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Zoekresultaten (103)

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HBO/WO

MBO

4 maart 2020

I've got the power in me - Module 21st century skills - Les 7 Samenwerken en Theory of Mind

Een keuzemodule gericht op het ontwikkelen van 21st century skills. In les 7 richt je, je op samenwerken en theory of mind. Hierbij komen ook de Belbin rollen en Marshmallow challenge aan bod. Let wel op: deze module is vooral geschikt voor Studieloopbaan begeleiders/ Coachen.

HboDocument

Elma van Loon, Els Coolen

1 april 2026

Mind Measuring Mind

Mind Measuring Mind explores the foundations of psychological methodology, ethical research practice, and the pivotal role of measurement in understanding behaviour and mental processes. Blending teaching material, scholarly context, and personal perspective, it opens a dialogue about the challenges and responsibilities of doing science when the subject and the scientist share the same mind. Why is psychological science different from other sciences? Psychology is the study of behaviour and mental processes. Unlike most other fields, psychologists use their own mental processes to examine those of others. This self-referential nature, “mind measuring mind,” brings unique challenges for psychological measurement and the interpretation of research results. This book critically examines psychology as a science, exploring the empirical cycle and the teaching of methodology and statistics. In most academic psychology programmes, students are expected to participate as subjects in psychological studies. To support this, a series of PBL tutorials was developed to familiarise students with the empirical cycle and encourage discussion of validity, research methods, ethical standards, scientific communication, and potential threats to responsible, high-quality research. The materials in this book are based on those tutorials. This open textbook is designed for first- and second-year BSc Psychology students at Maastricht University, particularly those navigating the renewed curriculum’s emphasis on ‘Scientific Inquiry and Critical Thinking’ (SICT). It serves as a flexible guide for students following individual learning paths, including participation in faculty-led research experiments, reflection on the empirical cycle, and connecting practical experiences to theoretical concepts such as methodology, statistics, validity, ethics, and scientific communication. Ideal for self-study, group PBL sessions, and research practicums, the book helps bridge hands-on research involvement with classroom discussions, supporting competency development in psychological research.

Open (Access) Tekst Boek

Garmt Dijksterhuis

6 november 2024

Module 4 De peuter (2-4 jr)

Deze module is onderdeel van de cursus ontwikkelingspsychologie. De module gaat over de peuter. Peuters zijn nieuwsgierig en willen de wereld om hen heen verkennen. Ze proberen steeds meer dingen zelf te doen en hun grenzen te testen. De leerdoelen van deze vierde module zijn: Je kunt in je eigen woorden de ontwikkeling van de peuter beschrijven, aan de hand van de ontwikkelingsgebieden. Je kunt in je eigen woorden de verschillende denkwijzen van de peuter uitleggen Je kunt het begrip Theory of Mind uitleggen De module is geschikt voor niveau 3 en 4.

MboWebsite

DNA Studio

12 mei 2026

[ENG] Pressure cooker Transdisciplinarity – A theoretical approach

What – This pressure cooker is an introduction to the theory of the why and what transdisciplinary education. You’ll learn why transdisciplinary education can be useful and what it means. For whom – The format can be used (and adjusted) for a class of students (all levels; any group size) as well as a team of educational developers or teachers. Why – Guided training in, for instance, transdisciplinary education improves the actual working with, or teaching of, it. How long – In-class activities take under one hour. Preparation at home takes up to 40 minutes. Our practical approach (the how), which you can take after this pressure cookers takes op two hours.

Presentatie

Anke Swanenberg, Yvette Baggen, Programma Interdisciplinair Onderwijs

14 november 2021

Drang naar Samenhang | #10 Word je socialer van literatuur?

Lezen heeft allerlei positieve effecten op de taalontwikkeling van kinderen. Meer recent zijn onderzoekers geïnteresseerd geraakt in mogelijke andere positieve effecten van lezen. In deze aflevering gaan we in op één zo’n mogelijk effect. Rolf en Anita proberen aan de hand van recente wetenschappelijke literatuur de vraag te beantwoorden of je van het lezen van literatuur socialer wordt. Meer over de signaaldetectietheorie vind je in hoofdstuk 15 van het boek Drang naar Samenhang: De Psychologie van het Begrijpen. Bronnen: Brysbaert, M., Sui, L., Dirix, N., & Hintz, F. (2020). Dutch Author Recognition Test. Journal of Cognition, 3(1), 6. DOI: http://doi.org/10.5334/joc.95 Kidd, D. C., Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342, 377–380. doi:10.1126/science.1239918 Van Kuijk, I., Verkoeijen, P., Dijkstra, K., Zwaan, R. A. (2018). The effect of reading a short passage of literary fiction on theory of mind: A replication of Kidd and Castano (2013). Collabra: Psychology, 4, 7. https://doi.org/10.1525/collabra.117 Lenhart, J., Dangel, J., & Richter, T. (2020). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000341 Mar, R. A., Oatley, K., Hirsh, J. dela Paz, J., & Peterson, J. B. (2006). Bookworms versuserds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694–712. https://doi.org/10.1016/j.jrp.2005.08.002 Zwaan, R.A., Etz, A., Lucas, R.E., & Donnellan, M.B. (2018). Making replication mainstream. Behavioral and Brain Sciences, 41, E120. https://doi:10.1017/S0140525X17001972 Met speciale dank aan Lynn Eekhof voor een overzicht van recente literatuur over dit onderwerp.

Audio

Anita Eerland, Rolf Zwaan

26 december 2022

Drang naar Samenhang | #51 Word je socialer van literatuur? (herhaling plus update)

Dit is een herhaling van aflevering 10 met een update over het meest recente onderzoek naar dit onderwerp (Quinlan et al., 2022). Lezen heeft allerlei positieve effecten op de taalontwikkeling van kinderen. Meer recent zijn onderzoekers geïnteresseerd geraakt in mogelijke andere positieve effecten van lezen. In deze aflevering gaan we in op één zo’n mogelijk effect. Rolf en Anita proberen aan de hand van recente wetenschappelijke literatuur de vraag te beantwoorden of je van het lezen van literatuur socialer wordt. Meer over de signaaldetectietheorie vind je in Hoofdstuk 15 van het boek Drang naar Samenhang: De Psychologie van het Begrijpen. Bronnen Brysbaert, M., Sui, L., Dirix, N., & Hintz, F. (2020). Dutch Author Recognition Test. Journal of Cognition, 3(1), 6. DOI: http://doi.org/10.5334/joc.95 Kidd, D. C., Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342, 377–380. doi:10.1126/science.1239918 Van Kuijk, I., Verkoeijen, P., Dijkstra, K., Zwaan, R. A. (2018). The effect of reading a short passage of literary fiction on theory of mind: A replication of Kidd and Castano (2013). Collabra: Psychology, 4, 7. https://doi.org/10.1525/collabra.117 Lenhart, J., Dangel, J., & Richter, T. (2020). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts. https://doi.org/10.1037/aca0000341 Mar, R. A., Oatley, K., Hirsh, J. dela Paz, J., & Peterson, J. B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability,and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694–712. https://doi.org/10.1016/j.jrp.2005.08.002 Quinlan, J. A., Padgett, J. K., Khajehnassiri, A., & Mar, R. A. (2022, October 20). Does a Brief Exposure to Literary Fiction Improve Social Ability? Assessing the Evidential Value of Published Studies With a p-Curve. Journal of Experimental Psychology: General. Advance online publication. http://dx.doi.org/10.1037/xge0001302 Zwaan, R.A., Etz, A., Lucas, R.E., & Donnellan, M.B. (2018). Making replication mainstream. Behavioral and Brain Sciences, 41, E120. https://doi:10.1017/S0140525X17001972 Met speciale dank aan Lynn Eekhof voor een overzicht van recente literatuur over dit onderwerp. Muziek geschreven en gespeeld door Rolf Zwaan

Audio

Anita Eerland, Rolf Zwaan

8 november 2021

Drang naar Samenhang | #9 Complotverhalen

Hoewel het aantal complotverhalen – niet complottheorieën – de afgelopen jaren lijkt te zijn toegenomen is niets minder waar. Complotverhalen waren er altijd al en zullen er waarschijnlijk ook altijd zijn. Maar wanneer verandert een gewoon verhaal in een complotverhaal? Waarom zijn er altijd mensen die in een complotverhaal geloven? En wie zijn die mensen dan? Aan de hand van recent psychologisch onderzoek bespreken Rolf en Anita antwoorden op deze vragen. Daarnaast bespreken ze twee minder gebruikelijke complotverhalen. Meer over dit thema vind je in hoofdstuk 14 van het boek Drang naar Samenhang: De Psychologie van het Begrijpen. Meer over causaliteit is te vinden in hoofdstuk 10. Bronnen: Douglas, K.M., Sutton, R.M., & Cichocka, A. (2017). The psychology of conspiracy theories. Current Directions in Psychological Science, 26(6), 538-542. DOI: https://doi.org/10.1177/0963721417718261 Van Prooijen, J.-W., Ligthart, J., Rosema, S., & Xu, Y. (2021). The entertainment value of conspiracy theories. British Journal of Psychology. https://doi.org/10.1111/bjop.12522 Whitson, J.A., & Galinsky, A.D. (2008). Lacking Control Increases Illusory Pattern Perception. Science, 322(3), 115–117. DOI: 10.1126/science.1159845 Wood, M.J., & Douglas, K.M. (2018). Conspiracy theory psychology: Individual differences, worldviews, and states of mind. In: Uscinski, J.E., ed. Conspiracy Theories and the People Who Believe Them, pp. 245-256. DOI:10.1093/oso/9780190844073.003.0016 Zwaan, R.A. (2013). Let the sabers rattle: A cross-cultural comparison of doctoral defenses.

Audio

Anita Eerland, Rolf Zwaan

2019

Map of keys

Document on Map of keys

Document

Auteur onbekend

25 januari 2023

Law, Imagination and Poetry: Using Poetry as a Means of Learning.

As a lecturer in legal theory, I often hear the complaint from students that reflexive law courses are rather vague (by which students mean abstract). They find it difficult to grasp the theoretical literature. At the same time, many students do acknowledge that in these courses they are ‘allowed to think’ and ‘allowed to have an opinion’. It is up to us as lecturers to show that these courses are relevant and to coach students to deal with the level of abstraction. To tackle the ‘double problem’ of vagueness and irrelevance, I conducted an experiment, inspired by James Boyd White, in which students were asked to report on a philosophical text by means of a poem, in which they had to project the essence of the text unto contemporary (world) politics. The experiment had a dual goal: I sought to challenge students to read a philosophical text differently with the aim of challenging students to think about the text differently, more critically, and analyse its relevance to contemporary problems in (world) politics and law, to discover their own position – their sovereign voice. In this publication you can find the poetry exercise and a link to the article.

Document

Bald de Vries

15 oktober 2024

The Delft Method for System Dynamics - Book

The Delft Method for System Dynamics is a proven method of learning basic System Dynamics (SD). The method focusses on learning by doing: first you try to make an exercise, and if you do not understand something or do not know something, then you can look it up in the theory part of the book. The book contains theory exercises on topics like causal loop diagramming, delays, and how to motivate why SD is appropriate. The book also contains modelling exercises that show students how to build low to medium complexity models, and how to use these quantitative models for scenario or policy analysis. The theory chapters cover all phases of the modelling cycle: problem articulation, conceptualisation, formulation, evaluation (including validation and scenario analysis), and policy analysis. This book is intended for students and educators in large or small System Dynamics courses, and for motivated students that want to learn SD in their own pace.

Open (Access) Tekst Boek

Willem Auping, Floortje d’Hont, Merla Kubli, Patrick Steinmann, Jill Slinger, Floris van der Heijde, Erik Pruyt, Els van Daalen, Wil Thissen