In recent years an increasing dissatisfaction with methods and thinking in psychology as a science can be observed. The discipline is operating under the tension between the traditional quantitative and the new qualitative methodologies. New approaches emerge in different fields of psychology and education—each of them trying to go beyond limitations of the mainstream. These new approaches, however, tend to be “historically blind” – seemingly novel ideas have actually been common in some period in the history of psychology. Knowledge of historical trends in that context becomes crucial because analysis of historical changes in psychology is informative regarding the potential of “new/old and forgotten” approaches in the study of psyche. Some approaches in psychology disappeared due to inherent limitations of them; the others disappeared due to purely non-scientific reasons. And some new approaches were rejected long ago for well-justified scientific reasons. This book brings together contributions from leading scholars in different fields of psychology – cognitive psychology, developmental psychology, cultural psychology, methodology of psychology. Each of the contributors discusses methodological issues that were more thoroughly understood more than half a century ago than they are now. Overall, the contributions support the idea that in important ways 60 years old psychology was far ahead of the most recent trends in mainstream psychology.
"The text is organized to help students become good consumers and producers of research by developing skills to design small-scale research projects and evaluate research done by others.
The book provides a concise overview of the basic principles of social research, including the characteristics of research questions, the importance of literature reviews, variations in data generation techniques, and sampling.
This book is useful in a first statistics course as it does not require a statistics background.
This book presents a novel perspective on psychology’s methodology—moving it from quantification as a given imperative to science-philosophical look at phenomena-data relationship.
Thinking skill frameworks for post - 16 learners : An evaluation . Research report submitted to the Learning and Skills Research Centre , University of Newcastle upon Tyne , England . Nieto , A. M. , & Saiz , C. ( 2006 ) .
Methods of Thought attempts to answer these questions by looking in detail at the different reasoning strategies people apply, how these are acquired, how they are selected and how use of these strategies is influenced by individual and ...
This text is appropriate for freshman through senior-level courses in Introductory Psychology, Research Methods, Critical Thinking, Educational Research, or other courses that deal with philosophical and methodological assumptions of ...
In this work, contributors examine the unquestioned givens of psychology and suggest other ways of looking at them. It covers six major psychology subdisciplines, ranging from clinical psychology to neuropsychology.
Having the background and training to critique research intelligently is imperative to appraise the value of the articles. This volume provides methods for reviewing research from any area in the social sciences.
Critical Thinking and Contemporary Applications, Fifth Edition Eric B. Shiraev, David A. Levy. Ma, H. K., & Cheung, C. K. (1996). A cross-cultural study of ... Madsen, M. C. (1971). Developmental and cross-cultural differences in the ...