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Books in Psychology

Elsevier's Psychology collection is vital for students and psychologists, providing a thorough understanding of the mind and behavior. Covering human thought, development, personality, emotion, and motivation, it offers insights into both theoretical and practical aspects. Through topics like cognitive, developmental, and clinical psychology, it equips researchers and students to address real-world challenges and advance their understanding of the field.

BooksJournals

    • A History of Psychology in Metascientific Perspective

      • 1st Edition
      • Volume 53
      • June 1, 1988
      • K.B. Madsen
      • English
      • Paperback
        9 7 8 0 4 4 4 5 4 8 9 0 0
      • eBook
        9 7 8 0 0 8 0 8 6 7 0 7 6
      Two fields of interest are combined in this volume: the history of science and the theory, or philosophy, of science (metascience). The result is a history of psychology with emphasis placed upon a metascientific analysis of the work of fourteen psychologists from various periods.Each analysis is set in historical context; a period or school is discussed in each chapter, together with a metascientific analysis of some major works from the respective period or school. The author employs a metascientific descriptive system or `systematology' developed during more than 30 years of work on comparative, metascientific studies of about 50 psychological theories. The results of those studies have been published in previous works.These analyses are also used here for verifying T.S. Kuhn's much-debated theory about the `revolutionary' development of sciences. The author revises Kuhn's theory and shows that it can be applied to the history of psychology. Thus, in a Kuhnian sense, psychology may be said to have had two `normal periods' and two `periods of crisis' leading to school formation.

    • Psychological Perspectives of Helplessness and Control in the Elderly

      • 1st Edition
      • Volume 57
      • December 1, 1988
      • P.S. Fry
      • English
      • eBook
        9 7 8 0 0 8 0 8 6 7 1 1 3
      The past few years have witnessed widespread acceptance of the notion that few elderly individuals are willing to stand by silently in the process of growing, and to relinquish whatever actual controls, autonomy or control beliefs they had in the past. Increasingly, old age is viewed as the dynamics of growth in mastery, control and self-efficacy, on the one hand, and a relative decline in psychological and physical resources on the other. It is the intent of this volume to communicate both aspects of these changes, and to offer a comprehensive review of the cross-fertilization of the field of gerontology and the psychology of reactance, freedom and control. Leading psychologists and social science researchers from the United States, Canada and Europe give their views on the meaning and application of control-related constructs having specific implications for the field of human aging. They address themselves to one or more of the major themes, issues or concerns which currently figure in discussions of control beliefs and control constructs as they apply to aging and old age.Written primarily for scholars, researchers and developmental theorists interested in the complexities and generativity of control constructs and their applications for the psychological well-being of older adults, the data and issues presented will be equally informative to gero-psychologists and mental health professionals concerned with healthy adaptive functioning of the elderly.

    • Cognitive Psychology and Reading in the USSR

      • 1st Edition
      • Volume 49
      • January 1, 1988
      • J. Downing
      • English
      • eBook
        9 7 8 0 0 8 0 8 6 7 0 3 8
      The ideas of Soviet specialists on the psychology and teaching of reading are here made available in English.The volume gives an overview of psychology and education in the U.S.S.R., and presents translations of the work of major Soviet authors, such as Elkonin and Luria. The contributions offer many valuable proposals for teaching literacy which are quite unique outside of the Soviet Union. A concluding chapter provides a commentary, tracing the links between these specialist contributions and the general cognitive theories of Vygotsky.The result of ten years of research, this book was completed by Professor Downing shortly before he passed away in June 1987.

    • Blind Alleys in Social Psychology

      • 1st Edition
      • Volume 48
      • January 1, 1988
      • A. Eskola + 4 more
      • English
      • eBook
        9 7 8 0 0 8 0 8 6 7 0 2 1
      Real advances are not made in blind alleys (or culs-de-sac). In Social Psychology, as in every branch of science, the paths which appear to offer progress do not always result in theoretical elegance. Certain basic problems persistently defy final solution.This volume surveys the foundations and methods of Social Psychology with the aim of identifying ways out of the research maze. It examines the history and traditions of the field, looks at methodology and conceptual schemes, and discusses the actual research methods used.

    • Cognition and Instruction

      • 1st Edition
      • April 28, 1988
      • Ronna F. Dillon + 1 more
      • English
      • Paperback
        9 7 8 0 1 2 2 1 6 4 0 6 4
      • eBook
        9 7 8 0 0 8 0 8 8 5 8 3 4
      Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transformi... procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction.

    • Complex Movement Behaviour

      • 1st Edition
      • Volume 50
      • March 1, 1988
      • O.G. Meijer + 1 more
      • English
      • eBook
        9 7 8 0 0 8 0 8 6 7 0 4 5
      The major focus of this book is on the differences between ecological approaches to action (`action theories'), and theories on motor control and learning couched in terms of information processing (`motor theories'). Proponents of both approaches express their views in Part 1 and the differences between the approaches are further analysed. Part 2 presents empirical studies, while in Part 3, methodological, philosophical and scientific implications are discussed and the possibility of a solution is considered.

    • The Second Handbook on Parent Education

      • 1st Edition
      • November 28, 1988
      • Marvin J. Fine
      • English
      • Paperback
        9 7 8 1 4 9 3 3 0 8 7 0 5
      • Hardback
        9 7 8 0 1 2 2 5 6 4 8 2 6
      • eBook
        9 7 8 0 0 8 0 9 1 8 2 0 4
      This book should enhance the reader's understanding of the contemporary scene in parenting education, including effective programming, important issues, and future trends.

    • Human Judgment

      • 1st Edition
      • Volume 54
      • September 1, 1988
      • B. Brehmer + 1 more
      • English
      • eBook
        9 7 8 0 0 8 0 8 6 7 0 8 3
      There are four basic goals for research in SJT (Social Judgment Theory): - to analyze judgment tasks and judgmental processes; - to analyze the relations between judgmental systems (i.e. to analyze agreement and its structure), and between tasks and judgmental systems (i.e. to analyze achievement and its structure; - to understand how relations between judgmental systems and between judgmental systems and tasks come to be whatever they are (i.e. to understand processes of communication and learning and their effects upon achievement and agreement); - to find means of improving the relation between judgmental systems (improving agreement) and between judgmental systems and tasks (improving achievement).

Related subjects

Applied psychology

Clinical psychology

Developmental and educational psychology

Experimental and cognitive psychology

Neuroscience and physiological psychology

Organizational behavioral psychology

Personality social and criminal psychology

Psychology general