First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This study evaluated the integration of psychology ethics into an introductory psychology course. Students in two general psychology sections were exposed to an infusion of psychology ethics in teaching, research, and clinical practice, whereas students in two sections were exposed to traditional course content. Students completed a pre and post-test assessment including a psychology ethics questionnaire and open-ended responses to three ethics case studies. Students in the ethics group displayed a statistically significant increase in (...) scores on both measures from pre to post-test. However, students in the traditional group showed no improvement in scores. (shrink)

Research ethics is a core component of undergraduate psychology curricula, typically first encountered in introductory textbooks. Previous analyses of introductory textbooks focused on human research ethics. Given growing concerns about animal research—particularly among college students—we analyzed discussions of animal research ethics in 18 introductory psychology textbooks. Our results revealed that while most textbooks address this topic, defenses of animal use and mentions of oversight account for a majority of content, while discussions of ethics were lacking. (...) We discuss implications of these results and suggest improvements for engaging students to think critically about animal research ethics. (shrink)

In this paper, I describe a variety of psychology experiments that may be used in introductory philosophy courses not only to grab students’ attention, but also to generate philosophical discussion or to make a philosophical point. The experiments attempt to capture students’ interest in two ways: (1) by posing interesting challenges to students, thereby provoking more active thought in class and (2) by doing something different, thereby increasing attention that naturally follows from change. Although the experiments are (...) class='Hi'>psychology experiments, they may still be used to emphasize certain philosophical points or to introduce philosophical topics. The philosophical import of each experiment is quite general, so these exercises are most appropriate for students enrolled in introductory courses. (shrink)

For those who teach students in psychology, education, and the social sciences, the _Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition_ provides practical applications and rich sources of ideas. Revised to include a wealth of new material, these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and (...) secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in _Teaching of Psychology_, the official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association. Volume I consists of 97 articles about strategies for teaching introductory psychology, statistics, research methods, and the history of psychology classes. Divided into four sections, the book suggests ways to stimulate interest, promote participation, grasp psychological terminology, and master necessary scientific skills. (shrink)

The importance of an author can be evaluated by the extent to which his theoretical contribution transforms a certain area of knowledge: major researchers create new vistas. This certainly applies to Lev Vygotsky (1896–1934), one of the most brilliant authors of contemporary psychology. His work, owing to its originality, is of epistemological interest to several areas of knowledge. In fact, Vygotsky was at the center of a historical time of change in twentieth-century Russia, in which Mikhail Bakhtin, Roman Jakobson, (...) Serguei Eisenstein, Alexander Luria, and Yuri Lotman took part. Their theoretical proposals had repercussions in several areas of knowledge: in literature, semiotics, film, and .. (shrink)

Routledge is now re-issuing this prestigious series of 204 volumes originally published between 1910 and 1965. The titles include works by key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. Each volume is available on its own, as part of a themed mini-set, or as part of a specially-priced 204-volume set. A brochure listing each title in the "International Library of Psychology" series is available upon request.

Linear mixed-effects models (LMMs) are increasingly being used for data analysis in cognitive neuroscience and experimental psychology, where within-participant designs are common. The current article provides an introductory review of the use of LMMs for within-participant data analysis and describes a free, simple, graphical user interface (LMMgui). LMMgui uses the package lme4 (Bates et al., 2014a, b ) in the statistical environment R (R Core Team).

"Seymon Lyudvigovich Frank, the author of the volume here made available for the first time in English translation, was one of the leading Russian philosophers of this century; some authorities consider him the most outstanding Russian philosopher of any age...._ " _Man's Soul__ is a book which perfectly exemplifies the generous conception of the mission and competence of philosophy characteristic of Frank and the other members of the Russian metaphysical movement. Frank's stated aim in the treatise is to reclaim for (...) philosophy a field of investigation which, from the time of Plato and Aristotle to that of the Russian Idealists, philosophers had viewed as properly theirs, but which, since the mid-nineteenth century, they had allowed to fall into almost complete neglect: the study of the nature of the human soul...._ "The moral message of _Man's Soul__ is well summed up by its epigraph, quoted from St. Augustine: 'Let man first of all return to his own self, so that once he has, as it were, stepped therein, he may rise from thence and be elevated to God.'" -- from the foreword by Philip J. Swoboda. (shrink)

The meaning of intelligence has varied across time and place, with these varied constructions holding consequences for people and society at large. There is, however, little consensus around what intelligence actually means and how the construct should be applied. Educational discourses, including textbooks used to train teachers, have commonly been the site for the dissemination of ‘authoritative’ information surrounding intelligence. In this article, we present findings from a discourse analysis informed by discursive psychology of passages related to defining and (...) measuring intelligence taken from 10 educational psychology textbooks designed for university students studying to become teachers. Our research question was: How is the dilemmatic nature of the construct of intelligence managed in introductory educational psychology textbooks at the level of discourse? We discuss the function of sequencing and topic displays and how the textbook authors navigated the ideological dilemmas surrounding the construct of intelligence. We conclude by pointing to the implications for teacher training and the importance of social constructionist projects that place into question presumably ‘real’ psychological constructs. (shrink)

Phenomenological Psychology in Phenomenological Philosophy [i] Introductory Remarks The chief purpose of the present chapter is to serve as a reminder. ...

The mind-society problem deals with the relations between mental and social phenomena. The problem is crucial in the main methodologies of social sciences. The thesis of hermeneutics is that we can only understand but not explain the relationship between beliefs and social action because mental and social events are not natural events. The thesis of social holism is that social phenomena are emergent and irreducible to mental phenomena. The thesis of rational choice theory is that social phenomena are reducible to (...) mental phenomena and this reduction is explained by unrealistic a priori principles of rationality. These theses depend on their different solutions to the following fundamental philosophical issues: the mind-body identity; the causal nature of social explanation; the realistic goal of science. A positive answer to these issues implies support of a different solution to the mind-society problem: social phenomena are conventional concepts and they can be reduced and explained in terms of realistic concepts describing the causal mechanisms of individual reasoning and decision-making. Cognitive psychology seems to supply us some initial tentative models to explain social action, but research into neuropsychology might be able to generate the proper causal representations of the relation between mind and action. (shrink)

This volume presents cutting-edge theory and research on emotions as constructed events rather than fixed, essential entities. It provides a thorough introduction to the assumptions, hypotheses, and scientific methods that embody psychological constructionist approaches. Leading scholars examine the neurobiological, cognitive/perceptual, and social processes that give rise to the experiences Western cultures call sadness, anger, fear, and so on. The book explores such compelling questions as how the brain creates emotional experiences, whether the "ingredients" of emotions also give rise to other (...) mental states, and how to define what is or is not an emotion. Introductory and concluding chapters by the editors identify key themes and controversies and compare psychological construction to other theories of emotion. (shrink)

This edition of The Psychology of Man's Possible Evolution includes a lecture, not previously published, in which Ouspensky givers some details of the "School of the Fourth Way," with which he was connected, and an account of some of its fundamental principles, methods, and rules. The psychology Ouspensky sets forth in this introductory lectures has existed in one form or another for thousands of years and, unlike modern psychology, studies man from the point of view of (...) what he may become. Once a man realizes how little control he has over his reactions to external circumstances and internal stimuli, he may wish to find a way to becomoe free of this mechanical way of living. Ouspensky describes how a man must work simultaneously on his knowledge and his being to find inner unity and why although his development depends on his own efforts, this is very difficult to achieve without guidance from a "School.". (shrink)

There has been a long-standing interest in the putative roles that various so-called ‘theory of mind’ abilities might play in enabling us to understand and enjoy narratives. Of late, as our understanding of the complexity and diversity of everyday psychological capacities has become more nuanced and variegated, new possibilities have been articulated: (i) that our capacity for a sophisticated, everyday understanding of actions in terms of reason (our folk psychology) may itself be best characterized as a kind of narrative (...) practice and (ii) that acquiring the capacity for supplying and digesting reasons explana- tions might (at least normally) depend upon having a special training with narratives. This introductory paper to the volume situates the claims of those who support the narrative approach to folk psychology against the backdrop of some traditional and new thinking about intersubjectivity, social cognition and ‘theory of mind’ abilities. Special emphasis is laid on the different reasons for being interested in these claims about narrative practice and folk psychology in light of various empirical and philosophical agendas. (shrink)

We (your guest editors) have established a productive professional and personal relationship through discussions of the role of experience and, in particular, basic learning processes in shaping sexuality in humans and animals. We are grateful to Harold Mouras as well as our contributors for allowing us to organize this special issue of Socioaffective Neuroscience & Psychology , which highlights what we believe to be an underrepresented perspective in the scientific study of sexual behavior and psychology. Craig (1912, 1918) (...) suggested, and Zitovitch (as cited by Pavlov, 1928) as well as - more recently - Hall, Arnold and Myers (2000) have demonstrated that behaviors as straightforward as approaching food, and water require learning. Surely (human) sexuality, for which the approach is even more complicated, is shaped by experience. We offer nine papers from leading researchers in the field that we hope will inspire divergent thinking and scholarship regarding the evolution and development of sexual preferences in both humans and animals. (Published: 15 March 2012) Citation: Socioaffective Neuroscience & Psychology 2012, 2 : 17415 - DOI: 10.3402/snp.v2i0.17415. (shrink)

A comprehensive user-friendly introductory account of Freudian theory and other major currents in psychoanalytic thought. It also includes biographical material on the major theorists. It helps to clear up many misconceptions about psychoanalytic theory and practice.

Psychology and Cognitive Archaeology demonstrates the potential of using cognitive archaeology framing to explore key issues in contemporary psychology and other behavioral sciences. This edited volume features psychologists exploring archaeological data concerning specific themes such as: the use of tools, our child-rearing practices, our expressions of gender and sexuality, our sleep patterns, the nature of warfare, cultural practices, and the origins of religion. Other chapters touch on cognitive archaeological methods, the history of evolutionary approaches in psychology, and (...) relevant philosophical considerations to further illustrate the interdisciplinary potential between archaeology and psychology. As a complementary counterpoint, the book also includes an archaeologist's perspective on these same topical matters, as well as robust introductory and concluding thoughts by the editors. This book will be an illuminating read for students and scholars of psychology, as well as philosophy, archaeology, and anthropology. (shrink)

In The Analysis of Mind (1921), Bertrand Russell stresses the importance of William James’ late neutral monist view of consciousness for the studies in psychology. In so doing, he focuses on a topic whose roots can be traced back to the nineteenth-century European debate on physiology and scientific psychology. In this introductory paper I shall briefly outline the path that, starting from the revival of Kant in the German scientific debate, leads to both Ernst Mach’s and William (...) James’ questioning the value of the I or consciousness as a substance concept. (shrink)

In this introductory article, we provide a historical and philosophical framework for studying crisis discussions in psychology. We first trace the various meanings of crisis talk outside and inside of the sciences. We then turn to Kuhn’s concept of crisis, which is mainly an analyst’s category referring to severe clashes between theory and data. His view has also dominated many discussions on the status of psychology: Can it be considered a “mature” science, or are we dealing here (...) with a pre- or multi-paradigmatic discipline? Against these Kuhnian perspectives, we point out that especially, but not only in psychology distinctive crisis declarations and debates have taken place since at least the late 19th century. In these, quite different usages of crisis talk have emerged, which can be determined by looking at (a) the content and (b) the dimensions of the declarations, as well as (c) the functions these declarations had for their authors. Thus, in psychology at least, ‘crisis’ has been a vigorous actor’s category, occasionally having actual effects on the future course of research. While such crisis declarations need not be taken at face value, they nevertheless help to break the spell of Kuhnian analyses of psychology’s history. They should inform ways in which the history and philosophy of psychology is studied further. (shrink)

Starting in 1958, Harry Harlow published numerous research papers analyzing the emotional and social development of rhesus monkeys. This essay examines the presentation of Harlow's work in introductory psychology textbooks from 1958 to 1975, focusing on whether the textbooks erased the process of research, presented results without hedging, and provided a uniform account of Harlow's work and results. It argues that many textbooks were not passive vehicles of knowledge transmission; instead, they played a role similar to articles of (...) meta-analysis and literature reviews. (shrink)

A survey of the 37 psychology departments offering courses accredited by the Australian Psychological Society yielded a 92% response rate. Sixty-eight percent of departments employed students as research subjects, with larger departments being more likely to do so. Most of these departments drew their student subject pools from introductory courses. Student research participation was strictly voluntary in 57% of these departments, whereas 43% of the departments have failed to comply with normally accepted ethical standards. It is of great (...) concern that institutional ethics committees apparently continue to condone, or fail to act against, unethical research practices. Although these committees have a duty of care to all subjects, the final responsibility for conducting research in an ethical manner lies with the individual researcher. (shrink)

The social psychology of science is a compelling new area of study whose shape is still emerging. This erudite and innovative book outlines a theoretical and methodological agenda for this new field, and bridges the gap between the individually focused aspects of psychology and the sociological elements of science studies. Presenting a side of social psychology that, until now, has received almost no attention in the social sciences literature, this volume offers the first detailed and comprehensive study (...) of the social psychology of science, complete with a large number of empirical and theoretical examples. The volume's introductory section provides a detailed analysis of how modern social psychology might apply to the study of science. Chapters show how to analyze science in terms of social cognition, attribution theory, attitudes and attitude change, social motivation, social influence and social conformity, and intergroup relations, weaving extensive illustrations from the science studies literature into the theoretical analysis. The nature and role of experimentation are discussed, as are metaanalytic methods for summarizing the results of multiple studies. Ways to facilitate the generalization of causal inferences from experimental work are also examined. The book focuses on such topics as interactions among small groups of scientists, and the impact of social motivation, influence, and conformity on scientific work. Also covered are scientists' responses to ethical issues in research, differences in cognitive style distribution, creativity in research and development, and the sociologists's view of the social psychology of science and technology. In addition, the book provides two annotated bibliographies, one on the philosophy of science and the other on social psychology, to guide readers in both disciplines to salient recent works. Valuable to the entire science studies community, this text will be of special interest to philosophers, sociologists, psychologists, and historians of science interested in the nature of knowledge development in science. Because of its novel application of social psychological theories and methods, this book will be useful as a primary text or a secondary text in courses on science studies in psychology, sociology, or philosophy departments. (shrink)