M3Q1 Blindsight: What would you conclude about visual perception from the phenomenon of blindsight?

Blindsight: What would you conclude about visual perception from the phenomenon of blindsight?   When the patient known as “TN” navigates around obstacles in spite of being blind, is he experiencing perception?  Sensation?  Neither?   How does blindsight relate to the normal processes of sensation and perception?
Illusions:  Is there any connection between the phenomenon of “change blindness” and the techniques that magicians use to create their illusions?  What do you think you have learned about the human perceptual system from examining these and similar phenomena?
Mr. Subliminal: Are you worried about being influenced by subliminal stimuli?  Why or why not?  Feel free to bring in other sources of information besides those in the lecture or textbook, but make sure you identify the source and critically evaluate how reliable and objective it seems to be.
First, read the following case study about evaluating evidence from published research: Learning Styles. Be sure to look at the meta-analysis that is linked there (read at least some of it), and read the whole summary article that is also linked there.
Then go to the DePaul Library website and do a search for ??learning styles? in the ??APA PsycInfo? database in the ??A-Z Databases? section.  Read the titles of the first two dozen or so articles that are returned for this search.  The Learning Styles hypothesis is the idea that learning is better when the teaching method matches the learner??s preferred learning style.  It turned out to be false.  Do you think from reading these articles you would be able to tell that the Learning Styles hypothesis is actually false?  Why or why not?  What are some steps you would need to take to maximize your chances of coming to the right conclusion?

Learning Styles


Learning Styles: Concepts and Evidence

Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork

An Overview of Learning Styles: Doctrines and Industry106
How Did the Learning-Styles Approach Become So Widespread and Appealing?107

Origin and Popularity

Interactions of Individual Differences and Instructional Methods

What Evidence Is Necessary to Validate Interventions Based on Learning Styles?108
Existence of Study Preferences

The Learning-Styles Hypothesis

Interactions as the Key Test of the Learning-Styles Hypothesis

Primary Mental Abilities: Relation to Learning Styles

Evaluation of Learning-Styles Literature111
Style-by-Treatment Interactions: The Core Evidence Is Missing

Learning-Styles Studies With Appropriate Methods and Negative Results

Related Literatures With Appropriate Methodologies113
Aptitude-by-Treatment Interactions

Personality-by-Treatment Interactions

Conclusions and Recommendations116
Points of Clarification

Costs and Benefits of Educational Interventions

Beliefs Versus Evidence as a Foundation for Educational Practices and Policies

Everybody??s Potential to Learn


in the


CONTENTS Volume 9 Number 3 � December 2008


About the Authors

Harold Pashler is Professor of Psychology and a faculty member of the Cognitive Science Program at the University of

California, San Diego. His main areas of interest are human learning and the psychology of attention. Pashler??s learning

research focuses on methods for optimizing acquisition and retention of knowledge and skills. In the field of attention,

Pashler??s work has illuminated basic attentional bottlenecks as well as the nature of visual awareness. Pashler is the author

ofThePsychologyofAttention (MIT Press, 1998) and the editor of Stevens??HandbookofExperimentalPsychology (Wiley,

2001). He received the Troland Prize from the National Academy of Sciences for his studies of human attention, and was

elected to membership in the Society of Experimental Psychologists.

Mark McDaniel is Professor of Psychology at Washington University in St. Louis, with a joint appointment in Education.

He received his PhD from the University of Colorado in 1980. His research is in the general area of human learning and

memory, with an emphasis on prospective memory, encoding and retrieval processes in episodic memory, learning of

complex concepts, and applications to educational contexts and to aging. His educationally relevant research includes

work being conducted in actual college and middle-school classrooms. This research is being sponsored by the Institute of

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