Psychology: From Inquiry to Understanding

Reseña del editor

Provides students with the tools they need to go from inquiry to understanding.

Psychology: From Inquiry to Understanding, 3/eprovides the framework students need to go from inquiry to understanding by continuously modeling the application of the six key principles of scientific thinking. The text 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.

MyPsychLab is an integral part of the Lilienfeld / Lynn / Namy / Woolf program. Key learning applications include writing assessment, MyPsychLab video series, and simulations.

This text is available in a variety of formats – digital and print. Pearson offers its titles on the devices students love through Pearson’s MyLab products, CourseSmart, Amazon, and more.

Teaching & Learning Experience

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

• Personalize Learning – MyPsychLab is an online homework, tutorial, and assessment program. It helps students prepare for class and instructor gauge individual and class performance.
• Improve Critical Thinking – Numbered learning objectives and section summaries help readers build critical thinking and study skills.
• Engage Students – Visual activities, such as labeling of figures and completion of summary tables, help students review key concepts.
• Explore Research – “Apply Your Scientific Thinking Skills” questions are tied to outside research assignments.
• Support Instructors – Support Instructors—A full set of supplements, including MyPsychLab, provides instructors with all the resources and support they need.

0205961673 / 9780205961672 Psychology: From Inquiry to Understanding Plus NEW MyPsychLab with Pearson eText -- Access Card Package

Package consists of:

0205206514 / 9780205206513 NEW MyPsychLab with Pearson eText -- Valuepack Access Card

0205959989 / 9780205959983 Psychology: From Inquiry to Understanding

Biografía del autor

Scott O. Lilienfeld received his BA in psychology from Cornell University in 1982 and his PhD 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 is now Samuel Candler Dobbs Professor of Psychology at Emory University and a visiting professor at the University of Melbourne in Australia. 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 (APA) for Early Career Contributions to Clinical Psychology. More recently, he received the James McKeen Cattell Award from the Association for Psychological Science for outstanding career contributions to applied psychology and the Ernest Hilgard Award from APA Division 1 (General Psychology) for the integration of psychology across disciplines. Dr. Lilienfeld is president of the Society for a Science of Clinical Psychology within Division 12 and past president of the Society for the Scientific Study of Psychopathy. He is editor of Clinical Psychological Science and until recently was a regular columnist for Scientific American Mind magazine. He has authored or coauthored fourteen books and more than 350 journal articles and chapters. Dr. Lilienfeld has also been a participant in Emory University s Great Teachers lecturer series, a Distinguished Speaker for the Psi Chi Honor Society at the annual APA convention, and a keynote speaker at numerous national and international conventions.
Steven Jay Lynn received his BA in psychology from the University of Michigan and his PhD in clinical psychology from Indiana University. He completed an NIMH Postdoctoral Fellowship at Lafayette Clinic, Detroit, Michigan, in 1976 and is now Distinguished Professor of Psychology at SUNY Binghamton, where he was the director of the Psychological Clinic (2007 2016). Dr. Lynn is a fellow of numerous professional organizations, including the American Psychological Association and the Association for Psychological Science, he is a diplomate in clinical and forensic psychology (ABPP), 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 22 books and more than 350 other publications, and was named on a list of Top Producers of Scholarly Publications in Clinical Psychology PhD Programs (2000 2004/Stewart, Wu, & Roberts, 2007, Journal of Clinical Psychology). Dr. Lynn is the founder and editor of Psychology of Consciousness: Theory, Research, and Practice (APA), and he has served on 11 other 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. His research has been featured in numerous media outlets, including the New York Times, New Scientist Magazine, Discover Magazine, CBS Morning Show, ABC s 20/20, Discovery Channel, and the Academy Award-winning documentary, Capturing the Friedmans.
Laura L. Namy received her BA in philosophy and psychology from Indiana University in 1993 and her PhD in cognitive psychology at Northwestern University in 1998. She is now Director of the Center for Mind, Brain, and Culture at Emory University where she is also Professor of Psychology and Core Faculty in Linguistics. She recently completed a three-year term at the National Science Foundation as a Program Director in the Behavioral and Cognitive Sciences Division. She is past editor-in-chief of the Journal of Cognition and Development and a Fellow of the American Psychological Association. 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."