Evaluation of guidance through the elementary psychology class.

1941 ◽  
Vol 25 (6) ◽  
pp. 703-711 ◽  
Author(s):  
R. K. Compton
Keyword(s):  
Psychology Class ◽  
Elementary Psychology

Review of Elementary Psychology.

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

Large-Scale Demonstration Experiment of Mental Imagery Ability

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1089-1090 ◽  
Author(s):  
F. Richard Ferraro
Keyword(s):  
Gender Differences ◽  
Individual Differences ◽  
Present Article ◽  
Mental Imagery ◽  
Large Scale ◽  
Introductory Psychology Class ◽  
Imagery Ability ◽  
Psychology Class ◽  
Demonstration Experiment ◽  
And Gender

The present article describes a demonstration experiment used in a large introductory psychology class pertaining to mental imagery ability. The experiment is effective in providing a concrete instance of mental imagery as well as an effective discussion regarding individual differences and gender differences in imagery ability.

scholarly journals Teaching and Learning During A Pandemic: How one Graduate Community Psychology Class Quickly Incorporated Healing Justice Into Our Practices

2021 ◽  
Author(s):  
Regina Day Langhout ◽  
Daniel Rodriguez Ramirez ◽  
S. Sylvane Vaccarino‐Ruiz ◽  
Valeria Alonso Blanco ◽  
Katherine Quinteros ◽  
...  
Keyword(s):  
Community Psychology ◽  
Teaching And Learning ◽  
Psychology Class

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.

Studying Subjective Well-Being during a Quarantine

2021 ◽  
Author(s):  
Samuel Browning ◽  
E. Scott Geller
Keyword(s):  
Positive Psychology ◽  
Mood State ◽  
Well Being ◽  
Potential Effect ◽  
Mood States ◽  
Control Group ◽  
Subjective Well Being ◽  
Psychology Class ◽  
Significant Difference ◽  
The Impact

To investigate the impact of writing a gratitude letter on particular mood states, we asked students in two university classes (a research class and a positive psychology class) to complete a 15-item mood assessment survey (MAS) twice a day (once in the morning and once at night). The research students who signed up for one or two pass/fail field-study credits in a research class also completed the MAS twice a day, but they did not write the weekly gratitude letter that was expected from the students in the positive psychology class. Each mood state was averaged per each day for the participants in each group and compared between the Gratitude Group and the Control Group. No group difference occurred for some mood states like “incompetent,” but for the “unmotivated” mood state, a significant difference was found. To investigate the potential effect of weekday, we compared the average mood rating between groups for each day of the week. For the mood state of “unmotivated”, a remarkable dip occurred on Wednesday for the Gratitude group, but not for the Control group. These results indicated that writing a gratitude letter increased the benefactor’s motivation, especially on the day when it was accomplished.

Sign in / Sign up

Export Citation Format

Share Document