Short Description:
Este cuaderno introduce a los profesores en conceptos clave de la Ciencia del Aprendizaje (es decir, la neurociencia cognitiva). El libro es el resultado de un proyecto europeo y su contenido se ha compilado a partir de talleres de desarrollo profesional continuo para profesores. El libro sirve principalmente para proporcionar una extensa lista de referencias para aquellos que buscan profundizar su conocimiento sobre la ciencia que subyace en cómo aprendemos.

Long Description:
Conceptos de la Ciencia del Aprendizaje para Docentes (proyecto Illuminated) introduce a los profesores en conceptos clave de la Ciencia del Aprendizaje (es decir, la neurociencia cognitiva). El libro es el resultado de un proyecto europeo y su contenido se ha compilado a partir de talleres de desarrollo profesional continuo para profesores. El libro sirve principalmente para proporcionar una extensa lista de referencias para aquellos que buscan profundizar su conocimiento sobre la ciencia que subyace en cómo aprendemos.

El ebook está disponible en inglés, español, finlandés, griego y portugués.

Please cite as: Beardsley, M. & Ruiz-Mejías, M. 2020. Conceptos de la Ciencia del Aprendizaje para Docentes (proyecto Illuminated)(1st ed.). Obtenido de https://illuminatedes.pressbooks.com/

Word Count: 20327

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Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.

Because of its ability to determine cause-and-effect relationships, the laboratory experiment is traditionally considered the method of choice for psychological science. One downside, however, is that as it carefully controls conditions and their effects, it can yield findings that are out of touch with reality and have limited use when trying to understand real-world behavior. This module highlights the importance of also conducting research outside the psychology laboratory, within participants’ natural, everyday environments, and reviews existing methodologies for studying daily life.

Perspectives for the Canadian Workplace

Short Description:
This book examines the nature of conflict in the workplace - its sources, costs and management, as well as workplace conflict management with respect to group interactions, organizational culture, and provincial/federal legislation. In addition, this book focuses on the individual; how our perceptions, emotions, motivation, personality and communication skills impact how we manage stress and conflict at work. Throughout the book, readers are encouraged to engage in critical self-assessment and case study review. These exercises provide the reader with the opportunity to assess potential conflict situations, recognize emotions, communicate assertively, and manage conflict with integrity and professionalism.

Long Description:
This Open Educational Resource (OER) is a custom publication for students enrolled in PSYC-6006: Conflict Management.

In the first half of the book, we will examine the nature of conflict in the workplace – its sources, costs and management. We will also briefly examine workplace conflict management with respect to group interactions, organizational culture, and provincial/federal legislation.

During the second half of the book, the focus will be on the individual; how our perceptions, emotions, motivation, personality and communication skills impact how we manage stress and conflict at work.

Throughout the book, you will be encouraged to engage in critical self-assessment and case studies. These exercises will provide you with the opportunity to assess potential conflict situations, recognize your emotions, communicate assertively, and manage conflict with integrity and professionalism.

Word Count: 168804

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Do you know how to resolve conflicts in your personal and professional life? Do you act as a mediator between different parties in conflicts? Learn how to assess and address situations of conflict in this micro course.

We often change our attitudes and behaviors to match the attitudes and behaviors of the people around us. One reason for this conformity is a concern about what other people think of us. This process was demonstrated in a classic study in which college students deliberately gave wrong answers to a simple visual judgment task rather than go against the group. Another reason we conform to the norm is because other people often have information we do not, and relying on norms can be a reasonable strategy when we are uncertain about how we are supposed to act. Unfortunately, we frequently misperceive how the typical person acts, which can contribute to problems such as the excessive binge drinking often seen in college students. Obeying orders from an authority figure can sometimes lead to disturbing behavior. This danger was illustrated in a famous study in which participants were instructed to administer painful electric shocks to another person in what they believed to be a learning experiment. Despite vehement protests from the person receiving the shocks, most participants continued the procedure when instructed to do so by the experimenter. The findings raise questions about the power of blind obedience in deplorable situations such as atrocities and genocide. They also raise concerns about the ethical treatment of participants in psychology experiments.

This YouTube channel hosts a series of short (about 15 min) talks and performances for the Pavlov/Tertis Project, which explores connections between music and psychology. The talks were written and delivered by Michael Domjan, Professor of Psychology at the University of Texas, who is an internationally recognized expert in conditioning and learning. Dr. Domjan also received training as a violist in the preparatory division of the Juilliard School of Music. In this series of videos, he combines his knowledge of psychology with his knowledge of music. Topics include How is psychology relevant to music, Neuroscience and music, Habituation and sensitization in the music of J. S. Bach, Types of memory in musical performance, Why is it harder to teach playing the violin. than playing baseball, What is a Tertis viola?, How is Pavlovian conditioning relevant to music?, Talent vs practice in musical expertise, Why is it important to practice a musical instrument, and What I learned in a music conservatory that made me a better scientist.

Everyone has their own view of the nature of consciousness based on their education and background. The intention of this book is to expand this view by providing an insight into the various ideas and beliefs on the subject as well as a review of current work in neuroscience. The neuroscientist should find the philosophical discussion interesting because this provides first-person insights into the nature of consciousness and also provides some subtle arguments about why consciousness is not a simple problem. The student of philosophy will find a useful introduction to the subject and information about neuroscience and physics that is difficult to acquire elsewhere.

Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions

Short Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Consent & Sexual Violence is a 90-minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training explores different understandings of consent, including the legal definition. Learners have the opportunity to develop skills related to asking for and giving consent in all relationships as well as discuss strategies for creating a “culture of consent” in campus communities. (The slide deck that accompanies this resource can be downloaded from the Introduction.)

Long Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Consent & Sexual Violence is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training explores different understandings of consent, including the legal definition. Learners have the opportunity to develop skills related to asking for and giving consent in all relationships as well as discuss strategies for creating a “culture of consent” in campus communities. (The slide deck that accompanies this resource can be downloaded from the Introduction).

Word Count: 24282

ISBN: 978-1-77420-102-2

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Short Description:
This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 12 HDFS students at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Word Count: 95165

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Short Description:
This openly licensed text, created with students, approaches the current status of contemporary families in the U.S. from an equity lens. It asks and answers the questions “What do families need?” and “How do society and institutions support or get in the way of families getting what they need?" Original content is licensed under CC BY, except as otherwise noted. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Long Description:
This openly licensed text approaches contemporary families from an equity lens. It was created by a Human Development and Family Services (HDFS) faculty member and 13 students from a variety of majors at Linn-Benton Community College (LBCC), using an open pedagogy approach. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at LBCC: “What do families need?” and “ How do society and institutions support or get in the way of families getting what they need?” This book includes remixed content. Please note that some sections may have more restrictive licenses, and some all rights reserved content is included under fair use. More specific information can be found under Licenses and Attributions at the bottom of each section. Print copy: https://www.lulu.com/en/us/shop/elizabeth-pearce/contemporary-families/paperback/product-rjq8mm.html

Word Count: 97187

ISBN: 978-1-63635-078-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Humans are social animals. This means we work together in groups to achieve goals that benefit everyone. From building skyscrapers to delivering packages to remote island nations, modern life requires that people cooperate with one another. However, people are also motivated by self-interest, which often stands as an obstacle to effective cooperation. This module explores the concept of cooperation and the processes that both help and hinder it.

The attached file is a short essay that can be read in one sitting that explains the things that sometimes prevent cooperation from happening and provides advice for how to overcome them. The essay is aimed at advanced high school students, college students, and anyone else who is interested in fostering cooperation in any setting. The author, Lee Cronk (Rutgers University, anthropology) is an expert on cooperation. Much of what is contained in this essay is distilled from this book that he co-authored:Cronk, Lee, and Beth L. Leech. 2013. Meeting at Grand Central: Understanding the Social and Evolutionary Roots of Cooperation. Princeton: Princeton University Press.

Students are asked to count the vowels in a list of 15 words. They are then asked to write down as many WORDS as they can remember. They can usually remember only 3 - 4.
Next students are told to look at the list of words and asked to memorize them. They can usually remember about half of them after trying to memorize the words.
Finally, students are told that the words are listed in a certain way, with a guiding concept to the arrangements. They readily understand the words are listed according to number. After spending 30 seconds to memorize the words this time, students generally tend to remember 12 or more.
Metacognitive components of the activityStudents learn that considering the organization of informaton is important to remember it.
Metacognitive goals for this activity:To show students that they can significantly and immediately improve their learning.
Assessing students' metacognitionStudents tell us in verbal or email communication that they have now "stopped counting vowels" and are learning information.

This is an online course in experimentation as a method of the empirical social sciences, directed at science newcomers and undergrads. We cover topics such as:
- How do we know what’s true?
- How can one recognize false conclusions?
- What is an experiment?
- What are experiments good for, and what can we learn from them?
- What makes a good experiment and how can I make a good experiment?

The aim of the course is to illustrate the principles of experimental insight. We also discuss why experiments are the gold standard in empirical social sciences and how a basic understanding of experimentation can also help us deal with questions in everyday life.

But it is not only exciting research questions and clever experimental set-ups that are needed for experiments to really work well. Experiments and the knowledge gained from them should be as freely accessible and transparent as possible, regardless of the context. Only then can other thinkers and experimenters check whether the results can be reproduced. And only then can other thinkers and experimenters build their own experiments on reliable original work. This is why the online course Open for Insight also discusses how experiments and the findings derived can be developed and communicated openly and transparently.

Course shell in Canvas with modules, course projects and activities, and resources including readings and videos on a variety of topics suitable for class on psychological disorders. Modules include Childhood & Neurodevelopmental Disorders, Mood Disorders, Anxiety & Obsessive Compulsive Disorders, Trauma and Stress Related Disorders, and more.

In this assignment, students are given a specific example of a problem that needs to be solved using classical conditioning techniques. The objective is for students to show their understanding of classical conditioning principles and components in a plan to keep a pesky coworker, Miranda, away from their desk at a specific time of day. The resource includes the assignment prompt as well as instructions for submission. 

An idea or solution is considered creative if it is original, useful, and surprising. However, depending on who actually judges these three criteria, we must distinguish personal “little-c creativity” from consensual “Big-C Creativity.” In any case, psychologists who investigate creativity most often adopt one of three perspectives. First, they can ask how creators think, and thus focus on the cognitive processes behind creativity. Second, they can ask who is creative, and hence investigate the personal characteristics of highly creative people. Third, they can ask about the social context, and, thereby, examine the environments that influence creativity. Although psychologists have made major advances in the study of creativity, many exciting and important questions remain to be answered.

This resource is of Wikipedia discusses on the historical aspects of Criminology , Different Schools of Criminological Thoughts including Sociological,Psychological, Marxism Theories, Labelling Theories, Routine Activity Theory, Biologilcal thoeries .

This source also discusses the definition and types of Crime.

Thus , the Wikipedia is the original source, it is shared in this OER platform to share the insights on Criminology to many of the people. Hence, I deserve no right on this resource , other than sharing it.

MHCC - WR122

Short Description:
Using a combination of the newest findings in hemispheric science, neuropsychology, and brain development, along with the long-established rhetorical algorithms for analyzing the structure of arguments, this course explores the boundaries of critical and creative thinking in pursuit of developing a clearer and more robust model for the construction and deconstruction of various forms of argument. A variety of "texts" are used to help students develop rhetorical analysis skills, critical thinking tools and a diverse, integrative apparatus for establishing the veracity of truth claims in both academic and cultural contexts.

Long Description:
This project was funded by the MHCC Foundation OER Grant Program and published by MHCC Library Press. MARC record available at the end of the book.

Word Count: 10313

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