Emotional Problems of Graduate Education

2018 ◽  
pp. 48-58
Author(s):  
Peter Loewenberg
Keyword(s):  
Graduate Education ◽  
Emotional Problems

Emotional Problems of Graduate Education

1969 ◽  
Vol 40 (8) ◽  
pp. 610-623 ◽  
Author(s):  
Peter Loewenberg
Keyword(s):  
Graduate Education ◽  
Emotional Problems

Emotional Problems of Graduate Education

1969 ◽  
Vol 40 (8) ◽  
pp. 610 ◽  
Author(s):  
Peter Loewenberg
Keyword(s):  
Graduate Education ◽  
Emotional Problems

Emotional problems in patients

1972 ◽  
Vol 36 (3) ◽  
pp. 5-7
Author(s):  
M Massler
Keyword(s):  
Emotional Problems

The role of mentorship in dental graduate education

1995 ◽  
Vol 59 (5) ◽  
pp. 573-577 ◽  
Author(s):  
JP Brown ◽  
JF Williams ◽  
MS Hoppe
Keyword(s):  
Graduate Education

Correction: Graduate Education in Chemical Biology at the University of Michigan

2006 ◽  
Vol 1 (9) ◽  
pp. 601
Author(s):  
Tonia J. Buchholz ◽  
Bruce Palfey ◽  
Anna K. Mapp ◽  
Gary D. Glick
Keyword(s):  
Graduate Education ◽  
Chemical Biology ◽  
University Of Michigan ◽  
The University

Cognitive Load Mediates the Effect of Emotion on Analytical Thinking

2016 ◽  
Vol 63 (6) ◽  
pp. 343-350 ◽  
Author(s):  
Bastien Trémolière ◽  
Marie-Ève Gagnon ◽  
Isabelle Blanchette
Keyword(s):  
Cognitive Load ◽  
Secondary Task ◽  
Deleterious Effect ◽  
Detrimental Effect ◽  
Emotional Problems ◽  
Syllogistic Reasoning ◽  
Cognitive Resources ◽  
Potential Explanation ◽  
Cognitive Mechanism ◽  
Analytical Thinking

Abstract. Although the detrimental effect of emotion on reasoning has been evidenced many times, the cognitive mechanism underlying this effect remains unclear. In the present paper, we explore the cognitive load hypothesis as a potential explanation. In an experiment, participants solved syllogistic reasoning problems with either neutral or emotional contents. Participants were also presented with a secondary task, for which the difficult version requires the mobilization of cognitive resources to be correctly solved. Participants performed overall worse and took longer on emotional problems than on neutral problems. Performance on the secondary task, in the difficult version, was poorer when participants were reasoning about emotional, compared to neutral contents, consistent with the idea that processing emotion requires more cognitive resources. Taken together, the findings afford evidence that the deleterious effect of emotion on reasoning is mediated by cognitive load.

Graduate education in psychology: Time for a change?

1985 ◽  
Vol 40 (9) ◽  
pp. 1029-1030 ◽  
Author(s):  
Thomas J. Boll
Keyword(s):  
Graduate Education

Graduate Education: Changing Once Again

1997 ◽  
Vol 42 (12) ◽  
pp. 1112-1113
Author(s):  
Claire B. Kopp
Keyword(s):  
Graduate Education
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