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 focus on one
issue, nicely contextualized
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's comment below about the need to rebut
every individual myth.
Ultimately I think
] 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
trials
-3:30 PM
http://users.dickinson.edu/~helwegm/index.html
-Original Message-
From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
Sent: Saturday, April 27, 2013 1:21 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Student resistance to some ideas?
Hi
In my
: 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
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 should spend two hours working
Sciences (TIPS)
Subject: RE: [tips] Student resistance to some ideas?
I keep telling my students that they should spend two hours working on
the course outside of class for every one hour in class. They are highly
resistant to this idea. :-)
Cheers,
Karl L. Wuensch
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
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
