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When you teach Introduction to Psychology, do you find it difficult — much harder than teaching classes in statistics or research methods? Do you easily give a lecture on the sympathetic nervous system, a lecture on Piaget, and a lecture on social cognition, but struggle with linking these topics together for the student? Do you feel like you are presenting a laundry list of research findings rather than an integrated set of principles and knowledge? Have you wondered how to ensure your course is relevant to your students? If so, then you have something in common with Charles Stangor. Charles Stangor's Introduction to Psychology utilizes the dual theme of behavior and empiricism to make psychology relevant to intro students. Charles wrote this book to help students organize their thinking about psychology at a conceptual level. Five or ten years from now, he does not expect his students to remember the details of most of what he teaches them. However, he does hope that they will remember that psychology matters because it helps us understand behavior and that our knowledge of psychology is based on empirical study. This book is designed to facilitate these learning outcomes, and he has used three techniques to help focus students on behavior: Chapter Openers: Each chapter opens showcasing an interesting real world example of people who dealing with behavioral questions and who can use psychology to help them answer them. The opener is designed to draw the student into the chapter and create an interesting in learning about the topic. Psychology in Everyday Life: Each chapter contains one or two features designed to link the principles from the chapter to real-world applications in business, environment, health, law, learning, and other relevant domains. For instance, the application in Chapter 7 on Development, ”What makes good parents“ applies the concepts of parenting styles in a mini-handbook about parenting, and the application in Chapter 3 is about the difficulties that left-handed people face performing everyday tasks in a right-handed world. Research Foci:Introduction to Psychology emphasizes empiricism throughout, but without making it a distraction from the main story line. Each chapter presents two close-ups on research -- well articulated and specific examples of research within the content area, each including a summary of the hypotheses, methods, results, and interpretations. This feature provides a continuous thread that reminds students of the importance of empirical research. The research foci also emphasize the fact that findings are not always predictable ahead of time (dispelling the myth of hindsight bias), and also help students understand how research really works. Charles Stangor's focus on behavior and empiricism has produced, Introduction to Psychology. a text that is better organized, has fewer chapters, and is somewhat shorter than many of the leading books. Now, you don't have to believe us. Check the book out online or order your desk copy today.
This textbook comes with the following materials that you can use in your classroom.
Need assistance in supplementing your quizzes and tests? Our test item files (in Word format) contain many true/false, multiple choice, fill in the blanks, and short essay questions.
The Instructor Manual will help guide you through the main concepts of each chapter such as learning objectives, key terms and takeaways. Many also include explanations and answers to chapter exercises.
A PowerPoint presentation highlighting key learning objectives and the main concepts for each chapter are available for you to use in your classroom. You can either cut and paste sections or use the presentation as a whole
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We have taken our test item file and created files to import into the following Learning Management Systems*: Blackboard, Angel, Moodle, WebCT. We also support a Respondus Neutral file that you can use to easily import our questions in any LMS supported by Respondus. * Please note that only certain versions of each LMS are supported. Click on Supplements for detailed information
Charles Stangor is professor of psychology in the social psychology area at the University of Maryland, and has also taught at the University of Tübingen in Germany. He received his B.A. from Beloit College in 1973, and his Ph.D. from New York University in 1986. Dr. Stangor is the recipient of research grants from the National Institute of Mental Health and from the National Science Foundation. He has published 7 books and over 50 research articles and book chapters, and has served as an associate editor of the European Journal of Social Psychology. Dr. Stangor's research interests concern the development of stereotypes and prejudice, and their influences upon individuals who are potential victims of discrimination. He is a charter fellow of the American Psychological Society, and currently serves as a member of the executive committee of the Society for Experimental Social Psychology. Dr. Stangor regularly teaches Social Psychology (Psyc 221), Research Methods (Psyc 420) and, at the graduate level, Group Processes (Psyc 742). Dr. Stangor has also won a distinguished teaching award from the University of Maryland.
We needed to lower the reading level for core content to 12th grade level. In terms of content changes, we increased the emphasis on cognitive learning, cut some of the complex statistics from chap. 3, removed GID from abnormal and emphasized gender as primarily cognitive and cultural. We made small additions to information in parenting decisions, cultural differences, and stress management. And we placed increased emphasis on core objectives. These objectives, along with teaching power points specific to the text are at http://learning.hccsfaculty/carol.laman/stangor-textbook. We needed teaching rather than lecturing power points. (These include short video links and exercises.) We added non You-Tube Online Video to many chapters, since many of our students are taking the class online and need more visual materials.
I reorganized some of the chapters and deleted some content to fit a 12-week semester instead of a traditional 15-week semester. I also integrated a lot of current events throughout the book, such as videos and timely articles, so students can make connections between the concepts in the textbook and events that are going on around them in the world today.
An additional section to Chapter 10 has been added. It is called the Psychology of Protest. I added this section that includes new research, a video and wrap up questions because this hot topic was a great vehicle to help my students further grasp the material in Chapter 10.
My syllabus has always jumped around, "read Ch. 10 pages 205-210 and Ch. 3 pages 88-92," that sort of thing. Now it reads, “week 1, chapters 1 and 2,” “week 2, chapter 3.” It’s so calming. The other reasons are described below.
Created for our online program - very specific to the needs of the course and parameters of the program.
Order of units were changed to better align with St. Ignatius College Preparatory's year long calendar. A new chapter place holder was added for the future discussion of the nature and nurture debate to more closely reflect Myers' presentation.
I am teaching this course at a faith based college. Some elements were added that involve faith, or applications in church or ministry settings. I also arranged chapters to follow other material in my course.
This is a heavily abridged version of the text, to be used in an undergraduate course in consumer behavior. Since the course gathers materials from psychology, social psychology, and sociology texts, this version is pared down to a few essentials.