Stangor felt like he was presenting a laundry list of ideas, research studies, and phenomena, rather than an integrated set of principles and knowledge. He wondered how his students could be expected to remember and understand the many phenomena that social psychologists study? How could they tell what was most important? It was then that he realized a fresh approach to a Social Psychology textbook was needed to structure and integrate student learning; thus, Principles of Social Psychology was born. This textbook is based on a critical thinking approach, and its aim is to get students thinking actively and conceptually Đ with a greater focus on the forest than the trees. Yes, there are right and wrong answers, but the answers are not the only thing. What is perhaps even more important is how students get to the answers Đ the thinking process itself. To help students better grasp the big picture of social psychology, and to provide you with a theme that you can use to organize your lectures, Dr. Stangor's text has a consistent pedagogy across the chapters.
The first International edition of this textbook provides students with an introduction to the basic concepts and principles of social psychology from an interactionist perspective. The presentation of classic studies and theories are balanced with insights from cutting-edge, contemporary research. An emphasis on real world examples and applications is intended to guide students to critically analyze their situations and social interactions in order to put their knowledge to effective use.
Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.
Sensation and perception are the processes by which we absorb information from environmental stimuli and convert it into data that our brains and bodies use to modify behavior. This course begins with sensation, the physical process by which we use our sense organs to respond to the environmental stimuli around us. Perception refers to our interpretation of stimuli. In this course, the student will identify the ways in which these processes can fail, the biology of both the hearing system and the visual system, and how the other senses (smell, taste, and touch) affect perception. Upon successful completion of this course, students will be able to: describe the sensory systems; distinguish between sensation and perception; explain how sensory and perceptual processes shape our experience of 'reality;' explain the basic principles of classical psychophysics; explain how sensation and perception relate to cognition; explain how human sensory systems respond to energy in the physical environment (i.e. light waves, air pressure, chemical molecules, etc.), transforming it into a perceptual experience that the brain can understand (i.e. sight, sound, smell, etc.); compare and contrast the major theoretical perspectives on sensation and perception, including direct perception, indirect perception, and the information processing perspective; compare and contrast the five sensory systems in terms of their sensory/anatomical set-up and perceptual organization; explain the roles of evolution, development, society, prior knowledge, and inference in our perceptual judgments and our conscious experiences; identify and define the leading terms, concepts, theoretical perspectives, empirical findings, and historical trends in the study of sensation and perception; compare and contrast psychological principles, theories, and methods as they pertain to sensory and neurological systems; critically read, understand, and evaluate scientific literature, understand and use scientific and technical vocabulary, and synthesize information from multiple sources. (Psychology 306)
This is an OER textbook for Positive Psychology. It takes an historical approach and includes a section on areas in which a positive approach to psychology is most needed (e.g., the field of disability studies).