| List of Contributors |
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xxi | |
| Preface |
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xxiii | |
| Chapter 1 The Science of Psychology |
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1 | (50) |
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2 | (3) |
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Basic and applied research |
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3 | (2) |
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Psychology's Roots: The Path to a Science of Mind and Behaviour |
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5 | (8) |
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6 | (1) |
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The emergence of psychology as a science |
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6 | (1) |
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The psychodynamic perspective |
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7 | (1) |
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The behaviourist perspective |
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8 | (1) |
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The humanistic perspective |
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9 | (1) |
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The cognitive perspective |
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9 | (1) |
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The biological perspective |
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10 | (1) |
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The sociocultural perspective |
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11 | (2) |
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Levels of Analysis: Types of Psychology and Their Contribution to Understanding |
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13 | (3) |
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Understanding social anxiety using the levels of analysis framework |
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13 | (3) |
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Issues and Debates in Psychology |
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16 | (6) |
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16 | (1) |
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Nature-nurture debate (heredity versus environment) |
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17 | (1) |
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18 | (1) |
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Free will versus determinism |
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19 | (1) |
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20 | (2) |
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Bias in Psychological Research |
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22 | (3) |
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22 | (2) |
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Tackling bias in psychology |
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24 | (1) |
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Psychology at the Cultural Level |
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25 | (4) |
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25 | (1) |
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Cross-cultural psychology |
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26 | (1) |
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Approaches: Etic-emic distinction |
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26 | (1) |
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Individualism versus collectivism |
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26 | (1) |
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Difficulties researching within cross-cultural psychology |
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27 | (1) |
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Examples of cross-cultural differences in psychological research |
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27 | (2) |
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29 | (3) |
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Psychology as an academic subject |
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29 | (1) |
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Governing and professional bodies in psychology |
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30 | (2) |
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Psychology in Action: Applying Psychological Science |
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32 | (8) |
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The psychological professions |
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34 | (2) |
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How do I become a professional psychologist? |
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36 | (2) |
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What if these careers don't appeal? What else can I do with a psychology degree? |
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38 | (2) |
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40 | (2) |
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Future developments in academic psychology and research |
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40 | (1) |
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Future developments in the psychology professions and the impact on society |
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40 | (2) |
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42 | (9) |
| Chapter 2 Research Methods in Psychology |
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51 | (56) |
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52 | (3) |
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An example of a scientific question |
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53 | (2) |
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The Dissemination of Scientific Ideas |
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55 | (1) |
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Quantitative Research Methods |
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56 | (21) |
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What constitutes 'good' research? Reliability, validity, and importance |
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57 | (1) |
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58 | (1) |
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59 | (1) |
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Methods for studying behaviour |
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60 | (5) |
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How to produce a well-designed experiment |
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65 | (1) |
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More complex experimental designs |
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66 | (11) |
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Analysing and Interpreting Quantitative Data |
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77 | (5) |
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77 | (1) |
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78 | (1) |
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Null hypothesis significance testing |
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78 | (2) |
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Statistical significance and effect size |
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80 | (2) |
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Qualitative Research Methods |
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82 | (5) |
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Methods for obtaining qualitative data |
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83 | (1) |
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Qualitative data analysis techniques |
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83 | (2) |
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Strengths of qualitative approaches |
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85 | (1) |
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Weaknesses of qualitative approaches |
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86 | (1) |
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Good and Bad Practice in Psychological Research |
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87 | (8) |
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Ethical principles in research |
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88 | (3) |
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91 | (2) |
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93 | (2) |
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95 | (13) |
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Brain imaging versus behavioural measures |
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95 | (1) |
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96 | (1) |
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The demise of null hypothesis significance testing? |
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97 | (1) |
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98 | (9) |
| Chapter 3 Evolutionary and Genetic Foundations of Psychology |
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107 | (50) |
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108 | (4) |
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What Makes You Unique? The Origins of Variation |
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112 | (8) |
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113 | (2) |
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115 | (1) |
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116 | (4) |
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Passing It On: The Mechanisms of Heredity |
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120 | (9) |
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121 | (2) |
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Genetically complex traits |
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123 | (1) |
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124 | (2) |
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Hunting for the genetic basis of psychological characteristics |
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126 | (3) |
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Staying Alive: The Operation of Natural Selection |
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129 | (5) |
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Consequences of differential reproductive success |
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129 | (2) |
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Selection at the genetic level |
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131 | (3) |
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Staying Alive: Selection of Behaviours and Adaptation |
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134 | (4) |
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134 | (3) |
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Adaptation: The consequence of natural selection |
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137 | (1) |
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The Value of Evolution for Psychology |
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138 | (9) |
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Negative emotions and judgement biases |
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138 | (2) |
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140 | (2) |
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Learning and the lifecycle in humans and chimpanzees |
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142 | (5) |
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147 | (11) |
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147 | (1) |
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148 | (1) |
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149 | (1) |
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150 | (7) |
| Chapter 4 Neuroscience, the Brain, and Behaviour |
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157 | (52) |
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158 | (1) |
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Neurons and Synaptic Transmission |
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159 | (14) |
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160 | (1) |
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Electrical activity of neurons |
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160 | (1) |
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161 | (1) |
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GABA and glutamate: Stop and go |
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162 | (2) |
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Modulators: Acetylcholine, serotonin, dopamine, and noradrenaline |
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164 | (2) |
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Changes in synaptic connectivity as the basis of learning and memory: 'Cells that fire together wire together' |
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166 | (4) |
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How neurons code information |
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170 | (3) |
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An Overview of Brain Structures and Their Functions |
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173 | (6) |
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174 | (1) |
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General architecture of the brain |
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174 | (1) |
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Functions of the cortical lobes of the brain |
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175 | (1) |
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Subcortical systems and the midbrain and hindbrain |
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176 | (3) |
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Animal Neuroscience Methods |
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179 | (5) |
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180 | (1) |
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181 | (1) |
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In vivo electrophysiology, microinjection, or microdialysis |
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181 | (1) |
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Genetic basis of behaviour |
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182 | (2) |
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Human Neuroscience Methods |
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184 | (8) |
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Electrical recording methods |
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185 | (2) |
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187 | (1) |
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188 | (2) |
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190 | (1) |
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191 | (1) |
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Hemispheric Lateralization |
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192 | (4) |
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196 | (3) |
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199 | (1) |
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200 | (9) |
| Chapter 5 Motivation |
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209 | (53) |
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210 | (9) |
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210 | (1) |
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211 | (4) |
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215 | (1) |
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216 | (1) |
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217 | (2) |
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The Biological Bases of Primary Motivations: Hunger and Drinking |
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219 | (10) |
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219 | (7) |
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226 | (3) |
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The Biological Bases of Primary Motivations: Sex and Aggression |
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229 | (11) |
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230 | (6) |
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236 | (4) |
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Intrinsic Versus Extrinsic Motivation |
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240 | (3) |
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Long-term goals and how to stay focused |
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241 | (1) |
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Self-determination theory |
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242 | (1) |
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Affiliation and Achievement Motivation |
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243 | (4) |
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244 | (1) |
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245 | (2) |
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Applications of Theories of Motivation |
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247 | (16) |
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248 | (1) |
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248 | (1) |
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249 | (1) |
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250 | (12) |
| Chapter 6 Consciousness: Conscious Versus Unconscious Processes |
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262 | (62) |
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263 | (1) |
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Different uses of the word 'conscious' |
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263 | (1) |
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Theories of Consciousness: Higher-Order Versus Integration Theories |
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264 | (6) |
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264 | (4) |
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Measuring the conscious status of mental states: Measures and theories |
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268 | (2) |
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Conscious Versus Unconscious Memory |
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270 | (9) |
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271 | (1) |
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271 | (2) |
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273 | (1) |
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General anaesthesia and sleep |
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274 | (1) |
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275 | (1) |
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Motivated forgetting of episodes |
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276 | (3) |
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Conscious Versus Unconscious Perception |
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279 | (13) |
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279 | (2) |
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281 | (3) |
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Process dissociation, awareness, and control |
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284 | (3) |
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Neural correlates of consciousness |
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287 | (3) |
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290 | (2) |
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Conscious Versus Unconscious Learning |
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292 | (11) |
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293 | (1) |
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Implicit learning in the test tube: Grammars |
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294 | (3) |
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Implicit learning in the test tube: Perceptual motor skills |
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297 | (3) |
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Implicit learning and education |
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300 | (3) |
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Conscious Versus Unconscious Intentions: Volition and Hypnotic Response |
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303 | (4) |
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303 | (1) |
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Ideomotor action and hypnotic response |
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304 | (3) |
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Conscious Versus Unconscious Attitudes and Emotions |
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307 | (3) |
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If you have attitude, must you know it? |
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307 | (2) |
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309 | (1) |
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Functions of Consciousness and Future Directions |
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310 | (2) |
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311 | (1) |
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312 | (12) |
| Chapter 7 Sensation and Perception |
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324 | (58) |
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325 | (8) |
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Approaches to research in sensation and perception |
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326 | (1) |
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326 | (3) |
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329 | (4) |
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The Neuroscience of Sensation and Perception |
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333 | (7) |
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333 | (1) |
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334 | (1) |
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335 | (1) |
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Stimulus tuning in sensory neurons |
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336 | (1) |
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Topographical maps in sensory processing |
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337 | (3) |
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Sensory Qualia and Modality |
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340 | (7) |
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342 | (1) |
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343 | (1) |
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344 | (1) |
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345 | (2) |
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347 | (7) |
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348 | (2) |
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350 | (1) |
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350 | (2) |
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352 | (2) |
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354 | (6) |
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354 | (1) |
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354 | (1) |
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355 | (2) |
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357 | (2) |
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Dorsal and ventral processing streams |
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359 | (1) |
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Vision: Perceiving Object Properties |
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360 | (6) |
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After-effects and illusions |
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360 | (1) |
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361 | (1) |
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362 | (4) |
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366 | (6) |
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367 | (1) |
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368 | (1) |
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368 | (1) |
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369 | (1) |
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Explanations of multimodal effects in perception |
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370 | (2) |
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372 | (3) |
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375 | (7) |
| Chapter 8 Learning |
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382 | (47) |
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Introduction: What Is Learning and Why Does It Happen? |
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383 | (2) |
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383 | (1) |
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384 | (1) |
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385 | (19) |
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Habituation and sensitization |
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385 | (3) |
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388 | (6) |
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Instrumental conditioning |
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394 | (5) |
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399 | (5) |
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404 | (3) |
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The Theoretical Basis of Learning |
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407 | (4) |
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407 | (1) |
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The Rescorla-Wagner model |
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408 | (1) |
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Successes of the Rescorla-Wagner model |
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409 | (1) |
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Limitations of the Rescorla-Wagner model |
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409 | (2) |
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The Adaptive Brain: Learning Through Connections |
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411 | (2) |
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Long-term potentiation and depression |
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411 | (1) |
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The neural basis of surprise |
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412 | (1) |
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Practical and Clinical Applications of Learning |
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413 | (8) |
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414 | (2) |
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416 | (5) |
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Conclusions and Future Directions |
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421 | (1) |
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422 | (7) |
| Chapter 9 Memory |
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429 | (50) |
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430 | (6) |
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430 | (1) |
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431 | (1) |
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432 | (2) |
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The history of memory research |
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434 | (2) |
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Memory for Beginners: The Cognitive Psychology of Remembering |
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436 | (7) |
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Forgetting and the forgetting curve |
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436 | (1) |
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437 | (6) |
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Thinking About Memory: Models and Frameworks |
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443 | (6) |
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443 | (3) |
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The levels of processing framework: Memory as a process |
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446 | (3) |
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Three Dichotomies in Human Memory |
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449 | (19) |
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Implicit versus explicit memory |
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449 | (4) |
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Short-term versus long-term memory |
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453 | (6) |
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General knowledge versus personal events |
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459 | (9) |
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468 | (4) |
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472 | (7) |
| Chapter 10 Emotion |
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479 | (50) |
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480 | (1) |
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481 | (6) |
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What makes emotion emotional? |
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481 | (2) |
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What's different about different emotions? |
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483 | (4) |
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487 | (9) |
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488 | (3) |
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Autonomic feedback hypothesis |
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491 | (2) |
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Central nervous system activity |
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493 | (3) |
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496 | (9) |
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496 | (3) |
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Are there universal facial expressions? |
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499 | (2) |
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Are facial expressions shown consistently in emotional situations? |
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501 | (1) |
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502 | (3) |
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505 | (10) |
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Appraisal and emotion differentiation |
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506 | (3) |
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Appraisal as a cause of emotion |
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509 | (2) |
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511 | (4) |
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What's Different About Different Emotions? |
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515 | (4) |
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515 | (1) |
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Explaining response coherence |
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516 | (1) |
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516 | (3) |
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Conclusions and Future Directions |
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519 | (2) |
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521 | (8) |
| Chapter 11 Cognitive Development |
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529 | (60) |
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530 | (2) |
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531 | (1) |
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Theories of Development: How Nature and Nurture Interact |
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532 | (6) |
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Early theoretical accounts of development |
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532 | (1) |
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Jean Piaget's constructionism |
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533 | (2) |
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Developmental cognitive neuroscience |
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535 | (3) |
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Research Methods in Developmental Psychology |
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538 | (3) |
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Researching developmental change |
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538 | (1) |
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Working with infants and children |
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539 | (2) |
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Development of the Brain and Nervous System |
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541 | (6) |
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Biological development from conception to birth |
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543 | (2) |
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Biological development from infancy to adulthood |
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545 | (2) |
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Multisensory Perceptual Development |
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547 | (9) |
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Prenatal and newborn perceptual abilities |
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548 | (4) |
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Perceptual development in the first year of life |
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552 | (2) |
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How we come to use our senses together |
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554 | (2) |
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556 | (6) |
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557 | (2) |
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Learning to link perception to action |
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559 | (3) |
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562 | (15) |
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The origins of knowledge in infancy |
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563 | (3) |
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Development of logical thought in childhood |
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566 | (4) |
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Development of cognitive functions: |
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The information-processing approach |
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570 | (2) |
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Social cognitive development |
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572 | (4) |
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Cognitive development in adulthood and old age |
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576 | (1) |
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577 | (12) |
| Chapter 12 Language and Thought |
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589 | (61) |
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590 | (1) |
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591 | (18) |
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Human and animal communication |
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591 | (2) |
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The evolution of language |
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593 | (1) |
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The structure of language |
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594 | (2) |
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Language acquisition by children |
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596 | (2) |
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Understanding and producing language |
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598 | (3) |
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601 | (3) |
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604 | (1) |
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The biological bases of language and language disorders |
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605 | (2) |
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607 | (2) |
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609 | (30) |
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610 | (2) |
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Reasoning: Deductive and inductive |
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612 | (3) |
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615 | (5) |
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Judgement and decision making |
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620 | (6) |
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626 | (3) |
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The neuropsychology of thinking |
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629 | (1) |
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The development of thinking |
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629 | (1) |
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630 | (1) |
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630 | (3) |
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633 | (1) |
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Knowledge, expertise, and wisdom |
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633 | (2) |
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635 | (1) |
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636 | (3) |
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639 | (2) |
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639 | (1) |
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The Sapir-Whorf hypothesis (linguistic determinism and linguistic relativity) |
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639 | (1) |
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640 | (1) |
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641 | (9) |
| Chapter 13 Intelligence |
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650 | (43) |
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Introduction and Defining Intelligence |
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651 | (3) |
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Difficulties in defining intelligence |
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651 | (1) |
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A consensus definition of intelligence |
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652 | (1) |
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A working definition of intelligence |
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653 | (1) |
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654 | (4) |
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The influence of Francis Galton |
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654 | (1) |
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Intelligence and academic performance |
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655 | (1) |
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The first intelligence test |
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656 | (1) |
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657 | (1) |
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Modern Intelligence Tests |
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658 | (5) |
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Similarities in intelligence tests |
|
|
659 | (2) |
|
Differences in intelligence tests |
|
|
661 | (2) |
|
|
|
663 | (8) |
|
|
|
664 | (2) |
|
|
|
666 | (1) |
|
|
|
667 | (1) |
|
|
|
668 | (1) |
|
Recent models of the structure of intelligence |
|
|
669 | (1) |
|
Critique of structural models of intelligence |
|
|
669 | (2) |
|
|
|
671 | (5) |
|
Intrapersonal stability and change: Fluid and crystallized intelligence |
|
|
671 | (2) |
|
Interpersonal stability and change |
|
|
673 | (2) |
|
The Lothian Birth Cohort 1921 |
|
|
675 | (1) |
|
Causes of Individual Differences in Intelligence |
|
|
676 | (8) |
|
|
|
677 | (1) |
|
Genetic influences on intelligence |
|
|
678 | (1) |
|
Gene-environment correlations |
|
|
678 | (1) |
|
Gene-environment interactions |
|
|
679 | (1) |
|
|
|
680 | (1) |
|
|
|
681 | (1) |
|
|
|
682 | (2) |
|
Alternative Models of Intelligence |
|
|
684 | (3) |
|
|
|
684 | (1) |
|
The triarchic theory of intelligence |
|
|
685 | (1) |
|
|
|
686 | (1) |
|
Issues with theories of hot intelligence |
|
|
686 | (1) |
|
|
|
687 | (2) |
|
|
|
689 | (4) |
| Chapter 14 Personality |
|
693 | (57) |
|
|
|
Introduction to Personality |
|
|
694 | (3) |
|
Humans: Individuals and types |
|
|
694 | (1) |
|
Theories, data, and science |
|
|
694 | (1) |
|
Relativity, conditionality, and statistics |
|
|
695 | (1) |
|
Description and explanation |
|
|
695 | (1) |
|
|
|
695 | (1) |
|
|
|
696 | (1) |
|
Psychodynamic Personality Theory |
|
|
697 | (11) |
|
|
|
697 | (1) |
|
|
|
697 | (1) |
|
|
|
698 | (1) |
|
|
|
698 | (3) |
|
|
|
701 | (1) |
|
|
|
701 | (1) |
|
Trauma, anxiety, and coping |
|
|
702 | (2) |
|
Human nature and variability |
|
|
704 | (1) |
|
Psychoanalytic personality research |
|
|
705 | (1) |
|
The authoritarian personality |
|
|
706 | (1) |
|
|
|
707 | (1) |
|
|
|
707 | (1) |
|
|
|
708 | (11) |
|
Qualities of manifest traits |
|
|
709 | (1) |
|
Organizing trait descriptions |
|
|
709 | (3) |
|
|
|
712 | (1) |
|
Matching measures with what they are supposed to measure |
|
|
712 | (1) |
|
|
|
713 | (1) |
|
|
|
714 | (1) |
|
|
|
715 | (1) |
|
The altruistic personality |
|
|
716 | (1) |
|
|
|
717 | (1) |
|
|
|
717 | (2) |
|
Humanistic Personality Theory |
|
|
719 | (11) |
|
|
|
719 | (1) |
|
|
|
720 | (1) |
|
|
|
720 | (1) |
|
|
|
721 | (1) |
|
|
|
721 | (1) |
|
|
|
722 | (1) |
|
|
|
723 | (1) |
|
|
|
724 | (3) |
|
|
|
727 | (1) |
|
|
|
728 | (2) |
|
Social Cognitive Personality Theories |
|
|
730 | (7) |
|
|
|
731 | (1) |
|
|
|
732 | (1) |
|
|
|
733 | (1) |
|
|
|
733 | (1) |
|
Goals and self-regulation |
|
|
734 | (1) |
|
|
|
734 | (1) |
|
|
|
734 | (2) |
|
|
|
736 | (1) |
|
Conclusions and Future Directions |
|
|
737 | (3) |
|
|
|
740 | (10) |
| Chapter 15 Mental Health and Psychopathology |
|
750 | (53) |
|
|
|
|
|
Introduction to Psychopathology |
|
|
751 | (2) |
|
The prevalence of mental health problems |
|
|
752 | (1) |
|
A Brief History of Psychopathology |
|
|
753 | (3) |
|
|
|
753 | (1) |
|
The medical or disease model |
|
|
754 | (2) |
|
|
|
756 | (4) |
|
Deviation from the statistical norm |
|
|
757 | (2) |
|
Deviation from social and political norms |
|
|
759 | (1) |
|
|
|
759 | (1) |
|
Explanatory Approaches to Psychopathology |
|
|
760 | (6) |
|
|
|
761 | (1) |
|
|
|
762 | (4) |
|
Classifying Mental Health Problems |
|
|
766 | (2) |
|
The development of classification systems |
|
|
767 | (1) |
|
|
|
768 | (3) |
|
|
|
771 | (18) |
|
Anxiety and anxiety-related disorders |
|
|
772 | (4) |
|
|
|
776 | (3) |
|
Schizophrenia spectrum and other psychotic disorders |
|
|
779 | (6) |
|
|
|
785 | (4) |
|
Conclusions and Future Directions |
|
|
789 | (2) |
|
|
|
791 | (12) |
| Chapter 16 The Treatment of Mental Health Problems |
|
803 | (52) |
|
|
|
|
|
|
|
804 | (5) |
|
Mental health professionals and health service provision |
|
|
806 | (3) |
|
Psychological Treatments for Mental Health Problems |
|
|
809 | (13) |
|
|
|
810 | (2) |
|
|
|
812 | (1) |
|
|
|
813 | (1) |
|
|
|
813 | (4) |
|
|
|
817 | (3) |
|
Systemic and family therapies |
|
|
820 | (1) |
|
Humanistic psychotherapies |
|
|
821 | (1) |
|
Ways of Delivering Psychological Therapy |
|
|
822 | (3) |
|
|
|
822 | (1) |
|
|
|
823 | (1) |
|
|
|
823 | (1) |
|
|
|
823 | (2) |
|
Social and Environmental Approaches to Treatment |
|
|
825 | (3) |
|
Social group interventions |
|
|
825 | (1) |
|
Community psychology interventions |
|
|
825 | (1) |
|
Cultural and gender issues in psychological therapies |
|
|
826 | (2) |
|
Biological Approaches to Treatment |
|
|
828 | (4) |
|
|
|
828 | (1) |
|
|
|
829 | (1) |
|
|
|
830 | (1) |
|
Problems with drug treatments |
|
|
830 | (1) |
|
Electroconvulsive therapy |
|
|
831 | (1) |
|
Evaluating Treatments for Mental Health Problems |
|
|
832 | (10) |
|
|
|
833 | (4) |
|
Do the benefits exceed placebo effects? |
|
|
837 | (1) |
|
Do patients make changes that are clinically meaningful? |
|
|
838 | (1) |
|
Do patients maintain their gains? |
|
|
839 | (1) |
|
How much therapy is necessary? |
|
|
839 | (1) |
|
Do some patients get worse? |
|
|
839 | (1) |
|
Do the treatment effects generalize to routine care settings? |
|
|
840 | (1) |
|
|
|
841 | (1) |
|
Qualitative research in treatment evaluation |
|
|
842 | (1) |
|
Conclusions and Future Directions |
|
|
842 | (1) |
|
|
|
843 | (12) |
| Chapter 17 Social Development |
|
855 | (80) |
|
|
|
|
|
|
|
|
|
856 | (1) |
|
Early Emotional Development and Temperament |
|
|
857 | (6) |
|
Early emotional expressions |
|
|
858 | (2) |
|
Temperament and plasticity |
|
|
860 | (3) |
|
Caregiver-Child Interactions and the Development of Attachment |
|
|
863 | (10) |
|
Social communication in infancy |
|
|
863 | (2) |
|
|
|
865 | (2) |
|
Measuring the attachment relationship |
|
|
867 | (2) |
|
Antecedents of attachment |
|
|
869 | (1) |
|
Consequences of attachment |
|
|
870 | (1) |
|
Maternal deprivation and disruption to attachment |
|
|
871 | (2) |
|
Social Understanding and Self-Regulation |
|
|
873 | (10) |
|
|
|
874 | (4) |
|
Emotion understanding and empathy |
|
|
878 | (1) |
|
Self-regulation and executive function |
|
|
879 | (4) |
|
|
|
883 | (7) |
|
Distinguishing between social-conventional and moral rules |
|
|
886 | (1) |
|
|
|
887 | (1) |
|
|
|
887 | (3) |
|
Who Am I? The Development of Self and Identity |
|
|
890 | (6) |
|
|
|
890 | (2) |
|
|
|
892 | (2) |
|
Ethnic and national identity |
|
|
894 | (2) |
|
Developing in a Social Context: Family, Peers, and Media |
|
|
896 | (11) |
|
|
|
896 | (3) |
|
|
|
899 | (1) |
|
|
|
900 | (3) |
|
Media, television, and the internet |
|
|
903 | (4) |
|
|
|
907 | (1) |
|
|
|
908 | (27) |
| Chapter 18 Social Cognition and Attitudes |
|
935 | (51) |
|
|
|
|
|
|
|
|
|
|
|
936 | (3) |
|
Why have humans evolved to think socially? |
|
|
937 | (1) |
|
Organizing social thinking |
|
|
938 | (1) |
|
|
|
939 | (5) |
|
|
|
939 | (1) |
|
|
|
940 | (1) |
|
|
|
941 | (1) |
|
|
|
942 | (2) |
|
Person Perception 1: Social Inference and Attribution |
|
|
944 | (4) |
|
|
|
944 | (1) |
|
|
|
945 | (2) |
|
|
|
947 | (1) |
|
Person Perception 2: Social Cognition and Social Knowledge |
|
|
948 | (4) |
|
|
|
948 | (2) |
|
Categorization versus individuation |
|
|
950 | (1) |
|
|
|
950 | (1) |
|
Disadvantages of categorical thinking |
|
|
951 | (1) |
|
|
|
952 | (6) |
|
Why do people stereotype? |
|
|
953 | (1) |
|
Stereotype formation and maintenance |
|
|
953 | (3) |
|
When do people stereotype? |
|
|
956 | (2) |
|
Attitudes and Attitude Change |
|
|
958 | (11) |
|
|
|
958 | (1) |
|
|
|
959 | (2) |
|
|
|
961 | (4) |
|
|
|
965 | (4) |
|
Automatic Processes in Social Cognition |
|
|
969 | (3) |
|
Automatic and controlled thinking |
|
|
969 | (1) |
|
|
|
970 | (2) |
|
|
|
972 | (2) |
|
|
|
974 | (12) |
| Chapter 19 Interpersonal, Group, and Intergroup Processes |
|
986 | (43) |
|
|
|
|
|
987 | (1) |
|
|
|
987 | (11) |
|
|
|
988 | (3) |
|
|
|
991 | (3) |
|
|
|
994 | (4) |
|
|
|
998 | (9) |
|
|
|
998 | (1) |
|
|
|
999 | (3) |
|
|
|
1002 | (5) |
|
|
|
1007 | (10) |
|
|
|
1007 | (1) |
|
|
|
1008 | (3) |
|
|
|
1011 | (6) |
|
|
|
1017 | (1) |
|
|
|
1018 | (11) |
| Index |
|
1029 | |
Biežāk uzdotie jautājumi par e-grāmatām