Thematische Bibliographien / Social psychology – textbooks

Auswahl der wissenschaftlichen Literatur zum Thema „Social psychology – textbooks“

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Veröffentlicht am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Social psychology – textbooks"

Whitehead, George I., Stephanie H. Smith und Marta Losonczy-Marshall. „Core References in Introductory Social Psychology and Developmental Psychology Textbooks“. Psychology Learning & Teaching 16, Nr. 1 (17.11.2016): 6–18. http://dx.doi.org/10.1177/1475725716672948.

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The purpose of the present study was to identify the core references in introductory textbooks in two sub-disciplines of psychology: social psychology and developmental psychology. One research question was the extent to which the common references in these textbooks present the trends in contemporary research in each sub-discipline. An analysis of the reference sections of 10 introductory social psychology textbooks and 15 developmental psychology textbooks found a small set of common references for each subject area. The results yielded three additional effects. First, there were more common references across social psychology textbooks than across developmental psychology textbooks. Second, authors of social psychology textbooks used journal articles as common references more often than books, whereas authors of developmental psychology textbooks used books as common references more than journal articles. Third, the majority of the core references were published prior to 2000. Implications of these findings for teachers of psychology were discussed.

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Hanson, David J. „Core Literature of the Two Social Psychologies“. Psychological Reports 63, Nr. 1 (August 1988): 225–26. http://dx.doi.org/10.2466/pr0.1988.63.1.225.

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A comparison is made of the literature cited in common by a sample of sociologically oriented social psychology textbooks and that cited in common by a sample of psychologically oriented social psychology textbooks. Results suggest that, as reflected in these textbooks, sociological social psychology exhibits less agreement upon a core literature, with such literature tending to be older, more provincial, and limited to books.

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Hancock, Zoe, Matthew Wynn und Brian Carpenter. „What Do Undergraduates Learn About Alzheimer Disease? An Analysis of Introduction to Psychology Textbooks“. Innovation in Aging 5, Supplement_1 (01.12.2021): 756–57. http://dx.doi.org/10.1093/geroni/igab046.2805.

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Abstract One of the most popular courses for undergraduate students, Introduction to Psychology, is often students’ first exposure to scientific and clinical facts about Alzheimer disease (AD). In order to learn how our current understanding of AD is presented to undergraduate psychology students, we analyzed passages related to Alzheimer disease that appear in contemporary Introduction to Psychology textbooks. We extracted and analyzed passages describing AD from twenty-four best-selling Introduction to Psychology textbooks for both advanced and intermediate undergraduate audiences, published between 2018 and 2020. We applied a standardized coding scheme to the passages to quantify what aspects of AD were most commonly described. Each textbook contained between 1 and 3 major passages regarding AD, most often appearing in the chapters on Memory or Human Development. Average word count for these passages was 409.1 words (SD = 194.8 words). Passages most often covered biological aspects of AD (87.5% of textbooks), symptoms (87.5%), prevalence (75%), and risk factors (75%). Disease prevention (62.5%) and illness course (62.5%) also appeared in the majority of textbooks, while aspects of treatment and management (25%), assessment and diagnosis (12.5%), and caregiving (25%) were mentioned less often. While the majority of books used contemporary and appropriate terminology to describe AD (e.g., “Alzheimer disease,” “dementia,” “neurocognitive disorder”), some textbooks maintained the use of out-of-date and inappropriate terminology (e.g., “senility” or “senile dementia” in 15%). Introductory psychology textbooks provide an opportunity to teach comprehensive, accurate information about AD and publishers and textbook authors could be guided in this effort.

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Chrisler, Joan C., und Mindy J. Erchull. „The Treatment of Evolutionary Psychology in Social Psychology Textbooks“. Sex Roles 64, Nr. 9-10 (16.04.2010): 754–57. http://dx.doi.org/10.1007/s11199-010-9783-5.

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Christopher, Andrew N., Richard A. Griggs und Chad L. Hagans. „Social and Abnormal Psychology Textbooks: An Objective Analysis“. Teaching of Psychology 27, Nr. 3 (Juli 2000): 180–89. http://dx.doi.org/10.1207/s15328023top2703_04.

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Given the increased demand for undergraduate psychology courses beyond the introductory level, research on textbooks for such courses is surprisingly sparse. This study partially rectifies this problem. Because social and abnormal psychology are the two most frequently listed advanced courses in college catalogs (Perlman & McCann, 1999), we provide feature and content analyses of the 14 social psychology and 17 abnormal psychology survey texts published from 1995 to 1998. We also furnish comparisons between these two types of tesxts and introductory psychology texts. These analyses and comparisons should greatly facilitate the text selection process for teachers of social and abnormal psychology courses.

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Schellenberg, James A., Eugene V. Smith, André D. Hammonds, Sharron L. Timmerman und Andre D. Hammonds. „Recent Social Psychology Textbooks: Diversity Remains Strong“. Teaching Sociology 19, Nr. 2 (April 1991): 200. http://dx.doi.org/10.2307/1317852.

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Churchill, Scott D. „Humanistic psychology and introductory textbooks.“ Humanistic Psychologist 16, Nr. 2 (1988): 341–57. http://dx.doi.org/10.1080/08873267.1988.9976830.

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Tomal, Necati. „Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios“. Journal of Education and Training Studies 7, Nr. 7 (05.06.2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

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There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social studies textbooks were updated in 2018-2019 academic year based on the changes in the program. The goal of this study is to assess the contents of this updated grade 5 social studies textbook in line with opinions of the teachers.In scope of this study an interview form mostly comprised of open-ended question was applied with 28 teachers working in various provinces in order to assess the contents of the grade 5 social studies textbook put into use in the 2018-2019 academic year. The responses given to these open-ended questions are processed by content analysis method, which is a qualitative research technique. The study process was conducted in a planned and transparent manner. This is also important for reliability and validity of the study.It is found that teachers are generally satisfied with the content of grade 5 social studies textbook. There are some problems cited in regard of the language of the book not being suitable for the student level in context of some subjects. In particular, teachers have important suggestions regarding use of a storytelling language in regard of culture and heritage subjects in the textbook. The textbook is found adequate in regard of actuality and inner circle teaching. The teacher largely think compatibility of visuals with the content of textbook is sufficient; however, the textbook used in the previous year was also deemed agreeable in this regard.

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Ash, Mitchell G. „Historicizing Mind Science: Discourse, Practice, Subjectivity“. Science in Context 5, Nr. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psychology, at least in the United States, remains the only discipline that makes historical representations of itself in the form of “history and systems” courses an official part of its pedagogical canon, required, interestingly enough, for the license in clinical practice (see Ash 1983).1In the meantime, the professionalization of scholarship in history of psychology has proceeded apace. All of the trends visible in historical and social studies of other sciences, as well as in general cultural and intellectual history, are noe present in the historical study of psychology. Yet despite the visibility and social importance of psychology's various applications, and the prominence of certain schools of psychological thought such as behaviorism and psychoanalysis in contemporary cultural and political debate, the historiography of psychology has continued to hold a marginal position in history and social studies of science.

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Murray, Michael. „Social history of health psychology: context and textbooks“. Health Psychology Review 8, Nr. 2 (19.07.2012): 215–37. http://dx.doi.org/10.1080/17437199.2012.701058.

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Dissertationen zum Thema "Social psychology – textbooks"

Juge, George Emory. „Left out: Exclusionary gender discourses in Swedish high school psychology textbooks“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.

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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkritisk pedagogik och didaktik för att bidra till en bättre förståelse för utsatta människor hos våra elever. Resultatet var att de två psykologi kursböckerna Psykologi 1+2a (Levander och Levander, 2012) och Mänskligt (Bernerson och Cronlund, 2017) har adresserat normer inklusive normer kring genus och sexuell läggning, men har även cementerat normativa diskurser i dessa områden. Mänskligt har lyckats något bättre i att lyfta och applicera normkritik. Det tredje materialet Bryt! är inte en psykologi kursbok utan en handbok i normkritik som mestadels består av gruppövningar med syftet att främja förståelse för normer och deras konsekvenser. Min rekommendation är att använda Bryt! som komplement till en eller både av de analyserade kursböckerna i klassrummet för att erbjuda våra elever en djupare förståelse för hur normer, i synerhet cis/heteronormen, negativt påverkar psykisk hälsa hos utsatta populationer såsom HBTQIA+ personer.
The aim of this thesis is to identify discursive representations of gender in three different learning materials used in an introductory course to psychology on the high school level in Sweden. Methodology and theory come primarily from discourse analytical traditions and have also been informed by certain feminist theories. A systematic reading and coding of the text and images present in the materials led to the emergence of three themes: pronouns, norms, and difference. The thesis is a part of a degree in pedagogy, and the intended result of the analysis was to aid myself and other teachers of psychology, my specialization, in the development of norm critical pedagogy and didactics which foster a better understanding of marginalized people in our students. The findings were that the two psychology textbooks, Psychology 1 + 2a (Levander and Levander, 2012) and Mänskligt (“Human”) (Bernerson and Cronlund, 2017), have each addressed norms, including norms surrounding gender and sexual orientation, but have also acted to reify normative discourses in these areas. Mänskligt has done a somewhat better job of lifting and applying norm critique. The third material, Bryt! (“Break the Norm!”), is not a psychology textbook but a workbook in norm critique mostly consisting of exercises to be carried out in groups with the intention of facilitating understanding of norms and their consequences. My recommendation is to employ Bryt! as a supplement to the use of one or both of the analyzed textbooks in the classroom in order to offer our students a more thorough understanding of the ways in which norms, particularly the cis/heteronorm, act to negatively affect the mental health of marginalized populations such as members of the LGBTQIA+ population.

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Vaughn-Blount, Kelli M. „Psychologist-historians : historying women & benevolent sexism /“. Read thesis online Read thesis appendix online, 2008. http://library.uco.edu/UCOthesis/Vaughn-BlountKM2008.pdf.

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Fowler, Linda D. „Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States“. FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.

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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country. U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.

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Mejri, Sonia. „Les conceptions et les images de l'Islam et des Arabes dans les manuels scolaires d'histoire en France (1948-2008) : la constitution d'une altérité stéréotypée“. Thesis, Montpellier, 2019. http://www.theses.fr/2019MONTS002/document.

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L’enseignement de l’histoire de l’Islam des Arabes tel qu’il est conçu dans les manuels scolaires d’histoire en France, entre 1948 et 2008, a-t-il pu constituer une image de l’Autre stéréotypée ? L’histoire véhiculée dans ces manuels présentent-ils une conception de l’altérité déformée et figée ? Cette recherche se base sur l’un des éléments les plus durables, constants et universels dans le système scolaire : le manuel scolaire. Véritable objet de représentation culturelle (Choppin, 1980), il est un outil multiple et ses responsabilités sont nombreuses. Résultat du difficile processus de transposition didactique, amenant l’objet culturel de référence à l’objet enseigné, il est source de savoirs, de connaissances et de représentations pour l’élève. Il est aussi le vecteur des compétences jugées nécessaires par la société et des valeurs de cohésion sociale et culturelle qu’elle veut pour ces futurs citoyens (programmes scolaires). Il est également le reflet de l’état des connaissances d’une époque et de la vision de son histoire. À partir de ces différentes demandes, des choix de contenus sont alors opérés, de manière autonome, par les auteurs de manuel scolaire. Outil influent donc, le livre scolaire est aussi support pour l’enseignant surtout lorsqu’il maîtrise peu le sujet. Bien qu’il soit complexe de connaître quelles utilisations les enseignants en font dans leur classe, ces derniers présentent à la lecture une vision de l’Autre (pas toujours étranger) parfois alter et parfois alien. La recherche sur les manuels scolaires est donc un terrain d’exploration idéal pour comprendre comment l’histoire de l’Islam et des Arabes est enseignée dans les manuels scolaires et ses conséquences sur la conception de l’Autre, à travers sa relation avec l’Un. À travers un corpus de deux-cent-vingt-deux manuels scolaires d’histoire, édités entre 1948 et 2008, quatre-vingts photos, plus d’une centaine d’extraits et une dizaine de cartes ont été sélectionnés.Inscrire l’analyse des manuels scolaires dans le champs de l’histoire culturelle permet de faire émerger la dimension sociale de ce sujet, c'est-à-dire « l'ensemble des représentations collectives propres à une société » (Ory, 1987). L’analyse culturelle des représentations de l’Islam et des Arabes s’inspire alors à la fois des études sur la constitution de l’altérité et sur les manuels scolaires. En liant « étroitement l’étude des textes, celle des objets matériels et des usages qu’ils engendrent dans la société » (Chartier, 1992), une combinaison d’analyses (quantitative et qualitative) ainsi que des critères de stéréotypie ont été établis pour examiner ces manuels et répondre à nos questionnements de départ. Les relations entre la France et l’Islam sont très anciennes, semées de controverses, de tourmentes, de passions et de partages. Elles sont le résultat d’expériences historiques propres à ce rapport si particulier et transmettent une mémoire forte, présentant à la fois des incompréhensions, réciproques, et des idéaux. Ce qui sépare a plus tendance à faire recette que ce qui rapproche mais se pourrait-il que ces incompréhensions proviennent de manuels scolaires enclin à produire une image stéréotypée de l’Autre afin de renforcer les croyances dans un conflit entre deux mondes ? De nombreuses études (Nasr, 2001 ; Mc Andrew & Oueslati, 2010 ; Costa-Lascoux & Choppin, 2011) et des rapports (Sellier, 2007 ; l’UNESCO, 2005 ; la HALDE, 2007) mettent en avant l’importance du rôle des manuels scolaires dans la reproduction des clichés, la persistance des stéréotypes et parfois du racisme sous des formes plus subtiles.Toutes ces dimensions entremêlées donnent à cette étude une vision originale et intéressante et apportent un regard différent sur la représentation de l’altérité
The teaching of the history of Islam of the Arabs as it was conceived in history textbooks in France, between 1948 and 2008, could it constitute an image of the Other one stereotyped ? Does the story conveyed in these textbooks present a distorted and frozen conception of the otherness ? This research is based on one of the most enduring, consistent and universal elements in the school system : the textbook. True object of cultural representation (Choppin, 1980), it is a multiple tool and its responsibilities are numerous. Result of the difficult process of didactic transposition, bringing the cultural object of reference to the taught object, it is source of knowledges, understandings and representations for the pupil. It is also the vector of skills deemed necessary by society and values of social and cultural cohesion that it wants for these future citizens (school programs). It is also a reflection of the state of knowledge of an era and the vision of its history. From these various requests, content choices are then made, autonomously, by textbook authors. Influential tool thus, the textbook is also support for the teacher especially when he has little knowledge over the subject. Although it is complex to know which uses the teachers make it in their classrooms, the latter present to the reading a vision of the Other (not always foreigner) sometimes alter and sometimes alien. Textbook research is therefore an ideal field for exploring how the history of Islam and Arabs is taught in textbooks and its implications for the conception of the Other, through its relationship with the One. Through a corpus of two-hundred and twenty two history textbooks, published between 1948 and 2008, eighty photos, more than a hundred extracts and about ten maps were selected.To include the analysis of textbooks in the field of cultural history makes it possible to bring out the social dimension of this subject, that is to say "the set of collective representations specific to a society" (Ory, 1987). The cultural analysis of representations of Islam and Arabs is then inspired by both studies on the constitution of otherness and textbooks. By linking "closely the study of texts, that of material objects and the uses they engender in society" (Chartier, 1992), a combination of analyzes (quantitative and qualitative) as well as criteria of stereotypy have been established to review these manuals and answer our initial questions.Relations between France and Islam are very old, full of controversy, torment, passions and sharing. They are the result of historical experiences peculiar to this particular relationship and transmit a strong memory, presenting at the same time misunderstandings, reciprocal, and ideals. What separates is more likely to be successful than what brings people together, but could it be that these misunderstandings come from textbooks prone to producing a stereotypical image of the Other in order to reinforce beliefs in a conflict between two worlds?All these intertwined dimensions give this study an original and interesting vision and bring a different perspective on the representation of otherness

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Engelbrecht, Alta. „Who moved the textbook ...? A case study describing how ideological change in South Africa manifested itself in terms of racial representation in a transitional Afrikaans language textbook series“. Diss., 2003. http://hdl.handle.net/2263/24791.

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The purpose of this qualitative case study is to determine the extent to which an Afrikaans language textbook series acted as a change agent in terms of racial representation on the eve of democracy in South Africa. Data sources for the content analysis are press reports, parliamentary records and interviews with the publisher, the authors and leading academics. The contextualisation includes an explanation of how the authors of the Ruimland series were the first to intentionally break away from the apartheid perspective. The literature study comprises an explication of the master symbol model which serves as theoretical framework for this study. Influential issues in the literature on textbooks, representation, language and identity are also described. The main focus is on the three master symbols relevant to the study, which are presented as indicators of racial stereotyping, viz. the exclusivity and isolation of the in-group, appropriation and generalising and simplifying. These indicators are utilised as measurable norms in the analysis of racial representation. Counter-indicators obtained from the data are used to increase the reliability of the analysis. Traces of stereotyping regarding all the indicators and counter-indicators were found in the data. The findings show that master symbols are evident in the data, but that the series also incorporates counter-symbols directed toward a post-apartheid society. The concluding chapters suggests that the series could have been an early signal of a paradigm shift in Afrikaner ranks toward democracy in South Africa.
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006.
Educational Psychology
unrestricted

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Azisah, Siti. „Gender mainstreaming in education: case studies of Islamic primary schools in South Sulawesi, Indonesia 2000 - 2006“. Thesis, 2012. https://vuir.vu.edu.au/21319/.

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This thesis examined the extent and the manner of the gender mainstreaming policy implementation in three Islamic primary schools in South Sulawesi, Indonesia. It investigated the commitment, gender ideology and practices of policy makers, school principals, teachers, and the school committees. Furthermore, the thesis analyzed gender roles depiction in the primary school textbooks as well as investigated the students‘ perception of gender roles.

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Bücher zum Thema "Social psychology – textbooks"

Michener, H. Andrew. Social psychology. Herausgegeben von DeLamater John D, Schwartz Shalom H und Merton Robert King 1910-. San Diego: Harcourt Brace Jovanovich, 1986.

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Michener, H. Andrew. Social psychology. 5. Aufl. Belmont, CA: Wadsworth/Thomson Learning, 2004.

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Michener, H. Andrew. Social psychology. 3. Aufl. Fort Worth: Harcourt Brace College Publishers, 1994.

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Michener, H. Andrew. Social psychology. Herausgegeben von DeLamater John D, Schwartz Shalom H und Merton Robert King 1910-. 2. Aufl. San Diego: Harcourt Brace Jovanovich, 1990.

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Lindesmith, Alfred Ray. Social psychology. 7. Aufl. Englewood Cliffs, N.J: Prentice Hall, 1991.

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D, DeLamater John, Hrsg. Social psychology. 4. Aufl. Fort Worth: Harcourt Brace College Publishers, 1999.

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Deaux, Kay. Social psychology. 5. Aufl. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1988.

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John, Sabini. Social psychology. New York: Norton, 1992.

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Lord, Charles George. Social psychology. Fort Worth, TX: Harcourt Brace College Publishers, 1997.

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Kassin, Saul M. Social psychology. 8. Aufl. Belmont, CA: Cengage Wadsworth, 2011.

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Buchteile zum Thema "Social psychology – textbooks"

Hunter, Barbara, Avon Crismore und P. David Pearson. „Visual Displays in Basal Readers and Social Studies Textbooks“. In The Psychology of Illustration, 116–35. New York, NY: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4612-4706-7_4.

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Lubek, Ian. „Social Psychology Textbooks: An Historical and Social Psychological Analysis of Conceptual Filtering, Consensus Formation, Career Gatekeeping and Conservativism in Science“. In Recent Research in Psychology, 359–78. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-2746-5_32.

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Hedrih, Vladimir, und Dženana Husremović. „Organizational Psychology: Traumatic Traces in Organization“. In Social Trauma – An Interdisciplinary Textbook, 235–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47817-9_24.

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Collier, Gary, Henry L. Minton und Graham Reynolds. „Social Psychology as Social Instincts“. In Currents of Thought in American Social Psychology, 19–34. Oxford University PressNew York, NY, 1991. http://dx.doi.org/10.1093/oso/9780195061291.003.0002.

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Abstract While publications before 1908 dealt with social-psychological topics, the origin of American social psychology is commonly associated with the publication of two introductory textbooks in 1908-Edward Ross’s Social Psychology: An Outline and a Source Book, and William McDougall’s Introduction to Social Psychology. These books are radically different in their scope and subject matter, and each represents a very different approach to the discipline. Ross’s book reflects the sociological perspective and stresses the influence of imitation and invention.

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„Value and Belief Systems in Prewar Textbooks“. In Social Psychology of Modern Japan, 246–89. Routledge, 2010. http://dx.doi.org/10.4324/9780203843956-27.

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Collier, Gary, Henry L. Minton und Graham Reynolds. „Psychosociology“. In Currents of Thought in American Social Psychology, 35–52. Oxford University PressNew York, NY, 1991. http://dx.doi.org/10.1093/oso/9780195061291.003.0003.

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Abstract If William McDougall’s (1908) textbook on social psychology is regarded as British, then it is relatively easy to defend the position that American social psychology developed as a sub discipline of sociology. In deed, during the first three decades of the twentieth century, sociology and social psychology were so closely associated that the two disciplines were almost identical. Eight of the eleven textbooks published between 1908 and 1928 were written by sociologists, and two others (Gualt, 1923; Dunlap, 1925) were written by psychologists from a perspective so similar as to be in distinguishable. The only exception was the text writ ten by Floyd H. Allport (1924), which will be discussed in Chapter 5.

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„Professional Human Service Occupation Biases Represented in General Psychology Textbooks“. In Social Science Research, 154–60. Routledge, 2016. http://dx.doi.org/10.4324/9781315265841-31.

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Wilder, David A., und Thomas E. Cuthbert. „Accuracy and Completeness in the Dissemination of Classic Findings in Social Psychology“. In Research Integrity, 122–49. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190938550.003.0005.

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Eight classic social psychological experiments were identified on the basis of the attention given to them in social psychology textbooks written for undergraduates. Comparisons were made between the original publications and their presentations in the texts. Secondary reports of the methods and findings were generally accurate, albeit often incomplete. There were, however, several examples of misreported findings and conclusions. In addition, data were collected on students’ retention of the findings from these experiments following completion of social psychology courses. Implications were discussed for both the accuracy of reporting study findings and the extent to which students retained that information.

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Anderson, Becky A., Louise E. Marasco, Julia Kasl-Godley und Sheila G. Kennedy. „Social Work and Psychology“. In Oxford Textbook of Palliative Social Work, 425–31. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199739110.003.0039.

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Moskalenko, Sophia, und Clark McCauley. „Psychology of Altruism“. In The Marvel of Martyrdom, 35–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190689322.003.0003.

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Why would anyone do something unselfish? Evolutionary theories––Inclusive Fitness and Reciprocal Altruism––offer limited help in answering this question. Social psychology supplies two competing explanations of helping behavior: Distress Theory and Empathy Theory. We find surprising and informative parallels between textbook presentations of research on self-sacrifice and Gospel stories of self-sacrifice.

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Konferenzberichte zum Thema "Social psychology – textbooks"

Jerković, Ljiljana, und Mile Ilić. „Inkluzivna nastava građanskog obrazovanja u izmijenjenom društvenom kontekstu“. In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.627j.

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The starting assumption of the paper, based on scientific research, is that major changes to the objective reality (geological and climatic processes and natural disasters) and to our civilisation (range and challenges of formatisation and digitalisation processes, economic crises, pandemics of various diseases etc) have caused an altered social context at local, national, and global levels. For that reason, the idea of inclusion in society and education, with reference to the teaching subject of civics, has been widely acclaimed by scholarly circles and general public. With regard to that, the paper first offers a definition of the notion of inclusive teaching of the subject of civics, featuring its synthesised theoretical background regarding the achievements of humanistic psychology, of contemporary didactic paradigms, of the effects of specific theories of moral education, of teaching theories, and of principles of Universal Design for Learning. In that respect, highlighted are methodological specificities of the inclusive teaching of civics. Furthermore, identified are basic functions and competences of a teacher regarding planning, implementing, and evaluating that type of teaching. In the end, the paper displays the course of synchronised differentiation and integration of activities concerning individual and group learning and complementary teaching in a stimulative context, in operationalisation of the aforementioned theoretical background in designing textbooks and companions by a team of authors, and in creating and implementing online training courses for teachers of civics, aimed at improving the status of this subject within the curriculum.

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Berichte der Organisationen zum Thema "Social psychology – textbooks"

McGinn, Noel. Why We Should End Reforms in Education. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011021.

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Education reforms are a constant social and political activity. Teachers have received more training, classes are smaller, more students have textbooks and they are of better quality. Curricula have been revised in accord with developments in cognitive psychology and advances in science. Literacy rates have risen notably and the average level of education in the population has grown steadily. Despite the many reforms carried out, and despite objective evidence of improved access and inputs, criticisms of public education have grown more intense and extensive. Why have reforms become more common even as they are unsatisfying?

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