Results 1–10 of 15 for "Curriculum"X related to "What do DRN responders do at disaster..." Refine Your Search Refine Your Search TopicEducation (12)Learning & memory (4)HIV & AIDS (3)Children (1)Personality (1) 2 more... [+] Sleep (1)Suicide (1)Hide detailsDocument TypeCurriculumXAuthor/ContributorBenjamin, Ludy T. Jr. (1)Brabeck, Mary (1)Britton, Paula J. (1)Carey, Michael P. (1)Fernald, L. Dodge (1) 8 more... [+] Fernald, Peter S. (1)Forsyth, Andrew D. (1)Jeffrey, Jill (1)McCombs, Barbara (1)Moffett, Mary Margaret (1)Renner, Michael J. (1)Semrud-Clikeman, Margaret (1)Whitcomb, David H. (1)Hide details Results 1–10 of 15 Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: 1.Activity 3.1: An All-Purpose Memory DemonstrationThis demonstration provides an excellent way of either introducing the topic of memory or summarizing a range of material covered in a memory lecture.Curriculum 2.Activity 3.1: Symptoms of Dissociative DisordersSymptoms, such as hypervigilance, difficulty concentrating, exaggerated startle response, and confusion, were reported by over half the respondents one week after the 1989 San Francisco quake. Curriculum 3.Lesson 1: Motivation: TheoriesLesson on instincts, drive-reduction theory, arousal, incentives and cognitive consistency.Curriculum 4.Activity 2.3: To Sleep, Perchance To DreamStudents study their own sleep and dreaming patterns and illustrate statistical measures for summarizing the data.Curriculum 5.Teaching Tip Sheet: Counselor Attitude BiasTherapist attitudes and biases are important to areas of study in psychology in that they impact on the process of psychotherapy. Curriculum 6.Social Support Networks Teaching Tip SheetSocial support networks are key to preventing HIV transmission, to professional caregivers, to immediate family members providing direct care, in the bereavement process following AIDS-related death, and for the HIV-positive individual.Curriculum 7.Activity 5.4: Cognitive StylesCognitive styles are consistencies in our ways of processing information that are less value laden than character types or personality traits.Curriculum 8.Activity 2.1: Short-Term MemoryThe immediate memory span, which represents STM storage capacity, can be operationally defined as the maximum number of items that one can recall perfectly after one presentation.Curriculum 9.Activity 2.4: Relating Body Temperature and Circadian RhythmsStudents rate themselves on an alertness scale each time a temperature reading is recorded, examining how a psychological variable fluctuates in comparison to body tempature.Curriculum 10.Day 3: GustationTaste, smell and skin sensations such as equilibrium and pheromones.Curriculum Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: ADVERTISEMENT Results 1–10 of 15 for "Curriculum"X related to "What do DRN responders do at disaster..."