Now, the ‘80% is Psychology’ sessions qualify for Certificates of Awareness; – Secure yours! Schedule starting from next week: www.mathias-sager.com (Together with Patty Wolters https://dreampack.org/) You will learn that learning is a reward in itself. However, as additional recognition and a reminder of the awareness gained, the school is issuing certificates on a session, module, and program level. See you!
In most of today’s scientific research, I find it still difficult to see how the link between the universe and human psychology is made. In the context of understanding life and its signification for human existence overall, some dots undoubtedly remain unconnected. It is overdue to think more and in different ways about how we develop and use awareness. Continue reading →
For the love of learning!:-) October 10th, 19:00 at J-Global, B2 Yaesuguchi Kaikan, 1-7-20 Yaesu, Chuo-ku, Tokyo, 〒103-0028 https://www.facebook.com/events/296127901169930/ “We shouldn’t teach great lessons, we should teach a love of learning.” [- Inspired by B.F. Skinner]
School brochure download Courses Tailored to Your Needs All courses are based on latest research and consistently assume a cross-cultural and cooperative perspective. The courses aim to equip the participants with practical tools for personal and career success and can be tailored to your needs, on-site and through eLearning. For increased Self-Efficacy Creativity Innovation All the lessons are available as focused lectures or interactive workshop and are complemented with … Continue reading →
Introduction Advancing globalization requires new workplace competencies . Among Global Talent Managers, there is the sobering realization that people working in an increasingly global environment find themselves challenged in acquiring the necessary cultural agility  In today’s world Global talent management, mobility, and cultural agility belong together . “Bridging the global skills gap” through international assignments was rated as a priority for more than 1,200 globally surveyed CEO’s (. p. … Continue reading →
Psychologists in the past have conceptualized talent as an IQ-like cognitive ability , and practice focused on the view of human achievements to be limited by innate characteristics . Human cognitive processing is indeed universally depending on sensory abilities, often biased and unaware of its own mechanisms, and limited to a relatively bounded range of working memory capacity . However, these innate factors are not directly encoding skills, but the … Continue reading →
Summary. The transverse patterning (TP) task is a cognitive problem resembling the childhood game of “rock-paper-scissors” requiring decision-making in the process of learning associations between paired stimuli. The TP problem served the assessment of configural learning deficits due to hippocampal damages in animals. In experiments with humans, training has proven to increase test subjects’ TP task performance. This supports the interpretation that even older adults may be able to learn to … Continue reading →
Summary. This article describes some metacognitive strategies to learner profiles and then evaluates those strategies for individuals of different ages with intellectual and learning disabilities. In order to do so, different variables that effect those with intellectual and learning disabilities are identified. Social and cultural implications, as well as life span stages and interpersonal communication are discussed.
Learned helplessness and some psychological disorders Dogs who experienced repeatedly unavoidable electro shocks learned that they have no control over escaping from such painful events , and henceforth developed a cognitive deficit in the form of generalizing the helplessness expectation to other situations . This phenomenon is also considered reduced incentive motivation . Mental patterns of learned helplessness (LH) resemble those of post-traumatic stress disorder (PTSD), which associate with depression … Continue reading →
Content. (1) Individual embodiment of increasingly global social contexts, (2) Globally influenced mediation of learning, (3) Extension of the proximate to a collaborative zone of development, (4) Integrating differences for rich and demanding learning opportunities
Human interactions don’t lack technical but rather cooperative communication skills. The good news is that pro-social behavior can be learned. Collective argumentation is one means to scaffold learners’ engagement in group work. Also, the negotiation of values is vital for achieving a shared sense of agency and accountability between teachers and students. In computer-enabled learning, consequential engagement in the form of enabling equitability and showing the benefits beyond single contributions, … Continue reading →
Egocentrism occurs as part of preschoolers’ development in the so-called pre-operational stage and means the inability of a child to differentiate between its own and other people’s thoughts . In other words, children would not realize the suffering of others as such at all . This poses a quite depressive outlook and may not correspond to own experience and observations. Aren’t there more empathy-promising possibilities than such a radical and … Continue reading →
The question of animal-human similarity is essential to decide whether animals should be treated alike  and whether animals possess rights . What characteristic determines a human being as distinct from animals? What about people with genetic anomalies or other disabilities on the one hand side, and, for example, especially well trained chimpanzees on the other ? Proponents of animals’ legal status as private property that can be exploited by … Continue reading →
Behaviorism Introspection as the scientific method had to give place to behavioral psychology in the nineteenth century , which opposed mentalist approaches to the study of associative mechanisms in learned behavior  with rigorous observable laboratory experiments and animal behavior training as performed by B.F. Skinner  (Figure 1.). Associationists like E. Thorndike believed in biological processes which construe memory in the form of neuronal connections in the brain . … Continue reading →
Summary. The advancement of a genuinely global science beyond Euro-American mainstream, the reduction of international research inequalities, and the mitigation of adverse effects of academic capitalism are important to make progress in understanding and helping humanity worldwide.
Developmental Psychology and Lifespan Development Developmental psychology comprises the research of children’s cognitive, societal, and emotive development, and is especially interested in studying how children learn . During the last decades, lifespan developmental psychology became an “independent, interdisciplinary specialization of life sciences” [2, p. 25] that is embracing the developmental stages over a whole lifespan . Lifespan development research seeks insight into the determinants of individuals’ well-being, e.g., ‘successful aging,’ … Continue reading →
Summary. Online learning and team work are ever increasing. This poses new challenges on how to predict successful learning, teaching, and performance in general while being wary about problematic Internet/online usage too. Emotions may be seen as less relevant in an online environment, but studies show that Emotional Intelligence (EI) of online instructors and leaders of virtual teams does predict online success. As online participant want to bring in … Continue reading →
Summary. Collaborative learning and teamwork play a significant role in learning and work performance. Collective Emotional Intelligence (CEI) has positive effects on learning and performance dynamics in learning and collaborating teams, which reinforces EI as a contributing factor to successful organizational behavior. Therefore, the potential of CEI should be harnessed by further integrating it into work-relevant learning curriculums. Team Learning for Team Performance Despite or because of the controversy related … Continue reading →