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Introduction to psychology / James W. Kalat, North Carolina State University.

By: Material type: TextEdition: 12th editionDescription: xx, 620 pages : color illustrations ; 27 cm. volumeContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9789814986250
Subject(s): LOC classification:
  • BF 77 .2022 K35
Online resources: Summary: 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. 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. 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students permanently remembered everything they learned and of course they won't-their understanding would gradually go out of date unless they continue to learn about new developments.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. 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
List(s) this item appears in: Psychology, Bachelor of Science in
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Item type Current library Collection Call number URL Status Barcode
Books Foundation University Library CoArts & Sciences Non-fiction (CAS-Psy.) BF 77 .2022 K35 (Browse shelf(Opens below)) Link to resource Available 0072026017011
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Includes bibliographical references and index.

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.
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.
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.
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

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