英语论文网

ves teaching the material three times a week in one-hour sessions.
Through the SI program, I have gained far more than accumulated academic knowledge: I
have developed insight into how to teach psychology to groups of three to fifty people. I have
learned that, in order to teach, one must first understand how someone approaches a subject,
and then adapt the teaching to that approach. More specifically, I have noticed that students
learn best by relating a concept to their own lives. Thus, not only do I give examples that relate
directly to the material, I also teach students how to apply the concepts to their own lives.
I have become an integral part of the SI program and, as a result of my hard work, this year I
was promoted to the position of SI Supervisor. In that capacity, I attend supervisor meetings to
assist in organizing the program, and I help conduct hiring and training for new SI Leaders.
One of my most rewarding responsibilities as supervisor is to attend sessions conducted by SI
Leaders and, based upon my observations, to assist them with their teaching, interaction, and
group discussion skills.
I also gained valuable research experience during my sophomore year by working twenty
hours a week as a behavior therapist with autistic pre-school-aged children at the Children's
Behavior Therapy Unit (CBTU). Because CBTU possesses an extensive data-based
assessment system, I had the opportunity to acquire practical research-related experience. As
a behavior therapist, I focused on basic "learning to learn" skills, such as attention to the
environment. I accomplished this using the classical conditioning techniques of positive and
negative reinforcement, as well as punishment.
As a researcher, I was required to record each child's range of responses until that child
developed a certain success rate with a behavior. One such success was shaping a child's
behavior to the point where the child felt comfortable with direct eye contact.
As a behavior therapist, I presented bi-monthly progress reports to the CBTU staff. The
purpose of the reports was to inform the parents, doctors, and teachers about whether a
particular child was ready to move to a higher level in the "learning to learn" program. More
specifically, I reported on the progress of children's behavior over time, which allowed me to
trace development and compare individual responses.
CBTU provided me with an introduction to research, which led me to pursue further research
opportunities through the Psychology Senior Thesis Program. I spent a year and a half
experiencing the entire process: designing my research project, formulating hypotheses,
conducting the research, and writing it up.
While serving as research assistant to Dr. John Kircher, who was conducting polygraph
research, I began to wonder whether individuals with lower skin conductance readings would
also score higher on the Dissociative Experiences Scale (DES). My interest stemmed from the
fact that individuals with higher DES scores, even when lying, are able to pass polygraph tests
more easily than individuals who have lower DES scores. I wanted to explore whether they
had this ability because their skin conductance readings were less reactive.
Through extensive study, I learned a great deal about the research process.
I researched dissociation, skin conductance, and how the two are related. This 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。