Release on 2012-09-17 | by Amanda LeCouteur,Thomas Smyth
Author: Amanda LeCouteur,Thomas Smyth
Some of the most valuable attitudes, abilities, and skills that you will acquire during your university study are those that teach you how to prepare, plan, and write essays, literature reviews, and research reports. This highly successful and comprehensive companion to the entire writing process emphasises the principles and logic underlying thinking and writing in Psychology so that these can be applied to a range of writing tasks. The Principles of Writing in Psychology provides guidance on topics ranging from critical and analytical thinking to taking notes and planning and preparing papers, as well as the fundamentals of grammar, punctuation, spelling, and presentation—all of which is easier to use than ever, thanks to the inclusion of notes boxes, margin cross-references, key point markers, chapter summaries, and a checklist for you to use in drafting and revising your papers. The book has also been thoroughly updated in line with the sixth edition of the Publication Manual of the American Psychological Association—the standard style guide for Psychology internationally—with additional advice specifically for Australian students. In combination with the accompanying online resource, which provides extra materials and interactive opportunities to further develop your skills in essay and report writing, the second edition of The Principles of Writing in Psychology is a complete and indispensable guide to writing your Psychology papers. It can be used at all levels of study and beyond.Key features: • This revised edition has been updated to take into account changes in the 6th edition of the Publication Manual of the American Psychological Association, commonly referred to as the APA Publication Manual. This manual provides the standard style requirements for Psychology internationally, and this book is now consistent with current recommendations.• The content has been restructured and offers a natural and easy progression through the topics, with important and relevant information highlighted in the design and layout of the text—these elements are explained in the “Using this Book” section of the Introduction.• End of chapter summaries have been included in each chapter for quick reference.
A guide to the unique writing requirements of psychology. Filled with practical instructions and examples, it includes what the student needs to know about the principles and practice of writing for psychology. Suitable for those pursuing a psychology degree, it lays out helpful tricks to manage time and stay on track during writing assignments.
Release on 2013-04-15 | by Michael G. Johnson,Tracy B. Henley
William James After A Century
Author: Michael G. Johnson,Tracy B. Henley
Pubpsher: Psychology Press
This important volume looks back to 1890 and -- 100 years later -- asks some of the same questions William James was asking in his Principles of Psychology. In so doing, it reviews our progress toward their solutions. Among the contemporary concerns of 1990 that the editors consider are: the nature of the self and the will, conscious experience, associationism, the basic acts of cognition, and the nature of perception. Their findings: Although the developments in each of these areas during the last 100 years have been monumental, James' views as presented in the Principles still remain viable and provocative. To provide a context for understanding James, some chapters are devoted primarily to recent scholarship about James himself -- focusing on the time the Principles was written, relevant intellectual influences, and considerations of his understanding of this "new" science of psychology. The balance of this volume is devoted to specific topics of particular interest to James. One critical theme woven into almost every chapter is the tension between the role of experience (or phenomenological data) within a scientific psychology, and the viability of a materialistic (or biologically reductive) account of mental life. Written for professionals, practitioners, and students of psychology -- in all disciplines.
Cerebral Localization and Its Biological Context from Gall to Ferrier
Author: Robert Maxwell Young
Pubpsher: Oxford University Press, USA
The author examines ideas of the nature and localization of the functions of the brain in the light of the philosophical constraints at work in the sciences of mind and brain in the 19th century. Particular attention is paid to phrenology, sensory-motor physiology and associationist psychology.
Academic Writing and Publishing will show academics (mainly in the social sciences) how to write and publish research articles. Its aim is to supply examples and brief discussions of recent work in all aspects of the area in short, sharp chapters. It should serve as a handbook for postgraduates and lecturers new to publishing. The book is written in a readable and lively personal style. The advice given is direct and based on up-to-date research that goes beyond that given in current textbooks. For example, the chapter on titles lists different kinds of titles and their purposes not discussed in other texts. The chapter on abstracts instructs the reader on writing structured abstracts from the start.
Developmental psychology is concerned with the scientific understanding of age-related changes in experience and behaviour, not only in children but throughout the lifespan. The task is to discover, describe, and explain how development occurs, from its earliest origins, into childhood, adulthood, and old age. To understand human development requires one not only to make contact with human nature but also to consider the diverse effects of culture on the developing child. Development is as much a process of acquiring culture as it is of biological growth. This book reviews the history of developmental psychology with respect to both its nature and the effects of transmission of culture. The major theorists of the late 19th and early 20th century, Piaget, Vygotsky and Bowlby are introduced to provide a background to contemporary research and the modern synthesis of nature and nurture. This brief textbook is suitable as an introduction to developmental psychology, both at A level and for beginning undergraduate students. It aims to be of interest to psychologists, educationalists, social workers and others with an interest in a contemporary understanding of factors involved in human development.
Release on 2013 | by Michael Karson,Lavita Nadkarni
Author: Michael Karson,Lavita Nadkarni
Pubpsher: Amer Psychological Assn
"In teaching forensic report writing to graduate students, we have been impressed with the available guides to writing specific kinds of reports. There are also some good summary articles on report writing and check-lists regarding what reports ought to cover. What we wanted, though, was a single volume that looked at report writing and reading as behaviors, informed by what we know about behavior, and that looked in-depth at the topic of applying general knowledge to particular situations. As is true for so many authors, this is the book we wish we'd read in graduate school. We offer these principles of forensic report writing as preparation for trainees, particularly those in Stages 1-3 of the developmental scheme described here, and also as reminders for professionals who have already written many reports"--Preface. (PsycINFO Database Record (c) 2013 APA, all rights reserved).
Release on 2012-12-06 | by Linda Allal,L. Chanquoy,Pierre Largy
Cognitive and Instructional Processes
Author: Linda Allal,L. Chanquoy,Pierre Largy
Pubpsher: Springer Science & Business Media
Revision Revisited LINDA ALLAL* & LUCILE CHANQUOY** *University ofGeneva, SWitzerland, **UniversityofNantes, France Revision is a fundamental component of the writing process. So fundamental that for some specialists writing is largely a matter of revising, or as Murray (1978) stated, "Writing is rewriting..." (p. 85). Experience with writing does not, however, automatically translate into increased skill in revision. Learning to revise is a lengthy, complex endeavor. Beginning writers do little revision spontaneously and even experienced writers encounter difficulties in attempting to improve the quality of their texts (Fitzgerald, 1987). Although revision has been extensively dealt with in the writing and learning-to write literature, this book proposes to "revisit" theory and research in this area through a series of new contributions. The introduction begins with an overview of what revision encompasses. It then examines two parallel interrogations that under lie the chapters assembled here, namely: (1) What are the implications of research on cognitive processes for instruction in revision? (2) What are the questions raised by instructional research for the investigation of cognitive processes of revision? A final section presents the chapters of this book.