How Canada’s first psychology department arose at McGill University.

2021 ◽  
Author(s):  
Jennifer L. Bazar ◽  
Christopher D. Green
Keyword(s):  
Psychology Department ◽  
Mcgill University

Interview with Alfonso Caramazza

1995 ◽  
Vol 7 (2) ◽  
pp. 303-309
Keyword(s):  
Cognitive Science ◽  
Dartmouth College ◽  
Psychology Department ◽  
Science Department ◽  
Honorary Doctorate ◽  
Catholic University ◽  
Johns Hopkins University ◽  
Mcgill University ◽  
Naive Physics

Alfonso Caramazza is the David T. McLaughlin Distinguished Professor at Dartmouth College. He received the B.A. degree in psychology from McGill University in 1970 and the Ph.D. from Johns Hopkins University in 1974. He joined the Hopkins faculty in 1974 and taught there first in the Psychology Department and then in the Cognitive Science Department, which he helped create. In 1993 he joined the faculty at Dartmouth College. Although his research has focused primarily on the neuropsychology of language processes, he has also made contributions in the areas of normal psycholinguistics, naive physics, and, more recently, perception and attention. Caramazza has been the recipient of a Javits Neuroscience Award and an honorary doctorate from the Catholic University of buvain.

Maslow's Founding of the Brandeis Psychology Department

2008 ◽  
Author(s):  
Kenneth D. Feigenbaum
Keyword(s):  
Psychology Department

Evaluating best practices in student engagement in the UCD psychology department

2014 ◽  
Author(s):  
Joan Bihun ◽  
Katie Cochran ◽  
Chelsea Honea ◽  
Michelle Klein ◽  
Lisa Pringle ◽  
...  
Keyword(s):  
Student Engagement ◽  
Best Practices ◽  
Psychology Department

Resource exchange in a psychology department

1987 ◽  
Author(s):  
Jennifer Myers
Keyword(s):  
Psychology Department ◽  
Resource Exchange

Multimedia: Myths and Realities

2013 ◽  
Author(s):  
Andy Large ◽  
Jamshid Behesti ◽  
Alain Breuleux ◽  
Andre Renaud
Keyword(s):  
Educational Context ◽  
User Group ◽  
Information Industry ◽  
Primary School Students ◽  
School Students ◽  
Still Images ◽  
Information Product ◽  
Mcgill University ◽  
The Impact

From the 1994 CAIS Conference: The Information Industry in Transition McGill University, Montreal, Quebec. May 25 - 27, 1994.Multimedia products are now widely available on a variety of platforms, and there is a widespread assumption that the addition of still images, animation and sound to text will enhance any information product. The research reported in this paper investigates such claims for multimedia in an educational context and for a specific user group: grad-six primary school students. The students' ability to recall, make inferences from, and comprehend articles presented to them in print, as text on screen, and in mutlimedia format has been mesured. The findings to date suggest that the impact of multimedia is subtle, and that generalisations about the effectiveness of multimedia, at least with children in an educational context, should be employed cautionously. The long-term goal is to identify design criteria which can be employed in the production of multimedia products for schools.

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