Read more
Zusatztext "An excellent book" Informationen zum Autor Author Fathali Moghaddam is Professor of Psychology at Georgetown University. A highly respected academic and writer, he has written numerous books and articles, including Social Psychology: Exploring Universals across Cultures (1998, Freeman), and has had many years experience of teaching psychology at undergraduate level. Klappentext This book focuses on the key ideas of the most important modern psychologists. Nineteen classic "great ideas" in psychology are critically assessed in their cultural and historical context, with topics ranging from neuroscience to personality, development to socio-cultural issues. The simple narrative style and chapter structure, combined with "critical thinking questions" and a shortlist of essential readings for further study at the end of each chapter, provides an ideal approach for anyone interested in learning about the key ideas and theories in psychology. Zusammenfassung This book focuses on the key ideas of the most important modern psychologists. Nineteen classic "great ideas" in psychology are critically assessed in their cultural and historical context, with topics ranging from neuroscience to personality, development to socio-cultural issues. The simple narrative style and chapter structure, combined with "critical thinking questions" and a shortlist of essential readings for further study at the end of each chapter, provides an ideal approach for anyone interested in learning about the key ideas and theories in psychology Inhaltsverzeichnis 1. Introduction: Working Out and Working In What makes an Idea Great? Great Ideas and Orientations in Psychology Concluding Comment 2. The Psychological Laboratory The Laboratory Becomes Central to Psychology Critically Assessing the Psychology Laboratory Concluding Comment 3. Placebo Effect Factors to Consider in Testing for the Placebo Effect Meaning and the Active Placebo Complicating Factors Concluding Comment 4.The Freudian Unconscious Early History of the Unconscious The Freudian Unconscious The Unconscious Re-assessed Concluding Comment 5.The Memory Trace: Long Term Potentiation (LPT) Pioneering Ideas Pioneering Experimental Research Debate Over Long-Term Potentiation Concluding Comment 6.Learning The Law of Effect and Classical Conditioning The American Context and Instrumental Learning Learning, Cognitive Neuroscience, and Culture Concluding Comment 7.Intelligence Tests Why Are Intelligence Tests Important? At What Age, If Ever, Does Intelligence Become Fixed? What Are the Contributions of Nature and Nurture to Intelligence? Is There One or Multiple Intelligence? Concluding Comment 8.Artificial Intelligence The Context of Artificial Intelligence The 'Long Debate' and Artificial Intelligence Concluding Comment 9.Stage Models of Development The Major Stage Models Core Assumptions Concluding Comment 10.The Zone of Proximal Development Assumptions of the Traditional Approach A Vygotskian Approach to Child Development Concluding Comment 11.Attachment The Historical Context of the Idea Bowlby's Four Phase Model Variations on the Attachment Theme Concluding Comment 12.Displaced Aggression The Idea of Displaced Aggression in Wider Context The Assumed Association Between Frustration and Aggression Displaced Aggression and Freud's Intergroup Psychology Concluding Comment 13.Personality Traits Methodological Dilemmas Conceptual Dilemmas Concluding Comment 14.The Self The Sense of Self
