NAT IONAL QUALIFICAT IONS CURRICULUM SUPPORT
Psychology
Annotated Bibliography
[ADVANCED HIGHER]
Karen Officer

First published 2001
Electronic version 2001
© Learning and Teaching Scotland 2001
This publication may be reproduced in whole or in part for educational purposes by
educational establishments in Scotland provided that no profit accrues at any stage.
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CONTENTS
Introduction
iv
Section 1:
General works and background material
1
Section 2:
Perspectives in psychology
5
Section 3:
Cognitive psychology
7
Section 4:
Social psychology
11
Section 5:
Biological psychology
15
Section 6:
Developmental psychology
19
Section 7:
The psychology of individual differences
23
Section 8:
Research methods and ethical issues
27
Section 9:
Periodicals, websites and films
31
Section 10:
Other Resources
33
P SY CH O LOG Y
iii
INTRODUCTION
This annotated bibliography starts with a round -up of good general texts for the
learning and teaching of psychology at Advanced Higher, prior to introducing
sections covering more specific areas of study. You may find the teacher and
student reference resources (Section 10) and the research methods and ethics titles
(Section 8) especially useful in supporting your learning and teaching.
Psychology is well served with textbooks. It sometimes seems that no sooner is one
textbook adopted for use in schools and colleges than another one appears on the
shelf. This review of publications was up to date at the time of writing, and includes
many perennial teaching favourites. But it should be regarded as merely a guide,
and it does not claim to be exhaustive.
June 2001
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G E N ER AL WO RK S A ND B A CK G RO UN D M AT E R IA L
SECTION 1
Atkinson, Rita L; Atkinson, Richard C; Smith, Edward E; Bem, Dary l J and
Nolen-Hoeksema, Susan, Hilgard’s Introduction To Psychology (12th edition),
Fort Worth, TX: Harcourt Brace, 1996
Atkinson et al have produced a textbook which covers the most recent
developments and established theories and which offers students an in-depth
approach to psychological study. Each chapter concludes with a section entitled
‘Biological Perspectives in Psychology’ which should prove helpful to the
Advanced Higher student. The authors address complex issues in a
straightforward manner. The majority of students will be able to use this text
without assistance. Specially recommended.
Bernstein, Douglas A; Clarke-Stewart, Alison; Roy, Edward J and Wickens,
Christopher D, Psychology (5th edition), Boston, MA: Houghton Mifflin, 2000
This book will take the student through the Advanced Higher and beyond. Each
chapter concludes with a summary, and links to further/other issues designed to
encourage debate and independent study. Classic and current research is covered
throughout. The authors have included material on global and domestic, multi cultural phenomena. The majority of students should be able to understand this
text, though some may need a little help.
Bernstein, D A; Clarke-Stewart, A; Penner, L A; Roy, E J and Wickens, C D,
Psychology – 5th edition: Study Guide, Boston, MA: Houghton Mifflin, 2000
Accompanies the authors’ main textbook.
Cardwell, Mike; Clark, Liz and Meldrum, Claire, Psychology for A Level (2nd
edition), London: HarperCollins, 2000
This is an extremely good textbook that covers all aspects of the Advanced
Higher course. Each chapter is divided into ‘bite -sized pieces’, which ensures
that the student is not overwhelmed by a mass of information. Complex issues
are presented in a manner designed to appeal to stude nts and provoke further
discussion. This is particularly true of the chapters concerning physiological
psychology. Many chapters also mention relevant critical issues, which allows
the student to relate theory to everyday life. Chapters 29 and 30 concent rate on
exam preparation and offer advice on coping strategies and preparation.
Specially recommended.
Coolican, H, Applied Psychology, London: Hodder & Stoughton, 1996
Coverage of psychological applications in education, crime, mental health, etc. A
useful reference for the ‘issues’ in each unit.
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Coon, Dennis, Introduction To Psychology – Exploration and Application (8th
edition), London: Brooks Cole Publishing, 1998
This is a very good introductory textbook which covers all aspects of the
Advanced Higher Psychology course. Its style will appeal to all students. Coon
has written a clear, readable and interesting textbook full of intellectual
challenges. He takes the fear out of psychology – for example, the introductory
chapter features the psychology of studying. Coon has subtitled this ‘How To
Tame a Textbook’. Introduction to Psychology is accompanied by a software
package written by Kohn and Kohn which may be used alongside existing
pedagogical tools, and which will enhance the student’s unders tanding of
psychology. He also provides relevant website addresses which the student may
access.
Davenport, G C, Essential Psychology (2nd edition), London: HarperCollins,
1996
This textbook covers core elements of the A and AS Level course and as such i s
suitable for the Advanced Higher student. Essential Psychology is written in a
concise and informative style which will appeal to students studying alone or
with others. Davenport skilfully imparts in -depth information without
overwhelming the student. Pedagogical tools used are relevant, concise and
appropriate. Each chapter contains timed exam questions, suggestions on note making, and summary sections which reinforce the major points. A highly
recommended textbook.
Eysenck, M W, Psychology – A Student’s Handbook, Hove: Psychology Press,
2000
Michael Eysenck applies his accessible, stimulating style to this comprehensive
general text. Specially recommended.
Gross, Richard, Psychology – The Science of Mind and Behaviour (3rd edition),
London: Hodder & Stoughton, 1996
This well written and concise textbook remains a perennial favourite amongst
Psychology lecturers and with good reason. Divided into five parts, it
comprehensively covers all aspects of the Advanced Higher course. Gross
skilfully encourages the student to consider the implications of pertinent theory
and research. Throughout the text major studies are highlighted and explained in
depth. Each chapter concludes with a summary, a glossary and suggestions for
further reading. This textbook will take the student through the Advanced Higher
and beyond. Specially recommended.
Gross, R; McIlveen, R; Coolican, H; Clamp, A and Russell, J, Psychology – A
New Introduction (2nd edition), London: Hodder & Stoughton, 2000
Comprehensive and student-friendly. A bestselling A-level text, but relevant for
all AH topics. Specially recommended.
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Hayes, N, Foundations of Psychology (3rd edition), London: Thomson Learning,
2000
Comprehensive and accessible. As well as all -round coverage, highlights crosscultural aspects of theory and research, and contemporary issues.
Kagan, Jerome and Segal, Julius, Psychology (8th edition), Fort Worth, TX:
Harcourt Brace
This is an interesting and well written textbook, which has long been a favourite
in the classroom. All aspects of the Advanced Higher course are covered. This
edition includes two new features – ‘Life Span Perspective’ and ‘Psychology and
the Media’ which may be of interest to students.
Matlin, Margaret E, Psychology (3rd edition), Fort Worth, TX: Harcourt Brace,
1999
This textbook is a valuable addition to any Psychology library. Matlin is
renowned for her sympathetic writing style. Complex topics are explained clearly
and succinctly in a manner guaranteed to appeal to readers. She encourage s the
student to be an active participant in the study of Psychology. Research
methodology is discussed in detail, and several important issues, namely gender,
ethnic and cultural biases in the research process, are highlighted. Although the
entire book is interesting and well written, Chapters 6 to 8, which deal with
learning, memory, intelligence and language, are particularly appealing,
primarily because of the way in which they address topics which many students
struggle with. The author makes use of a number of pedagogical aids – each
chapter concludes with review questions, a glossary of new terms, critical
thinking exercises and recommended texts. Throughout the text Matlin provides
current references and memorable examples.
Shackleton-Jones, N, Gross, R and McIlveen, R, Psychology – A New
Introduction – Study Guide, London: Hodder & Stoughton, 1999
This is an excellent text, highly recommended as a classroom aid. Intended
initially to meet the needs of A-level Psychology students, it will prove
invaluable to students of Higher and Advanced Higher Psychology. All aspects
of the syllabus are covered. This study guide will enable students to consolidate
their understanding of key issues, and will give the teacher a good indication of
their ability and progress. Each chapter includes a schema (a map of a topic)
containing summarised information and a set of self -test questions and answers.
Important research is included alongside material which substantiates and
contradicts prevailing theories. Used appropriately, the contents of the schema
may provide hints as to acceptable essay structure.
Smith, Edward E; Bem, Daryl J and Nolen-Hoeksema, Susan, Fundamentals of
Psychology: Fort Worth, TX: Harcourt Brace, 2001
This is an extremely well crafted textbook, which will provide the student
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with accurate, balanced, in-depth and applicable coverage of both classic and
contemporary psychology. All aspects of the Advanced Higher Psychology course
are covered. Additionally, this text covers areas which are sometimes omitted
from introductory textbooks, namely full coverage of all sensory systems, an
introduction to working and repressed memory and contemporary theory
regarding sexuality and sexual orientation. The chapter entitled ‘Health, Stress
and Coping’ is hugely informative on the part played by stress in contemporary
culture. The topic of ‘Abnormal Psychology’ is covered in depth, and includes
case studies, narratives and an overview of legal and ethical guidelines.
Fundamentals of Psychology contains a number of pedagogical tools designed to
facilitate comprehension and the retention of information, such as ‘Thinking
Critically’ sections and marginal glossaries. Each chapter includes contemporary
essays on controversial issues written by leading psychologists. The ‘enhance
and explore’ section at the end of each chapter encourages the student to cement
their knowledge by making use of the Harcourt Brace Companion website and
various CD-Roms. Additional information can also be accessed via the suggested
reading at the end of each chapter. Students and teachers will find this textbook
informative and enjoyable.
Sternberg, Robert J, Psychology – In Search of the Human Mind (3rd edition),
Fort Worth, TX: Harcourt Brace, 2001
This textbook contains a well balanced and in-depth analysis of psychology as
product and process. All aspects of the Advanced Higher Psychology course are
covered. Each chapter concludes with a summary and a series of questions which
encourage the student to think critically and creatively about the issues covered.
Contemporary research is given prominence. The book contains upwards of 500
new references dating from the middle to the late 1990s. Ancillary packages
accompanying this textbook are available, as are multimed ia and interactive
software. With regard to content, Chapter 3 concerning the biological basis of
behaviour is particularly well written, as are the chapters that concentrate on
consciousness and memory.
Taylor, I; Cheyne, S; Henney, C; Courtcriend, P; La ng, G and Nadin, S, Active
Psychology, Harlow: Longman, 1999
As indicated in the title, promotes an active approach. Stimulates interest, and is
useful for teachers new to the subject. Specially recommended.
Wade, C and Tavris, C, Psychology (3rd edition), New York: HarperCollins,
1993
An excellent, general introductory text, highlighting relevant contemporary
issues. Attractive, colourful presentation.
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PE RS P EC T IV E S IN PS YC H O LO G Y
SECTION 2
Berry, J W; Poortinga, Y H; Segall, M H and Dasen, P R, Cross-Cultural
Psychology, Cambridge: Cambridge University Press, 1992
This texts highlights cross-cultural aspects, often neglected in traditional works,
of a range of psychological topics.
Eysenck, M W, Perspectives on Psychology, Hove: Psychology Press, 1994
One of a Psychology Press series, originally designed for the A-level syllabuses.
Each text, though slim, provides a stimulating introduction to the topic area.
Glassman, W E, Approaches to Psychology, Milton Keynes: Open University
Press, 1995
Richards, G, Putting Psychology in its Place, London: Routledge, 1996
Historical overview of the development of the discipline of Psychology,
highlighting the influence of its various cultural settings, over time and place.
Tavris, C and Wade, C, Psychology in Perspective, New York: Longman, 1997
Valentine, E R, Conceptual Issues in Psychology (2nd edition), Routledge, 1992
Wadeley, A, Ethics in Psychological Research and Practice, Leicester: BPS
Books, 1991
One of an extremely useful BPS Books series, ‘bite -sized’ volumes providing a
clear and accessible introduction to most main psychological topics in the AH
units. Includes sets of SAQs (self-assessment questions).
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CO GN I T IV E PS YC H O LO G Y
SECTION 3
Allport, A, ‘Attention and Control: Have we been asking the wrong questions?:
A critical review of twenty-five years’, in D E Meyer and S Kornblum (eds),
Attention and Performance (Vol XIV), London: MIT Press, 1993
This article examines the validity of many of the traditional assumptions put
forward by attention theorists, prior to concluding that they are somewhat
lacking. An interesting and thought -provoking read.
Baddeley, A, Essentials of Human Memory, Hove: Psychology Press, 1999
Baddeley, A D, Human Memory: Theory and Practice, Hove: Lawrence Erlbaum
Associates Ltd, 1990
This book offers a comprehensive and well written coverage of human memory.
Best, John B, Cognitive Psychology (5th edition), London: Wadsworth
Publishing Company, 1999
This textbook is intended for students who are embarking on their first course in
cognition. Consequently, it has been formatted to ensure that those with little
knowledge of psychology can understand the content. Many students find this
area of psychology particularly challenging, and all credit must go to the author
for his informative and educative writing style. Key concepts and theories are
covered in depth. Each chapter begins with an overview of content and anecdotal
evidence relating to the area covered. Chapters conclude with comments and
suggestions for further reading, focus on key research and a glossa ry of relevant
terms. Several changes have been made to previous editions. For example,
Chapter Four no longer includes material on cognitive processes in vision, while
the chapter on memory focuses exclusively on the two opposing viewpoints. The
book as a whole is informative and comprehensive. The author’s writing style
will appeal to the majority of students.
Eysenck, Michael W and Keane, Mark T, Cognitive Psychology – A Student’s
Handbook (4th edition), Hove: Psychology Press, 2000
Eysenck and Keane have written one of the best cognitive psychology textbooks
currently available. Their expertise in and enjoyment of the subject is obvious.
Each issue is explored in depth and explained clearly and concisely. Classic and
contemporary theory is covered though the emphasis is on current research. Each
chapter concludes with a summary and suggestions for further reading. However,
the majority of Advanced Higher students will probably struggle with this text,
especially if they have no previous knowledge of cognitive psychology. It is
perhaps more suitable for undergraduate students. Specially recommended.
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Eysenck, M W; Green, S and Hayes, N (series eds), Principles of Cognitive
Psychology, Hove: Psychology Press, 1993
One of a Psychology Press series, originally designed for the A-Level syllabuses.
Each text, though slim, provides a stimulating introduction to the topic area.
Gardner, Howard; Kornhaber, Mindy L and Wake, Warren K, Intelligence:
Multiple Perspectives, Fort Worth, TX: Harcourt Brace, 1996
Perhaps the best textbook currently available on the topic of intelligence.
Gardner et al have written a much needed and overdue introductory textbook
which should appeal to all students interested in intelligence. It bridges the gap
between the ‘pop’ psychology books and graduate articles which any student
interested in intelligence is forced to read to gain an understanding of this
subject.
The book starts by addressing Historical and Cultural Perspectives, before
moving on to the Origins of the Scientific Perspective. All major schools are
covered. The concluding chapters deal with intelligence from the perspective of
education and the workplace. The authors’ writing style is informative yet
informal. Anyone interested in the field can gain a deeper understanding of the
topic by reading this book. This is a highly recommended text.
Gavin, Helen, The Essence of Cognitive Psychology, Harlow: Prentice Hall
Europe, 1998
This book is intended as an introductory text suitable for foundation level
Psychology undergraduates and A-level students, and will therefore be suitable
for the Advanced Higher student. A largely historical perspective is adopted,
although contemporary research and theory are discussed in the context of
established findings. This textbook may be accessed by the majority of students
and it is unlikely that the teacher will need to offer guidance.
The writing style is informative rather than academic, and will furnish the student
with a good, in-depth knowledge of the issues and concerns of cognitive
psychology. A highly recommended textbook.
Gross, R and McIlveen, R, Cognitive Psychology, London: Hodder & Stoughton,
1997
One of a Hodder Psychology series for pre -degree Psychology, based on the
Gross & McIlveen full textbook (see Section 1). Well presented, and highlighting
issues of contemporary relevance, these texts are popular with students.
Specially recommended.
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Haselager, W F G, Cognitive Science and Folk Psychology – The Right Frame of
Mind, London: Sage Publications, 1997
This is a very interesting book which addresses the differences and similarities
between the language of folk psychology and cognitive neuroscience. Haselager
attempts to answer questions which lie at the very heart of psychology and
philosophy, namely does folk psychology or cognitive neuroscience provide the
most appropriate explanation for human behaviour? This textbook will offer the
Advanced Higher student a significant intellectual challenge, and for this reason
is probably not to be recommended as a core or supplementary text.
Nevertheless, it makes fascinating reading and raises many important issues.
Kellogg, Ronald T, Cognitive Psychology, London: Sage Publications, 1997
This textbook will provide the student with an in -depth and comprehensible
introduction to cognitive psychology. It covers areas as diverse as cognitive
development through to neuroscience. The text is well organised and is divided
into specific sections which clearly map out the central domains of research. It is
further enhanced by several helpful features, including discussion boxes,
comprehensive chapter summaries, and suggestions for further reading.
Sacks, O, The Man who Mistook His Wife for a Hat and Other Clinical Tales, New
York: Summit Books, 1985
Zeki, S, A Vision of the Brain, Oxford: Blackwell, 1993
This book will provide the student with a comprehensive account of the major
brain systems concerned with visual perception.
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SO C I A L P SY CH O LO G Y
SECTION 4
Allport, G W, ‘The Historical Background of Modern Social Psychology ’, in G
Lindzey and E Aronson (eds), Handbook of Social Psychology (vol 1), 2nd edn,
Reading, MA: Addison-Wesley, 1968, pp1–80
An excellent article detailing the European antecedents of contemporary
American Social Psychology.
Baron, R A and Byrne, D, Social Psychology: Understanding Human Interaction
(8th edition), Boston, MA: Allyn & Bacon, 1998
Highly readable, clear explanations of social psychological processes. Specially
recommended.
Eagly, Alice and Chaiken, Shelly, The Psychology of Attitudes, Fort Worth, TX:
Harcourt Brace, 1993
This book is something of a classic. Eagly and Chaiken, undisputed experts in
their field, have written a textbook which to this day has yet to be surpassed.
They address the complex topics of the psychology of attitude s, attitude
measurement and social cognition with style and understanding. Coverage of
classic and contemporary theory and research within this field is second to none.
Given the depth of coverage and difficulty of the topic students may initially
require some support and guidance when using this book.
Eysenck, M W; Green, S and Hayes, N (series eds.), Principles of Social
Psychology, Hove: Psychology Press, 1993
One of a Psychology Press series, originally designed for the A -level syllabuses.
Each text, though slim, provides a stimulating introduction to the topic area.
Gross, R and McIlveen, R, Social Psychology, London: Hodder & Stoughton,
1997
One of a Hodder Psychology series for pre -degree students, based on the Gross
and McIlveen full textbook (see Section 1). Well presented, and highlighting
issues of contemporary relevance, these texts are popular with students.
Hewstone, M; Stroebe, Wolfgang and Stephenson, G M, Introduction to Social
Psychology (2nd edition), Oxford: Blackwell, 1996
This is an excellent textbook. Hewstone et al have succeeded where many
others have failed in that they have produced a textbook which will appeal to
both students and researchers. It is one of the few social Psychology texts
which adopt a European rather than an American perspective. Each of
the five parts has been divided into relevant chapters, written by experts in
the field. My only reservation is that the writing style tends to be somewhat
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academic and assumes a significant amount of prior knowledg e. Therefore, the
book may intimidate the less able student. Of particular note are Chapter 2,
which concentrates on evolutionary psychology, and Chapter 17, which
concentrates on interpersonal relationships. In addition, Chapter 4 provides an
extremely thorough exposition of research methodology in social psychology
which the student should find interesting and relevant. Throughout the student is
presented with examples of pertinent research. Another advantage is that major
studies, for example Milgram’s work on obedience, are explained a great deal
more comprehensively than in the average textbook. With guidance most
students should be able to form an appreciation of the nature and scope of social
psychology by reading this book. Specially recommended.
Jones, E E; Lindzey, G and Aronson, E (eds), Handbook of Social Psychology
(vol 1), 3rd edition, New York: Random House, 1985, pp 47 –107
This article details major developments which have occurred in the past forty
years.
Karpf, F B, American Social Psychology: Its Origins, Development and European
Background, New York: Macmillan, 1932
A comprehensive text detailing the historical background of American Social
Psychology.
Michener, Andrew H and Delamater, John D, Social Psychology (3rd edition),
Fort Worth, TX: Harcourt Brace, 2000
This book provides a complete overview of the field of social psychology – with
an interesting twist, it is taken from a sociological perspective. Though not
strictly applicable as a textbook it provides interesting readin g. Michener and
Delamater consider the influence of culture, society and the group on the
individual. Particularly relevant are the chapters on Life Course and Sex Roles
and Deviant Behaviour and Social Reaction.
Pennington, Donald C, Essential Social Psychology, London: Hodder Headline,
1986
This textbook covers a number of themes pertinent to social psychology, namely
socialisation, attitudes and attitude change, prejudice and conflict, social
cognition, interpersonal attraction, non -verbal communication and interpersonal
behaviour, social influence and groups and group performance. A very readable
and interesting text which should appeal to the majority of students. Pennington
skilfully steers the reader through the complexities of social psycho logy in an
understandable and enjoyable manner.
Specially recommended.
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SO C I A L P SY CH O LO G Y
Philipchalk, Ronald P, Invitation to Social Psychology, Fort Worth, TX:
Harcourt Brace, 1994
An interesting book which offers practical, concise and unusually in -depth
information on the study and application of social psychology. Part 1, entitled
‘Understanding Ourself and Others’ is particularly relevant. This textbook can
be readily and easily understood by all students.
Semin, Gun R and Fiedler, Klaus (eds), Applied Social Psychology, London: Sage
Publications, 2000
This is an interesting and extremely well thought out book. Semin and Fiedler
cover a range of themes pertinent to the Advanced Higher course. Each chapter is
well researched and written and contains classic and contemporary research. The
book is divided into four parts. Part 1 covers attitudes and behaviour, judgement
and decision making, survey research and language in applied contexts. Part 2
brings social psychology out of the classroom and into the real wor ld, and deals
with issues such as consumer behaviour, health behaviour and environmental
issues. Part 3 deals with social psychology and social institutions. Particularly
relevant here is the excellent Chapter 11, written by Patrizia Catellani, which
deals with political psychology. Catellani’s writing is clear, concise and
objective, and covers a wide range of topics from political cognition and
information processing through to political self -concept, activity and media use.
In a similar vein Wallbot in Chapter 12 explores the relationship between social
psychology and the media. Wallbot covers issues such as the media as a research
device in social psychology and impression formation via the media, and mass
media impact.
Finally, Part 4 deals with the social psychology of societal issues, namely
aggression and violence in society, the societal construction of old age, and
culture and migration.
Although this book is perhaps not strictly to be recommended as a core textbook,
it will be of inestimable interest to any student who wishes to truly understand
social psychology.
Taylor, Shelley E; Peplau, Letitia A and Sears, David O, Social Psychology (10th
edition), Harlow: Prentice Hall, 2000
This book is well written, concise and thorough. The writing style is informal
yet informative, enabling students with no prior knowledge of social
psychology to form a comprehensive understanding of pertinent issues.
The book is extremely well organised and presented in such a way as to
encourage independent thought and learning. The authors appeal directly to
the student by asking ‘what if’ questions. In addition to a comprehensive
summary, each chapter includes sections entitled ‘In the News’ and ‘Current
Thinking’ which can be used to facilitate classroom d ebate and independent
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study. Relevant topics – prejudice, social influence, interpersonal attraction –
are covered in depth. Much of the research quoted has been undertaken within
the last decade. The final part of the book covers social psychology and health
and politics, and should prove enlightening and interesting for any student
completing this course. This book is very easy to read and will appeal to both
teacher and student.
Worchel, Stephen; Morales, J Fransisco; Paz, Dario and Deschamps, Jea nClaude (eds), Social Identity – International Perspectives, London: Sage
Publications, 2000
This comprehensive and wide-ranging book provides essential reading for
students of psychology. Social Identity explores the issues surrounding identity
and self-categorisation, and includes classic and contemporary research. Part I
deals with the representation of self and group. The chapter by William Doise,
though dry in tone, skilfully explains the role of social representations in social
identity, whilst Chapter 3 concentrates on the interplay between the personal and
the social. Although the book as a whole will undoubtedly further students’
knowledge of social identity, Part IV may be of particular relevance. Chapters 14
and 15 deal with the impact that culture has on identity and categorisation.
Though academic in style and content this book is well worth considering due to
the breadth and scale of its content, and the style in which it is written.
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B IO LO G IC A L P SY CH O LO G Y
SECTION 5
Carlson, Neil R, Foundations of Physiological Psychology (4th edition), London:
Allyn & Bacon, Prentice Hall Europe, 1999
Carlson’s book introduces the student to the methodology and findings of
behavioural neuroscience. In addition to the standard format of a biological
textbook, Foundations of Physiological Psychology includes an in-depth chapter
on psychopharmacology, and two chapters dealing with mental disorder.
Accurate and informative full-colour illustrations and substantial coverage of the
latest research in this field ensure that the student will form a deeper
understanding of physiological psychology. Supplements and software to
accompany this text are also available.
Dawkins, R, The Selfish Gene, Oxford: Oxford University Press, 1976
An interesting and thought-provoking book, which explains the evolutionary
approach to behaviour. Clear and concise, it can be easily read and enjoyed by
all.
Dawkins, R, The Blind Watchmaker, London: Longman, 1986
In this book Dawkins skilfully and logically refutes alternative explanations to
the evolutionary account of the origin of humankind, and provides a compelling
argument in favour of natural selection.
Diamond, J, The Rise and Fall of the Third Chimpanzee , London: Radius Books,
1991
An excellent and highly enjoyable text which details all a spects of human
behaviour. This is popular science writing at its best.
Eysenck, M W; Green, S and Hayes, N (series eds), Principles of Bio-Psychology,
Hove: Psychology Press, 1993
One of a Psychology Press series, originally designed for the A -level syllabuses.
Each text, though slim, provides a stimulating introduction to the topic area.
Gross, R and McIlveen, R, Bio-Psychology, London: Hodder & Stoughton, 1997
One of a Hodder Psychology series for pre -degree students, based on the Gross
and McIlveen full textbook (see Section 1). Well presented, and highlighting
issues of contemporary relevance, these texts are popular with students.
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Levinthal, Charles F, Drugs, Behaviour and Modern Society (2nd edition),
London: Allyn & Bacon, Prentice Hall Europe, 1999
Although this is not strictly suitable as a textbook, given its subject matter, it is
interesting nevertheless. Levinthal provides a fascinating insight into the
complex biological, psychological, sociological and health related aspects of drug
use and abuse. Students are exposed to the realities of drug -related topics in
every aspect of life and encouraged to assess the implications of actions and
behaviour. Two whole chapters are devoted to education and prevention and
address issues pertinent to psychology and health. The writing style is
informative yet informal and will appeal to students and teachers who have a
special interest in this area.
Martin, Neil G, Human Neuropsychology, London: Prentice Hall Europe, 1988
This comprehensive and intellectually stimulating textbook concentrates on the
relationship between brain and behaviour. The first three chapters will provide
the student with background introductory information on the neurophysiology
and neuroanatomy of the brain. Subsequent chapters cover Hemispheric
Laterilisation, Cognition, Social Behaviour and Personality and Perceptual
Disorders. The neuropsychology of language, and functional and dysfunctional
aspects of emotion are also covered in depth. Each chapter contains suggestio ns
for further reading, readily accessible summaries and discussion points, and a list
of useful Internet resources. The writing style is somewhat formal, however the
majority of students should be able to access this text with little difficulty.
Pinel, John P J, Biopsychology (3rd edition), Boston, MA: Allyn & Bacon, 1997
This is one of the best biological psychology textbooks currently available. Pinel
approaches the topic in a distinctly informal manner, and merges the study of
biopsychology with social issues, personal implications and witty anecdotes. He
speaks directly to the student and imparts a great deal of complex theory in a
deceptively simple manner. Although the majority of students will find this
textbook intellectually challenging, it i s a text that they will return to time and
time again throughout their course. The 3rd edition includes extensive coverage
of contemporary clinical and human research and emphasises which carry strong
personal and social messages. Many chapters have been reorganised and
extended. Pedagogical aids are peppered throughout. Anyone reading this text
will benefit, not only in their understanding of biopsychology but of psychology
in its entirety. Some students may need help with this text. Specially
recommended.
Raine, Adrian, The Psychopathology of Crime – Criminal Behaviour as a Clinical
Disorder, London: Academic Press, 1993
This is an exceptional textbook which provides the reader with perhaps
the most in-depth exposition and analysis of the evolutio nary, genetic and
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neuropsychological factors relevant to criminal behaviour. It contains extensive
coverage of contemporary research into the role of biology in criminal behaviour.
Complex studies are explained in simple terms, and many chapters feature new
hypotheses generated by the author on the basis of existing evidence. The tone is
informal and the writing style precise and objective.
However, this book does assume significant prior knowledge of the subject.
Therefore, the majority of students will probably require some teacher guidance
when using it.
Reeve, Johnmarshall, Understanding Motivation and Emotion (3rd edition), Fort
Worth, TX: Harcourt Brace, 2001
This excellent textbook is aimed at students who have some prior knowledge of
Psychology. Consequently, it should not present the Advanced Higher student
with any problems. It is also relevant to those with a background in other
disciplines, namely education and business. As the title implies, this text is
concerned primarily with the study of human motivation. The psychological study
of motivation and emotion has enjoyed something of a resurgence during the last
decade. Reeve provides the student with some of the most relevant contemporary
information in this area. Divided into five parts, it covers needs, cognition,
individual differences and emotions. Each chapter contains ‘Chapter Boxes’
designed to help the student gain a deeper understanding of how motivational
principles apply to everyday life. Understanding Motivation and Emotion also
contains subject specific extracts that will enable the reader to make sense of the
ideas and theories presented in the preceding chapter. Reeve’s writing style is
academic yet accessible. The Advanced Higher student will not feel
overwhelmed by this book.
Symons, D, The Evolution of Human Sexuality, New York: Oxford University
Press, 1979
This book details the application of sexual selection to human behaviour. Well
written and enjoyable, it has dated little since it was written.
Wickens, Andrew, Foundations of Biopsychology, London: Prentice Hall
Europe, 1999
This textbook is highly recommended for Advanced Higher students,
particularly those who are struggling with the complex topic of biological
psychology. Wickens has produced a book which helps students to
understand the essentials of the subject. Each chapter begins with a
brief historical overview of the topic to be covered prior to addressing
contemporary research findings. Multiple choice questions are peppered
throughout allowing students to test their comprehension and progress.
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The entire book is well written and relevant, although the student will probably
find the chapters entitled ‘Introduction to Neurons’ and ‘Genes and Behaviour’
particularly enlightening. The writing style is uncomplicated and the structure
student-friendly. Specially recommended.
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SECTION 6
Adams, G R; Gullotta, T P, and Montemayor, R (eds), Adolescent Identitiy
Formation, Newbury Park, CA: Sage Publishing, 1992
This book provides comprehensive and thought-provoking coverage of adolescent
identity formation.
Asendorpf, J B and Valsiner, J, Stability and Change in Development, Newbury
Park: CA: Sage Publishing, 1991
An informative text detailing the methodological and conceptual approaches
regarding stability and change throughout life.
Bee, H, The Growing Child (2nd edition), Harlow: Longman, 1998
Bremner, J Gavin, Infancy (2nd edition), Oxford: Blackwell, 1994
This is an excellent textbook which will be appreciated by anyone studying
infancy. It provides an up-to-date account of advances in the study of infant
development. This edition includes an expanded section on grasping, developing
and perception, and the chapter on social development has been considerably
expanded. Bremner writes clearly and concisely. This book can be used by the
majority of students.
Bennett, M (ed.), The Child as Psychologist : An Introduction to the Development
of Social Cognition, New York: Harvester–Wheatsheaf, 1993
An interesting and informative collection o f essays which detail recent work in
the field of developmental social cognition.
Day, A T, Remarkable Survivors : Insights into Successful Ageing Among Women ,
Washington, DC: Urban Institute Press, 1991
An interesting book which concentrates on the femal e ageing experience and the
coping strategies adopted to negotiate later life transitions.
Doise, W and Mugny, G, The Social Development of the Intellect, Oxford:
Pergamon Press, 1984
An excellent text detailing the contribution of social influence and so ciocognitive conflict on the intellectual operations of children.
Donaldson, Margaret, Children’s Minds, London: HarperCollins, 1978
This is an interesting and informative book which the student will enjoy.
Children’s Minds concentrates primarily on language and understanding. A
significant proportion of the book is devoted to education, what children find
difficult, their desire to learn and what the school can do to address any
problems. Donaldson evaluates classic and contemporary research on
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childhood development in terms that the student will understand and appreciate.
Dunn, J, The Beginnings of Social Understanding , Oxford: Blackwell, 1988
This book examines the earliest stages of knowledge and reasoning within the
social context of the family.
Eysenck, M W; Green, S and Hayes, N (series eds), Principles of Developmental
Psychology, Hove: Psychology Press 1993
One of a Psychology Press series, originally designed for the A -level syllabuses.
Each text, though slim, provides a stimulating introduct ion to the topic area.
Flanagan, Cara, Applying Psychology to Early Child Development , London:
Hodder & Stoughton, 1996
This is an excellent book which will be extremely helpful to the Advanced Higher
student. Aimed at A-level students and first year undergraduates it can be readily
understood by those with no prior knowledge of psychology. Divided into three
parts, this book covers developmental stages, developmental influences and
atypical development. Each chapter is succinct, precise and immensely readable.
The text contains many up-to-date references pertaining to psychological theory
and research. Flannagan’s writing style renders the subject matter
understandable and enjoyable. Chapter 10 on Media Influences explains the role
of the media in the formation of stereotype and self-stereotypes. Chapters 11 to
13 will furnish the student with a greater understanding of the interaction
between nature and nurture in individual development, and as such is relevant to
the study of individual differences. This text contains contemporary research
studies, many published within the last decade . Specially recommended.
Gauvain, Mary and Cole, Michael (eds), Readings on the Development of
Children (2nd edition), New York: W H Freeman, 1997
This book is an invaluable addition to any developmental psychology course, and
will provide students with primary source material covering neonatal
development through to adolescence. There are twenty -nine carefully selected
articles which provide important, representative and sometimes provocative
statements by acknowledged leaders in the field.
The Introduction section alone contains articles by Piaget, Vygotsky and
Bronfrenbrenner. Subsequent chapters include contributions by Bruner,
Baillargeon and Macoby.
This book can be used as a study aid for other sections of the Advanced Higher
course. Part I, ‘In The Beginning’, is essential reading for students of biological
and developmental psychology, whilst Part V is relevant to the study of
individual differences and abnormal psychology.
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Given that all the articles were originally written for a professional readership,
the text may be somewhat difficult for the student to grasp. However, the authors
have provided brief introductory points at the beginning of eac h chapter as an aid
to salient points. Each article concludes with a number of questions, designed to
provoke critical thought and understanding of the issues raised. Although some
students may need initial support from the teacher in order to form a full er
understanding of the issues raised, this textbook will undoubtedly prove
invaluable in their understanding of psychology as a whole.
Gross, R and McIlveen, R, Developmental Psychology, London: Hodder &
Stoughton, 1997
One of a Hodder Psychology series for pre-degree students, based on the Gross
and McIlveen full textbook (see Section 1). Well presented, and highlighting
issues of contemporary relevance, these texts are popular with students.
Halpern, D F, Sex Differences in Cognitive Abilities (2nd edition), Hillsdale, NJ:
Erlbaum, 1992
A thoughtful book which gives equal emphasis to biological and social
explanations regarding cognitive gender differences.
Nielsen, Linda, Adolescence – A Contemporary View (3rd edition), London:
Harcourt Brace, 2000
Nielsen makes good use of current research, theories and debates on adolescence
to produce a comprehensive introductory text. This book includes commentaries
from adolescents themselves which will be relevant to the Advanced Higher
student. Nielsen emphasises female and minority adolescents throughout the
text. There are also interesting chapters on vocational and religious development,
sexuality, drug use and abuse, and various disorders.
Shaffer, David R, Developmental Psychology – Childhood and Adolescence (5th
edition), London: Thomson Publishing, 2000
This is an excellent textbook, which will be appreciated and enjoyed by
students. Shaffer approaches the complex area of development during
childhood and adolescence with considerable skill and c onfidence. His
informal writing style makes this an immensely readable text. Each chapter
contains a short quiz for the student to complete, and a number of ‘What
do you think?’ questions which can be used as teaching aids. Complex
terminology is highlighted and explained more fully by means of a ‘running
glossary’. Theories of development are explained and evaluated throughout
the text. Part 5 centres on the ecology of development, and addresses
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contemporary topics such as socialisation, sibling relationships, diversity in
family life and child abuse. Shaffer includes classic and contemporary research
throughout. Specially recommended.
Smith, P K; Cowie, H and Blades, M, Understanding Children’s Development,
(3rd edition), Oxford: Blackwell, 1998
Specially recommended.
Sugar, M (ed.), Female Adolescent Development (2nd edition), New York:
Brunner/Mazel, 1993
This book is written by psychologists and medical practitioners, and it provides
insight into topics of relevance, namely familial relati onships, pubertal
development and delinquency.
Turner, Jeffrey S and Helms, Donald B, Lifespan Development (5th edition),
Fort Worth, TX: Harcourt Brace, 1995
This textbook is highly recommended for the Advanced Higher student. Lifespan
Development covers the total development of the individual, from cradle to grave.
The book is organised in a manner that helps the reader to study human
development in chronological and topical fashion. Each chapter begins with a
section designed to stimulate thinking a nd curiosity. Special action boxes, which
appear throughout the text, bridge the gap between theory and practice. Cultural
diversity is emphasised throughout. Each chapter concludes with a
comprehensive study of major points covered and issues raised, an d a series of
‘Thinking in Action’ questions which may be used as practical exercises for the
student.
The writing style is informal and informative. Students should be able to use this
text without help from the teacher.
Turner, Jeffrey S and Helms, Donald B, Contemporary Adulthood (5th edition),
Fort Worth, TX: Harcourt Brace, 1994
This textbook deals exclusively with adult development. Balanced coverage is
given to all stages of adult life. This edition has been organised to enable adult
life to be studied either chronologically or topically. Case studies, critical
thinking sections and innovative boxes aid independent learning. Social,
psychological, physical and cross-cultural aspects of adult development are
covered. The majority of the researc h included in this text has been undertaken
within the last decade. Turner and Helms have produced one of the best
textbooks available on this topic. Easily read and understood this textbook
should prove beneficial to anyone studying developmental psycho logy.
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TH E P S YCH O L O GY O F I N D I VI DU A L D IF F E RE NC E S
SECTION 7
Angyal, A, ‘A Theoretical Model for Personality Studies’, in Moustakas, C (ed.),
The Self, New York: Harper & Row, 1956
Barlow, David and Durand, V Mark, Abnormal Psychology – An Integrative
Approach (Media Edition) (2nd edition), London: Wadsworth, 2001
This is an excellent textbook. Barlow and Durand have abandoned the traditional
compartmentalised approach to psychopathology, and have adopted an integrative
and multi-dimensional perspective which will appeal to students and teache rs
alike. The textbook contains substantial current evidence of the reciprocal
influences of the psychological and social influences on biology and behaviour.
The structure of the text promotes a complete understanding of the issues. For
example, disorders of childhood such as anxiety are discussed in the context of
the other anxiety disorders, rather than relegated to a separate chapter as is the
norm.
This textbook is further enriched by the inclusion of numerous authentic clinical
case histories – the majority of chapters begin with a case description, and a great
deal of the latest theory and research is related to these very cases. Issues of
gender and culture are emphasised throughout. Each chapter contains several
pedagogical tools designed to test the progress of the student. Each disorder
chapter concludes with a two-page visual chart which effectively summarises the
causation, development, symptoms and treatment of the disorder. The media
edition comes complete with an IBM compatible
CD-Rom which may be used as a classroom aid.
The entire book is excellent. However, Chapter 10 (sexual and gender identity
disorders), Chapter 11 ( substance-related disorders), and Chapter 15 (cognitive
disorders) are particularly noteworthy and contain man y new references. The
writing style is lively, informative and in some instances controversial. Anyone
who is interested in psychopathology is advised to read this book.
Carducci, Bernardo, Psychology of Personality, London: International Thomson
Publishing, 1997
Psychology of Personality provides the student with a comprehensive
introduction to the study of personality. Each chapter provides overviews,
extended examples of how the subject can be applied to everyday life, and
detailed coverage of theorists or issues covered in the chapter. In addition,
relevant applications are emphasised throughout, namely how the study of
personality psychology can be applied to medicine, politics and forensic
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TH E P S YCH O L O GY O F I N D I VI DU A L D IF F E RE NC E S
investigation. Supplementary material including a s tudy guide and computerised
testing is also included. This is a textbook that should appeal to both students and
teachers.
Comer, R J, Abnormal Psychology (3rd edition), New York: Freeman, 1998
An undergraduate text, but comprehensive and accessible for AH students with
some guidance. Accompanied by CD-Rom and Internet addresses.
Specially recommended.
Erikson, E, Childhood and Society (2nd edition), New York: Norton, 1963
This book includes a detailed description of the eight stages of human
development and contains psychobiographies of Hitler and Gorky which provide
insight into the psychological implications of German and Russian culture.
Eysenck, M W; Green, S and Hayes, N (series eds), Principles of Individual
Differences Psychology, Hove: Psychology Press, 1993
One of a Psychology Press series, originally designed for the A -level syllabuses.
Each text, though slim, provides a stimulating introduction to the topic area.
Frager, Robert and Fadiman, James, Personality and Personal Growth (4th
edition), Harlow: Addison Wesley Longman, 1998
This book will provide the Advanced Higher student with a useful and easily
readable introduction to theories of personality. The work of over fifteen
personality theorists are comprehensively and concisely explai ned. Students are
also introduced to the ideas underpinning Hinduism, Buddhism and Islam. Each
chapter contains pedagogical tools in the form of Key Concepts and Chapter
Highlights sections, which will aid student learning.
Garrett, Stephanie, Society Now – Gender, London: Routledge, 1992
This book is designed to help students recognise the significance of gender in
everyday life. Garrett examines the work of prominent feminists and sociologists
and cites examples from a variety of different culture s. The book was designed
for A-level students and will provide the Advanced Higher student with a
comprehensive introduction to this topic. Areas covered in relation to gender
include biology, socialisation, education, politics and crime.
Gross, R and McIlveen, R, Abnormal Psychology, London: Hodder & Stoughton,
1997
One of a Hodder Psychology series for pre -degree students, based on the Gross
and McIlveen full textbook (see Section 1). Well presented, and highlighting
issues of contemporary relevance, these texts are popular with students. Specially
recommended.
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Hall, C S, A Primer of Freudian Psychology, New York: New American Library
(Mentor Books), 1954
A concise and readable exposition of the major points of Freud’s theories. One
of the best easy introductions available.
Harrower, Julie, Applying Psychology to Crime, London: Hodder & Stoughton,
1998
This is an interesting and easy to read book which is relevant to a number of
Advanced Higher topics. It includes a chapter detailing the possible biological,
social and psychological factors thought to be responsible for individual
differences in criminal behaviour. Students should be able to access the text with
little if any guidance from the teacher.
Hoffman, E, The Drive for Self: Alfred Adler and the Founding of Individual
Psychology, Reading, MA: Addison Wesley, 1994
An interesting and thought-provoking book.
Holmes, David, The Essence of Abnormal Psychology, London: Prentice Hall
Europe, 1998
This book is designed for undergraduate Psychol ogy students, and provides a
concise and comprehensive introduction to abnormal psychology. All core topics
are covered, and essential information is supplemented with summaries and self test questions. Easy to read and well organised, this is a text whi ch will appeal to
the majority of students.
Howe, Michael J, IQ in Question – The Truth about Intelligence, London: Sage
Publications, 1997
This easily read introductory textbook successfully lays waste to a number of
prevailing myths regarding intelligence. Relevant topics for the Advanced
Higher student include Race and Intelligence, and Genetics and Intelligence.
Maslow, A, Toward a Psychology of Being (2nd edition), New York: Van
Nostrand, 1968
Matlin, Margaret, The Psychology of Women (3rd edition), Fort Worth, TX:
Harcourt Brace, 1996
Matlin’s book should be useful for Advanced Higher students. Biological, social,
psychological and cognitive factors in gender differences are explained clearly
and comprehensively. A substantial amount of new refe rences, theory and
research is included, as are references to cultural and sexual identity and
relationships. The writing style is informal yet informative and accessible to all
students.
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Pilgrim, D and Rogers, A, A Sociology of Mental Health and Illness, Milton
Keynes: Open University Press, 1993
Though written primarily for Sociology students, this book provides an excellent
discussion of cultural bias, especially in relation to gender and ethnicity, in the
mental health field.
Reich, W, The Mass Psychology of Fascism, New York: Farrar, Straus and
Giroux, 1970
Essential reading for anyone interested in Reich’s work.
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SECTION 8
Banister, P; Burman, E; Parker, I; Taylor, M and Tindall, C, Qualitative
Methods in Psychology: A Research Guide. Milton Keynes: Open University
Press, 1994
This title is mainly relevant to the Qualitative Research Methods section of the
AH Perspectives unit, rather than the Research unit.
Banyard, P and Grayson, A, Introducing Psychological Research (2nd edition),
Basingstoke: Palgrave, 2000
Contains in-depth descriptions of seventy-five major studies. Useful for
discussion of research methods as applied in ‘real’ research. Engages student
interest, with catchy chapter titles such as ‘A Brain of Two Halves’.
Breakwell, Glynis M; Hammond, Sean and Fife-Shaw, Chris (eds), Research
Methods in Psychology, London: Sage Publications, 1994
This textbook comes highly recommended. The authors have written a book
which is authoritative and student -friendly. This is a welcome and acces sible
work for all students struggling with the topic of research.
Coolican, H, Research Methods and Statistics in Psychology (3rd edition),
London: Hodder & Stoughton, 1999
A deservedly popular Research Methods text amongst pre -degree and
undergraduate students, written in an interesting and accessible style ‘with
mathematically nervous students in mind’. Specially recommended.
Corston, Rod, Research Methods and Statistics in the Social Sciences , Durham:
Casdec, 1992
This book will appeal to all students who are somewhat nervous of numbers in
general and statistics in particular. Corston takes the fear out of the figures.
Unlike many other authors, he assumes no prior knowledge of research issues or
statistical concepts. The resulting text is an incr edibly easy-to-read teaching
tool. Students are guided gently through all areas. Each chapter is broken down
into small easily manageable units and contains ‘self -tests’ for the student to
complete. Students will require no teacher guidance when access ing this text
Even the most numerically challenged student will feel much more confident in
this area after using this text.
Specially recommended.
Flanagan, C, Practicals for Psychology: A Student Workbook, London:
Routledge, 1998
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M cIlv ee n, R; H ig g i n s, L; Wa del ey , A a n d H u mp h r ey s, P ( ed s), B PS
Ma n ua l o f P syc ho lo g y Pra c ti ca l s, Le ic est er: B PS B o o ks , 1 9 9 2
Detailed guidance on designing and conducting a variety of coursework
investigations, adapted from ‘real -life’ research. Teachers and students find
this book extremely helpful. Specially recommended .
M cQue en , R A a n d K n us s en, C hr ist i na , Re sea rc h M et ho d s i n P sy c ho l o g y :
A P ra c ti ca l I nt ro d uc tio n , H e me l H e mp s tea d: S i mo n & Sc hu st er, 1 9 9 9
This is an excellent textbook. McQueen and Knussen take the stress o ut of
research. Each chapter is clearly and concisely written. Complex issues are
simplified often by the use of witty anecdotes. The authors cover every
possible angle. Students are advised on the most appropriate method to use
when undertaking their research. Each section contains a checklist with
advice on what to do if, for example, ‘no one answers your questionnaire’ or
‘you’ve completed your pilot survey, now what?’ The authors actually make
statistics enjoyable and understandable. This is probab ly one of the best
textbooks written in recent years and will appeal to teachers and students
alike and may be utilised by the latter throughout their time in further and
higher education.
McQueen, Ronald, A and Knussen, Christi na, Research Methods in
the Social Sciences (provisional title), Hemel Hempstead: Simon &
Schuster, Forthcoming
At the present time the authors are currently embroiled in producing the
aforementioned textbook. It is intimated that it will be published some time
during 2001. If Research Methods in Psychology is an indication of their
combined talent, then this title may well be worth inclusion on relevant
reading lists.
Psy cho lo g y R eso u rce s: Met ho d o lo g y a nd S ta t i s tic s. Psy cho lo g y Re so u r ces ,
5 0 Ru pe rt Av en u e, H ig h Wy co mb e, B uc ks H P 1 2 3 NF.
We bs it e: w w w .psy c ho lo g y - re so u rce s.co m
A modest booklet, this publication is arguably the most useful Research
Methods resource a Psychology teacher could wish for. As well as clear
explanations of all methods and their advantages/disadvantages, it contains
substantial exercises on hypotheses, designs, etc. and is fully photocopiable
(and therefore good value at £25). Excellent for student confidence -building.
The publishers also produce useful booklets of practicals and exercises.
Specially recommended.
Ro b so n, Co li n, R ea l W o rld R es ea rc h – A Re so ur ce fo r So c ia l Sc ie nt i s ts
a nd P ra c ti tio ne r Re sea r che r s , O xfo rd : B la c kw e ll, 1 9 9 3
This textbook is aimed at those taking a course in higher education and may be
slightly too complex for the Advanced Higher s tudent. Nevertheless, it is a
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concise and comprehensive text which merits mentioning. All forms of research
methodology are covered in depth. Part 3 details the advantages and
disadvantages of each methodology and offers alternative approaches. Part 4
informs the student of the best way to analyse the data collected. With
appropriate guidance the majority of students should be able to use this text.
Rowntree, D, Statistics Without Tears: A Primer for Non-Mathematicians,
London: Penguin, 1991
This is one of the best books ever written for those who find statistics difficult.
Rowntree assumes absolutely no prior knowledge. He takes the student right back
to the beginning explaining concepts such as mean, median, mode, standard
deviation and the rest, in simple and straightforward terms. This textbook can be
read and understood by all students. However, those who understand statistical
concepts are recommended to turn to other texts as they will find this book
somewhat limited in scope.
Ethical Issues
Kimmel, A J, Ethical Issues in Behavioural Research: A Survey , Cambridge, MA:
Blackwell, 1996
Slife, B D and Williams, R N, What’s Behind the Research? Discovering Hidden
Assumptions in the Behavioural Sciences, Thousand Oaks: Sage, 1995
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PE RI O D IC A L S, WEB S I T E S AN D F I LM S
SECTION 9
Periodicals
Psychology Review: Phillip Allan Updates, Market Place, Deddington, Oxfordshire
OX15 0SE
Specifically targetted at pre-degree level, though primarily for A-level students, this
quarterly journal is relevant for many AH topics, and incl udes helpful regular articles on
study skills, exam technique, etc.
Other periodicals include:
Scientific American
Cognitive Psychology
Annual Review of Psychology
American Psychologist
Journal of Abnormal and Social Psychology
Psychology Today
Personality and Social Psychology Bulletin
Psychological Bulletin
The Psychologist
All psychological periodicals can be accessed via any good university. In addition, The
Mitchell Library, Glasgow holds many articles relating to the Social Sciences.
Psychology Websites
There are numerous Psychology websites currently available. Here is a selection:
Encyclopaedia of Psychology – Psychology Websites – http://www/psychology.org
A Guide to Cognitive Psychology Websites
http://www.gemstate.net/susan/linksCogPsy.htm
WPADevelopmentalPsychologyLinks – http://www.usc.uwo.ca/clubs/wpa/links5.html
Education and Psychology – http://www.lib.siu.edu/hpage/edusites.html
Forensic Psychology Resources – http://flash.lakeheadu.ca/~pals/forensics/lin
A Guide to Social Psychology Websites – http://www.gemstate.ner/susan/links.SocPsy.htm
Life Sciences – http://www/scar.utoronto.ca/internet/life -Sci
Sigmund Freud – http://www/psiconet.org/freud
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PE RI O D IC A L S, WEB S I T E S AN D F I LM S
Attachment and Bonding –
http://ici2.umn.edu/ceed/publications/earlyreport/attachment.html.
The Importance of Early Brain Development –
http://www.gllkids.org/Epstein/Articles/Brain_Developmemt.html
Classics in the History of Psychology – http://psychclassics.yorku.ca/
History of Psychiatry – http://www.psiconet.org/otvas/
Humanistic Psychology from Maslow to the 21st Century –
http://www/ahpweb.org/aboutahp/whatis.html
A Short History of Jean Piaget – http://www.piaget.org/biography/biog.html
In addition to these websites many of the textbooks appearing in this bibliography have
their own websites.
Films
Whilst textbooks and journals are obviously informative, students may find that watching
‘non-psychological’ films is useful and relevant. For example:
American Beauty – an excellent film which provides a moving account of human isolation
in the 21st century.
American Psycho – an interesting film which highlights the ‘abnormality’ of contemporary
life.
Boys Don’t Cry – a moving account of gender identity disorder and prejudice in small town
America.
Cry Freedom – the story of one man’s fight against apartheid.
One Flew over the Cuckoo’s Nest – an excellent and disturbing film detailing the value
judgements associated with mental illness.
Schindler’s List – an excellent film for students covering pertinent psychological topics,
for example, prejudice, discrimination, altruism and aggression.
The Frances Farmer Story – based on a true story, this is in a similar vein to the above
film.
The Killing Fields – as above.
The Madness of King George – an excellent film which highlights the isolation of the
mentally ill.
In addition BBC2 and Channel 4 air many documentaries which are relevant to psychology.
For example:
Agony and Ecstasy (Horizon, BBC2) The story of one man’s use of MDMA to alleviate the
symptoms of Parkinson’s Disease.
The Gender Game (Channel 4) An excellent three-part series in which eight contestants
live and work as members of the opposite sex.
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O TH E R R E SO UR C ES
SECTION 10
Brody, R and Hayes, N, Teaching Introductory Psychology, Hove: Psychology Press,
1995
An excellent resource, for new (and old!) Psychology teachers, full of ideas for
classroom activities.
Cardwell, M, The Complete A–Z Psychology Handbook (2nd edition), London: Hodder
& Stoughton, 2000
An excellent resource for students, comprehensive and written in an accessible style.
Eysenck, M W (ed.), The Blackwell Dictionary of Cognitive Psychology, Oxford:
Blackwell, 1990
Manstead, A S R and Hewstone, M (eds), The Blackwell Encyclopedia of Social
Psychology, Oxford: Blackwell, 1995
Reber, A S, Dictionary of Psychology (2nd edition), London: Penguin, 1995
Statt, D, A Concise Dictionary of Psychology (3rd edition), London: Routledge, 1998
Teaching Psychology: Information and Resources (3rd edition), Leicester: BPS Books,
1993
Dated but still extremely useful.
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