
H. Colleen Sinclair
Contributor at Freelance
Twitter feed to talk about all things social psychology. Headlines from the field!
Articles
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3 weeks ago |
sanantonioreport.org | H. Colleen Sinclair
When I taught research methods to undergraduates, I would start by asking whether anyone in the class had $20. Though harder to come by thanks to digital payment options, inevitably, someone would produce a $20 bill. I would then ask whether they knew how the bill came to look the way it does. Students would take guesses — often rooted in history and counterfeiting concerns.
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1 month ago |
phys.org | H. Colleen Sinclair
When I taught research methods to undergraduates, I would start by asking whether anyone in the class had $20. Though harder to come by thanks to digital payment options, inevitably someone would produce a $20 bill. I would then ask whether they knew how the bill came to look the way it does. Students would take guesses—often rooted in history and counterfeiting concerns.
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1 month ago |
goskagit.com | H. Colleen Sinclair
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1 month ago |
sfgate.com | H. Colleen Sinclair
(THE CONVERSATION) When I taught research methods to undergraduates, I would start by asking whether anyone in the class had $20. Though harder to come by thanks to digital payment options, inevitably someone would produce a $20 bill. I would then ask whether they knew how the bill came to look the way it does. Students would take guesses – often rooted in history and counterfeiting concerns.
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1 month ago |
theconversation.com | H. Colleen Sinclair
When I taught research methods to undergraduates, I would start by asking whether anyone in the class had $20. Though harder to come by thanks to digital payment options, inevitably someone would produce a $20 bill. I would then ask whether they knew how the bill came to look the way it does. Students would take guesses – often rooted in history and counterfeiting concerns.
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