Topical Course Resources

Listen to this episode from Progressively Incorrect on Spotify. In this episode of Progressively Incorrect, I interview Nidhi Sachdeva, a Toronto-based PhD candidate who, like many of you I suspect, is exploring ways to embed the science of learning into teaching and professional development. Subscribe to this podcast on…SpotifyGoogle PodcastsApple PodcastsWordPress I first came across Nidhi on Twitter, where she shares these amazingly digestible … Continue reading S2E24: Nidhi Sachdeva on Microlearning with Cognitive Science Principles

Listen to this episode from A Slight Change of Plans on Spotify. Influence is often seen as a skill we have to cultivate, a charismatic quality leveraged by select leaders, business people, and successful social media accounts. But in her new book, “You Have More Influence Than You Think,” social psychologist Vanessa Bohns demonstrates that we all have influence through our words, choices, and even just our presence. Maya and Vanessa discuss how we can become more aware of our power to persuade, and learn to wield it wisely. For a behind-the-scenes look at the show, follow @DrMayaShankar on Instagram. See omnystudio.com/listener for privacy information.

Metacognition refers to an intentional focusing of attention on a process in which one is personally engaged. It encourages awareness of one’s current state of accomplishment, along with the situational influences and strategy choices that are currently, or have previously, influenced accomplishment of that process. Through metacognition, one should become better able to accurately judge one’s progress, and select and... Read more »

How can you get students and teachers on board with retrieval practice? Start and end your class or professional development with a trivia question . It’s a quick, fun, and memorable.

He tells far more lies, and far more cruel ones, than ordinary people do.

CREP’s mission is to provide training, support, and professional growth opportunities for students and instructors completing replication projects, while also addressing the need for direct and direct+ replications of highly-cited studies in the field. Hosted on the Open Science Framework

The Collaborative Replications and Education Project (CREP; http://osf.io/wfc6u) is a framework for undergraduate students to participate in the production of high-quality direct replications. Staffed by volunteers (including the seven authors of this paper) and incorporated into coursework, CREP helps produce high-quality data using existing resources and provides structure for research projects from conceptualization to dissemination. Most notably, student research generated through CREP make an impact: data from these projects are available for meta-analyses, some of which are published with student authors.The call for direct replications of published psychological research has been pronounced and sustained in recent years (e.g., Lindsay, 2015), yet accomplishing this in light of the current incentive structure for faculty is challenging (Nosek, Spies, & Motyl, 2012). There is pressure for faculty to publish original research in high-impact journals and report significant effects (Franco, Malhotra, & Simonovits, 2014), and so replication work often does not get the attention that it requires or deserves (Martin & Clarke, 2017). CREP harnesses the potential of student research to answer this call.CREP background CREP’s primary purpose is educational: to teach students good scientific practices by performing direct replications of highly cited works in the field using open science methods. The focus on students is what sets CREP apart from other large-scale collaboration...

Discovering that you are a certain “type” can be fun, thrilling, reassuring—and seriously misleading. Why do popular personality tests still draw us in?