Social and Abnormal Psychology Textbooks: An Objective Analysis

Given the increased demand for undergraduate psychology courses beyond the introductory level, research on textbooks for such courses is surprisingly sparse. This study partially rectifies this problem. Because social and abnormal psychology are the two most frequently listed advanced courses in college catalogs (Perlman & McCann, 1999), we provide feature and content analyses of the 14 social psychology and 17 abnormal psychology survey texts published from 1995 to 1998. We also furnish comparisons between these two types of tesxts and introductory psychology texts. These analyses and comparisons should greatly facilitate the text selection process for teachers of social and abnormal psychology courses.

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Save the best for last? Investigating social psychology taught in introductory psychology courses

PsycEXTRA Dataset ◽

10.1037/e634112013-743 ◽

2011 ◽

Author(s):

Drew Alan Curtis

Keyword(s):

Social Psychology ◽

Introductory Psychology ◽

Psychology Courses

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Cultures of Diversity

Teaching of Psychology ◽

10.1177/0098628317692605 ◽

2017 ◽

Vol 44 (2) ◽

pp. 100-107

Author(s):

Andrew M. Guest ◽

Zachary L. Simmons ◽

Andrew Downs ◽

Mark R. Pitzer

Keyword(s):

Psychology Students ◽

Introductory Psychology ◽

Multicultural Awareness ◽

Important Goal ◽

Multicultural Sensitivity ◽

Psychology Courses ◽

Nature And Nurture ◽

Undergraduate Psychology ◽

Multiple Challenges ◽

Topical Knowledge

Teachers of psychology tend to agree that learning about diversity is an important goal for undergraduate psychology courses. There is significantly less agreement about what aspects of diversity psychology students should understand. The current research proposes and investigates two potentially distinct ways students might understand diversity: more scientific understandings of topical knowledge related to nature and nurture and more humanistic understandings related to multicultural awareness and sensitivity. Drawing on standardized surveys and open-ended responses to diversity questions from the beginning and end of introductory psychology courses, results indicate that students’ topical knowledge of diversity is not strongly associated with multicultural sensitivity. These results emphasize the importance of clarifying the meanings of addressing diversity as a course goal and are discussed in relation to the multiple challenges of teaching about diversity in psychology courses.

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Brief Introductory Psychology Textbooks: An Objective Analysis

Teaching of Psychology ◽

10.1177/009862839402100302 ◽

1994 ◽

Vol 21 (3) ◽

pp. 136-140 ◽

Cited By ~ 17

Author(s):

Richard A. Griggs ◽

Sherri L. Jackson ◽

Teresa J. Napolitano

Keyword(s):

Normative Data ◽

Introductory Psychology ◽

Objective Analysis ◽

Psychology Courses ◽

Introductory Textbooks ◽

The One ◽

Psychology Teachers

Given the rising cost of textbooks, the one-term nature of most introductory psychology courses, and the length of “regular“ introductory psychology textbooks, many psychology teachers may be interested in briefer, less expensive paperback introductory textbooks. We performed an objective analysis of these briefer textbooks. Our approach was similar to Weiten's (1988) analysis of regular introductory textbooks and to Webb's (1991) analysis of the three editions of the Boring, Langfeld, and Weld textbook. Overall data and the results for each text are provided, as well as a comparison with Weiten's data for regular texts. Prices are also briefly discussed. These data supplement Weiten's normative data.

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Left-Wing Rhetoric in Introductory Psychology Textbooks: The Case of Mental Illness

Psychological Reports ◽

10.2466/pr0.1984.54.2.375 ◽

1984 ◽

Vol 54 (2) ◽

pp. 375-380 ◽

Cited By ~ 1

Author(s):

Stuart J. McKelvie

Keyword(s):

Social Psychology ◽

Mental Illness ◽

Political Ideology ◽

Social Science Research ◽

Science Research ◽

Introductory Psychology ◽

Left Wing ◽

Abnormal Psychology ◽

Political Bias ◽

Sociocultural Approach

In response to a U.S. Government accusation of political bias in social science research discussed by Hogan and Schroeder in 1981, 23 introductory psychology textbooks were examined for evidence of left-wing rhetoric in their discussions of mental illness. Although most texts presented the sociocultural approach to the problem, very few clearly defended it. In addition, less than one-third gave much space to the views of the antipsychiatrists T. Szasz and R. D. Laing, and only a very small number (at most three) took sides with either of them. Finally, since none of the texts developed an explicit socio-psychological thesis by structuring their chapters to link the topic of abnormal psychology to a prior discussion of social psychology, it is concluded that the present sources are not biased in favour of a radical left-wing political ideology.

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The Power of Stereotypes: A Labeling Exercise

Teaching of Psychology ◽

10.1207/s15328023top2404_5 ◽

1997 ◽

Vol 24 (4) ◽

pp. 256-258 ◽

Cited By ~ 9

Author(s):

Susan B. Goldstein

Keyword(s):

Social Psychology ◽

Social Perception ◽

Educational Psychology ◽

Intergroup Relations ◽

Introductory Psychology ◽

Prejudice Reduction ◽

Specific Task ◽

Classroom Activity ◽

Abnormal Psychology ◽

Evaluation Data

The labeling exercise is a classroom activity that enables students to explore stereotyping processes relevant to the perceiver and the target of stereotypes. Students are assigned stereotypical trait descriptors and, within the context of a specific task, are asked to treat each other according to those descriptors. This exercise provides an engaging introduction to the topic of social perception and encourages discussion of approaches to prejudice reduction. This exercise is appropriate for courses exploring issues of stigma or intergroup relations, including introductory psychology, social psychology, abnormal psychology, educational psychology, and psychology of gender. Evaluation data indicate consistently favorable ratings of this exercise.

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Node-Link Mapping as an Alternative to Traditional Writing Assignments in Undergraduate Psychology Courses

Teaching of Psychology ◽

10.1207/s15328023top2302_4 ◽

1996 ◽

Vol 23 (2) ◽

pp. 91-96 ◽

Cited By ~ 12

Author(s):

Michael Czuchry ◽

Donald F. Dansereau

Keyword(s):

Introductory Psychology ◽

Writing Assignments ◽

Anonymous Questionnaire ◽

Course Work ◽

Psychology Courses ◽

Writing Assignment ◽

Undergraduate Psychology ◽

Better Than

We explored the usefulness of a spatial—verbal technique called node-link mapping as an alternative to traditional uniting assignments. Students in Introductory Psychology (n = 44) and Memory and Cognition (n = 38) courses participated in the study as part of their normal course work. Students worked individually or in groups of two or three on the mapping assignment and then completed an anonymous questionnaire. Students rated the mapping assignment as more interesting, more informative, and no more difficult than a traditional writing assignment. Students also preferred the mapping assignment to a traditional writing assignment. Students' comments suggest that the mapping assignment helped students organize and remember information better than a traditional writing assignment.

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Using Computerized Case Simulations in Undergraduate Psychology Courses

Teaching of Psychology ◽

10.1207/s15328023top1503_5 ◽

1988 ◽

Vol 15 (3) ◽

pp. 132-135 ◽

Cited By ~ 6

Author(s):

Matthew E. Lambert ◽

Gerard Lenthall

Keyword(s):

Chronic Headache ◽

Graduate Training ◽

Abnormal Psychology ◽

Learning Tool ◽

Psychology Courses ◽

Course Material ◽

Undergraduate Psychology ◽

Headache Pain ◽

Simulation Task ◽

Counseling Theories

Three computerized case simulations, originally developed for graduate training, were used as adjuncts to undergraduate courses in Abnormal Psychology and Counseling Theories. The simulations reflect problems of agoraphobia, chronic headache pain, and bulimia. In using the simulations, students took a therapist's role and were to assess, diagnose, and treat the simulated clients' problems. Students found the simulation task to be a valuable learning tool, enabling them to test many concepts covered in course material. Conclusions and implications are discussed.

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