Psychology: From Inquiry to Understanding
Scott O. Lilienfeld, Emory University
Steven Jay Lynn, Binghamton University
Laura L. Namy, Emory University
Nancy J. Woolf, UCLA

ISBN-10: 0205412432
ISBN-13: 9780205412433

Publisher: Allyn & Bacon
Copyright: 2009
Format: Cloth; 868 pp
Published: 01/07/2008

Suggested retail price: $132.00
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For introductory psychology courses at two- and four-year colleges and universities.

 

Lilienfeld provides the framework students need to go from inquiry to understanding. By encouraging students to question, and teaching students how to test their assumptions, Lilienfeld motivates students to use scientific thinking skills to better understand the complex world of psychology.

 

LILIENFELD provides the framework for students to go from inquiry to understanding.

 

This framework includes:

 

The Six Flags of Scientific Thinking.

  1. Extraordinary Claims tells us that extraordinary claims require extraordinary evidence.
    For Example: The claim that a monster, like Bigfoot, has been living in the American Northwest for decades without being discovered by researchers requires more rigorous evidence.
  2. Falsifiability.  For a claim to be meaningful, it must in principle be falsifiable, that is, capable of being disproven.
    For Example: The claim that "all human beings have invisible souls" isn't necessarily wrong but it is unfalsifiable because no evidence could conceivably disprove it.
  3. Occam’s Razor (Also called the “principle of parsimony”).  If two explanations for a phenomenon are equally good, we should generally select the simpler one.
    For Example: If a person with poor vision spots a flying saucer during a Frisbee tournament on a foggy day, it's more likely that his UFO report is due to a simpler explanation--mistaking a frisbee for a UFO.
  4. Replicability.  When evaluating a psychological claim, ask yourself whether the findings that support this claim have been replicated by independent investigators.
    For Example: If a researcher finds that people who practice meditation score 50 points higher on an IQ test than people who don't, but no one else can duplicate the finding, we should be skeptical of it. 
  5. Ruling Out Rival Hypotheses. Whenever you evaluate a psychological claim, ask yourself whether alternative explanations for this claim have been excluded, or whether the claim could be explained in other ways.
    For Example: If an investigator finds that depressed people who receive a new medication improve more than equally depressed people who receive nothing, this difference may be due to the people who received the medication expected to improve.
  6. Correlation vs. Causation.  A correlation between two things doesn’t prove a causal connection between them. 
    For Example: The finding that people eat more ice cream on days when many crimes are committed doesn't mean eating ice cream causes crime.

Think Again: A unique 4-page interactive end-of-chapter review system ensures that students have mastered chapter content. Organized around the key sections of the chapters, the Think Again sections offer:

  • Visual questions and short answer questions that allow students to test their knowledge of the material
  • A MyPsychLab question that guides students to exciting multimedia material on MyPsychLab which builds upon what they've read in the chapter
  • Learning Objectives, reviewed with a bulleted summary
  • Key pieces of art and essential graphs
  • A summary table of the Six Flags of Scientific Thinking found within that chapter
  • Key terms

Apply Your Thinking questions, embedded in the text, are critical thinking questions which are designed to enhance the processing of text material and facilitate class discussion.

 

Think…Think Again!  Each chapter begins with a set of questions designed to tap into students' intuitive conceptions--and misconceptions--regarding the subject matter. 

 

Assess Your Knowledge: Fact or Fiction? self-tests close each major section with a series of true-or-false statements (answers provided) to enable students to check their understanding before moving onto the next section. This review of selected material is designed to reinforce concept comprehension and advance their ability to distinguish psychological fact from fiction.

 

Psychomythology boxes present students with common psychological misconceptions from everyday life. With an emphasis on the scientific methods necessary to separate accurate from inaccurate claims, the Psychomythology boxes help students recognize that their "common-sense" intuitions about psychology are not always correct.

 

Factoids/Fictoids present interesting and surprising facts (Factoids) or widely held unsupported or false beliefs (Fictoids). In both cases, students will find their beliefs of psychology challenged and their perspectives broadened.

 

New Frontiers boxes highlight the thriving, evolving, and self-correcting discipline of psychology. Each chapter contains one "New Frontiers" box that focuses on a recent and exciting scientific innovation or new direction in the field.

 

Learning Objectives at the beginning of each chapter are tied to chapter summary and review material, giving students a framework for studying.

 

Striking visuals and an uncluttered “back to basics” design, based on extensive market research and focus-group feedback, support student learning while enhancing reading enjoyment.

 

 

This is a first edition text. Please see the "Features" page for a detailed list of new features to this text.

TABLE OF CONTENTS

Preface

Prologue: How Psychology Became a Science

CHAPTER 1: Science and Pseudoscience in Psychology: Skills For Thinking Scientifically in Everyday Life

CHAPTER 2: Research Methods: Safeguards against Error

CHAPTER 3: Biological Psychology: The Brain—Body Communication Superhighway

CHAPTER 4: Sensation and Perception: How We Sense and Conceptualize the World

CHAPTER 5: Consciousness: Expanding the Boundaries of Psychological Inquiry

CHAPTER 6: Learning: How Nurture Changes Us

CHAPTER 7: Memory: Constructing and Reconstructing Our Pasts

CHAPTER 8: Language, Thinking, and Reasoning: Getting Inside Our Talking Heads

CHAPTER 9: Intelligence and IQ Testing: Controversy and Consensus

CHAPTER 10: Human Development: How and Why We Change

CHAPTER 11: Emotion and Motivation: What Moves Us

CHAPTER 12: Stress, Coping, and Health: The Mind—Body Interconnection

CHAPTER 13: Social Psychology: How Others Affect Us

CHAPTER 14: Personality: Who We Are

CHAPTER 15: Psychological Disorders: When Adaptation Fails

CHAPTER 16: Psychological and Biological Treatments: Helping People Change

References

Glossary

Name Index

Subject Index

 

Online Tour

Take an interactive walk through this book!

Scott O. Lilienfeld received his B.A. in Psychology from Cornell University in 1982 and his Ph.D. in Clinical Psychology from the University of Minnesota in 1990. He completed his clinical internship at Western Psychiatric Institute and Clinic in Pittsburgh, Pennsylvania from 1986-1987. He was assistant professor in the Department of Psychology at SUNY Albany from 1990-1994, and now is Professor of Psychology at Emory University. He recently was appointed a Fellow of the Association of Psychological Science, and was the recipient of the 1998 David Shakow Award from Division 12 (Clinical Psychology) of the American Psychological Association for Early Career Contributions to Clinical Psychology.  Dr. Lilienfeld is a past president of the Society for a Science of Clinical Psychology within Division 12. He is the founder and editor of the Scientific Review of Mental Health Practice, Associate Editor of Applied and Preventive Psychology, and a regular columnist for Scientific American Mind magazine.  He has authored or co-authored six books and over 160 journal articles and chapters.  Dr. Lilienfeld has also been a participant in Emory University's "Great Teachers" lecturer series, as well as the Distinguished Speaker for the Psi Chi Honor Society at the American Psychological Association and Midwestern Psychological Association conventions.


Steven Jay Lynn received his B. A. in Psychology from the University of Michigan, and his Ph.D. in Clinical Psychology from Indiana University.  He completed an NIMH Postdoctoral Fellowship at Lafayette Clinic, Detroit Michigan in 1976, and is now Professor of Psychology at Binghamton University (SUNY), where he is the director of the Psychological Clinic.  Dr. Lynn is a Fellow of numerous professional organizations, including the American Psychological Association and the American Psychological Society, and he was the recipient of the Chancellor's Award of the State University of New York for Scholarship and Creative Activities. Dr. Lynn has authored or edited 17 books, and authored more than 230 journal articles and chapters. Dr. Lynn has served as the editor of a book series for the American Psychological Association, and he has served on 11 editorial boards, including the Journal of Abnormal Psychology. Dr. Lynn’s research has been supported by the National Institute of Mental Health and the Ohio Department of Mental Health.



Laura L. Namy received her B. A. in Philosophy and Psychology from Indiana University in 1993 and her doctorate in Cognitive Psychology at Northwestern University in 1998. She is now Associate Professor of Psychology at Emory University. Dr. Namy was recently appointed editor of the Journal of Cognition and Development and serves as the Treasurer of the Cognitive Development Society.  She is also coordinator of the joint major in Psychology and Linguistics, and the director of the graduate program in Cognition and Development at Emory. Her research focuses on the origins and development of verbal and non-verbal symbol use in young children, and the role of comparison in conceptual development.

Nancy J. Woolf received her B.S. in Psychobiology at UCLA in 1978 and her Ph.D. in Neuroscience at UCLA School of Medicine in 1983. She is Adjunct Professor in the Department of Psychology at UCLA. Her specialization is behavioral neuroscience and her research spans the organization of acetylcholine systems, neural plasticity, memory, neural degeneration, Alzheimer’s disease, and consciousness. In 1990 she won the Colby Prize from the Sigma Kappa Foundation, awarded for her achievements in scientific research in Alzheimer’s disease. In 2002 she received the Academic Advancement Program Faculty Recognition Award. Dr. Woolf is currently on the editorial board of Science and Consciousness Review and Nanoneuroscience.

 

 

 

Praise for Psychology: From Inquiry to Understanding

 

 “The authors speak directly to students without ever talking down to them or over their heads. This text should serve as the prototype for how to write for college students today.”

–John Bickford, University of Massachusetts

 

“This is the introductory psychology textbook you’ve been dreaming about. It will change the way you think about what an introductory psychology textbook can do.”

–Brian Johnson, University of Tennessee at Martin

 

“This text is a fascinating journey. . . . I highly recommend this work to everyone.”

–Robert Hensley, Mansfield University

 

“Where has this book been all my teaching life?”

–Brady J. Phelps, South Dakota State University

 

“The authors have created a superb textbook.”

–Linda Fayard, Mississippi Gulf Coast Community College

 

 “This is an introductory psychology text for the twenty-first century student.”

–David Payne, Wallace Community College

 

 “The text reads more like a non-fiction bestseller than a textbook. In a world where all introductory psychology texts look a great deal alike this one will stand out on your shelf.”

–Laura Gruntmeier, Redlands Community College

 

“I like the way the authors relate to the reader. The authors do a great job of explaining what might be controversial and ask us to open our minds. They relate the content to our generation. It was easy to read.”

–Daren Essig, student, Community College of Rhode Island

 

“If the chapters in our current psychology book were like the ones in Lilienfeld, I would actually read the book.”

–Chris Deery, student, Community College of Rhode Island

 

View a Sample Chapter PDF:

 


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