Lane - Applicant Portal | Psychology - Faculty
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Problem Solving and Learning
Science Watch Problem Solving and Learning John R. Anderson Newell and Simon (1972) provided a framework for un- computer simulation of human thought and was basically derstanding problem solving that can provide the needed unconnected to research in animal and human learning. bridge between learning and performance. Their analysis Research on human learning and research on prob- of means-ends problem solving can be viewed as a general lem solving are finally meeting in the current research characterization of the structure of human cognition. on the acquisition of cognitive skills (Anderson, 1981; However, this framework needs to be elaborated with a Chi, Glaser, & Farr, 1988; Van Lehn, 1989). Given nearly strength concept to account for variability in problem- a century of mutual neglect, the concepts from the two solving behavior and improvement in problem-solving skill fields are ill prepared to relate to each other. I will argue with practice. The ACT* theory (Anderson, 1983) is such in this article that research on human problem solving an elaborated theory that can account for many of the would have been more profitable had it attempted to in- results about the acquisition of problem-solving skills. Its corporate ideas from learning theory. Even more so, re- central concept is the production rule, which plays an search on learning would have borne more fruit had analogous role to the stimulus-response bond in earlier Thorndike not cast out problem solving. learning theories. The theory has provided a basis for con- This article will review the basic conception of prob- structing intelligent computer-based tutoring systems for lem solving that is the legacy of the Newell and Simon the instruction of academic problem-solving skills. -
Teacher Training: Learning to Be Instigators of Thought™ Through a Process Aligned with Inspired Teaching's Educational Phil
Transforming education through innovation teacher training Teacher Training: Learning to be Instigators of Thought™ Through a process aligned with Inspired Teaching’s educational philosophy – which engages participants intellectually, physically, and emotionally - Inspired Teaching trains teachers to design and implement rigorous, student-centered lessons and activities that meet student needs and academic standards, including the Common Core State Standards. Like the teaching process itself, our teacher training is complex and allows for customization to meet the specific needs of each teacher. This audience-sensitivity creates a permanent shift in teachers’ thinking about their jobs and is one of the key reasons our process is so effective. Inspired Teaching’s Five Step Process for Teacher Education Each teacher navigates the following process: Step 1. Analyze and deepen my understanding of the ways I learn through a rigorous examination of the teaching and learning process, including my including my own experiences as a child and adult learner. Step 2. Articulate and defend my philosophy of teaching and learning , including what I believe about children. Challenge myself to listen to and consider other points of view and to find room in my philosophy for an appreciation of children's natural curiosity and innate desire to learn. Step 3. Make the connection to classroom practice , analyzing my current instructional strategies and whether they support my philosophy, so that I can explore and develop new ways to make sure what I do in the classroom matches my philosophy of teaching and learning. Step 4. Build the skills of effective teachers , including active listening, asking questions that will spark students' intellect and imaginations, observing to assess for student understanding, and communicating effectively. -
The 100 Most Eminent Psychologists of the 20Th Century
Review of General Psychology Copyright 2002 by the Educational Publishing Foundation 2002, Vol. 6, No. 2, 139–152 1089-2680/02/$5.00 DOI: 10.1037//1089-2680.6.2.139 The 100 Most Eminent Psychologists of the 20th Century Steven J. Haggbloom Renee Warnick, Jason E. Warnick, Western Kentucky University Vinessa K. Jones, Gary L. Yarbrough, Tenea M. Russell, Chris M. Borecky, Reagan McGahhey, John L. Powell III, Jamie Beavers, and Emmanuelle Monte Arkansas State University A rank-ordered list was constructed that reports the first 99 of the 100 most eminent psychologists of the 20th century. Eminence was measured by scores on 3 quantitative variables and 3 qualitative variables. The quantitative variables were journal citation frequency, introductory psychology textbook citation frequency, and survey response frequency. The qualitative variables were National Academy of Sciences membership, election as American Psychological Association (APA) president or receipt of the APA Distinguished Scientific Contributions Award, and surname used as an eponym. The qualitative variables were quantified and combined with the other 3 quantitative variables to produce a composite score that was then used to construct a rank-ordered list of the most eminent psychologists of the 20th century. The discipline of psychology underwent a eve of the 21st century, the APA Monitor (“A remarkable transformation during the 20th cen- Century of Psychology,” 1999) published brief tury, a transformation that included a shift away biographical sketches of some of the more em- from the European-influenced philosophical inent contributors to that transformation. Mile- psychology of the late 19th century to the stones such as a new year, a new decade, or, in empirical, research-based, American-dominated this case, a new century seem inevitably to psychology of today (Simonton, 1992). -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Psychology CORE Requirements
Psychology CORE Requirements Freshman Year Sophomore Year Junior Year Senior Year ___ COR 101 ___ COR 201 ___ COR 301 ___ COR 401 or 402 ___ COR 102 ___ COR 202 ___ COR 302 ___ COR 103 or 104 ___ COR 203 ___ FYS 101 or OGL 101 Required Foundation Courses Social Psychology Discipline Area ___ PSY 101 Introduction to Psychology (Select one course) ___ PSY 209 Behavioral Neuroscience ___ PSY 202 Organizational Psychology ___ PSY 204 Social Psychology ___ PSY 320 Psychological Statistics and Research MethodsI ___ PSY 321 Psychological Statistics and Research Methods II ___ PSY 290 Special Topics (With approval from Psych dept.) ___ PSY 322 Advanced Experimental Psychology ___ PSY 490 Advanced Special Topics (With approval from Psych dept.) ___ PSY 405 History and Systems ___ One Semester of Foreign Language at the second semester elementary level or higher Required Elective Completion of any additional Psychology elective excluding the following courses: Clinical Psychology Discipline Area (Select one course) PSY 200 Independent Study in Psychology ___ PSY 205 Theories of Personality PSY 400 Advanced Independent Study in Psychology ___ PSY 206 Abnormal Psychology PSY 406 Directed Research in Psychology ___ PSY 290 Special Topics (With approval from Psych dept.) PSY 407 Internship in Psychology ___ PSY 303 Psychological Testing ___ PSY 490 Advanced Special Topics (With approval from Psych dept.) Recommended Activities Cognitive/Developmental Psychology Meet with your Faculty Academic Advisor before registering for Discipline Area courses -
Cognition, Affect, and Learning —The Role of Emotions in Learning
How People Learn: Cognition, Affect, and Learning —The Role of Emotions in Learning Barry Kort Ph.D. and Robert Reilly Ed.D. {kort, reilly}@media.mit.edu formerly MIT Media Lab Draft as of date January 2, 2019 Learning is the quintessential emotional experience. Our species, Homo Sapiens, are the beings who think. We are also the beings who learn, and the beings who simultaneously experience a rich spectrum of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. This proposal reviews previously published research and theoretical models relating emotions to learning and cognition and presents ideas and proposals for extending that research and reducing it to practice. Our perspective The concept of affect in learning (i.e., emotions in learning) is the same pedagogy applied by an athletic coach at a sporting event. A coach recognizes the affective state of an athlete, and, for example, exhorts that athlete toward increased performance (e.g., raises the level of enthusiasm), or, redirects a frustrated athlete to a productive affective state (e.g., instills confidence, or pride). A coach recognizes that an athlete’s affective state is a critical factor during performance; and, when appropriate, a coach will intervene with a meaningful strategy or tactic. Athletic coaches are skilled at recognizing affective states and intervening appropriately. Educators can have the same impact on a learner by understanding a learner’s affective state and intervening with appropriate strategies or tactics that will meaningfully manage and guide a person’s learning journey. There are several learning theories and a great deal of neuroscience/affective research. -
Mind Maps in Service of the Mental Brain Activity
PERIODICUM BIOLOGORUM UDC 57:61 VOL. 116, No 2, 213–217, 2014 CODEN PDBIAD ISSN 0031-5362 Forum Mind maps in service of the mental brain activity Summary ŽELJKA JOSIPOVIĆ JELIĆ 1 VIDA DEMARIN 3 Tony Buzan is the creator of the mind maps who based his mnemonic IVANA ŠOLJAN 2 techniques of brain mapping on the terms of awareness and wide brain 1Center for Medical Expertise functionality as well as on the ability of memorizing, reading and creativ- HR-10000 Zagreb, Tvrtkova 5 ity. He conceived the idea that regular practice improves brain functions but Croatia he also introduced radiant thinking and mental literacy. One of the last 2Zagreba~ka banka enormous neuroscience ventures is to clarify the brain complexity and mind HR-10000 Zagreb, Juri{i}eva 22 and to get a complete insight into the mental brain activity. ! e history of Croatia human thought and brain processes dates back in the antiquity and is marked by di" erent ways of looking on the duality of mental and physical 3Medical Director, Medical Centre Aviva HR-10000, Zagreb, Nemetova 2 processes. ! e interaction of mental and physical processes and functioning Croatia of individual results in behavior of the body being carved in the state of mind, and vice versa. Both stable mind - body relation and integrated func- tions of behavior and thinking are necessary for a healthy physiological func- Correspondence: tioning of a human being. @eljka Josipovi} Jeli} Specialist neuropsychiatrist ! e meaning and nature of concience and mind preoccupies as all. In Center for Medical Expertise the decade of brain (1990-2000) and the century of brain (2000-1000) HR-10000 Zagreb, Tvrtkova 5, Croatia numerous discussions were lead and new scienti# c directions formed (cogni- E-mail: zeljka.josipovic-jelic @si.t-com.hr tive science, chemistry of feelings, evolutionary psychology, neurobiology, neurology of consciousness, neurophysiology of memory, philosophy of science and mind etc.) in order to understand and scientifcally clarify the mysteries of mind. -
Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements
Regulations of Connecticut State Agencies Psychologist Educational and Work Experience Requirements Sec. 20-188-1. Definitions (a) "Accreditation by the American Psychological Association" shall mean that: (1) the program held provisional accreditation status or full accreditation status throughout the period of the applicant's enrollment, provided said provisional status subsequently progressed without interruption to full accreditation; or (2) the program held probationary accreditation status during the applicant's enrollment and, upon termination of said probationary status, subsequently achieved full accreditation. (b) "Recognized regional accrediting body" shall mean one of the following accrediting bodies: New England Association of Schools and Colleges; Middle States Commission on Higher Education; North Central Association of Colleges and Schools; Northwest Association of Colleges and Universities; Southern Association of Colleges and Schools; and Western Association of Schools and Colleges. (c) "Accreditation by a recognized regional accrediting body" shall mean that: (1) the institution held accreditation status or candidacy for accreditation throughout the period of the applicant's enrollment, provided said candidacy status subsequently progressed without interruption to full accreditation; or (2) the institution held accreditation status under probation or show-cause order during the applicant's enrollment and, upon termination of said probation or show-cause order, accreditation status was maintained without interruption. -
Between Psychology and Philosophy East-West Themes and Beyond
PALGRAVE STUDIES IN COMPARATIVE EAST-WEST PHILOSOPHY Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Palgrave Studies in Comparative East-West Philosophy Series Editors Chienkuo Mi Philosophy Soochow University Taipei City, Taiwan Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA The purpose of Palgrave Studies in Comparative East-West Philosophy is to generate mutual understanding between Western and Chinese philoso- phers in a world of increased communication. It has now been clear for some time that the philosophers of East and West need to learn from each other and this series seeks to expand on that collaboration, publishing books by philosophers from different parts of the globe, independently and in partnership, on themes of mutual interest and currency. The series also publishs monographs of the Soochow University Lectures and the Nankai Lectures. Both lectures series host world-renowned philosophers offering new and innovative research and thought. More information about this series at http://www.palgrave.com/gp/series/16356 Michael Slote Between Psychology and Philosophy East-West Themes and Beyond Michael Slote Philosophy Department University of Miami Coral Gables, FL, USA ISSN 2662-2378 ISSN 2662-2386 (electronic) Palgrave Studies in Comparative East-West Philosophy ISBN 978-3-030-22502-5 ISBN 978-3-030-22503-2 (eBook) https://doi.org/10.1007/978-3-030-22503-2 © The Editor(s) (if applicable) and The Author(s) 2020. This book is an open access publication. Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. -
Strategies to Solve Unfinished Learning: Expanded Learning Time
Targeted Intensive Tutoring Expanded Learning Time The Importance of Strong Relationships ACKNOWLEDGEMENTS: These materials are the result of a collaborative effort between The Education Trust and MDRC staff, including Kayla Patrick, senior P-12 policy analyst (Ed Trust), and Allison Socol, Ph.D., assistant director of P-12 Policy (Ed Trust), Jean B. Grossman, Ph.D., Senior Fellow (MDRC), and Miki Bairstow Shih, technical research analyst (MDRC). STRATEGIES TO SOLVE UNFINISHED LEARNING TO SOLVE STRATEGIES MARCH 2021 Strategies to Solve UNFINISHED LEARNING WHEN THE PANDEMIC FORCED SCHOOLS ACROSS THE COUNTRY TO CLOSE THEIR DOORS IN MARCH 2020, many district and school leaders worked quickly to plan for and address students’ “unfinished learning.”1 How would they support students who had been exposed to content, but had not yet had a chance to master it? A recent study indicated that students, on average, could experience up to five to nine months of unfinished learning by the end of June 2021. But it will be sometime before we know the true amount of unfinished learning caused by schools closing their doors. What is certain, however, is that as the nation continues to battle this pandemic and at-home learning continues, there will be a need to help students, especially the nation’s most vulnerable students, complete unfinished learning for weeks, months, and even years to come. The lack of adequate time for districts to prepare for sudden shutdowns as well as the lack of resources for many districts, especially those that are chronically underfunded, to adjust to virtual learning has exacerbated inequities for Black, Latino, and Native students and students from low- income backgrounds. -
Social Psychology Glossary
Social Psychology Glossary This glossary defines many of the key terms used in class lectures and assigned readings. A Altruism—A motive to increase another's welfare without conscious regard for one's own self-interest. Availability Heuristic—A cognitive rule, or mental shortcut, in which we judge how likely something is by how easy it is to think of cases. Attractiveness—Having qualities that appeal to an audience. An appealing communicator (often someone similar to the audience) is most persuasive on matters of subjective preference. Attribution Theory—A theory about how people explain the causes of behavior—for example, by attributing it either to "internal" dispositions (e.g., enduring traits, motives, values, and attitudes) or to "external" situations. Automatic Processing—"Implicit" thinking that tends to be effortless, habitual, and done without awareness. B Behavioral Confirmation—A type of self-fulfilling prophecy in which people's social expectations lead them to behave in ways that cause others to confirm their expectations. Belief Perseverance—Persistence of a belief even when the original basis for it has been discredited. Bystander Effect—The tendency for people to be less likely to help someone in need when other people are present than when they are the only person there. Also known as bystander inhibition. C Catharsis—Emotional release. The catharsis theory of aggression is that people's aggressive drive is reduced when they "release" aggressive energy, either by acting aggressively or by fantasizing about aggression. Central Route to Persuasion—Occurs when people are convinced on the basis of facts, statistics, logic, and other types of evidence that support a particular position. -
Interdisciplinary Learning: Ambitious Learning for an Increasingly Complex World
Interdisciplinary Learning: ambitious learning for an increasingly complex world A thought paper from Education Scotland, NoTosh and a Co-Design team from across Scotland Introduction Overview COVID-19 What is IDL? Key challenges and suggestions The whole person - knowledge, skills and wellbeing Lifelong breadth in learning Learning with purpose, with partners Suggestions IDL is Learning More than just “engagement”: deep thinking and deep learning Collaborative learning, teacher coaches Shared goals, not dictated goals Suggestions Realising ambition, embracing opportunities and building confidence Challenge realises ambitious learning, opens opportunities Build confidence through a shared language Suggestions: References Participants in the Co-design Team Introduction Overview Despite being at the heart of Scotland’s Curriculum of Excellence (CfE), interdisciplinary learning (IDL) has not yet become a habitual learning approach in all of Scotland’s schools. It exists, and it is a way of thinking and learning that can have a significant impact on improving student engagement and performance, but its application and quality is inconsistent. There are still questions for many educators about what it is, what it isn’t, how to plan it effectively with colleagues, and where in the learning process it should come. The Refreshed Narrative on Scotland’s Curriculum was launched in September 2019. It aims to ● celebrate the successes of CfE and build confidence for future development; ● maximise and develop opportunities to meet the aspirations of our learners; ● stimulate fresh thinking about Scotland's curriculum; ● engage in professional dialogue in curriculum design and inspire, share and nurture innovation. Interdisciplinary Learning (IDL) is a vital component to achieve all four of these, and needs a concerted effort from everyone in the profession to understand what it is, and how to engage with the planning, pedagogy and mindset that will open up greater opportunities for learners.