[mailto:j.cl...@uwinnipeg.ca]
Sent: Sunday, April 28, 2013 11:02 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Student resistance to some ideas?
Hi
Thanks to all for the thoughtful comments. I would just like to focus on one
issue, nicely contextualized by Annette&#x
lwegm/index.html
-Original Message-
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Sunday, April 28, 2013 11:02 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Student resistance to some ideas?
Hi
Thanks to all for the thoughtful comments. I would just like to fo
Hi
Thanks to all for the thoughtful comments. I would just like to focus on one
issue, nicely contextualized by Annette's comment below about the need to rebut
every individual myth.
Ultimately I think most of us want students to acquire general principles
rather than specific facts. In my c
>
> From: Wuensch, Karl L [wuens...@ecu.edu]
> Sent: Sunday, April 28, 2013 3:40 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Student resistance to some ideas?
>
>I keep telling my students that they
7;t teach an old dogma new tricks." Dorothy Parker
From: Wuensch, Karl L [wuens...@ecu.edu]
Sent: Sunday, April 28, 2013 3:40 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Student resistance to some ideas?
I keep telli
: Saturday, April 27, 2013 1:21 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Student resistance to some ideas?
Hi
In my culture and psych course, I spend some time on the idea that (at least in
modern times) overt discrimination tends to be observed mostly under ambiguous
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> Office hours: Monday 10:30-11:30, Tuesday and Wednesday 2:00-3:30 PM
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>
>
> -Original Message-
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: Saturday, April 27, 2013 1:21 PM
>
[tips] Student resistance to some ideas?
Hi
In my culture and psych course, I spend some time on the idea that (at least in
modern times) overt discrimination tends to be observed mostly under ambiguous
situations (e.g., poking studies, ignoring evidence showing innocence in mock
t
Hi Jim:
In my work on dispelling student misconceptions my colleague and I have found
in over a decade of research that the most efficient approach requires you to
activate the misconception and THEN show them why that misconception leads to
unsupported predictions and THEN ALSO to show that th
Hi
In my culture and psych course, I spend some time on the idea that (at least in
modern times) overt discrimination tends to be observed mostly under ambiguous
situations (e.g., poking studies, ignoring evidence showing innocence in mock
trials, ...). Nonetheless, when I ask students on test
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