NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ876491
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0965-948X
Teaching for Very Long-Term Retention and Better Ways of Thinking
Hardman, David
Psychology Teaching Review, v14 n2 p24-27 2008
Radford argues that psychology needs to be of greater value to psychology students, regardless of whether they intend to enter professional practice. He also suggests that psychology should be part of everybody's education, on the basis that human behaviour lies at the heart of the most serious problems facing humanity. This author agrees very much with these general points, but in considering what the content of a psychology degree should be he believes that it is also important to bear in mind some realities about the nature of human learning. In this article, Hardman first briefly reviews some of the literature on how well students remember material over the very long-term (i.e. weeks, months, and years). In the second part, he argues: (1) that evolutionary psychology should be at the heart of the curriculum; and (2) that there should be a greater emphasis on techniques and methodologies. (Contains 1 footnote.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom