Some quotes on what reviewers thought of the new learning objectives and concept map features:
I am very pleased with the learning objectives that precede each chapter. They correspond well with the way learning objectives are used in courses. The callouts and the reviews, together with the learning objectives, work like hyperlinking: a system students are familiar with.
- Kevin Mallory, Algonquin College
I LOVE this new addition! Outlining the objectives at the beginning is a great help to both the professors and the students. It provides a great overview and clearly states what students are expected to learn from each module…With visual learners [the concept maps] will provide them with a type of special mat that they may find useful for organizing the material.
- Anjanie McCarthy, Fanshawe College
I believe [the learning objectives feature] is an important tool and helps the students to understand how to ‘chunk’ the information…especially helpful for understanding and retaining information and to help students before tests and exams.
- Mary Close, Canadore College
The learning objectives at the beginning of each chapter will help students to focus on what they are expected to learn, the questions at the end of the chapters will help them to know if they have grasped and understood. This approach can help students to satisfy both the second and third “R” of the SQ3R learning model…To link the learning objectives to the concept maps would complete a “circle of learning”.
- Ken Green, Algonquin College
The students who will use these tools you have added into each chapter will really benefit from them. It will allow the students to self-regulate (in terms of their understanding). Hopefully, that in turn, will lead me (as a teacher) to direct questions appropriately…The concept maps are truly important allow visual learners to understand how concepts fit together.
- Marlene Grossman, Vanier College
…I find this to be an excellent addition to the text not to mention and effective pedagogical tool. The learning objectives at the beginning of each chapter most definitely organize the information for students’ easy access, as to what is pertinent in each chapter. This also assists students in gauging their retention of important content. This works well in conjunction with the quick reviews.
- Kristen Buscaglia, Niagara College
About the Author
Samuel E. Wood received his doctorate from the University of Florida. He has taught at West Virginia University and the University of Missouri—St. Louis. From 1984 to 1996, he served as president of the Higher Education Center, a consortium of 14 colleges and universities in the St. Louis area.
Ellen R. Green Wood
Ellen Green Wood received her doctorate in educational psychology from St. Louis University and was an adjunct professor of psychology at St. Louis Community College at Meramec She has also taught in the clinical experiences program in education at Washington University and at the University of Missouri—St. Louis.
Denise Boyd received her Ed.D. in educational psychology from the University of Houston and has been a psychology instructor in the Houston Community College System since 1988. She has coauthored several other Pearson/Allyn and Bacon texts: including (with Helen Bee), Lifespan Development and The Developing Child. A licensed psychologist, she has presented a number of papers at professional meetings, reporting research in child, adolescent, and adult development.
Eileen Wood is a full professor in the Department of Psychology at Wilfrid Laurier University. She conducts research in developmental and educational psychology. Her primary research interests involve studying how people learn new information and how features of the learning environment affect the learner. Her secondary research interests involve gender role development, dating, and the impact of technology. Dr. Wood has authored several books, book chapters, and many articles. She was recently awarded the University Research Professor Award to pursue her research on students’ use of technology in the classroom. Dr. Wood primarily teaches introductory and developmental psychology at the undergraduate level and developmental psychology at the graduate level. She works collaboratively with school boards and participates in administrative boards that work toward enhancing learning for learners of all ages.
Serge Desmarais received his Ph.D. in social psychology from the University of Waterloo. He is a full professor, a former Canada Research Chair in applied social psychology and the current Associate Vice-President (Academic) at the University of Guelph. In this role, he oversees all aspects of the undergraduate curriculum at his university. Dr. Desmarais started teaching introductory psychology in his first academic position in 1990 and has taught this course regularly since the beginning of his career. Dr. Desmarais is an active researcher and the author of many articles and book chapters in the areas of interpersonal relations, social justice, work and pay expectations, and gender issues.