Thinking In Psychological Science

"This book explores the development of ideas in psychology's past. It is the initial volume in a series intended to shape such ideas into a valuable resource for the discipline's future. Scientists, in general, are known to ignore their own history, considering it to be a graveyard of failures. In Thinking in Psychological Science, selected ideas of key figures in the cognitive, comparative, and developmental sides of psychology Karl Duncker, Karl Biihler, Tamara Dembo, Zing-Young Kuo, C. Lloyd Morgan, Alexander Chamberlain, and Arnold Gesell are traced, and the social contexts of their ideas are given a collective analysis, focusing on the potential of these ideas for the present state of psychology.Representing the scientist as ""hero"" has become a necessary component when applying for research monies from governmentally controlled funding agencies. Yet the reality is just the opposite: Science is not just the product of ""heroes""; it is the product of many individuals who often search for solutions to basic problems throughout their lifetimes while only a few arrive at breakthroughs. Still, familiarity with the flow of thought in the efforts to solve the basic problems of humankind is necessary for any understanding of creativity. This book analyzes the processes involved in the search for solutions to major theoretical problems of development (Kuo, Gesell), action and cognition (Biihler, Bunker, Dembo), and methodology (Morgan). Ultimately, this is an exciting volume that reveals real science in the making.Thinking in Psychological Science will be of interest to students of the social sciences and intellectual history. It is ideal for graduate and upper-level undergraduate courses in psychology, the sociology of science, and cognitive science."

Why do people spend so much time thinking about the future, imagining scenarios that may never occur, and making (often unrealistic) predictions ? This volume brings together leading researchers from multiple psychological subdisciplines to explore the central role of future-thinking in human behavior across the lifespan. It presents cutting-edge work on the mechanisms involved in visualizing, predicting, and planning for the future. Implications are explored for such important domains as well-being and mental health, academic and job performance, ethical decision making, and financial behavior. Throughout, chapters highlight effective self-regulation strategies that help people pursue and realize their short- and long-term goals. ÿ

Explores key topics in psychology, showing how they can be critically examined.

This book will be an ally for teachers striving to ignite a passion in their students for psychology's many relevant findings, and for students wanting to satisfy a growing curiosity about themselves, their families, their friends, and the world of people around them.

Written by experimental research expert, Dr. William J. Ray, Research Methods for Psychological Science introduces students to the principles and practice of conducting research in psychology in an engaging, story-telling format. Ray helps students understand how research increases our understanding of ourselves and our environment and how logic and best practices can increase our understanding of human behavior. Whether their future roles will be researchers, consumers of research, or informed citizens, students will learn the importance of developing testable hypotheses, how to evaluate new information critically, and the impact of research on ourselves and our society. Based on Ray’s influential textbook, Methods Toward a Science of Behavior and Experience, the book offers up-to-date pedagogy, structure, and exercises to reinforce the student’s learning experience.

This book explores the development of ideas in psychology's past. It is the initial volume in a series intended to shape such ideas into a valuable resource for the discipline's future. Scientists, in general, are known to ignore their own history, considering it to be a graveyard of failures. In Thinking in Psychological Science, selected ideas of key figures in the cognitive, comparative, and developmental sides of psychology—Karl Duncker, Karl Biihler, Tamara Dembo, Zing-Young Kuo, C. Lloyd Morgan, Alexander Chamberlain, and Arnold Gesell—are traced, and the social contexts of their ideas are given a collective analysis, focusing on the potential of these ideas for the present state of psychology. Representing the scientist as "hero" has become a necessary component when applying for research monies from governmentally controlled funding agencies. Yet the reality is just the opposite: Science is not just the product of "heroes"; it is the product of many individuals who often search for solutions to basic problems throughout their lifetimes— while only a few arrive at breakthroughs. Still, familiarity with the flow of thought in the efforts to solve the basic problems of humankind is necessary for any understanding of creativity. This book analyzes the processes involved in the search for solutions to major theoretical problems—of development (Kuo, Gesell), action and cognition (Biihler, Bunker, Dembo), and methodology (Morgan). Ultimately, this is an exciting volume that reveals real science in the making. Thinking in Psychological Science will be of interest to students of the social sciences and intellectual history. It is ideal for graduate and upper-level undergraduate courses in psychology, the sociology of science, and cognitive science.

Special Consultant: David G. Myers, Hope College, Holland, Michigan Appropriate Course: High school-level psychology [not Advanced Placement] In a convenient and effective modular format, Thinking About Psychology offers a rigorous presentation of psychological science in a non-threatening way with numerous and immediate examples that help high school students bridge the abstract to the familiar. This book closely follows the American Psychological Association (APA) National Standards for the Teaching of High School Psychology, for which both Blair-Broeker and Ernst served as Task Force members.

Written by a distinguished team of teachers, this fourth edition of Thinking About Psychology reflects up-to-date DSM-5 content and research, emphasizes psychology as a science, answers goal-oriented guiding questions, and provides a vast amount of assessment opportunities for students to regularly test their understanding. Students are sure to be engrossed by the engaging and conversational tone of authors Charlie Blair-Broeker and Randy Ernst, who have a combined 54 years of high school teaching experience and have led Psychology workshops in more than 30 states!

An eminent psychologist offers a major new theory of human cognition: movement, not language, is the foundation of thought When we try to think about how we think, we can't help but think of words. Indeed, some have called language the stuff of thought. But pictures are remembered far better than words, and describing faces, scenes, and events defies words. Anytime you take a shortcut or play chess or basketball or rearrange your furniture in your mind, you've done something remarkable: abstract thinking without words. In Mind in Motion, psychologist Barbara Tversky shows that spatial cognition isn't just a peripheral aspect of thought, but its very foundation, enabling us to draw meaning from our bodies and their actions in the world. Our actions in real space get turned into mental actions on thought, often spouting spontaneously from our bodies as gestures. Spatial thinking underlies creating and using maps, assembling furniture, devising football strategies, designing airports, understanding the flow of people, traffic, water, and ideas. Spatial thinking even underlies the structure and meaning of language: why we say we push ideas forward or tear them apart, why we're feeling up or have grown far apart. Like Thinking, Fast and Slow before it, Mind in Motion gives us a new way to think about how--and where--thinking takes place.