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In: 10. Emotions & Motivation, Intro to Psych

Cartoonists are often astute observers of people. Since cartoonists usually don’t name the psychological concept that they are illustrating, their cartoons can provide excellent fodder for class discussion. Before we get to the discussion, note that the comic strip below is part of the Go Comics family which uses Andrews McMeel licensing. Be sure to read their classroom usage statement to ensure that you do not inadvertently violate copyright law. Before beginning this activity, make your students understand the different types of emotion regulation (McRae & Gross, 2020). Situation selection. We select a particular situation in order to experience a particular emotion. For example, ifRead More →

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In: Intro to Psych, Technology for Academics (archive)

Friends and colleagues, We’ve had a good run! This blog started in 2009 as a way for me to keep track of how to do stuff. And then you all came along and learned right along with me. Perhaps you noticed that my posts to this blog have been reduced to barely a trickle? These days my energy has moved away from technology to psychology. Writing has kept me busy. For example, I have three psychology textbooks: Introduction to Psychology (with Charles Stangor), Principles of Social Psychology (with Charles Stangor; publishing Fall 2024), and Teaching Psychology: A Step-by-Step Guide (with Doug Bernstein and Steve Chew).Read More →

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In: 08. Memory & Cognition, Technology for Academics (archive)

A group of psychological scientists have identified 25 principles of learning. Of those 25, this group identified 9 to explore in greater depth as they relate to instruction. In this series of posts, I’ll look at each in turn, discussing some of the relevant technologies that can be used to take advantage of those principles. The first in the list: “The single most important variable in promoting long-term retention and transfer is ‘practice at retrieval’—learners generate responses, with minimal retrieval cues, repeatedly, over time.” In short, if students are going to be able to retrieve what they learned later they have to practice retrieving now (theRead More →