Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
1. Biology and Human Behavior. One Brain or Two, Gazzaniga, M.S. (1967). The split brain in man. More Experience = Bigger Brain? Rosenzweig, M.R., Bennett, E.L. & Diamond M.C. (1972). Brain changes in response to experience. Are You a Natural? Bouchard, T., Lykken, D., McGue, M., Segal N., & Tellegen, A. (1990). Sources of human psychological difference: The Minnesota study of twins raised apart. Watch Out for the Visual Cliff! Gibson, E.J., & Walk, R.D. (1960). The visual cliff. 2. Perception and Consciousness. What You See Is What You've Learned. Turnbull C.M. (1961). Some observations regarding the experience and behavior of the BaMuti Pygmies. To Sleep, No Doubt to Dream... Aserinsky, E. & Kleitman, N. (1953). Regularly occurring periods of eye mobility and concomitant phenomena during sleep. Dement W. (1960). The effect of dream deprivation. Unromancing the Dream... Hobson, J.A. & McCarley, R.W. (1977). The brain as a dream-state generator: An activation-synthesis hypothesis of the dream process. Acting as if You Are Hypnotized Spanos, N.P. (1982). Hypnotic behavior: A cognitive, social, psychological perspective. 3. Learning and Conditioning. It's Not Just about Salivating Dogs! Pavlov, I.P.(1927). Conditioned reflexes. Little Emotional Albert. Watson J.B. & Rayner, R. (1920). Conditioned emotional responses. Knock Wood. Skinner, B.F. (1948). Superstition in the pigeon. See Aggression...Do Aggression! Bandura, A., Ross, D. & Ross, S.A. (1961). Transmission of aggression through imitation of aggressive models. 4. Intelligence, Cognition, and Memory. What You Expect Is What You Get. Rosenthal, R. & Jacobson, L. (1966). Teacher's expectancies: Determinates of pupils' IQ gains. Just How are You Intelligent? H. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Maps in Your Mind. Tolman, E.C. (1948). Cognitive maps in rats and men. Thanks for the Memories. Loftus, E.F. (1975). Leading questions and the eyewitness report. 5. Human Development. Discovering Love. Harlow, H.F.(1958). The nature of love. Out of Sight, but Not Out of Mind. Piaget, J. (1954). The construction of reality in the child: The development of object concept. How Moral are You? Kohlberg, L.., (1963). The development of children's orientations toward a moral order: Sequence in the development of moral thought. In Control and Glad of It! Langer, E.J. & Rodin, J. (1976). The effects of choice and enhanced responsibility for the aged: A field experiment in an institutional setting. 6. Emotion and Motivation. A Sexual Motivation... Masters, W.H. & Johnson, V.E. (1966). Human sexual response. I Can See It All Over Your Face! Ekman, P. & Friesen, V.W. (1971). Constants across cultures in the face and emotion. Life, Change, and Stress. Holmes, T.H. & Rahe, R.H. (1967). The Social Readjustment Rating Scale. Thoughts Out of Tune. Festinger, L. & Carlsmith, J.M. (1959). Cognitive consequences of forced compliance. 7. Personality. Are You the Master of Your Fate? Rotter, J.B. (1966). Generalized expectancies for internal versus external control of reinforcement. Masculine or Feminine or Both? Bem, S.L. (1974). The measurement of psychological androgyny. Racing Against Your Heart. Friedman, M. & Rosenman, R.H. (1959). Association of specific overt behavior pattern with blood and cardiovascular findings. The One; The Many..., Triandis, H., Bontempo, R., Villareal, M., Asai, M. & Lucca, N. (1988). Individualism and collectivism: Cross-cultural perspectives on self-ingroup relationships. 8. Psychopathology. Who's Crazy Here, Anyway? Rosenhan, D.L. (1973). On Being sane in insane places. Learning to Be Depressed. Seligman, M.E.P., & Maier, S.F. (1967). Failure to escape traumatic shock. You're Getting Defensive Again! Freud, A. (1946). The ego and mechanisms of defense. Crowding into the Behavioral Sink. Calhoun, J.B. (1962). Population density and social pathology. 9. Psychotherapy. Choosing Your Psychotherapist. Smith, M.L. & Glass, G.V. (1977). Meta-analysis of psychotherapy outcome studies. Relaxing Your Fears Away. Wolpe, J. (1961). The systematic desensitization of neuroses. Projections of Who You Are. Rorschach, H. (1942). Psychodiagnostics: A diagnostic test based on perception. Picture This! Murray, H.A. (1938). Explorations in personality. 10. Social Psychology. Not Practicing What You Preach. LaPiere, R.T. (1934). Attitudes and actions. The Power of Conformity. Asch, S.E. (1955). Opinions and social pressure. To Help or Not to Help. Darley, J.M. & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Obey at Any Cost. Milgram, S. (1963). Behavioral study of obedience.
Every day we are asked to fulfil others’ requests, and we make regular requests of others too, seeking compliance with our desires, commands and suggestions. This accessible text provides a uniquely in-depth overview of the different social influence techniques people use in order to improve the chances of their requests being fulfilled. It both describes each of the techniques in question and explores the research behind them, considering questions such as: How do we know that they work? Under what conditions are they more or less likely to be effective? How might individuals successfully resist attempts by others to influence them? The book groups social influence techniques according to a common characteristic: for instance, early chapters describe "sequential" techniques, and techniques involving egotistic mechanisms, such as using the name of one’s interlocutor. Later chapters present techniques based on gestures and facial movements, and others based on the use of specific words, re-examining on the way whether "please" really is a magic word. In every case, author Dariusz Dolinski discusses the existing experimental studies exploring their effectiveness, and how that effectiveness is enhanced or reduced under certain conditions. The book draws on historical material as well as the most up-to-date research, and unpicks the methodological and theoretical controversies involved. The ideal introduction for psychology graduates and undergraduates studying social influence and persuasion, Techniques of Social Influence will also appeal to scholars and students in neighbouring disciplines, as well as interested marketing professionals and practitioners in related fields.
In the beginning, says the ancient Hindu text the Rg Veda, was man. And from man’s sacrifice and dismemberment came the entire world, including the hierarchical ordering of human society. The Head Beneath the Altar is the first book to present a wide-ranging study of Hindu texts read through the lens of René Girard’s mimetic theory of the sacrificial origin of religion and culture. For those interested in Girard and comparative religion, the book also performs a careful reading of Girard’s work, drawing connections between his thought and the work of theorists like Georges Dumézil and Giorgio Agamben. Brian Collins examines the idea of sacrifice from the earliest recorded rituals through the flowering of classical mythology and the ancient Indian institutions of the duel, the oath, and the secret warrior society. He also uncovers implicit and explicit critiques in the tradition, confirming Girard’s intuition that Hinduism offers an alternative anti-sacrificial worldview to the one contained in the gospels.
Aronson, a social psychologist, offers concise, practical, and easy-to-apply strategies for creating a more supportive, stimulating, and compassionate environment in our schools.
An approachable, coherent, and important text, Research in Psychology: Methods and Design, 8th Edition continues to provide its readers with a clear, concise look at psychological science, experimental methods, and correlational research in this newly updated version. Rounded out with helpful learning aids, step-by-step instructions, and detailed examples of real research studies makes the material easy to read and student-friendly.
Every family has secrets; only some secrets are lethal. In Victoria Costello’s family mental illness had been given many names over at least four generations until this inherited conspiracy of silence finally endangered the youngest members of the family, her children. In this riveting story—part memoir, detective story, and scientific investigation—the author recounts how the mental unraveling of her seventeen-year-old son Alex compelled her to look back into family history for clues to his condition. Eventually she tied Alex’s descent into hallucinations and months of shoeless wandering on the streets of Los Angeles to his great grandfather’s suicide on a New York City railroad track in 1913. But this insight brought no quick relief. Within two years of Alex’s diagnosis of paranoid schizophrenia, both she and her youngest son succumbed to two different mental disorders: major depression and anxiety disorder. Costello depicts her struggle to get the best possible mental health care for her sons and herself, treatment that ultimately brings each of them to full recovery. In the process, she discovers new science that explains how clusters of mental illness traverse family generations. Artfully weaving the scientific into the personal, Costello takes a journey to the far reaches of neuroscience and reports back on the startling findings it is yielding about the complex interplay between genes and environment that drives mental illness, and what it now tells us about how parents can trump a lethal inheritance. She shares the results of long-term U.K. and European family studies identifying the earliest signs of mental illnesses that can be passed on from grandparents to parents and grandchildren. She tracks ongoing clinical trials to reverse the courses of these diseases through early intervention with the latest evidence-based treatments and offers brain-healthy choices individuals and families can make to prevent mental illness—freeing future generations to live healthier, happier lives.
Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.
Updated in its 13th edition, Joseph Devito's The Interpersonal Communication Book provides a highly interactive presentation of the theory, research, and skills of interpersonal communication with integrated discussions of diversity, ethics, workplace issues, face-to-face and computer-mediated communication and a new focus on the concept of choice in communication. This thirteenth edition presents a comprehensive view of the theory and research in interpersonal communication and, at the same time, guides readers to improve a wide range of interpersonal skills. The text emphasizes how to choose among those skills and make effective communication choices in a variety of personal, social, and workplace relationships
