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What Makes An Effective Textbook' Venus Velasquez Pascal University of Maryland University College – Online Campus WRTG 101 Professor Linda Brender February 7, 2010 WHAT MAKES AN EFFECTIVE TEXTBOOK' What makes an effective textbook' This particular question has significance amongst many within the academic community from authors, publishers, teachers and students. Students who are seeking to build their knowledge of biological psychology in the area of perception will find that E. Bruce Goldstein’s Sensation and Perception, exemplifies what an effective textbook is. The pedagogical principles of this textbook are sound and effective, its quality of content is comprehensive, and its design and presentation provides a solid balance of text and visuals. “Efficiency is doing things; effectiveness is doing the right things.” (Drucker, 1909). Effective: mean producing or capable of producing result. Textbook: a book used in the study of a subject a: one containing a presentation of principles of a subject b: a literary work relevant to the study of a subject. Pedagogy involves instructive strategies that are utilized to enhance the overall learning experience. According to the author of Psychology Concepts and Applications, “Learning begins with focused attention. A textbook can be an effective learning tool only if it succeeds in engaging and retaining the student’s interest. Without focused attention, information is not likely to be encoded or retained.” (Nevid, 2009). Jeffrey S. Nevid (2009) though information must be encoded to be learned, new learning needs to be strengthened to ensure long-term retention. Retention of newly acquired information can be strengthened through rote memorization, such as by repeating particular words or phrases. But deeper processing in the form of elaborative rehearsal often leads to more enduring memory. Elaborative rehearsal involves focusing on the meaning of the material rather than mere repetition, such as by relating concepts to life experiences. (p.xxix) Although design and presentation of a textbook can be considered subjective, there are certain aspects that should be considered universal when evaluating a textbook. The headings and sub-heading are arranged in way that makes it uncomplicated to navigate around the book. There is a solid balance between text and visuals within the design and presentation of Goldstein’s book. The textbook utilizes a well-balanced combination of charts, diagrams, pictures, and artwork that are directly relevant to the content and cross-reference well. Each picture at the beginning at the chapter serves a purpose related to subject matter not merely decorative. (Goldstein, 2009). “This painting, Arcturus II by Victor Vasarely consists of colored squares stacked one on top of the other. The diagonals we perceive radiating from the center of these patterns are not actually in the physical stimulus, but they are perceived because of interactions between excitation and inhibition of the visual system.”(p.43) Furthermore, in my personal opinion they also stimulate interest. According to Judy Willis, “The more regions of the brain that store data about a subject, the more interconnection there is. This redundancy means students will have some more opportunities to pull up all those related bits of date from their multiple storage areas in response to a single cue. This cross-referencing of data means we have learned, rather than just memorized.” An effective and efficient textbook allows you to learn in various ways. It should involve an inherent focus that permits the student to attain a method to rehearse learned information verbally, visually, and auditory. Through this integration it allows for the cementing of knowledge. An effective textbook in essence should lay the framework of a course by reinforcing and elaborating on classroom lectures, present ideas in different ways or different points of interests, and by expanding on the points of interest. I think that E. Bruce Goldstein’s textbook accomplishes that and I look forward to exploring more of the textbook through the course of the semester.” Efficiency tends to deal with things. Effectiveness tends to deal with people. We manage things, we lead people.” References Chan, J.M., 2007. Retrieval-induced facilitation. Journal of Experimental Psychology: _ General,__ 135(4)_ , 553-571., Retrieved January 27, 2010, from Academic search premier APA PsycNet database. Goldstein, Bruce E., 2009. Sensation and Perception. Eighth Edition. Canada: Wadsworth, Cengage Learning Nevid, Jeffrey S., 2009. Psychology Concepts and Applications. Third Edition. Massachusetts: Houghton Mifflin Company Willis, J. 2008. Brain-based teaching strategies for improving students’ memory, learning, and test-taking success, (Review of Research) Childhood Education, Effective. (2010). In Merriam-Webster Online Dictionary. Retrieved January 22, 2010, Textbook. (2010). In Merriam-Webster Online Dictionary. Retrieved January 22, 2010,