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Psychology of human behavior [videorecording] / by Martin, David W.,1943-; Martin, David W.,1943-; Teaching Company.;
Bibliographical references included in course guidebook.Producer, Alisha Reay ; academic content supervisor, Ann Waigand ; director, Jon Leven ; editor, Alisha Reay.Lectures by Professor David W. Martin, North Carolina State University.Presents 36 lectures (each 30 minutes in length) by David W. Martin, examining the breadth of modern psychology from both clinical and experimental perspectives.DVD.
Subjects: Educational videos.; Human behavior.; Psychology.;
Available copies: 1 / Total copies: 1
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Psychology of human behavior [sound recording] / by Martin, David W.,1943-; Teaching Company.;
pt. 1: disc. 1. lecture 1.; Modern psychology in historical context.; lecture 2.; Experimentation as a research method --; disc 2. lecture 3.; Nonexperimental research methods.; lecture 4.; Evolutionary theory and modern psychology --; disc 3. lecture 5.; Freud's thinking.; lecture 6.; Details of psychoanalytic theory --; disc 4. lecture 7.; Classification of mental illnesses.; lecture 8.; Anxiety and mood disorders --; disc 5. lecture 9.; Disorders of brain, body, self, drugs, sex.; lecture 10.; Schizophrenic disorders --; disc 6. lecture 11.; Childhood, retardation, personality disorders.; lecture 12.; Physical therapies : drugs.; pt 2.: disc 7. lecture 13.; Physical therapies : ECT, surgery, genes.; lecture 14.; Talking therapies : psychoanalysis.; disc 8. lecture 15.; Therapies : humanistic, cognitive, group.; lecture 16.; Behavior therapies : classical conditioning --; disc 9. lecture 17.; Behavior therapies : operant conditioning.; lecture 18.; Models of motivation --; disc 10. lecture 19.; Emotion : what do we measure?; lecture 20.; Emotion : theories --; disc 11. lecture 21.; Psychoactive drugs : processes, stimulants.; lecture 22.; Drugs : depressants, narcotics, hallucinogens.; disc 12.; lecture 23.; Social psychology : influence and reciprocity.; lecture 24.; Social psychology: additional mechanism.; pt. 3: disc 13. lecture 25.; Simple learning : classical conditioning.; lecture 26.; Simple learning : operant conditioning --; disc 14. lecture 27.; Complex learning.; lecture 28.; Memory : characteristics --; disc 15. lecture 29.; Memory aids and forgetting theories.; lecture 30.; Perception : forming internal models --; disc 16. lecture 31.; Perception : finding and organizing cues.; lecture 32.; Evolutionary psychology : basic concepts --; disc 17. lecture 33.; Evolutionary psychology : altruism and mating.; lecture 34.; Evolutionary psychology : war, family, food --; disc 18. lecture 35.; Engineering psychology.; lecture 36.; Recap, omissions, and into the future..Thirty-six lectures on various aspects of behavioral psychology presented by David W. Martin, professor of psychology at North Carolina State University.
Subjects: Sound recordings.; Audiobooks.; Behaviorism (Psychology); Psychology.; Human behavior.;
Available copies: 5 / Total copies: 6
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Creating cultures of thinking : the 8 forces we must master to truly transform our schools / by Ritchhart, Ron.(CARDINAL)830534;
Includes bibliographical references and index.Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: UsingMathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School:Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index ."Discover why and how schools must become places where thinking is valued, visible, and actively promoted. As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work"--
Subjects: Thought and thinking; Critical thinking; Cognition in children.; Educational change;
Available copies: 1 / Total copies: 1
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Probably approximately correct : nature's algorithms for learning and prospering in a complex world / by Valiant, Leslie.(CARDINAL)364725;
Includes bibliographical references and index.
Subjects: Human behavior; Genetic algorithms.; Algorithms.; Computational learning theory.; Nature; Mathematics in nature.; Neural networks (Neurobiology);
Available copies: 1 / Total copies: 1
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Distracted : why students can't focus and what you can do about it / by Lang, James M.,author.(CARDINAL)674525;
Includes bibliographical references (pages 251-267) and index.Introduction: From distraction to attention -- Theories of distraction. A brief history of distraction ; Distracted in the classroom ; The tech ban debate -- Practices of attention. Communities of attention ; Curious attention ; Structured attention ; Signature attention activities ; Assessed attention ; Mindful attention -- Conclusion: The classroom as attention retreat."A decade ago, James Lang banned cell phones in his classroom. Frustrated by how easily they could sidetrack his students, Lang sought out a distraction-free environment, hoping it would help his students pay attention to his lessons. But after just a few years, Lang gave in. Not only was his no-cellphones policy ineffective (even his best students ignored it), he realized that he, like many of his fellow teachers, was missing an important point. The problem isn't phones. It's our antiquated notions of the brain. In Distracted, Lang makes the case for a new way of thinking about how to teach young minds based on the emerging neuroscience of attention. Although we have long prized the ability to focus, the most natural way of thinking is distraction. Our brains are designed to continually scan our environment, looking for new information, occasionally wandering off in different directions in search of new insights. This is not to say that iPhones are not good at distracting us, but that what they represent is in principle nothing new, because sustained periods of intense focus are not what humans are good at. Of course, we still do need to pay attention to learn. The problem is that we think of learning as a matter of managing distraction, when we should instead think of it as actively cultivating attention. This starts with letting go of technology bans, which are little more than a fig leaf applied to the objective difficulty of paying attention. But it involves more active ways of rethinking classroom conventions too. For example, rather than structuring lessons as 45 or 60-minute blocks of lecturing, teachers could segment their classes into a series of smaller lessons, with regular shifts in focus, appealing to the brain's interest in novelty. Simple changes can drastically improve students' performance, and in Distracted, Lang takes readers on a sprawling tour of how some of America's best teachers are improving student performance using concepts such as modular classrooms, flow states, and student-directed learning. Together, these insights offer a new way of thinking about how to not only more effectively teach a lesson plan, but to teach students the most important lesson of all: how to learn"--A decade ago Lang banned cell phones in his classroom, frustrated by how easily they could sidetrack his students. After just a few years, Lang gave in. Not only was his no-cellphones policy ineffective, he realized that like many of his fellow teachers he was missing an important point: The problem isn't phones. It's our antiquated notions of the brain. Here Lang makes the case for a new way of thinking about how to teach young minds based on the emerging neuroscience of attention. What iPhones represent is in principle nothing new, because sustained periods of intense focus are not what humans are good at. We should instead think of it as actively cultivating attention, and find active ways of rethinking classroom conventions that will teach students how to learn. -- adapted from publisher info
Subjects: Motivation in education.; Attention in adolescence.; Interest (Psychology); Effective teaching.; Classroom environment.; Active learning.; Problem-based learning.; Student participation in curriculum planning.; Cognitive neuroscience.;
Available copies: 13 / Total copies: 16
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Hello, habits : a minimalist's guide to a better life / by Sasaki, Fumio,1979-author.(CARDINAL)340208; Sugita, Eriko,translator.(CARDINAL)847378;
What is willpower? -- What are habits? -- 50 steps for acquiring new habits -- We're made of habits."The internationally best-selling author of Goodbye, Things shares insights and practices to help you become the best version of yourself. Fumio Sasaki changed his life when he became a minimalist. But before minimalism could really stick, he had to make it a habit. All of us live our lives based on the habits we've formed, from when we get up in the morning, to what we eat and drink, to how likely we are to actually make it to the gym. In Hello, Habits, Sasaki explains how we can acquire the new habits that we want-and get rid of the ones that don't do us any good. Bringing together leading theories and tips from cognitive psychology, along with examples from his own life, he unravels common misperceptions about "willpower" and "talent," and offers a step-by-step guide to success. Ultimately, Sasaki shows how ordinary people like himself can use his principles of good habit-making to improve themselves and change their lives."--
Subjects: Self-help publications.; Habit.; Learning, Psychology of.; Self-management (Psychology);
Available copies: 11 / Total copies: 21
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Heal the body, heal the mind : a somatic approach to moving beyond trauma / by Babbel, Susanne,author.;
Includes bibliographical references (pages 165-176).Traumatic events can leave mental and physical scars--but these scars don't have to define you. Heal the Body, Heal the Mind takes trauma survivors on a supportive and healing journey toward well-being. By practicing the somatic exercises and mind-body interventions in this compassionate guide, you'll learn to move past difficult experiences, restore relationships, and cultivate spiritual awareness. When trauma occurs, the logical mind is hijacked and physiology takes over in an effort to protect you. This leaves an imprint--your body wants to ensure that nothing like that will ever happen again. Being reminded of a traumatic event can trigger these automatic responses, leaving you feeling paralyzed or unable to take action. This book will help you understand why and how unresolved trauma can infiltrate all aspects of your life, including your mind and body--even when you're not aware of its influence. With Heal the Body, Heal the Mind as a gentle guide, you'll learn about different types of trauma, find helpful assessments, and discover how traumatic experiences--even childhood and incidental traumas--can affect all aspects of your life: your relationship choices, the roles you play in them, your sense of pleasure and desire, and how you approach your career, spirituality, and interactions with others. Using the combination of mind-body interventions, cognitive behavioral theories, research, case studies, and exercises woven into each chapter of this warm-hearted, relatable book, you'll begin to address the unresolved trauma held in your body and advance your healing process. So, if you're ready to move beyond the trauma that's been holding you back in your relationships, at work, and in your spiritual practice, this guide will show you how.
Subjects: Mind and body.; Mind and body therapies.; Psychotherapy.;
Available copies: 0 / Total copies: 1
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Think Again : the power of knowing what you don't know / by Grant, Adam,1981-author.(CARDINAL)402079;
Includes bibliographical references and index."Intelligence is usually seen as the ability to think and learn, but in a rapidly changing world, there's another set of cognitive skills that might matter more: the ability to rethink and unlearn. In our daily lives, too many of us favor the comfort of conviction over the discomfort of doubt. We listen to opinions that make us feel good, instead of ideas that make us think hard. We see disagreement as a threat to our egos, rather than an opportunity to learn. We surround ourselves with people who agree with our conclusions, when we should be gravitating toward those who challenge our thought process. The result is that our beliefs get brittle long before our bones. We think too much like preachers defending our sacred beliefs, prosecutors proving the other side wrong, and politicians campaigning for approval--and too little like scientists searching for truth. Intelligence is no cure, and it can even be a curse: being good at thinking can make us worse at rethinking. The brighter we are, the blinder to our own limitations we can become." --Amazon.com.
Subjects: Thought and thinking.; Questioning.; Knowledge, Theory of.; Belief and doubt.;
Available copies: 1 / Total copies: 1
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Unaging : the four factors that impact how you age / by Friedland, Robert P.,author.(CARDINAL)859288;
Includes bibliographical references and index.Aging is not inevitable, it is an opportunity -- The theory of the multiple reserve factors -- The brain is not an organ, it is the master -- Memory and cognition -- The neurodegenerative diseases of aging -- Stroke and vascular cognitive impairment -- Other dementias -- Our microbiota and how to do gene therapy in the kitchen -- The health of the body and your physical reserve factor -- Depression, anxiety and what good is feeling bad? -- Genetics aren't everything -- Overview -- Physical activity -- Whole body health -- Mental activity -- Psychological measures -- Social factors -- Dealing with stress -- Sleep -- Diet -- Microbial considerations -- Dental care -- Dealing with doctors and drugs -- Hazardous behaviors -- Toxic exposures -- Considerations for society and the future of aging -- Our attitude and the opportunity of aging.Aging is a subject of concern to everyone, but is widely misunderstood. If we view it as inevitable, we miss the fact that not everyone is able to grow to an old age. Realization of this reality helps us to understand that aging presents a wonderful opportunity - an opportunity to make choices about how we live which can enhance the aging process and offer a chance to live to our potential. This book clearly presents the four, multiple reserve, factors (cognitive, physical, psychological and social) which impact our ability to have healthy responses to the stresses of aging. By giving the biological basis for the advice given, you will learn the steps to take in your activities, diet and mental outlook to grasp the opportunity that aging offers. Everyone must know that what we do makes a difference.
Subjects: Aging; Older people; Longevity.; Quality of life.;
Available copies: 1 / Total copies: 1
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Language at the speed of sight : how we read, why so many can't, and what can be done about it / by Seidenberg, Mark S.,author.(CARDINAL)729804;
Includes bibliographical references (pages 343-361) and index."In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds."-from Amazon
Subjects: Cognition disorders.; Language experience approach in education.; Psycholinguistics.; Reading (Higher education);
Available copies: 7 / Total copies: 7
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