Note regarding the Word ‘Behavior’ in Glossaries of Introductory Textbooks, Dictionaries, and Encyclopedias Devoted to Psychology

2005 ◽  
Vol 101 (2) ◽  
pp. 568-574 ◽  
Author(s):  
Charles I. Abramson ◽  
Aaron J. Place

Glossaries of introductory textbooks in psychology, biology, and animal behavior were surveyed to find whether they included the word ‘behavior’. In addition to texts, encyclopedias and dictionaries devoted to the study of behavior were also surveyed. Of the 138 tests sampled across all three fields, only 38 (27%) included the term ‘behavior’ in their glossaries. Of the 15 encyclopedias and dictionaries surveyed, only 5 defined ‘behavior’. To assess whether the term ‘behavior’ has disappeared from textbook glossaries or whether it has usually been absent, we sampled 23 introductory psychology texts written from 1886 to 1958. Only two texts contained glossaries, and the word ‘behavior’ was defined in both. An informal survey was conducted of students enrolled in introductory classes in psychology, biology, and animal behavior to provide data on the consistency of definitions. Students were asked to “define the word ‘behavior’.” Analysis indicated the definition was dependent upon the course. We suggest that future introductory textbook authors and editors of psychology-based dictionaries and encyclopedias include ‘behavior’ in their glossaries.

1991 ◽  
Vol 18 (4) ◽  
pp. 215-218 ◽  
Author(s):  
E. Rae Harcum ◽  
Herbert Friedman

There are important differences among instructors about whether or not a potential classroom demonstration is judged to be ethical. Presumably, the students themselves are the best judges of whether a demonstration would offend their sense of dignity or propriety. Introductory psychology students read procedures for 10 published demonstrations designed for introductory classes, judged each study as ethical or unethical, and rated their confidence in each judgment. If a demonstration is defined as questionable when 5% or more of the participants consider it to be unethical, then 6 of the 10 demonstrations are questionable. These results indicate the need for greater concern about ethical issues in classroom demonstrations.


Author(s):  
Xi Chen ◽  
Hao Zhai ◽  
Danqian Liu ◽  
Weifu Li ◽  
Chaoyue Ding ◽  
...  

Biologists often need to handle numerous video-based home-cage animal behavior analysis tasks that require massive workloads. Therefore, we develop an AI-based multi-species tracking and segmentation system, SiamBOMB, for real-time and automatic home-cage animal behavioral analysis. In this system, a background-enhanced Siamese-based network with replaceable modular design ensures the flexibility and generalizability of the system, and a user-friendly interface makes it convenient to use for biologists. This real-time AI system will effectively reduce the burden on biologists.


2007 ◽  
Vol 34 (3) ◽  
pp. 181-186 ◽  
Author(s):  
Richard A. Griggs ◽  
Sherri L. Jackson

Given the frequent use of primary source readings by introductory psychology teachers, especially at liberal arts colleges, we compiled the citation frequencies of classic articles in introductory textbooks to help teachers select readings for their courses. Using a random sample of 24 of the most recent introductory texts (copyright dates 2004–2006), we checked for citation of the 40 classic studies that Gorenflo and McConnell (1991) identified as cited in a simple majority of textbooks in the late 1980s. We found that 22 of these articles still met this citation criterion. We discuss the general content of these articles and ways to supplement them to comprise a sufficiently diverse set of possible readings for the introductory course.


1995 ◽  
Vol 22 (4) ◽  
pp. 233-235 ◽  
Author(s):  
Karen C. Gareis

In a writing assignment for the introductory psychology course, students find and read an empirical article cited in their textbook They summarize and critique the article, relate it to course material, and compare it with their textbook's presentation of the research. Students report that the assignment helps them learn about psychological research and specific course topics, encourages critical thinking, and is interesting. The instructor gains detailed information about studies described in the textbook, including any discrepancies between the textbook and the primary source, and gets to read a diverse collection of empirical articles.


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