Introduction to psychology / (Record no. 5458)

MARC details
000 -LEADER
fixed length control field 03264nam a22003017a 4500
003 - CONTROL NUMBER IDENTIFIER
control field OSt
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20260122154341.0
007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION
fixed length control field a
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 260122b |||||||| |||| 00| 0 eng d
020 ## - INTERNATIONAL STANDARD BOOK NUMBER
International Standard Book Number 9789814986250
040 ## - CATALOGING SOURCE
Original cataloging agency Foundation University
Language of cataloging eng
Transcribing agency Foundation University
Modifying agency FULib
Description conventions rda
050 ## - LIBRARY OF CONGRESS CALL NUMBER
Classification number BF 77
Item number .2022 K35
100 ## - MAIN ENTRY--PERSONAL NAME
Personal name Kalat, James W.,
Relator term author
9 (RLIN) 14291
245 00 - TITLE STATEMENT
Title Introduction to psychology /
Statement of responsibility, etc. James W. Kalat, North Carolina State University.
250 ## - EDITION STATEMENT
Edition statement 12th edition.
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Singapore :
Name of publisher, distributor, etc. Cengage,
Date of publication, distribution, etc. 2022.
264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE
Copyright Date 2022.
300 ## - PHYSICAL DESCRIPTION
Materials specified resource
Extent xx, 620 pages :
Other physical details color illustrations ;
Dimensions 27 cm.
Type of unit volume
336 ## - CONTENT TYPE
Source rdacontent
Content type term text
Content type code txt
337 ## - MEDIA TYPE
Source rdamedia
Media type term unmediated
Media type code n
338 ## - CARRIER TYPE
Source rdacarrier
Materials specified resource
Carrier type term volume
Carrier type code nc
504 ## - BIBLIOGRAPHY, ETC. NOTE
Bibliography, etc. note Includes bibliographical references and index.
520 ## - ABSTRACT, SUMMARY, ETC.
Abstract, Summary, etc. Some years ago, I was on a plane that had to turn around shortly after takeoff because one of its two engines had failed. When we were told to get into crash position, the first thing I thought was, "I don't want to die yet! I was looking forward to writing the next edition of my textbook!" True story.<br/>I remember taking my first course in psychology. Frequently, I would describe something I had just learned to my roommate, friends, or relatives. I haven't changed much since then. When I read about interesting new research, I want to tell someone. Psychology is fun. During my 35 years of teaching at North Carolina State University, I would have ten wake up in the morning and think, “Wow! I get to teach about optical illusions today!" or “Great! Today's topic is emotions!" Do professors in other fields enjoy teaching so much? Does someone in the French department wake up thinking how exciting it will be to teach about adverbs today? I doubt it.<br/>Ideally, a course or textbook in psychology should accomplish two goals. The first is to instill a love of learning so that our graduates will continue to update their education. Even if students permanently remembered everything they learned and of course they won't-their understanding would gradually go out of date unless they continue to learn about new developments. The second goal is to teach students the skills of evaluating evidence and questioning assertions, so that when they do read about some new research, they will ask the right questions before drawing a conclusion. That skill can carry over to fields other than psychology.<br/>Throughout this text, I have tried to model the habit of critical thinking or evaluating the evidence, particularly in the What's the Evidence? features that describe research studies in some detail. I have pointed out the limitations of the evidence and the possibilities for alternative interpretations. The goal is to help students ask their own questions, distinguish between good and weak evidence, and ultimately, appreciate the excitement of psychological inquiry. -- Preface
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM
Source of heading or term LC
Topical term or geographic name entry element Psychology
General subdivision Study and teaching.
9 (RLIN) 14292
658 ## - INDEX TERM--CURRICULUM OBJECTIVE
Main curriculum objective Psycology, Bachelor of Science in.
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://drive.google.com/file/d/1gvrRKZORaMZ-DqF31kPKzMNFcfb7mqJu/view?usp=sharing">https://drive.google.com/file/d/1gvrRKZORaMZ-DqF31kPKzMNFcfb7mqJu/view?usp=sharing</a>
Link text Click here to view the table of content
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Source of classification or shelving scheme Library of Congress Classification
Koha item type Books
Edition 12th edition.
Classification part BF 77
Item part .2022 K35
Call number prefix (CAS-Psy.)
Suppress in OPAC No
Holdings
Uniform Resource Identifier Withdrawn status Lost status Source of classification or shelving scheme Damaged status Not for loan Collection code Home library Current library Shelving location Date acquired Source of acquisition Total Checkouts Full call number Barcode Date last seen Date last checked out Price effective from Koha item type Accession Number
https://drive.google.com/file/d/1gvrRKZORaMZ-DqF31kPKzMNFcfb7mqJu/view?usp=sharing     Library of Congress Classification     Non-fiction Foundation University Library Foundation University Library CoArts & Sciences 01/22/2026 QT 1 (CAS-Psy.) BF 77 .2022 K35 0072026017011 04/11/2026 03/13/2026 01/22/2026 Books CAS-Psy.-2026011