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"Psychology 2e is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe. The second edition contains detailed updates to address comments and suggestions from users. Significant improvements and additions were made in the areas of research currency, diversity and representation, and the relevance and recency of the examples. Many concepts were expanded or clarified, particularly through the judicious addition of detail and further explanation where necessary. Finally, the authors addressed the replication issues in the psychology discipline, both in the research chapter and where appropriate throughout the book."--OpenStax.

Psychology

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Psychology.

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Psychology

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"The aim of this book is to help students to learn the general principles of psychology. Those facts which can most profitably be made the subject matter of a course in general psychology are presented with an abundance of concrete illustrations, experiments, exercises and questions, by which the student may secure real rather than verbal conceptions and may test, apply and make permanent his knowledge"-Préf. (PsycINFO Database Record (c) 2005 APA, all rights reserved).

Psychology, Pathological

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"This treatise, if such it may be called, is professedly of a rudimentary character; it is designed for beginners in the study of educational psychology and pedagogy. Its purpose is only to lay a foundation for such study, to open up the subject and give the student the necessary tools for working the field of pedagogical thought. For nearly twenty years, the writer has taken in hand, twice in each year, a class of pupils in the second year of the normal school course with this purpose of inducting them into the elements of pedagogical theory. Finding no text-book in existence suitable to his view of such an undertaking, he was compelled to give the instruction in an oral, "Socratic," conversational manner, using books only for occasional reference. The time has now come, as it seems to him, for reducing this work to written form, with a view to economizing the time of future pupils, and in the hope that it may serve a useful purpose to young teachers in their daily work or as members of circles for professional reading and study. The peculiar form and arrangement given to the matter of this book are thus the outgrowth of long experience and direct contact with students as yet unused to introspection or to abstract thought. The writer, as a teacher, has sought continually to find the natural methods of approach and the natural lines of progress in the development of a pedagogical attitude of mind, without too much regard to traditional modes, and yet with a careful avoidance of eccentricity or intentional novelty. Clearness and conciseness have been a constant aim. It is believed that the book is well suited as a text-book in either theory of teaching or elementary psychology"--

Educational psychology.