This article describes a strategy for sustaining students' attention and systematic information processing. The instructor imbeds an absurdity, called a norm of ridiculosity quotient (NORQ), into the daily presentation for students to detect. The logistics and implications of implementing the NORQ exercise in an advanced seminar class of 18 students are discussed. Pedagogical benefits of the strategy are also considered.
Get full access to this article
View all access options for this article.
References
1.
AllisonS. T.MessickD. M.GoethalsG. R. (1989). On being better but not smarter than others: The Muhammad Ali effect. Social Cognition, 7, 275–296.
2.
BontinckI. (1986). The impact of electronic media on adolescents, their everyday experience, their learning orientation, and leisure time activities. Communications, 12, 21–30.
3.
ChaikenS.LibermanA.EaglyA. (1989). Heuristic and systematic information processing within and beyond the persuasion context. In UlemanJ.BarghJ. (Eds.), Unintended thought: Limits of awareness, intention, and control (pp. 212–252). New York: Guilford.
4.
CraikF. I. M.LockhartR. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.
5.
FiskeS. T.TaylorS. E. (1991). Social cognition. New York: McGraw-Hill.
6.
LatanéB.NidaS. (1980). Social impact theory and group influence: A social engineering perspective. In PaulusP. (Ed.), Psychology of group influence (pp. 3–35). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
7.
MurphyB. (1986). Measuring children's attention span: A micro-computer assessment approach. Journal of Educational Research, 80, 23–28.
8.
ZachryW. H. (1985). How I kicked the lecture habit: Inquiry teaching in psychology. Teaching of Psychology, 12, 129–131.
