An Intercountry Comparison of Textbooks Used for Introductory Psychology Courses

Bibliographic Data

ID13674903
AuthorsJeanne L Rivoire (Reiss-Davis Clinic for Child, Guidance, Los Angeles, corresponding author), Shambhunath Bose (0000-0003-0737-5713, University of Calcutta), S K Bose (University of Calcutta), Eliza Botha (University of Cape Town), Heiner Erke (University of Münster), Shinkuro Iwahara (University of Education, Winneba), F Pasternak (East Los Angeles College), P Pichot (St. Anne Psychiatric Hospital), Aravind Sankar (University of Calcutta), A K Sankar (University of Calcutta)
Year1964
Volume15
Issue3
Pages811-814
Publication date1964-12-01
Open AccessYes
TypeARTICLE
VenuePsychological Reports (JOURNAL)
Journal identifiersISSN: 0033-2941 • E-ISSN: 1558-691X
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2466/pr0.1964.15.3.811
OpenAlexW2012389577
LanguageEN
Citations received1

The preliminary results seem to indicate that the content areas emphasized by different countries in their textbooks or lectures reflect their interests and development in the field of psychology. It seems that Japan, South Africa, Germany, and to some extent the United States, place high emphasis on areas of experimental such as learning, perception, motivation, emotion, and thinking. Probably the United States is the leader in teaching abnormal, guidance and therapy, and personality areas in the introductory course. France stands unique with her philosophical orientation while Russia stands out with her emphasis on conditioning. Germany, of course, places high emphasis on theoretical, however, this emphasis is not as high at it was at one time

Emphasis (telecommunications · Mathematics education · Pedagogy · Perception · Personality · Academic and Historical Perspectives in Psychology · Psychology · Social Psychology

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