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EPP-APS Enseigner la Psychologie Clinique
Enseigner la Psychologie Clinique: Les Quatre Leçons Fondamentales que Tout le Monde Peut Maîtriser John C. Norcross[1] and Christie P. Karpiak Auteur à joindre pour la correspondance: John C. Norcross, Department of Psychology, University of Scranton, Scranton, PA 18510, USA Email: norcross@scranton.edu Abstract As both a subject area and a potential career, clinical psychology fascinates undergraduates.
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EPP-APS Utiliser des activités
Utiliser des activités basées sur des affirmations pseudoscientifiques pour enseigner la pensée critique Aimee Adam[1] et Todd M. Manson[1] Teaching of Psychology 2014, Vol. 41(2) 130-134 ªThe Author(s) 2014 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0098628314530343 top.sagepub.com [1] School of Social Sciences, Indiana University Southeast, New Albany, IN, USA Auteur à joindre pour la correspondance : Aimee Adam, School of Social Sciences, Indiana University Southeast, 4201 Grant Abstract In two studies, we assessed the effectiveness of a classroom activity designed to increase students’ ability to think critically.
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EPP-APS Encourager l’utilisation
Encourager l’utilisation des fonctions cognitives supérieures en psychologie: l’apprentissage actif est-il la réponse? Aaron S. Richmond et Lisa Kindelberger Hagan[1] Abstract The goal of this study was to investigate which common instructional methods (active vs. direct) best promote higher level thinking in a psychology course. Over a 5-week period, 71 undergraduates were taught psychology using both active learning and direct instruction. Pre- and post-course assessments were coded as either higher or lower level questions based on Krathwohl’s updated Taxonomy of Educational Objectives.
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EPP-APS Réussir et s’investir
Réussir et S’investir: l’Influence des équipes de gestion étudiantes sur les résultats et le devenir des élèves Jordan D. Troisi[1] Département de Psychologie, Widener University, Chester, PA, USA Pour la correspondance: Jordan D. Troisi, Department of Psychology, Widener University, 1 University Place, Chester, PA 19013, USA. Email: jtroisi@widener.edu Abstract The use of student management teams (SMTs) is a relatively new teaching technique designed to increase the quality of college courses and student performance and engagement within those courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs.
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Giving Brings Its Own Rewards
As children, we are often told by our parents that it is better to give than to receive; that we will get more enjoyment, fulfillment, and happiness from giving to others than from taking for ourselves. It turns out our parents were on the right track. In a recent article published in the journal Current Directions in Psychological Science, Elizabeth W. Dunn (University of British Columbia), Lara B. Aknin (Simon Fraser University), and Michael I. Norton (Harvard Business School) reviewed research suggesting that when it comes to money, spending it on others really pays off.
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The Perks of Being Detail Oriented
In a busy, cluttered world, it can often be difficult to find things. Luckily for us, the location of objects is often related to the context in which they are found, which means that we can learn from our exposure to repeated contexts to help us more quickly find what we’re looking for. Researchers who study this type of learning — called contextual learning — have suggested it is influenced by the way we look at and process scenes. When people view a scene, they are either biased to process it globally — focusing on the overall structure of the scene rather than the small details — or to process it locally — focusing on the smaller details rather than the bigger picture.