This introductory text contains European data, cases and examples alongside traditional American material. European reviewers have been fully involved in the development of the text from its beginnings to ensure a critical attitude towards psychological research.A Complete Teaching and Learning Package:The text itself is the major component of a strong package designed to meet teaching needs and students' learning needs. Supplementary material is available to lecturers using the text on their courses. Pedagogical features in the text, together with an attractive, user-friendly design, make this text accessible to students coming to the subject for the first time. For teaching (free to adopters): An instructor's manual A testbank Overhead masters Suggested essay and seminar topics for each chapter. For learning: Opening chapter objectives called "agendas" Summaries at the end of each chapter Boxed studies presenting interesting cases, controversies and discussion of future research directions Suggested further reading for each chapter A glossary of terms, comprehensive indexes and a complete reference list.
An Introductory Text That Takes a Challenging Stance:Style of argument is vital when approaching psychology for the first time. Factors that may modify results and conclusions are taken into account to encourage the student to reflect on alternative theories and approaches to particular topics. The text is not designed to just "cover the ground" in psychology; it is designed to reflect the development of the discipline, discuss contemporary debates and future directions. What Else is Different?:The structure of Psychology: A Contemporary Introduction is also different from other introductory textbooks. The first key section on developmental psychology establishes a human and cognitive context from which the rest of the book can be better understood by the beginning student. Moreover, it enables the student to begin study with examples of real psychology that will be of immediate interest. The coverage of development takes a lifespan approach, and in leading the student to question a developing biological substrate, it progresses naturally into the next section on biological psychology.
Finally the text contains two chapters on applied psychology - something not usually included in introductory textbooks.
List of Plates.
List of Figures.
List of Tables.
List of Boxes.
List of Contributors.
Part I: Introduction:.
1. Introduction to Psychology: Peter Scott (Open University) and Christopher Spencer (University of Sheffield).
Part II: Lifespan Development:.
2. Infancy and Childhood: Mark Blades (University of Sheffield), Jill Boucher (University of Sheffield) and Peter Smith (Goldsmith's College, London).
3. Adolescence and Adulthood: Peter Smith (Goldsmith's College, London) and Helen Cowie (Roehampton Institute, London).
Part III: Biological Psychology:.
4. Evolution and Sociobiology: Richard Byrne (University of St Andrews).
5. Neuroscience: Robin Stevens (University of Nottingham).
6. Perception: Mike Harris (University of Birmingham).
Part IV: Cognitive Psychology:.
7. Memory: Alan Parkin (University of Sussex).
8. Learning, Skill and Expertise: Rod Nicolson (University of Sheffield).
9. Thinking and Reasoning: Alan Garnham (University of Sussex).
10. Language: Peter Scott (Open University).
Part V: Social Psychology:.
11. Social Cognition: Self, Attitudes and Attributions: Paschal Sheeran and Sheina Orbell (Both University of Sheffield).
12. Social Group Processes - From the Dyad to the Small Group to the Crowd: Christopher Spencer (University of Sheffield).
13. Environmental Psychology: Christopher Spencer (University of Sheffield).
Part VI: The Individual:.
14. Personality - the Individual and Society: Paschal Sheeran and Sheina Orbell (Both University of Sheffield).
15. Intelligence: Mark Blades (University of Sheffield).
Part VII: Applied Psychology:.
16. Clinical and Health Psychology: Graham Turpin and Pauline Slade (Both University of Sheffield).
17. Psychology in the Workplace: Nik Chmiel (University of Sheffield).
Part VIII: Conclusion:.
18. Conclusion: Peter Scott (Open University) and Christopher Spencer (University of Sheffield).