This material was adopted from Lumen Learning: Lifespan Development | Simple Book Production (lumenlearning.com) and has been modified to include a more diverse representation of the student population in Memphis, TN.
Course descriptionProcess and dynamics of human development from conception through adult maturity, old age, anddeath; biological, cognitive, personality, sociocultural, and existential factors influencing the course ofpsychological development across the lifespan. Total of 54 hours lecture.
Word Count: 5245
(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.)
This textbook is an introduction to Relationship Violence and Working Together Towards a Violence Free Society.
This course introduces you to behavioral science theories, methods, and tools and provides opportunities to use and apply them to problems you will encounter in your work and career. The course material will begin with an overview of work and organizations in modern industrial society, and then examine individual behavior, move to behavior in groups or teams, and finally discuss organizations as a whole. It is expected that at the end of the course you will: (a) know something about managerial psychology, (b) know how to learn more, (c) understand the behavioral research process, and (d) develop skills in presenting your ideas in oral and written reports.
Surveys social psychology and organization theory interpreted in the context of the managerial environment. Shares lectures with 15.301, with a separate recitation required. 15.301 is intended primarily for non-Sloan students, both graduate and undergraduate. Deals with a number of diverse subjects, including motivation and reward systems for engineers and scientists in industry; the aging of technical groups; the management of R&D matrix organizations; and the architecture of R&D laboratories and its effect on communication patterns in the organization.
15.301 is a core subject for students majoring in management science. A laboratory is a required element of the course for these students. It involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.
We function in our personal and professional lives based on knowledge and intuitions. Our intuition that we know a lot is very powerful. But sometimes intuitions are accurate and sometimes they are not; without research, it is hard to tell.
This course combines a few different goals: develop a critical eye for making inferences from data; be able to carry out simple data analysis; learn about managerial psychology; develop interesting new questions about managerial psychology and test these questions.
Hearts of Men have been running community-based mentoring programmes, bringing older and younger men together in support circles in the Western Cape from 2001 to 2021. The approach and the materials included in this manual have been tried and tested in many different communities, working with diverse groups of men/young men, aged between 15 and 70 years. SIx experiential training courses for men and young men are covered in Parts One and Two of this manual. For more background information on Hearts of Men, and a detailed description of our work, please refer to our book In the Hearts of Men (published in 2015). Details are given at the end of this manual.
This seminar focuses on the cognitive science of moral reasoning. Philosophers debate how we decide which moral actions are permissible. Is it permissible to take one human life in order to save others? We have powerful and surprisingly rich and subtle intuitions to such questions.
In this class, you will learn how intuitions can be studied using formal analytical paradigms and behavioral experiments. Thursday evening, meet to learn about recent advances in theories of moral reasoning. Overnight, formulate a hypothesis about the structure of moral reasoning and design a questionnaire-based experiment to test this. Friday, present and select 1-2 proposals and collect data; we will then reconvene to analyze and discuss results and implications for the structure of the moral mind.
This course is offered during the Independent Activities Period (IAP), which is a special 4-week term at MIT that runs from the first week of January until the end of the month.
El presente material tiene el objetivo de servir como herramienta de apoyo para la implementación de intervenciones psicoeducativas para la prevención y promoción de la salud mental. En este libro se presenta una propuesta de contenidos y actividades para la prevención y el manejo de la ansiedad a hablar en público. Se plantea una metodología de taller dividida en dos módulos, con actividades participativas. Además, se desarrollan contenidos clave para la comprensión del funcionamiento de los mecanismos de estrés y ansiedad. En el módulo final se ofrece una síntesis de diversas estrategias para el manejo de la ansiedad ante situaciones de hablar en público.
Short Description:
Students experience higher rates of mental illness than the general population. We've created this course to allow learning institutions to share a short resource with their students covering the essentials of mental wellbeing.
Long Description:
Students experience higher rates of mental illness than the general population. We’ve created this course to allow learning institutions to share a short resource with their students covering the essentials of mental wellbeing.
Content includes:
– Why looking after your mental wellbeing is important when studying – Signs to look out for that might indicate you or others need extra support – Practical tips for supporting others in distress – How you can look after yourself when supporting others.
Word Count: 4317
(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:
Mentoring as a Contemplative Practice: Guidelines for Wholistic Mentoring in Graduate School documents the founding of The Graduate Mentoring Center (The GMC), Indiana University Bloomington. Between academic years 2014-2021, The GMC sought to create a different mentoring model, one based on contemplative practices and relationship building. The guidelines offer practical and step-by-step practices to help students and faculty ask and answer the question “what do you need?” at different stages of the mentoring relationship, and offers opportunities for faculty and staff to “bear witness” to graduate students as they grow personally and professionally.
Word Count: 16856
ISBN: 979-8-9855126-0-1
(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.)
Cognitive science arose in the 1950s when it became apparent that a number of disciplines, including psychology, computer science, linguistics, and philosophy, were fragmenting. Perhaps owing to the field’s immediate origins in cybernetics, as well as to the foundational assumption that cognition is information processing, cognitive science initially seemed more unified than psychology. However, as a result of differing interpretations of the foundational assumption and dramatically divergent views of the meaning of the term information processing, three separate schools emerged: classical cognitive science, connectionist cognitive science, and embodied cognitive science.
This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.
Mind the Gap encourages you to be mindful of that gap that takes place in various transitions in life: when you go away to college, travel to a foreign country, move to a new city, or start a new job. Until you start to feel at home in your new environment, you must negotiate feelings of discomfort. Mindfulness draws attention to your experience of transition, enabling you to cultivate an embodied presence, receptivity, and awareness of whatever arises in yourself and your surroundings, without judging or rejecting your experience. All too often, when we feel uncomfortable or unsettled, we immediately want to alleviate our feelings of discomfort by seeking comfort or distraction. When we do this, we rob ourselves of the opportunity to grow and develop in new ways.
This course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology, and neuroscience. Topics include belief, desire, and moral motivation; sympathy and empathy; intentions and other committing states; strength of will and weakness of will; free will; addiction and compulsion; guilt, shame and regret; evil; self-knowledge and self-deception; and, virtues and character traits.
This course is a CI-M course.
By the end of this section, you will be able to:Define intrinsic and extrinsic motivation, and discuss the value of eachUnderstand that instincts, drive reduction, self-efficacy, and social motives have all been proposed as theories of motivationExplain the basic concepts associated with Maslow’s hierarchy of needs and the issues with that approach
Word Count: 2217
(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.)
This course is an introduction to problems about creativity as it pervades human experience and behavior. Questions about imagination and innovation are studied in relation to the history of philosophy as well as more recent work in philosophy, affective psychology, cognitive studies, and art theory. Readings and guidance are aligned with the student’s focus of interest.
Understanding the brain’s remarkable ability for visual object recognition is one of the greatest challenges of brain research. The goal of this course is to provide an overview of key issues of object representation and to survey data from primate physiology and human fMRI that bear on those issues. Topics include the computational problems of object representation, the nature of object representations in the brain, the tolerance and selectivity of those representations, and the effects of attention and learning.