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Selected Books, Articles, and Monographs for the Guidance Of
Dnet,MFti R F SUMF CG 002 982 ED 023 121 24 By -McGuire, Carson Behavioral Science Memorandum Number10. Texas Univ., Austin. Research andDevelopment Center for TeacherEducation. Spons Agency -Office of Education(DHEW), Washington, D C. Report No -BSR -M -10 Bureau No -BR -5 -0249 Pub Date 66 Contract -OEC -6 -10 -108 Note -36p.; Includes Addenda toBehavioral Science MemorandumNumber 10. EDRS Price MF -$025 HC -$190 Development, *Teacher Education Descriptors -*Annotated Bibliographies,*Child Development, *Human Number 10 was theinitial venture intoannotating Behavioral Science Memorandum of busy instructors selected books, articles,and monographsfor the guidance responsible for teacher education.The responses to theannotated bibliographies Apparently some sortof handbook forlearning throughguided have been positive. teacher discovery is a possible meansof orienting collegeprofessors and students in education to the realizationthat the mafor objective inthe educational encounter is regurgitation" in examinationsbut the not "soaking vp"information for later "selective information as it intellectual capabilities necessaryto relate new acquisition of the annotated entries) develops to theunderlying principles of afield study. (137 (AUTHOR) via_57-0.240 EDUCATION RESEARCH AND DEVELOPMENTCENTER TN TEAChTH THE UNIVERSITY OFTEXAS Behavioral ScienceMemorandum No. 10 July, 1966 S.H. 308 Bibliographies other Child and HumanDevelopment and the The two bibliographies in thismemorandum, one on and literature. They point to books on Human Development andEducation, merely sample the well as some tiresomereading. What the journals which provide many ideasand explanations, as be of interest toother persons. writer regards as "tiresome" orirrelevant, of course, may IMPORTANT NOTE without much writtenfeedback. The A number of memoranda and aNewsletter have been issued from our readers. -
Stanford Prison Experiment - Wikipedia, the Free Encyclopedia
Stanford prison experiment - Wikipedia, the free encyclopedia Log in / create account Article Discussion Read Edit View history Stanford prison experiment From Wikipedia, the free encyclopedia Main page Contents The Stanford prison experiment was a study of the psychological effects of becoming a Featured content prisoner or prison guard. The experiment was conducted from August 14th to 20th[citation needed], Current events 1971 by a team of researchers led by Psychology professor Philip Zimbardo at Stanford University. Random article Twenty-four students were selected out of 75 to play the prisoners and live in a mock prison in the Donate to Wikipedia basement of the Stanford psychology building. Roles were assigned randomly. The participants adapted to their roles well beyond what even Zimbardo himself expected, leading the "Officers" to Interaction display authoritarian measures and ultimately to subject some of the prisoners to torture. In turn, Help many of the prisoners developed passive attitudes and accepted physical abuse, and, at the request About Wikipedia of the guards, readily inflicted punishment on other prisoners who attempted to stop it. The Community portal experiment even affected Zimbardo himself, who, in his capacity as "Prison Superintendent," lost Recent changes sight of his role as psychologist and permitted the abuse to continue as though it were a real prison. Contact Wikipedia Five of the prisoners were upset enough by the process to quit the experiment early, and the entire Toolbox experiment was abruptly stopped after only six days. The experimental process and the results remain controversial. The entire experiment was filmed, with excerpts made publicly available. -
Final Thesis Shahram Rafieian Koupaei.Pdf
Bangor University DOCTOR OF PHILOSOPHY Dissociation, unconscious and social theory : towards an embodied relational sociology Rafieian Koupaei, Shahram Award date: 2015 Awarding institution: Bangor University Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 Dissociation, unconscious and social theory towards an embodied relational sociology Thesis submitted for examination for: PhD in Sociology and Social Policy Shahram Rafieian koupaei School of Social Sciences Bangor University 2015 I hereby declare that (i) the thesis is not one for which a degree has been or will be conferred by any other university or institution; (ii) the thesis is not one for which a degree has already been conferred by this University; (iii) the work for the thesis is my own work and that, where material submitted by me for another degree or work undertaken by me as part of a research group has been incorporated into the thesis, the extent of the work thus incorporated has been clearly indicated. -
The Adult Learner: a Neglected Species. INSTITUTION American Society for Training and Development, Madison, Wis
DOCUMENT RESUME ED 084 368 CE 000 509 AUTHOR Knowles, Malcolm TITLE The Adult Learner: A Neglected Species. INSTITUTION American Society for Training and Development, Madison, Wis. PUB DATE Apr 73 NOTE 207p. AVAILABLE FROM Gulf Publishing Company, P.O. Box 2608, Houston, TX 77001 ($7.95) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *Adult Education; *Adult Learning; Behavior Patterns; *Human Resources; Individual Development; Learning Characteristics; Learning Experience; Learning Motivation; *Learning Theories; Manpower Development; Organizational Development; Teaching Models; *Teaching Techniques; Training ABSTRACT Traditional theories of learning and the teaching practices resulting from them are reviewed. Most theories of adult learning are based on research into the learning of children, which in turn is founded upon theories of animal learning. These theories, formulated under laboratory conditions, are artificial at best--and not complex enough to apply to adult human beings. Emerging theories of adult learning, however, are Lased on the unique characteristics of adults as learners and result in differentiated educational practices. Human resource development (BED) is based on many of these newer theories and serves as a guideline for action. Knowles' andragogical theory is based on four assumptions which differ from those of pedagogy: (1) changes in self-concept,(2) the role of experience, (3) readiness to learn, and (4) orientation to learning. As a guideline for developing programs and for selecting andtraining teachers, the andragogical model of HRD is very applicab?e. Among the appendixes are "Is It Skinner or Nothing" and "An Approach to a Differential Psychology of the Adult Potential." There is a eleven-page bibliography. -
History of Psychology
The Psych 101 Series James C. Kaufman, PhD, Series Editor Department of Educational Psychology University of Connecticut David C. Devonis, PhD, received his doctorate in the history of psychology from the University of New Hampshire’s erstwhile pro- gram in that subject in 1989 with a thesis on the history of conscious pleasure in modern American psychology. Since then he has taught vir- tually every course in the psychology curriculum in his academic odys- sey from the University of Redlands in Redlands, California, and the now-closed Teikyo Marycrest University (formerly Marycrest College in Davenport, Iowa) to—for the past 17 years—Graceland University in Lamoni, Iowa, alma mater of Bruce Jenner and, more famously for the history of psychology, of Noble H. Kelly (1901–1997), eminent con- tributor to psychology’s infrastructure through his many years of ser- vice to the American Board of Examiners in Professional Psychology. Dr. Devonis has been a member of Cheiron: The International Society for the History of Behavioral and Social Sciences since 1990, a con- tributor to many of its activities, and its treasurer for the past 10 years. Currently he is on the editorial board of the American Psychological Association journal History of Psychology and is, with Wade Pickren, coeditor and compiler of the online bibliography History of Psychology in the Oxford Bibliographies Online series. History of Psychology 101 David C. Devonis, PhD Copyright © 2014 Springer Publishing Company, LLC All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or trans- mitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Cen- ter, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, [email protected] or on the Web at www.copyright.com. -
A FORDÍTÁS ALAPJA the Psychology Book Copyright © 2012 Dorling
A FORDÍTÁS ALAPJA HVG Könyvek The Psychology Book Kiadóvezető: Budaházy Árpád Felelős szerkesztő: Török Hilda Copyright © 2012 Kiadói szerkesztő: Tanács Eszter Dorling Kindersley Limited A Penguin Random House Company ISBN 978-963-304-315-8 FORDÍTOTTA Minden jog fenntartva. Jelen könyvet © Bányász Réka, 2016 vagy annak részleteit tilos reprodukálni, adatrendszerben tárolni, bármely formában Behaviorizmus vagy eszközzel – elektronikus, Kognitív pszichológia fényképészeti úton vagy más módon – a kiadó engedélye nélkül közölni. Pszichoterápia Kiadja a HVG Kiadó Zrt., Budapest, 2016 © Morvay Krisztina, 2016 Felelős kiadó: Szauer Péter Differenciálpszichológia Fejlődéslélektan Filozófiai gyökerek Szociálpszichológia www.hvgkonyvek.hu Nyomdai előkészítés: Somodi András LEKTORÁLTA Nyomás: TBB, Slovakia dr. Harmat László A WORLD OF IDEAS: SZERKESZTETTE SEE ALL THERE IS TO KNOW Szőllős Péter www.dk.com ALKOTÓTÁRSAK CATHERINE COLLIN VOULA GRAND Klinikai pszichológus, az angliai Plymouthi Egyetem Üzleti pszichológusként nemzetközi cégek üzletviteli docense, tanácsadóként vett részt a könyv és vezetői tanácsadójaként dolgozik. Első regénye létrejöttében. Catherine érdeklődési területe Honor’s Shadow (Honor árnyéka) címmel jelent meg. elsősorban a mentális egészség és a kognitív viselkedésterápia. NIGEL BENSON MERRIN LAZYAN Egyetemi előadásokat tart filozófiából és Író, szerkesztő és klasszikus énekes, a Harvardon pszichológiából. A pszichológia témakörében több tanult pszichológiát. Számos, különféle témájú regény nagy sikerű könyv, többek között a Psychology for és ismeretterjesztő könyv fűződik a nevéhez. Beginners (Pszichológia kezdőknek) és az Introducing Psychiatry (Pszichiátria másképp) szerzője. JOANNAH GINSBURG MARCUS WEEKS Klinikai pszichológus és újságíró, New York City, Író és zenész. Filozófiát tanult, majd tanárként Boston, Philadelphia és Dallas közösségi kezelési dolgozott, mielőtt írói pályára lépett volna. Számos központjaiban dolgozik. Rendszeresen publikál szépművészeti és népszerű tudományos könyv pszichológiai témájú írásokat. -
Transforming Psychology There’S No Turning Back
2 Transforming Psychology There’s No Turning Back Introduction History: Rewinding the Videotape Psychology and Women The Psychology of Women: Historical Trends and Patterns Psychology of Women Today: Pressing Pause Contemporary Perspectives and Trends Within the Discipline of Psychology Feminist Research: Playing Forward Decisions, Decisions Innovations in Research Feminist Approaches to Doing Research Intersectionality: Diversity in Feminist Research What We Know About Gender Differences Where We Look for Differences Overlooking Similarity Declaring Difference Summarizing Data Chapter Summary Suggested Readings 25 26 • chapter two ora, at age 18, finds herself caught in a web of family affairs that sound like they came straight out of a soap opera. Her father Dappears to be having an extramarital affair with his friend’s wife. Dora’s problems are with her father’s friend, Mr. K. Mr. K always seemed attracted to Dora. Starting when she was 7, Mr. K grabbed every opportunity he could to take her on long, unchaper- oned walks and buy her expensive gifts. As Dora got older, she became more and more uncomfortable with his attentions, but she didn’t fully understand why until she was 14. Mr. K invited her to watch a festival from his office window, and when she arrived, she was surprised to find him alone. He kissed her deeply, and as he pulled her close to him- self, she felt his erection. It was at this point in time that Dora started to develop what her family referred to as “symptoms.” These symptoms worsened over time as Mr. K’s pursuit of her intensified. -
V. an Examination of Women's Professional Visibility in Cognitive
eminism F & Psychology ‘‘Functionalism, Darwinism, and the psychology of women’’ forty years on Feminism & Psychology 2016, Vol. 26(3) 292–319 V. An examination of ! The Author(s) 2016 Reprints and permissions: women’s professional sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0959353516641139 visibility in cognitive fap.sagepub.com psychology Jyotsna Vaid and Lisa Geraci Texas A&M University, USA Abstract Mainstream psychological research has been characterized as androcentric in its con- struction of males as the norm. Does an androcentric bias also characterize the pro- fessional visibility of psychologists? We examined this issue for cognitive psychology, where the gender distribution in doctoral degrees has been roughly equal for several decades. Our investigation revealed that, across all indicators surveyed, male cognitive psychologists are more visible than their female counterparts: they are over-repre- sented in professional society governance, as editors-in-chief of leading journals in the field, as Fellows in professional societies, and as recipients of prestigious senior level awards. Taken together, our findings indicate that a gender parity in doctoral degrees in cognitive psychology does not translate into a parity in professional visibility. We discuss a variety of potential reasons for the observed gender gap and suggest that, without attention to gendered structures of status and power, as noted by Shields, existing gender hierarchies may persist and be reproduced. Keywords androcentrism, professional visibility, women in academia, gender gap, cognitive psychology In her seminal article in 1975, Stephanie Shields discussed various manifestations of an androcentric bias that has shaped research in psychology from its very begin- nings. Other dominant, biasing frames in mainstream psychological research have since been identified, including heterosexism (Braun, 2000), cisgenderism (Ansara Corresponding author: Jyotsna Vaid, Department of Psychology, Texas A&M University, College Station, TX 77843-4235, USA. -
TANREND 2015/2016 Elektív És Fakultatív Tárgyak
Pécsi Tudományegyetem Általános Orvostudományi Kar ÁLTALÁNOS ORVOS SZAK TANREND 2015/2016 Elektív és fakultatív tárgyak PTE ÁOK Általános orvos szak – Elektív és fakultatív modul - tantárgyleírások - 2015/2016-os tanév 1. szemeszter OOE-AKF _____ Alapfogalmak és közlési funkciók az angol orvosi szaknyelvben ________________________________ 8 OOE-BFA _____ A biofizika fizikai alapjai ______________________________________________________________ 10 OOE-BO1 _____ Biofizika szemináriumok 1. ____________________________________________________________ 12 OOE-ELH _____ Elhízás - a modern kor „járványa” _______________________________________________________ 13 OOE-ESO _____ Egészség-szociológia _________________________________________________________________ 15 OOE-IKG _____ Interkulturelle Kommunikation in Gesundheitsberufen _______________________________________ 17 OOE-JNK _____ Jelnyelvi kommunikáció az orvosi praxisban ______________________________________________ 19 OOE-KRM ____ Krisenmanagement bei Studium um Arbeit im Bereich Medizin _______________________________ 21 OOE-MS1 _____ Molekuláris sejtbiológiai kísérletek I. ____________________________________________________ 23 OOE-N06 _____ Orvosi terminológia __________________________________________________________________ 25 OOE-ORE _____ Orvosi rehabilitáció a gyakorlatban ______________________________________________________ 27 OOE-SMA _____ Szakszövegalkotás és szaknyelvi műfajok az angol orvosi szaknyelvben _________________________ 29 OOE-SSS _____ Sprache, Spracherwerb, -
The Effects of Anxiety, Motivation, and Level Of
THE EFFECTS OF ANXIETY, MOTIVATION, AND LEVEL OF ABILITY ON ACADEMIC ACHIEVEMENT. by A. L. Brown, B.A. (Lend). Thesis submitted in partial fulfillment of the requirements for the Ph.D. degree in the Faculty of Arts, University of London, 1967. ProQuest Number: 10098130 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10098130 Published by ProQuest LLC(2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. Microform Edition © ProQuest LLC. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 2. ABSTRACT This research discusses the various theoretical approaches to the conception of anxiety as a motivational determinant of academic achievement. In particular the theoretical model and experimental investigations of three major research programmes are compared and contrasted:- Drive theory and activation concepts of emotionally based drive; the investigations of situationally specific anxieties, notably test anxiety; and the approach-avoidance achievement motivation model of Atkinson and McClelland. The aim of this investigation was to attempt to clarify the interaction between intellectual capacity, anxiety and performance, both in terms of anxiety to achieve success, conceived as a positive drive, and anxiety to avoid failure, seen as a negative drive. -
The Persuaders: Nonbehavioristic Psychologists
The Persuaders 271 high as well when the community is persuaded to change and it accepts a successful Persuader as a guide for some time. Practically all the "great names" in the history of science can be viewed as successful Persuaders. This chapter presents two apparently successful Persuaders and two relatively unsuccessful ones. At any one time there are probably many The Persuaders: unsuccessful Persuaders in a scientific community. They may be said to represent the seeds of potential change; but most of these seeds fall Nonbehavioristic Psychologists on arid ground. The chances of success for any Persuader is small. Yet without the presence of such people, the scientific community would be Whoso would be a man must be a non-conformist. -RALPH WALDOEMERSON left with no coherent program of development when its current course faltered. Timing is a critical ingredient in the process of successful persua- ~ion.In psychology as elsewhere, a receptive audience is one that has almost arrived at the same conclusion by itself. Thus, Plans and the Struc- Although behaviorism unquestionably dominated scientific psychology ture ofBehiuiio~,by George A. Miller, Eugene Galanter, and Karl Pribram, until well into the 1950s, there were numerous cross-currents even in had a significant impact on the cognitive revolution, in part because it the heyday of behaviorism. I have already pointed to social psychology appeared in 1960, just as many psychologists were preparing to think as one field in which many of the major developments in the cognitive more cognitively. Had it bee$ published five years earlier, it would have framework were foreshadowed (Chapter 4). -
2019 Program
WESTERN PSYCHOLOGICAL ASSOCIATION 99TH ANNUAL CONVENTION PROGRAM PASADENA, CA WESTERNPSYCH.ORG Convention Program 2019 April 25–28, 2019 1 2 Western Psychological Association Welcome to the NINETY-NINTH ANNUAL CONVENTION of the WESTERN PSYCHOLOGICAL ASSOCIATION April 25 – April 28, 2019 at the Pasadena Convention Center Pasadena, CA The 99th Meeting of the Western Psychological Association has: The WPA Film Festival Outstanding Distinguished Speakers westernpsych.org HOSTED BY Convention Program 2019 1 EDUCATION. INNOVATION. SERVICE. COMMUNITY. Learn more about our 20+ programs, including the APA accredited Psy.D. in Clinical Psychology at our Los Angeles Campus. Learn more thechicagoschool.edu CHICAGO | DALLAS | IRVINE | LOS ANGELES | SAN DIEGO | WASHINGTON, D.C. | ONLINE 2 Western Psychological Association Table of Contents Hotel Floor Plans . 4 Room Matrix . 6. Sponors . 15 . Welcome from California State University, Los Angeles . 17 . Exhibitors . 19. WPA Program Book Activity Descriptions . 21. WPA Board of Directors . 23 WPA Program Planning and Organization. 32 WPA Fellows . 33. WPA Program Review Committee . 35 WPA Council of Representatives . .36 . WPA Student Scholarship Awards . .44 . WPA Awards . 46 2019 WPA APP . 48. WPA Convention Information & Policies . 50 WPA Film Festival . 52. Addresses of Film Distributors . 59. The 2019 Program Lewis M. Terman Teaching Conference - Wednesday, April 24. 60 Thursday, April 25. 66 Friday, April 26 . .140 . Saturday, April 27 . 219 Sunday, April 28. 301 Index. 314 Convention Program 2019