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According to the study of Shana K. Carpenter and colleague that examine the effect of lecture fluency on learning perception, a lecture that is considered to be fluent suggested that the teacher stood upright and straight, maintained eye contact, and spoke fluidly without notes whereas reasons for considering a lecture disfluent include ...
The William James Lectures are a series of invited lectureships at Harvard University sponsored by the Departments of Philosophy and Psychology, who alternate in the selection of speakers. The series was created in honor of the American pragmatist philosopher and psychologist William James , a former faculty member at that institution.
The keynote lecture is often longer, lasting sometimes up to an hour and a half, particularly if there are several keynote speakers on a panel. Panel discussions are intended to bring multiple perspectives on a topic. In addition to presentations, conferences also feature panel discussions, round tables on various issues, poster sessions and ...
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Frontiers in Neuroscience Lecture Series by the Graduate Program in Neuroscience, Emory University; Gardner Murphy Memorial Lecture Series by the American Society for Psychical Research; HHMI's Neuroscience Lecture Series at Howard Hughes Medical Institute [16] IHF Distinguished Lecture Series on Brain, Learning and Memory at Irvine Health ...
17) identify some commonly occurring features of qualitative research in Psychology: [3] A tendency to use relatively unstructured data (…); An approach to theory that involves generating theories that are localised and context specific, rather than testing large-scale theories that seek to explain psychological process in all people (…);
A commonly used example of person-situation interaction is the Stanford prison experiment, where college students participated in a study that simulated a prison setting with some students acting as guards and others as prisoners. The study was terminated when the guards became even more abusive than anticipated. [29]
Forty Studies was reviewed by the American Psychological Association after the publication of its second edition in 1995. [2] It has become a well-known textbook in psychology [3] and has received peer-reviewed approval by the Society for the Teaching of Psychology's Project Syllabus [4] for use in both lower-level [5] [6] and upper-level courses. [7]