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Journal articles on the topic 'Psychology textbook'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

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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4

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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9

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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10

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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11

Cairns, Janet. "Health Psychology. A Textbook." Primary Health Care 14, no. 10 (2004): 10. http://dx.doi.org/10.7748/phc.14.10.10.s18.

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12

Sheldon, Jane P. "Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites." Teaching of Psychology 29, no. 4 (2002): 281–85. http://dx.doi.org/10.1207/s15328023top2904_04.

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Psychology instructors and textbook authors rate operant conditioning as one of the most essential concepts for students to learn, yet textbook writers, as well as students, can fall prey to misconceptions. This study is a content analysis of the presentation of operant conditioning in introductory psychology textbooks and their companion Web sites to discover if these information sources assist student learning or add to confusion. Results indicate that the failure to refer to changes in the likelihood of the organism's behavior when discussing operant conditioning was extremely common; this

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13

Cuttler, Carrie. "Students' Use and Perceptions of the Relevance and Quality of Open Textbooks Compared to Traditional Textbooks in Online and Traditional Classroom Environments." Psychology Learning & Teaching 18, no. 1 (2018): 65–83. http://dx.doi.org/10.1177/1475725718811300.

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The bulk of previous research on students' perceptions of open educational resources have lacked a control group of students rating traditional textbooks. Moreover, few studies have examined differences in the perceptions of online students and those taking classes in the classroom. A 2 × 2 cross-sectional design was used in which 925 students, assigned either a traditional textbook or an open textbook in either an online or classroom environment, were recruited to complete an online survey. Students assigned open textbooks were almost twice as likely to report using their textbooks, they used

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Ash, Mitchell G. "Historicizing Mind Science: Discourse, Practice, Subjectivity." Science in Context 5, no. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psyc

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15

Gareis, Karen C. "Critiquing Articles Cited in the Introductory Textbook: A Writing Assignment." Teaching of Psychology 22, no. 4 (1995): 233–35. http://dx.doi.org/10.1207/s15328023top2204_4.

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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 re

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Engler, Jennifer N., and Randi Shedlosky-Shoemaker. "Facilitating Student Success: The Role of Open Educational Resources in Introductory Psychology Courses." Psychology Learning & Teaching 18, no. 1 (2018): 36–47. http://dx.doi.org/10.1177/1475725718810241.

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Open Educational Resources (OER) remove barriers to access instructional material. In light of their increased availability and use, a body of research has emerged to examine the impact of OER on college student success. While many of these studies have broadly examined efficacy across a variety of disciplines, the current study specifically examined the impact of the type of textbook (commercial vs. OER) on course content mastery within an undergraduate sample of introductory psychology students ( N = 63) while controlling for instructor and student differences. Results indicated that there w

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Griggs, Richard A., and Sherri L. Jackson. "Studying Open Versus Traditional Textbook Effects on Students’ Course Performance." Teaching of Psychology 44, no. 4 (2017): 306–12. http://dx.doi.org/10.1177/0098628317727641.

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To combat the high cost of textbooks, open (digitally free) textbooks have recently entered the textbook market. Griggs and Jackson (2017) reviewed the open introductory psychology textbooks presently available to provide interested teachers with essential information about these texts and how they compare with traditional (commercial) introductory textbooks. They did not, however, include any discussion of the research that has examined the effects of open introductory psychology textbooks and other open educational resources versus traditional introductory textbooks on students’ course perfo

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18

Sears, David O. "Psychology and Politics: A Textbook." Contemporary Psychology: A Journal of Reviews 31, no. 11 (1986): 906–7. http://dx.doi.org/10.1037/024271.

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Sharpsteen, Don J. "A Student's Social Psychology Textbook." Contemporary Psychology: A Journal of Reviews 41, no. 7 (1996): 688–89. http://dx.doi.org/10.1037/004627.

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Weiten, Wayne, Rosanna E. Guadagno, and Cynthia A. Beck. "Students' Perceptions of Textbook Pedagogical Aids." Teaching of Psychology 23, no. 2 (1996): 105–7. http://dx.doi.org/10.1207/s15328023top2302_8.

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Despite the growing popularity of pedagogical aids in psychology textbooks, virtually no research has been conducted to assess their usefulness. In our study, students' familiarity with 13 common learning aids was measured, along with their propensity to use these aids and their perceptions of which aids are most valuable. Results from 134 students indicated that textbook pedagogical aids vary considerably in their familiarity to students, probability of use, and perceived value. Overall, the most highly rated learning aids were bold-faced technical terms, chapter summaries, and running or cha

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Anderson, Talea, and Carrie Cuttler. "Open to Open? An Exploration of Textbook Preferences and Strategies to Offset Textbook Costs for Online Versus On-Campus Students." International Review of Research in Open and Distributed Learning 21, no. 1 (2020): 40–60. http://dx.doi.org/10.19173/irrodl.v20i5.4141.

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As open textbook initiatives are on the rise, a burgeoning literature has begun exploring student perceptions of openly licensed textbooks used in higher education. Most of this research has lacked consideration of potential differences in the perceptions of online and on-campus students and has failed to include a control group of students using traditional textbooks. Therefore, the authors employed a 2 x 2 design to directly compare perceptions of online students with on-campus students assigned either open or traditional textbooks. Students (N = 925) enrolled in multiple sections of psychol

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22

Alibabaee, Ahmad, Fereshteh Eslamizadeh, and Fatemeh Soleimani. "A Contrastive Study of ESP Text Books and Content Books for Metadiscourse Markers: The Cases of Psychology, Medicine, and Mechanical Engineering." Theory and Practice in Language Studies 6, no. 4 (2016): 886. http://dx.doi.org/10.17507/tpls.0604.29.

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The present study sought to investigate the extent to which discipline specificity of the occurrence of metadiscourse (MD) elements had been taken into account in developing ESP textbooks in Iran. To do so, three distinct disciplines, namely, psychology, medicine, and mechanical engineering were chosen for investigation. For each discipline, two textbooks were analyzed; one content book, and one ESP textbook developed for students in the Iranian academic context. To analyze the six textbooks, Hyland’s (2005) taxonomy of MD markers was adopted. The occurrence and frequency of each type of MD ma

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Magro, Juliana, and Sara V. Tabaei. "Results from a Psychology OER pilot program: faculty and student perceptions, cost savings, and academic outcomes." Open Praxis 12, no. 1 (2020): 83. http://dx.doi.org/10.5944/openpraxis.12.1.1007.

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This case study describes the library’s experience of collaborating with an undergraduate Psychology Department at Touro College to integrate open textbooks into their program. We discuss the pedagogical changes as well as explore the impact of Open Educational Resources (OER) on students’ savings, their academic outcomes and perceptions of OER. Furthermore, we highlight the successes and shortcomings in having the library as a central OER partner. To measure the results, we surveyed students and conducted a faculty survey and a focus group, in addition to analyzing the students’ final grades.

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Tomal, Necati. "Assestment of Grade 5 Social Studies Textbook Content in Light of Teacher Opinios." Journal of Education and Training Studies 7, no. 7 (2019): 124. http://dx.doi.org/10.11114/jets.v7i7.4314.

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There have been significant changes in social studies textbooks through time. Especially since the 2005 syllabus entered into force, these textbooks have seen important changes both in content and form. While comprising of a little citizenship knowledge and mostly history and geography subjects before, since 2005 these textbooks came to contain many fields of knowledge including science and technology, psychology, sociology and economy, in addition to the history and geography subjects before. This new form of the textbooks has also passed through many changes until today. Finally, social stud

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Roeckelein, Jon E. "Naming in Psychology: Analyses of Citation Counts and Eponyms." Psychological Reports 77, no. 1 (1995): 163–74. http://dx.doi.org/10.2466/pr0.1995.77.1.163.

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Three analyses are reported of the empirical assessment of naming in psychology: (1) authors' naming ratios (total surname counts divided by total number of textbook pages) in introductory psychology textbooks, (2) analysis of individual psychologists frequencies of citation, and (3) identification, cataloguing, and categorizing eponyms. Analyses indicate that current (1990–1994) authors show significantly different frequencies of naming among themselves and that during the past 75 years there has been a significant increase in naming over-all in textbooks as well as naming particular psycholo

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McAdam, Dale. "Bringing Psychology to Life." Teaching of Psychology 14, no. 1 (1987): 29–31. http://dx.doi.org/10.1207/s15328023top1401_7.

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Bringing Psychology to Life (BPL) is a set of recitations that engages introductory psychology students by having them develop psychological explanations of events in their lives through use of their textbook and discussions. Given at the outset of the course, BPL is a structured, initial teaching situation for inexperienced teaching assistants (TAs), an icebreaker for both TAs and students, and a vehicle for gaining an early, comprehensive acquaintance with the textbook.

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Furnham, Adrian, Inés Callahan, and Richard Rawles. "Adults' Knowledge of General Psychology." European Psychologist 8, no. 2 (2003): 101–16. http://dx.doi.org/10.1027//1016-9040.8.2.101.

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This paper reports on two studies in which different adult populations who had not formally studied psychology completed multiple-choice tests derived from general psychology textbooks to evaluate specific knowledge of the discipline. The aim was to determine to what extent psychology was “common sense” and which personal characteristics, such as sex, education, and age, best predicted correct answers. In the first study, 114 students about to start a psychology degree, and 222 nonstudent adults, completed a 106-item questionnaire taken from a standard textbook. There was considerable variabil

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Abramson, Charles I., and Aaron J. Place. "Note regarding the Word ‘Behavior’ in Glossaries of Introductory Textbooks, Dictionaries, and Encyclopedias Devoted to Psychology." Perceptual and Motor Skills 101, no. 2 (2005): 568–74. http://dx.doi.org/10.2466/pms.101.2.568-574.

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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

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Lee, Okin, and Mikyung Shin. "Adapting National-Level Textbooks for Students With Disabilities in South Korea." Intervention in School and Clinic 55, no. 4 (2019): 257–63. http://dx.doi.org/10.1177/1053451219855742.

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Educators in South Korea have been adapting textbooks and related activities to meet the increasing need for national-level curricula for teachers of special and general education for students with disabilities at the elementary school level. The underlying aim is to create inclusive educational environments. There are four steps in adapting national-level textbooks to make education inclusive of students with disabilities in South Korea: (a) Step 1—Determine the need for textbook adaptation, (b) Step 2—Identify and adapt curricular goals and objectives, (c) Step 3—Create classroom materials a

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Gatz, Margaret. "Selecting a Textbook for Introductory Psychology." Contemporary Psychology: A Journal of Reviews 41, no. 3 (1996): 265–66. http://dx.doi.org/10.1037/002802.

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31

Miller, John J. "Textbook of Transpersonal Psychiatry and Psychology." Psychiatric Services 49, no. 4 (1998): 541–42. http://dx.doi.org/10.1176/ps.49.4.541.

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de Rios, Marlene Dobkin. "Textbook of Transpersonal Psychiatry and Psychology." Journal of Nervous &amp Mental Disease 185, no. 8 (1997): 526. http://dx.doi.org/10.1097/00005053-199708000-00012.

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Thompson, Spencer K. "A Finely Tuned Developmental Psychology Textbook." Contemporary Psychology: A Journal of Reviews 38, no. 12 (1993): 1311–12. http://dx.doi.org/10.1037/032870.

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Harvey, Mark L. "Introductory Psychology: A Comprehensive, Readable Textbook." Contemporary Psychology: A Journal of Reviews 42, no. 7 (1997): 598–99. http://dx.doi.org/10.1037/000218.

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Paludi, Michele A. "A New Psychology of Women Textbook." Contemporary Psychology: A Journal of Reviews 32, no. 3 (1987): 270–71. http://dx.doi.org/10.1037/026923.

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Gullickson, Terri. "Review of Health Psychology: A Textbook." Contemporary Psychology: A Journal of Reviews 42, no. 4 (1997): 361. http://dx.doi.org/10.1037/000488.

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Granik, G. G., and N. A. Borisenko. "Psychological and Didactic Issues of Digital Textbooks Creation." Психологическая наука и образование 26, no. 3 (2021): 102–12. http://dx.doi.org/10.17759/pse.2021260307.

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The article substantiates a special approach to the development of a school digital textbook which is based on the idea of synthesis of psychological, didactic, methodological, and subject knowledge with the priority of using the psychic pat- terns of personality development. To denote an interactive electronic textbook, it is proposed to use the term “digital textbook” (DT). From the methodological point of view, DT is regarded as an “enhanced” paper textbook, characterized by such basic properties as interactivity, multimodality, hypertextuality, and personality. The question about the devel

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Grissett, Judy Orton, and Charles Huffman. "An Open versus Traditional Psychology Textbook: Student Performance, Perceptions, and Use." Psychology Learning & Teaching 18, no. 1 (2018): 21–35. http://dx.doi.org/10.1177/1475725718810181.

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In the current study we examined students' course performance, perceptions, and self-reported use of an open textbook compared to a traditional publisher's textbook in an introductory psychology course. Sixty students from two course sections used either an open textbook or a traditional textbook. To minimize the effect of confounding variables, each section was taught by the same instructor, at the same time of day, using identical in-class materials, syllabi, and sequencing, on alternating days of the week. Course performance was measured by analyzing exam scores and final course grades. A 2

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39

Werner, Jon M. "I-O Psychology and Human Resource Development: Yes, and . . ." Industrial and Organizational Psychology 10, no. 4 (2017): 594–98. http://dx.doi.org/10.1017/iop.2017.61.

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It is encouraging to see the diversity of sources cited in the top introductory textbooks in industrial-organizational (I-O) psychology. It is not surprising that the Journal of Applied Psychology (JAP) and Personnel Psychology are off the charts in terms of the two most-cited sources in these six textbooks. However, I would not have expected that in these books, “77% of the top-cited articles were published in cross-disciplinary journals” (Aguinis et al., 2017, p. 507). I wish to build on Aguinis et al. (2017), with a focus on the relationship between I-O psychology and human resource develop

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Muhammad Ajmal, Tanzeela Azam, Dr Asifa Qasim,. "The Study of English Curriculum at Secondary Level for Developing Critical Thinking." Psychology and Education Journal 58, no. 1 (2021): 1940–50. http://dx.doi.org/10.17762/pae.v58i1.1047.

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The original input of this study involves in creating a critical thinking structure that can be used to explore the elements of critical thinking in the textbooks. The teachers, who are concerned with the improvement of students’ critical thinking skills, can also use this structure as a guideline. This study attempts to find out the extent to which critical thinking has been manifested in the two selected English textbooks, Punjab Textbook Board (PTB) and Oxford Progressive English (OPE) taught at secondary level in different Pakistani schools. It is the text that determines how effectively t

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Plut, Dijana, and Jelena Pesic. "Toward a Vygotskian theory of textbook." Psihologija 36, no. 4 (2003): 501–15. http://dx.doi.org/10.2298/psi0304501p.

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This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept

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Nevid, Jeffrey S., Alexander J. Gordon, Mark D. Terjesen, and Ashley Hicks. "Classroom Evaluation of Online Quizzing and Concept Building Exercises Embedded in an Integrated Learning System." Psychology Learning & Teaching 19, no. 2 (2019): 184–93. http://dx.doi.org/10.1177/1475725719861868.

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The advent of the integrated learning system (ILS) offers instructors opportunities to provide students with feedback-enabled, interactive learning exercises as online supplements to assigned textbooks. Major college publishers are now bundling an ILS with many of their textbook offerings in undergraduate courses in psychology and other fields. We incorporated an ILS in two separate classes in introductory psychology and evaluated the learning benefits of requiring ILS quizzing and concept-building exercises embedded within the ILS. The two classes were taught by different instructors using th

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Sheu, Feng-Ru, and Judy Grissett. "Quality and Cost Matter: Students’ Perceptions of Open versus Non-Open Texts through a Single-Blind Review." Open Praxis 12, no. 1 (2020): 101. http://dx.doi.org/10.5944/openpraxis.12.1.1012.

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Although prior research has examined student perceptions of open materials, research investigating students’ perceptions of open versus copyright-restricted textbooks through a direct, experimental approach is lacking. To better understand how students perceive open textbooks outside the context of the classroom, we examined students’ perceptions of unfamiliar open and non-open (copyright-restricted) psychology textbooks. Forty-four introductory psychology students reviewed chapters from two open textbooks and two traditional/copyrightrestricted textbooks and then ranked the textbooks from mos

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Fadilah, Rohana. "BUKU TEKS BAHASA INDONESIA SMP DAN SMA KURIKULUM 2013 TERBITAN KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN 2014." Jurnal Pena Indonesia 1, no. 1 (2016): 26. http://dx.doi.org/10.26740/jpi.v1n1.p26-49.

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Text book is one of important instruments in successful learning. Ministry of Education and Culture published standard textbook. Readability’s textbook must compatible with student’s capability and psychology. Fry’s graph is the best readability measuring tool for textbook. Aim of this research is to descibe readability’s Indonesian textbooks of Junior and Senior High School curriculum 2013 published by Ministry of Education and Cultural 2014. The kind of this research is literature study. The data collection used documentation technique. The result of this reseach is (1) the readability of In

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45

Weinberg, Nancy. "Review of Rehabilitation psychology: A comprehensive textbook." Rehabilitation Psychology 30, no. 3 (1985): 181–82. http://dx.doi.org/10.1037/h0091092.

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46

Gilmore, J. Barnard. "Review of Textbook of psychology (fourth edition)." Canadian Psychology/Psychologie canadienne 29, no. 2 (1988): 217–18. http://dx.doi.org/10.1037/h0084532.

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47

NAGATA, Hidekazu. "Characteristics of citations in a psychology textbook." Igaku Toshokan 32, no. 2 (1985): 159–69. http://dx.doi.org/10.7142/igakutoshokan.32.159.

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48

Baer, Ruth A. "An Engaging and Contemporary Abnormal Psychology Textbook." Contemporary Psychology: A Journal of Reviews 42, no. 1 (1997): 34. http://dx.doi.org/10.1037/000012.

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Lemery, Charles. "Review of A textbook of social psychology." Canadian Psychology/Psychologie Canadienne 42, no. 3 (2001): 238–40. http://dx.doi.org/10.1037/h0088120.

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Solomon, Paul R. "Review of Textbook of Psychology (4th ed.)." Contemporary Psychology: A Journal of Reviews 33, no. 12 (1988): 1100. http://dx.doi.org/10.1037/026374.

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