On Fri, 13 May 2005, Christopher D. Green went:
I have little doubt that something like this happens to some
students sometimes. But almost any sequence of events you'd care to
describe happens to some students sometimes. That's why anecdotes
are of questionable value as evidence.
Oh, I agree. Th
The University of South Dakota
Vermillion SD 57069
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-Original Message-
From: Christopher D. Green [mailto:[EMAIL PROTECTED]
Sent: Saturday, August 13, 2005 10:17 AM
To: Teaching in the Psycholo
Peterson, Douglas (USD) wrote:
The problem is that all of this assumes the final measure of a students
benefit from a class comes at the end of the class, and assumption I'm
not willing to make.
WARNING anecdotal support ahead!
Many students comment that because of my introductory psychology class
On Fri, 13 May 2005, Peterson, Douglas went:
WARNING anecdotal support ahead!
Many students comment that because of my introductory psychology
class they have decided to minor in psychology. I attribute this
interest in psychology to "bringing the class to life" with these
"seductive details"
I've
mail: [EMAIL PROTECTED]
Honors Program: (605) 677-5223
Dept. of Psychology: (605) 677-5295
-Original Message-
From: Christopher D. Green [mailto:[EMAIL PROTECTED]
Sent: Saturday, August 13, 2005 10:17 AM
To: Teaching in the Psychological Sciences
Subject: Re: 'seductive details&#x
Christopher:
I
had the exact same reaction to the article! In the case of Watson and Baldwin,
the “incident” had some significance because it propelled Watson
into the chair at Hopkins and also editor of Psych Review. Did it speed up the
flow of behaviorism into the mainstream
Don Allen wrote:
Show me a study that indicates that the inclusion of "seductive
details" makes students less interested in a course or less likely to
take future courses in that subject and I will be quite concerned. In
the meantime I will continue to spice up my lectures without fear.
Respond
Don beat me to the point but I already has
this typed up and I haven’t posted anything to the list in quite awhile
so here were my thoughts.
I think there are two questions that should
also be considered:
1) Does the “seductive” material keep them coming back to
class or readi
I have heard this "concern" raised many times before and, frankly, I ain't
worried. I decided long ago that my job is not to pour as many facts as
posssible into the heads of students. Rather, it is to make the material
sufficiently interesting that students will want to go out and study it on
thei
