000			03264nam a22003017a 4500
003			OSt
005			20260122154341.0
007			a
008			260122b |||||||| |||| 00| 0 eng d
020			_a9789814986250
040			_aFoundation University _beng _cFoundation University _dFULib _erda
050			_aBF 77 _b.2022 K35
100			_aKalat, James W., _eauthor _914291
245	0	0	_aIntroduction to psychology / _cJames W. Kalat, North Carolina State University.
250			_a12th edition.
260			_aSingapore : _bCengage, _c2022.
264			_42022.
300			_3resource _axx, 620 pages : _bcolor illustrations ; _c27 cm. _fvolume
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _3resource _avolume _bnc
504			_aIncludes bibliographical references and index.
520			_aSome 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students permanently remembered everything they learned and of course they won't-their understanding would gradually go out of date unless they continue to learn about new developments.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
650			_2LC _aPsychology _xStudy and teaching. _914292
658			_aPsycology, Bachelor of Science in.
856			_uhttps://drive.google.com/file/d/1gvrRKZORaMZ-DqF31kPKzMNFcfb7mqJu/view?usp=sharing _yClick here to view the table of content
942			_2lcc _cBK _e12th edition. _hBF 77 _i.2022 K35 _k(CAS-Psy.) _n0
999			_c5458 _d5458