Following a brief summary of changes in the introductory psychology textbook market over the past 2 decades, we assessed the impact of these changes on the 37 full-length texts presently comprising this market. We compared their objective features with those of introductory texts from the recent past. Although the number of chapters has decreased, actual text length has increased. Coverage of traditional topics has lessened to include coverage of nontraditional topics such as diversity. The typical introductory text at present is in its 4th edition and has 1 White male author. The objective data and complete topic distribution analysis for all 37 texts should facilitate the text selection process for introductory psychology teachers.

No abstract

Our study extends, Weiten, Guadagno, and Beck's (1996) research on the value of the pedagogical aids in introductory psychology textbooks. We asked 411 first-semester and advanced psychology students to rate each of 15 aids on familiarity, likelihood of use, and value. We also examined all full-length introductory psychology texts published between 1995 and 1997 to determine the prevalence of these aids. Although the 2 student groups generally agreed on the most and least useful aids, ratings did not consistently coincide with prevalence. We discuss how ratings may reflect students' concern with test preparation and call for empirical re-search on the relation between pedagogical aids and learning.

No abstract

need for cognition, life satisfaction, religion, religious doubt,