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Thanks for sharing this idea with us Melanie. Question Burst is a tool for generating great questions and here's the link.

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Wiki link to Lewin's equation discussed in class.

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Lewin's equation, B = f( P, E), is a heuristic formula proposed by psychologist Kurt Lewin as an explanation of what determines behavior.

The formula states that behavior is a function of the person and his or her environment:

Where is behavior, is Person, and is the environment.

This equation was first presented in Lewin's book, Principles of Topological Psychology, published in 1936. The equation was proposed as an attempt to unify the different branches of psychology (e.g. child psychology, animal psychology, psychopathology) with a flexible theory applicable to all distinct branches of psychology. This equation is directly related to Lewin's field theory. Field theory is centered around the idea that a person's life space determines their behavior. Thus, the equation was also expressed as B = f( L), where L is the life space. In Lewin's book, he first presents the equation as B = f( S), where behavior is a function of the whole situation ( S). He then extended this original equation by suggesting that the whole situation could be roughly split into two parts: the person ( P) and the environment ( E). According to Lewin, s ocial behavior, in particular, was the most psychologically interesting and relevant behavior.

Lewin held that the variables in the equation (e.g. P and E) could be replaced with the specific, unique situational and personal characteristics of the individual. As a result, he also believed that his formula, while seemingly abstract and theoretical, had distinct concrete applications for psychology.

Many scholars (and even Lewin himself) have acknowledged the influence of Gestalt psychology on Lewin's work. Lewin's field theory holds that a number of different and competing forces combine to result in the totality of the situation. A single person's behavior may be different in unique situations, as he or she is acting partly in response to these differential forces and factors (e.g. the environment, or E):

Similarly, two different individuals placed in exactly the same situation will not necessarily engage in the same behavior.

For this reason, Lewin holds that the person (e.g. P) must be considered in conjunction with the environment. P consists of the entirety of a person (e.g. his or her past, present, future, personality, motivations, desires). All elements within P are contained within the life space, and all elements within P interact with each other.

Lewin emphasizes that the desires and motivations within the person and the situation in its entirety, the sum of all these competing forces, combine to form something larger: the life space. This notion speaks directly to the gestalt idea that the "whole is greater than the sum of its parts." The idea that the parts (e.g. P and E) of the whole (e.g. S) combine to form an interactive system has been called Lewin's 'dynamic approach,' a term that specifically refers to regarding "the elements of any situation...as parts of a system."

Lewin explicitly stated that either the person or the environment may be more important in particular situations:

Thus, Lewin believed he succeeded in creating an applicable theory that was also "flexible enough to do justice to the enormous differences between the various events and organisms." In a sense, he held that it was inappropriate to pick a side on the classic psychological debate of nature versus nurture, as he held that "every scientific psychology must take into account whole situations, i.e., the state of both person and environment." Further, Lewin stated that:

Lewin defined an empirical law as "the functional relationship between various facts," where facts are the "different characteristics of an event or situation." In Lewin's original proposal of his equation, he did not specify how exactly the person and the environment interact to produce behavior. Some scholars have noted that Lewin's use of the comma in his equation between the P and E represents Lewin's flexibility and receptiveness to multiple ways that these two may interact. Lewin indeed held that the importance of the person or of the environment may vary on a case-by-case basis. The use of the comma may provide the flexibility to support this assertion.

Lewin differentiates between multiple realities. For example, the psychological reality encompasses everything that an individual perceives and believes to be true. Only what is contained within the psychological reality can affect behavior. In contrast, things that may be outside the psychological reality, such as bits of the physical reality or social reality, has no direct relation to behavior. Lewin states:

As a result, the only reality that is contained within the life space is the psychological reality, as this is the reality that has direct consequences for behavior. For example, in Principles of Topological Psychology, Lewin continually reiterates the sentiment that "the physical reality of the object concerned is not decisive for the degree of psychological reality." Lewin refers to the example of a "child living in a 'magic world.'" Lewin asserts that, for this child, the realities of the 'magic world' are a psychological reality, and thus must be considered as an influence on their subsequent behavior, even though this 'magic world' does not exist within the physical reality. Likewise, scholars familiar with Lewin's work have emphasized that the psychological situation, as defined by Lewin, is strictly composed of those facts which the individual perceives or believes.

In Lewin's theoretical framework, the whole situation-or the life space, which contains both the person and the environment-is dynamic. In order to accurately determine behavior, Lewin's equation holds that one must consider and examine the life space at the exact moment when the behavior occurred. The life space, even moments after such behavior has occurred, is no longer exactly the same as it was when behavior occurred and thus may not accurately represent the whole situation that led to the behavior in the first place. This focus on the present situation represented a departure from many other theories at the time. Most theories tended to focus on looking at an individual's past in order to explain their present behavior, such as Sigmund Freud's psychoanalysis. Lewin's emphasis on the present state of the life space did not preclude the idea that an individual's past may impact the present state of the life space:

Lewin referred to this concept as the principle of contemporaneity.

Helbing, D. (2010). Quantitative Sociodynamics: Stochastic Methods and Models of Social Interaction Processes (2nd ed.). Springer.

Lewin, K. (1943). Defining the "Field at a Given Time." Psychological Review, 50, 292-310.

Lewin, K (1936). Principles of Topological Psychology. New York: McGraw-Hill.

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Lewin's equation, B = f( P, E), is a heuristic formula proposed by psychologist Kurt Lewin as an explanation of what determines behavior. The formula states that behavior is a function of the person and his or her environment: Where is behavior, is Person, and is the environment.

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Slido

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This is a free (also has a paid version), easy-to-use polling tool that does not require students to sign up, register, provide email, etc.

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Bobbi Dunham at Organizational Learning shared this resource with me (Alison). It's a site called Crossword Labs that generates online or paper crosswords. It's pretty cool. The link is below.

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This app comes in a free and paid version. It allows you to take photos with your phone and convert them to PDF. You can then send the doc using email or fax.

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tiny scanner - pdf scanner to scan document

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Tiny Scanner - PDF scanner to scan document, receipt & fax on the App Store

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Read reviews, compare customer ratings, see screenshots and learn more about Tiny Scanner - PDF scanner to scan document, receipt & fax. Download Tiny Scanner - PDF scanner to scan document, receipt & fax and enjoy it on your Apple TV.

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I don’t like PowerPoint much... But, if I have to use it, I get my slides printed as 24” x 36” black and white engineering prints (same size as flip chart). I like it better and if the technology fails, I can proceed without a hitch. And it's very cost effective. Here’s the link to order engineering prints:

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Blueprints | Architectural and Engineering Prints | Staples®

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Reproduce your drawings in high definition with color blueprints. Choose from a variety of sizes for your engineering prints at Staples.com.

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This app makes me happy. It only works with an IPad and Apple Pencil, though. This is its only down-side. Here’s the link:

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‎Welcome to Notability: powerful, yet wonderfully simple note-taking and PDF annotation. Apple Editors' Choice on iPad, iPhone, and Mac! Top selling paid app on iPad App Store, regularly ranked #1. Students, teachers, and business professionals use Notability daily to enrich their lives. It is uni...

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Ted Ed lets you make your own online courses for free. Some limitations but worth checking out. Link below:

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Active learning increases student performance

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Active learning increases student performance

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Proceedings of the National Academy of Sciences of the United States of America

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Journal of Clinical and Diagnostic Research

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Bingo sheet we used in class.

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Crossword puzzle we sampled in class.

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A cookbook with recipes for some of the activities we used.

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If you're on this page, then you're using Padlet. It's a great way of hosting a lot of info and it doesn't demand emails from users. Plus, it lets you draw. Behold the drawing below for inspiration!

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This article illustrates how much effort and brain coordination is required in listening to and processing language. Implications for PowerPoint.

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The brain is key to our existence, but there's a long way to go before neuroscience can truly capture its staggering capacity. For now, though, our Brain Control series explores what we do know about the brain's command of six central functions: language, mood, memory, vision, personality and motor skills - and what happens when things go wrong.
When you read something, you first need to detect the words and then to interpret them by determining context and meaning. This complex process involves many brain regions.

Detecting text usually involves the optic nerve and other nerve bundles delivering signals from the eyes to the visual cortex at the back of the brain. If you are reading in Braille, you use the sensory cortex towards the top of the brain. If you listen to someone else reading, then you use the auditory cortex not far from your ears.

A system of regions towards the back and middle of your brain help you interpret the text. These include the angular gyrus in the parietal lobe, Wernicke's area (comprising mainly the top rear portion of the temporal lobe), insular cortex, basal ganglia and cerebellum.

The Conversation, CC BY-ND

These regions work together as a network to process words and word sequences to determine context and meaning. This enables our receptive language abilities, which means the ability to understand language. Complementary to this is expressive language, which is the ability to produce language.

To speak sensibly, you must think of words to convey an idea or message, formulate them into a sentence according to grammatical rules and then use your lungs, vocal cords and mouth to create sounds. Regions in your frontal, temporal and parietal lobes formulate what you want to say and the motor cortex, in your frontal lobe, enables you to speak the words.

Most of this language-related brain activity is likely occurring in the left side of your brain. But some people use an even mix of both sides and, rarely, some have right dominance for language. There is an evolutionary view that specialisation of certain functions to one side or the other may be an advantage, as many animals, especially vertebrates, exhibit brain function with prominence on one side.

Why the left side is favoured for language isn't known. But we do know that injury or conditions such as epilepsy, if it affects the left side of the brain early in a child's development, can increase the chances language will develop on the right side. The chance of the person being left-handed is also increased. This makes sense, because the left side of the body is controlled by the motor cortex on the right side of the brain.

paul pod/Flickr, CC BY

Selective problems

In 1861, French neurologist Pierre Paul Broca described a patient unable to speak who had no motor impairments to account for the inability. A postmortem examination showed a lesion in a large area towards the lower middle of his left frontal lobe particularly important in language formulation. This is now known as Broca's area.

The clinical symptom of being unable to speak despite having the motor skills is known as expressive aphasia, or Broca's aphasia.

In 1867, Carl Wernicke observed an opposite phenomenon. A patient was able to speak but not understand language. This is known as receptive aphasia, or Wernicke's aphasia. The damaged region, as you might correctly guess, is the Wernicke's area mentioned above.

Scientists have also observed injured patients with other selective problems, such as an inability to understand most words except nouns; or words with unusual spelling, such as those with silent consonants, like reign.

These difficulties are thought to arise from damage to selective areas or connections between regions in the brain's language network. However, precise localisation can often be difficult given the complexity of individuals' symptoms and the uncontrolled nature of their brain injury.

We also know the brain's language regions work together as a co-ordinated network, with some parts involved in multiple functions and a level of redundancy in some processing pathways. So it's not simply a matter of one brain region doing one thing in isolation.

Wikimedia Commons

How do we know all this?

Before advanced medical imaging, most of our knowledge came from observing unfortunate patients with injuries to particular brain parts. One could relate the approximate region of damage to their specific symptoms. Broca's and Wernicke's observations are well-known examples.

Other knowledge was inferred from brain-stimulation studies. Weak electrical stimulation of the brain while a patient is awake is sometimes performed in patients undergoing surgery to remove a lesion such as a tumour. The stimulation causes that part of the brain to stop working for a few seconds, which can enable the surgeon to identify areas of critically important function to avoid damaging during surgery.

In the mid-20th century, this helped neurosurgeons discover more about the localisation of language function in the brain. It was clearly demonstrated that while most people have language originating on the left side of their brain, some could have language originating on the right.

Towards the later part of the 20th century, if a surgeon needed to find out which side of your brain was responsible for language - so he didn't do any damage - he would put to sleep one side of your brain with an anaesthetic. The doctor would then ask you a series of questions, determining your language side from your ability or inability to answer them. This invasive test (which is less often used today due to the availability of functional brain imaging) is known as the Wada test, named after Juhn Wada, who first described it just after the second world war.

Brain imaging

Today, we can get a much better view of brain function by using imaging techniques, especially magnetic resonance imaging (MRI), a safe procedure that uses magnetic fields to take pictures of your brain.

from shutterstock.com

Using MRI to measure brain function is called functional MRI (fMRI), which detects signals from magnetic properties of blood in vessels supplying oxygen to brain cells. The fMRI signal changes depending on whether the blood is carrying oxygen, which means it slightly reduces the magnetic field, or has delivered up its oxygen, which slightly increases the magnetic field.

A few seconds after brain neurons become active in a brain region, there is an increase in freshly oxygenated blood flow to that brain part, much more than required to satisfy the oxygen demand of the neurons. This is what we see when we say a brain region is activated during certain functions.

Brain-imaging methods have revealed that much more of our brain is involved in language processing than previously thought. We now know that numerous regions in every major lobe (frontal, parietal, occipital and temporal lobes; and the cerebellum, an area at the bottom of the brain) are involved in our ability to produce and comprehend language.

Functional MRI is also becoming a useful clinical tool. In some centres it has replaced the Wada test to determine where language is in the brain.

Scientists are also using fMRI to build up a finer picture of how the brain processes language by designing experiments that compare which areas are active during various tasks. For instance, researchers have observed differences in brain language regions of dyslexic children compared to those without dyslexia.

Researchers compared fMRI images of groups of children with and without dyslexia while they performed language-related tasks. They found that dyslexic children had, on average, less activity in Broca's area mainly on the left during this task. They also had less activity in or near Wernicke's area on the left and right, and a portion of the front of the temporal lobe on the right.

Could this type of brain imaging provide a diagnostic signature of dyslexia? This is a work-in-progress, but we hope further study will one day lead to a robust, objective and early brain-imaging test for dyslexia and other disorders.
Want to know how the brain controls your mood? Read today's accompanying piece here.

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What brain regions control our language? And how do we know this?

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The brain is key to our existence, but there's a long way to go before neuroscience can truly capture its staggering capacity. For now, though, our Brain Control series explores what we do know about the brain's command of six central functions: language, mood, memory, vision, personality and motor skills - and what happens when things go wrong.

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Participative Presentation Design Template (Fillable Form)

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Participative Presentation Design Template (Fillable Form)

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Here's an e-fillable design template/form that you can use as an alternative to the paper version (paper version is one block down).

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Trello is a great tool for collaboratively and virtually managing group work. Link below:

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Keep everything in the same place-even if your team isn't.

Trello 101

A productivity powerhouse

Simple, flexible, and powerful. All it takes are boards, lists, and cards to get a clear view of who's doing what and what needs to get done. Learn more in our guide for getting started.

Boards

Trello boards keep tasks organized and work moving forward. In a glance, see everything from "things to do" to "aww yeah, we did it!"

Lists

The different stages of a task. Start as simple as To Do, Doing or Done-or build a workflow custom fit to your team's needs. There's no wrong way to Trello.

Cards

Cards represent tasks and ideas and hold all the information to get the job done. As you make progress, move cards across lists to show their status.

Boards

Trello boards keep tasks organized and work moving forward. In a glance, see everything from "things to do" to "aww yeah, we did it!"

Lists

The different stages of a task. Start as simple as To Do, Doing or Done-or build a workflow custom fit to your team's needs. There's no wrong way to Trello.

Cards

Cards represent tasks and ideas and hold all the information to get the job done. As you make progress, move cards across lists to show their status.

Trello in action

Workflows for any project, big or small

No need to start from scratch. Jump-start your workflow with a proven playbook designed for different teams. Customize it to make it yours.

See work in a whole new way

View your team's projects from every angle and bring a fresh perspective to the task at hand.

From weekly sprints to annual planning, Timeline view keeps all tasks on track. Quickly get a glimpse of what's coming down the pipeline and identify any gaps that might impede your team's progress.
Learn more about Timeline view

Start each day without any surprises. Whether scheduling an editorial calendar or staying on top of to-dos, Calendar view is like a crystal ball giving you a clear vision of what work lies ahead.
Learn more about Calendar view

Powerful ways to grow

Do more with Trello

Trello's intuitive features give any team the ability to quickly set up and customize workflows for just about anything.

Integrations

Connect the apps your team already uses into your Trello workflow or add a Power-Up to fine-tune your specific needs.

Butler Automation

No-code automation is built into every Trello board. Focus on the work that matters most and let the robots do the rest.

Trello Enterprise

The productivity tool teams love, paired with the features and security needed for scale.

[Trello is] great for simplifying complex processes. As a manager, I can chunk [processes] down into bite-sized pieces for my team and then delegate that out, but still keep a bird's-eye view.

75% of organizations report that Trello delivers value to their business within 30 days.

Whether someone is in the office, working from home, or working on-site with a client, everyone can share context and information through Trello.

81% of customers chose Trello for its ease of use.

We used Trello to provide clarity on steps, requirements, and procedures. This was exceptional when communicating with teams that had deep cultural and language differences.

74% of customers say Trello has improved communication with their co-workers and teams.

Trello priced your way

Trusted by millions, Trello powers teams all around the world.

Free

For individuals or teams looking to organize any project.

Standard

Per user/month if billed annually ($6 billed monthly)

For small teams that need to manage work and scale collaboration.

Premium

Per user/month if billed annually ($12.50 billed monthly)

For teams that need to track and visualize multiple projects in several ways, including boards, timelines, calendars, etc.

Enterprise

Per user/month - billed annually ($210.00 annual price per user)

For organizations that need to connect work across teams with more security and controls.

Join over 2,000,000 teams worldwide that are using Trello to get more done.

Join over 2,000,000 teams worldwide that are using Trello to get more done.

Get started with Trello today

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Manage Your Team's Projects From Anywhere | Trello

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Make the impossible, possible with Trello. The ultimate teamwork project management tool. Start up a board in seconds, automate tedious tasks, and collaborate anywhere, even on mobile.

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Padlet is like Trello but with fewer features. An advantage of it is that it doesn’t ask for user emails.

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Hi, Here's the Diagnosis-Intervention Template we used to capture our observations and phrase our responses to group dynamics. This model is adapted from Roger Schwarz's model presented in "Skills of Highly Effective Facilitators". Cheers, Al

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Hi, Here's a link to Roger Schwarz's article on ground rules for effective group work. Adios, Al

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If you want your team to be effective, you need meeting ground rules - and you need agreement about how to use them. Many teams that have ground rules don't regularly use them. But having rules in place that you consistently enforce can significantly improve how your team solves problems and makes decisions.

There are different types of ground rules. Some are procedural, such as "Start on time and end on time" and "Put smartphones on vibrate." Procedural ground rules are useful but don't help your team create productive behavior beyond, say, everyone being on time and having their smartphones on vibrate.

Other ground rules are abstract, such as "Treat everyone with respect" and "Be constructive." These rules focus on a desirable outcome but don't identify the specific behaviors that are respectful or constructive. As a result, abstract rules create problems if group members have different ideas about how to act respectfully. For some group members, acting respectfully means not raising any concerns about individual members in the group; for other members it may mean the opposite.

Behavioral ground rules are more useful. They describe specific actions that team members should take to act effectively. Examples of behavioral ground rules include "make statements and ask genuine questions" and "explain your reasoning and intent." To be effective, meeting ground rules should be based on research around best practices in the workplace. For example, research has identified three results that all leadership teams need to achieve: strong performance, positive working relationships, and individual well-being. But many ground rules undermine one or more of these results.

For example, some teams point out when a team member is off topic by directly saying "That's off topic" or by using an agreed-upon word, such as " jellyfish." But all these variations of the ground rules are based on the assumption that the person calling jellyfish is correctly stating that the other person is off topic. Research shows that calling out a team member can create unintended consequences if the person calling them out is wrong: The other person will keep raising the issue or will shut down for the rest of the meeting. Your team may make a lower-quality decision because that person's contributions were not heard or because the person is not committed to implementing the decision.

A more productive way to deal with this situation is to have a ground rule about testing assumptions and inferences. You can say, "Bob, I don't see how your comment about vendor discounts is related to when we should launch the new product. Can you help me understand the connection, or, if it's not related, can we figure out if and when we should address your topic?" Saying this enables you to quickly test your inference that Bob's comment isn't related.

You may learn that Bob is thinking more systemically than the rest of the team and has identified an important issue that no one else thought of. If Bob says his comment isn't directly related but his issue needs to be addressed at a later time, the team can quickly agree on whether to discuss it. Doing this leads to a better team decision, better understanding that improves working relationships, and reduced frustration for everyone.

Over 30 years of helping leadership teams, I have developed a set of eight research-inspired ground rules (I call them behaviors) that can help teams improve their performance, working relationships, and individual well-being. (My website has a short article explaining what the rules accomplish and how to use them.)

State views and ask genuine questions. This enables the team to shift from monologues and arguments to a conversation in which members can understand everyone's point of view and be curious about the differences in their views.

Share all relevant information. This enables the team to develop a comprehensive, common set of information with which to solve problems and make decisions.

Use specific examples and agree on what important words mean. This ensures that all team members are using the same words to mean the same thing.

Explain reasoning and intent. This enables members to understand how others reached their conclusions and see where team members' reasoning differs.

Focus on interests, not positions. By moving from arguing about solutions to identifying needs that must be met in order to solve a problem, you reduce unproductive conflict and increase your ability to develop solutions that the full team is committed to.

Test assumptions and inferences. This ensures that the team is making decisions with valid information rather than with members' private stories about what other team members believe and what their motives are.

Jointly design next steps. This ensures that everyone is committed to moving forward together as a team.

Discuss undiscussable issues. This ensures that the team addresses the important but undiscussed issues that are hindering its results and that can only be resolved in a team meeting.

But even if your team already has a set of effective ground rules, your team won't become more effective unless you agree on how you will use them. Here's how to do that:

Explicitly agree on the ground rules and what each one means. A set of behaviors aren't your team's ground rules until everyone on the team agrees to use them. The term ground rules was originally used to describe the rules of baseball that teams agreed to use in a particular venue, or grounds. Those rules were - and still are - necessary for playing baseball fairly across venues that are not exactly the same. Similarly, when your team members take time to discuss and develop a common understanding of what your rules mean, you increase the chance that the rules will be implemented consistently and effectively in different situations.

Develop a team mindset that's congruent with the ground rules. The behaviors your team uses are driven by the mindset (that is, values and assumptions) you operate from. If you adopt effective ground rules but operate from an ineffective mindset, the ground rules won't work. For example, if you assume that you are right about Bob being off topic, you won't test your inference - you'll just tell him to get back on topic. But if you assume that you might be missing something that Bob sees, you will be curious about the connection Bob sees between his comment and the topic at hand.

Agree that everyone is responsible for helping each other use the ground rules. Teams are too complex to expect that the formal leader alone can identify every time a team member is acting at odds with a ground rule. In effective teams, all members share this responsibility, meaning teams should agree on how individuals will intervene when they see others not using a ground rule.

Discuss how you are using the ground rules and how to improve. Take five minutes at the end of each team meeting to discuss where you used the ground rules well and where you can improve. If you find yourself having these conversations outside the team, you're not building a better team.

Ground rules are powerful tools for improving team process. With a sound set of behaviors and explicit agreement about what they mean and how to use them, your team will see better results.
originally published on HBR blog June 15, 2016

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If you want your team to be effective, you need meeting ground rules - and you need agreement about how to use them. Many teams that have ground rules don't regularly use them. But having rules in place that you consistently enforce can significantly improve how your team solves problems and makes decisions.

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Hi, Here's a poster/handout for rules for brainstorming... By the way, rule #6, "share the ball", asks participants to be aware of how well they're doing at sharing the airtime. You don't need this as you probably have your own rules, but the important thing is that you have some guidelines and share them in advance. Bye, Al

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Hi, Here's the Behavioural Analysis Template we used to evaluate PIC's and NIC's. Cheers, Al

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Here's another polling app.

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Loomio - Make decisions without meetings

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Loomio helps groups of people make decisions together, online

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Honestly, not sure what this one is but a very smart participant recommended it so it must be good.

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Simple sharing and seamless collaboration

SharePoint empowers teamwork with dynamic and productive team sites for every project team, department, and division. Share files, data, news, and resources. Customize your site to streamline your team’s work. Collaborate effortlessly and securely with team members inside and outside your organization, across PCs, Macs, and mobile devices.

Engage and inform your organization

Build cohesion and inform your employees throughout your intranet. Drive organizational efficiency by sharing common resources and applications on home sites and portals. Tell your story with beautiful communication sites. And stay in the know with personalized, targeted news on the web and the SharePoint mobile apps.

Harness collective knowledge

You’re just a click away from what you are looking for, with powerful search and intelligent ways to discover information, expertise, and insights to inform decisions and guide action. SharePoint’s rich content management, along with valuable connections and conversations surfaced in Yammer, enable your organization to maximize the velocity of knowledge.

Transform business processes

Accelerate productivity by transforming processes—from simple tasks like notifications and approvals to complex operational workflows. With SharePoint lists and libraries, Power Automate, and Power Apps, you can create rich digital experiences with forms, workflows, and custom apps for every device.

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SharePoint, Team Collaboration Software Tools

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Share, organize, and discover information with Microsoft SharePoint. Learn about SharePoint Online, OneDrive for Business, and Apps for SharePoint

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Built-in tools: built in survey tools, etc.

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Super handy tools for scheduling meetings. It can also be used for polling, I think...

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Video tutorials to help learners improve study habits

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Video tutorials to help learners improve study habits

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The emphasis at Samford University is on excellence in undergraduate liberal arts education, and the videos are meant to help accomplish that. As a cognitive psychologist and teacher, I have long conducted research on cognitive basis of effective teaching and learning. My goal has been to help teachers improve instruction and to help students learn more effectively. In 2006, Dana Basinger, then Director of freshmen, asked me to make a presentation to the entire freshmen class on how to study effectively. The presentation was a big hit with both students and faculty. I've given the presentation every fall since then. In 2008, Heather Mitchell asked me to do a more hands-on follow-up workshop for students who wanted extra help. I've done that workshop every year since then.

Although the feedback from the presentations was very positive, I wanted to conduct a comprehensive evaluation of the impact on student thinking and study behavior. In 2008, I conducted an assessment of the presentation with the help of instructors in Samford's Foundations course. I found that the presentation had a significantly positive impact on student study behavior, but the effect diminished over time. As students forgot the presentation and came under the stresses of the semester, they tended to revert to their old bad study habits. The findings led directly to my desire to create these videos, which will help remind students of the principles of effective study or supply information they might have missed. Students can view the videos whenever and as many times as they want.

I created a script based on the presentation and the workshop. I chose to break the information into five short videos so that students could focus on the specific points they wanted, and watching any particular video would not take too much time. I handed the script over to Nathan Troost, Samford's videographer, and I give him all the credit for making the videos visually appealing and interesting. We recruited the help of several students who happened to be taking summer classes, and I am grateful for their participation; especially to Rebecca, who did a great job with her role and provided her own note cards, and to Tyler, who, as a chemistry major, is not bad at math.

The videos represent both the latest in cognitive research on how people learn and my many years of experience teaching undergraduates. My approach is different from the popular collections of tips, gimmicks and folk wisdom one sees in most books and videos on studying. I present basic principles of how people learn and I try to correct counterproductive misconceptions so that students can improve their learning by devising their own effective study strategies. These videos should help students identify effective and ineffective study strategies so they understand that, although there is no magic bullet, they can learn to get maximal learning out of their study time. Although the videos are aimed at students, I believe they are a valuable resource for teachers as well. My hope is that teachers will use them to work with students to improve their learning.

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This video series on how to study represents the latest in cognitive research on how people learn and Samford University professor Stephen Chew's many years of experience teaching undergraduates.

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The Teaching Professor (April 2018 edition)

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The Teaching Professor (April 2018 edition)

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University of California's (free and awesome) Learning How to Learn Online Course

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University of California's (free and awesome) Learning How to Learn Online Course

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Coursera offers world class education for free online. It offers Ivey league education from leaders in their field. Here's a link to one of my favourite courses on how humans learn.

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Learning How to Learn: Powerful mental tools to help you master tough subjects

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Offered by Deep Teaching Solutions. This course gives you easy access to the invaluable learning techniques used by experts in art, music, ... Enroll for free.

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Want to study at Stanford, University of Toronto, University of Southern California? Want to start today? Have a computer and access to the internet? Then, no problem! All of these courses are free (unless you want to earn the credit) and accessible to you right now. Introduction to food and health, positive psychology, everyday parenting (offered by Yale), robotics, Chinese for beginners... It's all yours for the taking. Here's the link.

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Hi, Here's a lit review of some of the different learning methods we examined in class. Bye, Al

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Learning Methods Research Review 2018 Clean Copy

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Slack is where work flows. It's where the people you need, the information you share, and the tools you use come together to get things done.

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Keep up to date with new gadgets that can help you present.

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The top products and categories selected by our editorial team New, unique, and trending products you need to see The most popular categories according to Gadget Flow users Explore 10 new products every single day of the week

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Barco can improve your business with impressive visualization and innovative collaboration solutions.

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The top products and categories selected by our editorial team

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Gadget Flow - The Original Product Discovery Platform

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The top products and categories selected by our editorial team New, unique, and trending products you need to see The most popular categories according to Gadget Flow users Explore 10 new products every single day of the week

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If you want interesting icons for a PowerPoint, this is a cool website.

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Test Your Slides for Colour-Blindness and Dyslexia Compatibility

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Test Your Slides for Colour-Blindness and Dyslexia Compatibility

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If you want to check your visuals to make sure they comply with up-to-date criteria, this is a good website.

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Color blindness (or colour blindness - or more specific color vision deficiency (CVD)) is well known but hard to imagine if you are not suffering from it. So usually people are either looking for more information to learn about color blindness and all its details, would like to better understand the vision by simulating it or want to test themselves with some form of color blindness test. All this you can be found here on color-blindness.com - and much more.

Latest news on Colblindor about Color Blindness:

Color blindness affects approximately every 1 in 12 men (8%) and 1 in 200 women (0.5%). This means there is definitely one in your neighborhood or school class affected by it. Most of them are male, because the most common form called red-green color blindness (a term wich is also misleading) is encoded on the x-chromosome and therefore sex-linked. As red-green color blindness is inherited from a mother to her son, a father never passes this type of color blindness on to his children.

The term red-green color blindness is often used but actually not quite correct. Ever type of color vision deficiency affects the whole color spectrum and therefore can not be reduced to just certain colors. Of course, for the most often encountered types Protanomly (the milder form or red-weakness) or Protanopia (missing red cones, red-blindness) and Deuteranomaly (green-weakness) or Deuteranopia (green-blindness) the colors red and green are the most problematic and misinterpreted or indistinguishable ones. But people suffering from any of those forms have issues with the red or green part in every color, so the whole spectrum of colors is affected.

Besides red-green color blindness, which is encoded on the x-chromosome (sex-linked) and therefore much more common for men, there are also forms of color vision deficiency which are evenly distributed between male and female like Tritanomaly (blue-weakness) or Tritanopia (blue-blindness) and the real color blindness Achromatopsia (monochromacy) or the so called blue-cone monochromacy (only blue cones).

Color blindness simulation is fascinating! If you are not colorblind it is so hard to imagine what it looks like to be colorblind: Which color do you see? Do you see any at all? What does it mean not to be able to see red? and so on. My is a handy tool which allows you to use your own images and try out all the different simulation types. It is even possible to save any simulated image and have a one-by-one comparison.

Online color blindness testing is often done but unfortunately no yet as good as it could be. Usually you'll find out about color blindness at school or when visiting an eye specialist and want to confirm this with some online tools. There are online color blindness tests available, but most of them are not reliable and cannot compensate a visit at your eye specialist. There is a new form of color blindness test coming up: Color Blind Check uses a new method and its results look very promising. But this new form still needs more time to develop and calibration to count as a trustable color blindness test.

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Color blindness (or colour blindness - or more specific color vision deficiency (CVD)) is well known but hard to imagine if you are not suffering from it. So usually people are either looking for more information to learn about color blindness and all its details, would like to better understand the vision by simulating it or want to test themselves with some form of color blindness test.

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We did the Stroop Test in class to demonstrate how we have to suppress our urge to read in order to identify colour. This wikipedia link does a nice job of summing up some the key findings.

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In psychology, the Stroop effect is the delay in reaction time between congruent and incongruent stimuli.

The effect has been used to create a psychological test (the Stroop test) that is widely used in clinical practice and investigation.

A basic task that demonstrates this effect occurs when there is a mismatch between the name of a color (e.g., "blue", "green", or "red") and the color it is printed on (i.e., the word "red" printed in blue ink instead of red ink). When asked to name the color of the word it takes longer and is more prone to errors when the color of the ink does not match the name of the color.

The effect is named after John Ridley Stroop, who first published the effect in English in 1935. The effect had previously been published in Germany in 1929 by other authors. The original paper by Stroop has been one of the most cited papers in the history of experimental psychology, leading to more than 700 Stroop-related articles in literature.

The effect was named after John Ridley Stroop, who published the effect in English in 1935 in an article in the Journal of Experimental Psychology entitled "Studies of interference in serial verbal reactions" that includes three different experiments. However, the effect was first published in 1929 in Germany by Erich Rudolf Jaensch, and its roots can be followed back to works of James McKeen Cattell and Wilhelm Maximilian Wundt in the nineteenth century.

In his experiments, Stroop administered several variations of the same test for which three different kinds of stimuli were created: Names of colors appeared in black ink; Names of colors in a different ink than the color named; and Squares of a given color.

In the first experiment, words and conflict-words were used. The task required the participants to read the written color names of the words independently of the color of the ink (for example, they would have to read "purple" no matter what the color of the font). In experiment 2, stimulus conflict-words and color patches were used, and participants were required to say the ink-color of the letters independently of the written word with the second kind of stimulus and also name the color of the patches. If the word "purple" was written in red font, they would have to say "red", rather than "purple". When the squares were shown, the participant spoke the name of the color. Stroop, in the third experiment, tested his participants at different stages of practice at the tasks and stimuli used in the first and second experiments, examining learning effects.

Unlike researchers now using the test for psychological evaluation, Stroop used only the three basic scores, rather than more complex derivative scoring procedures. Stroop noted that participants took significantly longer to complete the color reading in the second task than they had taken to name the colors of the squares in Experiment 2. This delay had not appeared in the first experiment. Such interference were explained by the automation of reading, where the mind automatically determines the semantic meaning of the word (it reads the word "red" and thinks of the color "red"), and then must intentionally check itself and identify instead the color of the word (the ink is a color other than red), a process that is not automated.

Stimuli in Stroop paradigms can be divided into 3 groups: neutral, congruent and incongruent. Neutral stimuli are those stimuli in which only the text (similarly to stimuli 1 of Stroop's experiment), or color (similarly to stimuli 3 of Stroop's experiment) are displayed. Congruent stimuli are those in which the ink color and the word refer to the same color (for example the word "pink" written in pink). Incongruent stimuli are those in which ink color and word differ. Three experimental findings are recurrently found in Stroop experiments. A first finding is semantic interference, which states that naming the ink color of neutral stimuli (e.g. when the ink color and word do not interfere with each other) is faster than in incongruent conditions. It is called semantic interference since it is usually accepted that the relationship in meaning between ink color and word is at the root of the interference. The second finding, semantic facilitation, explains the finding that naming the ink of congruent stimuli is faster (e.g. when the ink color and the word match) than when neutral stimuli are present (e.g. stimulus 3; when only a colored square is shown). The third finding is that both semantic interference and facilitation disappear when the task consists of reading the word instead of naming the ink color. It has been sometimes called Stroop asynchrony, and has been explained by a reduced automatization when naming colors compared to reading words.

In the study of interference theory, the most commonly used procedure has been similar to Stroop's second experiment, in which subjects were tested on naming colors of incompatible words and of control patches. The first experiment in Stroop's study (reading words in black versus incongruent colors) has been discussed less. In both cases, the interference score is expressed as the difference between the times needed to read each of the two types of cards. Instead of naming stimuli, subjects have also been asked to sort stimuli into categories. Different characteristics of the stimulus such as ink colors or direction of words have also been systematically varied. None of all these modifications eliminates the effect of interference.

Brain imaging techniques including magnetic resonance imaging (MRI), functional magnetic resonance imaging (fMRI), and positron emission tomography (PET) have shown that there are two main areas in the brain that are involved in the processing of the Stroop task. They are the anterior cingulate cortex, and the dorsolateral prefrontal cortex. More specifically, while both are activated when resolving conflicts and catching errors, the dorsolateral prefrontal cortex assists in memory and other executive functions, while the anterior cingulate cortex is used to select an appropriate response and allocate attentional resources.

The posterior dorsolateral prefrontal cortex creates the appropriate rules for the brain to accomplish the current goal. For the Stroop effect, this involves activating the areas of the brain involved in color perception, but not those involved in word encoding. It counteracts biases and irrelevant information, for instance, the fact that the semantic perception of the word is more striking than the color in which it is printed. Next, the mid-dorsolateral prefrontal cortex selects the representation that will fulfill the goal. The relevant information must be separated from irrelevant information in the task; thus, the focus is placed on the ink color and not the word. Furthermore, research has suggested that left dorsolateral prefrontal cortex activation during a Stroop task is related to an individual's' expectation regarding the conflicting nature of the upcoming trial, and not so much on the conflict itself. Conversely, the right dorsolateral prefrontal cortex aims to reduce the attentional conflict and is activated after the conflict is over.

Moreover, the posterior dorsal anterior cingulate cortex is responsible for what decision is made (i.e. whether someone will say the written word or the ink color). Following the response, the anterior dorsal anterior cingulate cortex is involved in response evaluation-deciding whether the answer is correct or incorrect. Activity in this region increases when the probability of an error is higher.

There are several theories used to explain the Stroop effect, which are commonly known as "race models". This is based on the underlying notion that both relevant and irrelevant information are processed in parallel, but that they "race" to enter the single central processor during response selection. They are:

This theory, also called Relative Speed of Processing Theory, suggests there is a lag in the brain's ability to recognize the color of the word since the brain reads words faster than it recognizes colors. This is based on the idea that word processing is significantly faster than color processing. In a condition where there is a conflict regarding words and colors (e.g., Stroop test), if the task is to report the color, the word information arrives at the decision-making stage before the color information which presents processing confusion. Conversely, if the task is to report the word, because color information lags after word information, a decision can be made ahead of the conflicting information.

The Selective Attention Theory suggests that color recognition, as opposed to reading a word, requires more attention. The brain needs to use more attention to recognize a color than to encode a word, so it takes a little longer. The responses lend much to the interference noted in the Stroop task. This may be a result of either an allocation of attention to the responses or to a greater inhibition of distractors that are not appropriate responses.

This theory is the most common theory of the Stroop effect.[failed verification ] It suggests that since recognizing colors is not an "automatic process" there is hesitancy to respond, whereas, in contrast, the brain automatically understands the meanings of words as a result of habitual reading. This idea is based on the premise that automatic reading does not need controlled attention, but still uses enough attentional resources to reduce the amount of attention accessible for color information processing. Stirling (1979) introduced the concept of response automaticity. He demonstrated that changing the responses from colored words to letters that were not part of the colored words increased reaction time while reducing Stroop interference.

This theory suggests that as the brain analyzes information, different and specific pathways are developed for different tasks. Some pathways, such as reading, are stronger than others, therefore, it is the strength of the pathway and not the speed of the pathway that is important. In addition, automaticity is a function of the strength of each pathway, hence, when two pathways are activated simultaneously in the Stroop effect, interference occurs between the stronger (word reading) path and the weaker (color naming) path, more specifically when the pathway that leads to the response is the weaker pathway.

In the neo-Piagetian theories of cognitive development, several variations of the Stroop task have been used to study the relations between speed of processing and executive functions with working memory and cognitive development in various domains. This research shows that reaction time to Stroop tasks decreases systematically from early childhood through early adulthood. These changes suggest that speed of processing increases with age and that cognitive control becomes increasingly efficient. Moreover, this research strongly suggests that changes in these processes with age are very closely associated with development in working memory and various aspects of thought. The stroop task also shows the ability to control behavior. If asked to state the color of the ink rather than the word, the participant must overcome the initial and stronger stimuli to read the word. These inhibitions show the ability for the brain to regulate behavior.

The Stroop effect has been widely used in psychology. Among the most important uses is the creation of validated psychological tests based on the Stroop effect permit to measure a person's selective attention capacity and skills, as well as their processing speed ability. It is also used in conjunction with other neuropsychological assessments to examine a person's executive processing abilities, and can help in the diagnosis and characterization of different psychiatric and neurological disorders.

Researchers also use the Stroop effect during brain imaging studies to investigate regions of the brain that are involved in planning, decision-making, and managing real-world interference (e.g., texting and driving).

The Stroop effect has been used to investigate a person's psychological capacities; since its discovery during the twentieth century, it has become a popular neuropsychological test.

There are different test variants commonly used in clinical settings, with differences between them in the number of subtasks, type and number of stimuli, times for the task, or scoring procedures. All versions have at least two numbers of subtasks. In the first trial, the written color name differs from the color ink it is printed in, and the participant must say the written word. In the second trial, the participant must name the ink color instead. However, there can be up to four different subtasks, adding in some cases stimuli consisting of groups of letters "X" or dots printed in a given color with the participant having to say the color of the ink; or names of colors printed in black ink that have to be read. The number of stimuli varies between fewer than twenty items to more than 150, being closely related to the scoring system used. While in some test variants the score is the number of items from a subtask read in a given time, in others it is the time that it took to complete each of the trials. The number of errors and different derived punctuations are also taken into account in some versions.

This test is considered to measure selective attention, cognitive flexibility and processing speed, and it is used as a tool in the evaluation of executive functions. An increased interference effect is found in disorders such as brain damage, dementias and other neurodegenerative diseases, attention-deficit hyperactivity disorder, or a variety of mental disorders such as schizophrenia, addictions, and depression. Ergonomists could even show a relationship between the ergonomic characteristics of the educational furniture and the number of cognitive errors based on Stroop test. They found that an error percentage reduction using separated chair and desk against arm table student chair.

The Stroop test has additionally been modified to include other sensory modalities and variables, to study the effect of bilingualism, or to investigate the effect of emotions on interference.

For example, the warped words Stroop effect produces the same findings similar to the original Stroop effect. Much like the Stroop task, the printed word's color is different from the ink color of the word; however, the words are printed in such a way that it is more difficult to read (typically curved-shaped). The idea here is the way the words are printed slows down both the brain's reaction and processing time, making it harder to complete the task.

The emotional Stroop effect serves as an information processing approach to emotions. In an emotional Stroop task, an individual is given negative emotional words like "grief," "violence," and "pain" mixed in with more neutral words like "clock," "door," and "shoe". Just like in the original Stroop task, the words are colored and the individual is supposed to name the color. Research has revealed that individuals that are depressed are more likely to say the color of a negative word slower than the color of a neutral word. While both the emotional Stroop and the classic Stroop involve the need to suppress irrelevant or distracting information, there are differences between the two. The emotional Stroop effect emphasizes the conflict between the emotional relevance to the individual and the word; whereas, the classic Stroop effect examines the conflict between the incongruent color and word. The emotional Stroop effect has been used in psychology to test implicit biases such as racial bias via an implicit-association test. A notable study of this is Project Implicit from Harvard University which administered a test associating negative or positive emotions with pictures of race and measured the reaction time to determine racial preference.

The spatial Stroop effect demonstrates interference between the stimulus location with the location in the stimuli. In one version of the spatial Stroop task, an up or down-pointing arrow appears randomly above or below a central point. Despite being asked to discriminate the direction of the arrow while ignoring its location, individuals typically make faster and more accurate responses to congruent stimuli (i.e., a down-pointing arrow located below the fixation sign) than to incongruent ones (i.e., an up-pointing arrow located below the fixation sign). A similar effect, the Simon effect, uses non-spatial stimuli.

The Numerical Stroop effect demonstrates the close relationship between numerical values and physical sizes. Digits symbolize numerical values but they also have physical sizes. A digit can be presented as big or small (e.g., 5 vs. 5), irrespective of its numerical value. Comparing digits in incongruent trials (e.g., 3 5) is slower than comparing digits in congruent trials (e.g., 5 3) and the difference in reaction time is termed the numerical Stroop effect. The effect of irrelevant numerical values on physical comparisons (similar to the effect of irrelevant color words on responding to colors) suggests that numerical values are processed automatically (i.e., even when they are irrelevant to the task).

Another variant of the classic Stroop effect is the reverse Stroop effect. It occurs during a pointing task. In a reverse Stroop task, individuals are shown a page with a black square with an incongruent colored word in the middle-for instance, the word "red" written in the color green-with four smaller colored squares in the corners. One square would be colored green, one square would be red, and the two remaining squares would be other colors. Studies show that if the individual is asked to point to the color square of the written color (in this case, red) they would present a delay. Thus, incongruently-colored words significantly interfere with pointing to the appropriate square. However, some research has shown there is very little interference from incongruent color words when the objective is to match the color of the word.

The Brain Age: Train Your Brain in Minutes a Day! software program, produced by Ryūta Kawashima for the Nintendo DS portable video game system, contains an automated Stroop Test administrator module translated into game form.

MythBusters used the Stroop effect test to see if males and females are cognitively impaired by having an attractive person of the opposite sex in the room. The "myth" (that is, hypothesis) was disproved.

A episode used the Stroop Effect to illustrate the subtle changes of the mental flexibility of Mount Everest climbers in relation to altitude.

OLDTV is a popular 2017 indie game created by River Ghandour based on the Stroop test. It received overwhelmingly positive reviews, averaging at 95% as of January 2019 on Steam. and a 4.2 rating on the Appstore.

In Robin Hobb's Fantasy series, The Farseer Trilogy, the protagonist Fitz Chivalry is trained by his mentor to be an assassin, using a various number of techniques to hone his observational skills, one of these being the task of reading a list of colored words as quickly as possible without making errors.

British automotive marque MINI released a vehicle with the turn signal indicator designed as arrows that are pointing the opposite way that the indicated turn signal is blinking.

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In psychology, the Stroop effect is the delay in reaction time between congruent and incongruent stimuli. The effect has been used to create a psychological test (the Stroop test) that is widely used in clinical practice and investigation.

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The top products and categories selected by our editorial team New, unique, and trending products you need to see The most popular categories according to Gadget Flow users Explore 10 new products every single day of the week