NEW MyLab Psychology without Pearson eText -- Standalone Access Card -- for Psychology: From Inquiry to Understanding

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --This access code card gives you access to all of MyPsychLab's tools and resources. Want a complete eText of your textbook, too? Buy immediate access to MyPsychLab with Pearson eText online with a credit card at www.mypsychlab.com.   Provides the framework to go from inquiry to understanding.   Psychology: From Inquiry to Understanding, 3/e, teaches students how to test their assumptions, and motivates them to use scientific thinking skills to better understand the field of psychology in their everyday lives. By applying scientific thinking, students can more intelligently evaluate claims about both laboratory research and daily life. In the end, students will emerge with the “psychological smarts,” or open-minded skepticism, needed to distinguish psychological misinformation from credible, useful psychological information.   MyPsychLab is an integral part of the Lilienfeld program. Engaging online activities and assessments provide a teaching and learning system that helps students become scientific thinkers. With MyPsychLab, students can watch videos on psychological research and applications, participate in virtual classic experiments, and develop critical thinking skills through writing.   This title is available in a variety of formats – digital and print. Pearson offers its titles on the devices students love through Pearson’s MyLab products, CourseSmart, Amazon, and more.   0205966837 / 9780205966837 Psychology: From Inquiry to Understanding (paperback) Plus NEW MyPsychLab with Pearson eText -- Access Card Package Package consists of: 0205206514 / 9780205206513 NEW MyPsychLab with Pearson eText -- Valuepack Access Card 0205961185 / 9780205961184 Psychology: From Inquiry to Understanding (paperback)  

Table of Contents:
In this Section: 1. Brief Table of Contents 2. Full Table of Contents   Brief Table of Contents   Chapter 1:   Psychology and Scientific Thinking Chapter 2:   Research Methods Chapter 3:   Biological Psychology Chapter 4:   Sensation and Perception Chapter 5:   Consciousness Chapter 6:   Learning Chapter 7:   Memory Chapter 8:   Thinking, Reasoning, and Language Chapter 9:   Intelligence and IQ Testing Chapter 10:    Human Development Chapter 11:    Emotion and Motivation Chapter 12:    Stress, Coping, and Health Chapter 13:    Social Psychology Chapter 14:    Personality Chapter 15:    Psychological Disorders Chapter 16:    Psychological and Biological Treatments Full Table of Contents   Chapter 1:   Psychology and Scientific Thinking What Is Psychology? Science Versus Intuition  Psychological Pseudoscience: Imposters of Science  Scientific Thinking: Distinguishing Fact from Fiction  Scientific Skepticism  Psychology’s Past and Present: What a Long, Strange Trip It’s Been    Chapter 2:   Research Methods The Beauty and Necessity of Good Research Design The Scientific Method: Toolbox of Skills  Ethical Issues in Research Design  Statistics: The Language of Psychological Research  Evaluating Psychological Research    Chapter 3:   Biological Psychology Nerve Cells: Communication Portals  The Brain–Behavior Network  The Endocrine System  Mapping the Mind: The Brain in Action  Nature and Nurture: Did your Genes—or Parents—Make You Do It?    Chapter 4:   Sensation and Perception Two Sides of the Coin: Sensation and Perception  Seeing: The Visual System  Hearing: The Auditory System  Smell and Taste: The Sensual Senses  Our Body Senses: Touch, Body Position, and Balance  Perception: When Our Senses Meet Our Brain     Chapter 5:   Consciousness The Biology of Sleep  Dreams Other Alterations of Consciousness and Unusual Experiences  Drugs and Consciousness    Chapter 6:   Learning Classical Conditioning  Operant Conditioning  Cognitive Models of Learning  Biological Influences on Learning  Learning Fads: Do They Work?    Chapter 7:   Memory How Memory Operates: The Memory Assembly Line  The Three Processes of Memory  The Biology Of Memory  The Development of Memory: Acquiring a Personal History  False Memories: When Good Memory Goes Bad    Chapter 8:   Thinking, Reasoning, and Language Thinking and Reasoning   Thinking At Its Hardest: Decision Making and Problem Solving   How Does Language Work?  Communication and the Mind: Connecting Thinking, Language, and Reading     Chapter 9:   Intelligence and IQ Testing What Is Intelligence? Definitional Confusion  Intelligence Testing: The Good, the Bad, and the Ugly  Genetic and Environmental Influences on IQ   Group Differences in IQ: The Science and the Politics  The Rest of the Story: Other Dimensions of Intellect  . Chapter 10:    Human Development Special Considerations in Human Development  The Developing Body: Physical and Motor Development  The Developing Mind: Cognitive Development  The Developing Personality: Social and Moral Development    Chapter 11:    Emotion and Motivation Theories of Emotion: What Causes Our Feelings?  Nonverbal Expression of Emotion: The Eyes, Bodies, and Cultures Have It  Happiness and Self-Esteem: Science Confronts Pop Psychology  Motivation: Our Wants and Needs  Attraction, Love, and Hate: The Greatest Mysteries of Them All    Chapter 12:    Stress, Coping, and Health What Is Stress?  How We Adapt to Stress: Change and Challenge  The Brain–Body Reaction to Stress  Coping with Stress  Promoting Good Health—And Less Stress!    Chapter 13:    Social Psychology What Is Social Psychology?  Social Influence: Conformity and Obedience  Helping and Harming Others: Prosocial Behavior and Aggression  Attitudes and Persuasion: Changing Minds  Prejudice and Discrimination    Chapter 14:    Personality Personality: What Is It and How Can We Study It?  Psychoanalytic Theory: The Controversial Legacy of Sigmund Freud and His Followers  Behavioral and Social Learning Theories of Personality Humanistic Models of Personality: The Third Force  Trait Models of Personality: Consistencies in Our Behavior  Personality Assessment: Measuring and Mismeasuring the Psyche    Chapter 15:    Psychological Disorders Conceptions of Mental Illness: Yesterday and Today  Anxiety-Related Disorders: The Many Faces of Worry and Fear  Mood Disorders and Suicide  Personality and Dissociative Disorders: The Disrupted and Divided Self  The Enigma of Schizophrenia  Childhood Disorders: Recent Controversies    Chapter 16:    Psychological and Biological Treatments Psychotherapy: Clients and Practitioners  Insight Therapies: Acquiring Understanding  Group Therapies: The More, the Merrier  Behavioral Approaches: Changing Maladaptive Actions  Is Psychotherapy Effective?  Biomedical Treatments: Medications, Electrical Stimulation, and Surgery   

About the Author :
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 to 1987. He was Assistant Professor in the Department of Psychology at SUNY Albany from 1990 to 1994 and now is Professor of Psychology at Emory University. He is 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 coauthored seven books and over 200 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 numerous other national 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 19 books and more than 260 other publications, and was  recently named on a list of “Top Producers of Scholarly Publications in Clinical Psychology Ph.D. Programs” (2000-2004/Stewart, Wu, & Roberts, 2007, Journal of Clinical Psychology). 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 and Core Faculty in Linguistics at Emory University. Dr. Namy is the editor of the Journal of Cognition and Development. At Emory, she is Director of the Emory Child Study Center and Associate Director of the Center for Mind, Brain, and Culture. Her research focuses on the origins and development of verbal and nonverbal symbol use in young children, sound symbolism in natural language, 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 disease. In 2002 she received the Academic Advancement Program Faculty Recognition Award. She also received a Distinguished Teaching Award from the Psychology Department at UCLA in 2008. Dr. Woolf is currently on the editorial boards of Science and Consciousness Review and Journal of Nanoneuroscience.