I use Solso (like all the Neuropsych, students find it relatively easy to
read, however, wish that the memory section focused more on the distinction
made between the information processing approach and the more recent models
of memory).
I would argue against readings at this stage. I find that independent
readings are difficult for undergraduate students because
1. The studies are typically written and that can be difficult for students
new to the field to understand (no glossary found here!).
2. Students are still learning how to integrate information. I am finding
that independent readings are a real challenge (I've trying it in my
History of Psych course). My students have a tough time getting the "whole
picture" - that is, how this fits in with that, etc. Readings tend to be
more disjointed; the material is not integrated.
At 01:03 PM 10/21/99 EDT, [EMAIL PROTECTED] wrote:
>Hello, TIPs. I cannot access the TIPS archives at the moment (blame AOL) and
>I could use some TIPS wisdom and experience as I select a new textbook for
my
>undergrad Cognitive Psychology course in the spring. I used Matlin's text
>last year and did not like it - very dry, very traditional, few supplements.
>I am considering either
>1. use Reed's text
>2. use Sternberg's text
>3. use Sternberg and Wagner's edited book of readings only
>4. Use Sternberg's text in conjunciton with the book of readings (uless it's
>too costly a combo)
>
>Any suggestions?
>
>Also, if you have taught a mid-level course using only a collection of
>readings, I'd like to hear about the pros and cons of taking that route.
>
>Thanks,
>
>Nathalie Cote
>Belmont Abbey College
>
>
Deb
Deborah S. Briihl There are as many
Dept. of Psychology and Counseling ways to live as
Valdosta State University there are people in
Valdosta, GA 31698-0100 this world and each
[EMAIL PROTECTED] deserve a closer
Now in new Assoc. size! look..
http://chiron.valdosta.edu/dbriihl
You got so many dreams you don't know where to put them, so you better turn
a few of them loose... Fire
