Relevant bibliographies by topics / Psychology textbook

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Psychology textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Psychology textbook"

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Chatman, Steven P., and Ernest T. Goetz. "Improving Textbook Selection." Teaching of Psychology 12, no. 3 (1985): 150–52. http://dx.doi.org/10.1207/s15328023top1203_9.

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This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and ma
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Pesic, Jelena. "Sociocultural approach to textbook." Psihologija 38, no. 4 (2005): 369–81. http://dx.doi.org/10.2298/psi0504369p.

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The aim of this paper is to present an overview of textbook research at the Institute of psychology, intended to postulate socio-cultural approach to textbook. Shifting the textbook from classical pedagogical-psychological context into the broader and more inspiring cultural context, has led to the conceptualization of textbook as a cultural-supportive system of individual development. We consider firstly, the theoretical background of this conception, founded in Vygotskian idea of cultural mediation of development and then, its operationalization through the concept of cultural-supportive too
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Davis, Teresa L., and Mary Ellen Fromuth. "Creating and Evaluating a General Psychology Custom Textbook: A Goal-Oriented Approach." Psychology Learning & Teaching 18, no. 3 (2019): 305–16. http://dx.doi.org/10.1177/1475725719830302.

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This paper describes a model for the articulation and assessment of goals in the development and use of a general psychology custom textbook. A description of custom textbooks is presented, and the specific textbook that our Psychology Department has developed is discussed. Two studies present data on student and faculty perceptions of the effectiveness of the textbook. Study 1 involved faculty members who used the custom textbook, and Study 2 included students who were enrolled in General Psychology. For both studies, perceived benefits and drawbacks of the custom textbook were surveyed, as w
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Coleman, S. R., Anthony Fanelli, and Scott Gedeon. "Psychology of the Scientist: LXXXII. Coverage of Classical Conditioning in Textbooks in the Psychology of Learning, 1952–1995." Psychological Reports 86, no. 3 (2000): 1011–27. http://dx.doi.org/10.2466/pr0.2000.86.3.1011.

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Objective information was obtained from 89 textbooks in the psychology of learning published from 1952 through 1995 to answer questions about their coverage of classical conditioning. We found (a) that classical conditioning consistently received less coverage than instrumental and operant conditioning, (b) that the distinction of classical and instrumental conditioning has become established as a textbook-construction device, (c) that use of the classical-instrumental distinction by textbook authors has “hardened” after a period of “fluidity” in the 1970s, (d) that the currency of references
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Linton, Simi. "Analysis of Information about Television in Developmental Psychology Textbooks." Teaching of Psychology 19, no. 2 (1992): 82–86. http://dx.doi.org/10.1207/s15328023top1902_4.

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A content analysis of the information about television and children was performed on child and adolescent development textbooks to determine the degree of emphasis and quality of information provided. There is considerable variability among textbooks with respect to the amount and type of information. Pairwise group comparisons indicate that information about television declined from 1986 to 1989 and that child development texts are more likely than child and adolescent or adolescent textbooks to present information about television. Analysis of the textbook material is contrasted with the ext
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Whaley, Arthur L., William A. L. Clay, and Dominique Broussard. "Cultural Diversity in Introductory Psychology Textbook Selection: The Case for Historically Black Colleges/Universities (HBCUs)." Psychology Learning & Teaching 16, no. 1 (2016): 19–35. http://dx.doi.org/10.1177/1475725716679533.

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The present study describes a culturally relevant approach to introductory psychology textbook selection for students attending a historically Black college/university (HBCU). The following multistage procedure was used: (1) a survey of HBCU psychology departments was conducted to ascertain how they selected their introductory psychology textbooks; (2) a review of the literature on introductory psychology textbook selection was performed to identify criteria; and (3) rating criteria were developed; used in the actual selection of a textbook for HBCU students; and were subjected to psychometric
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Griggs, Richard A., Sherri L. Jackson, and Teresa J. Napolitano. "Brief Introductory Psychology Textbooks: An Objective Analysis." Teaching of Psychology 21, no. 3 (1994): 136–40. http://dx.doi.org/10.1177/009862839402100302.

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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 Weit
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Peden, Blaine F., and Sarah E. Hausmann. "Data Graphs in Introductory and Upper Level Psychology Textbooks: A Content Analysis." Teaching of Psychology 27, no. 2 (2000): 93–97. http://dx.doi.org/10.1207/s15328023top2702_03.

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In this article, we report a content analysis of data graphs in introductory and upper level psychology textbooks. Three raters classified data graphs as either line, bar, scatter, 100%, or picture graphs. The results indicated that (a) only 5 types of data graphs appear in psychology textbooks, (b) the number of data graphs per page varies considerably in both types of textbook, and (c) comparisons of observed and expected frequencies revealed that proportions of 100% graphs were greater in introductory textbooks and proportions of scatter graphs were greater in upper level textbooks. We disc
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Sowney, R. "Health psychology: a textbook." Accident and Emergency Nursing 5, no. 4 (1997): 231. http://dx.doi.org/10.1016/s0965-2302(97)90039-4.

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Mcelroy, H. "Health psychology--a textbook." Journal of Epidemiology & Community Health 51, no. 3 (1997): 342. http://dx.doi.org/10.1136/jech.51.3.342-c.

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Dissertations / Theses on the topic "Psychology textbook"

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Price, Jennifer Lynn. "Textbook Bling: An Evaluation of Textbook Quality and Usability in Open Educational Resources Versus Traditionally Published Textbooks." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3327.

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This mixed-methods study evaluated quality, usage, and perceptions of open educational resources compared to traditionally published textbooks. Because textbooks and other related materials make up a significant portion of educational costs, open educational resources have been explored for potential cost savings at all levels of education. These resources use public domain or open-licensed materials as the content component of free eTextbooks or low-cost printed textbooks. This evaluation explores how teachers and students use textbook resources both in and out of the classroom and the degree
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Daley, Nola M. "Does Bolding Main Ideas Enhance the Efficacy of Textbook Elaborations." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619030679115901.

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Kuhen, Darlene M. "The Effect of Explanatory and Non-Explanatory Illustrations on Text Comprehension." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1219089960.

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Mason, Stacie Lee. "Perceived Effects of Open Textbook Usage on Secondary Science Classroom Practice." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6914.

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Open Educational Resources (OER) provide openly licensed alternatives to commercial instructional materials. Proponents of K-12 OER suggest that their benefits include cost savings, increased access, improved quality, and increased teacher professionalism or empowerment. While the small body of K-12 OER research is growing, perceived benefits of K-12 OER usage have not yet been proven. The purpose of this qualitative study is to understand whether certain potential benefits were being realized by a group of secondary teachers using open science textbooks. In surveys and interviews, teacher
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Juge, George Emory. "Left out: Exclusionary gender discourses in Swedish high school psychology textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33634.

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Syftet med examensarbetet är att identifiera diskursiva representationer av genus i tre olika läromedel som används i kursen psykologi 1 på gymnasienivå i Sverige. Metod och teori kommer primärt från diskursanalytiska traditioner och har även influerats av vissa feministiska teorier. Ur en systematisk läsning och kodning av text och bilder som finns i materialen visade sig tre teman: pronomen, normer och skillnad/avvikelse. Uppsatsen är en del av ett lärarprogram på avancerad nivå och analysens syfte var att hjälpa mig själv och andra lärare i psykologi, min specialisering, att utveckla normkr
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Thomas, Antonio Lamar. "The Effect of Textbook Format on Mental Effort and Time on Task." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635935.

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<p> The relatively little amount of time that some college students spend reading their textbooks outside of lectures presents a significant threat to their academic success. One possible solution to this problem is the use of digital games as an alternative to outside-of-class textbook reading, but a review of previous research did not reveal much information on their efficacy when compared to traditional textbooks. Using Astin's theory of student engagement as a framework, the purpose of this quantitative causal-comparative study was to determine whether a significant difference in engagemen
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.

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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held ste
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Hansen, Linda. "Paraprofessionals in the Classroom: Creating a Test Bank." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1520.pdf.

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Park, Allison M. "Comparing the Cognitive Demand of Traditional and Reform Algebra 1 Textbooks." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/hmc_theses/9.

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Research has shown that students achieved higher standardized test scores in mathematics and gained more positive attitudes towards mathematics after learning from reform curricula. Because these studies involve actual students and teachers, there are classroom variables that are involved in these findings (Silver and Stein, 1996; Stein et al., 1996). To understand how much these curricula by themselves contribute to higher test scores, I have studied the cognitive demand of tasks in two traditional and two reform curricula. This work required the creation of a scale to categorize tasks based
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Ryle, Mary Katherine. "Exploring the Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis." TopSCHOLAR®, 2017. https://digitalcommons.wku.edu/theses/2045.

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The implementation of learning styles models in the classroom remains a heavily debated topic in education. Notable problems with utilization of learning styles in the classroom include a lack of empirical research support and potential maladaptive effects on student learning and motivation. The primary research questions focused on the presence and quantity of learning styles discussion in the text, which definitions, models, and recommendations were presented, and which of the cited references were based on empirical data. The answers to these questions were compared between educational psyc
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Books on the topic "Psychology textbook"

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Hebb, D. O. Textbook of psychology. 4th ed. Kendall/Hunt Pub. Co., 1994.

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C, Donderi D., ed. Textbook of psychology. 4th ed. Kendall/Hunt Pub. Co., 1994.

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Ogden, Jane. Health psychology: A textbook. 4th ed. Open University Press/McGraw-Hill Education, 2007.

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Ogden, Jane. Health psychology: A textbook. Open University Press, 2004.

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Health psychology: A textbook. Open University Press, 1996.

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1928-, Carment D. W., and Sadava S. W, eds. A textbook of social psychology. 3rd ed. Prentice-Hall Canada, 1994.

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Genov, Filip. Psychology of the revolution: Textbook. Academy of Social Sciences and Social Management at the CC of the BCP, 1988.

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Alcock, James E. A textbook of social psychology. 6th ed. Prentice Hall, 2005.

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Alcock, James E. A textbook of social psychology. 2nd ed. Prentice-Hall of Canada, 1991.

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Textbook of Psychology. Lawrence Erlbaum, 1987.

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Book chapters on the topic "Psychology textbook"

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Seligman, Ross A. "Finding the Right Textbook." In How to Teach a Course in Research Methods for Psychology Students. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42878-5_3.

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Hedrih, Vladimir, and Dženana Husremović. "Organizational Psychology: Traumatic Traces in Organization." In Social Trauma – An Interdisciplinary Textbook. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47817-9_24.

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Eardley, Ian, and Victor Palit. "Living with Penile Cancer: Effects on Psychology and Quality of Life." In Textbook of Penile Cancer. Springer London, 2011. http://dx.doi.org/10.1007/978-1-84882-879-7_15.

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McBain, Hayley, Sophie Cleanthous, and Stanton Newman. "Psychology." In Oxford Textbook of Rheumatology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0026.

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Most chronic rheumatological conditions require major psychological adaptation, both at the time of diagnosis and throughout the illness. Patients have to take regular medications and may face major surgery. Not only do individuals have to come to terms with symptoms and varying treatments, but they have to adapt to altered life plans, reduced employment prospects, and uncertainty about the future course of the disease and its impact on their lives. It is therefore not surprising that rheumatic disease does not only affect a person’s psychological well-being but that these psychological factors can also impact upon the disease itself. Treatment, although primarily pharmacological and sometimes surgical, also includes a range of non-medical interventions including physiotherapy, pain management, weight-loss regimens, and self-management.
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Marwah, Nikhil, and Kirti Asopa. "Child Psychology." In Textbook of Pediatric Dentistry. Jaypee Brothers Medical Publishers (P) Ltd., 2014. http://dx.doi.org/10.5005/jp/books/12331_18.

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Weinman, John, and Keith J. Petrie. "Health psychology." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0147.

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Health psychology is concerned with understanding human behaviour in the context of health, illness, and health care. It is the study of the psychological factors, which determine how people stay healthy, why they become ill, and how they respond to illness and health care. Health psychology has emerged as a separate discipline in the past 30 years and there are many reasons for its rapid development. An important background factor is the major change in the nature of health problems in industrialized societies during the twentieth century. Chronic illnesses such as heart disease and cancer have become the leading causes of death, and behavioural factors such as smoking, diet, and stress are now recognized as playing a major role in the aetiology and progression of these diseases. The provision of health care has grown enormously and there is an increased awareness of good communication as a central ingredient of medical care and of the importance of such factors as patient satisfaction and quality of life as key outcomes in evaluating the efficacy of medical interventions. Although health psychology has developed over a similar time period to general hospital/liaison psychiatry and shares some common areas of interest, there are some clear differences between these two fields. Liaison psychiatry has a primary focus on hospital patients, particularly those experiencing psychological difficulties in the face of a physical health problem. In contrast, health psychology has a much broader focus on both healthy and ill populations and on the psychological processes that influence their level of health or their degree of adaptation to disease. Whereas health psychology has been mainly concerned with developing explanations based on theory, for health-related and illness-related behaviour, liaison psychiatry has concentrated on the diagnosis and treatment of either unexplained symptoms or psychiatric disorders occurring in people with medical conditions (see the other chapters in Part 5 of this volume). In this chapter we provide an overview of the main themes and areas in health psychology. Four broad areas of behaviour will be reviewed, namely behavioural factors influencing health, symptom and illness behaviour, health care behaviour, and treatment behaviour. Inevitably such an overview is selective and the interested reader should seek out a more comprehensive introductory text or more in-depth accounts of specific areas.
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Gupta, Bhavna, and Anil Gupta. "Child Psychology." In A Textbook of Public Health Dentistry. Jaypee Brothers Medical Publishers (P) Ltd., 2011. http://dx.doi.org/10.5005/jp/books/11413_43.

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Coulthard, Elizabeth, and Masud Husain. "Psychology of attention." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0031.

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Attention is generally taken to be the process by which people are able to concentrate on certain information or processes, while ignoring other events. It appears to be a fundamental attribute of human brain processing, although difficult to pin down in terms of mechanism. Psychologists have attempted to fractionate attention in many different ways, using ingenious behavioural paradigms. In this section we, too, will consider different aspects of attention: selective, phasic and sustained, divided and executive control of attention. However, it would be fair to say that all these aspects of attention do not normally operate in isolation. Instead they interact, and deficiencies in one aspect of attention, for example, in a patient population, often to do not occur in isolation. Functional imaging and lesion studies of attention have proliferated in recent years, attempting to place a neurobiological framework to these varied processes. In general, these studies also tend to confirm the view that attention is likely an emergent property of widespread brain networks, with a special emphasis on frontal and parietal regions of the human brain (Fig. 2.5.2.1). In this discussion we illustrate several aspects of attention with examples particularly from literature on visual attention, which is the most widely studied area, but it should be appreciated that many of the concepts discussed here extend to other domains. In fact, there is a good deal of evidence to suggest that several aspects of attention operate at a supra- or cross-modal level allowing integration of information from different sources. Recent studies suggest there are two fronto-parietal networks: (Fig. 2.5.2.1) a dorsal parieto-frontal network involving the superior parietal lobe (SPL) and dorsal frontal regions such as the frontal eye field (FEF); and a ventral network involving the inferior parietal lobe (IPL), temporoparietal junction (TPJ) and inferior frontal gyrus (IFG). In addition, dorsomedial frontal areas, including the anterior cingulate cortex (ACC) and pre-supplementary area (pre-SMA) may play a key role in flexible control of attention for strategic behaviour.
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"/ Psychology and Human Behavior." In Textbook of Psychology (Psychology Revivals). Psychology Press, 2013. http://dx.doi.org/10.4324/9781315819396-9.

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van den Berg, Agnes E., and Henk Staats. "Environmental psychology." In Oxford Textbook of Nature and Public Health, edited by Matilda van den Bosch and William Bird. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198725916.003.0035.

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Within the field of environmental psychology, a theoretical perspective on the health effects of nature has developed. This chapter begins with a discussion of theories on scenic beauty and environmental preference as a backdrop for understanding which environments are benign for human health and well-being. It then reports on theories on the restorative, or stress-relieving, effects of contact with natural environments. The third section discusses advances in environmental psychology, including theories on basic visual processes that may underlie restoration. The chapter concludes with some closing comments regarding the contribution of environmental psychology to health promotion, along with suggestions for new directions in theorizing and empirical research.
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Conference papers on the topic "Psychology textbook"

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Max, Brooke, and Rachael Welder. "Textbook use of children’s thinking to support prospective elementary teachers’ geometric understanding." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-285.

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Diaz Chávez, Miguel. "Uses of the free math textbook in elementary schools in Mexico / Usos del libro de texto gratuito de matemáticas en las escuelas primarias de México." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-361.

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Acevedo, Graciela Rubi, Ramiro Ávila-Godoy, and Ana Guadalupe del Castillo-Bojórquez. "Epistemic analysis of a lesson on linear equations of a Mexican textbook / Análisis epistémico de una lección sobre ecuaciones lineales en un libro de texto mexicano." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-42.

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Bateman, Susan, Kevin LaForest, and Deborah Moore-Russo. "Review of slope in calculus textbooks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-55.

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Ceku, Ethem. "TEXTBOOKS AND CHALLENGES IN THE CONTEXT OF BALKAN INTEGRATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.113.

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Lee, Hwa Young, and Lino Guajardo. "An analysis of coordinate systems presented in grade 6-8 textbooks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-53.

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Zeid, Abe, and Sagar Kamarthi. "CAD/CAM Library of Parts and Assemblies for Engineering Curricula." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43252.

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Most often instructors and students are forced to search through a wide range of scattered resources, such as textbooks, archival journals, conference proceedings, Websites, and industry catalogs to identify parts/assemblies that demonstrate the CAD/CAM concepts of their interest. This long and tedious process is both a major impediment to student learning and a time-consuming distraction to effective teaching of CAD/CAM concepts. To address issues, this paper presents the concept of a CAD/CAM library of parts/assemblies of products for use in CAD/CAM related courses, to enhance student learni
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