Titlebook: International Handbook of Psychology Learning and Teaching; Joerg Zumbach,Douglas Bernstein,Giuseppina Marsico Living reference work 20200

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书目名称International Handbook of Psychology Learning and Teaching影响因子(影响力)




书目名称International Handbook of Psychology Learning and Teaching影响因子(影响力)学科排名




书目名称International Handbook of Psychology Learning and Teaching网络公开度




书目名称International Handbook of Psychology Learning and Teaching网络公开度学科排名




书目名称International Handbook of Psychology Learning and Teaching被引频次




书目名称International Handbook of Psychology Learning and Teaching被引频次学科排名




书目名称International Handbook of Psychology Learning and Teaching年度引用




书目名称International Handbook of Psychology Learning and Teaching年度引用学科排名




书目名称International Handbook of Psychology Learning and Teaching读者反馈




书目名称International Handbook of Psychology Learning and Teaching读者反馈学科排名

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Learning and Teaching in Clinical Psychology,ills, including knowledge of psychological theory and practice, sensitive listening and questioning skills, abilities and strategies to cope with emotionally demanding situations, as well as research skills and scientific methods, along with academic, teamworking and communication skills. Following

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Teaching the Psychology of Learning, the teaching of operant conditioning based on common student difficulties is also outlined. Lastly, some general teaching tips as well as teaching resources (some general, some specific to learning courses) are provided. Though this chapter is aimed at instructors of learning courses (or those look

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Adrenal-Glands

How to Design and Teach Courses on Volition and Cognitive Control,uts across various disciplines (cognitive, motivational, social, and clinical psychology as well as cognitive neuroscience) and levels of analyses (behavioral, computational, neural). Given that especially undergraduates often experience cognitive control as an abstract and difficult topic, it is im

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Developmental Psychology, systems theories. Theories need to be supported by empirical evidence. Accordingly, we will briefly describe the major research designs used to measure developmental change. We will conclude the chapter with a focus on one topic particularly relevant when teaching Developmental Psychology, the deve

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,Developmental Psychology: Moving Beyond the East–West Divide,ed study developed by the physical sciences, by emphasizing standards and norms of human behavior, by insisting on Western/European/American interpretations of behavior, Psychology has created a hegemonic discipline that still continues to use the “one (costly) glove fits all” premise. Using researc

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Teaching Social Psychology Effectively, beginning with “backward course design” (a design method in which instructors first identify learning objectives and then work backward to create course content, learning activities, and student assessments to achieve the objectives). The chapter also offers advice on how to address some of the mos

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Neuroscience in the Psychology Curriculum,nal knowledge of the nervous system, application of the foundational knowledge, and understanding the clinical/social impact. Each core concept is connected to prompts for addressing influential themes in biopsychology (scientific literacy, evolution, and neuroplasticity and adaptability). Example l

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