JoVE Science Education
Cognitive Psychology
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JoVE Science Education Cognitive Psychology
Perspectives on Cognitive Psychology
  • 00:12Describe the subject you teach. Who are the typical students?
  • 00:59What are some of the biggest challenges for teaching in your subject area? With which topic do students struggle most?
  • 01:47How will the JoVE Science Education videos help teachers to overcome these challenges? How will these videos help students?
  • 02:44In your opinion, what are the most important features of this Science Education collection?
  • 03:22How do some of the concepts demonstrated in your collection translate to applications in the real world?
  • 04:17Why would you recommend this collection for instructors in your discipline?

인지 심리학에 대한 관점

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Overview

출처: 조나단 플롬바움 연구소 -존스 홉킨스 대학

존스 홉킨스 대학의 심리학 및 인지 과학 조교수로서 인지 심리학 소개를 가르칩니다. 이 큰 클래스는 주로 심리학, 신경 과학, 또는 인지 과학과 같은 관련 분야에서 전공 하는 신입생과 소포모어로 구성. 교실에서 제가 직면한 과제 중 하나는 실험을 수행하는 과정에서 데이터를 얻는 방법을 학생들에게 감사하도록 가르치는 것입니다. 학생들은 실험의 연대기를 감상하는 데 어려움을 겪고 있습니다.

인지 심리학의 이 JoVE 컬렉션은 실험 적 타임 라인을 절대적으로 명확하게 만들고 학생들이 궤도를 이해하고 결론에 뛰어 들지 않도록 장려합니다. 이 동영상은 또한 실험을 패러다임으로 제시하여 연구자들이 손에 있는 질문에 따라 다양한 방식으로 작업을 구현하는 방법을 보여줍니다. 이러한 질문의 대부분은 현실 세계와 우리의 인식의 한계로 변환. 예를 들어, 구두 작업 메모리 기간을 측정하는 비디오는 긴 쇼핑 목록을 기억하는 데 어려움을 설명하는 제한된 메모리 용량을 보여줍니다.

인지 심리학의 이러한 JoVE 동영상은 강사가 수업 에서 작업을 시연하는 데 관심이 있다면 시작하기에 완벽한 장소를 제공합니다. 더 나은 아직, 비디오는 학생들이 참여하도록 하는 데 사용할 수 있습니다 – 절차를 실행하고 심지어 참가자가 될 수 있습니다. 따라서 이 컬렉션은 심리학 수업에 실험실 구성 요소를 완벽하게 소개합니다.

Procedure

제 이름은 조나단 플롬바움입니다. 저는 존스 홉킨스 대학의 심리학 및 인지 과학 조교수입니다. 저는 인지 심리학 소개를 가르치며, 이는 매우 큰 클래스입니다. 그것은 전제 조건이 없습니다, 그래서 학생들의 약 3 분의 1은 신입생과 인지 과학 전공 또는 심리학 전공 또는 신경 과학 전공인 소포모어이며, 학생들의 과정의 나머지 세 번째 정도는 유통 요구 사항을 ?…

Transcript

My name is Jonathan Flombaum. I’m an assistant professor of psychology and cognitive science at Johns Hopkins University. I teach Introduction to Cognitive Psychology, and that’s a very large class. It has no prerequisites, and so about a third to a quarter of the students are freshmen and sophomore who are cognitive science majors or psychology majors or neuroscience majors, and then the remaining third or so of the course of the students come from a variety of backgrounds, including seniors and juniors fulfilling distribution requirements, people who are just interested in the topic and are taking it for extra coursework. 

The biggest challenge I find teaching psychology classes in general and Introduction to Cognitive Psychology in particular is having students learn to appreciate how data is obtained, so how experiments are done, as opposed to what the experiments supposedly say or what scientists believe. Students often want to think about science courses in terms of some facts that they need to learn and understand, but in my courses, at least, the most important thing is to understand how those facts are obtained, how it is that we test ideas in science, and how we measure things, and then the kind of logic that leads us from the data we obtain to the conclusions that we eventually draw.

For students, it can be very difficult in psychology classes to appreciate the chronology of an experiment. So, an experiment is ultimately an event that unfolds in time, and students can lose sight of that thinking more about the conclusions that are arrived to from a particular experiment. So, for students these videos can be helpful by making the chronology absolutely clear, so their opportunities to actually see the events unfold in time and helps students start to think about experiments as a sequence of events and hopefully get them to do that on their own whenever they learn about a new experiment to start to be able to say, well, what happened first, what happened second, and how did that trajectory through time lead the experimenter the place that they wanted to get to. 

One of the most important things about the Science Education videos is that they present experimental paradigms in a general way, so they illustrate how a given paradigm is really a paradigm. It’s something that can be used to test different ideas depending on the variations that an experimenter might introduce to the paradigm, so an experimental paradigm is not designed to just test one idea, it might someday be used to test the exact opposite of the idea that it originally was designed for. 

Many of the concepts demonstrated in these videos translate to the real world. In fact, in psychology it’s almost always the case that we’re trying to understand things that happen to all of us on a regular basis, so for example, we all forget things. We all lose our trains of thought. We all experience the limitations of cognition. What these videos do is show how we can take those experiences, so say, trying to remember a shopping list, for example, and turn them into experimental paradigms, which is really what happened in many of the classic iterations of these experiments. So, one might wonder why is that I can’t remember a long shopping list, and it’s much better if I write it down. Well, the answer can be obtained by running list learning experiments. 

I would recommend these videos to teachers because they’re really the perfect place to start if one wants to demo experiments in class. Better yet, the videos can be used to get students involved. The videos make it very clear where students can be involved in executing procedures, and they make it very clear how students can actually be the participants, so the videos are really perfect for introducing a lab component to a psychology class.

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Cite This
JoVE Science Education Database. JoVE Science Education. Perspectives on Cognitive Psychology. JoVE, Cambridge, MA, (2023).