Individualized teaching in elementary psychology.

1960 ◽  
Vol 51 (5) ◽  
pp. 285-291 ◽  
Author(s):  
W. J. McKeachie ◽  
Guang Yi Lin
Keyword(s):  
Individualized Teaching ◽  
Elementary Psychology

Review of Elementary Psychology.

1968 ◽  
Vol 13 (8) ◽  
pp. 412-412
Author(s):  
Wilbert McKeachie
Keyword(s):  
Elementary Psychology

scholarly journals The Role of Attention in Motion Extrapolation: Are Moving Objects ‘Corrected’ or Flashed Objects Attentionally Delayed?

Perception ◽  
10.1068/p3066 ◽  
2000 ◽  
Vol 29 (6) ◽  
pp. 675-692 ◽  
Author(s):  
Beena Khurana ◽  
Katsumi Watanabe ◽  
Romi Nijhawan
Keyword(s):  
New York ◽  
Moving Objects ◽  
Reaction Times ◽  
Cost Benefit ◽  
Circular Path ◽  
Perceptual Awareness ◽  
Multiple Events ◽  
Attentional Deployment ◽  
Lag Effect ◽  
Elementary Psychology

Objects flashed in alignment with moving objects appear to lag behind [Nijhawan, 1994 Nature (London) 370 256–257], Could this ‘flash-lag’ effect be due to attentional delays in bringing flashed items to perceptual awareness [Titchener, 1908/1973 Lectures on the Elementary Psychology of Feeling and Attention first published 1908 (New York: Macmillan); reprinted 1973 (New York: Arno Press)]? We overtly manipulated attentional allocation in three experiments to address the following questions: Is the flash-lag effect affected when attention is (a) focused on a single event in the presence of multiple events, (b) distributed over multiple events, and (c) diverted from the flashed object? To address the first two questions, five rings, moving along a circular path, were presented while observers attentively tracked one or multiple rings under four conditions: the ring in which the disk was flashed was (i) known or (ii) unknown (randomly selected from the set of five); location of the flashed disk was (i) known or (ii) unknown (randomly selected from ten locations), The third question was investigated by using two moving objects in a cost – benefit cueing paradigm, An arrow cued, with 70% or 80% validity, the position of the flashed object, Observers performed two tasks: (a) reacted as quickly as possible to flash onset; (b) reported the flash-lag effect, We obtained a significant and unaltered flash-lag effect under all the attentional conditions we employed, Furthermore, though reaction times were significantly shorter for validly cued flashes, the flash-lag effect remained uninfluenced by cue validity, indicating that quicker responses to validly cued locations may be due to the shortening of post-perceptual delays in motor responses rather than the perceptual facilitation, We conclude that the computations that give rise to the flash-lag effect are independent of attentional deployment.

scholarly journals Project Based Learning (PBL) as a Promising Challenge of Teaching Mathematics

1970 ◽  
pp. 379-409
Author(s):  
Miri Hilai
Keyword(s):  
Cognitive Abilities ◽  
Self Regulation ◽  
Project Based Learning ◽  
Teaching Mathematics ◽  
Mathematical Skills ◽  
The Past ◽  
Innovative Learning ◽  
Different Populations ◽  
Individualized Teaching ◽  
Teaching Learning

Mathematics has always presented a challenge, both for teachers and for pupils, all around the world. Teachers of mathematics of all time periods are interested in having their pupils master the mathematical skills and love math. They deliberate on ways of teaching-learning, because of the tremendous gaps in their pupils’ cognitive abilities and their non-uniform abilities to pay attention and to concentrate. It appears that the main solution in the frontal mathematics lessons is offered to the average pupils, but the main goal is to provide a solution for the entire classroom population. Over the years I have searched for different ways beyond frontal and individualized teaching, so that I could provide a solution for populations with different needs in the mathematics lessons. My search for alternative ways derived also from the need to promote the achievements and to boost the motivation, interest, curiosity, and enjoyment in the learning of mathematics. Contemporary research indicates that there is practical innovative learning which is active and involving; it is called project-based learning (PBL). PBL provides a solution for the improvement of the performances in mathematics, for the motivation of the pupils, and for the inspiration of interest and curiosity in and enjoyment from this field of knowledge. From my experience as a teacher in the past and from the reports of my students in the Gordon Academic College for Education in the PBL course, in such teaching a solution is provided for the different populations in the class. The pupils are engaged in learning in practical and realistic projects that are relevant to their lives. They are more active and autonomous, work cooperatively, and develop patterns of behaviour of independence in learning, self-orientation, and self-regulation. These skills and patterns of behaviour are important to their lives as adults and cultivate the six functions of the learner that are derived from the curriculum in Israel: sensory-motor, self-direction in learning and in its management, intrapersonal and interpersonal, cognitive and meta-cognitive.

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