Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12 (2), 257-285.
Haslam, S. A., & Reicher, S. D. (2012). Contesting the “nature” of conformity: What Milgram and Zimbardo’s studies really show. PLoS Biology, 10 (11), e1001426. psikologi book
Psychology textbook, pedagogy, critical psychology, WEIRD bias, cognitive load, disciplinary identity 1. Introduction For the vast majority of students, their first—and often only—exposure to psychology comes not from Freud’s original lectures or Milgram’s raw data, but from the glossy, carefully curated pages of an introductory psychology textbook. These substantial volumes, often exceeding 600 pages, are pedagogical juggernauts. They promise a comprehensive tour of the mind and behavior, from biological bases to social interactions. However, the psychology textbook is not a neutral transmitter of objective truth. It is a commercial product, a rhetorical document, and a cultural artifact that actively shapes what counts as psychological knowledge (Morawski, 2014). Sweller, J
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33 (2-3), 61-83. Cognitive Science, 12 (2), 257-285
This paper argues that to fully understand how psychology is learned and internalized, we must critically examine the textbook itself. First, we analyze how textbooks construct a canonical history through simplified "classic studies." Second, we evaluate their pedagogical design using principles of cognitive load theory. Third, we critique the persistent cultural and demographic biases embedded within their content. Finally, we explore how textbooks function as tools of professional socialization. The goal is not to dismiss the textbook but to equip instructors and students with the critical literacy needed to use it more effectively and ethically. 2.1 The Mythmaking of Classic Studies One of the most powerful functions of the introductory textbook is the creation of a disciplinary origin story. Studies like Zimbardo’s Stanford Prison Experiment, Milgram’s obedience studies, and Harlow’s monkey experiments are presented with a near-fictional narrative structure: a clear hypothesis, a dramatic procedure, and a surprising result that reveals a fundamental truth about human nature (Griggs & Whitehead, 2015).