Many psychology students are interested in psychology as a helping profession. Teachers of cognitive psychology can establish links from the cognitive course to psychology as a helping profession that will motivate students both to take the course and to learn more effectively in the course because of personal meaningfulness. Teachers of cognitive psychology can establish at least 6 major links throughout the course.
Get full access to this article
View all access options for this article.
References
1.
AdamsM. J. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.
2.
AndersonJ. R. (1992). Automaticity and the ACT-super(*) theory. American Journal of Psychology, 105, 165–180.
3.
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
4.
BanajiM. R.HardinC.RothmanA. J. (1993). Implicit stereotyping in person judgment. Journal of Personality and Social Psychology, 65, 272–281.
5.
BanduraA.BlanchardE. B.RitterB. (1969). Relative efficacy of desensitization and modeling approaches for inducing behavioral, affective, and attitudinal changes. Journal of Personality and Social Psychology, 13, 173–199.
6.
BarghJ. A. (1992). The ecology of automaticity: Toward establishing the conditions needed to produce automatic processing effects. American Journal of Psychology, 105, 181–199.
7.
BeckA. T. (1976). Cognitive therapy and the emotional disorders.New York: International Universities Press.
8.
BeckA. T. (1986). Cognitive therapy: A sign of retrogression of progress. The Behavior Therapist, 9, 2–3.
9.
BornsteinM. H.SigmanM. D. (1986). Continuity in mental development from infancy. Child Development, 57, 251–274.
10.
BowerG. H. (1972). Mental imagery and associative learning. In GreggL. W. (Ed.), Cognition in learning and memory (pp. 51–88). New York: Wiley.
11.
BowerG. H.ClarkM. C.LesgoldA. M.WinzenzD. (1969). Hierarchical retrieval schemes in recall of categorized word listsJournal of Verbal Learning and Verbal Behavior, 8, 323–343.
12.
BrownA. L.CampioneJ. C.BrayN. W.WilcoxB. L. (1973). Keeping track of changing variables: Effects of rehearsal training and rehearsal prevention in normal and retarded adolescents. Journal of Experimental Psychology, 101, 123–131.
13.
ButterfieldE. C.WamboldC.BelmontJ. M. (1973). On the theory of and practice of improving short-term memory. American Journal of Mental Deficiency, 77, 654–669.
14.
CampioneJ. C.BrownA. L.FerraraR. (1982). Mental retardation and intelligence. In SternbergR. J. (Ed.), Handbook of human intelligence. (pp. 392–490). New York: Cambridge University Press.
15.
CronbachL. J.SnowR. E. (1977). Aptitudes and instructional methods. New York: Wiley.
16.
DavidsonJ. E.SternbergR. J. (1984). The role of insight in intellectual giftedness. Gifted Child Quarterly, 28, 58–64.
17.
DennisW. (1973). Children of the creche.New York: Appleton-Century-Crofts.
18.
DevineP. G. (1989). Stereotypes and prejudice: Their automatic and controlled components. Journal of Personality and Social Psychology, 56, 5–18.
19.
D'ZurillaT. J. (1986). Problem-solving therapy: A social competence approach to clinical intervention.New York: Springer.
20.
D'ZurillaT. J. (1990). Problem-solving training for effective stress management and prevention. Journal of Abnormal Psychology, 78, 107–126.
21.
EllisA. (1973). Rational-emotive therapy. In CorsiniR. J. (Ed.), Current psychotherapies (pp. 167–206). Itasca, IL: Peacock.
22.
EricssonK. A.ChaseW. G.FaloonS. (1980). Acquisition of a memory skill. Science, 208, 1181–1182.
23.
FaganJ. F. (1985). A new look at infant intelligence. In DettermanD. K. (Ed.), Current topics in human intelligence: Vol 1. Research methodology (pp. 223–246), Norwood, NJ: Ablex.
24.
FeuersteinR. (1980). Instrumental enrichment: An intervention program for cognitive modifiability. Baltimore: University Park Press.
25.
GardnerH.KrechevskyM.SternbergR. J.OkagakiL. (1994). Intelligence in context: Enhancing students' practical intelligence for school. In McGillyK. (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 105–127). Cambridge, MA: MIT Press.
26.
GlenbergA. M. (1977). Influences of retrieval processes on the spacing effect in free recall. Journal of Experimental Psychology: Human Learning and Memory, 3, 282–294.
27.
GlenbergA. M. (1979). Component-levels theory of the effects of spacing of repetitions on recall and recognition. Memory and Cognition, 7, 95–112.
28.
HerrnsteinR. J.MurrayC. (1994). The bell curve.New York: Free Press.
29.
HerrnsteinR. J.NickersonR. S.de SanchezM.SwetsJ. A. (1986). Teaching thinking skills. American Psychologist, 41, 1279–1289.
30.
KahnemanD.SlovicP.TverskyA. (1982). Judgment under uncertainty: Heuristics and biases.New York: Cambridge University Press.
31.
MeichenbaumD.GoodmanJ. (1969). Training impulsive children to talk to themselves. A means of developing self-control. Journal of Abnormal Psychology, 77, 115–126.
32.
PettyR. E.CacioppoJ. T. (1986). Communication and persuasion: Central and peripheral routes to attitude change.New York: Springer-Verlag.
33.
RameyC. T. (1994). Abecedarian project. In SternbergR. J. (Ed.), Encyclopedia of human intelligence (Vol. 1, pp. 1–3). New York: Macmillan.
34.
RutterM. (1996, April). Profound early deprivation and later social relationship in early adoptees from Rumanian orphanages followed at age 4. Paper presented at the 10th Biennial International Conference on Infant Studies, Providence, RI.
35.
ShiffrinR. M.SchneiderW. (1977). Controlled and automatic human information processing II: Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127–190.
36.
Spear-SwerlingL.SternbergR. J. (1996). Off track: When poor readers become learning disabled.Boulder, CO: Westview.
37.
Spear-SwerlingL.SternbergR. J. (in press). Curing our “epidemic” of learning disabilities. Phi Delta Kappan.
38.
StanovichK. E. (1990). Explaining the differences between the dyslexic and the garden variety poor reader: The phonological-core variable-difference model. In TorgesenJ. K. (Ed.), Cognitive and behavioral characteristics of children with learning disabilities (pp. 7–40). Austin, TX: Pro-Ed.
39.
StanovichK. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray?Reading Research Quarterly, 26, 7–29.
40.
SternbergR. J. (1987). Most vocabulary is learned from context. In McKeownM. G.CurtisM. E. (Eds.), The nature of vocabulary acquisition (pp. 89–105). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
41.
SternbergR. J. (1994). A triarchic model for teaching and assessing students in general psychology. General Psychologist, 30(2), 42–48.
42.
SternbergR. J. (1996). Cognitive psychology.Orlando, FL: Harcourt Brace.
43.
SternbergR. J.ClinkenbeardP. (1995). A triarchic view of identifying, teaching, and assessing gifted children. Roeper Review, 17, 255–260.
44.
SternbergR. J.FerrariM.ClinkenbeardP.GrigorenkoE. L. (1996). Identification, instruction, and assessment of gifted children: A construct validation of a triarchic model. Gifted Child Quarterly, 40, 129–137.
45.
SternbergR. J.OkagaktL.JacksonA. (1990). Practical intelligence for success in school. Educational Leadership, 48, 35–39.
46.
SternbergR. J.SpearL. C. (1985). A triarchic theory of mental retardation. In EllisN.BrayN. (Eds.), International review of research in mental retardation (Vol. 13, pp. 301–326). New York: Academic.
47.
ZajoncR. B. (1968). Attitudinal effects of mere exposure. Journal of Personality and Social Psychology, 9, 1–27.