Conecte-se

Bibliografias temáticas / Social psychology – textbooks / Artigos de revistas

Artigos de revistas sobre o tema "Social psychology – textbooks"

Siga este link para ver outros tipos de publicações sobre o tema: Social psychology – textbooks.

Autor: Grafiati

Publicado: 26 de julho de 2024

Última modificação: 27 de julho de 2024

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos

Selecione um tipo de fonte:

Veja os 50 melhores artigos de revistas para estudos sobre o assunto "Social psychology – textbooks".

Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.

Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.

Veja os artigos de revistas das mais diversas áreas científicas e compile uma bibliografia correta.

1

Whitehead, George I., Stephanie H. Smith e Marta Losonczy-Marshall. "Core References in Introductory Social Psychology and Developmental Psychology Textbooks". Psychology Learning & Teaching 16, n.º 1 (17 de novembro de 2016): 6–18. http://dx.doi.org/10.1177/1475725716672948.

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

2

Hanson, David J. "Core Literature of the Two Social Psychologies". Psychological Reports 63, n.º 1 (agosto de 1988): 225–26. http://dx.doi.org/10.2466/pr0.1988.63.1.225.

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

3

Hancock, Zoe, Matthew Wynn e Brian Carpenter. "What Do Undergraduates Learn About Alzheimer Disease? An Analysis of Introduction to Psychology Textbooks". Innovation in Aging 5, Supplement_1 (1 de dezembro de 2021): 756–57. http://dx.doi.org/10.1093/geroni/igab046.2805.

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

4

Chrisler, Joan C., e Mindy J. Erchull. "The Treatment of Evolutionary Psychology in Social Psychology Textbooks". Sex Roles 64, n.º 9-10 (16 de abril de 2010): 754–57. http://dx.doi.org/10.1007/s11199-010-9783-5.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

5

Christopher, Andrew N., Richard A. Griggs e Chad L. Hagans. "Social and Abnormal Psychology Textbooks: An Objective Analysis". Teaching of Psychology 27, n.º 3 (julho de 2000): 180–89. http://dx.doi.org/10.1207/s15328023top2703_04.

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

6

Schellenberg, James A., Eugene V. Smith, André D. Hammonds, Sharron L. Timmerman e Andre D. Hammonds. "Recent Social Psychology Textbooks: Diversity Remains Strong". Teaching Sociology 19, n.º 2 (abril de 1991): 200. http://dx.doi.org/10.2307/1317852.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

7

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

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

8

Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios". Journal of Education and Training Studies 7, n.º 7 (5 de junho de 2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

9

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

Texto completo da fonte

Resumo:

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.

Estilos ABNT, Harvard, Vancouver, APA, etc.

10

Murray, Michael. "Social history of health psychology: context and textbooks". Health Psychology Review 8, n.º 2 (19 de julho de 2012): 215–37. http://dx.doi.org/10.1080/17437199.2012.701058.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

11

Griggs, Richard A., e George I. Whitehead. "Coverage of Milgram’s Obedience Experiments in Social Psychology Textbooks". Teaching of Psychology 42, n.º 4 (2 de setembro de 2015): 315–22. http://dx.doi.org/10.1177/0098628315603065.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

12

Park, Justin H. "Persistent Misunderstandings of Inclusive Fitness and Kin Selection: Their Ubiquitous Appearance in Social Psychology Textbooks". Evolutionary Psychology 5, n.º 4 (1 de outubro de 2007): 147470490700500. http://dx.doi.org/10.1177/147470490700500414.

Texto completo da fonte

Resumo:

Inclusive fitness theory and kin selection theory are among the most recognizable theories associated with evolutionary biology and psychology—they are also among the most widely misunderstood. The problem begins early, in undergraduate psychology textbooks. Here, ten social psychology textbooks were reviewed, and they were all found to contain at least one form of misunderstanding. Because these misunderstandings appear to result partly from people's intuitions about kinship and adaptive behavior (which are not necessarily in line with the scientific theories), writers must be especially vigilant in order to combat the misunderstandings.

Estilos ABNT, Harvard, Vancouver, APA, etc.

13

Hancock, Zoe, Matthew Wynn e Brian Carpenter. "What Do Introduction to Psychology Textbooks Have to Say About Older Adults?" Innovation in Aging 5, Supplement_1 (1 de dezembro de 2021): 754. http://dx.doi.org/10.1093/geroni/igab046.2796.

Texto completo da fonte

Resumo:

Abstract Introduction to Psychology is one of the most popular undergraduate courses, an entry course for psychology majors and also popular with students from other disciplines. Consequently, the content in introductory psychology textbooks has the potential to influence undergraduates’ knowledge, attitudes, and interests, including those related to aging. The purpose of this study was to analyze aging-related content in introductory psychology textbooks to understand the topics to which students are exposed in this important course. We analyzed the indices of 21 best-selling Introduction to Psychology textbooks for both advanced and intermediate audiences, published between 2018 and 2020. We extracted and aggregated 275 unique, aging-specific index terms from the textbooks and analyzed their relative frequency. We identified 61 superordinate index terms corresponding to general terms (e.g., “aging,” “death”). The indices also included 214 unique subordinate terms that were more specific (e.g., “aging, and cognition”). Across textbooks, the most frequent topics reflected negative consequences of aging (e.g., “Alzheimer disease” = appeared in 100% of textbooks, “death” in 52%). In contrast, positive aspects of aging appeared less often (e.g., “generativity” in 47%, “longevity” in 10%). Terms describing career opportunities were rare (e.g., “gerontology” in 5%, “geropsychology” in 5%), as were modern theories (e.g., “socioemotional selectivity theory” in 28%). Advocacy for comprehensive and balanced representation of aging in introductory psychology textbooks is critical for educating students and promoting interest in the field.

Estilos ABNT, Harvard, Vancouver, APA, etc.

14

Subreenduth, Sharon. "Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis". Qualitative Research in Education 2, n.º 3 (28 de outubro de 2013): 213–41. http://dx.doi.org/10.4471/qre.2013.27.

Texto completo da fonte

Resumo:

This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the written and visual content against post-apartheid decolonizing intentions. Teacher narratives and textbook analysis indicate that even prescriptive post-apartheid textbooks struggle to reimagine history wrought through with colonialism. Decolonizing analysis of visual images in the textbooks show how curriculum policy/practice in South Africa is a collision of anti-apartheid desires and post-apartheid reality. By examining grassroots linkages I attempt to expand the current dialogue on educational policy and textbook studies and to contextualize the field, both historically and contemporarily.

Estilos ABNT, Harvard, Vancouver, APA, etc.

15

Higbee, Kenneth L., e Gregory L. Gibson. "Textbooks and Authors in Social Psychology: The First Seven Decades". Journal of Social Psychology 125, n.º 5 (outubro de 1985): 551–56. http://dx.doi.org/10.1080/00224545.1985.9712028.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

16

Kestner, Jane, e Stephen R. Flora. "Representation of Behavioral Methodology in Experimental Psychology Textbooks". Behavior Analyst 18, n.º 2 (outubro de 1995): 385–90. http://dx.doi.org/10.1007/bf03392728.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

17

Im, Hyunjung. "Affective and Social Competencies of Elementary School Students in the Use of Digital Textbooks: A Longitudinal Study". Behavioral Sciences 14, n.º 3 (25 de fevereiro de 2024): 179. http://dx.doi.org/10.3390/bs14030179.

Texto completo da fonte

Resumo:

This study investigates the impact of digital textbooks, which play an important role in post-COVID-19 digitalized education, on the development of elementary school students’ affective and social competencies. The study quantitatively analyzed three years of student panel data collected from 1,418 students in the third and fourth grades of a digital textbook pilot elementary school in South Korea. This study examined differences in the development of affective and social competencies between the treatment group (n = 708), who used digital textbooks for three years, and the control group (n = 710), who used digital textbooks for two years and returned to paper textbooks. Results showed that the affective competencies of self-efficacy, learning motivation, and learning attitudes were higher in the treatment group than in the control group, and the social competencies of communication, collaboration, and sociability were also higher. Implications for digital education research and related policies are provided, and limitations and suggestions for future research are discussed.

Estilos ABNT, Harvard, Vancouver, APA, etc.

18

Yuan, Zhenyu, e Kenneth G. Brown. "Not Another “Researcher-Centric” Index: A Cautionary Note". Industrial and Organizational Psychology 10, n.º 4 (22 de novembro de 2017): 598–602. http://dx.doi.org/10.1017/iop.2017.62.

Texto completo da fonte

Resumo:

In their focal article, Aguinis et al. (2017) conducted an empirical analysis of the most frequently cited sources, articles, and authors in industrial and organizational (I-O) psychology textbooks. The authors conclude that their “results are encouraging regarding the scientist–practitioner model” (p. 545). We disagree. Although we applaud the effort that went into this research, we are concerned that the method used in the article, focusing on textbook citations, creates yet another “researcher-centric” index that will do nothing to address the research–practice gap. The problematic “researcher-centric” perspective manifests itself in several ways in the focal article, which we elaborate below.

Estilos ABNT, Harvard, Vancouver, APA, etc.

19

Plut, Dijana, e Jelena Pesic. "Toward a Vygotskian theory of textbook". Psihologija 36, n.º 4 (2003): 501–15. http://dx.doi.org/10.2298/psi0304501p.

Texto completo da fonte

Resumo:

This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden?, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.

Estilos ABNT, Harvard, Vancouver, APA, etc.

20

Roeckelein, Jon E. "Psychology among the Sciences: Comparisons of Numbers of Theories and Laws Cited in Textbooks". Psychological Reports 80, n.º 1 (fevereiro de 1997): 131–41. http://dx.doi.org/10.2466/pr0.1997.80.1.131.

Texto completo da fonte

Resumo:

A measure called “theories-to-laws ratio” (number of cited theories divided by number of cited laws in textbooks) was used to assess hypotheses concerning the concept of an “hierarchy of sciences” and psychology's place among the sciences. (1) The ratio will be well-balanced, i.e., show low values, for the “natural” sciences (physics, chemistry, biology) and be poorly balanced, i.e., show high values, for the “social” sciences (anthropology, sociology). (2) The theories-to-laws ratio of psychology will be closer to the mean of the “social” sciences than to the mean of the “natural” sciences. Analysis showed a 67% agreement between the present data and the predicted “hierarchy of sciences” relative ordering of the sciences so Hypotheses 1 and 2 were confirmed. Other quantitative measures, in addition to this ratio, might be developed to evaluate further psychology's place among the sciences.

Estilos ABNT, Harvard, Vancouver, APA, etc.

21

Whitehead, George I., Stephanie H. Smith e Marta Losonczy-Marshall. "A Pilot Study of Core Topics in Introductory Social Psychology and Developmental Psychology Textbooks". Teaching of Psychology 41, n.º 1 (31 de dezembro de 2013): 78–82. http://dx.doi.org/10.1177/0098628313514184.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

22

Granik, G. G., e N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation". Психологическая наука и образование 26, n.º 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.

Texto completo da fonte

Resumo:

The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the development of the digital textbook concept before the textbook creation is raised. A number of psychological and didactic problems are discussed, such as: 1) the relationship between paper and digital textbooks (an option of the simultaneous use of both textbook formats is proposed); 2) DT as an essential com- ponent of the digital educational environment (the maximum effect is achieved if every DT is integrated into a single system as well as educational environment); 3) the features of reading on screen (non-linear nature, activity and dynamism, superficial understanding, greater fatigue, etc.). Besides, the article analyzes the advantages and disadvantages of DT and presents the results of its effectiveness based on the foreign studies. A conclusion was made that the wide-scale introduction of DT is possible solely when its positive influence not only on academic performance, but also on the cognitive development of students is revealed.

Estilos ABNT, Harvard, Vancouver, APA, etc.

23

Schoeneman, Thomas J., Katherine A. Schoeneman-Morris, Jelena Obradovic e Liesl Beecher-Flad. "Social Representations of AIDS: Pictures in Abnormal Psychology Textbooks, 1984-2005". Journal of Applied Social Psychology 40, n.º 1 (janeiro de 2010): 13–35. http://dx.doi.org/10.1111/j.1559-1816.2009.00561.x.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

24

Griggs, Richard A., e George I. Whitehead. "Coverage of the Stanford Prison Experiment in Introductory Social Psychology Textbooks". Teaching of Psychology 41, n.º 4 (outubro de 2014): 318–24. http://dx.doi.org/10.1177/0098628314549703.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

25

Hurd, Tracey L., e Mary Brabeck. "Presentation of Women and Gilligan's Ethic of Care in College Textbooks, 1970–1990: An Examination of Bias". Teaching of Psychology 24, n.º 3 (julho de 1997): 159–67. http://dx.doi.org/10.1207/s15328023top2403_2.

Texto completo da fonte

Resumo:

A content analysis of the presentation of women and the ethic of care in 1,206 sections from 69 college textbooks published between 1970 and 1990 reveals that the increased attention to gender and moral development following Gilligan's (1982) In a Different Voice may not have resulted in a substantially broadened presentation of gender. Tallies of citations of research evidence, attention to sex and ethnicity of participants, and presentation style that either exaggerates (alpha bias) or minimizes (beta bias) gender were examined. College textbooks published after 1982 presented greater coverage, citation of research, and alpha bias in sections on the ethic of care and related constructs than did texts published before 1982. The need for textbook authors to discuss gender from the perspective of social constructionism is explored.

Estilos ABNT, Harvard, Vancouver, APA, etc.

26

Xie, Tian, Shuang Chen, Dong Wang e James H. Liu. "Collective remembering of Confucianism in Chinese language textbooks". Journal of Pacific Rim Psychology 15 (janeiro de 2021): 183449092199351. http://dx.doi.org/10.1177/1834490921993511.

Texto completo da fonte

Resumo:

This study focuses on the collective remembering of an ancient system of meaning, examining content and changes in the construction of Confucianism in Chinese textbooks. The data consists of 84 editions of Chinese language teaching textbooks published by the People’s Education Press from 1949 to 2019. Content analysis shows that Confucianism is and was barely represented in this corpus. Thematic analysis shows that: (i) Only Confucius and Mencius were recognized as Confucian masters. (ii) Representations of Confucianism in the textbooks come from The Analects, Mencius, The Book of Rites, and The Book of Poetry, all of which are more than 2000 years old. (iii) Except for the 1970s, Confucianism was represented in a positive or at least neutral way. (iv) Confucianism is represented in a distant, abstract, decontextualized, and apolitical way, disconnected from students’ daily life. This gives insight into how a core representation stripped of its peripheral elements can lose meaning, and lose its normative influence on behavior. Contributions to collective memory, and implications for how to edit Chinese language textbooks to be more engaging are discussed.

Estilos ABNT, Harvard, Vancouver, APA, etc.

27

Basow, Susan A. "Changes in Psychology of Women and Psychology of Gender Textbooks (1975–2010)". Sex Roles 62, n.º 3-4 (30 de janeiro de 2010): 151–52. http://dx.doi.org/10.1007/s11199-010-9744-z.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

28

Roeckelein, Jon E. "Hierarchy of the Sciences and Terminological Sharing of Laws among the Sciences". Psychological Reports 81, n.º 3 (dezembro de 1997): 739–46. http://dx.doi.org/10.2466/pr0.1997.81.3.739.

Texto completo da fonte

Resumo:

A variable called index of terminological sharing that measures the extent to which one science shares lawful concepts from another science was used to assess hypotheses concerning the concept of an hierarchy of sciences and psychology's terminological relationship with other sciences. (1) The values of the index will be relatively small for the natural sciences (physics, chemistry, biology) as compared to the relatively large values for the social sciences (anthropology, sociology), and (2) the index's value for psychology will be closer to the mean value of the social sciences than to that of the natural sciences. Analysis showed only a 17% agreement between the present data and the relative ordering of the sciences assumed by the hierarchy. Hypothesis 1 was confirmed, but not Hypothesis 2. Index values for psychology were closer to those of the natural sciences than to those of the social sciences. Psychology appears to have a relatively high terminological independence concerning citation of shared lawful concepts in textbooks as compared to other sciences, but also psychology shows a large and disproportionate use of eponyms in references to shared lawful concepts. It was suggested that new quantitative-comparative measures, in addition to the present index, be developed to understand further psychology's relationships with other sciences.

Estilos ABNT, Harvard, Vancouver, APA, etc.

29

Winegard, Benjamin M., Bo M. Winegard e Robert O. Deaner. "Misrepresentations of Evolutionary Psychology in Sex and Gender Textbooks". Evolutionary Psychology 12, n.º 3 (julho de 2014): 147470491401200. http://dx.doi.org/10.1177/147470491401200301.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

30

Wertz, Frederick J. "Representations of the "Third Force" in history of psychology textbooks." Humanistic Psychologist 20, n.º 2-3 (1992): 461–76. http://dx.doi.org/10.1080/08873267.1992.9986810.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

31

CEBECİ, Yiğit, Hüseyin ÇALIŞKAN e Mehmet UYMAZ. "Perceptions of War-Peace and Ukraine-Russia in Textbooks Corresponding to Russia and Ukraine Social Studies Course". Participatory Educational Research 11, n.º 1 (16 de dezembro de 2023): 47–65. http://dx.doi.org/10.17275/per.24.4.11.1.

Texto completo da fonte

Resumo:

This study examined how the perceptions of war and peace and the perceptions of both countries towards each other are handled in the textbooks corresponding to social studies course in Russia and Ukraine. The analysis of the compared textbooks in terms of targeted images is also related to the current Russia-Ukraine war. In this study designed as qualitative research, the data were obtained through descriptive analysis. The first finding of the study revealed that in the textbooks analysed in terms of the frequency of use of the concepts of war and peace and the target country-nation expression; the concept of war is more frequent than the concept of peace at all grade levels in both countries. The second finding showed that in general, the Ukrainian-Ukraine image in Russian social studies textbooks is neutral, while the Russian-Russia image in Ukrainian history textbooks is negative. Another finding of the study is that the Russian and Ukrainian social studies textbooks use various visuals that evoke the concepts of war and peace. The last finding of the study revealed that various metaphors, implicit messages, or slogan-like expressions in terms of the concept of war, peace and target country-nation were encountered in the textbooks corresponding to social studies course in Russia and Ukraine.

Estilos ABNT, Harvard, Vancouver, APA, etc.

32

Campbell, Rebecca, e Pamela J. Schram. "Feminist Research Methods: A Content Analysis of Psychology and Social Science Textbooks". Psychology of Women Quarterly 19, n.º 1 (março de 1995): 85–106. http://dx.doi.org/10.1111/j.1471-6402.1995.tb00280.x.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

33

Pesikan, Ana, e Snezana Marinkovic. "A comparative analysis of the image of man and woman in illustrations of textbooks for first grade children". Psihologija 39, n.º 4 (2006): 383–406. http://dx.doi.org/10.2298/psi0604383p.

Texto completo da fonte

Resumo:

In the paper we present the results of comparative analyses of the image of man and woman in the series of various editions/versions of the textbooks The world around us for first grade children. One analysis was made in 1999, and analysis of three new alternative textbooks for first grade children was made 2005. The patriarchal model of genders existed in the old generation of textbooks. In the new generation of textbooks there is a much more balanced treatment of different genders. However, the social context and reality are very important for interpretation of the results.

Estilos ABNT, Harvard, Vancouver, APA, etc.

34

Griggs, Richard A., e George I. Whitehead. "Coverage of recent criticisms of Milgram’s obedience experiments in introductory social psychology textbooks". Theory & Psychology 25, n.º 5 (outubro de 2015): 564–80. http://dx.doi.org/10.1177/0959354315601231.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

35

Joseph, Jay. "Inaccuracy and Bias in Textbooks Reporting Psychiatric Research: The Case of the Schizophrenia Adoption Studies". Politics and the Life Sciences 19, n.º 1 (março de 2000): 89–99. http://dx.doi.org/10.1017/s0730938400008935.

Texto completo da fonte

Resumo:

Mental health textbooks sometimes provide inaccurate information, typically supporting common beliefs in the field. Psychiatry and psychology textbooks' discussion of the schizophrenia adoption studies is examined. Particular attention is paid to the earlier studies, which helped pave the way for the current widespread acceptance of the importance of genetic factors influencing psychological trait differences. This article compares the accounts of 30 textbooks to the original studies they reviewed. Generally, problems with these textbooks' accounts include (1) the failure to critically assess the original researchers' methods and conclusions, (2) some textbooks' reliance on secondary sources, (3) the failure to discuss published critiques of the schizophrenia adoption studies, (4) inaccuracy in reporting the original findings, (5) the claim that studies finding nonsignificant results support the genetic position, and (6) a failure to discuss the potentially invalidating environmental confounds in the schizophrenia adoption studies (through the selective placement of adoptees). It is concluded that, in general, these textbooks have served to rubber-stamp mainstream psychiatry's questionable claims about the schizophrenia adoption studies at the expense of a thorough critical analysis.

Estilos ABNT, Harvard, Vancouver, APA, etc.

36

Levine, Edward L. "The Eternal Criterion Problem in the Context of Impact". Industrial and Organizational Psychology 10, n.º 4 (22 de novembro de 2017): 588–94. http://dx.doi.org/10.1017/iop.2017.60.

Texto completo da fonte

Resumo:

The focal article by Aguinis et al. (2017) offers a rich brew of data and explication regarding the devilishly complicated concept of impact of sources (both science-based and practice-based), of industrial and organizational (I-O) psychology articles, and of authors of articles in the discipline of I-O psychology. The criteria developed to assess the impact of these are simple frequency counts indexing the number of times items within each domain are cited by leading introductory I-O psychology textbooks, which in turn leads to ranked lists. These are then used as a basis for answering numerous highly significant questions about the discipline of I-O psychology, including its scholarly and practice-based underpinnings, and the future prospects of the field.

Estilos ABNT, Harvard, Vancouver, APA, etc.

37

Aguinis, Herman, Ravi S. Ramani, P. Knight Campbell, Paloma Bernal-Turnes, Josiah M. Drewry e Brett T. Edgerton. "Most Frequently Cited Sources, Articles, and Authors in Industrial-Organizational Psychology Textbooks: Implications for the Science–Practice Divide, Scholarly Impact, and the Future of the Field". Industrial and Organizational Psychology 10, n.º 4 (30 de outubro de 2017): 507–57. http://dx.doi.org/10.1017/iop.2017.69.

Texto completo da fonte

Resumo:

Most future industrial and organizational (I-O) psychology practitioners and researchers initially enroll in an introductory I-O psychology course during their junior or senior year of undergraduate studies, making introductory textbooks their first in-depth exposure to the field and an important knowledge base. We reviewed and analyzed the 6,654 unique items (e.g., journal articles, book chapters) published in 1,682 unique sources (e.g., scholarly journals, edited books, popular press publications) and authored by 8,603 unique individuals cited in six popular I-O psychology textbooks. Results showed that 39% of the top-cited sources are not traditional academic peer-reviewed journals, 77% of the top-cited articles were published in cross-disciplinary journals, and 58% of the top-cited authors are affiliated with business schools and not psychology departments. These results suggest that the science–practice divide in I-O psychology may develop later—perhaps after graduates obtain employment as either practitioners or researchers. Also, results suggest I-O psychology is closer to business and management than social psychology and psychology in general. We discuss additional implications for the science–practice divide, how to define and measure scholarly impact, and the future of I-O psychology as a field, including the movement of I-O psychologists to business schools and the sustainability of I-O psychology programs in psychology departments.

Estilos ABNT, Harvard, Vancouver, APA, etc.

38

Rothblum, Esther D. "Contradictions and Confounds in Coverage of Obesity: Psychology Journals, Textbooks, and the Media". Journal of Social Issues 55, n.º 2 (janeiro de 1999): 355–69. http://dx.doi.org/10.1111/0022-4537.00120.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

39

Whissell, Cynthia M. "Content, Style, and Emotional Tone of Texts in Introductory Psychology". Perceptual and Motor Skills 84, n.º 1 (fevereiro de 1997): 115–25. http://dx.doi.org/10.2466/pms.1997.84.1.115.

Texto completo da fonte

Resumo:

Random samples taken from six recent textbooks and three older books in introductory psychology were analyzed with respect to linguistic style, emotional tone, and pattern of citation. Newer and older books, individual books, and categories of chapters within books were compared to each other. Analysis suggests that newer books are longer and linguistically more complicated. They also contain proportionally more citations, and more text pages devoted to social psychology and psychopathology than older books. There were several significant stylistic and emotional differences among books and some significant content differences among chapters.

Estilos ABNT, Harvard, Vancouver, APA, etc.

40

Huberty, Carl J., e Richard M. Barton. "Book Review : Applied Multivariate Statistics Textbooks". Applied Psychological Measurement 14, n.º 1 (março de 1990): 95–101. http://dx.doi.org/10.1177/014662169001400110.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

41

ÖZDEMİR, Fatih. "Opinions of Social Studies Teachers on Environmental Education Through Social Studies Curriculum and Textbooks". Participatory Educational Research 9, n.º 5 (1 de setembro de 2022): 486–501. http://dx.doi.org/10.17275/per.22.125.9.5.

Texto completo da fonte

Resumo:

As the number of global environmental problems is increasing day by day, one of the courses given in environmental education, which is gaining importance, is social studies. In this context, environmental education in social studies gains importance, as well. From this point of view, this research aims to determine the views of social studies teachers about environmental education given through social studies curriculum and textbooks. The research was conducted with a phenomenological design, one of the qualitative research designs. The study group of the research consisted of 8 social studies teachers working in schools affiliated with the Ministry of National Education of Türkiye (MoNE) in the fall semester of 2021-2022. The study data were collected with a semi-structured interview form prepared by the researcher. The obtained data were analysed by the descriptive analysis method. According to the research findings, social studies teachers are of the opinions below: the emphasis on the sustainability principle of environmental education in the curriculum is low, it is insufficient in terms of achievements and is not suitable for the level, however, it is sufficient in terms of skills. In addition, the textbooks are far from actuality, and especially at the 5th-grade level, the visualization is insufficient. While the applied-based education approach is mostly adopted in environmental education, it has been emphasized that the most important problem in the realization of environmental education is the procedure. Teachers suggested the practice and activity-based education approach and environmentalist content.

Estilos ABNT, Harvard, Vancouver, APA, etc.

42

Guichot Reina, Virginia, e Ana María De la Torre Sierra. "Identidad profesional y socialización de género: un estudio desde la manualística escolar en la España democrática". Historia y Memoria de la Educación, n.º 12 (27 de maio de 2020): 101. http://dx.doi.org/10.5944/hme.12.2020.25599.

Texto completo da fonte

Resumo:

The construction of professional identity is a concept that holds interest for a variety of disciplines such as Anthropology, Psychology or Pedagogy. From the perspective of social constructivism, it has a narrative, dynamic character and is shaped by the interaction of the subject with current socio-historical discourses and their interiorization. During the decade of the nineteen seventies, the labor market in Spain experienced a massive incorporation of women, brought about by social and legislative advances in education and employment. The years of Spanish democracy are essential in the configuration and renewal of female identity in the economic field. This article focuses on the influence of the school textbook - the main didactic resource used in formal education - in this configuration. It presents models and stereotypes linked to gender, with a potential influence on the transmission and configuration of a biased socio-labor culture. In order to study this influence, our research examines a total of 20 elementary education textbooks in the areas of Language and Social Sciences in two periods of democratic Spain —the so-called Transition period and the current moment—, to explore the professional identity of women linked to the economic socialization as this is conveyed through this educational tool. Our results reveal a minimal inclusion of women as economic subjects in the textbooks; the underrepresentation of females performing paid activities, as well the lack of professional diversity serve to highlight a substantial inequality in the socialization processes between men and women, contrary to the goals of coeducational teaching values.

Estilos ABNT, Harvard, Vancouver, APA, etc.

43

Pratkanis, Anthony R., e Michael D. Santos. "Teaching Social Psychology's Indispensable Concept: Four New Attitude and Attitude Change Textbooks". Contemporary Psychology: A Journal of Reviews 38, n.º 1 (janeiro de 1993): 16–18. http://dx.doi.org/10.1037/032925.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

44

Macleod, Catriona Ida. "The case for collation to inform debate and transform practice in decolonising Psychology". South African Journal of Psychology 48, n.º 3 (20 de junho de 2018): 372–78. http://dx.doi.org/10.1177/0081246318784508.

Texto completo da fonte

Resumo:

Critiques of the ‘relevance’ of Psychology in South Africa and Africa have been raging for a number of decades now. Recent debates about decolonising Psychology and what is meant by African Psychology have been rigorous and necessary. In this commentary, I argue that in order for Psychology to move beyond Euro-American-centric epistemology and practice, these efforts need to be supplemented with the grounded praxis of research and literature collation. The epistemological, empirical, and conceptual knowledges that have been generated within the South African, African, and Global South contexts need to be brought together in coherent forms. As with other analytical processes, the grounded praxis of collating knowledges around a particular topic or approach allows for fresh insights and for the transfer of knowledges generated in context. Gaps in current research may be identified, debates on particular issues strengthened, and practice potentially improved. Drawing on two examples – textbooks and systematic literature reviews – and from my and colleagues’ work in conducting these kinds of collation work, I argue that: textbook writers should use grounded methodologies to generate texts based on South African, African, and Global South research, with reference to research conducted in the Global North being peripheral at best; and systematic reviews enable the cross-fertilisation of ideas from other social science research where psychological research is sparse. Funders should consider funding collation efforts.

Estilos ABNT, Harvard, Vancouver, APA, etc.

45

Billig, Michael. "The myth of Kurt Lewin and the rhetoric of collective memory in social psychology textbooks". Theory & Psychology 25, n.º 6 (20 de julho de 2015): 703–18. http://dx.doi.org/10.1177/0959354315594255.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

46

van Dijk, Teun A., e Encarna Atienza. "Knowledge and discourse in secondary school social science textbooks". Discourse Studies 13, n.º 1 (fevereiro de 2011): 93–118. http://dx.doi.org/10.1177/1461445610387738.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

47

Brand, Bethany L., Shaina A. Kumar e Linda E. McEwen. "Coverage of child maltreatment and adult trauma in graduate psychopathology textbooks." Psychological Trauma: Theory, Research, Practice, and Policy 11, n.º 8 (novembro de 2019): 919–26. http://dx.doi.org/10.1037/tra0000454.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

48

Furnham, Adrian, Charlotte Thompson e Bahman Baluch. "Measuring Psychological “Knowledge” by Means of Instructors' Test Manuals". European Psychologist 3, n.º 3 (setembro de 1998): 185–91. http://dx.doi.org/10.1027/1016-9040.3.3.185.

Texto completo da fonte

Resumo:

American social psychology textbooks often provide instructors' manuals that include Multiple Choice Quizzes (MCQ's) used by researchers examining the extent to which “lay people” could predict the outcomes of psychological research and theories. This study examined the extent to which students could choose a correct answer from social psychology instructors' manuals without having attended a related course. Three different manuals were used to look at tests of 57, 46, and 36 items, chosen to avoid technical jargon, real names, and experimental details, as well as to cover the broad range of social psychology. Subjects in Study 1 (n = 98 life sciences students) and Study 3 (n = 100 new students) got over 50% of the answers correct (53% and 52%, respectively), while in Study 2 (n = 139 student applicants) they got 48% correct. Scores were unrelated to gender and age, and there was no clear relationship between knowledge and particular areas of social psychology (i.e., social influone, prosocial behavior, attitude change). In the first study, prior knowledge of psychology did not relate to total score, while in the second sample, students who attended lectures did score higher than those who did not. In the third study, subjects who reported reading books, or who had how on social psychology courses, did score marginally higher. Implications of these findings are discussed.

Estilos ABNT, Harvard, Vancouver, APA, etc.

49

Garey, Amy Austin. "The second parent: Ideologies of childhood in Russian pedagogy manuals". Journal of Childhood, Education & Society 3, n.º 3 (19 de novembro de 2022): 260–74. http://dx.doi.org/10.37291/2717638x.202233197.

Texto completo da fonte

Resumo:

The collapse of the Soviet Union saw deep reforms in the educational system and, with the new market economy, in the presuppositions about training and employment that underpinned it. But this article argues that contemporary Russian teacher training materials nonetheless reproduce Soviet understandings about childhood, education, and the state. Comparing discourses about teaching in Russian, Soviet, and American resources for prospective teachers reveals that differences between Russian and American teaching practices stem not from economic differences, but different conceptions of the social purpose of education. Discourse analysis identified patterns in representations of children and teachers in widely-used Russian teacher training textbooks, mainstream American teacher training textbooks, and Soviet pedagogical writings. This analysis revealed that contemporary Russian textbooks, in contrast to their Soviet counterparts, represent the function of education as helping prepare a child to enter society qua capitalist workforce. But the materials differ from American textbooks in their depictions of the responsibilities of teachers, the role of the state, and the rights of children in primary schools. In these respects, Russian textbooks sound much like Soviet ones.

Estilos ABNT, Harvard, Vancouver, APA, etc.

50

Weitz, Rose, e Karl Bryant. "The portrayal of homosexuality in abnormal psychology and sociology of deviance textbooks". Deviant Behavior 18, n.º 1 (janeiro de 1997): 27–46. http://dx.doi.org/10.1080/01639625.1997.9968042.

Texto completo da fonte

Estilos ABNT, Harvard, Vancouver, APA, etc.

Oferecemos descontos em todos os planos premium para autores cujas obras estão incluídas em seleções literárias temáticas. Contate-nos para obter um código promocional único!