Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 7203

(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 team-taught multidisciplinary course provides information relevant to the conduct and interpretation of human brain mapping studies. It begins with in-depth coverage of the physics of image formation, mechanisms of image contrast, and the physiological basis for image signals. Parenchymal and cerebrovascular neuroanatomy and application of sophisticated structural analysis algorithms for segmentation and registration of functional data are discussed. Additional topics include: fMRI experimental design including block design, event related and exploratory data analysis methods, and building and applying statistical models for fMRI data; and human subject issues including informed consent, institutional review board requirements and safety in the high field environment.
Additional Faculty
Div Bolar
Dr. Bradford Dickerson
Dr. John Gabrieli
Dr. Doug Greve
Dr. Karl Helmer
Dr. Dara Manoach
Dr. Jason Mitchell
Dr. Christopher Moore
Dr. Vitaly Napadow
Dr. Jon Polimeni
Dr. Sonia Pujol
Dr. Bruce Rosen
Dr. Mert Sabuncu
Dr. David Salat
Dr. Robert Savoy
Dr. David Somers
Dr. A. Gregory Sorensen
Dr. Christina Triantafyllou
Dr. Wim Vanduffel
Dr. Mark Vangel
Dr. Lawrence Wald
Dr. Susan Whitfield-Gabrieli
Dr. Anastasia Yendiki

Short Description:
Comprehensive coverage of core concepts grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. Incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Long Description:
Provides an important opportunity for students to learn the core concepts of psychology and understand how those concepts apply to their lives. A comprehensive coverage of core concepts is grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. Incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Word Count: 372338

(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.)

Word Count: 261089

(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:
Comprehensive coverage of core concepts grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. Incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Long Description:
Provides an important opportunity for students to learn the core concepts of psychology and understand how those concepts apply to their lives. A comprehensive coverage of core concepts is grounded in both classic studies and current and emerging research, including coverage of the DSM-5 in discussions of psychological disorders. Incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Word Count: 395033

(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.)

Word Count: 261089

(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.)

PSY 201 - GENERAL PSYCHOLOGY
Credits - 4 Lecture - 4
The first of two survey courses of the basic concepts and principles of psychology. Specific topics include: the history of psychology and research methods of psychology; the biological basis of behavior, sensory and perceptual processes; states of consciousness including sleep and dreams; learning, memory, and intelligence. Emphasis is both theoretical and applied.

COURSE DESCRIPTION

This course is the first of two courses that are designed to provide an introduction to the subject of psychology. In taking these classes, you will learn about the history of psychology, basic principles of psychology, and the many areas of study that psychology is related to. Biological, cognitive, behavioral, and affective areas of study will be discussed. This information provides a basis of knowledge for further study in psychology and may also be applied to your own life.

During this quarter we will study topics such as the history of psychology, the brain and its relation to psychological functioning, how science applies to psychology, learning, memory, thought and intelligence, sensation and perception, and sleep and dreaming. As you are introduced to each new concept, a greater understanding of how psychology affects our everyday lives will emerge.

COURSE OUTCOMES

Outcome 1: Demonstrate core psychological knowledge

Objective 1.a: Define and use psychological terms
Objective 1.b: Describe psychological concepts and relate to everyday life
Objective 1.c: Apply psychological theories to issues in everyday life

Outcome 2: Differentiate between empirical and other methods of inquiry

Objective 2.a: Discuss ways to scientifically respond to a psychological question
Objective 2.b: Identify various research designs and their applications to a research question
Objective 2.c: Interpret and evaluate qualitative and/or quantitative data

Outcome 3: Apply knowledge and skills to contemporary psychological issues

Objective 3.a: Identify and evaluate information resources
Objective 3.b: Communicate knowledge of issues through writing and discussion

Outcome 4: Recognize the diversity of human experience and thought individually and collectively

Objective 4.a: Describe how nature and nurture influence the individual

What are the most effective methods to study for a test? What are the meanings of dreams? How do illusions work? With whom are you most likely to fall in love? These are just a few of the questions that have been asked by psychologists since the birth of the field as an area of scientific research in the 1870’s. This text surveys the basic concepts, theories, and pivotal findings over the past 100 years in the science of Psychology, with special emphasis on contemporary concepts and findings focused on the relation of the brain to normal and pathological behaviors. Psychology has long evolved past the psychodynamic influence to include biological, social, learning, motivational, and developmental perspectives, to name a few. Contemporary psychologists go beyond philosophical or anecdotal speculation and rely on empirical evidence to inform their conclusions. Similarly, readers will push beyond pre-existing schemas and misconceptions of the field of psychology to an understanding of contemporary quantitative research methods as they are used to predict and test human behavior.

Handling statistical data is an essential part of psychological research. However, many people find the idea of using statistics, and especially statistical software packages, extremely daunting. This unit takes a step-by-step approach to statistics softw

Use the GoPro to teach track and field participants how to be successful competitors.

Short Description:
This particular work is one part of the author’s senior seminar project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s advanced topics in cognition seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 6878

(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 resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"For scientists and other academics hoping to translate their findings into political change, policy experts offer the following advice: Tell a good story. Unfortunately, the academic literature—researchers’ go-to source for evidence that things actually work the way people claim they do—says little on how to go about crafting a compelling narrative. For that, says media expert Brett Davidson, researchers must delve into a lesser known but no less copious store of useful know-how: the grey literature. In a recent paper, Davidson outlines how this overlooked body of work provides researchers a manual for landing on the political agenda. A catch-all term for any research or materials not controlled by commercial publishers, the grey literature is a compendium of lessons learned through trial and error. Long a survival guide for policy advocates and activists working in the non-profit world, now, Davidson argues, it’s time for researchers to take advantage, too..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

For this activity, students will first complete a mindset assessment to learn about their current mindset. Next, students will review the videos and the attached article entitled "Building Growth Mindset" and answer the four questions posed by Bradley Busch in the article. 

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Healthy lifestyle conversations are challenging for healthcare professionals General practitioners are short on time, and nurses don’t want to offend patients New research has identified four strategies that promote healthy living conversations (1) Select the right environment – a private area is ideal for a one-on-one conversation (2) Focus on patient needs, not desired outcomes (3) Talk about healthy practices during routine visits (4) Build a rapport with patients to encourage broader health discussions These strategies make it easier for any healthcare professional to deliver healthy lifestyle interventions But more information is needed on patient perspectives about lifestyle conversations Keyworth et al. (2019). Healthcare professionals' barriers and enablers to providing opportunistic behaviour change interventions during routine medical consultations..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Short Description:
This particular work is one part of the author’s undergraduate senior capstone project and is one of 11 in the series titled “Controlling the Narrative for Peace of Mind.” Seniors enrolled in Professor Erica Kleinknecht’s capstone seminar in the Spring of 2021 all used a core set of literature as a starting point and then they personalized the content to an area of their choosing. The work here reflects an integration and application of literatures in cognitive, applied cognitive, psycholinguistic fields of study, plus additional topic-specific content.

Word Count: 5681

(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.)

An online brain dominance inventory provides students with information on their brain dominance and information processing style. This relates to perception and learning styles.

Teachers can use this lesson to introduce or examine in depth the concept of heroism through discussions of heroic actions and character.Students will look at images of military, religious, political, and everyday heroes and heroines and discuss their lives and the effects of their deeds. For the purposes of this lesson, heroes are defined as figures who have great strength and ability and are admired for their achievements. They may risk or sacrifice their lives for others or may be noted for special achievement in a particular field.
In this lesson students will: Identify character traits of heroes and heroines; Apply critical-thinking skills to consider the various choices artists have made in depicting heroes; Make personal connections to the theme by identifying heroes and heroines in their own lives.

This module provides an introduction and overview of the historical development of the science and practice of psychology in America. Ever-increasing specialization within the field often makes it difficult to discern the common roots from which the field of psychology has evolved. By exploring this shared past, students will be better able to understand how psychology has developed into the discipline we know today.

Hodges’ Health Career (Care Domains) Model provides a conceptual framework upon which users can map problems, issues and solutions across four knowledge domains: Interpersonal; Sociological; Scientific; & Political (Autonomy). The public may also be taught to use the model, enabling engagement, understanding and concordance in planning and outcome evaluation.

Brian Hodges' original notes, a resources page and links (800+) are included. Additional material on health informatics and the potential role of visualization in care assessment and evaluation can also be found.

In April 2006 a blog related to Hodges' model was created: 'Welcome to the QUAD':

http://hodges-model.blogspot.com/

The blog includes a bibliography and a growing archive of posts that are also tagged. There are plans to create a new website using the content management system Drupal. There is an eclectic mix posts that includes examples of using the domains of the model.

You can contact Peter Jones at h2cmng @ yahoo.co.uk and through twitter:

http://twitter.com/h2cm