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A text that applies what researchers and educators have discovered about how, where, and why students learn. The result: science made accessible.
The authors introduce students to the fundamentals of psychology and the latest cutting-edge research through a pedagogical framework designed to keep students engaged, motivated, and learning actively. Pedagogy based on the science of learning encourages time-on-task while facilitating long-term retention. The fourth edition introduces “Psychology: Knowledge You Can Use” boxes. Each of these new features shows students the immediate utility of a main concept discussed in the particular chapter. By applying the science of learning and making connections to students’ everyday lives, Psychological Science, Fourth Edition, addresses how, where, and why students learn.
Michael S. Gazzaniga is the Director of the Sage Center for the study of Mind at the University of California, Santa Barbara. He received his Ph.D. from the California Institute of Technology, where he worked with Roger Sperry, and had primary responsibility for initiating human split-brain research. He has established Centers for Cognitive Neuroscience at Cornell Medical School, the University of California, Davis, and at Dartmouth. He is founder of the Cognitive Neuroscience Institute and founding editor of the Journal of Cognitive Neuroscience. He was a member of the President's Council on Bioethics from 2001–2009. He is a member of the American Academy of Arts and Science, the Institute of Medicine and the National Academy of Sciences.
Todd F. Heatherton (Ph.D., University of Toronto) is the Lincoln Filene Professor in Human Relations in the Department of Psychological and Brain Sciences at Dartmouth College. He teaches introductory psychology every year. His recent research takes a social brain sciences approach, which combines theories and methods of evolutionary psychology, social cognition, and cognitive neuroscience to examine the neural underpinnings of social behavior. He was elected president of the Society of Personality and Social Psychology in 2011 and has served on the executive committees of the Association of Researchers in Personality and the International Society of Self and Identity. He received the Petra Shattuck Award for Teaching Excellence from the Harvard Extension School in 1994, the McLane Fellowship from Dartmouth College in 1997, and the Friedman Family Fellowship from Dartmouth College in 2001. He is a fellow of the American Psychological Association, the Association for Psychological Science, the Society of Experimental Social Psychology, and the Society for Personality and Social Psychology.
Diane Halpern (Ph.D., University of Cincinnati) is Professor of Psychology at Claremont McKenna College. She has won many awards for her teaching and research, including the 2002 Outstanding Professor Award from the Western Psychological Association, the 1999 American Psychological Foundation Award for Distinguished Teaching, 1996 Distinguished Career Award for Contributions to Education given by the American Psychological Association, the California State University’s State-Wide Outstanding Professor Award. Halpern was president of the American Psychological Association in 2004 and is a past president of the Society for Teaching of Psychology. She is the author of: Thought and Knowledge: An Introduction to Critical Thinking and Sex Differences in Cognitive Abilities. She is currently chairing an APA Taskforce on redesigning undergraduate education in psychology. Her edited book, Undergraduate Education in Psychology: A Blueprint for the Future of the Discipline (APA Books) will be published in 2009.