Psychology Books
John Wiley and Sons Ltd The WileyBlackwell Handbook of the Psychology of
Book SynopsisA new addition to the organizational psychology field, The Psychology of Coaching and Mentoring draws on key contemporary research to offer an in-depth, international examination of psychological coaching and mentoring.Trade Review“In summary, the Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoringshould be an easy-to-access resource not only for the researcher but also for the professional coach who has not stopped learning. This book is now firmly ensconced on my personal shelf of rich coaching resources.” (Personnel Psychology, 28 October 2015)Table of ContentsAbout the Editors vii About the Contributors viii Foreword by Sir John Whitmore xiv Series’ Preface xvi Railway Children xviii 1 The Psychology of Coaching and Mentoring 1 Jonathan Passmore, David B. Peterson, and Teresa Freire Section I Coaching 13 2 The Efficacy of Coaching 15 Anthony M. Grant 3 The Role of Contracting in Coaching: Balancing Individual Client and Organizational Issues 40 Robert J. Lee 4 The Development of Meaning and Identity Within Coaching 58 Mary Wayne Bush, Esra Ozkan, and Jonathan Passmore 5 Coaching Ethics 68 Rodney L. Lowman 6 The Neuroscience of Coaching 89 Miles Bowman, Kathleen M. Ayers, Joan C. King, and Linda J. Page 7 Mindfulness in Coaching: Philosophy, psychology or just a useful skill? 112 Michael J. Cavanagh and Gordon B. Spence 8 Developmental Coaching – Developing the Self 135 Tatiana Bachkirova 9 Gender Issues in Business Coaching 155 Sunny Stout-Rostron 10 Team Coaching 175 Alison Carter and Peter Hawkins Section II Mentoring 195 11 Designing Mentoring Schemes for Organizations 197 Paul Stokes and Lis Merrick 12 The Efficacy of Mentoring – the Benefits for Mentees, Mentors, and Organizations 217 Chloé Tong and Kathy E. Kram 13 Training Mentors – Behaviors Which Bring Positive Outcomes in Mentoring 243 Robert Garvey and Gunnela Westlander 14 Mentoring Programs for Under-represented Groups 266 Rowena Ortiz-Walters and Lucy L. Gilson Section III Theories and Models With Implications for Coaching 283 15 Humanistic/Person-centered Approaches 285 Jane Brodie Gregory and Paul E. Levy 16 Behavioral Coaching 298 Fiona Eldridge and Sabine Dembkowski 17 Cognitive Behavioral Approaches 319 Stephen Palmer and Helen Williams 18 Motivational Interviewing Approach 339 Tim Anstiss and Jonathan Passmore 19 Psychodynamic Approach 365 Michael A. Diamond 20 Gestalt Approach 385 Juliann Spoth, Sarah Toman, Robin Leichtman, and Julie Allan 21 Narrative Approaches 407 Reinhard Stelter 22 Positive Psychology Approaches 426 Teresa Freire Section IV Issues in Coaching and Mentoring 443 23 Conducting Organizational-Based Evaluations of Coaching and Mentoring Programs 445 Siegfried Greif 24 The Role of Emotions in Coaching and Mentoring 471 Kate Hefferon 25 Cross-cultural Working in Coaching and Mentoring 483 Geoffrey Abbott, Kate Gilbert, and Philippe Rosinski 26 Virtual Coaching and Mentoring 501 Niloofar Ghods and Camala Boyce Index 524
£130.45
John Wiley and Sons Ltd Clinical Handbook of Biofeedba
Book SynopsisA practical guide to the clinical use of biofeedback, integrating powerful mindfulness techniques. A definitive desk reference for the use of peripheral biofeedback techniques in psychotherapeutic settings, backed by a wealth of clinical research Introduces mindfulness and acceptance techniques and shows how these methods can be incorporated into biofeedback practice Step-by-step instructions provide everything a clinician needs to integrate biofeedback and mindfulness including protocols, exemplar logs for tracking symptoms, and sample scripts for mindfulness exercises Includes scientifically robust treatment protocols for a range of common problems including headaches, hypertension and chronic pain Table of ContentsList of Figures vii List of Tables ix Acknowledgments xi Introduction xiii Part I Foundations 1 1 Mindfulness and Acceptance Approach to Biofeedback 1 2 General Issues in Biofeedback 24 3 Biofeedback Equipment 29 Part II Assessment 33 4 Initial Evaluation 33 5 Psychophysiological Stress Profile 37 6 Psychophysiological Relaxation Profile 47 7 Evidence-Based Treatment Planning 57 Part III Biofeedback Modalities 67 8 Breathing 67 9 Heart Rate Variability 97 10 Surface Electromyography 118 11 Temperature 157 12 Skin Conductance 165 Part IV Biofeedback Application 172 13 Anxiety 172 14 Asthma 196 15 Migraine Headaches 204 16 Tension-Type Headache 215 17 Essential Hypertension 224 18 Irritable Bowel Syndrome 234 19 Raynaud’s Phenomenon 242 20 Temporomandibular Joint Disorders 250 21 Chronic Low Back Pain and Other Chronic Pain Disorders 261 22 Emerging Directions 276 Appendix I Meditation Scripts 285 Appendix II Client Logs 300 Index 326
£38.90
John Wiley and Sons Ltd Pediatric Psychooncology Psychosocial Aspects
Book SynopsisPediatric Psycho-oncology reviews the psychological aspects of care of the child with cancer. The book deals with critical issues such as the neuropsychological impact of treatment, pain, quality of life, returning to school, ethics, palliative care, talking to children and their families about death, and providing support to the dying.Trade Review“This is a highly practical resource book for health professionals dealing with children and adolescents with cancer . . . There is also a new appendix providing a comprehensive overview and details of research tools in paediatric psycho-oncology.” (Journal of Analytical Psychology, 1 May 2013)Table of ContentsList of Contributors ix Foreword xiii Jimmie Holland Introduction: Embedding Psychosocial Care in Medicine: Pediatric Psycho-oncology as a Model Gary M. Kupfer xv Preface xvii Part A Active Treatment 1 Chapter 1 Cancer in Children: an Overview 3 Shai Izraeli, Gideon Rechavi Chapter 2 Comprehensive and Family- Centered Psychosocial Care in Pediatric Oncology: Integration of Clinical Practice and Research 7 Lori Wiener, Maryland Pao Chapter 3 Quality of Life in Children with Cancer 18 Shulamith Kreitler, Michal M. Kreitler Chapter 4 Pain in Pediatric Oncology 32 Richard D. W. Hain Chapter 5 Psychiatric Impact of Childhood Cancer 43 Margaret L. Stuber Chapter 6 Psychosocial Effects of Hematopoietic Cell Transplantation in Children 52 Ronit Elhasid, Michal M. Kreitler, Shulamith Kreitler, Myriam Weyl Ben-Arush Chapter 7 Psychosocial Aspects of Radiotherapy in Pediatric Cancer Patients 62 Shulamith Kreitler, Elena Krivoy, Amos Toren Chapter 8 Communicating with Children: their Understanding, Information Needs, and Processes 71 M. Louise Webster, Jane E. Skeen Chapter 9 Psychosocial Interventions: a Cognitive Behavioral Approach 92 Bob F. Last, Martha A. Grootenhuis Chapter 10 Education in Pediatric Oncology: Learning and Reintegration into School 104 Ciporah S. Tadmor, Rivka Rosenkranz, Myriam Weyl Ben-Arush Chapter 11 Psychopharmacology in Pediatric Oncology 118 Elizabeth G. Pinsky, Annah N. Abrams Chapter 12 Complementary and Alternative Medicine Use in Children with Cancer 135 Subhadra Evans, Laura Cousins, Lonnie Zeltzer Chapter 13 Fantasy, Art Therapies, and Other Expressive and Creative Psychosocial Interventions 143 Shulamith Kreitler, Daniel Oppenheim, Elsa Segev-Shoham Chapter 14 Palliative Care for Children with Advanced Cancer 160 Stefan J. Friedrichsdorf, Lonnie Zeltzer Part B Survivorship 175 Chapter 15 Neuropsychological Sequelae of Childhood Cancer 177 Matthew C. Hocking, Melissa A. Alderfer Chapter 16 Survivorship in Childhood Cancer 187 Elena Krivoy, Meriel E.M. Jenney, Amita Mahajan, Monique Peretz Nahum Part C Death and Bereavement 197 Chapter 17 Care of a Child Dying of Cancer 199 Sergey Postovsky, Myriam Weyl Ben-Arush Chapter 18 Psychological Intervention with the Dying Child 209 Shulamith Kreitler, Elena Krivoy Chapter 19 Providing Support for Families Experiencing the Death of a Child 223 David J. Schonfeld Part D Additional Considerations 231 Chapter 20 Ethical Considerations in Pediatric Oncology: a Case-Based Psychosocial Overview 233 Ryan W. Blum, Andres S. Martin Chapter 21 When a Parent has Cancer: Supporting Healthy Child Development During Challenging Times 246 Susan D. Swick, Andres S. Martin, Paula Rauch Chapter 22 Collaborations in Psychosocial Care in Pediatric Oncology: the Middle East as a Case Example 260 Aziza T. Shad, Maria E. McGee, Matthew G. Biel, Michael Silbermann Part E Appendix 269 Appendix A Assessment Tools in Pediatric Psycho-oncology 271 Dafna Munitz-Shenkar, Michal M. Kreitler, Shulamith Kreitler Appendix B Additional Resources 298 Index 301
£68.36
WW Norton & Co The Practitioners Guide to the Science of
Book SynopsisEstablishing a new, scientifically validated foundation for current psychotherapeutic practice.
£22.79
WW Norton & Co Racial Trauma
Book SynopsisAn urgent, wide-ranging account of racial trauma and its psychological impact.
£27.54
WW Norton & Co RelationshipBased Treatment of Children and Their
Book SynopsisImmediate interventions for struggling families, integrating four distinct areas of psychology.
£34.19
Palgrave Macmillan Workingthrough Collective Wounds Trauma Denial
Book SynopsisIt will be of great interest to psychoanalysts interested in collective phenomena, psychosocial studies scholars and social theorists working on theories of recognition and theories of trauma.Trade Review“This book is an important contribution, and much needed, in these frightening times of widespread and increasing state violence. Soreanu’s ideas could be put to good use by potentially sympathetic commentators with big megaphones and broad influence, and by groups resisting oppression in their own countries.” (Jay Frankel, The American Journal of Psychoanalysis, Vol. 79 (1), March, 2019) “This work can also be a good introductory text … .It is one of those rare texts that is both profound psychosocial research and an accessible read for the general public.” (Endre Koritar, International Forum of Psychoanalysis, May 07, 2019)Table of ContentsIntroduction.- Part One: Trauma and the Symbol.- 1. Symbols.- 2. Magmas.- 3. Registers.- Part Two: Trauma and Denial.- 4. Memory-wounds.- 5. Phantasmas.- 6. Voracities.- Part Three: Trauma and Recognition.- 7. Faces.- 8. Coins.- 9. Oblique Lines.- Conclusions.
£44.99
John Wiley & Sons Inc Psychology and the Law
Book Synopsis Discover first-hand insights into the experience of acting as a psychologist expert witness In Psychology and the Law: Case Studies of Expert Witnesses, a team of distinguished psychologists delivers an insightful and practical collection of case studies exploring the role of mental health professionals acting as expert witnesses in regulatory, judicial, and quasi-judicial proceedings. Each chapter is authored by an expert in their field, covering situations ranging from the assessment of people involved in criminal and family law proceedings and Parole Board hearings to the assessment of a civil litigant's experience of historical trauma resulting from the alleged negligence of the local authority. Each case follows the involvement of the practitioner from initial retainer to the process of giving evidence in court or in a court-like proceeding. The book also offers valuable judicial and legal perspectives on the roles played by mental health professionals acti
£76.49
John Wiley & Sons Trauma Impacts
Book SynopsisA systems-oriented look at how unhealed trauma can prevent optimal functioningand what to do about it Trauma Impacts: Repercussions of Individual and Collective Trauma explores the many ways that traumatic experiences affect people from diverse backgrounds, as individuals and in groups. In chapters contributed by experts in their fields, this book offers a systemic overview of how trauma impacts all humans, then delves into the manifestations of trauma in specific populations like BIPOC communities, neurodivergent children, and those in helping professions. The book''s third and final section looks at emerging modalities for working with trauma and implications for the future of trauma-focused therapy. Ideal for anyone who works closely with individuals who have experienced traumatherapists, educators, social workers, and beyondTrauma Impacts will benefit from a thorough understanding on how trauma continues to influence lives, even long after the fact. Tr
£36.09
John Wiley & Sons Inc Trauma Bonding and Interpersonal Crimes
Book SynopsisA COLLECTION OF RECENT RESEARCH AND REAL-LIFE REPORTS ON TRAUMA BONDING IN MANY CONTEXTS OF INTERPERSONAL VIOLENCE Trauma bonding, the emotional attachment victims develop toward their abusers or captors, has been repeatedly observed in victims of interpersonal crimes yet little is known about its formation, persistence, and positive resolution in survivors. Trauma Bonding and Interpersonal Crimes provides a timely review of existing theoretical conceptualizations and research findings on trauma bonding in relation to various forms of interpersonal crimes, including human trafficking, intimate partner violence, child sexual abuse, cults, kidnapping, gang violence, and terrorism. With an accessible and reader-friendly style, lead author Joan A. Reid examines the concept of trauma bonding while offering insights into the consequences of how the phenomenon is framed in the public discourse and the professional sectors. Twelve chapters investigate key topics ranging from methodological is
£33.24
John Wiley & Sons Adjustment and Growth Psychology and the Challeng
Book Synopsis
£132.26
£130.86
John Wiley & Sons Adult Development and Aging
Book Synopsis
£139.60
John Wiley & Sons Health Psychology
Book Synopsis
£140.55
John Wiley & Sons Real World Psychology 4th Edition Paperback with
Book Synopsis
£140.55
John Wiley & Sons Inc Psychology in Action
Book SynopsisProvides a foundational understanding of the field of psychology, helps students apply core concepts of psychology to their personal growth and success Easy to adapt to any course syllabus, Psychology in Action: Fundamentals of Psychological Science provides a college-level survey of the field of psychology. Students engage with real, recent research while developing their scientific literacy with special features in each chapter. Covering both the practical application and underlying science of psychology, easily accessible chapters highlight the relevance of psychological science to understanding and having agency in everyday experiences and behaviors. Now presented in a concise 14-chapter format, this new edition of Psychology in Action retains its emphasis on active learning and fostering a growth mindset. An expanded prologue focuses on critical thinking and student success, and new to this edition, Why Scientific Thinking Matters develops scientific thinking skills by examinin
£140.55
John Wiley & Sons Inc Burnt Out to Lit Up
Book SynopsisA timely and incisive resource for business leaders and people managers struggling with complacency and burnout in this rapidly evolving world of work Facing the challenges of global cultural, commercial, political, and technological shifts, managers are in dire need of strategies to move from survival to revival. Burnt Out to Lit Up: How to Reignite the Joy of Leading People by Daisy Auger-Domínguez illuminates the often overlooked and difficult aspects of management and offers a lifeline for managers struggling to adapt and thrive. Crafted by a seasoned executive with experience at companies like Disney, Google, and VICE Media, this book delivers a rich blend of inspiration and practical tools for today''s managers. Through a compelling mix of personal anecdotes, research-backed insights, and actionable strategies, Auger-Domínguez walks business leaders and people managers down a path designed to reignite the passion and drive necessary for effec
£19.54
John Wiley and Sons Ltd Applying Psychology to Forensic Practice
Book Synopsis* Illustrates the wide variety of applications of psychology to the criminal and civil justice system. * Gives examples of how forensic psychology can benefit not only from clinical and criminological approaches, but also from the insights of occupational, cognitive, developmental and social psychology.Trade Review"At a time when forensic psychology is playing an important and increasing role in the criminal justice system the editors of this book are to be congratulated on bringing together a wide and well written range of contributions... a must for all forensic psychologists and their associated colleagues." Professor Herschel Prins, Loughborough University "This comprehensive collection of essays on the emerging role of forensic psychology makes for stimulating reading. Bringing together analyses of research techniques, practical discussions on meeting needs and supporting practitioners, with theories of organisational development in the criminal justice system, the book benefits from its contributors' shared vision of what is required in order to successfully tackle and prevent problems of offending." Crispin Truman, Chief Executive, Revolving Doors Agency "This wide-ranging book covers many important topics and will be very useful to scholars and practitioners in providing valuable information about key roles in forensic psychology." David P. Farrington, Professor of Psychological Criminology, Cambridge University "A good marker of how much forensic psychology has developed in recent years, this thought-provoking book is written by a number of the current leading experts (both practitioners and researchers) and provides up-to-date illustrations of some of the most exciting areas in the field. It will appeal to academics and students, people interested in becoming a forensic psychologist, current forensic psychologists and other psychologists who wish to gain a valuable insight into this expanding area." Dr Peter Banister, Department of Psychology and Speech Pathology, Manchester Metropolitan University "Practitioners in forensic psychology will find new insights in this book whatever their level of knowledge and expertise in their subject ... This book, as it promises, is somewhat different from other texts on forensic psychology and deserves a place on your bookcase. It will make you think about how more psychology, which is not forensic, could be adapted, applied, or provide some further insight to the benefit of better forensic practice. While it would be hard to meet all the expectations on the outside cover, it will not disappoint." Zoë Ashmore, Consultant Forensic Psychologist, The Howard Journal of Criminal Justice, Vol 44 No 1, February 2005Table of ContentsList of Contributors. Series Editors’ Preface. Preface. Section I: Working with Offenders; Analysis and Intervention. 1. The Offender’s Perspective on Crime: Methods and Principles in Data Collection: Claire Nee. 2. The Community and Family Context in Understanding Juvenile Crime: Mark Wilson. 3. Offence Paralleling Behaviour (OPB) as a Framework for Assessment and Interventions with Offenders: Lawrence Jones. 4. Risk Assessment: David Crighton. 5. The Management of Difficult Clients: Ruby Bell and Sue Evershed. 6. Intellectual Disabilities and Crime: Issues iIn Assessment, Intervention and Management: William R. Lindsay, Jacqueline Law and Fiona MacLeod. Section 2: Working with Criminal Justice Personnel. 7. Violent Police–Suspect Encounters: the Impact of Environmental Stressors on the Use of Lethal Force: Aldert Vrij and Jo Barton. 8. Enhancing Eyewitness Memory: Developments in Theory and Practice: Pam Newlands. 9. Occupational Stress and the Criminal Justice Practitioner: Jennifer Brown. 10. The Contribution of Job Simulation Assessment Centres to Organizational Development in HM Prison Service: Keith Baxter, Kirstin Davis, Eliot Franks and Sonia Kitchen. 11. Design and Evaluation of Training: David Boag. 12. Facilitating Multi-disciplinary Teams: Adrian Needs and Jo Capelin. 13. Applied Psychological Services in HM Prison Service and the National Probation Service: Graham Towl. References. Appendix: Revolving Doors Agency. Index.
£51.25
John Wiley and Sons Ltd Psychological Anthropology
Book SynopsisPsychological Anthropology: A Reader in Self in Culture presents a selection of readings from recent and classical literature with a rich diversity of insights into the individual and society. Presents the latest psychological research from a variety of global cultures Sheds new light on historical continuities in psychological anthropology Explores the cultural relativity of emotional experience and moral concepts among diverse peoples, the Freudian influence and recent psychoanalytic trends in anthropology Addresses childhood and the acquisition of culture, an ethnographic focus on the self as portrayed in ritual and healing, and how psychological anthropology illuminates social change Table of ContentsAcknowledgments. Introduction. Part I Constructing a Paradigm, 1917–55. Introduction – Invisible Pioneers: “Culture and Personality” Reconsidered. 1 The Polish Peasant in Europe and America (W. I. Thomas and Florian Znaniecki). 2 The Psychology of Culture (Edward Sapir). 3 Culture and Experience (A. Irving Hallowell). Part II Emotion and Morality in Diverse Cultures. Introduction – Human Variations: A Population Perspective on Psychological Processes. 4 Emotions Have Many Faces: Inuit Lessons (Jean Briggs). 5 Moral Discourse and the Rhetoric of Emotion (Geoffrey M. White). 6 Kali’s Tongue (Usha Menon and Richard A. Shweder). 7 Shame and Guilt in Japan (Takie Lebra). 8 Introduction to Culture and Depression (Arthur Kleinman and Byron Good). Part III Psychoanalytic Explorations through Fieldwork. Introduction – After Freud: Dramas of the Psyche in Cultural Context. 9 Psychoanalytic Anthropology (Robert A. Paul). 10 Is the Oedipus Complex Universal? (Anne Parsons). 11 Kagwahiv Mourning I: Dreams of a Bereaved Father (Waud H. Kracke). 12 Kagwahiv Mourning II: Ghosts, Grief, and Reminiscences (Waud H. Kracke). Part IV Childhood: Internalizing Cultural Schemas. Introduction – Childhood Experience: The Role of Communication. 13 Cultural and Educational Variations in Maternal Responsiveness (Amy L. Richman, Patrice M. Miller, and Robert A. LeVine). 14 Self-Construction through Narrative Practices: A Chinese and American Comparison of Early Socialization (Peggy J. Miller, Heidi Fung, and Judith Mintz). 15 Parent–Child Communication Problems and the Perceived Inadequacies of Chinese Only Children (Vanessa L. Fong). Part V The Self in Everyday Life, Ritual, and Healing. Introduction – Cultural Narratives of Self: Strategies, Defenses, and Identities. 16 The Self in Daily Dramas (Thomas Gregor). 17 Sambia Nose-Bleeding Rites and Male Proximity to Women (Gilbert H. Herdt). 18 Cross-Cultural Differences in the Self (Douglas Hollan). 19 Clinical Paradigm Clashes (Joseph D. Calabrese). Part VI Psychosocial Processes in History and Social Transformation. Introduction – Culture Change: Psychosocial Processes in Social Transformation. 20 The Psychosocial Experience of Immigration (Carola Suárez-Orozco and Marcelo M. Suárez-Orozco). 21 The Schooling of Women: Maternal Behavior and Child Environments (Robert A. LeVine and Sarah A. LeVine). 22 Revitalization Movements (Anthony F. C. Wallace). 23 Culture, Charisma, and Consciousness (Charles Lindholm). Index.
£82.60
John Wiley and Sons Ltd Psychological Anthropology
Book SynopsisPsychological Anthropology: A Reader in Self in Culture presents a selection of readings from recent and classical literature with a rich diversity of insights into the individual and society. Presents the latest psychological research from a variety of global cultures Sheds new light on historical continuities in psychological anthropology Explores the cultural relativity of emotional experience and moral concepts among diverse peoples, the Freudian influence and recent psychoanalytic trends in anthropology Addresses childhood and the acquisition of culture, an ethnographic focus on the self as portrayed in ritual and healing, and how psychological anthropology illuminates social change Trade Review"Vividly picture, frame, and imagine an exploratory vivisection of an entire human brain by 18 or so individuals from different specializations, research areas, and training levels doing talking points as each cuts, cleans, rinses, exposes, or excises the above at will into 23 overlapping chunks. If you can mentally formulate this image and want to know more, then Psychological Anthropology: A Reader on Self in Culture is a book for you." (PsycCritiques, December 2010) Table of ContentsAcknowledgments x Introduction 1 Part I Constructing a Paradigm, 1917–55 7 Introduction – Invisible Pioneers: “Culture and Personality” Reconsidered 9 1 The Polish Peasant in Europe and America 18 W. I. Thomas and Florian Znaniecki 2 The Psychology of Culture 23 Edward Sapir 3 Culture and Experience 30 A. Irving Hallowell Part II Emotion and Morality in Diverse Cultures 53 Introduction – Human Variations: A Population Perspective on Psychological Processes 55 4 Emotions Have Many Faces: Inuit Lessons 60 Jean Briggs 5 Moral Discourse and the Rhetoric of Emotion 68 Geoffrey M. White 6 Kali’s Tongue 83 Usha Menon and Richard A. Shweder 7 Shame and Guilt in Japan 102 Takie Lebra 8 Introduction to Culture and Depression 112 Arthur Kleinman and Byron Good Part III Psychoanalytic Explorations through Fieldwork 117 Introduction – After Freud: Dramas of the Psyche in Cultural Context 119 9 Psychoanalytic Anthropology 124 Robert A. Paul 10 Is the Oedipus Complex Universal? 131 Anne Parsons 11 Kagwahiv Mourning I: Dreams of a Bereaved Father 154 Waud H. Kracke 12 Kagwahiv Mourning II: Ghosts, Grief, and Reminiscences 165 Waud H. Kracke Part IV Childhood: Internalizing Cultural Schemas 175 Introduction – Childhood Experience: The Role of Communication 177 13 Cultural and Educational Variations in Maternal Responsiveness 181 Amy L. Richman, Patrice M. Miller, and Robert A. LeVine 14 Self-Construction through Narrative Practices: A Chinese and American Comparison of Early Socialization 193 Peggy J. Miller, Heidi Fung, and Judith Mintz 15 Parent–Child Communication Problems and the Perceived Inadequacies of Chinese Only Children 220 Vanessa L. Fong Part V The Self in Everyday Life, Ritual, and Healing 239 Introduction – Cultural Narratives of Self: Strategies, Defenses, and Identities 241 16 The Self in Daily Dramas 245 Thomas Gregor 17 Sambia Nose-Bleeding Rites and Male Proximity to Women 269 Gilbert H. Herdt 18 Cross-Cultural Differences in the Self 295 Douglas Hollan 19 Clinical Paradigm Clashes 309 Joseph D. Calabrese Part VI Psychosocial Processes in History and Social Transformation 325 Introduction – Culture Change: Psychosocial Processes in Social Transformation 327 20 The Psychosocial Experience of Immigration 329 Carola Suárez-Orozco and Marcelo M. Suárez-Orozco 21 The Schooling of Women: Maternal Behavior and Child Environments 345 Robert A. LeVine and Sarah A. LeVine 22 Revitalization Movements 351 Anthony F. C. Wallace 23 Culture, Charisma, and Consciousness 365 Charles Lindholm Index 378
£34.15
John Wiley and Sons Ltd Blackwell Handbook of Judgment and Decision
Book SynopsisGives an overview of the topics and research in the study of how people make evaluations, draw inferences, and make decisions under conditions of uncertainty and conflict. This title provides a glimpse at the many approaches that have been taken in the study of judgment and decision making and portrays the major findings in the field.Trade Review"Highly recommended." Choice "....Exactly what a good handbook should be; comprehensive, representative, authoritative, authentic and well-written" Kenneth R. Hammond, University of Colorado at Boulder "This spelendid collection by Koehler and Harvey is a timely state-of-the-art report on Judgment and Decision Making (JDM) and provides a good demonstration of the great strides that have been made in thie area over the past 50 or so years. In short, for anyone who wants to know exactly where JDM research is currently at, this book is essential reading." Applied Cognitive Psychology "The Handbook shows the realization of Ward Edwards's original dream of a field made exciting by the continual interplay between normative analyses, descriptive research, and prescriptive interventions, bridging critical gaps between the normative ideal and descriptive reality." Baruch Fischhoff, Carnegie Mellon University and President of Society for Risk Analysis "Fifty years of research have created an impressive body of knowledge and theory about human judgment and decision making. This comprehensive and authoritative handbook will serve as a valuable text and reference for students, scholars, and decision makers." Paul Slovic, University of Oregon and President of Decision Research Institute “Judgment and decision making is hot, and a handbook comes at just the right time. What I like so much about this book is that so many of the chapters are written by young scholars with fresh perspectives and new ideas. This Handbook is a great place for graduate students to find out where the frontiers of the field are now, and who are the researchers that are making the field so exciting.” Richard H. Thaler, University of Chicago "This is the first book to give a complete overview of this field, which has been developing since the 1950s. The first part details normative approaches and includes discussions of bounded rationality and computational models of decision making. The next two parts focus respectively on judgements and decisions while the last part examines practical applications. Topics range over hypothesis testing, the challenges of uncertainty and complexity, the role of feelings in decision making, the influence of culture and even the psychology of medical decision making." The Scientific and Medical Network ReviewTable of ContentsList of Contributors. List of Figures and Tables. Preface. Part I: Approaches:. 1. Rationality and the Normative/Descriptive Distinction: David Over (University Of Sunderland). 2. Normative Models of Judgment and Decision Making: Jonathan Baron (University Of Pennsylvania). 3. Social Judgment Theory: Applying and Extending Brunswik’s Probabilistic Functionalism: William M. Goldstein (University Of Chicago). 4. Fast and Frugal Heuristics: The Tools of Bounded Rationality: Gerd Gigerenzer (Max Planck Institute For Human Development). 5. Yet Another Look at the Heuristics and Biases Approach: Gideon Keren (Eindhoven University Of Technology) And Karl H. Teigen (University Of Oslo). 6. Walking with the Scarecrow: The Information-Processing Approach to Decision Research: John W. Payne And James R. Bettman (both Duke University). 7. Computational Models Of Decision Making: Jerome R. Busemeyer (Indiana University) and Joseph G. Johnson (Miami University). Part II: Judgments:. 8. Inside and Outside Probability Judgment: David A. Lagnado (University College London) and Steven A. Sloman (Brown University). 9. Perspectives on Probability Judgment Calibration: Dale Griffin (University Of British Columbia) and Lyle Brenner (University Of Florida). 10. Hypothesis Testing and Evaluation: Craig R. M. Mckenzie (University Of California, San Diego). 11. Judging Covariation and Causation: David R. Shanks (University College London). 12. A Tale of Tuned Decks? Anchoring as Accessibility and Anchoring as Adjustment: Nicholas Epley (University of Chicago). 13. Twisted Pair: Counterfactual Thinking and the Hindsight Bias: Neal J. Roese (University Of Illinois). 14. Forecasting and Scenario Planning: The Challenges of Uncertainty and Complexity: Paul J. H. Schoemaker (University of Pennsylvania). 15. Expertise in Judgment and Decision Making: A Case for Training Intuitive Decision Skills: Jennifer K. Phillips, Gary Klein, and Winston R. Sieck (all Klein Associates). 16. Debiasing: Richard P. Larrick (Duke University). Part III: Decisions:. 17. Context and Conflict in Multiattribute Choice: Eldar Shafir (Princeton University) and Robyn A. Leboeuf (University of Florida). 18. Internal and Substantive Inconsistencies in Decision-Making: Christopher K. Hsee (University of Chicago), Jiao Zhang (University of Chicago), and Chen Junsong (China Europe International Business School). 19. Framing, Loss Aversion, and Mental Accounting: Dilip Soman (University of Toronto). 20. Decision Under Risk: George Wu (University Of Chicago), Jiao Zhang (University Of Chicago), and Richard Gonzalez (University of Michigan). 21. Intertemporal Choice: Daniel Read (University of Durham). 22. The Connections between Affect and Decision Making: Nine Resulting Phenomena: Yuval Rottenstreich And Suzanne Shu (both University of Chicago). 23. Group Decision and Deliberation: A Distributed Detection Process: Robert D. Sorkin, Shenghua Luan, and Jesse Itzkowitz (all University Of Florida). 24. Behavioral Game Theory: Simon Gächter (University of Nottingham). 25. Culture and Decisions: Incheol Choi (Seoul National University), Jong An Choi (Seoul National University), and Ara Norenzayan (University of British Columbia). Part IV: Applications:. 26. Behavioral Finance: Markus Glaser, Markus Nöth, and Martin Weber (all University Of Mannheim). 27. Judgment and Decision-making Accounting Research: A Quest to Improve the Production, Certification, and Use of Accounting Information: Natalia Kotchetova (University of Waterloo) and Steven Salterio (Queen’s University). 28. Heuristics, Biases, and Governance: Jeffrey J. Rachlinski (Cornell Law School). 29. The Psychology of Medical Decision Making: Gretchen B. Chapman (Rutgers University). 30. Judgment, Decision Making, and Public Policy: Nick Pidgeon (University Of East Anglia) and Robin Gregory (Decision Research, Vancouver). Index
£151.16
John Wiley and Sons Ltd Psychology Religion and Spirituality
Book Synopsis* Explores religion both as a social phenomenon and as a form of inner experience. * Explains why people believe what they do. * Looks at the effects of religious and spiritual belief upon behaviour, and upon physical and psychological health.Trade Review"These two books are valuable because, unlike the scientific materialists and religious exclusivists, the author's argue that there is a need (indeed, much scope) for critical thinking as well as spiritual hope in a world ravaged by instability, hatred and bloodshed." (Muslim News, 29 July 2011) "I cannot recommend this book too highly." Charles T. Tart, Institute of Transpersonal Psychology, Palo Alto "Fontana’s sympathetic understanding of religion, his refined knowledge of Eastern traditions, together with a broad grasp of classic and recent psychological research, all combine to produce a work which rightly challenges the narrow assumptions of many psychologists of religion." Brian L. Lancaster, Consciousness & Transpersonal Psychology Research Unit, Liverpool John Moores University "It would be difficult for anyone other than a rabid fundamentalist (of whatever persuasion) to fail to be fascinated, enlightened and enriched by David Fontana's lucid and masterful exposition of the interplay between 'Psychology, Religion and Spirituality' as set out in his book of that title ... The scope of this book is astounding, and its detailed and even-handed dissemination of factual information does its author much credit ... A truly vast canvas, in dealing with which editorial necessity limits me to some four hundred words; ten times as many would, I fear, have been insufficient to do full justice to the most rewarding task set me." The Christian Parapsychologist "This book is both refreshingly original and packed with information. It offers a very clear review of empirical studies in religious research, and has the additional merit of being, unusually for textbooks on the psychology of religion, written by an author who actually demonstrates a very wide knowledge of the world religions, their history and teachings ... Both workers in Religious Studies who like a humanities-based approach to the psychology of religion, and lecturers in Psychology who may be seeking considered reviews of quantitative research studies, will find a book that well meets their needs here. I highly recommend this book - what Alan Baddeley did for memory psychology and Roger Brown did for social psychology, Fontana has done for the psychology of religion in writing a book that deserves to become known as a classic text." Social Psychological Review "an impressive survey on the psychology of religion ... Fontana's background in transpersonal psychology and his unassuming style allow for an open-minded yet critical stance ... An excellent introduction to the psychology of religion" Choice "From beginning to end, the author tries to bridge over the gap between Western and Eastern approaches to religiosity and spirituality and avoid all dominance of Christianity in research and theory in the area of psychology of religion ... The author is known also for his popular books, which may explain that this scientific book of his is written clearly and readably. As to the results, the book can be recommended not only to the clergy, professional psychologists, students and teachers of psychology of religion, but also to general public." Studia Psychologica "a book which one hopes will be read by undergraduate psychology students as an antidote to the narrowness of many other academic psychology textbooks ... the coverage is exemplary, covering every conceivable angle, classification and type of explanation ... This is a very good overview of the whole field of psychology of religion, and one can only hope that it will be widely read." Scientific and Medical Network Review "I have read several books on the psychology of religion over the years, but few have been as engaging as David Fontana's excellent study ... Throughout the book there are encyclopaedic references to psychological writers and there is a very full bibliography, so that the reader will have no shortage of follow-up material should she wish to pursue any theme or issue further. Moreover, this material is up to date, and reflects a range of psychological approaches. It's very impressive ... underlying much of the book there is that awkward question about the common ground - if any - between the major religious traditions. In our days that question has a new urgency, and this book will provide some fresh, if sometimes discomforting, impetus to it. Highly recommended." Regent's Reviews “A great starting point for any empirical investigator … also useful for every scholar and student of psychology of religion. I can also recommend it to those who want to study spirituality from a psychological and experimental point of view. [It] provides both theoretical knowledge and empirical research findings on religious and spiritual development and behavior. It can be used as a textbook for psychology, education and theology at both undergraduate and graduate levels. It is necessary reading for every researcher in the fields of psychology, religion or spirituality.” Journal of Empirical Theology Table of ContentsIntroduction. 1. Why the Psychology of Religion?. 2. Definitions and Meanings. 3. Introspection and Inner Experience. 4. Approaches to the Psychology of Religion and Spirituality. 5. Religious Beliefs and Practices. 6. Approaches to Spiritual Development. 7. Spirituality and the Brain. 8. The Origins of Religious Belief. 9. Religious Expression in Myth and the Creative Arts. 10. Varieties of Religious and Spiritual Experience. 11. Concepts of Self Soul and Brain. 12. Religion Health and Well-Being. Conclusion. References. Index.
£99.86
John Wiley and Sons Ltd Psychology Religion and Spirituality
Book Synopsis* Explores religion both as a social phenomenon and as a form of inner experience. * Explains why people believe what they do. * Looks at the effects of religious and spiritual belief upon behaviour, and upon physical and psychological health.Trade Review"These two books are valuable because, unlike the scientific materialists and religious exclusivists, the author's argue that there is a need (indeed, much scope) for critical thinking as well as spiritual hope in a world ravaged by instability, hatred and bloodshed." (Muslim News, 29 July 2011) "I cannot recommend this book too highly." Charles T. Tart, Institute of Transpersonal Psychology, Palo Alto "Fontana’s sympathetic understanding of religion, his refined knowledge of Eastern traditions, together with a broad grasp of classic and recent psychological research, all combine to produce a work which rightly challenges the narrow assumptions of many psychologists of religion." Brian L. Lancaster, Consciousness & Transpersonal Psychology Research Unit, Liverpool John Moores University "It would be difficult for anyone other than a rabid fundamentalist (of whatever persuasion) to fail to be fascinated, enlightened and enriched by David Fontana's lucid and masterful exposition of the interplay between 'Psychology, Religion and Spirituality' as set out in his book of that title ... The scope of this book is astounding, and its detailed and even-handed dissemination of factual information does its author much credit ... A truly vast canvas, in dealing with which editorial necessity limits me to some four hundred words; ten times as many would, I fear, have been insufficient to do full justice to the most rewarding task set me." The Christian Parapsychologist "This book is both refreshingly original and packed with information. It offers a very clear review of empirical studies in religious research, and has the additional merit of being, unusually for textbooks on the psychology of religion, written by an author who actually demonstrates a very wide knowledge of the world religions, their history and teachings ... Both workers in Religious Studies who like a humanities-based approach to the psychology of religion, and lecturers in Psychology who may be seeking considered reviews of quantitative research studies, will find a book that well meets their needs here. I highly recommend this book - what Alan Baddeley did for memory psychology and Roger Brown did for social psychology, Fontana has done for the psychology of religion in writing a book that deserves to become known as a classic text." Social Psychological Review "an impressive survey on the psychology of religion ... Fontana's background in transpersonal psychology and his unassuming style allow for an open-minded yet critical stance ... An excellent introduction to the psychology of religion" Choice "From beginning to end, the author tries to bridge over the gap between Western and Eastern approaches to religiosity and spirituality and avoid all dominance of Christianity in research and theory in the area of psychology of religion ... The author is known also for his popular books, which may explain that this scientific book of his is written clearly and readably. As to the results, the book can be recommended not only to the clergy, professional psychologists, students and teachers of psychology of religion, but also to general public." Studia Psychologica "a book which one hopes will be read by undergraduate psychology students as an antidote to the narrowness of many other academic psychology textbooks ... the coverage is exemplary, covering every conceivable angle, classification and type of explanation ... This is a very good overview of the whole field of psychology of religion, and one can only hope that it will be widely read." Scientific and Medical Network Review "I have read several books on the psychology of religion over the years, but few have been as engaging as David Fontana's excellent study ... Throughout the book there are encyclopaedic references to psychological writers and there is a very full bibliography, so that the reader will have no shortage of follow-up material should she wish to pursue any theme or issue further. Moreover, this material is up to date, and reflects a range of psychological approaches. It's very impressive ... underlying much of the book there is that awkward question about the common ground - if any - between the major religious traditions. In our days that question has a new urgency, and this book will provide some fresh, if sometimes discomforting, impetus to it. Highly recommended." Regent's Reviews “A great starting point for any empirical investigator … also useful for every scholar and student of psychology of religion. I can also recommend it to those who want to study spirituality from a psychological and experimental point of view. [It] provides both theoretical knowledge and empirical research findings on religious and spiritual development and behavior. It can be used as a textbook for psychology, education and theology at both undergraduate and graduate levels. It is necessary reading for every researcher in the fields of psychology, religion or spirituality.” Journal of Empirical Theology Table of ContentsIntroduction vi 1. Why the Psychology of Religion? 1 2. Definitions and Meanings 6 3. Introspection and Inner Experience 23 4. Approaches to the Psychology of Religion and Spirituality 32 5. Religious Beliefs and Practices 44 6. Approaches to Spiritual Development 62 7. Spirituality and the Brain 80 8. The Origins of Religious Belief 85 9. Religious Expression in Myth and the Creative Arts 104 10. Varieties of Religious and Spiritual Experience 108 11. Concepts of Self, Soul, and Brain 159 12. Religion, Health, and Well-being 205 Conclusion 228 References 230 Index 251
£34.15
John Wiley and Sons Ltd Health Psychology in Practice
Book SynopsisPresents a comprehensive overview of the UK professional Stage 2 Qualification in Health Psychology. This book covers the core competencies necessary for qualification as a health psychologist. It is suitable for professional training in health psychology.Trade Review"Michie & Abraham have produced a truly comprehensive text based around the competencies required to train as a health psychologist in the UK. It will be required reading for all in such training and, because of the breadth and salience of UK health psychology training, the book will also be of value to a wide range of other applied psychologists and social scientists in the UK and elsewhere." Professor Derek Johnston, University of Aberdeen, Chair Elect, BPS Division of Health Psychology "This book tackles the 'bricks and mortar' of how to do health psychology, on both practical and academic levels. Adopting a down-to-earth, no-nonsense approach and written with great clarity, its cohesive and integrated style makes it easy to read and digest. Essential reading and an invaluable reference for all health psychologists who want to be fully professionally qualified and well informed about what is happening in Britain, all advanced researchers in the field including those training at doctoral level, students contemplating training for chartership, and their supervisors." Suzanne Skevington, Professor of Psychology, University of Bath "The publication of this book is particularly timely as the framework for Stage 2 training of Health Psychologists in the UK continues to roll out. The book offers a clear rationale and account of the UK Health Psychology training framework, together with comparative accounts of training models in the US, Australia & Europe. Subsequent sections clearly illustrate the competencies that health psychologists are required to demonstrate at the end of their period in the areas of research, consultancy and interventions, training and teaching and professional practice, with examples of how these competencies can be acquired in practice. With relevant illustrative examples and clear linkages between current practice and the competencies underpinning Stage 2 training, this book will be an invaluable resource for prospective and current trainees and supervisors in health psychology. This volume will do much to define and clarify the roles and competencies of health psychologists in the UK, and will quell the anxieties of those wishing to embark on health psychology training, concerned about the need to acquire a potentially daunting array of competencies. It will also help to bring alive the academic knowledge base of health psychology for students at undergraduate and postgraduate levels, by offering clear linkages between theory, research and practice." Professor Nichola Rumsey, Research Director, Centre for Appearance Research, Department of Psychology, UWE Bristol "Published with the British Psychological Society, this readable and practical text will surely form the standard introduction to this maturing field. It covers training models, research (including design and even writing grant applications), consultancy and interventions, training and teaching, and professional roles and practice. " The Scientific and Medical Network Review "Much of the material has a value for health professionals other than just psychologists, such as the chapters on planning research projects, analysing and reporting data in health research, designing and conducting qualitative studies, carrying out systematic reviews, and writing for publication." Dental Health Volume 45, no 2Table of ContentsForeword: John Weinman (King’s College London). 1. Health Psychology In Practice: Introduction: Susan Michie And Charles Abraham. Part I: Training Models:. 2. Training In Health Psychology: The UK Model: Susan Michie, Charles Abraham And Marie Johnston (University Of St Andrews). 3. International Commentaries: The European Framework: Teresa Mendonça Mcintyre (University Of Minho); Susan Folkman (University Of California At San Francisco); Susan J. Paxton (La Trobe University); Hannah Mcgee (Royal College Of Surgeons In Ireland); Denise De Ridder And Karlein Schreurs (Utrecht University) And Teresa Mendonça Mcintyre. Part II: Research:. 4. Using Theory In Research: Charles Abraham. 5. Planning Research: Design, Sample, Measures: Stephen Sutton (University Of Cambridge) And David P. French (University Of Birmingham). 6. Analysing And Reporting Data In Health Research: Daniel B. Wright And Kate Kelley (University Of Sussex). 7. Designing And Conducting Qualitative Studies: Sheila Payne (University Of Sheffield). 8. Planning And Conducting Systematic Reviews: Mark Petticrew (University Of Glasgow) And Simon Gilbody (University Of Leeds). 9. Writing Grant Applications: Stanton Newman (University College London). 10. Writing For Publication: Susan Michie And Robert West (St George's Hospital Medical School, London). Part III: Consultancy And Interventions:. 11. Using Theory In Psychological Interventions: Gerjo Kok And Herman Schaalma (Maastricht University). 12. Consultancy: Planning, Implementation And Evaluation: Louise Earll (Gloucestershire Royal Hospital) And Julian Bath (Gloucestershire Royal Hospital). 13. Health Psychology Within Organizational Contexts: Eamonn Ferguson (University Of Nottingham) And Máire Kerrin (City University London). 14. Changing Behaviour To Improve Health: Paul Bennett (University Of Wales, Swansea); Mark Conner (University Of Leeds) And Gaston Godin (Laval University). 15. Studying And Changing Health Care Professionals’ Behaviour: Anne Walker (University Of Aberdeen). Part IV: Training And Teaching:. 16. Developing And Evaluating Training And Teaching: Helen Winefield (University Of Adelaide). 17. Supervising Effectively: Sandra Horn (University Of Southampton). Part V: Professional Roles And Practice:. 18. Health Psychology Within Health Service Settings: Claire N. Hallas (Royal Brompton & Harefield NHS Trust, UK). 19. A Framework For Professional Practice: Susan Michie. Index
£46.50
John Wiley and Sons Ltd Evolutionary Thought in Psychology
Book SynopsisEvolutionary Thought in Psychology: A Brief History traces the history of evolutionary thought in psychology in an accessible and lively fashion and examines the complex and changing relations between psychology and evolutionary theory. First book to trace the history of evolutionary thinking in psychology from its beginnings to the present day in an accessible and lively fashion. Focuses on the rise of evolutionary theories begun by Lamarck and Darwin and the creation of the science of psychology. Explains evolutionary thought''s banishment by behaviorism and cultural anthropology in the early 20th century, along with its eventual re-emergence through ethology and sociobiology. Examines the complex and changing relations between psychology and evolutionary theory. Trade Review"Henry Plotkin is unique among academic psychologists in his gift for lucid and provocative exposition; in this book, his latest exploration of evolutionary thinking in psychology, he delivers a superbly crafted historical portrait of his own discipline: he tells us why Darwinian psychologists think as they do, and what we can expect from the felicitous new alliance of psychology with biology and the social sciences." Frank R. Wilson, Stanford University School of Medicine "In the 19th century, Darwin’s theory of evolution was initially integrated into the new science of psychology by pioneers such as Lloyd Morgan, George John Romanes, and James Mark Baldwin. But in the 20th century it was as if their efforts had been wasted; a self-names ‘science’ that insisted on ignoring conscious experience itself, as well as any of its determinants that might be of direct or indirect genetic origin, took over academic departments of psychology. But Plotkin compellingly describes how 21st century psychology, which will be about consciousness as well as the brain, will probably incorporate findings from ethology, sociobiology, and evolutionary theory (including ideas about ‘selfish’ genes)…a must-read." David J. Murray, Queen’s University "This book is a true reflection of its title, a history of evolutionary thought within psychology, building on Darwin's original ambition to extend his theory to a science of the human mind. It runs through the eclipse of this thinking by behaviourism and its return in the last 20 years in the various forms of evolutionary psychology. A very readable introduction to the field." Scientific and Medical Network Review, Summer 2005 "Plotkin gives an erudite and engaging account of the intellectual currents that influenced the relationship between psychology and evolutionary thought over the past 100 years.....Interspersed throughout are interesting anecdotes, colorful descriptions of personalities, and accounts of twists of fate that affected careers and influenced the history of psychology....For any psychologist interested in the history of ideas -and how intellectual currents, politics and chance events can affect scientific paradigms-it is a must read. It's lasting value is that it provides a lucid and well-documented hisotry of the intellectually shameful exculsion of evolutionary thought in psychological theory during most of the 20th century. Thankfully, that exclusion is being remedied in the 21st century." Personnel Psychology, Summer 2005 `This is science writing of a high order, and I hope this book has the wide readership it so strongly merits.' Michael Ruse, Journal of the History of the Behavioural Sciences, Autumn 2005Table of ContentsPreface ix CHAPTER 1 CURIOUS HISTORIES 1 CHAPTER 2 BEFORE DARWIN 9 Preliminaries 10 Jean-Baptiste de Lamarck 20 Herbert Spencer 24 CHAPTER 3 PSYCHOLOGY BORN AND THE DARWINIAN REVOLUTION 28 The New Science of Mind 28 The Darwinian Revolution 33 Darwin’s Immediate Successors 38 Early Psychology in the United States 44 CHAPTER 4 THE NEAR DEATH OF DARWINISM IN THE SOCIAL SCIENCES 48 Evolution after Darwin 48 Behaviorism Takes Hold in Psychology 53 The Rise of Cultural Anthropology 62 CHAPTER 5 AN EXCEPTIONAL CASE 70 The Fundamental Problem 71 A New Factor in Evolution 77 Evolutionary Epistemology 83 Fall and Decline 88 CHAPTER 6 LESSONS TO BE LEARNED: ETHOLOGY AND SOCIOBIOLOGY 90 Classical Ethology 91 Sociobiology 105 CHAPTER 7 CONTEMPORARY EVOLUTIONARY PSYCHOLOGY 123 Evolutionary Theory from 1959 124 Necessary Precursors in the Main Discipline 129 Evolutionary Psychology Reborn 134 Which Side is Bringing Science into Disrepute? 148 A Natural Science of Culture 154 CHAPTER 8 FUTURE PROSPECTS 158 References 162 Index 166
£22.80
John Wiley and Sons Ltd Understanding Emotions
Book SynopsisKeith Oatley and Jennifer M. Jenkins's best-selling book on the psychology of emotions is the most highly regarded and engaging text for the emotions course. While retaining its interdisciplinary breadth, historical insights, and engaging format, this new edition adds the expertise of outstanding researcher and dedicated teacher Dacher Keltner. The second edition has been thoroughly updated to reflect the latest research and developments in emotions and includes the following features: Cohesive synthesis of evolutionary and cultural approaches to emotion New chapters on communication of emotion, bodily changes, and appraisal Increased emphasis on interpersonal implications of emotions, including studies of newly discovered expressions and systems of communication New coverage on moral judgment, individual differences, gene-environment interactions, and positive emotions New coverage of subjective well-being and pro-social emotiTrade Review“This new edition is as delightful and informative as its predecessor. It includes the important advancements in research made over the past 10 years, and carries the clear fruits of its enlarged authorship.” Nico Frijda, University of Amsterdam “Understanding Emotions provides an admirable theoretical integration of empirical research and, at the same time, makes emotion research relevant to our everyday lives. It is the perfect book for both undergraduate and graduate-level courses on emotion.” Batja Mesquita, Wake Forest University Table of ContentsFigures. Tables. Preface. Acknowledgments. Part I: Perspectives on Emotion:. 1. Approaches to Understanding Emotions. 2. Evolution of Emotions. 3. Cultural Understandings of Emotions. Part II: Elements of emotion:. 4. The Communication of Emotion. 5. Bodily Changes and Emotion. 6. Brain Mechanisms of Emotion. 7. Appraisal, Knowledge, and Experience. Part III: Emotions and Social Life:. 8. Development of Emotions in Childhood. 9. Emotions in Social Relationships. 10. Emotion and Cognition. Part IV: Emotions and the Individual:. 11. Individual Differences and Personality. 12. Emotion and Mental Health in Childhood. 13. Emotions and Mental Health in Adulthood. 14. Psychotherapy, Consciousness, and Well-being. Glossary. References. Subject Index. Author Index.
£93.05
John Wiley and Sons Ltd 50 Great Myths of Popular Psychology
Book Synopsis"I find each and every chapter excellent and from a teaching point of view, brilliant. The way in which the history of the myths is presented up to the critical but balanced discussion of each myth, is a great achievement. Scott Lilienfeld is well-known for his user-friendly writing style, but in this text he and his co-authors reach a new level.Trade Review"It offers fascinating examples of how science works, supports critical thinking, and counters some of the pseudo-science circulating in popular culture ... The book is fully reference and has recommendations for further reading. The authors are all well-respected professors of psychology at leading universities in the US and Canada." (The Market, 1 January 2012) "Written in an accessible and entertaining style, the book examines a wide range of myths from all areas of psychology. . . Accordingly, the book is a much-needed antidote to the avalanche of misinformation that masquerades as psychology and should be required reading for anyone with a passing interest in psychology or, for that matter, the human condition." (Department of Psychology, 1 June 2011) "Not only does the book illustrate just how often our intuitions are wrong, it also shows us how - in comparison to the truth - uninteresting they are. Shallow judgments imply over-confidence, assumption and monotomy. Assuming that you know something prior to giving any consideration to where that knowledge comes from is a mistake for many reasons but perhaps most of all because such presumption precludes surprise. To be surprised - shocked, provoked, scandalized - is a pleasure. . . 50 Great Myths of Popular Psychology tells us that we need urgently to deal with our tendency to judge books by their covers. And just maybe, rather than considering any idealistic appeal to our rationalism, we should deal with this problem by considering an inversion similar to Kubrick's: for now at least, when it comes to presenting discoveries about the mind, we ought not to try in vain to change our nature - our tendency towards prejudice - but instead do something simpler: tell better stories, and design better covers." (The Skeptic, 2011) "As you can tell from my reactions above I found this a very informative book and I'm only touching on particular things with my comments. If you're a writer, this book should be read post-haste so you don't keep repeating things you thought were true and obviously aren't. For everyone else, the revelations should make you sit up and take heed of what not to be taken in by." (SFCrowsnest.co.uk, 1 May 2011) "This would be an ideal book to have in offices where people have to spend some time waiting for appointments." (Education Digest, November 2010) "This book would suit educators involved in study skills and critical thinking courses who might be looking for some new angles with which to update or spruce up their courses. It should be equally digestible to the A-level student and the first-year undergraduate." (PLATH, December 2010) "I love 50 Great Myths and used it in my winter seminar. This should be on every psychologist's shelf." (Dartmouth Alumni Magazine, October 2010) "This is a refreshing and fun look at many of the concepts that have been accepted as fact by our popular culture." (Book End Babes, September 01, 2010) "At the end of each sub-section covering an individual myth is a list of anti-factoids about related matters and their factual antidotes. By this means a considerable range of topics is covered." (Education Review, July 2010) "Maybe we should pay more attention to books like 50 Great Myths of Popular Psychology: Shattering Widespread Misconceptions about Human Nature. The four psychology professors who authored this enlightening book are up against the roughly 3,500 self-help titles, a lot of them based on false premises, that are published in the U.S. every year." (Poe'sDeadly Daughters, April 2010) "Scott Lilienfeld and his team ... have a history in delving into the dark myths of science, and pseudoscience.... They are back. As with their other works, these authors manage to write well for ease of reading so many facts, and do so with their characteristic humor and cutting edge science. This book is [an] illumination, and vital reading for professionals and even laymen." (Metapsychology, June 2010) "Who should read this book? Anyone interested in psychology and or the scientific method. The book is written in an easy to read fashion, is well referenced and includes a wide array of topics. The book teaches the value of critical thinking, and tells us it's all right to question authority. In conclusion, 50 Great Myths of Popular Psychology is a must read for psychology majors, therapists and anyone who wishes to gain knowledge about the diverse field of psychology. I wish this book was available when I was studying psychology in college." (Basil & Spice (Jamie Hale), May 2010) "Popular psychology is a prolific source of myths. A new book does an excellent job of mythbusting: 50 Great Myths of Popular Psychology. Some myths I had swallowed whole and the book's carefully presented evidence made me change my mind. They cover 50 myths in depth, explaining their origins, why people believe them, and what the published research has to say about the claims. Everything is meticulously documented with sources listed. The authors have done us a great service by compiling all this information in a handy, accessible form, by showing how science trumps common knowledge and common sense, and by teaching us how to question and think about what we hear. I highly recommend it." (Dr. Harriet Hall for Skeptic Magazine, February 2010, and ScienceBasedMedicine.org, November 2009) "50 Great Myths of Popular Psychology is written in an engaging style and is valuable for both professionals and the general public. I highly recommend it." (Skeptical Inquirer, February 2010) "Delightful and important book .... This is a fine tool for teaching critical thinking. 50 Great Myths of Popular Psychology is much more than an entertaining put-down of popular misconceptions. Any psychologist can put [this book] to good use. Certainly teachers can use it as a supplement to aid in teaching critical thinking and to suggest ideas for research on other myths. We can give it to family members and friends who are curious about what psychology has to contribute and might themselves engage in some myth busting." (PsycCritiques, January 2010) "If you are familiar with other books by the same authors, you know that the writing style is incredibly engaging and easy-to-read, making the book accessible to those with little knowledge of psychology and well as those with considerable education in the field. While we certainly won't stop combating clinical psychology myths here at PBB, it's always exciting to come across like-minded folks also providing valuable material!" (Psychotherapy Brown Bag, October 2009) "50 Great Myths of Popular Psychology is a fascinating book, and while reading, I cheered the authors on. If you have questioned science as some of us have, this book will reassure you that your thinking was perfectly logical and correct. 50 Great Myths of Popular Psychology clarifies things about which I have always wondered, but never challenged. Myths about aging, memory, learning, emotions and motivation, and mental illness are among the subjects covered. The reading is enlightening, refreshing and interesting.You don't have to be a Ph.D, or even a student of psychology to enjoy this book. It's is written in language all can understand and the information is easily digested." (Basil & Spice, October 2009) "Scott Lilienfeld and his coauthors explore the gulf between what millions of people say is so and the truth. Some of these myths are just plain fascinating." (US News and World Report, October 2009)Table of ContentsPreface xiii Acknowledgments xix Introduction The Wide World of Psychomythology 1 1 Brain Power Myths about the Brain and Perception 21 #1 Most People Use Only 10% of Their Brain Power 21 #2 Some People Are Left-Brained, Others Are Right-Brained 25 #3 Extrasensory Perception Is a Well-Established Scientific Phenomenon 29 #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes 33 #5 Subliminal Messages Can Persuade People to Purchase Products 36 2 From Womb to Tomb Myths about Development and Aging 45 #6 Playing Mozart’s Music to Infants Boosts Their Intelligence 45 #7 Adolescence Is Inevitably a Time of Psychological Turmoil 49 #8 Most People Experience a Midlife Crisis in Their 40s or Early 50s 52 #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility 56 #10 When Dying, People Pass through a Universal Series of Psychological Stages 60 3 A Remembrance of Things Past Myths about Memory 65 #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurately Records the Events We’ve Experienced 65 #12 Hypnosis is Useful for Retrieving Memories of Forgotten Events 69 #13 Individuals Commonly Repress the Memories of Traumatic Experiences 73 #14 Most People with Amnesia Forget All Details of Their Earlier Lives 78 4 Teaching Old Dogs New Tricks Myths about Intelligence and Learning 83 #15 Intelligence Tests Are Biased against Certain Groups of People 83 #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch 87 #17 The Defining Feature of Dyslexia Is Reversing Letters 89 #18 Students Learn Best When Teaching Styles Are Matched to Their Learning Styles 92 5 Altered States Myths about Consciousness 100 #19 Hypnosis Is a Unique “Trance” State that Differs in Kind from Wakefulness 100 #20 Researchers Have Demonstrated that Dreams Possess Symbolic Meaning 104 #21 Individuals Can Learn Information, like New Languages, while Asleep 108 #22 During “Out-of-Body” Experiences, People’s Consciousness Leaves Their Bodies 110 6 I’ve Got a Feeling Myths about Emotion and Motivation 116 #23 The Polygraph (“Lie Detector”) Test Is an Accurate Means of Detecting Dishonesty 116 #24 Happiness Is Determined Mostly by Our External Circumstances 122 #25 Ulcers Are Caused Primarily or Entirely by Stress 126 #26 A Positive Attitude Can Stave off Cancer 129 7 The Social Animal Myths about Interpersonal Behavior 135 #27 Opposites Attract: We Are Most Romantically Attracted to People Who Differ from Us 135 #28 There’s Safety in Numbers: The More People Present at an Emergency, the Greater the Chance that Someone Will Intervene 139 #29 Men and Women Communicate in Completely Different Ways 143 #30 It’s Better to Express Anger to Others than to Hold It in 147 8 Know Thyself Myths about Personality 153 #31 Raising Children Similarly Leads to Similarities in Their Adult Personalities 153 #32 The Fact that a Trait Is Heritable Means We Can’t Change It 158 #33 Low Self-Esteem Is a Major Cause of Psychological Problems 162 #34 Most People Who Were Sexually Abused in Childhood Develop Severe Personality Disturbances in Adulthood 166 #35 People’s Responses to Inkblots Tell Us a Great Deal about Their Personalities 171 #36 Our Handwriting Reveals Our Personality Traits 175 9 Sad, Mad, and Bad Myths about Mental Illness 181 #37 Psychiatric Labels Cause Harm by Stigmatizing People 181 #38 Only Deeply Depressed People Commit Suicide 186 #39 People with Schizophrenia Have Multiple Personalities 189 #40 Adult Children of Alcoholics Display a Distinct Profile of Symptoms 192 #41 There’s Recently Been a Massive Epidemic of Infantile Autism 195 #42 Psychiatric Hospital Admissions and Crimes Increase during Full Moons 201 10 Disorder in the Court Myths about Psychology and the Law 209 #43 Most Mentally Ill People Are Violent 209 #44 Criminal Profiling Is Helpful in Solving Cases 212 #45 A Large Proportion Of Criminals Successfully Use the Insanity Defense 216 #46 Virtually All People Who Confess to a Crime Are Guilty of It 220 11 Skills and Pills Myths about Psychological Treatment 227 #47 Expert Judgment and Intuition Are the Best Means of Making Clinical Decisions 227 #48 Abstinence Is the Only Realistic Treatment Goal for Alcoholics 232 #49 All Effective Psychotherapies Force People to Confront the “Root” Causes of Their Problems in Childhood 236 #50 Electroconvulsive (“Shock”) Therapy Is a Physically Dangerous and Brutal Treatment 239 Postscript Truth is Stranger than Fiction 247 Appendix Recommended Websites for Exploring Psychomythology 253 References 255 Index 319
£20.95
John Wiley and Sons Ltd The Blackwell Handbook of Mentoring
Book SynopsisCutting across the fields of psychology, management, education, counseling, social work, and sociology, The Blackwell Handbook of Mentoring reveals an innovative, multi-disciplinary approach to the practice and theory of mentoring.Trade Review"I have no doubt that those interested in youth mentoring would find the specific chapters useful. It is then an extra bonus to have available similarly fine articles on mentoring of students in academia and mentoring in the workplace." (The Prevention Researcher, 1 December 2011) "This book provides up-to-date review and synthesis of research and theory on the antecedents, correlates, and consequences of mentoring. It also provides critical analyses of the literature and then reflection on the appraisals. This account organizes and critiques the mentoring literature in a way that identifies key issues and prompts heuristic hypotheses." (Neopoprealism Journal, 24 November 2011) "An integrative view of mentoring [is presented] in the last chapter…[it] does a great job in pulling together the three perspectives." (PsycCritiques) "The definitive work on mentoring.... All contributors draw on existing knowledge to present best practices for each category.... Essential." (Choice)Table of ContentsNotes on Contributors. Foreword. Acknowledgments. Part I: Introduction:. 1. Overview and Introduction: Tammy D. Allen (University of South Florida), Lillian T. Eby (University of Georgia). 2. Definition and Evolution of Mentoring: Lillian T. Eby (University of Georgia), Jean E. Rhodes (University of Massachusetts, Boston), Tammy D. Allen (University of South Florida). Part II: Theoretical Approaches and Methodological Issues:. 3. Youth Mentoring: Theoretical Approaches and Methodological Issues: Thomas E. Keller (Portland State University). 4. Student–Faculty Mentoring: Theoretical Approaches and Methodological Issues: W. Brad Johnson (U.S. Naval Academy), Gail Rose (University of Vermont), Lewis Z. Schlosser (Seton Hall University). 5. Workplace Mentoring: Theoretical Approaches and Methodological Issues: Terri A. Scandura (University of Miami), Ekin K. Pellegrini (University of Missouri-St. Louis). 6. Reflections on the Theoretical Approaches and Methodological Issues in Mentoring Relationships: Marcus M. Butts (University of Georgia), Jaime R. Durley (University of Georgia), Lillian T. Eby (University of Georgia). Part III: Naturally Occurring Mentoring Relationships:. 7. Naturally Occurring Mentoring Relationships Involving Youth: Renée Spencer (Boston University School of Social Work). 8. Naturally Occurring Student–Faculty Mentoring Relationships: A Literature Review: Carol A. Mullen (University of South Florida). 9. Naturally Occurring Mentoring Relationships Involving Workplace Employees: Thomas W. Dougherty (University of Missouri-Columbia), Daniel B. Turban (University of Missouri-Columbia), Dana L. Haggard (University of Missouri-Columbia). 10. Reflections on Naturally Occurring Mentoring Relationships: Elizabeth Lentz, Tammy D. Allen (both University of South Florida). Part IV: Benefits of Mentoring:. 11. The Benefits Associated with Youth Mentoring Relationships: Lynn Blinn-Pike (Indiana University-Purdue University). 12. Student–Faculty Mentorship Outcomes: W. Brad Johnson (U.S. Naval Academy). 13. The Benefits Associated with Workplace Mentoring Relationships: Aarti Ramaswami (Indiana University-Bloomington), George F. Dreher (Indian University-Bloomington). 14. Reflections on the Benefits of Mentoring: Angie Lockwood, Sarah C. Evans, Lillian T. Eby (all University of Georgia). Part V: Diversity and Mentoring:. 15. Diversity and Youth Mentoring Relationships: Belle Liang (Boston College), Jennifer Grossman (Harvard Medical School/Massachusetts General Hospital). 16. Mentoring in Academia: Considerations for Diverse Populations: William E. Sedlacek (University of Maryland), Eric Benjamin (Montgomery College), Lewis Z. Schlosser (Seton Hall University), Hung-Bin Sheu (University of Maryland, College Park). 17. Diversity and Workplace Mentoring Relationships: A Review and Positive Social Capital Approach: Belle Rose Ragins (University of Wisconsin-Milwaukee). 18. Reflections on Diversity and Mentoring: Hazel-Anne M. Johnson, Xian Xu, Tammy D. Allen (all University of South Florida). Part VI: Best Practices for Formal Mentoring Programs:. 19. Best Practices for Formal Youth Mentoring: Andrew Miller (Middlesex University). 20. Best Practices for Student–Faculty Mentoring Programs: Clark D. Campbell (George Fox University). 21. Best Practices for Workplace Formal Mentoring Programs: Lisa M. Finkelstein (Northern Illinois University), Mark. L. Poteet (Organizational Research & Solutions). 22. Reflections on the Best Practices for Formal Mentoring Programs: Kimberley E. O’Brien, Ozgun B. Rodopman, Tammy D. Allen (all University of South Florida). Part VII: Integrating Multiple Mentoring Perspectives:. 23: New Directions in Mentoring: Steve Bearman (University of California, Santa Cruz), Stacy Blake-Beard (Simmons College), Laurie Hunt (Laurie Hunt & Associates/Simmons College), Faye J. Crosby. 24. Common Bonds: An Integrative View of Mentoring Relationships: Tammy D. Allen (University of South Florida), Lillian T. Eby (University of Georgia). Bibliography. Name Index. Subject Index
£127.76
John Wiley and Sons Ltd Handbook of the Teaching of Psychology
Book Synopsis* Provides readers with comprehensive coverage and analysis of current trends and issues, basic mechanics, and important contextual variables related to effective teaching in psychology. * Uses concise and targeted chapters, written by leading scholars in the field, to explore a myriad of challenges in the teaching of psychology.Trade Review"This is a volume that contains a wealth of sensible advice...I was impressed by how nicely each chapter was organized and by the succinct, clear writing styles. This handbook will assist readers in fulfilling this most important of academic duties." Educational Psychology “Bill Buskist and Steve Davis have been active participants and leaders in the Society for Teaching Psychology and their leadership ability is demonstrated by their ability to recruit leading experts in the many areas of psychology teaching to write chapters for this excellent book.” Bill McKeachie, University of Michigan “Written and edited by meritorious teachers and researchers, the panoply of incisive chapters in this book cover almost every aspect of teaching. Neophytes and experienced instructors will be better teachers after reading this volume.” Charles L. Brewer, Furman UniversityTable of ContentsPreface. Part I: Introduction. 1. What Teachers Need to Know about Teaching and Learning: Stephen F. Davis (Texas Wesleyan University) and William Buskist (Auburn University). 2. The Scholarship of Teaching and Pedagogy: Bernard C. Beins (Ithaca College). 3. Psychology Curricula and the New Liberal Arts: Thomas V. McGovern (Arizona State University West). 4. The Society for the Teaching of Psychology: A Psychology Teacher’s Best Friend: G. William Hill IV (Kennesaw State University). Part III: Preparing for Teaching. 5. Options for Planning a Course and Developing a Syllabus: Anne-Marie Suddreth and Amy T. Galloway (both Appalachian State University). 6. Selecting a Text and Using Publisher-Produced Courseware: Some Suggestions and Warnings: Andrew Christopher (Albion College). 7. The First Day of Class and the Rest of the Semester: Sandra Goss Lucas (University of Illinois, Urbana-Champaign). Part III: Techniques of Teaching: Approaches and Strategies. 8. The Classroom Lecture: Stephen H. Hobbs (Augusta State University). 9. Writing in Psychology: Robin K. Morgan (Indiana University Southeast) and Dave L. Morgan (Spalding University). 10. Let the Concert Begin: The Music of Team Teaching: Kenneth D. Keith (University of San Diego). 11. Collaborative Learning: Maximizing Students’ Potential for Success: Tina Vazin and Phyllis Reile (both Alabama State University). 12. Problem-based Learning: Patricia A. Connor-Greene (Clemson University). 13. Understanding Human Thought: Educating Students as Critical Thinkers: Heidi R. Riggio and Diane F. Halpern (both Claremont-McKenna College). 14. Leading Discussions and Asking Questions: Tracy E. Zinn and Bryan K. Saville (both James Madison University). 15. Building a Repertoire of Effective Classroom Demonstrations: Douglas A. Bernstein (University of South Florida). 16. Lessons Learned Using PowerPoint in the Classroom: Timothy J. Huelsman (Appalachian State University). 17. Using the Internet Effectively: Home Pages and E-mail: Vincent W. Hevern (LeMoyne College). 18. Teaching Students to Use Electronic Databases: Maureen McCarthy (Kennesaw State University and American Psychological Association) and Thomas P. Pusateri (Florida Atlantic University). Part IV: Techniques of Teaching: Special Considerations. 19. Teaching Large Classes: Katherine Kipp (University of Georgia) and Steffen Pope Wilson (Eastern Kentucky University). 20. Using Teaching Assistants Effectively: Lauren Fruh VanSickle Scharff (Stephen F. Austin State University). 21. Teaching Courses with Laboratories: Dana S. Dunn (Moravian College). 22. Independent Study: A Conceptual Framework: Jeffrey S. Katz, Bradley R. Sturz, Kent D. Bodily, and Michelle Hernandez, (all Auburn University). 23. Service-Learning: Randall E. Osborne and Oren Renick (both Texas State University-San Marcos). 24. Distance Learning: Psychology Online: Mary N. Duell (University of Massachusetts at Lowell and Middlesex Community College). Part V: Teaching and Mentoring Diverse Students. 25. Teaching and Mentoring Nontraditional Students: Cathy A. Grover (Emporia State University). 26. Teaching and Mentoring Students with Disabilities: David E. Johnson (John Brown University). 27. Teaching and Mentoring Female Students: Elizabeth Yost Hammer (Loyola University-New Orleans). 28. Teaching and Mentoring Racially and Ethnically Diverse Students: Loretta Neal McGregor (Arkansas State University). 29. Using Hope Theory to Teach and Mentor Academically At-Risk Students: C. R. Snyder, Hal S. Shorey, and Kevin L. Rand (all University of Kansas, Lawrence). 30. Multiple Cultural Identities: Will the Real Student Please Stand Up?: Loreto R. Prieto (University of Akron). Part VI: Teaching Controversial Topics in Psychology. 31. Teaching Psychology When Everyone is an Expert: David J. Pittenger (University of Tennessee-Chattanooga). 32. Psychology of Race and Ethnicity: James E. Freeman (University of Virginia). 33. Evolutionary Psychology: Lewis Barker (Auburn University). 34. Teaching Human Sexuality: Laura L. Finken (Creighton University). 35. Psychology of Gender and Related Courses: Margaret A. Lloyd (Georgia Southern University). 36. Teaching the Psychology of Religion: Teaching for Today’s World: Maureen P. Hester (Holy Names University) and Raymond F. Paloutzian (Westmont College). 37. Drugs and Behavior: Scott A. Bailey( Texas Lutheran University). Part VII: Classroom Management Issues. 38. Ethical Teaching: William Douglas Woody (University of Northern Colorado). 39. Establishing Classroom Etiquette: General Rules of Classroom Conduct: Lisa Damour (John Carroll University). 40. Problematic College Students: Preparing and Reparing: Janie H. Wilson and Amy A. Hackney (both Georgia Southern College). 41. Preventing, Detecting, and Addressing Academic Dishonesty: Gregory J. Cizek (University of North Carolina-Chapel Hill). Part VIII: Evaluating Student Learning. 42. Test Construction: John A. Juve (University of Missouri-Columbia). 43. Principles of Effective Grading: Peter Giordano (Belmont University). 44. Written and Oral Assignments: Harold L. Miller, Jr. and Casey L. Lance (both Brigham Young University). 45. Group Work: Patti Price (Wingate University). 46. Writing Letters of Recommendation: R. Eric Landrum (Boise State University). Part IX: Assessment of Teaching. 47. Using Student Evaluations to Improve Teaching: Victor A. Benassi and Lee F. Seidel (both University of New Hampshire). 48. In-Class Learning Assessment Strategies: Regan A. R. Gurung (University of Wisconsin, Green Bay). 49. Lesser Discussed Aspects of Peer Review: Context, Out-of-Classroom Work, and Communication: Baron Perlman and Lee I. McCann (both University of Wisconsin—Oshkosh). 50. Improving Teaching Through Video Feedback and Consultation: Steven Prentice-Dunn, Kristen L. Payne, and Judy M. Ledbetter (all University of Alabama). 51. Creating Teaching Portfolios: Erin B. Rasmussen (Idaho State University). Part X: Teaching Within the Larger Context of Academic Life. 52. Helping College Students with Personal Problems: Should I Help and How?: Marcia Rossi (Tuskegee University). 53. Inviting Students to Become Research Collaborators: Susan R. Burns (Morningside College). 54. Foster Student Professional Development: R. Eric Landrum (Boise State University). 55. Professional Development Through the Integration of Teaching, Scholarship, and Service: If It is Not Fun, I’m Not Doing It: Matthew T. Huss (Creighton University). 56. Mentoring From Your Chair: Building a Valuable Relationship: Linda M. Noble (Kennesaw State University). 57. Navigating the Academic Environment: The Politics of Teaching: Randolph A. Smith (Kennesaw State University). Index.
£43.65
John Wiley and Sons Ltd Easy Statistics in Psychology
Book SynopsisDesigned for those approaching this subject for the first time, Easy Statistics in Psychology is a short, readable guide to the ideas behind statistical formulae and the benefits that a rigorous statistical approach brings to psychological research. Packed with useful analogies, it helps students get beyond the numbers.Trade Review"The book achieves a great deal in a short space, and I am sure many readers will find it extremely useful.... This is an unusual and generally well-written book that will be valuable for those who want their statistical understanding to come from words rather than numbers or mathematics." (Psychology Learning and Teaching, Autumn 2008)Table of ContentsPreface ix Acknowledgement xi 1 An Introduction to Measuring Things 1 2 Variance and More 11 3 Probability, Power and Error 23 4 First Steps in Inferential Testing 43 5 Analysis of Variance 51 6 Correlation and Regression 71 7 Factor Analysis 75 8 Goodness of Fit and Chi-Squared 101 9 Non-parametric Tests 111 10 Rarely Used Tests in the Seedy Underbelly of Statistics 115 References 125 Further Reading 127 Index 129
£19.90
John Wiley and Sons Ltd Memory and Emotion
Book SynopsisMemory and Emotion: Interdisciplinary Perspectives is a collection of original articles that explores cutting-edge research in memory and emotion, discussing findings, methodological techniques, and theoretical advances in one of the fastest-growing areas in psychology. contains contributions by leading researchers the field emphasizes cognitive neuroscience, psychopathology, and aging in covering contemporary advances in research on memory and emotion covers many of the current hot topics in the field including: dissociative amnesia and post-traumatic stress disorder; false, recovered and traumatic memories; flashbulb memories; the use of emotional memories in therapy; and the influence of emotion on autobiographical memory. Trade Review“Interest in the relations between memory and emotion has grown exponentially in the last 30 years. This collection is an excellent state-of-the-art overview of the area providing in-depth discussions of biological, cognitive, developmental and clinical issues.” Fergus Craik, Rotman Research Institute, Toronto “This book is an excellent and accessible source for recent theoretical and empirical advances in research on emotion and memory. The eclectic mix of chapters, which offer critical examination of pivotal and controversial issues, make the book suitable both for the specialist and for students interested in getting acquainted with the field.” Morris Moscovitch and Deborah Talmi, University of Toronto "Arising out of a conference held in Japan in 2005, this book includes essays on cognition, aging and the brain, and psychopathology. Uttl, Ohta, and Siegenthaler (all Tokyo Univ. of Social Welfare) include essays that report basic research findings along with those with an applied focus, either clinical or forensic, a valuable feature. Also noteworthy is the inclusion of essays that take diametrically opposing viewpoints on a topic." K. S. Milar, Earlham College “This a valuable volume … .I found the book very readable … .It contains a carefully selected set of reviews and theoretical discussions.” Metapsychology Table of ContentsPreface. List of Contributors. Part I. Introduction:. 1. Memory and Emotion from Interdisciplinary Perspectives: Bob Uttl (Tamagawa University), Amy L. Siegenthaler (Tokyo University of Social Welfare), and Nobuo Ohta (Tokyo University of Social Welfare). Part II: Memory, Emotion, and Cognition:. 2. Memory for Emotional Episodes: The Strengths and Limits of Arousal-Based Accounts: Daniel Reisberg (Reed College). 3. Emotional Valence, Discrete Emotions, and Memory: Linda J. Levine (University of California, Irvine) and David A. Pizarro (Cornell University). 4. Remembering emotional events: The relevance of memory for associated emotions: Sven Å Christianson (Stockholm University) and Elisabeth Engelberg (Stockholm School of Economics). 5. Are We Frightened Because We Run Away? Some Evidence from Metacognitive Feelings: Asher Koriat (University of Haifa). Part III. Memory, Emotion, Aging, and the Brain:. 6. The Memory-Enhancing Effect of Emotion: Functional Neuroimaging Evidence: Florin Dolcos (Duke University), Kevin S. LaBar (Duke University), and Roberto Cabeza (Duke University). 7. Why Memories May Become More Positive as People Age: Mara Mather (University of California, Santa Cruz). 8. Age-Related Changes in the Encoding and Retrieval and Emotional and Non-Emotional Information: Bob Uttl (Tamagawa University) and Peter Graf (University of British Columbia). Part IV. Memory, Emotion, and Psychopathology:. 9. Anxiety and the Encoding of Emotional Information: Andrew Mathews (University of London). 10. Memory, Emotion and Psychotherapy: Maximizing the Positive Functions of Self-Defining Memories: Jefferson A. Singer (Connecticut College). 11. Trauma and Memory: Normal versus Special Memory Mechanisms: Gail S. Goodman (University of California, Davis) and Pedro M. Paz-Alonso (University of the Basque Country). 12. Trauma and Memory Revisited: John F. Kihlstrom (University of California, Berkeley). Name Index. Subject Index.
£104.36
John Wiley and Sons Ltd Preparing for Graduate Study in Psychology
Book SynopsisThe second edition of this highly successful book helps psychology students plan and prepare for graduate study at every step of the application process. Handy resource devoted to important, commonly asked questions and concise, to-the-point answers that bring students up to speed on the process of applying for graduate study.Trade Review"A very readable and useable book that provides students with a world of information about graduate school, the graduate school application process, and surviving/thriving as a graduate student. This book’s unique format and readability will take much of the fear and intimidation out of the application process and place this volume in a category by itself." Steve Davis, Texas Wesleyan University "This book is a wonderful asset for any student interested in Psychology. It anticipates and answers students’ questions, including ones they may have not even known to ask. Kudos to the authors!" Susan Burns, Morningside College "Masterfully written and easy to read manual that is almost essential for any undergraduate looking to begin a career in experimental or clinical psychology." Canadian Psychology “This was an extremely easy book to read…an invaluable tool for the aspiring graduate student. I would certainly recommend it to any student…” RedOrbit.comTable of ContentsPreface. Acknowledgments. 1. Introduction: The Big Picture. 2. Getting Started: Preparing for the Big Change. 3. Choosing a Program: Navigating Your Way through the Maze. 4. The GRE: The Test. 5. The Application Process: Doing the Paperwork. 6. The Interview: How to Make the Right Impression. 7. Getting in or Not Getting in: Reality Strikes. 8. The First Year: Thriving, Surviving, and Other Essentials. Suggested Additional Sources of Information. Glossary and Index. Appendix I: Timetable for Graduate Study Preparation. Appendix II: General Concentrations of Psychology in Graduate School. Appendix III: Outline for the Vita and Sample Vita. Appendix IV: Sample Letters of Intent
£22.75
John Wiley and Sons Ltd Beyond Common Sense
Book SynopsisBeyond Common Sense addresses the many important and controversial issues that arise from the use of psychological and social science in the courtroom. Each chapter identifies areas of scientific agreement and disagreement, and discusses how psychological science advances our understanding of human behavior beyond common sense.Trade Review"This collection is a gem! It unmasks the fallacies on race and gender that pass for ‘common sense’ so skillfully that it is hard to read without shouting 'Aha!'" --Nancy Cantor, Chancellor and President, Syracuse University "This is a timely and extremely interesting analysis of the many ways in which psychological science can contribute to a more accurate understanding of various psychological issues often raised in legal proceedings. This book will be useful, and a very good read, for the general public as well as the psychological and legal communities." --Sharon S. Brehm, Indiana University Bloomington, President of the American Psychological Association (2007) "This book is an indispensable guide—for scholars and practitioners alike—to the psychological science of the legal system. Its pages are filled with important, hard-won lessons that we can turn to our advantage or ignore at our peril." --Daniel Gilbert, Harvard University "The legal system is also a system of perception, emotion, interpersonal relations, and judgment. It is thus crucial that lawyers, social scientists and indeed the broader public understand its psychological dimensions. This volume assembles key examples of the recent strides psychologists have made in understanding courtroom processes and the psychosocial dimensions that shape how law works in a variety of settings from workplaces to the media. It will be a vital resource for both professionals and students." --Craig Calhoun, President, Social Science Research Council "Incrementally, chapter by chapter, this world-class collection of scholars and researchers upends our common sense understandings of human prejudice and the law's ability to control it. Yet, just as importantly, it brings to the fore a vastly deeper understanding of these issues. It is more than a state of the art collection. It is a classic collection that, for a long time, will be indispensable to discussions of prejudice and the law, as well as the relationship between science and the public good." --Claude M. Steele, Stanford UniversityTable of ContentsNotes on Contributors. Foreword (Mahzarin R. Banaji). Acknowledgments. Introduction (Eugene Borgida and Susan T. Fiske). Part I Psychological Science on Stereotyping, Prejudice, and Discrimination. 1 Race, Crime, and Antidiscrimination (R. Richard Banks, Jennifer L. Eberhardt, and Lee Ross). 2 Discrimination in America and Legal Strategies for Reducing It (Faye J. Crosby and John F. Dovidio). 3 The Young Science of Prejudice Against Older Adults: Established Answers and Open Questions About Ageism (Todd D. Nelson). 4 Gender Prejudice: On the Risks of Occupying Incongruent Roles (Alice H. Eagly and Anne M. Koenig). 5 From the Laboratory to the Bench: Gender Stereotyping Research in the Courtroom (Laurie A. Rudman, Peter Glick, and Julie E. Phelan). 6 (Un)common Knowledge: The Legal Viability of Sexual Harassment Research (Louise F. Fitzgerald and Linda L. Collinsworth). 7 Subjectivity in the Appraisal Process: A Facilitator of Gender Bias in Work Settings (Madeline E. Heilman and Michelle C. Haynes). Part II Psychological Science on Legal System Processes. 8 Eyewitness Identifi cation: Issues in Common Knowledge and Generalization (Gary L. Wells and Lisa E. Hasel). 9 Repressed and Recovered Memory (Elizabeth F. Loftus, Maryanne Garry, and Harlene Hayne). 10 Expert Testimony on the Psychology of Confessions: A Pyramidal Framework of the Relevant Science (Saul M. Kassin). 11 Polygraph Testing (William G. Iacono). 12 Social Science and the Evolving Standards of Death Penalty Law (Phoebe C. Ellsworth and Samuel R. Gross). 13 Pretrial Publicity: Effects, Remedies, and Judicial Knowledge (Margaret Bull Kovera and Sarah M. Greathouse). 14 Media Violence, Aggression, and Public Policy (Craig A. Anderson and Douglas A. Gentile). Part III Commentaries. 15 The Limits of Science in the Courtroom (David L. Faigman). 16 Research on Eyewitness Testimony and False Confessions (Margaret A. Berger). 17 Commentary on Research Relevant to Sex Discrimination and Sexual Harassment (Barbara A. Gutek). 18 The Tenuous Bridge Between Research and Reality: The Importance of Research Design in Inferences Regarding Work Behavior (Frank J. Landy). 19 Psychological Contributions to Evaluating Witness Testimony (Shari Seidman Diamond). 20 Beyond Common-sense Understandings of Sex and Race Discrimination (R. Richard Banks). 21 Behavioral Realism in Law: Reframing the Discussion About Social Science' Place in Antidiscrimination Law and Policy (Linda Hamilton Krieger). Index.
£98.06
John Wiley and Sons Ltd Beyond Common Sense
Book SynopsisBeyond Common Sense addresses the many important and controversial issues that arise from the use of psychological and social science in the courtroom. Each chapter identifies areas of scientific agreement and disagreement, and discusses how psychological science advances our understanding of human behavior beyond common sense.Trade Review“An excellent book on the current state of the knowledge of psychological science applied to the legal system. This book had me hooked from the moment I read the foreword … and kept me interested through the end of the last commentary … .There were numerous highlights … .The contents of this book are not just informative but timely. In summary, this book is excellent and is highly recommended for the general public, students, and legal and psychological practitioners and researchers. Borgida and Fiske make it very apparent that scientific psychologists have an understanding of human thoughts, feelings, and behaviors that can aid legal decision makers.” (PsycCritiques, December 2008) “Eugene Borgida and Susan Fiske assembled a distinguished group of psychological scientists to articulate the state of scientific findings on issues of relevance to modern litigation … .I highly recommend this book to a wide variety of audiences … .This is a timely and important volume that should be widely read. It will not be a waste of time.” (Analyses of Social Issues and Public Policy, 2008)Table of ContentsNotes on Contributors. Foreword (Mahzarin R. Banaji). Acknowledgments. Introduction (Eugene Borgida and Susan T. Fiske). Part I Psychological Science on Stereotyping, Prejudice, and Discrimination. 1 Race, Crime, and Antidiscrimination (R. Richard Banks, Jennifer L. Eberhardt, and Lee Ross). 2 Discrimination in America and Legal Strategies for Reducing It (Faye J. Crosby and John F. Dovidio). 3 The Young Science of Prejudice Against Older Adults: Established Answers and Open Questions About Ageism (Todd D. Nelson). 4 Gender Prejudice: On the Risks of Occupying Incongruent Roles (Alice H. Eagly and Anne M. Koenig). 5 From the Laboratory to the Bench: Gender Stereotyping Research in the Courtroom (Laurie A. Rudman, Peter Glick, and Julie E. Phelan). 6 (Un)common Knowledge: The Legal Viability of Sexual Harassment Research (Louise F. Fitzgerald and Linda L. Collinsworth). 7 Subjectivity in the Appraisal Process: A Facilitator of Gender Bias in Work Settings (Madeline E. Heilman and Michelle C. Haynes). Part II Psychological Science on Legal System Processes. 8 Eyewitness Identifi cation: Issues in Common Knowledge and Generalization (Gary L. Wells and Lisa E. Hasel). 9 Repressed and Recovered Memory (Elizabeth F. Loftus, Maryanne Garry, and Harlene Hayne). 10 Expert Testimony on the Psychology of Confessions: A Pyramidal Framework of the Relevant Science (Saul M. Kassin). 11 Polygraph Testing (William G. Iacono). 12 Social Science and the Evolving Standards of Death Penalty Law (Phoebe C. Ellsworth and Samuel R. Gross). 13 Pretrial Publicity: Effects, Remedies, and Judicial Knowledge (Margaret Bull Kovera and Sarah M. Greathouse). 14 Media Violence, Aggression, and Public Policy (Craig A. Anderson and Douglas A. Gentile). Part III Commentaries. 15 The Limits of Science in the Courtroom (David L. Faigman). 16 Research on Eyewitness Testimony and False Confessions (Margaret A. Berger). 17 Commentary on Research Relevant to Sex Discrimination and Sexual Harassment (Barbara A. Gutek). 18 The Tenuous Bridge Between Research and Reality: The Importance of Research Design in Inferences Regarding Work Behavior (Frank J. Landy). 19 Psychological Contributions to Evaluating Witness Testimony (Shari Seidman Diamond). 20 Beyond Common-sense Understandings of Sex and Race Discrimination (R. Richard Banks). 21 Behavioral Realism in Law: Reframing the Discussion About Social Science' Place in Antidiscrimination Law and Policy (Linda Hamilton Krieger). Index.
£49.35
John Wiley and Sons Ltd The Emergence of Social Cognition in Three Young
Book SynopsisThis Monograph reports a series of ten studies on the social-cognitive abilities of three young chimpanzees, ages to four years. * Compares outcomes to similar studies conducted on human infacts for a comparative understanding.Table of ContentsAbstract vii. I. Introduction 1. II. The Emergence of Social Cognition: A Longitudinal Study 29. III. Understanding Intentional Action 46. IV. Understanding Perception and Attention 73. V. Joint Intentions and Attention 92. VI. General Discussion 107. References 123. Acknowledgements 132. Commentary- Social Engagement and Understanding in Chimpanzees and Humans. R. Peter Hobson 133. Contributors 153. Statement of Editorial Policy 154
£37.00
John Wiley and Sons Ltd A Guide to Teaching Introductory Psychology
Book SynopsisA Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions. A concise and accessible guide to teaching introductory courses in Psychology Begins with an orienting history of the course Evaluates current trends in teaching and offers suggestions for developing personal techniques Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/) Trade Review“We are pleased to recommend this book as a meaningful addition to instructors' resource libraries. The activities presented are clearly suitable for introductory and advanced courses. Moreover, the suggested readings and an appendix that delineates teaching organizations and related conferences provide numerous opportunities for professional development.” (PsycCRITIQUES, March 2009)Table of ContentsSeries Editors’ Preface viii Acknowledgments xi 1. An Introduction to Introductory Psychology 1 What is Introductory Psychology? 2 What Do I Teach? 3 How Do I Teach? 11 Who Are Your Introductory Psychology Students? 15 Using This Book 17 In Summary 21 References and Further Reading 21 2. Getting Ready to Teach 24 Beginning to Plan 24 The Course Syllabus 26 Evaluating Student Learning 28 Managing Your Classroom 35 The First Days of Class 40 Summary 44 References and Further Reading 44 3. Introduction, Research Methods, Culture 48 Getting Started 48 Teaching the Content 52 Classroom Tips 55 References 61 Additional Suggested Readings for Instructors 61 4. Human Development 62 Getting Started 62 Teaching the Content 65 Classroom Tips 70 References 74 Additional Suggested Readings for Instructors 75 5. Biological Psychology 76 Getting Started 76 Teaching the Content 79 Classroom Tips 81 References 91 Additional Suggested Readings for Instructors 91 6. Sensation and Perception 92 Getting Started 92 Teaching the Content 96 Classroom Tips 103 References 115 Additional Suggested Readings for Instructors 116 7. Consciousness, Motivation, and Emotion 117 Getting Started 117 Teaching the Content 122 Classroom Tips 132 References 140 Additional Suggested Readings for Instructors 143 8. Learning and Memory 144 Getting Started 144 Teaching the Content 147 Classroom Tips 155 References 166 Additional Suggested Readings for Instructors 167 9. Cognition, Language, and Cognitive Abilities 168 Getting Started 168 Teaching the Content 172 Classroom Tips 183 References 192 Additional Suggested Readings for Instructors 195 10. Health, Stress, Coping, and Personality 196 Getting Started 196 Teaching the Content 201 Classroom Tips 209 References 220 Additional Suggested Readings for Instructors 221 11. Mental Disorders and Therapies 222 Getting Started 222 Teaching the Content 227 Classroom Tips 235 References 242 Additional Suggested Readings for Instructors 243 12. Social Psychology 244 Getting Started 244 Teaching the Content 248 Classroom Tips 256 References 267 Additional Suggested Readings for Instructors 270 13. Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271 Reflections During the Semester 271 The Last Class Session 274 End-of-Term Reflections 276 Self-Evaluation 278 Tips From Experienced Teachers 279 Some Final Thoughts 282 References 283 Appendix: Professional Development Resources in the Teaching of Psychology 285 Index 292
£79.75
John Wiley and Sons Ltd A Guide to Teaching Introductory Psychology
Book SynopsisA Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions. A concise and accessible guide to teaching introductory courses in Psychology Begins with an orienting history of the course Evaluates current trends in teaching and offers suggestions for developing personal techniques Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/) Trade Review“We are pleased to recommend this book as a meaningful addition to instructors' resource libraries. The activities presented are clearly suitable for introductory and advanced courses. Moreover, the suggested readings and an appendix that delineates teaching organizations and related conferences provide numerous opportunities for professional development.” (PsycCRITIQUES, March 2009)Table of ContentsSeries Editors’ Preface viii Acknowledgments xi 1. An Introduction to Introductory Psychology 1 What is Introductory Psychology? 2 What Do I Teach? 3 How Do I Teach? 11 Who Are Your Introductory Psychology Students? 15 Using This Book 17 In Summary 21 References and Further Reading 21 2. Getting Ready to Teach 24 Beginning to Plan 24 The Course Syllabus 26 Evaluating Student Learning 28 Managing Your Classroom 35 The First Days of Class 40 Summary 44 References and Further Reading 44 3. Introduction, Research Methods, Culture 48 Getting Started 48 Teaching the Content 52 Classroom Tips 55 References 61 Additional Suggested Readings for Instructors 61 4. Human Development 62 Getting Started 62 Teaching the Content 65 Classroom Tips 70 References 74 Additional Suggested Readings for Instructors 75 5. Biological Psychology 76 Getting Started 76 Teaching the Content 79 Classroom Tips 81 References 91 Additional Suggested Readings for Instructors 91 6. Sensation and Perception 92 Getting Started 92 Teaching the Content 96 Classroom Tips 103 References 115 Additional Suggested Readings for Instructors 116 7. Consciousness, Motivation, and Emotion 117 Getting Started 117 Teaching the Content 122 Classroom Tips 132 References 140 Additional Suggested Readings for Instructors 143 8. Learning and Memory 144 Getting Started 144 Teaching the Content 147 Classroom Tips 155 References 166 Additional Suggested Readings for Instructors 167 9. Cognition, Language, and Cognitive Abilities 168 Getting Started 168 Teaching the Content 172 Classroom Tips 183 References 192 Additional Suggested Readings for Instructors 195 10. Health, Stress, Coping, and Personality 196 Getting Started 196 Teaching the Content 201 Classroom Tips 209 References 220 Additional Suggested Readings for Instructors 221 11. Mental Disorders and Therapies 222 Getting Started 222 Teaching the Content 227 Classroom Tips 235 References 242 Additional Suggested Readings for Instructors 243 12. Social Psychology 244 Getting Started 244 Teaching the Content 248 Classroom Tips 256 References 267 Additional Suggested Readings for Instructors 270 13. Ending Your Course, Reflecting on it, and Getting Ready for the Next Time 271 Reflections During the Semester 271 The Last Class Session 274 End-of-Term Reflections 276 Self-Evaluation 278 Tips From Experienced Teachers 279 Some Final Thoughts 282 References 283 Appendix: Professional Development Resources in the Teaching of Psychology 285 Index 292
£34.15
John Wiley and Sons Ltd Religion as a Meaning System
Book SynopsisThis volume focuses on exploring the impact of religion from a social science point of view by presenting the meaning system approach to the contemporary practice of religion, within social personality psychology and related fields; and to show the interdisciplinary, multimethod research being conducted within this framework.Table of ContentsINTRODUCTION. Religion as a Meaning System: Implications for the New Millennium 641- Israela Silberman. RELIGION AS A MEANING SYSTEM IN PEOPLE’S LIFE. The Sacred and the Search for Significance: Religion as a Unique Process 665- Kenneth I. Pargament, Gina M. Magyar-Russell, and Nichole A. Murray-Swank. Religion and Conflict in Marital and Parent-Child Relationships 689- Annette Mahoney. Religion as a Meaning-Making Framework in Coping with Life Stress 707- Crystal L. Park. Striving for the Sacred: Personal Goals, Life Meaning, and Religion 731- Robert A. Emmons. Religion and Value Systems 747- Sonia Roccas. Religion and World Change: Violence and Terrorism versus Peace 761- Israela Silberman, E. Tory Higgins, and Carol S. Dweck. RELIGION AND INTERPERSONAL RELATIONS—VISION VERSUS ACTUALITY. Psychometric and Rationalization Accounts of the Religion-Forgiveness Discrepancy 785- Jo-Ann Tsang, Michael E. McCullough, and William T. Hoyt. Religion, Meaning, and Prejudice 807- Bruce Hunsberger and Lynne M. Jackson. The Three Monotheistic World Religions and International Human Rights 827- J. Paul Martin. CONCLUDING CHAPTER. Religion as a Meaning System: Policy Implications for the New Millennium 847- Kenneth I. Maton, Daniel Dodgen, Mariano R. Sto. Domingo, and David B. Larson
£26.55
John Wiley and Sons Ltd The Amazing Infant
Book Synopsis* An engaging and accessible book that integrates research, theory, and real life experiences and practices to provide a closer look at how infancy research is conducted. * Collects and reviews the latest findings in the field, exploring cutting edge research and contemporary theories about infant development.Trade Review“The Amazing Infant is a fabulous book. Beautifully crafted, written by one of the most creative figures in the field of infancy, this book will charm both college students and parents wanting to learn about the wonders of the baby’s mind. Who needs dinosaurs or astronomical Big Bangs when we have babies to explore? The infant is the keeper of many, many mysteries, and this book engages us in exploring quite a few of them.” Joseph J. Campos, University of California, Berkeley “Tiffany Field is without question our leading researcher and writer on the role of touch in infant development and behavior. The Amazing Infant is an excellent primer on infant behavior and development, utilizing her personal experiences with her own daughter’s development. An exceptional aid for new parents as well as students.” Lewis P. Lipsitt, Brown University “This book is a very good read. The writing style is engaging and easy to follow. It is also truly unique in the field of infant development … a field in which far too little attention has been paid to the obvious fact that infants’ development involves learning and that specific patterns of maternal behavior are essential for successful child behavioral outcomes.” Martha Pelaez, Florida International University “A prolific writer…Field provides thumbnail sketches of what is known to this point on a variety of topics, with emphasis on recent research findings.” Choice “An enjoyable read.” TimesTable of Contents1. How we conduct infancy research. 2. Being a fetus (Prenatal Growth and Development. 3. Coming into the world (The Perinatal Period). 4. Being in tune with the world (The Early Senses). 5. Body-Talk with Parents and Others (Social Development). 6. Being Emotional and Temperamental (Emotional and Personality Development). 7. Moving Around in the World and Making Objects Do Things and Things Happen (Motor and Cognitive Development). 8. Finally Using Words (Language Development). 9. Taking Turns with Peers (More Social Development). My Diary on Tory’s First Year. Glossary on Infant Caregiving. References.
£85.45
John Wiley and Sons Ltd The Amazing Infant
Book Synopsis* An engaging and accessible book that integrates research, theory, and real life experiences and practices to provide a closer look at how infancy research is conducted. * Collects and reviews the latest findings in the field, exploring cutting edge research and contemporary theories about infant development.Trade Review“The Amazing Infant is a fabulous book. Beautifully crafted, written by one of the most creative figures in the field of infancy, this book will charm both college students and parents wanting to learn about the wonders of the baby’s mind. Who needs dinosaurs or astronomical Big Bangs when we have babies to explore? The infant is the keeper of many, many mysteries, and this book engages us in exploring quite a few of them.” Joseph J. Campos, University of California, Berkeley “Tiffany Field is without question our leading researcher and writer on the role of touch in infant development and behavior. The Amazing Infant is an excellent primer on infant behavior and development, utilizing her personal experiences with her own daughter’s development. An exceptional aid for new parents as well as students.” Lewis P. Lipsitt, Brown University “This book is a very good read. The writing style is engaging and easy to follow. It is also truly unique in the field of infant development … a field in which far too little attention has been paid to the obvious fact that infants’ development involves learning and that specific patterns of maternal behavior are essential for successful child behavioral outcomes.” Martha Pelaez, Florida International University “A prolific writer…Field provides thumbnail sketches of what is known to this point on a variety of topics, with emphasis on recent research findings.” Choice “An enjoyable read.” TimesTable of ContentsForeword, by Michael Lewis vi Preface vii Acknowledgments viii 1. How infancy research is conducted 1 2. Being a fetus (Prenatal Growth and Development 17 3. Coming into the world (The Perinatal Period) 41 4. Being in tune with the world (The Early Senses) 71 5. Body-Talk with Parents and Others (Social Development) 97 6. Being Emotional and Temperamental (Emotional and Personality Development) 119 7. Moving Around in the World and Making Objects Do Things and Things Happen (Motor and Cognitive Development) 137 8. Finally Using Words (Language Development) 163 9. Taking Turns with Peers (More Social Development) 177 Appendix: My Diary on Tory’s First Year 199 Glossary on Infant Development and Caregiving 225 Bibliography 273 References 317
£31.30
John Wiley and Sons Ltd Our Children Too
Book SynopsisThe Black Caucus of the Society for Research in Child Development (SRCD) was founded in 1973 to address concerns about the portrayal of Black children in scientific research, the lack of participation of ethnic minority members in the governance structure of SRCD, and the perceived need for a mutual support system for minority scholars aspiring to productive careers in the child development field. In this monograph, early members of the Caucus describe its history through the first 25 years, 1973-97, in 15 chapters distributed among sections on Caucus history, teaching and mentoring, publications and research-related issues, and supportive academic institutions. The volume celebrates the accomplishments of the Caucus while also revisiting challenges that have arisen both internally and through membership in the SRCD parent organization. Key thematic issues include: cultural deficit versus cultural difference; linkages between poverty, race, and empowerment; advocacy versus objectivity Table of ContentsPOEM. ‘‘WHEN YOU HEAR THE CHILDREN CRY’’. Suzanne M. Randolph ix. PREFACE. Sandra L. Graham xi. INTRODUCTION. Diana T. Slaughter-Defoe, Aline M. Garrett, Algea O. Harrison-Hale 1. ABSTRACT 9. SECTION I: FOCUS ON CAUCUS HISTORY 11. I. A PERSONAL PERSPECTIVE ON THE BEGINNINGS. OF THE BLACK CAUCUS OF SRCD. Diana T. Slaughter-Defoe 12. II. THE BLACK CAUCUS OF SRCD: MEMBERSHIP GROWTH. AND CRITICAL INITIATIVES. Aline M. Garrett 25. III. LETTERS FROM MARY: ACHIEVING STATURE WITHIN SRCD. Algea O. Harrison-Hale 32. IV. ON BECOMING A GOVERNING COUNCIL MEMBER. AND MAXIMIZING MEMBERSHIP. Diana T. Slaughter-Defoe 48. SECTION II: TEACHING AND MENTORING 66. V. TIES: TODDLER AND INFANT EXPERIENCES. STUDYFCARROLL AND COLLEAGUES. Grace Carroll 68. VI. THE ATLANTA CHILD MURDERS. AND THE BLACK CAUCUS OF THE SRCD. Diana T. Slaughter-Defoe, Margaret Beale Spencer,. Ura Jean Oyemade Bailey 75. VII. PRE-CONFERENCES’ HISTORY AND REFLECTIONS:. CONCEPTUALIZING A PROCESS. Deborah J. Johnson, Geraldine Kearse Brookins 84. SECTION III: RESEARCH AND RELATED ISSUES 94. VIII. EARLIEST SRCD MONOGRAPHS BY AFRICAN AMERICANS:. CAREW (1980) AND SLAUGHTER (1983). Diana T. Slaughter-Defoe 96. IX. EFFECT OF AN OCCUPATIONAL SHIFT ON FAMILY LIFESTYLE:. AN ECOLOGICAL APPROACH. Aline M. Garrett 106. X. THE "HISTORY" OF TWO MILESTONE DEVELOPMENTAL. PUBLICATIONS ON BLACK CHILDREN. Margaret Beale Spencer 113. XI. THE ROLE OF AFRICAN AMERICAN SCHOLARS IN. RESEARCH ON AFRICAN AMERICAN CHILDREN:. HISTORICAL PERSPECTIVES AND PERSONAL REFLECTIONS. Vonnie C. McLoyd 121. XII. HEAD START: TRANSLATING RESEARCH INTO. POLICY AND PRACTICE. Ura Jean Oyemade Bailey, Trellis Waxler,. Valora Washington 145. SECTION IV: SUPPORTIVE ACADEMIC INSTITUTIONS 162. XIII. CONTRIBUTIONS OF AFRICAN AMERICANS FROM. THE UNIVERSITY OF MICHIGAN TO SOCIAL SCIENCE. RESEARCH ON BLACK CHILDREN AND FAMILIES. Algea O. Harrison-Hale 164. XIV. CONTRIBUTIONS OF HOWARD UNIVERSITY TO. SOCIAL SCIENCE RESEARCH ON BLACK CHILDREN. Velma LaPoint, Veronica Thomas 173. XV. AFFIRMING FUTURE GENERATIONS OF. ETHNIC MINORITY SCIENTISTS. Diana T. Slaughter-Defoe, Aline M. Garrett,. Algea O. Harrison-Hale 188. APPENDIX A. THE CHRONOLOGICAL HISTORY OF THE. BLACK CAUCUS, 1973–1997. Aline M. Garrett, Diana T. Slaughter-Defoe,. Algea O. Harrison-Hale 193. APPENDIX B. SUSTAINING BLACK CAUCUS MEMBERS, 1973–1997. Aline M. Garrett 208. ACKNOWLEDGMENTS 210. COMMENTARIES. CONGRATULATIONS. Harriette Pipes McAdoo 212. FUTURE VISIONS OF THE BLACK CAUCUS OF SRCD. Melvin N. Wilson 214. THE HISTORICAL CONTEXT OF THE AFRICAN AMERICAN SOCIAL SCIENTIST. John P. Jackson, Jr. 218. FOR BLACK CAUCUS. John W. Hagen 224. CONTRIBUTORS 227
£39.85
John Wiley and Sons Ltd How To Write in Psychology
Book SynopsisThrough the use of clearly defined instructions and examples, How to Write in Psychology is a concise and comprehensive guide for the well-prepared student on the principles of writing essays and research papers for psychology. Presents everything the well-prepared student needs to know about the principles and practice of writing for psychology Compares and contrasts the different writing requirements and techniques for essays and research reports in psychology Offers advice on constructing figures and producing properly formatted graphs and tables Includes exercises to improve grammar, style, and critical awareness Provides checklists, tips for getting started, and examples of a properly written essay and lab report Trade ReviewIn the average psychology degree, there's a whole lot of writing to be done, and much of it is very stylistically prescribed, and the student new to psychology has to quickly develop and use a new vocabulary and understand the demands of examinations, essays, experimental reports, and longer works such as final-year research projects. Furthermore, even research reports differ, depending on whether they are write-ups of quantitative or qualitative research, and so on. This book is clear, well-structured, readable, enjoyable and highly informative. Given that students have a lot to learn in the course of their studies, any book that propels them forward has to be welcomed. There are hundreds of volumes on writing, a handful of which are focused on writing in psychology. This, in my opinion, is by far the best of them. Mark Forshaw, Staffordshire University "Written in a style that is clear, direct, and concise, How to Write in Psychology is an indispensable handbook for students - a must for anyone starting a BSc Psychology course, or preparing their final year project." Dean D'Souza, BPS Student RepTable of ContentsList of Illustrations. Acknowledgements. Introduction. 1 Some Preliminaries. 2 Writing the Essay. 3 Preliminaries to Writing the Lab Report. 4 Writing the Quantitative Lab Report. 5 Writing the Qualitative Research Report. 6 Presenting Numbers, Tables and Figures. 7 Writing the Project. 8 Writing for Exams and Answering MCQs. 9 Writing for Other Purposes. 10 Attention to Detail: More on APA Formatting, Especially References. 11 Some Basics of Grammar and Common Confusions. 12 Improve Your Editing Skills. Appendix 1: An Example Student Essay. Appendix 2: An Example Student Quantitative Lab Report. References. Index
£69.34
John Wiley and Sons Ltd How To Write in Psychology
Book SynopsisThrough the use of clearly defined instructions and examples, How to Write in Psychology is a concise and comprehensive guide for the well-prepared student on the principles of writing essays and research papers for psychology. Presents everything the well-prepared student needs to know about the principles and practice of writing for psychology Compares and contrasts the different writing requirements and techniques for essays and research reports in psychology Offers advice on constructing figures and producing properly formatted graphs and tables Includes exercises to improve grammar, style, and critical awareness Provides checklists, tips for getting started, and examples of a properly written essay and lab report Trade ReviewIn the average psychology degree, there's a whole lot of writing to be done, and much of it is very stylistically prescribed, and the student new to psychology has to quickly develop and use a new vocabulary and understand the demands of examinations, essays, experimental reports, and longer works such as final-year research projects. Furthermore, even research reports differ, depending on whether they are write-ups of quantitative or qualitative research, and so on. This book is clear, well-structured, readable, enjoyable and highly informative. Given that students have a lot to learn in the course of their studies, any book that propels them forward has to be welcomed. There are hundreds of volumes on writing, a handful of which are focused on writing in psychology. This, in my opinion, is by far the best of them. Mark Forshaw, Staffordshire University "Written in a style that is clear, direct, and concise, How to Write in Psychology is an indispensable handbook for students - a must for anyone starting a BSc Psychology course, or preparing their final year project." Dean D'Souza, BPS Student RepTable of ContentsList of Illustrations. Acknowledgements. Introduction. 1 Some Preliminaries. 2 Writing the Essay. 3 Preliminaries to Writing the Lab Report. 4 Writing the Quantitative Lab Report. 5 Writing the Qualitative Research Report. 6 Presenting Numbers, Tables and Figures. 7 Writing the Project. 8 Writing for Exams and Answering MCQs. 9 Writing for Other Purposes. 10 Attention to Detail: More on APA Formatting, Especially References. 11 Some Basics of Grammar and Common Confusions. 12 Improve Your Editing Skills. Appendix 1: An Example Student Essay. Appendix 2: An Example Student Quantitative Lab Report. References. Index
£19.90
John Wiley and Sons Ltd Blackwell Handbook of Judgment and Decision
Book SynopsisThe Blackwell Handbook of Judgment and Decision Making is a state-of-the art overview of current topics and research in the study of how people make evaluations, draw inferences, and make decisions under conditions of uncertainty and conflict.Trade Review"Highly recommended." Choice "....Exactly what a good handbook should be; comprehensive, representative, authoritative, authentic and well-written" Kenneth R. Hammond, University of Colorado at Boulder "This spelendid collection by Koehler and Harvey is a timely state-of-the-art report on Judgment and Decision Making (JDM) and provides a good demonstration of the great strides that have been made in thie area over the past 50 or so years. In short, for anyone who wants to know exactly where JDM research is currently at, this book is essential reading." Applied Cognitive Psychology "The Handbook shows the realization of Ward Edwards's original dream of a field made exciting by the continual interplay between normative analyses, descriptive research, and prescriptive interventions, bridging critical gaps between the normative ideal and descriptive reality." Baruch Fischhoff, Carnegie Mellon University and President of Society for Risk Analysis "Fifty years of research have created an impressive body of knowledge and theory about human judgment and decision making. This comprehensive and authoritative handbook will serve as a valuable text and reference for students, scholars, and decision makers." Paul Slovic, University of Oregon and President of Decision Research Institute “Judgment and decision making is hot, and a handbook comes at just the right time. What I like so much about this book is that so many of the chapters are written by young scholars with fresh perspectives and new ideas. This Handbook is a great place for graduate students to find out where the frontiers of the field are now, and who are the researchers that are making the field so exciting.” Richard H. Thaler, University of Chicago "This is the first book to give a complete overview of this field, which has been developing since the 1950s. The first part details normative approaches and includes discussions of bounded rationality and computational models of decision making. The next two parts focus respectively on judgements and decisions while the last part examines practical applications. Topics range over hypothesis testing, the challenges of uncertainty and complexity, the role of feelings in decision making, the influence of culture and even the psychology of medical decision making." The Scientific and Medical Network ReviewTable of ContentsList of Contributors. List of Figures and Tables. Preface. Part I: Approaches:. 1. Rationality and the Normative/Descriptive Distinction: David Over (University Of Sunderland). 2. Normative Models of Judgment and Decision Making: Jonathan Baron (University Of Pennsylvania). 3. Social Judgment Theory: Applying and Extending Brunswik’s Probabilistic Functionalism: William M. Goldstein (University Of Chicago). 4. Fast and Frugal Heuristics: The Tools of Bounded Rationality: Gerd Gigerenzer (Max Planck Institute For Human Development). 5. Yet Another Look at the Heuristics and Biases Approach: Gideon Keren (Eindhoven University Of Technology) And Karl H. Teigen (University Of Oslo). 6. Walking with the Scarecrow: The Information-Processing Approach to Decision Research: John W. Payne And James R. Bettman (both Duke University). 7. Computational Models Of Decision Making: Jerome R. Busemeyer (Indiana University) and Joseph G. Johnson (Miami University). Part II: Judgments:. 8. Inside and Outside Probability Judgment: David A. Lagnado (University College London) and Steven A. Sloman (Brown University). 9. Perspectives on Probability Judgment Calibration: Dale Griffin (University Of British Columbia) and Lyle Brenner (University Of Florida). 10. Hypothesis Testing and Evaluation: Craig R. M. Mckenzie (University Of California, San Diego). 11. Judging Covariation and Causation: David R. Shanks (University College London). 12. A Tale of Tuned Decks? Anchoring as Accessibility and Anchoring as Adjustment: Nicholas Epley (University of Chicago). 13. Twisted Pair: Counterfactual Thinking and the Hindsight Bias: Neal J. Roese (University Of Illinois). 14. Forecasting and Scenario Planning: The Challenges of Uncertainty and Complexity: Paul J. H. Schoemaker (University of Pennsylvania). 15. Expertise in Judgment and Decision Making: A Case for Training Intuitive Decision Skills: Jennifer K. Phillips, Gary Klein, and Winston R. Sieck (all Klein Associates). 16. Debiasing: Richard P. Larrick (Duke University). Part III: Decisions:. 17. Context and Conflict in Multiattribute Choice: Eldar Shafir (Princeton University) and Robyn A. Leboeuf (University of Florida). 18. Internal and Substantive Inconsistencies in Decision-Making: Christopher K. Hsee (University of Chicago), Jiao Zhang (University of Chicago), and Chen Junsong (China Europe International Business School). 19. Framing, Loss Aversion, and Mental Accounting: Dilip Soman (University of Toronto). 20. Decision Under Risk: George Wu (University Of Chicago), Jiao Zhang (University Of Chicago), and Richard Gonzalez (University of Michigan). 21. Intertemporal Choice: Daniel Read (University of Durham). 22. The Connections between Affect and Decision Making: Nine Resulting Phenomena: Yuval Rottenstreich And Suzanne Shu (both University of Chicago). 23. Group Decision and Deliberation: A Distributed Detection Process: Robert D. Sorkin, Shenghua Luan, and Jesse Itzkowitz (all University Of Florida). 24. Behavioral Game Theory: Simon Gächter (University of Nottingham). 25. Culture and Decisions: Incheol Choi (Seoul National University), Jong An Choi (Seoul National University), and Ara Norenzayan (University of British Columbia). Part IV: Applications:. 26. Behavioral Finance: Markus Glaser, Markus Nöth, and Martin Weber (all University Of Mannheim). 27. Judgment and Decision-making Accounting Research: A Quest to Improve the Production, Certification, and Use of Accounting Information: Natalia Kotchetova (University of Waterloo) and Steven Salterio (Queen’s University). 28. Heuristics, Biases, and Governance: Jeffrey J. Rachlinski (Cornell Law School). 29. The Psychology of Medical Decision Making: Gretchen B. Chapman (Rutgers University). 30. Judgment, Decision Making, and Public Policy: Nick Pidgeon (University Of East Anglia) and Robin Gregory (Decision Research, Vancouver). Index
£45.55
John Wiley and Sons Ltd Raising Kids in the 21st Century
Book SynopsisAn easy-to-read guide on raising emotionally healthy children that is based on sound psychological research. The book's format makes it a good choice for students, parents, or practitioners.Trade Review?The blood vessels feeding the substance of the book flow copiously with a nourishing abundance of information pertaining to psychological health and children.? (Metapsychology, September 2009) ?Informative and practical, Raising Kids in the21st Century proves an invaluable guidebook and resource for parents, educators, students and clinicians.? ( Change, Houston Edition, August 2009) ?The author grounds her advice on commonsense values and reinforces them with relevant research. Vignettes of real-life family situations at the beginning of each chapter are charming. This will be an excellent introductory resource both for those beginning their studies in developmental psychology and for new parents anxious to do the right thing for their child. Summing Up: Highly recommended.? (CHOICE, February 2009) "Well written and geared to a broad audience, this straightforward, jargon-free book offers a detailed, step-by-step guide to promoting good psychological health in children from infancy to late adolescence. Many researchers that Hall (Univ. of Houston, Clear Lake) cites will be familiar to those well versed in developmental psychology. The author grounds her advice on commonsense values and reinforces them with relevant research. Vignettes of real-life family situations at the beginning of each chapter are charming. This will be an excellent introductory resource both for those beginning their studies in developmental psychology and for new parents anxious to do the right thing for their child. Summing Up: Highly recommended. All readers, all levels." ?D. J. Winchester, Yeshiva University (Choice, February 2009) Table of ContentsPreface. 1. Raising Kids in the 21st Century. 2. Early Cognitive Growth. 3. Cognitive Growth Outside of the Home. 4. A Part of the Family: How Belonging Promotes Growth. 5. Social Growth and Peer Relationships. 6. Well-Armed: Transmitting Values to Children. 7. Fun Raising. 8. Tolerance and Social Activism. Appendix A. General Resources. Appendix B. Books for Children. Appendix C. Books for Adults. Notes. References.
£65.66
John Wiley and Sons Ltd Raising Kids in the 21st Century
Book SynopsisAn easy-to-read guide on raising emotionally healthy children that is based on sound psychological research. The book's format makes it a good choice for students, parents, or practitioners. Focuses on seven key areas of child development in raising psychologically healthy children Paints an overall picture of the skills children need to become functioning adults through translating the latest scientific research into workable guidelines Explores how early cognitive and social development is linked to universal issues of tolerance, sexism, and racism Written in a language suitable for the student or general reader A useful resource for clinicians to share with families under their care Trade Review?The blood vessels feeding the substance of the book flow copiously with a nourishing abundance of information pertaining to psychological health and children.? (Metapsychology, September 2009) ?Informative and practical, Raising Kids in the21st Century proves an invaluable guidebook and resource for parents, educators, students and clinicians.? ( Change, Houston Edition, August 2009) Well written and geared to a broad audience, this straightforward, jargon-free book offers a detailed, step-by-step guide to promoting good psychological health in children from infancy to late adolescence. Many researchers that Hall (Univ. of Houston, Clear Lake) cites will be familiar to those well versed in developmental psychology. The author grounds her advice on commonsense values and reinforces them with relevant research. Vignettes of real-life family situations at the beginning of each chapter are charming. This will be an excellent introductory resource both for those beginning their studies in developmental psychology and for new parents anxious to do the right thing for their child. Summing Up: Highly recommended. All readers, all levels. -- D. J. Winchester, Yeshiva University (Choice, February 2009)Table of ContentsPreface. 1. Raising Kids in the 21st Century. 2. Early Cognitive Growth. 3. Cognitive Growth Outside of the Home. 4. A Part of the Family: How Belonging Promotes Growth. 5. Social Growth and Peer Relationships. 6. Well-Armed: Transmitting Values to Children. 7. Fun Raising. 8. Tolerance and Social Activism. Appendix A. General Resources. Appendix B. Books for Children. Appendix C. Books for Adults. Notes. References.
£22.75
John Wiley and Sons Ltd Childrens Learning in a Digital World
Book SynopsisChildren''s Learning in a Digital World presents exciting and challenging new ideas from international scholars on the impact of computers, the Internet, and video games on children''s learning. Features exciting new research which reassesses the threats posed by technology to the social, emotional, and physical development of children Examines the impact of technology in both formal and informal learning contexts, covering a range of technologies relevant to students and researchers, as well as professional educators Presents key information on the social and cultural issues that affect technology use, in addition to the impact on children's learning Includes research from an international range of contributors Trade Review“I found this volume to be easily accessible, and broad in scope.” (Metapsychology, November 2008)Table of ContentsForeword: Seven Criteria for Investigating Children’s Learning in a Digital World: Richard E. Mayer (University of California). Part I: Informal Learning with Technologies: Opportunities and Challenges:. Introduction to informal learning with technologies: Opportunities and challenges: Teena Willoughby (Brock University) and Eileen Wood (Wilfred Laurier University). 1. Media literacy: Who needs it?: Henry Jenkins (MIT). 2. Good video games, the human mind, and good learning: James Paul Gee (University of Wisconsin-Madison). 3. How and what do video games teach?: Edward L. Swing (Iowa State University) and Craig A. Anderson (Iowa State University). 4. Videogame addiction: Fact or fiction: Mark Griffiths (Nottingham Trent University). 5. Meeting the needs of the vulnerable learner: The role of the teacher in bridging the gap between informal and formal learning using digital technologies: Laurence Peters (Temple University). Part II: Formal Learning with Technologies: Opportunities and Challenges:. Introduction to formal learning with technologies: Exploring the role of digital technologies: Teena Willoughby (Brock University), Bowen Hui (University of Toronto) and Eileen Wood (Wilfred Laurier University). 6. Using technology to assist children learning to read and write: Philip Abrami (Corncordia University), Robert Savage (McGill University), Anne Wade (Concordia University), Geoffrey Hipps (Concordia University) & Monica Lopez (Concordia University). 7. Tools for learning in an information society: John Nesbit (Simon Fraser University) & Philip Winne (Simon Fraser University). 8. Virtual playgrounds: Children’s multi-user virtual environments for playing and learning with science: Yasmin Kafai (UCLA) & Michael Giang (UCLA). 9. Can students re-invent fundamental scientific principles: Evaluating the promise of new-media literacies: Andy diSessa (University of California, Berkeley). 10. Domain knowledge and learning from the Internet: Malinda Desjarlais (Brock University), Teena Willoughby (Brock University), and Eileen Wood (Wilfred Laurier University). 11. The integration of computer technology in the classroom: Julie Mueller (Wilfred Laurier University), Eileen Wood (Wilfred Laurier University) and Teena Willoughby (Brock University). Children’s learning in a digital world: A summary and looking ahead: Eileen Wood (Wilfred Laurier University) and Teena Willoughby (Brock University). Index
£72.86
John Wiley and Sons Ltd The Science of Reading
Book SynopsisThe Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field Trade Review"In the rapidly burgeoning, cumulative progress that characterizes our field today, this is the compendium that everyone needs. Graduate students and researchers alike will feast on this collection." Professor Keith E. Stanovich, University of Toronto, Canada "This authoritative handbook defines the science of reading, reviewing the huge advances in knowledge over the last thirty years in a dazzling display of scholarship. No one interested in the psychology of reading can do without it." Professor Uta Frith, Institute of Cognitive Neuroscience, University College London "At last! The handbook we've all been waiting for - graduate students and seasoned researchers alike - an authoritative, state-of-the-art source-book encompassing all the central topics in the science of reading, with an author list that reads like a Who's Who of basic reading research. The breadth and depth of each of so many seminal reviews confirms the status of reading science as one of the 'trophies' of modern cognitive science. I expect this will remain the definitive work for years to come." David L. Share, University of Haifa, Israel “An invaluable reference text for researchers, graduate students and educators with an interest in reading … I recommend the book highly for anyone interested in the state of understanding of reading and its development.” Fiona Lyddy, The Irish PsychologistTable of ContentsList of Contributors. Preface. Acknowledgments. Part I: Word Recognition Processes in Reading:. Editorial Part I. 1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia). 2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University). 3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario). 4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi Kloos (Arizona State University). 5. Eye Movements During Reading: Keith Rayner, Barbara J. Juhasz, and Alexander Pollatsek (University of Massachusetts). Part II: Learning to Read and Spell:. Editorial Part II. 6. Theories of Learning to Read: Brian Byrne (University of New England, Australia). 7. Writing Systems and Spelling Development: Rebecca Treiman and Brett Kessler (Washington University in St Louis). 8. Development of Sight Word Reading: Phases and Findings: Linnea C. Ehri (Graduate Center of the City University of New York). 9. Predicting Individual Differences in Learning to Read: Judith A. Bowey (University of Queensland). 10. Social Correlates of Emergent Literacy: Beth M. Phillips and Christopher J. Lonigan (Florida Center for Reading Research, Florida State University). 11. Literacy and Cognitive Change: José Morais and Régine Kolinsk (Université Libre de Bruxelles, Belgium). Part III: Reading Comprehension:. Editorial Part III. 12. Comprehension: Walter Kintsch and Katherine A. Rawson (University of Colorado). 13. The Acquisition of Reading Comprehension Skill: Charles A. Perfetti, Nicole Landi and Jane Oakhill (University of Pittsburgh). 14. Children’s Reading Comprehension Difficulties: Kate A. Nation (University of Oxford). Part IV: Reading in Different Languages:. Editorial Part IV. 15. Orthographic Systems and Skilled Word Recognition Processes in Reading: Ram Frost (The Hebrew University, Israel). 16. Early Reading Development in European Orthographies: Philip H. K. Seymour (University of Dundee, UK). 17. Learning to Read in Chinese: J. Richard Hanley (University of Essex, UK). 18. The Nature and Causes of Dyslexia in Different Languages: Markéta Caravolas (University of Liverpool). Part V: Disorders of Reading and Spelling:. Editorial Part V. 19. Developmental Dyslexia: Frank R. Vellutino and Jack M. Fletcher (State University of New York, at Albany). 20. Learning to Read with a Hearing Impairment: Jacqueline Leybaert (Université Libre de Bruxelles, Belgium). 21. Learning to Read with a Language Impairment: Margaret J. Snowling and Charles Hulme (University of York, UK). 22. Acquired Disorders of Reading: Matthew A. Lambon Ralph (University of Manchester) and Karalyn Patterson (University of Cambridge). 23. Spelling Disorders: Cristina Romani (University of Aston, UK), Andrew Olson (University of Birmingham, UK), and Anna Maria DiBetta (University of Aston). Part VI: Biological Bases of Reading:. Editorial Part VI. 24. Genetics of Dyslexia: Bruce F. Pennington (University of Denver) and Richard K. Olson (University of Colorado). 25. Functional Brain Imaging Studies of Skilled Reading and Developmental Dyslexia: Cathy J. Price (University College London) and Eamon McCrory (Institute of Psychiatry, UK). Part VII: Teaching Reading:. Editorial Part VII. 26. Teaching Children to Read: What Do We Know About How To Do It?: Catherine E. Snow (Harvard Graduate School of Education) and Connie Juel (Stanford University). 27. Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia: Joseph K. Torgesen (Florida Center for Reading Research at Florida State University). Glossary of Terms. References. Author Index. Subject Index
£41.75
