It has been 12 years since the last objective analysis of brief introductory psychology textbooks was published and 13 years since the textbook copyright period used in that study, 1997-2000. Given the importance of informed textbook evaluation and selection to the introductory course but the difficulty of this task because of the large number of…

It has been 13 years since the last objective analysis of full-length introductory psychology textbooks was published and 15 years since the textbook copyright period used in that study, 1995-1997. Given the importance of informed textbook evaluation and selection to the introductory course but the difficulty of this task because of the large…

To determine how topical coverage in introductory textbooks may have changed from the 1980s to the present, the author examined topic coverage in full-length and brief introductory textbooks from this time period. Because 98% of the teachers use textbooks for the introductory course and the majority do not assign reading beyond the textbook, the…

Introductory psychology students at a technical college, 2-year community college, and a regional university rated how important textbook chapters or topics were to them now and in the future and how interesting they were. Importance and interest ratings were highly correlated, and the whole course was rated of greater importance and interest than…

A readability comparison of psychology, sociology, and physics introductory textbooks from the years 1860 to 1913 and 1963-1969 was made to discover if psychology has become as "difficult" ("scientific") as physics. (JH)

Undergraduate students enrolled in a Principles of Psychology II course were asked to rate selections from introductory psychology texts for reading ease. These student ratings were then compared with the ratings obtained using the Flesch readability formula. Student ratings did not agree very well with the Flesch scores. (RM)

Comparison of evaluation method and results of ten introductory psychology textbooks. They were evaluated according to both Flesch formulas and student opinions on both readability and interest levels. (ND)

Reports on a content analysis of data graphs in introductory level and upper level psychology textbooks. Explains that upper level and introductory textbooks did not differ on the frequency and variability of data graph presentation. Presents the results and discusses implications for teachers of psychology. (CMK)

Asserts that current animal research enables students to understand basic developmental principles. Presents results from a study that evaluated the content of 24 developmental textbooks published between 1995 and 2000, demonstrating that older studies are typically used. (CMK)

Examines the content of introductory psychology books by performing a content analysis on texts from the 1970s and 1990s to determine whether the books incorporated recent historical scholarship in discussions of Wilhelm Wundt and Edward Titchener. Finds that some texts still misrepresent the relation between Wundt and Titchener. (CMK)

On the basis of the frequency of family-related concepts in 60 college psychology textbooks, the article recommends that psychology teaching and research concentrate on the interaction of an individual with his familial and environmental surroundings. (DB)

Presents a comparative analysis of 15 brief introductory psychology textbooks for teachers who want a leaner introductory text. Focuses on length, pedagogical aids, and topic coverage. States that there is enough variability among the texts to accommodate teachers' preferences and needs. Includes a bibliography of the textbooks. (CMK)

Examines 17 undergraduate cognitive psychology textbooks published in the United States with copyright dates between 1995 and 1999. Intends to facilitate textbook selection through a comparison of text length, reference citations, content, pedagogy, and illustrative material. Reveals that the textbooks diverge on topical emphasis. Includes an…