PSYCHOLOGY, 3E

PSYCHOLOGY, 3E

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Description

The third edition of Psychology: The science of mind and behaviour provides an authoritative and highly-regarded introduction to this fascinating topic. Although many approaches to the study of Psychology are presented in this text, the emphasis is on the biopsychosocial model. This serves as an underlying commonality to the examination of each topic, giving direction to students at the beginning of their studies in this well-researched field.

Written by a team of Australian and New Zealand-based academics, each a subject matter expert, this edition contains updated case studies and a brand new feature, In the News, presenting interesting topics in Psychology. Additional local and global cases explore cross-cultural and Indigenous psychology, and probing questions encourage students to think critically about cases and to examine the research methods used in real-life examples.

Aided by its strong pedagogical framework, Psychology makes use of cutting-edge learning technology and interactive resources to provide a comprehensive learning solution.
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Product details

  • Paperback
  • 233 x 275 x 31mm | 2,150g
  • McGraw-Hill Education / Australia
  • Australia
  • Revised
  • 3rd Revised edition
  • 1760422797
  • 9781760422790
  • 78,780

Table of contents

Chapter 1: The Science of Psychology
Chapter 2: Studying Behaviour Scientifically
Chapter 3: Genes, Environment and Behaviour
Chapter 4: The Brain and Behaviour
Chapter 5: Sensation and Perception
Chapter 6: States of Consciousness
Chapter 7: Learning: The Role of Experience
Chapter 8: Memory
Chapter 9: Language and Thinking
Chapter 10: Intelligence
Chapter 11: Motivation and Emotion
Chapter 12: Development over the Life-Span
Chapter 13: Personality
Chapter 14: Health and Well-Being
Chapter 15: Psychological Disorders
Chapter 16: Treatment of Psychological Disorders
Chapter 17: Social Thinking and Behaviour
Chapter 18: Indigenous and Cross-Cultural Psychology
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About Michael W. Passer

Michael W. Passer, Ph.D., coordinates the introductory psychology program at the University of Washington, which enrolls about 2,500 students per year, and also is the faculty coordinator of training for new teaching assistants (TAs). He received his bachelor's degree from the University of Rochester and his PhD in Psychology from the University of California, Los Angeles, with a specialization in social psychology. Dr. Passer has been a faculty member at the University of Washington since 1977. A former Danforth Foundation Fellow and University of Washington Distinguished Teaching Award finalist, Dr. Passer has had a career-long love of teaching. Each academic year he teaches introductory psychology twice and a required pre-major course in research methods. Dr. Passer developed and teaches a graduate course on the Teaching of Psychology, which prepares students for careers in the college classroom, and also has taught courses in social psychology and attribution theory. He has published more than 20 scientific articles and chapters, primarily in the areas of attribution, stress, and anxiety, and has taught the introductory psychology course for 20 years.
Ronald E. Smith, Ph.D., is Professor of Psychology and Director of Clinical Psychology Training at the University of Washington, where he also has served as Area Head of the Social Psychology and Personality area. He received his bachelor's degree from Marquette University and his PhD from Southern Illinois University, where he had dual specializations in clinical and physiological psychology. His major research interests are in anxiety, stress and coping, and in performance enhancement research and intervention. Dr. Smith is a Fellow of the American Psychological Association. He received a Distinguished Alumnus Award from the UCLA Neuropsychiatric Institute for his contributions to the field of mental health. He has published more than 160 scientific articles and book chapters in his areas of interest and has authored or co-authored 23 books on introductory psychology, human performance enhancement, and personality, including Introduction to Personality: Toward an Integration, with Walter Mischel and Yuichi Shoda (Wiley, 2004). An award-winning teacher, he has more than 15 years of experience in teaching the introductory psychology course. My main field of research is Personality psychology. My research involves extending and clarifying current developments in personality psychology and critically assessing personality theories. I like to contribute to the theoretical frameworks that we use to develop accounts of personality through examining the underlying assumptions and drawing attention to critical issues relevant to all personality theories (e.g., the distinctions between description and explanations, and relations and the terms of relations). My research here also involves understanding what is meant by 'self' and 'identity', personality responses to serious health threats, the relation of personality to evolutionary psychology, personality and culture, neuroscience and personality, and the influence of attachment processes upon development. I also enjoy looking at the history of personality research (and of psychology generally).
My own approach to personality favours a psychodynamic perspective and my central interests here include defense mechanisms (especially repression) and unconscious mental processes. My published research covers the neuroscientific debate surrounding Freudian dream theory, defense mechanisms, and whether repression can be a conscious process. The theory of Freudian repression has been attacked variously in the scientific literature but I have endeavoured to demonstrate that many critics of Freudian repression actually have very little understanding of what Freud had to say on the matter. Our sense of vision is fundamental to our ability to interact with the world. Additionally, a great deal of our understanding of how the brain functions is based on our knowledge of how it processes visual information. The aim of my research is to further our understanding of the workings of the human visual system, with an emphasis on how various visual pathways interact at different levels in the brain. While I am interested in all aspects of visual processing, my research to date has mainly focused on motion, stereopsis and face processing I joined the School in 2010 after 2.5 years working as a post-doctoral researcher in the Discipline of Paediatrics at the University of Adelaide. I currently teach into developmental psychology topics, cognitive neuroscience, sleep, memory and general psychology topics at an undergraduate level. I supervise Honours, Masters and PhD students in the School and across institutions. My research currently focuses on the importance of sleep for memory and cognitive performance, child mental health, critical periods of cognitive development, and the neural basis of cognitive functions.
Together with Drs Hannah Keage and Owen Churches, I coordinate the new Cognitive Neuroscience laboratory which houses EEG and transcranial doppler facilities. I also collaborate with researchers at the Childrens Research Centre, University of Adelaide, at which I am an Affiliate Lecturer, and the Department of Neurology at the University of Rome (La Sapienza), Italy Andrew is an Associate Professor in the School of Psychology and a clinical psychologist. He supervises Honours and higher degree students.
Research interests: Infant, child and adolescent mental health,Developmental Psychopathology, Attachment theory,
Evolutionary psychology,Psychoanalysis


Scientifically I am interested in understanding human intelligence and cognition. I tackle this central question from both psychological and biological perspectives (particularly using pharmacological methods). A significant part of this approach is to better understand the cognitive effects of a wide range of pharmacologically active substances ranging from illicit drugs to herbal and nutrient medicines.

From a practical perspective I am interested in improving emotional competencies in organizations and in educational settings, particularly primary and secondary schools
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Rating details

158 ratings
3.77 out of 5 stars
5 25% (39)
4 38% (60)
3 29% (46)
2 7% (11)
1 1% (2)
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