That's good to hear, Tim, as long as the students do the work necessary to discover that. ________________________________ From: Shearon, Tim [[email protected]] Sent: Tuesday, November 17, 2009 6:36 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] teachable moment
Ahh, but Martin, that is precisely why I said they go back to the primary literature to support and refute based on evidence. If one goes beyond the simplified presentations in the careful but, imho, biased popular presentation of these research results one does indeed find a much more neutral take on the “biases” we have in our cognitive strategies/processes. There is much the general reader can learn from these books but in understanding cognition things are far more complex, as you said. The students get that very quickly and do a very credible job of digging into what’s closer to the truth. Tim From: Bourgeois, Dr. Martin [mailto:[email protected]] Sent: Tuesday, November 17, 2009 4:12 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] teachable moment I personally don't like it. In fact, I emphasize the opposite when I teach: that all these shortcuts and biases that are revealed in lab studies (and sometimes manifested in bad decision making outside the lab) are adaptive uses of our limited cognitive resources. --- To make changes to your subscription contact: Bill Southerly ([email protected]) --- To make changes to your subscription contact: Bill Southerly ([email protected])
