library assignment psychology

Library Research in Psychology

Resources in psychology.

"I'm interested in the topic of dreaming, and I'd like to find an article on it. I'm not a psychologist, so I don't want anything that is too technical. Where can I find some easy-to-read articles that discuss research and topics in this area of psychology?"

APA receives many requests from individuals looking for general information on psychological topics. These topics include a wide range of issues, from ability tests for employees to research on drugs and the brain, school violence, the impact of AIDS on family members and the ways in which children learn. A variety of resources about psychology are available on the Internet or at any library, including books, journals, newspapers, pamphlets and electronic resources.

Many library resources may be available without leaving your home or office. Your topic can be easily located using the online catalog and Web-based indexes or subject guides and databases. The databases are generally listed by subject category and will help you find resources in a wide array of fields, including psychology.

You may want to review the following consumer health resources to familiarize yourself with the topic including Health and Wellness Resource Center, Health Source: Consumer Edition , WebMD . To consult the resources used by the medical research community, you will be able to access Medline, an abstracts database or PubMED , a database of publicly funded articles. These authoritative sources are produced by the U.S. National Library of Medicine. Indexes such as the Reader's Guide to Periodical Literature may also be available to point you to popular sources of information such as magazines and newspapers. A number of electronic resources may be available to you through your school or public library website; consult your reference librarian for step-by-step instruction.

Most large newspapers, such as The New York Times , The Washington Post and The Wall Street Journal are searchable on the Internet. Access to an archive of previously published articles may be available for a nominal fee.

A topic search using one of the well-known Internet search engines, such as Google , Yahoo or Bing may also provide access to information from a variety of resources. Specific organizations that publish information on your topic area generally make information available on their website.

The American Psychological Association website is also a source for authoritative information and research tools in psychology. It also includes topics of interest to a wide audience such as ADHD , bipolar disorder , eating disorders , gun violence , learning and memory , PTSD , and more.

Note: Just because you find information does not mean that it is accurate. Be sure to consider the source of the information and its currency before using it for research.

APA Resources

APA often receives calls from students preparing for their first research assignment. Often instructors will suggest that classes visit the APA website, which is an excellent starting point and provides authoritative information on current topics and issues , press releases , reports , and position papers that can be helpful in selecting your topic. You can access both free and paid resources at the APA website.

Most major university libraries provide electronic access to bibliographic and full-text databases produced by APA. These resources include APA PsycInfo ® , an abstracts database; APA PsycArticles ® , full text of APA journal articles; APA PsycBooks ® , full-text books, book chapters and entries from the Encyclopedia of Psychology ; APA PsycExtra ® , research from outside the peer-reviewed publication; APA PsycTests ® , psychological tests, measures, scales, surveys and other assessments; and APA PsycTherapy ® , videos featuring therapy demonstration. APA also publishes a series of handbooks that provide in-depth information on a number of topics such as research methodologies.

These authoritative sources are used by research professionals, clinicians and mental health professionals worldwide. Some library catalogs also provide links to the full-text journal articles, and books or book chapters in the databases.

The databases let you search by general topics or keywords. You can consult the Thesaurus of Psychological Index Terms ® to find the most current terms in the literature. Consult your librarian for more information.

To become more familiar with the APA database products, visit the product pages to learn more about the publications covered, search tools and information on additional research products that may be of interest.

APA Databases
The Thesaurus of Psychological Index Terms

Which database is most appropriate for your search? The following descriptions will help you decide.

APA PsycInfo

APA PsycInfo is an electronic bibliographic database that provides citations and abstracts to the scholarly literature in the behavioral sciences and mental health from the early 1800s to the present. Material of relevance to psychologists and professionals in related fields such as psychiatry, nursing, business, education, social science, neuroscience, law, medicine and social work is included in the database. APA PsycInfo covers journal titles, doctoral dissertations, authored and edited books, and chapters from edited books. Start your research by using APA PsycInfo.

APA PsycInfo Facts
APA PsycInfo Journal Coverage List

APA PsycArticles

APA PsycArticles is a database of full-text articles from journals published by APA, the APA Educational Publishing Foundation, the Canadian Psychological Association and Hogrefe Publishing Group. The database includes all material from the print journals with the exception of ads and editorial board lists. APA PsycArticles currently covers peer-reviewed journals from 1894 to the present.

APA PsycArticles Facts
APA PsycArticles Journal Coverage List

APA PsycExtra

APA PsycExtra, a companion to the scholarly APA PsycInfo database, supplies clinicians, information professionals, policymakers, researchers and consumers with a wide variety of credible information in psychology, behavioral science and health. Most of the coverage is material written for professionals and disseminated outside of peer-reviewed journals. Documents include newsletters, magazines, newspapers, technical and annual reports, government reports, consumer brochures and more. APA PsycExtra is different from APA PsycInfo in its coverage, and also in its format, because it includes abstracts and citations plus full text for a major portion of the records. There is no overlap with APA PsycInfo.

APA PsycExtra Facts
APA PsycExtra Content Providers List

APA PsycBooks

APA PsycBooks is a full text database of scholarly titles published by APA Books. It includes current books published by APA and classic and out-of-print books. The database also provides access to the APA/Oxford University Press Encyclopedia of Psychology . APA PsycBooks contains the APA PsycInfo abstract and bibliographic records for books and chapters and the full text of the book, tables of contents and all introductory material.

APA PsycBooks Facts
APA PsycBooks Coverage List

APA PsycTests

APA PsycTests is a research database that provides access to psychological tests, measures, scales, surveys and other assessments as well as descriptive information about the test and its development and administration. APA PsycTests focuses primarily on unpublished tests, those developed by researchers but not made commercially available. Most records link to a variety of materials describing the test in peer-reviewed literature, technical reports or dissertations as well as links to related peer-reviewed literature describing test development, review or use. All records include a summary that describes the test, with its purpose and some history of its development. Most records include the actual test instrument.

APA PsycTests Facts
APA PsycTests FAQ

APA PsycTherapy

APA PsycTherapy is a database containing more than 300 videos featuring therapy demonstrations showing clinicians working with individuals, couples and families. APA PsycTherapy features more than 200 different topics covered throughout hundreds of hours of filmed demonstrations utilizing a wide range of approaches. The database contains only unscripted, spontaneous therapy sessions taped in the last 10 years. APA PsycTherapy is a highly flexible tool with synchronized, searchable transcripts that enhance user navigation and access and provides users the ability to tag segments of each therapy demonstration to create, save or share personal playlists.

APA PsycTherapy Facts
APA PsycTherapy FAQs

APA Handbooks in Psychology ®

Titles within the APA Handbooks in Psychology Series are ideal resources for libraries and institutions—these reference books provide a one-stop shop for both overviews and in-depth analyses of a variety of subfields within psychology. Different purchase options for electronic and print versions are available to institutions looking to provide their users with these comprehensive publications.

Browse Books in the APA Handbooks in Psychology Series

Accessing APA Databases

The APA databases are widely available at colleges and universities. If you are a student, faculty member or researcher at a college or other institution, check with your library to see which APA database are available. If the library subscribes, you can access the databases online from your home, office or dorm room. Check with your library for more information.

If you are an APA member, you can purchase access to the databases and search from your home or office. APA offers the databases in a number of packages designed to suit your research and budget needs. A package of databases is also available for professionals who need on-going access. To learn more about the databases, pricing options and how to sign up online, visit APA Databases Subscription Packages.

If you are not an APA member or need occasional access to the databases, you can search APA PsycInfo, APA PsycExtra, APA PsycArticles, and APA PsycBooks on a pay-as-you-go basis.

Search Help

Contact APA staff to discuss search questions or to get information about APA's databases and services. Telephone help is available Monday through Friday, 9 a.m.–5 p.m. EST, (800) 374-2722. You can also request help by sending an email .

The Thesaurus of Psychological Index Terms ®

Users will find all of the index terms that are used in APA's databases in The Thesaurus of Psychological Index Terms . Using the thesaurus before beginning a search will save a lot of time in finding articles. The thesaurus provides standardized index terms used for each record in APA's databases. Definitions and information about how the terms are used; and information about related terms and concepts are also provided to ensure that one is able to find all available material on a subject.

The thesaurus is generally updated annually—APA makes the most recent updates to the thesaurus available online. An interactive online version of the thesaurus is also provided with most all APA PsycInfo vendor systems.

Training Guides

Users can find a wide variety of essential tools to search APA's databases in APA's Training Center. APA provides print and online versions of search guides for most vendor search systems. The system-specific search guides help users with basic system navigation. A free field guide with information about the content of and conventions for use of APA PsycInfo record fields is also available.

APA's Training Center
APA PsycInfo Field Guide

APA Databases & Electronic Resources Blog

This blog is your source for training materials and information about the American Psychological Association’s Databases & Electronic Resources . It includes updates on web-based and in-person training sessions, as well as highlights from our video tutorials, handouts and other materials. You will also find announcements about new publications that are being added to the databases, new features being added to the APA PsycNet platform, and about new resources as they become available.

Library and Psychology Research Guide

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Welcome to the psychology research guide

This guide is your one-stop library resource for scholarly and non-scholarly books and eBooks, databases and journals, and web resources! In this guide you'll also find information on library services, tools, and other web resources to help you write your papers, do your presentations, cite your sources, and more. Often, you'll find that the core resources below contain the information you need for your research.

Click here to learn more about the Psychological Resources at the UNT Libraries

For more information on research methods and strategies check out these links:

Basic and Advanced Library Research
Literature Review Process
Research Methods for Social Sciences

For additional assistance, ask our department's subject librarian, John Martin, by emailing [email protected] or calling (940) 565-3980

To learn more about the services provided by the UNT library visit https://library.unt.edu/services/

Types of psychology sources

There are many sources you will encounter as you research in psychology. These sources have different characteristics. Take care to match the sources you use to your projects.

Core psychology sources and databases

For many topics and research questions in Psychology, you'll find the resources below helpful.

Helpful Databases for Psychological Research

Visit https://guides.library.unt.edu/az.php for a list of databases

You may need to log in with your EUID and password for access to certain databases

Academic search complete This opens a pop-up window to share the URL for this database

***You may be redirected to a page where you will need to click "EBSCOhost Web- Basic Search", then select "Academic search complete"***

Academic Search Complete provides a scholarly collection providing full text coverage for over 10,500 journals for nearly all academic areas of study - including social sciences, humanities, education, computer sciences, engineering, language and linguistics, arts & literature, medical sciences, and ethnic studies, etc. Dates of Coverage: 1975 - Current

PsycARTICLES

This opens a pop-up window to share the URL for this database

Alternative Name(s) & Keywords: APA PsycARTICLES

PsycARTICLES via Ebscohost indexes journals from the American Psychological Association, the APA Educational Publishing Foundation, the Canadian Psychological Association and Hogrege Publishing Group. Full Text coverage is from 1987 to present. Nearly all APA journals go back to Volume 1, Issue 1. Dates of Coverage: 1984 - current.

Alternative Name(s) & Keywords: APA PsycINFO

PsycInfo via Ebscohost peer-reviewed literature in behavioral science and mental health. Includes information about the psychological aspects of related fields such as medicine, psychiatry, nursing, sociology, education, pharmacology, technology, linguistics, anthropology, business, law, and others. Contains citations and summaries dating as far back as the 1600s. Dates of Coverage: Journal coverage is 1872 to current. Chapter and book coverage is 1987 to current

PsycTESTS via EBSCOhost

Alternative Name(s) & Keywords: APA PsycTESTS

PsycTESTS via EBSCOhost Produced by the American Psychological Association (APA), the database serves as a repository for a growing selection of psychological tests and measures, including actual test instruments and test items that are available for immediate download and use in research and teaching. PsycTESTS is an authoritative source of structured information about tests of relevance to psychologists and professionals in related fields such as psychiatry, management, business, education, social science, neuroscience, law, medicine, and social work. While focused on contemporary instances of test use, coverage spans more than a century. Dates of Coverage: Varies

Sage Knowledge

Sage Knowledge contains SAGE eBook and eReference content in the social sciences, including scholarly monographs, reference works, handbooks, series, professional development titles, and more. Also contains suggestions for relevant content in other books and SAGE Journals.

Sage Research Methods

SAGE Research Methods is a research methods tool created to help researchers, faculty and students with their research projects. SAGE Research Methods links over 175,000 pages of SAGE's renowned books, journals and reference content. Researchers can explore methods concepts to help them design research projects, understand particular methods or identify a new method, conduct their research, and write up their findings. Since SAGE Research Methods focuses on methodology rather than disciplines, it can be used across the social sciences, health sciences, and more. Subject coverage includes sociology, health, criminology, education, anthropology, psychology, business, political science, history, economics, among others.

For research tips and more information on psychology databases and journals visit https://guides.library.unt.edu/psychology/articles

Other Helpful Resources for Psychological Research

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines and classifies mental disorders in order to improve diagnoses, treatment, and research. It is the standard reference for clinical practice in the mental health field.

American Psychiatric Association (APA)

The American Psychiatric Association is an organization of psychiatrists working together to ensure humane care and effective treatment for all persons with mental illness, including substance use disorders. It is the voice and conscience of modern psychiatry. Its vision is a society that has available, accessible quality psychiatric diagnosis and treatment.

American Psychological Association (APA)

APA is the leading scientific and professional organization representing psychology in the United States, with more than 121,000 researchers, educators, clinicians, consultants and students as its members. This site includes a search box to find books and articles as well as a page to explore topics within Psychology.

Association for Psychological Science (APS)

APS is the leading international organization dedicated to advancing scientific psychology across disciplinary and geographic borders. Members provide a richer understanding of the world through their research, teaching, and application of psychological science.

For more reference sources visit https://guides.library.unt.edu/psychology/reference-sources

How to research using google scholar

Google Scholar provides a simple way to broadly search for scholarly literature across many disciplines and sources: articles, theses, books, abstracts, and court opinions, from academic publishers, professional societies, online repositories, universities, and other web sites.

Each result in a Google Search has options beneath it including: Citation for the article in 5 formats & export to various citation managers; "Cited by" lists all the articles written more recently that cite the article; and related articles. If the full text is available, it will appear as a link to the right of the citation. Google Scholar searches may be narrowed down by date in the left margin of the results list.

To link the UNT library to your Google Scholar search go to Settings --> Library Links --> Type in University of North Texas --> Save

Tools for writing, apa style, and citations

Check out this Scholarly Writing Guide

For writing & style guides, advice, and online writing communities visit Style & Editing page

For information on getting published in a psychological journal check out the Getting Published page

Check out the basics of citing research, research tools for citations, and how to cite according to the APA Style by visiting the library's Citations & Style Guide page

CLICK THE LINK BELOW TO LEARN HOW TO CITE BASED ON THE 7TH EDITION APA STYLE

https://libguides.stthomas.edu/APAstyle/whatisapa

To learn more about Plagiarism and how to avoid it please visit this helpful link, https://guides.library.unt.edu/plagiarism/avoiding

CSN Library Services

Get the facts, psychology assignments 101.

Research assignments for CSN psychology classes can be among the most varied and challenging you will encounter. For certain class assignments your instructor will ask you to locate empirical research to help you examine a specific assigned topic. You may have to examine peer-reviewed journals. Occasionally, you are asked to select your own topic based on something you care about. You may have to prepare an oral presentation in addition to the paper. You may have a group project component to the assignment – or some combination of all of the above. It is always a good idea to start by first carefully reading your assignment and ask what exactly does my instructor want? How long does the paper or presentation have to be? What types of resources are required or permitted. Do you need books, peer-reviewed journals, DSM-5 , free-web sources? Is there a date range for acceptable resources? What are your due dates? Are there multiple due dates for the different components of the assignment? Is a draft expected? Be sure to ask your instructor if you are unsure of anything in the assignment. Most important – start preparing early in the semester!

If you have a group project, you should all take time to organize goals and tasks. Appoint a group leader. Exchange contact information, review due dates, create a calendar, and find an online workspace. For oral presentations, prepare visual aids in advance and rehearse for timing. You will also want to gather your APA information and review the title, pagination, in-text, and reference page formats.

Investigate

In psychology, ongoing research accomplished by behavioral scientists establishes valid scientific conclusions or claims. As part of the psychological research process, scientists in the field carefully evaluate the methods, evidence, and resulting conclusions reported. The research is then accepted or rejected – along with any claims made. It is only after this rigorous process that academic or professional journals publish certain research reports. These authoritative published research reports should form the core of your research investigations for most assignments. Additionally, you may need to use the DSM-5 , the cornerstone of diagnostic classification in mental health, to locate professional definitions of specific disorders and current treatments. Your best bets for basic psychology research include:

ProQuest Central – An interdisciplinary collection of full-text articles from outstanding academic/professional journals. APA citations are available for every article in ProQuest . Be sure to filter for date range. While especially strong in the behavioral sciences, the interdisciplinary selection of scholarly articles found in ProQuest can also offer new ways of seeing problems, ideas or theories in other related fields.
PsycARTICLES – A database of full-text peer-reviewed articles published by APA and affiliated journals. Includes current journal coverage as well as historical content.
DSM-5 – The Diagnostic and Statistical Manual of Mental Disorders – Fifth Edition. A handbook used by healthcare professionals in the US and around the world as the authoritative guide to the definitions and diagnosis of mental disorders. Our online DSM-5 Library includes the Diagnostic and Statistical Manual of Mental Disorders , the Handbook of Differential Diagnosis , and the DSM-5 Clinical Cases . Be sure to see a Librarian if you need assistance using this resource.

As you read reports of research in your topic area, be sure to focus on the hypothesis and ask yourself why the study is important to your topic? Ask who are the subjects, how and why were they selected? How was the study conducted and under what conditions? What were the results of the study and was there anything inconclusive? Ask your instructor if you encounter problems in understanding the research presented and its relevance to your topic. For effective online searching, you may also Ask a Librarian for help finding good keywords to express your topic, and for assistance in using these resources and recommendations for others.

For anyone working in psychology, the Publication Manual of the American Psychological Association is the definitive style guide. APA format can be challenging, and, as you work gathering resource citations generated in an online environment, it is important to be consistent with your reference page citations. Using a database like ProQuest or PsycArticles will allow you to locate scholarly resources from across various disciplines in the behavioral sciences, while at the same time maintaining consistency from citation to citation. If you’re also consulting and then citing information from resources found in the DSM-5 or other databases, go online to the APA Style Guide located under Research Help on the Libraries webpage – or check the APA Style Quick Guide found in paper in each campus Library. We also have a complete sample APA paper found by clicking Research Help , then How to Cite , and Additional Citation Resources on the Libraries webpage. APA uses a system of DOI’s or Digital Object Identifiers to help the reader identify the exact article used. All DSM-5 online information has a DOI associated with it. For assistance with editing or formatting an APA assignment, visit a CSN Writing Center or a Campus Library . We are all happy to help!

Understanding psychology starts with an understanding of scientific research methods. In order to be valid, opinions and claims all have to start with a scientific perspective of skeptical analysis of evidence and an understanding of how knowledge grows from the chain of research. For you, it all starts with Psychology 101, the classes that follow that course, and working your way through these first assignments.

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Psychology Research Guide

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Welcome to the Psychology Guide!

This guide is your one-stop library resource for scholarly and non-scholarly books and eBooks, databases and journals, web resources, research tips and tools, career information, and more on psychology or related topics! In this guide you'll also find information on library services, tools, and other web resources to help you write your papers, do your presentations, cite your sources, and more.

Use the blue buttons on the left to navigate through the guide and find what you need. Ask a librarian ( [email protected] ) if you need additional assistance!

Psychology is a fascinating and varied discipline. Often, you'll find that the core resources below contain the information you need for your research. Also look to the menu on the left, where librarians have identified helpful resources for specific areas of research within psychology.

Core Psychology Resources

For many topics and research questions in Psychology, you'll find the resources below helpful. Icons indicate what kind of resources are included in each database.

Diagnostic and Statistical Manual of Mental Disorders (DSM-5)

Diagnostic and Statistical Manual of Mental Disorders (DSM-5) The most comprehensive, current, and critical resource for clinical practice available to today's mental health clinicians and researchers of all orientations. DSM-5 is used by health professionals, social workers, and forensic and legal specialists to diagnose and classify mental disorders, and is the product of more than 10 years of effort by hundreds of international experts in all aspects of mental health. The criteria are concise and explicit, intended to facilitate an objective assessment of symptom presentations in a variety of clinical settings - inpatient, outpatient, partial hospital, consultation-liaison, clinical, private-practice, and primary care.

This resource contains full-text articles and reports from journals and magazines.

VisualDx This link opens in a new window VisualDx is an award-winning diagnostic clinical decision support system designed to enhance diagnostic accuracy, aid therapeutic decisions, and improve patient safety. Features include: an extensive curated medical image library; a smart search for chief complaints, diagnoses, and drug reactions; a custom patient-specific differential diagnosis builder.

Video tutorial on using Shapiro Library Psychology databases

Online Library Catalog

To locate print and eBooks about your psychology-related topics, you would search the library's online catalog.

Shapiro Library Online Catalog

Psychology Associations

Professional psychology associations are great resources for students and practitioners. They provide current research, conferences, professional development (courses and certificates), networking, career and internship opportunities, and many other resources specific to the discipline.

American Psychiatric Association (APA) The American Psychiatric Association is an organization of psychiatrists working together to ensure humane care and effective treatment for all persons with mental illness, including substance use disorders. It is the voice and conscience of modern psychiatry. Its vision is a society that has available, accessible quality psychiatric diagnosis and treatment.
American Psychological Association (APA) APA is the leading scientific and professional organization representing psychology in the United States, with more than 121,000 researchers, educators, clinicians, consultants and students as its members. This site includes a search box to find books and articles as well as a page to explore topics within Psychology.
Association for Psychological Science (APS) APS is the leading international organization dedicated to advancing scientific psychology across disciplinary and geographic borders. Members provide a richer understanding of the world through their research, teaching, and application of psychological science.

Psychology Podcasts

Podcasts are becoming an increasingly popular format for sharing current, relevant information and often scholarly information in a discipline. There are some excellent podcasts available on psychology topics. Some examples are listed below.

Finding Our Voice Finding Our Voice brings the viewpoints and opinions of the next generation of psychiatrists—including residents, fellows, and early career psychiatrists—to the forefront. Each episode focuses on systemic racism within a racial, ethnic, or minority group. Listen as our host, Dr. Sanya Virani, leads discussions with guests who offer fresh perspectives on difficult issues by sharing their own stories and those of their patients. We hope you come away from each episode with new insights or a change of perspective. Finding Our Voice is a production of American Psychiatric Association Publishing and Psychiatric News.
Hidden Brain Hidden Brain, hosted by Shankar Vedantam, explores the unconscious patterns that drive human behavior and questions that lie at the heart of our complex and changing world.
Speaking of Psychology Speaking of Psychology is an audio podcast series highlighting some of the latest, most important, and relevant psychological research being conducted today. Produced by the American Psychological Association, these podcasts will help listeners apply the science of psychology to their everyday lives.

Types of Psychology Sources

There are many sources you will encounter as you research in psychology. These sources have different characteristics. Take care to match the sources you use to your projects.

Types of Psychology Sources
Publication Type	Examples	Content	Authors	Audience	Reviewed by
Academic Journals	Journal of Applied Psychology, Journal of Workplace Behavioral Health	Original research, In-depth, Specific, Sources cited	Scholars and Practitioners	Scholars, Industry Professionals, Students	Scholars (Peer Review)
Popular News and Magazines	Psychology Today	Brief articles on topics of general interest, Advertisements	Journalists	General Public	Editors
Case Studies	Psychotherapy.net (site also includes other types of content)	Detailed examination and analysis of a specific case	Scholars and Practitioners	Scholars, Industry Professionals, Students	Scholars (Peer Review)
Government Information	National Institute of Mental Health	Research, Health Guidelines	Government Agencies, including NIH and CDC	Scholars, Students	Government Agencies

Find more with Google Scholar

Each result in a Google Search has options beneath it including:

Citation for the article in 5 formats & export to various citation managers
"Cited by" lists all the articles written more recently that cite the article
Related articles

If the full text is available, it will appear as a link to the right of the citation. To access Google Scholar, click on the link below.

Google Scholar

The link below demonstrates how to link Google Scholar to the Shapiro Library databases.

FAQ: How can I use Google Scholar to find electronic articles held by the Shapiro Library?
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Psychology Library Research: Psychology Library Research

Where to start.

In many of your courses you will be asked to support your assignments and discussions with scholarly, peer-reviewed literature. These types of research articles are mostly available only in library databases.

Below is an example of a search in the psychology database APA PsycINFO which is a good place to consider starting much of your pyschology-related research. You can use this as a guide when searching for other scholarly, peer-reviewed articles.

Quick Answer: What is peer review?
Library databases overview

HIDE GUIDE LEVEL BREADCRUMB

Select keywords

First, make a list of the main ideas in your assignment and then brainstorm synonyms and related concepts. These will be the keywords you'll use to search the database.

Example assignment: How can stereotypes influence close relationships ?

Stereotypes and close relationships are the two main ideas. Since close relationships can mean many things, we chose to focus on romantic relationships and brainstormed the specific terms marriage and dating .

Stereotypes
Database Search Skills: Decide on a Topic
Database Search Skills: Select Keywords

Choose a database

Next, choose a database that will allow you to search your topic in the scholarly literature in the field of psychology.

On the Library homepage , go to the Research by Subject box. This is where all the Library's materials are arranged by subject.

Use the drop-down menu to choose Psychology . Choose a different subject if your topic is related to a different subject area.

Now you are on the Psychology Research Page. This is where you can browse all of the Library's psychology materials. Click on the Psychology databases drop-down menu and choose APA PsycINFO . You may need to log in with your Walden e-mail address and password.

Database Search Skills: Identify Relevant Databases

Set up your search

Now we are on the database's main search page with three search boxes where we'll set up our search.

Enter one idea/concept in each search box.

Scroll down the page, and under Limit your results, click the checkboxes for Full Text and Peer Reviewed. Enter a date under Publication Date if needed.

Click the Search button.

About this search

It's important to understand how this search is structured and the type of results it will return. First, all the results will be full text articles that you can read right away. They'll also be articles from peer-reviewed journals.

Second, this is how you read the search boxes:

search for articles that are about stereotypes
AND (the drop-down menu next to the second search box)
articles that are also about at least one of these concepts: marriage OR dating (that's what the OR inside the search box means)
Database Search Skills: Set Up Your Search
Database Search Skills: Connect Keywords
Database Search Skills: Basic Search Limiters

Get the full text

A well structured search will generally return about 100-200 results. If you have more than that, consider modifying your search. When evaluating search results, keep in mind that often a single article will only answer part of your assignment. It's not unusual to have to synthesize information from multiple articles.

To read the article's abstract, click on the article title or magnifying glass icon after the article title .

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Database Search Skills: Advanced Search Tips
Next Page: Health Psychology Search
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PSY 101 - Introduction to Psychology

Your librarian.

Research paper requirements

You are required to find and read a research article from a scholarly journal in psychology and complete a paper (3-5 pages in length) summarizing the research. Additionally, you will need to submit the article you plan to summarize by the third exam to get approval to do the paper. The paper is due by the last day of classes for the semester.

Step 1: Notify instructor

Notify your instructor via email before the first class exam of your intent to pursue the paper option.

Step 2: Review PsycINFO tutorial

PsycINFO tutorial Go through this tutorial to learn how to find empirical articles using PsycINFO. You are able to access the section on finding empirical articles by clicking the table of contents icon found on the intro page of the tutorial.

Step 3: Getting started

Now that you know how to find empirical articles, you need a psychology topic to research. If you need help finding a topic, review some topics from the American Psychological Association (APA).

Unfamiliar with scholarly journals in psychology? Review the following list from APA.

If you are still unsure about scholarly journals in psychology or need help with a topic, consult with your instructor.

Step 4: Find an empirical article

With your research topic at hand, use the following database to help you find an empirical article.

PsycINFO This link opens in a new window Find articles, dissertations, and book chapters in psychology and behavioral health.

Select an article, read it, and take notes to begin forming your outline. Remember to save the article for submission later.

Step 5: Send your instructor a copy of the empirical article

At this point, be sure to email the instructor a copy of the article you plan to summarize (before the third exam). You are not approved to do the paper until this step is complete, and the instructor has responded.

Step 6: Write your paper

You are expected to clearly demonstrate that you read and understood the research article. Complete a paper (3-5 pages in length) that contains a synthesis of each of these elements:

research question(s) addressed or the hypothesis(es) tested
methods used
limitations (if any) to the study

Things to avoid

Don’t select an article that is too technical or advanced for your skills/understanding.

Do not select a literature review for this assignment. While they are good for summarizing research that has been previously published on a topic, they are not in itself research, and you cannot receive credit for this assignment by summarizing a literature review.

Popular or non-scholarly articles are not appropriate for this assignment.

Step 7: Submitting your work

Submit a copy of your research paper along with a copy of the research article to your instructor as a hard-copy. The paper is due by the last day of classes for the semester.

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Last Updated: Sep 5, 2024 9:35 AM
URL: https://libguides.library.arizona.edu/psy101

PSY 150 -- General Psychology

Getting Started
Types of Research in Psychology
Assignment Help: Research Paper
Choose Your Topic
Learn About Your Topic
Develop Your Search Strategy
Search for Scholarly Articles and Books
Make Sure Your Sources Are Good (Evaluate)

Researching an argumentative essay

Before you write, research!

Think about the questions that you want to explore when you write your paper. Try to think of questions beginning with Why, How, Should and Could.

Learn about the key concepts related to your topic. Find information about significant theories related to it and common treatments. Identify subtopics you want to explore in your paper using Salem Health. link will open in a new window

To support your argument, you'll need evidence that backs up your claims.

Examples of good evidence include:

Data and statistics (make sure they're current!)
Results of scholarly studies or experiments

Get started searching for evidence using the Library's Summon Search link will open in a new window

Is the evidence you've found:

Trustworthy and valid (check out this guide's Evaluation section ) link will open in a new window )?
Directly relevant to your argument and thesis statement?

You probably won't find scholarly articles that cover exactly what you're trying to say.

Instead, break your argument down into specific points and look for evidence that support those points . It will be up to you to put all of your evidence together to support your argument.

An outline helps you to organize your thoughts. It's also a great tool to make sure you have the evidence you need to back up your argument.

For each section of your paper, and for every claim you make, you should have evidence to prove your point. If you don't have that proof, go back to step 4 and find more sources!

It's never too early to start working on your works cited list! Create citations as you go so you're not stuck trying to build them at the end.

Build citations and manage them all in one place using the Library's RefWorks tool! link will open in a new window

Remember, it's a cycle

Research doesn't flow from one step to the next.

A good research strategy involves re-visiting each of these steps multiple times. Searching for and reading articles may cause you to re-think your topic. An outline may highlight the need to find more articles. Don't be afraid to move backwards!

If you need help with any step along the way, talk to your instructor or schedule an appointment with a Librarian.

For more help, check out the resources below...

APA Sample Paper (OWL) A guide to formatting a paper for psychology using APA guidelines.
Writing in Psychology This overview from Quinsigamond Community College outlines the important principles of writing in psychology.

Library Lingo

Evidence: The information that supports your argument. This can be data, statistics, or study results. Good evidence can be corroborated. In other words, if you see the same results in more than one study by different authors, you can probably count on it.

Bias: Using only the evidence that points to a specific, favored outcome. When scholarly writing shows bias, it's usually an article that leaves out data or evidence that would contradict the outcome the author wants to see.

Different kinds of sources

The types of sources you might use when researching questions in psychology:

Psychology concepts written for a general audience

Popular Psychology articles and books are not scholarly but they can be a good place to learn about your topic in an accessible and easy to read way. Just be sure you back up anything you learn with a scholarly source!

**Be Aware: Many "pop psychologists" don't have the credentials of a real psychologist. When evaluating popular psychology books and articles, look for authors with the same type of expertise that you look for in scholarly articles!

link will open in a new windo \

Report on the results of a study or experiment. They are written by the researchers who conducted the study. This is called Primary Research .

Scholarly writing takes time, so you may have trouble finding scholarly articles about very new issues or current events.

To learn to spot scholarly and academic articles, visit the Evaluating section of this Guide link will open in a new window .

Some good academic or scholarly article sources in the library:

Summon link will open in a new window
ProQuest Central link will open in a new window

Documents and data published by government agencies.

To find government documents, you can perform a Google search with the addition of site:.gov tagged onto the end of your search.

For example: If you're looking for crime statistics, search Google for crime statistics site:.gov

Some good sources of government information:

Uniform Crime Reporting (FBI) link will open in a new window
North Carolina State Government Publications Collection link will open in a new window
Bureau of Labor Statistics link will open in a new window

Contact your librarian.

Or use the links below to get more in-depth help and information.

Gathering and Using Evidence A guide to gathering and using evidence in your writing from UNC-Chapel Hill
Indiana University's Guide to Using Evidence A guide to incorporating evidence into your argumentative essay from Indiana University's writing center
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Psychology 1: assignment.

Find Popular Press Article
Find Peer Reviewed Article: Strategy 1
Find Peer Reviewed Article: Strategy 2
Off-Campus Access + Getting Help

Assignment 3: Popular Press vs. Peer Reviewed Articles

Overview: Like a literature review, this assignment is intended to have you compare and contrast the writing style and potential uses of a popular press article versus a peer-reviewed primary research article that discusses a psychological phenomenon, written within the last 10 years. The articles need to address the same area of interest (for example, depression and gender, love and crying, teenage norms and ostracism etc.), but do not have to necessarily be about the same exact experiment. For hints on appropriate psychological phenomena, reference the textbook and lecture notes.

List of journals for Psych 1 assignment

Cognitive Neuroscience
Cognitive Psychology
Developmental Psychology
Educational Psychologist
Health Psychology
Journal of Abnormal Psychology
Journal of Applied Psychology
Journal of Comparative Psychology
Journal of Consulting & Clinical Psychology
Journal of Counseling Psychology
Journal of Educational Psychology
Journal of Mind and Behavior most recent 4 years not available
Journal of Personality and Social Psychology
Journal of Social Psychology
Neuroscience and Behavioral Physiology
Personality and Social Psychology Bulletin
Next: Find Popular Press Article >>
Last Updated: Aug 6, 2024 3:12 PM
URL: https://guides.lib.berkeley.edu/psychology1

Introduction to Psychology

(22 reviews)

ISBN 13: 9781946135131

Publisher: University of Minnesota Libraries Publishing

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Linda Freeman, Professor of Psychology, Valencia College on 6/1/20

Comprehensiveness rating: 5 see less

At our learning institution, the preponderance of our students select General Psychology in order to fulfill their general education requirement. Since most of our students are not psychology majors, texts oriented towards giving a student an adequate primer of the field are preferred. Hence, this text seems to be a good selection for this type of student. The author's approach to relevant topical areas is an overarching one. This text sufficiently covers the subfields in psychology, without bogging down the reader in the intricacies of our discipline. In particular, I appreciated this author's approach to human development, which tends to be a content heavy area. Additionally, the learning objectives at the beginning of the chapter give a clear roadmap to the reader. The content area named "key takeaways" give the reader a nice annotated summary of important topical areas. For professors who want to be more indulgent in the content, the author provides a section on "exercises and critical thinking." The questions posed appear to be sufficiently provocative and relevant.

Content Accuracy rating: 5

I find that the text content provides an accurate portrayal of the field. Topical areas are presented in an unbiased, factual manner; however, the exercises on critical thinking provide the student an opportunity to think more "contextually" about the information presented.

Relevance/Longevity rating: 4

There are topical areas in psychology that are ubiquitous to the field. For example, Freud's Personality Theory or Zimbardo's Social Psychological contributions. These theories form the bedrock of our disciple upon which new research is laid upon. For example, the emergence of Positive Psychology and Neuroscience have provided a new and fascinating lens through which we look at human behavior. To this extent, the text seems to present a conventional view of psychology with dash of 21st century psychology. There is a section dedicated to addressing "positive emotions," although it is limited. Additionally, the surgent topic of mindfulness practice is not covered nor the relevance of Neuroscience in our understanding the connection between the brain and human behavior.

Clarity rating: 5

The text is written with an adequate amount of clarity and directness. Frankly, I think the author does a superb job at addressing the heart of the theoretical matter. Also the demonstration videos provide further clarity on the content. The examples provided seem to be relevant and compelling. Further, the design of each chapter lends itself to clarity. The beginning of the chapter presents clear learning objectives, which serve as an expectational guide, and ends with a summary of key points to consider.

Consistency rating: 4

There are intra-correlations made within each chapter; however, there are few inter-connections made between different chapters. Within each chapter, there is consistency between the concept presented, its description, and the examples used to further elucidate its meaning. For those seeking to give a student a more holistic view of psychology, the text is limited. For example, if you are seeking to provide students a broader sense of how internal emotions and cognitions along with external social events interface, you will have to create your own addendum to the chapter content.

Modularity rating: 5

Each chapter covers a specific topical area in psychology that is later expanded upon in the chapter. The content areas are directly aligned with the learning objectives presented at the beginning of the chapter and flow into the key summary points very well. The chapter gives a sufficient amount of information to the reader to answer the critical thinking questions posed at the end of the chapter.

Organization/Structure/Flow rating: 5

The organization of the text is superb and consistent throughout the text. The author appears to have set up a predictable cadence to each chapter beginning with learning outcomes, chapter content, and ending with a synopsis of key points.

Interface rating: 5

The text does not appear to present issues related to interface. Navigation through the chapter is clear and direct. The examples and features are crisp and clear. There are no elements that may distract the reader from the topical area being covered. There is a high amount of congruency between the outcomes, the content, examples, exercises, and key points.

Grammatical Errors rating: 5

I do not see any significant grammatical errors in the text.

Cultural Relevance rating: 2

Although the text is not culturally offensive, it does lack cultural depth. Today's classrooms, comprised of students from various cultures, text material needs to appeal to a wider audience and challenge students to think more deeply about the broader social context. Overall, I would've liked to have seen more culturally relevant information in the chapters on Personality, Social Psychology, Psychological Research, and Psychological Disorders. For example, details about the cultural determinants of personality, the role of culture in prejudices and stereotyping, the ability of researchers to generalize their investigational results to culturally diverse populations, and how the cultural context needs to be accounted for in psychological disorders would have highlighted the all important role of diversity in our discipline.

Reviewed by Kathleen Cain, Professor of Psychology, Gettysburg College on 4/21/20

The book doesn't necessarily cover every conceivable topic in psychology, but it covers all of the main subfields in psychology and presents at least a few of the central findings, concepts, and theories in each subfield. In some respects, the book strikes me as more focused and less sprawling than many introductory psychology textbooks. A student who reads this book may be less likely to be overwhelmed with information, but at the same would be able to grasp a clear sense of general issues, research issues, and research findings in each topic. According to the introduction, the author has focused intentionally on presenting topics in a way that leaves students with a sense of coherence about the field rather than with a set of random facts. The critical thinking questions at the end of the sections are helpful in addressing this focus.

The book was accurate and clear. I particularly liked the way that it described key research and illustrated research findings with graphs and other images. It definitely provides an accurate overview of the field.

I'm slightly concerned that the latest edition is from 2015, as psychology changes rapidly based on new research findings. However, the book certainly covers the classic studies very well. Sometimes we can be overly concerned with giving students the latest information when the reality is that they're lacking many of the basics - so my concern about the date of publication is not a deep one. Certainly 21st century psychology is represented effectively in the book, too, so it's not just a book on the history of psych by any means. However, I do hope that the author continues to update material included in the book.

The writing is clear both at the micro level of individual sentences and paragraphs and at the macro level of lucid organization. The writing style aims for a literate audience and in that sense may challenge students who need simpler prose and multiple real life examples to make concepts clear. Some of the mainstream publisher textbooks excel in examples that make the concepts come alive, and this book has less of those. There are also fewer helpful additions such as definitions of terms in the margins that one would see in other textbooks. However, each chapter in this book includes several compelling examples that are explained well, and the writing is crisp and clear, which I greatly appreciate. There is also a bit more depth than many books provide about psychological research, which I personally love about this book, but which may not work for every student audience. Some other textbooks are pitched at a simpler level - but these books can still let students get bogged down in the sheer volume of information, a problem that this book often avoids successfully. Finally, this book includes numerous video clips, which are a terrific addition and really strengthen the clarity of the information provided.

Each chapter is internally consistent in terminology and framework, and the book is organized consistently. I do wish that there were a bit more of an effort to link content in individual chapters with content in other chapters so that students can see some of the broader connections in what they're reading.

Each chapter covers one subfield of psychology (e.g, developmental, cognitive) and in turn is divided into several subsections of several pages each. One could easily rearrange or even drop a few chapters, and within a chapter, while one would want to go in order of concepts from basic at the beginning to more complex at the end, one could easily drop a subsection.

The organization is a significant positive feature of this book. The material is presented consistently in a clear and concise way, and topics flow logically from one to the next.

Interface rating: 4

I didn't have any major navigation problems, and the video links that I clicked worked well. A few figures didn't show up, though, and once in a while there was a blank or nearly blank page (not missing text, just a slightly awkward arrangement of the text with blank space in between).

I found a very small handful of typographical errors, but I didn't notice grammatical errors. In fact, the writing was quite strong.

I thought that cultural presentation was one of the weaker areas of this book. While there are some references to a variety of cultures and some photos of people from a variety of backgrounds, some of the written statements about culture were simplistic (e.g., on p. 26, a sentence reads, "Psychologists have found that there is a fundamental difference in social norms between Western cultures (including those in the United States, Canada, Western Europe, Australia, and New Zealand) and East Asian cultures (including those in China, Japan, Taiwan, Korea, India, and Southeast Asia)." There is no mention of nuance, of common ground, or of the variability among individuals within cultures.). In the section on intelligence, the author mentions variation among US racial and ethnic groups in IQ scores, but offers only a superficial explanation of why these differences exist. There is no mention of the role that discrimination plays in perpetuating some of these differences. In the chapter on social psychology, the material on stereotyping and prejudice was accurate, but again presented with less depth than I would prefer. While I did not see offensive material, I thought the author could have done more to present cultural variation and various cultural issues with nuance and depth.

Reviewed by Colette Jacquot, Adjunct Professor, University of Texas at Arlington on 3/4/20

Comprehensiveness rating: 1 see less

I was hoping I could adopt this textbook for my classes because I realize how expensive books are and the tremendous stress that this expense alone can place on my students. However, I would use only some of the content in this textbook as supplementary material but would need to spend an inordinate amount of time supplementing it to cover major themes which my students need to master.

Content Accuracy rating: 1

From what I read, the textbook seems accurate as far as its content. However, it is inaccurate regarding representing an Introductory to Psychology textbook. The chapters discuss only a few topics instead of addressing a number of vital subjects that introductory psychology students need to master.

Relevance/Longevity rating: 1

First, the Social chapter tackles classic experiments well (e.g., Milgram, Asch, Zimbardo, Sherif) and social influence but fails to address other central topics, such as sexism, ageism, heterosexism, and others. Instead, this chapter discusses bystander effect which is a tangential topic at best. Learning is another insufficient topic that is touched on but it is across two chapters: direct and indirect learning. Moreover, instead of devoting an entire chapter to memory, the textbook discusses it at the end of the Indirect Learning chapter. Furthermore, the Cognition and Intelligence chapter covers how to teach a child shape and numbers and how prior learning (i.e., memory) can interfere with problem solving but that is all regarding cognition. As far as discussing therapy, there is a chapter titled, “The Science of Psychology and Human Potential” which addresses only a few therapeutic interventions: ABA, learned helplessness, CBT, relapse, and conduct disorder interventions.

Clarity rating: 2

The way that these chapters are organized seems arbitrary and therefore unclear. Again, in order for a textbook to be considered for adoption, it must not only be clear but also be thorough to cover all of the material needed for an introductory class.

Consistency rating: 3

The textbook fails to address major psychological issues that an introductory class needs to cover.

Modularity rating: 1

The smaller sections are insufficient. Not only are major themes left out of the book but also tangential topics are included (e.g., bystander effect instead of sexism, ageism, and other vital topics).

Organization/Structure/Flow rating: 1

A more complete textbook including respected information that other Introduction textbooks cover should be created. Specifically, it is organized differently from any other psychology textbook I have seen. Instead of the typical chapters – Motivation, Learning, Cognition, Social, and others – the book parcels chapters into inadequate topics.

Interface rating: 2

I could not find the search option anywhere.

I did not see any grammatical errors.

By omitting major themes in psychology, the text is actually insensitive to some misunderstood groups, e.g., older adults, women, overweight people, and other underrepresented groups.

Perhaps it is a good starting point, but I suggest adding a significant amount of material that introductory psychology students need to learn.

Reviewed by David Foster, Professor, Open Oregon Educational Resources on 4/19/19

Comprehensiveness rating: 4 see less

The text aligns well with APA standards for Introductory Psychology. The devil is in the details, however. I have reviewed a number of intro textbooks in developing the curriculum for a dual enrollment psychology course. I have found no one text that covers every possible aspect of the standards. That being said, this text provides materials covering the APA standards on a level commensurate with leading introductory texts. One constructive criticism would be to add a list of key terms for each section and/or chapter. Such lists are provided in other open source texts and seem very useful.

Content Accuracy rating: 4

The material seems to be accurately conveyed, again, on a level commensurate with leading intro textbooks.

Relevance/Longevity rating: 5

The text provided relevant info that corresponds to APA learning standards. Additionally, the open nature of the text automatically lends itself to easy updating and customization.

Clarity rating: 4

The text is written at a level that is accessible for introductory psychology students.

Consistency rating: 5

The book used a consistent approach in displaying the materials in separate submodules within each chapter and providing a chapter summary at the end.

I appreciate the modularization of text in to smaller, more accessible units.

The topics are presented in a clear and logical fashion. I especially appreciated the organization of the developmental chapter by increasing age rather than theorist.

Interface rating: 3

I reviewed the pdf version of the text. There were some display issues as some pictures and logos were a little blurred and therefore distracting. Additionally, this version of the text did not appear to be paginated correctly. At times, the figure heading would appear at the bottom of the page while the figure itself would be on the following page by itself (leaving 3/4's of the page blank)

Grammatical Errors rating: 4

I did not detect any grammatical errors. However, proofreading is not my strong suit.

Cultural Relevance rating: 5

The text appeared to be culturally appropriate.

Great value for the price!

Reviewed by Bridget Coddou, Instructor, Nicholls State University on 4/12/19

In my opinion, this book does an excellent job of covering all of the areas and ideas of the subject of Psychology. The index is appropriate, but I was not able to find the glossary. I like the depth of the information and how it is displayed. I believe that the course should absolutely match the level of the students. As an Instructor that teaches both Intro and higher level Psychology courses, I think that it is imperative for us to be parallel with the students level of interest and strive to motivate them to learn. Too much information can become overwhelming for students as well as sway them away from the content. When teaching intro, I try very hard to teach my students the basic concepts as well as pose a "to be continued" mindset, in order to increase the likelihood that they will be eager to continue their education in Psychology courses. This book does just this.

Overall, the accuracy is error-free and unbiased based off of my observations. I do want to point out that in Chapter 12, when discussing the DSM, it is important that we continue to explain our classification system in terms of how it is used today. The author talks about the different Axis in the DSM due to this being a 2015 version of the text. This classification system no longer exists. It would be important for those teaching this material to be up-to-date and aware of the changes.

As stated above, the book does seem to be up-to-date except for Chapter 12 where they go into detail about the Axis system of the DSM. We are now in the DSM-V where we do not have an Axis classification system. This will be the one area that the author will need to keep up-to-date when discussing diagnoses.

This textbook does an excellent job in writing and is lucid. The language and picture examples make it very easy to read and understand. One advantage to moving to a digital textbook is that the student can use internet resources to connect the content. The videos that are included throughout the text are convenient. We like convivence when learning. It is one less step to that the student has to do; therefore, it increases the likelihood that the student will learn that particular concept.

There were no inconsistencies noted in this text.

I think that the Modularity of the text is appropriate; however, I do think that having some thumbnails to show the Chapters would be really nice for the student as well as the Instructor. It will make it easier to sort through the material if you have multiple Chapters on an exam.

I love the organization of this text. It is very easy to follow. Considering that I am a person that usually likes paper, I think that this digital text is attractive and organized. We want to make learning inviting and I really feel like this text does just this.

As stated above, this text is very clear and easy to understand. I think that the text could use more end of chapter questions/quizzes and I would like to see glossary words at the end of each particular chapter. I think that this helps the student organize and structure their ideas.

No grammatical errors were noted.

No note of any insensitive or offensive language/content in this text. In order to prevent such accusations, the author may want to include something the Introduction or Acknowledgements that a lot of the information provided is based off of research and findings in particular studies. I think that this is the rule not the exception when teaching Psychology. So many topics can and due become controversial, but if we preface these ideas at the outset of our discussions/writings, people tend to remain open-minded and accepting of new ideas.

Overall, I think that this textbook is absolutely appropriate for an Introductory course. I found it very easy to use which I believe is the absolute first step of engagement for students. I tell my students all of the time in Intro, I want to set the foundation for you in this course. I want them to see it as just that. Learning enough to understand the basic concepts and promoting interest in order to fuel the mind to explore Psychology more in-depth in subsequent courses.

Reviewed by Melissa Cannon, Assistant Professor, Western Oregon University on 3/6/19

The text seems fairly comprehensive in how it introduces the domains of psychology and roots them in empirical research. Several areas lack depth, which is understandable for an introductory text, but many also seem to lack cultural breadth and could be strengthened by adding more contemporary perspectives. Taking “Growing and Developing” as an example, the author does not address the full bio-psycho-social nature of development across the life course, skips over middle childhood, and misses key theories such as Brofenbrenner’s ecological systems theory and Carstensen’s selectivity theory in later life. The Learning Objectives in each section help to prepare students for what they will be learning, and the Key Takeaways following each section help to summarize concepts, but I find that it is really helpful for students to have a glossary of terms as well which would then be indexed at the back of the book.

I did not find inaccuracies or errors, but some cultural bias (see below under “Cultural”) and issues with relevance of the information and ample citation. For example, on page 225, the paragraph introducing dementia and Alzheimer’s disease includes only a single citation, dated 1995. There are several examples where adding citations (especially more recent ones) would enhance the credibility of the author’s content (e.g., describing structuralism on page 16; ethics in section 2.1; neuroplasticity on page 88; stimulants in section 5.2; psychotherapy in section 13.4).

Some of the references are out of date (e.g., the references in section 6.5 are all from 10 years ago or earlier, with several from the 1990s). Videos that are accessed through hyperlinked text may have been taken down (e.g., the “Stepping Reflex” video on page 220).

The writing seems to be at an appropriate level and not too heavy in jargon/technical language for an introductory course. I felt that some of the text boxes dropped into the chapters were not contextualized sufficiently, however. For example, the “War of the Ghosts” example on page 23 is used to illustrate Bartlett’s research on the cognitive and social processes of remembering. The story itself is confusing, however, and inserting it into the text doesn’t seem to help accomplish the author’s goal. Also, in the beginning of Chapter 6, “The Repository for Germinal Choice” is used to present the classic “nature versus nurture” argument, but it seems like an odd choice given the problematic nature of the story itself: essentially, the efforts of an American millionaire to create a more superior human race. Using a critical lens, a student would be able to detect the outrageously unethical rationale for this millionaire’s “experiment,” but that point should be highlighted more clearly and it seems like a more appropriate example could have been used in the first place.

The text is fairly consistent in terms of organization and framework. I had a hard time understanding why some of the chapter summaries were not at the ends of the chapters (e.g., Chapters 4 and 7).

I appreciate the way that the text is broken into subsections and short paragraphs without feeling disconnected or choppy. The author did a very nice job with this.

Organization/Structure/Flow rating: 4

The first several chapters are presented in a logical fashion. My preference would be to have “Growing and Developing” follow Chapters 8-11, then be followed by the chapters on psychological disorders. Social cognition should also be presented earlier, perhaps after “Learning” and “Remembering and Judging.”

Depending on the format in which the book was downloaded, this book seems to have a relatively user-friendly interface. The Contents at the beginning are hyperlinked (e.g., in PDF and iBook formats), making it easy to navigate to different sections.

So far as I can tell, there are few (to no) grammatical errors.

The text relies heavily on dominant cultural perspectives and lacks emphasis on the diversity of human nature. It would be helpful to explain differences in race, ethnicity, and nationality (especially as the author uses categories such as “Jews” “East Asians” and “African Americans” for comparison) as well as differences in sex, gender, and sexual orientation, and to cite contemporary sources (e.g., a 1984 one was used on p. 371 to describe discrimination, and a 1994 one was used on p. 439 to explain sexual orientation). The author uses the outdated term “mentally retarded” or “retardation” (p. 367). They also use the binary gender schema (i.e., men versus women) and equate gender identity disorder with transsexualism without effectively explaining gender identity (i.e., transgender/non-binary gender identification are not discussed). They refer to LGBTQ individuals as “homosexuals” (p. 439) and apply a heteronormative lens in discussing sexuality. They also explain that eating disorders can lead people to be “too fat or too thin” (p. 436) which some may perceive as body shaming.

Overall, I found this to be a good text for introducing students to the vast, complex field of psychology. In the classroom I would draw attention to areas of the text that need updated/augmented and describe the most current research findings, adding cross-cultural and international perspectives. I would generally encourage students to use a critical lens while reading this text and to contribute their own personal insight/ideas particular with regard to issues such as culture, race, ethnicity, gender, age, and socioeconomic status.

Reviewed by Kristin Flora, Associate Professor of Psychology, Franklin College on 1/23/19

A few emerging areas of psychology, such as health psychology and I/O psychology are not represented. While I/O is not currently commonplace in other introductory texts, Stress and Health typically warrants a chapter. Stress is included in the chapter on Emotion and Motivation, which perhaps negates the need for a separate chapter (since stress is a major component of health psychology). Additionally, there is little mention of Vygotsky in Chapter 6. If that is important to an instructor, s/he will need to augment. Finally, there does seem to be a lot of attention paid to PTSD; it is significantly discussed in 3-4 chapters. This is not necessarily a critical comment, but something that stood out in my review of the text.

Content Accuracy rating: 3

In the spirit of simplification and parsimony, the author omits some information that better shows the complexity and nuance of some of the phenomenon. For example, when discussing REM there is no mention of muscle paralysis that accompanies this stage of sleep. Or when explaining Ainsworth’s Strange Situation, the author states there are 4 attachment styles. While there are, only 3 of them came from Ainsworth’s initial research. Disorganized was identified later. More critically, it is evident that this edition has not been updated to reflect changes in the DSM. When moving from DSM-IV to DSM-V the Axes system was eliminated yet the text still spends ample time explaining this old diagnostic system. Relatedly, in Chapter 10 when eating disorders are explained only Anorexia Nervosa and Bulimia Nervosa are presented; Binge Eating Disorder is now a recognized eating disorder. There are multiple other examples that would require the instructor to update this information so that the students are learning the most accurate material.

Relevance/Longevity rating: 3

At various places in the text the references seem outdated (e.g. Chapter 3 where most stem from the 1990s). A more egregious example is in Chapter 11 where the author cites a study from 1928 when describing the stability of personality in children. Certainly this could be effectively used from a historical perspective, but the contextual language does not suggest that is the intent of using this article. In Chapter 13, the pie chart depicting the proportion of types of therapy practiced is from 2001, making it nearly 20 years old. Finally, some more contemporary issues such as e-cigarettes and binge drinking could be incorporated in Chapter 5, along with recent legislative changes regarding recreational marijuana

Overall I think the language is clear and straightforward, with a few exceptions. For example, Chapter 4 explains how the trichromatic theory and opponent-process theory of color vision are correct, but the author could elaborate by explaining what part of the visual process each theory best explains. Additionally, some of the information in tables or figures could be better expressed. Two examples would be Marcia’s theory of identity in Chapter 6 which is presented as a table but would work better as a matrix and Figure 3.11 which demonstrates that bodily regions that require greater motor control are afforded more space on the motor cortex. The homunculus would be a better visual.

In the author’s preface there is note that each chapter begins with an ‘attention grabbing story’ yet I didn’t see one for Chapter 2. Additionally, the inclusion of video clips and other ancillary material varies across chapters, with some having a lot of embedded resources while others have relatively few.

The sections seem appropriate in length to serve as standalone ‘units’. I very much appreciate the key takeaways and critical thinking questions found at the end of each section instead of the end of the chapter. This eases the use of this text by instructors.

This text follows the general format of most introductory texts, with the exception of ending with social psychology instead of disorders and treatment. Otherwise, there were a few spots within chapters – specifically chapters 4 and 6 – where some of the information seems a bit disjointed or out of order.

Some of the images seem a bit odd with respect to formatting (small, offset to the left, leaving a lot of white space to the right). Unsure if this is a pedagogical tool to allow those students who print the chapters room to annotate or if it was just a stylistic decision by the editorial team? When images aren’t small and left justified, they are very large images of prominent psychologists which I’m not sure are helpful or necessary (size, not overall inclusion). The tables are drab: black and white, small font. Students may very well skip over them.

As noted earlier, the text is very well written. The only grammar error I noted was that when discussing the work of the Harlows that the author notes they were affiliated with Wisconsin University rather than the University of Wisconsin.

Cultural Relevance rating: 3

I certainly didn’t find evidence of offensive language, but also thought there weren’t intentional attempts to integrate cross-cultural research. A specific example of this is when referencing the Muller-Lyre illusion noting the finding that cultures that utilize different housing structures that don’t use 90 degree angles are less likely to be susceptible to this illusion (carpentered world hypothesis) Or in Chapter 5 when discussing cocaine to note that some indigenous tribes chew on the leaves of the coca plant to maintain alertness. I think there is opportunity for the author to point out cultural differences in the presence of some of the more common psychological disorders. For instance, depression often manifests as more somatic symptoms in Asian cultures rather than sadness and despair that we tend to see in Western cultures.

Overall the key concepts are present. In its current format, instructors could augment areas that are weaker and/or pull in more contemporary examples. The greatest weaknesses are the outdated information re: psychological disorders and diagnosis and a relatively light integration of cultural differences. Graphics could be enhanced to be more engaging for students, but the text itself is well-written.

Reviewed by Dr.Aradhana Mehta, Adjunct Faculty, Rhode Island College, Providence, RI on 6/19/18

This book cover most of the topics for the introduction to Psychology course. though the topic of stress, Coping and Health Psychology. The text and easy to understand and presented in a great manner. There are 14 chapters in total giving a... read more

I found this open Library Textbook to be accurate, error free apart from a few topics like Stress and Coping. Some of the terms used in chapter 12 and 13 are not in use in this present age. They can improvise some examples from Cross culture as well.

The content is good and up-to-date. As mentioned earlier a few terms need to be changed in Chapter 12 & 13 to the new terms used in DSM V. In addition they can enhance the interactive learning process of the student by adding some videos and quizzes to the book.

The content is very well written and have clarity. It present the theoretical and the applied perspective very clearly.

It maintains the consistency and the flow throughout the book.

Modularity rating: 4

Each chapter is broken into several different sections in a very simple and understandable manner. All the subtopics are well connected.

Organization/Structure/Flow rating: 3

Organization of the text is good. Though the topic of emotions and stress can be separate. As the topic of health and stress is very important in interesting for the young population. The content table should be there in the beginning of each chapter to give the clarity to the students what the chapter will be covering.

There are some graphs and visual aids in the book. Though I will recommend the addition of a few videos and quizzes to promote the interactive learning for the students.

Grammar of the book is great.

Author was very careful and sensitive about the cultural relevance. Additions of some more cross cultural videos/example will enhance the over all perspective of these topics through the world.

Over all it seems adequate and cover most of the topics for the college level course. In addition to the content if some more cross cultural example, videos and interactive quizzes are added to it, this text book will be great for a college level course. Though most of the examples int he text are based on the american culture.

Reviewed by Troy Ertelt, Instructor, Lake Superior College on 5/21/18

Provides comprehensive coverage read more

Provides comprehensive coverage

Content was error-free and without clear bias.

Content was relevant and appropriately updated. Text should be usable for a long period of time.

At times the tone was very academic and might limit accessibility for undergraduate non-majors, but overall, clearly written.

No problems with consistency were noted.

It seemed an instructor could pick the most important sections and exclude those that were less relevant without any problems.

Standard but appropriate organization and structure

The only drawback is the relatively limited number of photos, illustrations, tables, charts, and graphs.

No concerns

No offensive or insensitive content. Clear attempts at inclusion.

Reviewed by Kendra Miller, Psychology Instructor, Anoka-Ramsey Community College on 6/20/17

I compared this textbook with the textbook I currently use, "Discovering Psychology, 7th edition," by Hockenbury, Nolan, and Hockenbury. The textbook I currently use has only 14 chapters and two Appendices. I have seen textbooks with more chapters that may perhaps also be more comprehensive, but may also be overwhelming to get through in a traditional 16 week course. Therefore, I prefer the more brief or concise versions of introductory textbooks. I think this textbook is comparable in comprehensiveness to the textbook I currently use, with one major exception: "Introduction to Psychology has no separate chapter on "Stress, Health, and Coping." Although this topic is addressed in Chapter 8 with "emotion," my preference would be to have an entirely separate chapter devoted to stress (especially since combining motivation and emotion into one chapter is already a lot of material). Here are a few of my thoughts on the comprehensiveness of each chapter:

Chapter 1: Missing from the "Schools of Psychology" table: Biological, Humanistic, Positive Psychology, and Evolutionary Psychology. The text I currently use discusses Structuralism and Functionalism within the section on the history of psychology, but separates out the "origins of psychology" (where Structuralism and Functionalism are discussed) from "contemporary psychology." Also, although I realize that it would be impossible to include everyone, I feel like there are too many important psychologists missing from the timeline, and the timeline should add in what some of the early theorists did. I do like how Chapters 1 and 2 give separate attention to the history of psychology and the scientific method (my current textbook combines the two). I like how this chapter differentiates between values and facts, and discusses the potential limitations of way we collect and interpret data to understand behavior in our everyday lives.

Chapter 2: I would like to see a little more focus on critical thinking in this chapter, though it is briefly discussed. I would also add in why it's necessary to replicate research, and how a journal article is different than other reports of studies seen in the media. I think the table that lists the conceptual variable and the operational definition would be very useful to students.

Chapter 3: I didn't see norepinehrine discussed. Plasticity is discussed, but would also like to see separate definitions of functional and structural plasticity. I also did not see Broca's and Wernicke's areas discussed.

Chapter 4: I did not see a definition of "transduction." Also missing are the monocular cues of texture gradient and motion parallax, as well as any discussion on bottom-up vs. top-down processing. The "carpentered world hypothesis" could be included discussion of the effects of experience on perceptual interpretations.

Chapter 5: Needs some attention to research on multi-tasking. A table with examples of circadian rhythms throughout the day would be helpful. Some concepts are discussed but terminology related to those concepts are not mentioned, such as sleep paralysis, hypnagogic hallucinations, and myoclonic jerk. Sleep-related eating disorder was also not covered. I enjoyed the information provided on the "need to escape everyday consciousness." Very interesting.

Chapter 6: I would like to see some discussion on genotype vs. phenotype and epigenetics. I also didn't see research on types of temperament or theories of gender development presented.

Chapter 7: Some concepts were discussed without the associated terminology (such as "biological preparedness" and the "overjustification effect"). I would also like to see discussion on "learned helplessness."

Chapter 8: The "semantic network model" was discussed somewhat but not labeled as such.

Chapter 9: "Thinking" was not included in this chapter (as it is in the textbook I currently use), and was addressed somewhat instead in the previous chapter, though not in a comprehensive way. I prefer "thinking" to be addressed in the same chapter as intelligence and language.

Chapter 10: I did not see theories of motivation, such as instinct, drive, incentive, arousal, humanistic theories) discussed.

Chapter 11: This chapter was about as comprehensive as it is in the textbook I currently use.

Chapter 12 and some of 13: Needs to be updated to align with the newest edition of the DSM.

Chapter 14: Sufficiently comprehensive.

There was no chapter or appendix covering Industrial/Organizational Psychology.

I found this textbook to be accurate in comparison with the information provided in the textbook I currently use, aside from the need to update the information in Chapter 12 to reflect changes to the DSM.

For the most part, up-to-date (aside from Chapter 12), but a few more relevant examples would catch the attention of students (especially related to media use).

I liked the exercises/critical thinking questions found at the end of the sections. This gives students an opportunity to find ways to make the material relevant to their own lives with personal examples.

I think that concepts were adequately defined and found the textbook easy to read.

The textbook has no consistency issues that I could find.

I found the modularity to be adequate.

For the most part, the organization/structure/flow of this text was good. I only have a few minor recommendations. Within Chapter 3, I feel like the material about how the brain is studied could be placed at the beginning of the chapter; where it is placed seems to disrupt the flow of the chapter, in my opinion. In Chapter 10, I would like to see evidence for the facial feedback hypothesis tied in with the James-Lange theory.

Most of the links to the videos provided within each chapter did not work. I love the use of videos to illustrate course material. However, links seem to change so quickly on the internet that this is a significant issue.

I would recommend adding in a banner above each chapter number for visual interest.

I did not find any grammatical errors.

I feel this is an area that could be expanded, as there seemed to be very few examples that provided a cross-cultural perspective.

Overall, I think the scope of this text was adequate for an introduction to psychology course, though I'm not sure how much updating has occurred since it was distributed in 2010. I would recommend updating the links to the videos within the material and updating Chapter 12 to align with the changes in the new DSM. I would also like to see supplements (PowerPoints and test bank) created for this textbook.

Reviewed by Michelle Shelton, Assistant Professor, George Fox University on 4/11/17

This book provides the content and information that many general psychology textbooks do. In comparing it with three other general psychology textbooks I have used over the years, it is equal to all of them in terms of the topics covered and the... read more

The content appears to be accurate and error-free. There is a slight bias, as there is with most textbooks, but it in no way clouds the content or the information.

In terms of relevance, the author does a good job with providing information, resources, and citations for the pioneering works in the field. With any general psychology textbook there is a large emphasis on the historical context of the field, theorists, physiology, and behavior. I found the sections on the brain to include some of these seminal works, but very little current information and research on this important structure.

The book's clarity is strong and well-designed. It is very reader-friendly and easy to navigate. The structure of each section lends itself to a good dialogue of the material. The opening story of each chapter is an excellent way to engage students in the material in a very practical sense.

The book is consistent in both terminology and framework. The key terms are highlighted for ease of use, and the figures and tables are labeled and placed in appropriate areas of the text.

I enjoyed the chapters being broken down into different, distinct sections. While I assigned the entire chapter as reading, I planned my activities and assignments to include a graded item from each of the sections. By doing this I knew students were engaged in each of the sections, and for my planning as a professor, it worked very well.

As previously mentioned, the book is well organized, easy to use, and has a great flow to it.

For the most part the interface had no glaring issues. My only criticism of the interface was that there were no page numbers within the body of the book. When I open the book on my laptop, there are no page numbers listed even in the table of contents. When I open the text on my iPad there are numbers for the start of each chapter, but not on the individual page. This made it very difficult to help students navigate to a certain page for information. I also had student complaints about not having page numbers when needed for a citation.

If there were grammatical errors in the book they did not stand out.

Cultural Relevance rating: 4

There was not a strong emphasis on cultural relevance. On a positive note there were no issues with cultural insensitivity either. General psychology textbooks tend to be a bit culturally neutral, however there could be added cultural implications to the topics.

Overall this textbook is of the same caliber that most general psychology textbooks are, but it has the significant advantage of being free to the end user.

Reviewed by Troy Pilgrim, Adjunct Instructor, Rogue Community College on 4/11/17

The text covers many key components typically found in an introduction of psychology class. read more

The text covers many key components typically found in an introduction of psychology class.

Content is in keeping with the cannon. I observed no errors.

Content is in keeping with the traditional approach to introducing psychology to community college or undergraduate students. The format of the text allows for an introduction to a variety of domains covered in the field of psychology.

The text is written is such a manner as to reflect college-level expectations. Though it can be dry reading at times (as with most texts), it is far from boring.

This text is not only consistent, but it's progression of subjects easily build upon each other.

The text is easily divisible into sections conducive for a trimester system.

The topics provide a nice overview of the many facets of psychology and easily build on each other.

Navigation is straightforward. The images provided are relevant and are not obtrusive.

I observed no glaring grammatical issues.

I observed no areas of concern in this domain.

Reviewed by Vanessa Washington, Adjuct Instructor , Concordia University, Portland on 2/15/17

This textbook covers a large range of subjects within the field of psychology; however, some chapters were shortened and brief in their coverage, while others were thorough and extensive in depth of material. Some aspects of the material did not include most recent research and changes in our fields understanding (for example, the discussion around emotion, arousal and the fight/flight system did not include an introduction to trauma or how the growing body of research shows consistently the impact of early trauma on physical/biological and emotional/mental development). The questions for critical thinking facilitated active learning of what was discussed in the chapter. The progression of chapters followed a logical order from a learning and instructing point of view

The content presented and discussed was accurate; however, certain topics were much more skim in the information provided; this could be resolved through accessing additional learning materials. As a learner in an introductory course, the errors detected would likely go unnoticed. As an instructor and with more comprehensive understanding, the errors were minimally noticeable; nothing observed was falsely reported, simply lacking as comprehensive discussion as possible. The coverage on drugs and addiction was inclusive of updated research that goes against our prior understanding of the impacts of illicit drugs; I was happy to read this inclusion. The prenatal development section briefly covered environmental contributions to birth defects and harmful developmental impacts, including only a sentence or two on the damage of various substances. The discussion around whether our actions are largely due to nature or nurture did not include material around various theories of heritability, leaving the discussion to sound largely based from a personal perspective. The chapter discussing intelligence appeared slightly biased; while reviewing the differences in intelligence between men and women and different races, there was more heavy material presented to support these differences in IQ being partially based in genetics, without a discussion around how social norms and environmental factors also come into play when looking at the findings around differences between social groups and intelligence. Information around the fight or flight system and the brain processes involved in responding to threats was minimal and insufficient, again discussing differences between men and women in their biological arousal response systems, and without addressing the growing body of knowledge around activation of these processes.

Much of the information included in an introductory course is historical, and therefore relevance and longevity should not be a concern. The critical thinking questions and the boxes with real life examples are great in that they reflect updated culturally relevant examples in terms of topics, current themes around the United States political, cultural (etc) climate; however, as culture and times changes, these would be easily adaptable/changeable

This text was very clear and engaging. The layout was inviting, the use of font adjustments (italics, bold face, etc) supported focused learning and signaled when definitions/jargon were given/explored. Each chapter section starts with clear objectives for the reader, and key takeaways, followed by critical thinking questions. Each chapter concludes with a summary of key concepts covered.

The book is written in an engaging manner; difficult concepts are balanced with engaging examples from lived experience. Discussion questions are written to invoke thoughtful responses and personal engagement with the material. Even chapters that may be more challenging for students (research and statistics) are written and therefore read with ease and discussed with engaging and relevant examples.

The chapter lengths were really remarkable for what was covered; they were chunked out in a manner that were short to read and that encouraged engagement with the text. I was shocked at the depth of material and the quality of engagement for also having short and brief chapters - this I think will go a long way with students who are just being introduced to the field of psychology. There were links provided throughout the text; however, I was unsuccessful in getting these links to work and so I cannot report on the usefulness or appropriateness of these learning supplements.

Chapters followed a logical progression of material and each chapter included engaging examples and prompts for future learning or current critical engagement with the material. It was easy to read, easy to follow, and easy to move between chapters. Each chapter provided useful materials in terms of definitions and clarity in previously discussed material

Display features were clear and useful. Links however, were not working for me regardless of how I tried to open them. I was excited to see the option of having youtube videos, examples of personality tests, etc; however, ultimately they were not accessible for use. I was able to highlight the text; however, in the format I was using, I was unable to highlight multiple sections; once I tried, my previous highlighted portion was removed.

This was very well written; there were no grammatical errors that I observed.

Culture in terms of inclusiveness was absent; there was not much included in terms of information that may vary between cultures. When there was discussion of differences between groups of people in regard to race, sex and gender, these differences were named and yet poorly explored; therefore, readers lost opportunities to engage the material with a global view, and potentially could have formed biased or incomplete information about various groups.

Reviewed by Dr. Natikca Robinson, Associate Professor, J Sargeant Reynolds Community College on 2/8/17

This book covers all the chapters needed to give students an understanding of psychology. The chapters are of adequate length and relates to life situations. The concepts in each chapter are explained in a way which is easier for students to... read more

In this area, the book is very accurate. The content does not differ from introductory concepts in psychology.

In this area, the book is very relevant and will have longevity. The way the text is written, new information can be added with ease. Through the short chapters, there is room to expand the chapters and display the relevance of each chapter to daily life.

The book uses psychology jargon correctly and in a way in which students can gain understanding.

The consistency in this textbook is awesome. The text and concepts flow throughout each chapter.

Through the use of shorter chapters, concepts can be easily explained. Class discussions can easily be formed.

The chapters are broken down in a fashion which are easy to read and create lectures. One chapter is broken down into elements which connect to one another. There aren't any gaps in the information that is being presented.

The textbook meets this element very well. No interface issues. The images were accurate and pertained to the chapters.

The textbook did not have any grammatical errors.

The textbook incorporated various elements of cultural relevance. The examples provided enhanced the chapters.

Reviewed by Mary Ann Woodman, Adjunct Professor, Rogue Community College on 8/21/16

Text covers all the areas of Psychology for an introductory course except for Health Psychology. This is always the first chapter I teach so that students can begin to practice a more healthy lifestyle and learn how to manage stress and anxiety. The glossary, index, table of contents are great. I especially like the chapter openers with real world examples, key takeaways, the applications for everyday life and the empirical research examples. The text is easy to read, has relevant visuals and easy comprehension for community college level. I appreciate the references and occasional video clips. The learning objectives and summaries are concise and valuable.

Most of the content seems accurate. The chapter on Psychological Disorders needs to be upgraded to reflect the DSM V. Such terms as "mental retardation," "hypochondriasis" and "pain disorder" for example are no longer used. Autism spectrum disorder needs updating as well. The statistics graph is taken from 2001-3 and not from 2015-16. The statement that "Most Psychologists go into research" does not seem accurate. Students are exploring their career options in the fields of Social Science. The statement that "emotional IQ texts are unreliable" in summary of chapter 9 also does not seem accurate, unless unreliability is defined and also applied to intelligence IQ tests.

This text is written and designed well in a format that would be easy to implement updates. I would include more female psychologists and their work. It is missing cultural diversity. I would also add some of the new movements in Psychology, such as Positive Psychology, Epigenetics, Neurogenesis, Cultural Psychology, Energy Psychology, Health Psychology and alternative treatments in Naturopathic Medicine for healing illness. The book could use more examples that are related to young people and their daily life. I appreciate the section in chapter 6 on Parenting as an example. The section on nature/nurture, free will/determinism, consciousness/unconsciousness, offers an opportunity to introduce students to a both/and as well as a paradoxical mindset rather than an either/or viewpoint.

The text is well written and in language that student's can easily understand. Technical terms are explained well and references related to content. The book does not seem overwelming which many college textbooks seem to be. Based on the amount of time given to teach an Introductory course, this book has some advantages.

Consistency and framework of the text are great. Terminology well defined and used in a consistent fashion Author's dual theme of behavior and empiricism flows well throughout his work. Structure of presenting each topic is the same in each chapter.

The sub units in the textbook make it easy to teach and to break into lesson plans. There is a smooth flow to the subject matter. It would be helpful to have a section bridging one subject to the next so that students could see the interface and relationship of each topic; very little disruption moving from one topic to the next. In some places, the font seems a bit small.

Organization, structure and topical format seems very logical and clear. Text is missing a chapter on Health and Stress Management which highly relevant to the life of a college student.

The textbook includes graphs and visuals that are appealing and easy to study. History of Psychology section has a great chart. Like the videos spotted throughout the text. I would include a chart on the various careers in Psychology since young people are exploring job options.

I could not find any grammar or spelling errors.

The author appears to be careful about cultural sensitivity. However, it lacks examples, case studies research and critical thinking exercises that would bring forth more cultural education for the reader. Young people are growing up with global consciousness and curiosity about ethnic and cultural diversity. Important to include Native American perspectives also. Some excellent video clips from around the world that pertain to every subject studied in an introductory Psychology course.

I appreciate this textbook and would consider using it at the community college level. All of the sections have clear content, great graphs and visuals, and stories pertinent to the subject matter. I would include a section on lucid dreaming in chapter 5 on consciousness. I would also include some of the research on the evolution and phenomenology of consciousness separate from the brain. Student's are fascinated by these topics and it is very relevant to their developmental processes. Integrating practices in Positive Psychology, such as meditation, mindfulness and references to this field of study would be very valuable. Kohlberg's work on Moral Development and Bronfenbrenner's Model could also be included in the chapter on developmental Psychology.

Reviewed by Beth Dietz, Professor, Miami University on 8/21/16

The book covers in great detail all of the chapters that would appear in a typical introduction to psychology textbook, with the exception of a chapter on stress and coping. The book starts with an introductory chapter that includes the definition of psychology, as well as an interestingly-written history of psychology. I appreciate that the author devotes an entire chapter (chapter two) to psychology as a science/ research methodology. The remaining 12 chapters cover psychology in the same order I do in my course – from the level of the cell (Brains, Bodies, and Behavior) to the social world (Psychology in Our Social Lives). So, with the exception of a chapter on stress and coping (which I cover in my course) the breadth of coverage is excellent, with all of the typical and expected chapters. But the depth of coverage is also excellent. Each chapter is deceivingly dense with material. Breaking each chapter into smaller “modules” and topics makes the chapters seem shorter than they actually are. In fact, I cannot say enough about the book’s organization. Each chapter consists of four to five logically-flowing sections, which, among other things, makes this textbook available as a “brief” version for those interested in less coverage.

Pedagogically, the text uses some learning aids, including a list of learning objectives at the outset of each section, visual aids, including embedded videos, chapter summaries, and “Exercises and Critical Thinking” activities at the end of each section. While not entirely comprehensive, these learning aids help to support some learning goals of an introductory course.

If accuracy is defined as being free of errors in reporting, then, overall, the coverage of material in the text is accurate. There were no obvious errors that were detected. If accuracy is defined as the absence of bias, there is nothing that would likely be glaring to the typical undergraduate reading the text. The author approaches introduction to psychology from a scientific perspective, which is evident in the coverage of research (both breadth and depth). Because I teach the course from the same perspective, I appreciate this position. The author did a good job of including timely and important research.

The textbook is quite research-oriented. At an undergraduate level, a strong focus on research can be intimidating and at times, confusing and frustrating. The author balanced the amount of research, the type of research, and examples very well. The amount of coverage is appropriate for an introductory textbook. The research and examples are relevant for undergraduates taking an introductory course. It is noteworthy that the author did not shy away from including and explaining complex experimental research. The author did an excellent job of breaking down the pieces and including the relevant parts. With regard to longevity, this text could have used for several years without needing updates, but it was published six years ago and is in need of inclusion of more recent research and examples.

The book’s strength is the clarity of the writing. The author uses language and jargon that is accessible to most undergraduates. For key terms, it might be helpful to have an index or a glossary for each chapter. Each chapter starts with an example, which helps to provide relevant context for students. The author then lays the groundwork and builds upon it as the chapter unfolds. The use of excellent examples also helps to provide the context.

The book is consistent in its content, organization, and style of writing. Each chapter begins with an example that is likely to be relatable to most readers. Subsequent sections begin with student learning outcomes, which should also help to frame the material for students. The chapter summaries are also consistent from chapter to chapter.

One of the strengths of the text is its modularity. Each chapter is broken into several different sections, which could probably stand on their own (ie., an instructor could assign sections of a chapter, rather than the entire chapter). One advantage of modularity is that is allows for a customized text, where an instructor could pull various sections of the text to create a customized textbook for students. A disadvantage of modularity is that flow and connectedness is compromised. By design, this text is very modular and, although topics can build on one another, there is an intentional lack of connection between chapters. Of course, this necessary shortcoming can be resolved by instructor intervention.

The organization and flow of the text is good, with the already-noted issue of the modularity compromising the connection between chapters. The text is organized in a logical fashion, starting with analysis of behavior at the level of the cell and moving up to the final chapter, which is an analysis of behavior from a social perspective. Within each chapter, the structure and flow is also good. Each chapter/section starts with learning objectives and ends with critical thinking exercises. There are enough visuals and video links in each chapter to break up the narrative portions and reinforce the content.

I read the text as a pdf and did not attempt to download or read it on an iPad or Kindle, for example; nor did I print it. The translation of the text and visuals was good. The visuals showed up well in a pdf and the video links worked well. The bookmark feature in the pdf was also helpful and made it easy to move from section to section. A missing piece was the ability to mark up the text, takes notes, highlight, and save the place where I finished reading. These issues might be resolved if I had downloaded it to an iPad or e-reader. Because other ebooks have these features, I think students will miss this and be potentially disadvantaged.

The book is written very well. I did not notice any grammatical errors. I think I found a few typos, but nothing that disrupted or compromised the integrity of the text.

A focus on culture is not a strength of the text. While there were mentions of culture in some chapters, it was not included in every chapter despite the availability of the research. Even though the text is a bit outdated (2010), there are ample opportunities to include culture and diversity.

Reviewed by Mike Mensink, Assistant Professor, University of Wisconsin-Stout on 8/21/16

Two versions of this text were compared across formats, the open source 1.0 http://open.lib.umn.edu/intropsyc/ version as well as the updated 2.1 version, located at... read more

Two versions of this text were compared across formats, the open source 1.0 http://open.lib.umn.edu/intropsyc/ version as well as the updated 2.1 version, located at http://catalog.flatworldknowledge.com/catalog/editions/stangor_2_1-introduction-to-psychology-2-1 . As a competitor comparison, I referenced the introductory text our institution currently uses (Myers & DeWall, 2015). For those who are curious, the unattributed author is Dr. Charles Stangor, who prefaces the textbook by stating that the focus of Introduction to Psychology is on behavior and empiricism. This emphasis is further supported with chapter openers that focus specifically on real-world examples in applied domains, as well as additional exercises and critical thinking activities for readers. Generally, this text compared favorably in terms of comprehensiveness to other introduction to Psychology textbooks. Research methods, biological psychology, neuroscience, sensation and perception, consciousness, human development, learning, memory, intelligence, language, emotion, motivation, social process, personality, and psychological disorders are all represented. The represented areas of psychology all align with other introductory texts (e.g., Myers & DeWall, 2015). I did not note any major areas of psychology missing; however some other users have suggested that the social processes chapter may be more appropriate as the final chapter in the text. A test-bank, instructor manual, and lecture slides are also available with version 2.0, however I did not see these materials available with version 1.0. A table of contents is available, as is a marginal glossary for each chapter.

I did not encounter any glaring accuracy errors in theoretical or research content. As with any introductory psychological textbook, the author typically demonstrates the greatest conceptual accuracy and strength in their own content area (social psychology, in this instance). In other areas (for example, cognitive processes), I found some issues with how certain aspects were described, however these are better related to clarity than accuracy (see below).

In terms of content relevance, the author provided adequate citations of seminal studies that one would expect in an introductory textbook. I also appreciated the applications to everyday life that appeared at the end of each chapter, which also contained many recent studies to help students better understand cutting-edge work in the field.

Clarity rating: 3

I generally found the writing clarity to be adequate, although there were some areas that either didn’t flow as well as other introductory texts or contained a basic explanation I did not find effective. For example, as a cognitive psychologist, there were some concepts within the learning and memory chapters that I would generally explain differently to students to increase clarity. Specifically, I would suggest a cleaner distinction between cognitive processes and memory storage areas; and a better explanation of the important differences between working memory and short-term memory. Due to the nature of publication in this source, replacements of the author’s name with ‘unnamed author’ and publisher with ‘unnamed publisher’ cause some breaks in coherence for the reader.

Each chapter contains the same organization and layout: A real-world showcase of the chapter content, an application in the chapter of applications to real world problems, and a focus on empirical research studies.

Generally, later chapters that build on understanding psychological research methods can be replaced or reorganized as seen fit by the instructor. However Chapters 1-3 are better left in their original order so students can build on basic descriptions of psychological science, research methods, and biological origins of behavior. As noted earlier, some users have reported a preference for moving Chapter 11: Psychology in Our Social Lives to the end of an instructional sequence.

Chapter organization is well replicated across the textbook and appears in a similar sequence as other introductory texts. Content generally builds upon less complicated content to more complex theories and findings. As noted by the author, this text is somewhat shorter than other introductory texts, which may be of interest to instructors.

The html version of 1.0 is basic in nature but generally well organized and easy to navigate. However there is no option for a full text search within the native html environment. Several reference links did not function, suggesting that this version may need updating (see the 2.1 version mentioned earlier).

While some sentences were awkward for introductory readers, I did not find any major grammatical issues.

Apart from specifically focused content on socio-cultural issues, the focus of this text is not on specific differences between cultures; but on differences of individuals across cultures. This is generally appropriate for an introductory psychology text.

Reviewed by Donna Weber, Senior Lecturer, University of Wisconsin-Stout on 1/7/16

The textbook included the topics and chapters that I expect to be included in a General Psychology course. My attempt was to see this textbook from the perspective of a college freshman. Some may be psychology majors, however most will not. This may be the one chance for them to understand that psychology is important and to know the value of studying and appreciating human behavior. I think this text meets that goal.

The content appears to be accurate.

The dramatic examples given to make the points known, will be remembered for a long time. Time passes quickly and with the digital speed of changing, few things can remain relevant for long periods of time. The book seems to be organized in a fashion so that the content can be updated quite easily when needed.

The text is written and arranged in a user friendly manner so that a freshman could quite easily read and comprehend the material.

The consistency of the format and layout of the chapters allows the reader to know what to expect and thus provides a level of comfort going into a chapter that might otherwise be new and difficult for the reader.

The topics can be arranged or reordered if desired by the instructor.

The topics are arranged in an appropriate order. With the instructor bridging the topics, the precise order can be reordered to the preference of the teacher or needs of the students. The order can easily be changed to match a relevant current event, [local or world] that might call a topic to be in the spotlight.

The layout is impressive including: the introduction with the purpose of the chapter; the learning objectives; key words highlighted; charts; videos; key takeaways; experiences and critical thinking; everyday application examples; easy to locate reference citations at the point of topic; and the summary at the end of the chapter. These all add variety, excitement, interest, and repetition of the concepts to be learned.

Everything seems to be in order.

The diversity of culture is somewhat lacking.

I liked the textbook, had fun and enjoyed the review! I think students will like it.

Reviewed by Stephanie Judson, Visiting Assistant Professor, Cleveland State University on 1/12/15

The text covered most expected areas that would be in an introduction to psychology text, however there was no chapter devoted to the field of industrial/organizational psychology nor an introduction to essential statistical knowledge and less depth regarding others topics (i.e., language and intelligence combined into one chapter). In-depth information for each topic was provided and each chapter included questions that would facilitate active learning.

Information provided was generally accurate however I took issue with the overuse of the word “psychologist” in a particular chapter in that the term was applied to non-psycholoigsts. The consistent reference to research and scientific literature was helpful and would allow students understand the importance of scientific inquiry in the field. I felt that more citations were needed throughout though, given the attempt of the author to reinforce the importance of scientific literature, particularly for highly charged information (i.e., racial differences in IQ, rates of sexual minorities in the US population). In particular, an unusually low statistic of LGBTQ individuals was provided at one point and it was unclear where this information was drawn from.

Text was published in 2010 and the most recent citations are from 2011. The text did discuss temporally relevant examples such as current TV shows which would likely draw students in. I also appreciated the helpful information about how to evaluate websites which is quite relevant given that students increasingly use and will use the internet to find information. However, this text references to outdated DSM and therefor much information (particularly related to the five axis system of diagnosis and that related to autism spectrum disorder) is outdated.

Text was written at an appropriate reading level of college students and avoided the overuse of technical jargon. The writing style and reading level of this text would be accessible to most first year college students.

The text was consistent in its presentation of information regarding formatting, depth, and use of real life and research related examples.

Text was broken up into easily readable sections. Also, chapters are an appropriate length and are broken into reasonable length modules.

The text was missing a table of contents and index (in the PDF version) which made it difficult to quickly review the flow of the book or where to find information. The broad based introductions to chapters were inviting and provided an easy way to ease into a new topic area. Information flowed logically regarding the order of the topics across chapters.

Sometimes key words were italicized and sometimes phrases were - text would have benefited from a consistent use of bolding to emphasize key terms. Some tables were somewhat lackluster whereas some were more engaging (i.e., different colors). Some figure headings were not close to the actual figure in the PDF version. Pictures would have made the text more engaging. There was also a missing figure at one point. There were references to video clips however it's unclear how to access them through the PDF version.

I found minimal grammar errors however, there were several typos (i.e., existence of unneeded text, missing spaces).

My largest critique of this text is in reference to the male and Euro-centric approach the material. This is seen through examples used and pictures (i.e., figures predominantly presented images of white, male bodies). There was very little discussion of the importance of oppression, discrimination, power, and privilege related to human behavior and research. There was little to no discussion of the historical impacts of psychologists of color or women psychologists. LGBTQ individuals were referred to as "homosexuals" which is outdated and offensive to many. This text would greatly benefit from more diversity in cultural examples and discussion of how human behavior is impacted by cultural identities.

Reviewed by Linda Lee, Assistant Professor, California Polytechnic State University on 7/15/14

I agree with other reviewers that while the book is concise and provides a good introduction to different domains of psychology the breadth and depth of discussion on certain topics (i.e. motivation) is lacking. I am a developmental psychologist in training and will therefore focus my comments on Chapter Six (Growing and Developing). In this chapter, the author provides a review of classic theories in developmental psychology (e.g. behaviorism, psychodynamic, Piaget's cognitive development) but fails to adress some of the more modern theories (e.g. Bronfenbrenner's bioecological model). The discussion of Vygtosky's sociohistorical theory also lacks depth. I feel that an inclusion of current criticisms (e.g. most pariticipants in developmental research are White) and progress in the field of development psychology (e.g. multidisciplinary in nature) helps to challenge students to go beyond the basic knowledge and think critically about issues in psychology.

The content is accurate and for the most part unbiased. However, as mentioned previously, the failure to include examples from a diverse cultural context and/or to use only examples from one particular cultural context can be misleading.

For the book to be relevant, examples must be up-to-date and meaningful to students. I find the many examples in this book interesting but from students' point of view, the examples may not be as appealing. For example, there are few examples of relevant issues such as the use of mobile devices or social media throughout the chapters. However, for instructors who adopt the book, I do see the updates relatively easy and straightforward to implement.

The written text is lucid and easy to understand. The flow from paragraph to paragraph is clear and intuitive.

The text is internally consistent.

The book is well organized and does not overwhelm the readers with enormous blocks of text. The key takeaways are useful for students to review important concepts in each section. The exercises and critical thinking are to some extent helpful to build on the concepts learned. I also like some of the opening vignette (e.g. the case of PTSD in Chapter 7). However, I also agree with other reviewers that the modularity lacks transition between chapters and can send the unintended message that the different disciplines in psychology are compartmentalized instead of intertwined.

The chapters are well organized. Depending on the discipline of the instructor who adopts the text, the order of the textbook can be moved around. The graphs, images, diagrams, and illustrations are helpful to clarify difficult concepts (e.g. IV and DV; assimilation vs. accommodation). Although the video clips are classics in any introduction to psychology courses and the inclusion of them a bonus, more recent video clips should be incorporated to improve the engagment of students.

Other than some minor inconsistencies in font size with printed PDF version of the text, the text is easy to navigate and features are helpful.

No grammatical errors.

The examples provided throughout the chapters are not culturally diverse and are therefore limited in their applicability. As previously mentioned, the introduction to Vygotsky's theory in Chapter Six (Growing and Developing) is brief and does not include a discussion on the cultural component of human development. The lack of emphasis on the cultural nature of human development is problematic especially in the United States when ethnic diversity is on the rise.

Reviewed by Jennifer Poole, Chair, Department of Psychology, Langara College on 10/9/13

Comprehensiveness rating: 3 see less

In the author's preface, he states that the typical length of introductory psychology textbooks serves as a detriment to student learning. Consistent with his concern, his text is not as comprehensive as others I have used to teach introductory psychology. Whereas a typical text in this area might include 16 to 18 chapters, his text has only 14 – specifically, it is missing a separate chapter on Stress, Health, and Coping (stress receives some coverage in Ch. 10 but other topics in that chapter on Emotion and Motivation are not covered as a result). Many of his chapters are also shorter in length and contain less content than the texts I would typically use. Some of the chapters combine topics (e.g., Ch. 9 - Intelligence and Language) that are often treated in separate chapters in other texts. I suspect that this text may have initially been designed for use in an American one-semester introduction to psychology course. In BC, introductory psychology is offered across two semesters, often as two separate courses (e.g., Psych 101 and Psych 102). Some missing topics include an introduction to inferential statistics (Ch. 2), an in-depth discussion of the application of psychological principles to the workforce, achievement motivation (Ch. 10), etc. The text contains a Table of Contents but no Index. Although the author states (in the Preface) that the text contains a marginal glossary of key terms, I could not find such a glossary. However, when I hover my cursor over a key term, a box with the key term's definition pops up.

For the most part, I found the content to be accurate, error-free, and unbiased. However, I took issue with Stangor's initial presentation of the "Science" of psychology (in Chapter 1). I found his use of Dr. Phil as an example of a psychologist to be misleading. Such an example seems to contradict the author's stated pedagogy of emphasizing psychology's empiricism and seems to feed student misconceptions about what psychology is. He also seems to mention Freud a lot (end of section 1.1, Ch. 5) – again, not a good example of the empirical aspect of psychology. Although Stangor presents criticisms of Freud's Psychodynamic theory in Chapter 11, he still overemphasizes this theory's contribution to the field and glosses over the major concern of lack of falsifiability. Also, PTSD seems to be over-represented in terms of problem behaviours (two of 12 chapter openers describe cases related to PTSD; PTSD is discussed in four chapters - 7,10, 12, and 13).

Relevance/Longevity rating: 2

Some of the content of this text is out-of-date. For example, in section 1.2, Stangor refers to APS as the American Psychological Society, as opposed to the Association of Psychological Science. The discussion on the DSM (and associated Figure 12.6, and Table 12.3) needs to be updated to the DSM-V (see also criteria for ADHD in box at beginning of Chapter 13). Also, whenever Stangor discusses the influence of nature and nurture, he tends to pit them against each other – the old "nature versus nurture" jargon (see Chapter 11 on Personality - is personality more nature or nurture?; Chapter 9 on Intelligence – is intelligence nature or nurture? ). A more contemporary viewpoint is "nature through nurture" which would be exemplified by the inclusion of a discussion on epigenetics. The text presents some recent research in the area of neuroscience – but it needs more, otherwise it risks becoming obsolete in the next few years. The text would also benefit from the inclusion of more research on the impact of technology on student behaviour (e.g., how/ why does the use of cell phones impact our driving?; are our personalities evident in our online spaces , like facebook?). If we want to show students why psychology matters, we need to present more research that is personally and contextually relevant to them (e.g., how does stress impact today's students?). Although I appreciated the attempt to insert appropriate videos and images, I found this book's screen display to be very text heavy and not very engaging. I currently use ebooks to teach my hybrid introductory psychology classes and I think the images used in those books are superior to Stangor's – the images occur more frequently throughout the text, and they are more colourful and in many cases, more relevant to the student lifestyle. Also, the ebooks I use tend to be more interactive – students can actually complete an exercise on a particular concept right after they have read about it by clicking on an icon in the ebook.

The text is well-written and easy to understand. Adequate context is provided when introducing new psychological concepts and explaining them. One exception is in the box on emotional intelligence at the end of section 9.1. The terms reliability and construct validity are used without being previously discussed or defined. They are defined later in Chapter 11.

The text is mostly internally consistent. Each chapter (with the exception of Chapters 1 and 2) begins with a "chapter opener" that describes an interesting case study. Learning objectives are presented at the beginning of each section of a chapter (alth

This text could easily be subdivided into smaller reading sections – instructors could assign particular sections within a chapter. Chapters could be assigned in any order to accommodate introductory psychology courses which are typically offered as two courses. However, I think this modularity comes at a price. Psychology is a discipline where there are recurring themes. I find the lack of delineated connection between chapters disconcerting.

The topics are presented in a logical, clear fashion. The one exception is the inclusion of a discussion of social dilemmas at the end of Chapter 7 on Learning. This discussion doesn't really fit with the rest of the chapter; a clear explanation of how/ why it fits into this chapter is missing.

The full reference for each citation in the text seems to be embedded in the body of the text throughout the whole book. I am not sure if this was some glitch in the formatting of the version of the text I downloaded but it was exceedingly disruptive to the flow of reading. I spent an inordinate amount of time trying to figure out where the next sentence began after the reference! Also the font in a number of the Figures is too small to read (for example, Fig. 1.5, 2.2, 3.17, 4.29, 5.9, 9.4, 10.4, 10.6, 10.8, 13.7, 14.9, 14.13, 14.15). There is an issue with the formatting of Table 5.1 (the latter part of the table is cut-off).

The text contained few grammatical errors - I think I only found two typos!

The text is fairly ethnocentric. It does not include any introduction to or discussion of the differences between individualistic and collectivist cultures. Although the author provides some research on ethnic and cultural differences (e.g., discussion of stereotype threat and ethnic differences on IQ test performance in Chapter 9, etc.), I think it would benefit from the inclusion of more research findings on cultural diversity, especially given the multicultural composition of our Canadian post-secondary institutions. The following are some examples of where the discussion of cultural differences could be expanded: i) How do cultural perceptions influence the onset and prognosis of psychological disorders? (Chapter 12) ii) In Chapter 9, the author states that "Intelligence is defined by the culture in which it exists," but there is no elaborative discussion on the meaning of intelligence in collectivist cultures. iii) At the end of Section 11.1, the author states that "there is evidence that the Big Five factors are not exactly the same across all cultures" but he doesn't elaborate on these differences. Such a statement seems to contradict an earlier observation that "Big Five dimensions seem to be cross-cultural, because the same five factors have been identified in participants in China, Japan, Italy, Hungary, Turkey, and many other countries." iv) Chapter 10 would benefit from the inclusion of a discussion on cross-cultural differences in the perception and expression of emotion, as well as cross-cultural differences/ similarities in happiness. For example, many argue that happiness is only important in societies that emphasize individualism. v) Likewise, Chapter 13 would benefit from an inclusion of the effect of culture on treatment outcomes. vi) Research presented on causal attributions in Chapter 14 is only true for individuals in individualistic cultures. What type of self-serving attributions do people from collectivist cultures make? What does cross-cultural research reveal about the fundamental attribution error?

This text is very American in content. No Canadian reviewers are listed. All American statistics would need to be replaced with Canadian ones (e.g., Table 12.1, Figure 13.2, etc.). Specifically, the section on ethics in Chapter 1 would need to be revised to be consistent with Canadian policies. The discussion of Bilingualism and Cognitive Development in Chapter 9 needs to be modified to include the Canadian example of French Immersion. The case at the beginning of Chapter 11 could be replaced with a Canadian twin example - there are many to choose from. Also, it would be nice to include some examples from our Aboriginal culture. This review originated in the BC Open Textbook Collection and is licensed under CC BY-ND.

Reviewed by Denise Iacobucci, Faculty, Camosun College on 10/9/13

When conducting this review I compared this text to four other introductory textbooks (Gerrig, Zimbardo, Desmarais, & Ivanco, 2010; Myers, 2013; Passer, Smith, Atkinson, Mitchell, & Muir, 2011; Schacter, Gilbert, & Wegner,2013). The Preface and Approach and Pedagogy sections of this text do a good job of declaring the focus on both human behaviour and empiricism and how this focus limits coverage of topics found in many other introductory textbooks. Limited coverage reduces number of chapters and chapter size. For example, it is customary to find an overview of all perspectives of psychology within the first chapter or two (ie. as in Myers, 2013; Passer, Smith, Atkinson, Mitchell, & Muir, 2011). Stangor provides a table (Table 1.3) of different areas of psychology in Chapter One, but does not review humanistic psychology, the biological/neuroscience perspective, and/or Gestalt Psychology as one might expect. Although humanistic psychology is covered in Chapter 11(Personality) on page 631 it comes much later in the text and is discussed in terms of personality theory development. Although Stangor on p. 23 in Chapter 1 comments on the growing number of women in psychology, he does not highlight historical contributions of women and other cultures (i.e., Margaret Washburn, Maime Phipps Clark) to the field of psychology. Similarly, in Chapter Six (Growing and Developing) there is less focus on gender development, aging well, and later adult development with no reference to systems theory/bioecological theory in development (i.e. Bronfenbrenner, 2004) (i.e., Gerrig, Zimbardo, Desmarais, & Ivanco, 2010). Generally, Stangor's text has limited coverage of health psychology, stress and well-being, motivation & achievement, and Canadian researchers. There is also limited discussion of cultural differences and similarities regarding topics and research throughout the text. On-line versions of the text as noted here http://www.saylor.org/courses/psych101/ have a nicely laid out Table of Contents, the printed version or pdf version does not. Including this in the printed copy would be helpful to students in order to navigate the material. Similarly, chapter summaries that include a list of key terms covered within a chapter have been very helpful to introductory psychology students. The insertion of key terms at the end of a chapter along with an addition of a glossary for terminology would make this text more accessible and easy to navigate.

The inclusion of video clips on concepts, research, and applicable stories enables students to see psychology as they read through each chapter online. This is an advantage over commercial texts; however, these links are not always easily accessible via the pdf, WORD, downloaded versions. The HTML zip file did have these links. Although this text has a moderate number of basic images to illustrate concepts throughout each chapter, these could be updated and increased in number to keep students engaged with the material. Many other commercial introductory texts have more realistic and colourful images to depict concepts throughout each chapter. For example, Chapter 7 (Learning) has four images including charts and graphs while other commercial introductory texts have 30 or more images on learning (i.e., Myers, 2013; Passer et al., 2011). Addition of pictures of researchers would also highlight the people contributing to psychological science. I noted some issues with image consistency within a chapter. For example, in Figure 3.6 – Cross-section of the brain is not very clear with the green space indicating the frontal lobe being very small. However, in Figure 3.10 frontal lobe location is more clear and consistent with other texts.

The lack of information on certain topics, such as epigenetics, gender development, work/achievement motivation, cultural perspectives in combination with the static vs. active phrasing of definitions can, at times, date this text. Stangor's definition of learning "the relatively permanent change in knowledge or behaviour that is the result of experience" (p. 348) is static when according to the definition offered by Myers (2013, p. 266) "the process of acquiring new and relatively enduring information or behaviours". The active/present tense phrasing of this definition, in my opinion, is more dynamic. Given the Houston Community College (2011)example of editing this text, updating this version by adding sections is possible.

The text is clear and easy to understand. For the topics covered, they are well explained.

The text is internally consistent in terms of terminology and framework. Stangor indicates in the Preface that each chapter has a "chapter opener" (p.8). This is not the case and I would add this feature to Chapters 1 and 2.

The modularity of this text lends itself well to updates and edits.

Generally, Chapters 1 through 10 flow well. My preference would be to move the social psychology chapter (Stangor's Chapter 14) to follow the personality chapter (Stangor Chapter 11), rather than having social psychology last in this text.

Although it is helpful to see italicized words in the body of the text, bolded words draw student's attention to the importance of these concepts. Adding a bolded type face along with a list at the end of the chapter would be helpful to introductory students. In the hard copy and downloaded pfd/Word copies I noted many that the Psychology in Everyday Life sections were written in a smaller font and subsequently not as easy to read. As noted in previously, not all video links worked when reviewing the text online – if information was provided about the source in the text it was easy to look this up and review these clips. As well, this online resource could have more interactive online exercises for students throughout the text. As noted in previous answers, diagrams and figures could be improved to provide more realistic images of biological components of psychology (i.e., the neuron, brain, synapse).

Grammatical errors did not stand out as I read for content, organization, consistency et cetera. I did note spacing issues between words a few times in the text. For example, on page 30 on my hardcopy and WORD document/pdf downloaded copies the words "ofevolutionary" required a space between the words, p. 310 "usinglongitudinal" and on p. 657 "Thesocial". These spacing issues between words seemed to be in the pdf, WORD and hard copies. Perhaps this comment is better suited in the interface answer.

For me, the text is culturally dated (ethnocentric) based on what is not discussed and some of the examples used in the text. Of the 12 chapters that have Chapter Openers, only 3 of these used examples from outside the United States. The other examples were from Canada and Australia. Highlighting research from psychologists in different countries and cultures would add to this text as would more discussion on cultural as context for behaviour. For example, Chapter 11, does not discuss in detail how collectivist cultures differ on personality research versus more individualistic cultures. Chapter 14 on group behaviour does not address how culture mediates group behaviour as discussed in many other commercial texts (i.e. Myers 2013, Gerrig et al, 2010). Today's students in British Columbia are from all over the world and I think this text could do a much better job of including cultural perspectives and examples within each chapter. Although Stangor mentions the importance of culture in Chapters, he does not extend the discussions on how & why culture is important to psychology theory and research. For example, in Chapter 12 - the social cultural influences provided are socioeconomic status, homelessness, abuse, and discrimination are all culturally specific. There is limited discussion on disorders unique to different cultures (i.e., phobias), disorders more predominantly found in certain cultures et cetera. The focus is on the American population. Commercial texts often cover the cultural variations in disorders (i.e. Gerrig et al, 2010). Based on the review I would recommend changing the White Ghost story in Chapter 1 and supplementing Canadian and more International examples in the Chapter Openers.

I believe it is important to provide an overview of all the major psychological perspectives in the first chapter or two. I would add those sections/content noted in answer to question 1 and 3 of this review. In particular additional content on student/worker motivation, health psychology and stress incorporating student examples would be useful. As noted in question 11 highlighting Canadian researchers Canadian researchers on topics discussed in text. As well, I think it would be helpful to create a student guide to the text as did Houston Community College (2011)or add student glossary, index of terms to the text. As well, the chapter summaries require more active reviews - such as multiple choice question review or something similar that has answers somewhere in the text or online where students can check their understanding of material. This review originated in the BC Open Textbook Collection and is licensed under CC BY-ND.

Chapter 1: Introducing Psychology
Chapter 2: Psychological Science
Chapter 3: Brains, Bodies, and Behavior
Chapter 4: Sensing and Perceiving
Chapter 5: States of Consciousness
Chapter 6: Growing and Developing
Chapter 7: Learning
Chapter 8: Remembering and Judging
Chapter 9: Intelligence and Language
Chapter 10: Emotions and Motivations
Chapter 11: Personality
Chapter 12: Defining Psychological Disorders
Chapter 13: Treating Psychological Disorders
Chapter 14: Psychology in Our Social Lives

Ancillary Material

About the book.

When you teach Introduction to Psychology, do you find it difficult — much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students. The author wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study.

This book is designed to facilitate these learning outcomes, and he has used three techniques to help focus students on behavior:

Chapter Openers: Each chapter opens showcasing an interesting real world example of people who dealing with behavioral questions and who can use psychology to help them answer them. The opener is designed to draw the student into the chapter and create an interesting in learning about the topic.

Psychology in Everyday Life: Each chapter contains one or two features designed to link the principles from the chapter to real-world applications in business, environment, health, law, learning, and other relevant domains. For instance, the application in Chapter 7 on Development, ”What makes good parents“ applies the concepts of parenting styles in a mini-handbook about parenting, and the application in Chapter 3 is about the difficulties that left-handed people face performing everyday tasks in a right-handed world.

Research Foci: Introduction to Psychology emphasizes empiricism throughout, but without making it a distraction from the main story line. Each chapter presents two close-ups on research — well articulated and specific examples of research within the content area, each including a summary of the hypotheses, methods, results, and interpretations. This feature provides a continuous thread that reminds students of the importance of empirical research. The research foci also emphasize the fact that findings are not always predictable ahead of time (dispelling the myth of hindsight bias), and also help students understand how research really works. The author's focus on behavior and empiricism has produced, Introduction to Psychology, a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. Now, you don't have to believe us. Check the book out online or order your desk copy today.

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You have a two part assignment that requires you to use the database PsycARTICLES to find scholarly research articles in the field of Psychology. You will need to summarize, cite in APA format and answer a series of questions about the research you find.

Part 1: Conduct an Author search for a Psychology article written in the past 10 years.

Provide and APA formatted citation of the article and then summarize the article (2 or 3 sentences) based on the article ABSTRACT.

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1. What was the problem the article was trying to solve? 2. What was the number of participants? What type of animals or people were being studied? 3. If it is an experiment what was the independent and dependent variable? If it is correlational what types of variables are being studied? 4. What were the major conclusions drawn at the end of this study 5. What was interesting (if it was) about the study? 6. What can be done to improve the study? (limitations)

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Under Citing and Plagiarism you will find help on how to correctly cite your articles in APA format.

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Although scholarly information can be found using Google (and Google Scholar) this assignment requires you to learn how to conduct research using the specialized behavioral science database APA PsycARTICLES , which provides full-text scholarly articles from journals published by the American Psychological Association and affiliated professional organizations.

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Powerpoint presentation assignment, pair presentation.

In order for you to gain insight into the field of psychology and human interactions, you will research a topic from one of the chapters to present in class with a partner. The material presented should be different from or expand on content found in the textbook. The research requires obtaining information from at least five primary sources, preferably published within the last ten years.

Presentations must be 8-10 min. in length and can either be informative or persuasive. You will be evaluated on clarity, accuracy, thoroughness, organization, and effective use of verbal and non-verbal skills. In addition to the oral presentation, a written copy of your outline, notes, or power point must be posted to Blackboard with an annotated bibliography which summarizes each source in APA format. Further instructions will be given in class.

Half of the grade for this assignment will come from the instructor. The other half of the grade will come from peer evaluations which will be averaged. For full credit each person (not pair) must post the written portion to Bb before class on your presentation date.

Purdue Owl - Powerpoint Presentations

Purdue owl - powerpoint presentations.

Purdue OWL is a great resource for understanding proper citation formats: MLA, APA, Turabian, etc. But it also gives tips on creating power point presentations. Use OWL or the other resources on this page for suggestions on organization and creation of your Power Point.

Designing an Effective PowerPoint Presentation: Quick Guide

https://owl.english.purdue.edu/owl/resource/686/01/

Powerpoint Presentations

Avoiding Death By Powerpoint
Creating An Awesome Powerpoint
Effective Use Of Powerpoint

Avoiding Death by powerpoint

There are a few key principles to good powerpoint design. In this TED Talk David Phillips explains how to avoid "Death by Powerpoint" by teaching you the best techniques for your design. It is an excellent, entertaining talk, and you are sure to discover a few surprising ideas along with way.

Creating an Awesome powerpoint

Unlike the name suggests this video instructs you on how to create a powerpoint by telling you what not to do. If you want to see how a bad techniques can influence a good presentation, watch this short, humorous video:

Effective use of powerpoint

This is a great video that delves into other issues not covered in the videos above. From fonts to colors, this four minute video provides a concise analysis of what details you should care about as you construct your Powerpoint.

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Novosibirsk State University

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Founded in 1959, the Novosibirsk State University is a non-profit public higher education institution located in the suburban setting of the metropolis of Novosibirsk (population range of 1,000,000-5,000,000 inhabitants), Novosibirsk Oblast. Officially recognized by the Ministry of Science and Higher Education of the Russian Federation, Novosibirsk State University (NSU) is a medium-sized (uniRank enrollment range: 6,000-6,999 students) coeducational Russian higher education institution. Novosibirsk State University (NSU) offers courses and programs leading to officially recognized higher education degrees such as bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 65-year-old Russian higher-education institution has a selective admission policy based on entrance examinations and students' past academic records and grades. The acceptance rate range is 10-19% making this Russian higher education organization an extremely selective institution. International students are welcome to apply for enrollment. NSU also provides several academic and non-academic facilities and services to students including a library, housing, sports facilities, financial aids and/or scholarships, study abroad and exchange programs, as well as administrative services.

University Snapshot

Selectivity

University Identity

Name
Name (Non Latin)
Acronym
Founded
Motto
Screenshot
Video Presentation	n.a.; please an official Novosibirsk State University general video presentation.

University Location

Address	2 Pirogova Street Novosibirsk 630090 Novosibirsk Oblast Russia

	+7 (383) 363 4292
	+7 (383) 363 5257

Search Engine

Fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Novosibirsk State University's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Novosibirsk State University's academic range and degree level offering.

Novosibirsk State University: Fields of Study/Degree Levels Matrix

This University offers courses in at least one of the following subjects:

Applied Arts
Museum Studies
Performing Arts
Religion and Theology
Visual Arts
Other Arts & Humanities Studies
Accounting / Finance
Anthropology / Archaeology
Business / Commerce / Management
Communication and Media Studies
Development Studies
Library and Information Science
Physical Education / Sport Science
Political and International Studies
Social Policy / Public Administration
Social Work
Sociology / Psychology
Tourism / Hospitality
Other Business & Social Science Studies
Aboriginal / Indigenous People Studies
African Studies
American & Caribbean Studies
Ancient and Modern Languages
Asian Studies
English Studies
European Studies
French Studies
Germanic Studies
Indian / South Asian Studies
Italian Studies
Middle Eastern Studies
Portuguese Studies
Russian / Eastern European Studies
Spanish Studies
Other Language & Cultural Studies
Anaesthesia
Biomedical Science
Dermatology
Medicine / Surgery
Natural / Alternative Medicine
Obstetrics / Gynaecology
Optometry / Ophthalmology
Orthopaedics
Otorhinolaryngology
Radiography
Speech / Rehabilitation / Physiotherapy
Other Medical & Health Studies
Aeronautical Engineering
Agricultural Engineering
Architectural Engineering
Biomedical Engineering
Chemical Engineering
Civil and Environmental Engineering
Computer and IT Engineering
Electronic and Electrical Engineering
General Engineering
Geological Engineering
Industrial Engineering
Mechanical / Manufacturing Engineering
Mining and Metallurgical Engineering
Other Engineering Studies
Agriculture / Forestry / Botany
Aquaculture / Marine Science
Architecture
Biology / Biochemistry / Microbiology
Computer / Information Technology
Energy / Environmental Studies
Food Science
Mathematics / Statistics
Neuroscience
Pharmacy / Pharmacology
Textiles and Fibre Science
Zoology / Veterinary Science
Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Novosibirsk State University's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Novosibirsk State University courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Novosibirsk State University: Tuition Fees Range Matrix
	Undergraduate	Postgraduate
Local students
International students

Tip: search for Novosibirsk State University's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Novosibirsk State University's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Novosibirsk State University's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Novosibirsk State University a selective admission policy? Yes, based on entrance examinations and students' past academic records and grades.

Admission Rate

Novosibirsk State University's acceptance rate range is 10-19% making this institution an extremely selective higher education institution.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for Novosibirsk State University's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Novosibirsk State University's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Novosibirsk State University.

Student Enrollment

Novosibirsk State University has an enrollment range of 6,000-6,999 students making it a medium-sized institution.

Academic Staff

This institution has a range of 2,000-2,499 academic employees (Faculty).

Control Type

Novosibirsk State University is a public higher education institution.

Entity Type

Novosibirsk State University is a non-profit higher education institution.

Campus Setting

This institution's main campus is located in a Suburban setting.

Academic Calendar

This institution adopts a Semesters type of academic calendar.

Religious Affiliation

Novosibirsk State University does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Novosibirsk State University's main facilities:

University Library

University housing.

This institution provides housing services such as on-campus residences or dormitories.

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

University Services

uniRank provides below an overview of Novosibirsk State University's main services:

Financial Aid

This institution offers one or more of the following financial aid for eligible students: scholarships, grants, loans, tuition waivers, emergency financial aid etc.

Study Abroad

This institution offers study abroad and exchange program opportunities for its students.

Distance Learning

Not reported

Academic Counseling

Career services.

Notice : please contact or visit the university website for detailed information on Novosibirsk State University's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Novosibirsk State University is legally recognized and/or institutionally accredited by: Ministry of Science and Higher Education of the Russian Federation

Year of first Recognition or Accreditation 1959

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Novosibirsk State University's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for Novosibirsk State University's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Novosibirsk State University as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Novosibirsk State University's official affiliations and memberships to higher education-related organizations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the Novosibirsk State University 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Novosibirsk State University's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Novosibirsk State University's main LinkedIn profile

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Novosibirsk State University's Wikipedia article

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Feedback, Errors and Update

We appreciate your feedback and error reports. Novosibirsk State University's official representatives can claim this institution and request to update this entire university profile free of charge by clicking on UPDATE ALL

Site last updated: Wednesday, 28 August 2024

Disclaimer : please visit Novosibirsk State University 's official website to review that the information provided above is up-to-date. The uniRank World University Ranking ™ is not an academic ranking and should not be adopted as the main criteria for selecting a higher education organization where to apply for enrollment.

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Novosibirsk

Our editors will review what you’ve submitted and determine whether to revise the article.

Official Site of the city of Novosibirsk, Russia
Official Tourism Site of Novosibirsk, Russia
Novosibirsk - Student Encyclopedia (Ages 11 and up)

Novosibirsk , city, administrative centre of Novosibirsk oblast (region) and the chief city of western Siberia , in south-central Russia . It lies along the Ob River where the latter is crossed by the Trans-Siberian Railroad . It developed after the village of Krivoshchekovo on the left bank was chosen as the crossing point of the Ob for the Trans-Siberian Railroad in 1893. The settlement was known variously as Gusevka or Aleksandrovsky, but in 1895 it was renamed Novonikolayevsk in honour of the accession of Tsar Nicholas II . The bridge was completed in 1897, and in 1903 town status was conferred .

The continued development of the town was based chiefly on its proximity to the Kuznetsk ( Kuzbass ) coalfield to the east and the establishment of important railway routes. In 1925 the town was renamed Novosibirsk (“New Siberia”). The city’s industry was especially stimulated in World War II , when many factories were evacuated from European Russia to the area. It is now the largest city in Siberia.

Novosibirsk is a major manufacturing centre. Although it has a wide range of industries, engineering, non-ferrous metallurgy, and food processing predominate. The old, pre-Revolutionary iron industry has been transformed into the modern Kuzmin steelworks, which has monopolized Russia’s production of special kinds of alloyed steel and small-diameter pipes. The city also has a large tin smelter and a highly specialized gold refinery. Engineering works produce heavy machinery, military aircraft , hydraulic presses, electrothermal equipment, ore-concentrating and mining machinery, and agricultural machinery. Precision- and light-engineering plants make machine tools, instruments, radios, and automatic looms. There are also ship and locomotive repair shops. The chemical industry has developed rapidly. Consumer products include furniture, pianos, shoes, textiles, knitwear, and foodstuffs. Power is provided by a dam and hydroelectric station above Novosibirsk and by several thermal stations in the city itself.

In addition to the trunk railway services via the Trans-Siberian, Kuzbass, and Turksib lines, local electric commuter trains link the suburbs to the city centre. There are two airports, a smaller one serving local air connections and a large main airport with direct flights to Moscow and other major cities of Russia. The Ob River is navigable. Transportation within the city is by bus, streetcar, and trolleybus.

Novosibirsk is the principal cultural and educational centre in Siberia. It has an opera and ballet theatre, botanical gardens, an art gallery, and museums, as well as a symphony orchestra .

There are some two dozen institutions of higher learning, including the Novosibirsk State University, founded in 1959; other higher-education establishments include railway engineering, electrotechnical, medical, agricultural, and teacher-training institutes. With the large number of educational institutions, the proportion of students enrolled in higher education in the city is among the highest in Russia. The university and a number of these institutes are located in the satellite town of Akademgorodok (“Academic Town”), south of the city. From the 1960s Akademgorodok has comprised Russia’s largest cluster of basic science research institutes and personnel outside Moscow and St. Petersburg . Most of these institutes belong to the Siberian Branch of the Russian Academy of Sciences . During the 1990s many scientists left the area and relocated outside Russia, though some of these researchers remained affiliated with their home institutions. Pop. (2005 est.) 1,405,569.

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Admission Office. 2 Pirogova Street. Novosibirsk 630090. (383) 363 42 92. Tip: search for Novosibirsk State University's admission policy with the uniRank Search Engine. Notice: admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria.
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Novosibirsk was founded in 1893 on the Ob River crossing point of the future Trans-Siberian Railway, where the Novosibirsk Rail Bridge was constructed. Originally named Novonikolayevsk [lower-alpha 2] ("New Nicholas") in honor of Emperor Nicholas II, the city rapidly grew into a major transport, commercial, and industrial hub.Novosibirsk was ravaged by the Russian Civil War but recovered ...

Library Research in Psychology

APA Resources

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Psychology Research Guide

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Welcome to the Psychology Guide!

Core Psychology Resources

Diagnostic and Statistical Manual of Mental Disorders (DSM-5)

Video tutorial on using Shapiro Library Psychology databases

Online Library Catalog

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Types of Psychology Sources

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PSY 101 - Introduction to Psychology

Research paper requirements

Step 1: Notify instructor

Step 2: Review PsycINFO tutorial

Step 3: Getting started

Step 4: Find an empirical article

Step 5: Send your instructor a copy of the empirical article

Step 6: Write your paper

Things to avoid

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PSY 150 -- General Psychology

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PSY101 - Introduction to Psychology

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