Yale
The Norton Psychology Reader 豆瓣
作者: Gary Marcus 出版社: W. W. Norton & Co. 2005
If you've ever wondered about the mind and behavior, the Norton Psychology Reader is the perfect place to start. From the biological basis of emotion to the psychological basis of culture, from the nature of nurture to the nature of intelligence, with selections by leading scientists with a knack for writing—including Steven Pinker, Joseph Ledoux, Antonio Damasio, Oliver Sacks, and Robert Sapolsky—and top-notch journalists with an uncanny sense for psychology—including Natalie Angier, Daniel Goleman, and Sylvia Nasar—the Norton Psychology Reader presents the best that psychology has to offer. Edited by noted New York University psychologist Gary Marcus, the Norton Psychology Reader is an unparalleled guided tour through the modern science of the human mind and a perfect companion to any introductory psychology course, filled with insights completely accessible to the interested lay reader.
Introduction to Computing Systems 豆瓣
作者: Yale N. Patt / Sanjay J. Patel 出版社: McGraw-Hill Education 2003 - 8
"Introduction to Computing Systems: From bits & gates to C & beyond", now in its second edition, is designed to give students a better understanding of computing early in their college careers in order to give them a stronger foundation for later courses. The book is in two parts: the underlying structure of a computer, and programming in a high level language and programming methodology. To understand the computer, the authors introduce the LC-3 and provide the LC-3 Simulator to give students hands-on access for testing what they learn. To develop their understanding of programming and programming methodology, they use the C programming language.The book takes a "motivated" bottom-up approach, where the students first get exposed to the big picture and then start at the bottom and build their knowledge bottom-up. Within each smaller unit, the same motivated bottom-up approach is followed. Every step of the way, students learn new things, building on what they already know. The authors feel that this approach encourages deeper understanding and downplays the need for memorizing. Students develop a greater breadth of understanding, since they see how the various parts of the computer fit together.