Promoting Systematic Information Processing in the Classroom
1992 ◽
Vol 19
(4)
◽
pp. 234-236
◽
This article describes a strategy for sustaining students' attention and systematic information processing. The instructor imbeds an absurdity, called a norm of ridiculosity quotient (NORQ), into the daily presentation for students to detect. The logistics and implications of implementing the NORQ exercise in an advanced seminar class of 18 students are discussed. Pedagogical benefits of the strategy are also considered.
1999 ◽
Vol 19
(3)
◽
pp. 391-400
◽
2012 ◽
Vol 43
(2)
◽
pp. 823-831
◽
2014 ◽
Vol 18
(7)
◽
pp. 840-859
◽
2013 ◽
Vol 33
(8)
◽
pp. 1041-1056
◽
2014 ◽
Vol 20
(3)
◽
pp. 315-343
◽