We teach aspects of the psychology of motivated behaviors using the "problem-based" and "structured activity-learning" methods that are rapidly gaining credence as effective instructional approaches, especially in teaching medicine-related courses. Our approach with this text attempts to: provide students with structured challenges; foster independent thought by encouraging students to solve the challenges without external aid; allow students to attempt to solve the challenges as they see fit; emphasize that the number of different approaches made in solution of the posed challenges is often far more important than the speed or accuracy with which the solution is arrived at; and provide ample encouragement.

We do not spoon-feed students, but expect them to fend for themselves. This text is terse; some of the questions posed are ambiguous; some information may be missing; there is a proscription against seeking aid except in discourse with fellow students; there is a lack of supplemental explanations; there are no summaries or teaching objectives in the text; rather the student is asked to supply and deduce these, respectively...In short, we are standing current accepted practice on its head.

It works. In fact, many students find the experience, though very demanding, also liberating, energizing and empowering. Their intellectual capabilities are respected and their problem-solving abilities developed. This is what they expected higher education to be about.

..."he encourages his students to guide their own thinking rather than just rote memorization." Anonymous (1997)

"It was challenging to be in a psyc course where critical thinking, integration of topics and understanding, as opposed to rote memorization, were emphasized." Anonymous (1997)

"Emphasis on individual thought and communication w[ith] classmates led to a good (and probably long-lasting) understanding of the material. In addition, the classroom discussion was interactive and led to a high degree of interest and enjoyment." Anonymous (1999)

"I really appreciated the problem-based learning and group work format of the course, as well as the interesting course material. This course has contributed considerably to my understanding of psychology..." Anonymous (1999)

"This is the end of my fourth year, and I have never spent so much effort on one course; nor have I enjoyed one more." Anonymous (2002)

Reveals the phonic program by which preschoolers as young as two begin reading at the Sidney Ledson Institute for Intellectual Advancement (see www.sidneyledsoninstitute.com). This light-hearted, yet scientifically advanced, method permits parents, schoolteachers and even babysitters to quickly teach children of all ages to read.

This methodology is effacacious and gives one an educational leg-up in this knowledge driven economy. The new education reality is self-enrichment and self-remedial, due to larger and larger class sizes. This book will promote your capacity to remember. This method will boost one's ability to enjoy good memory and keen mental skills. This book has the power to motivate an unmotivated person to learn.

Since human nature craves "simplicity" in anything and everything, this method can turn an endeavour into an acheivement and "keeps it all so simple." This book offers a powerful stimulation to one's imagination. This method motivates one's creativity. This method makes learning an interesting experience. This method turns data into knowledge, quickly. This method teaches how to access the human memory and turn it into an effective storage site with endless storage potential. This method is the answer to "information overload."

The wisdom in this book asks some very basic questions about Human Nature. in that sense one has an opportunity to become one's own beginner psychologist. This book offers a major break-through in learning productivity. This book opens the door to greater curriculum choices due to it's effectiveness. This book will assist one to become a master, and not a slave, to information.

This methodology is effacacious and gives one an educational leg-up in this knowledge driven economy. The new education reality is self-enrichment and self-remedial, due to larger and larger class sizes. This book will promote your capacity to remember. This method will boost one's ability to enjoy good memory and keen mental skills. This book has the power to motivate an unmotivated person to learn.

Since human nature craves "simplicity" in anything and everything, this method can turn an endeavour into an acheivement and "keeps it all so simple." This book offers a powerful stimulation to one's imagination. This method motivates one's creativity. This method makes learning an interesting experience. This method turns data into knowledge, quickly. This method teaches how to access the human memory and turn it into an effective storage site with endless storage potential. This method is the answer to "information overload."

The wisdom in this book asks some very basic questions about Human Nature. in that sense one has an opportunity to become one's own beginner psychologist. This book offers a major break-through in learning productivity. This book opens the door to greater curriculum choices due to it's effectiveness. This book will assist one to become a master, and not a slave, to information.

Reveals the phonic program by which preschoolers as young as two begin reading at the Sidney Ledson Institute for Intellectual Advancement (see www.sidneyledsoninstitute.com). This light-hearted, yet scientifically advanced, method permits parents, schoolteachers and even babysitters to quickly teach children of all ages to read.

We teach aspects of the psychology of motivated behaviors using the "problem-based" and "structured activity-learning" methods that are rapidly gaining credence as effective instructional approaches, especially in teaching medicine-related courses. Our approach with this text attempts to: provide students with structured challenges; foster independent thought by encouraging students to solve the challenges without external aid; allow students to attempt to solve the challenges as they see fit; emphasize that the number of different approaches made in solution of the posed challenges is often far more important than the speed or accuracy with which the solution is arrived at; and provide ample encouragement.

We do not spoon-feed students, but expect them to fend for themselves. This text is terse; some of the questions posed are ambiguous; some information may be missing; there is a proscription against seeking aid except in discourse with fellow students; there is a lack of supplemental explanations; there are no summaries or teaching objectives in the text; rather the student is asked to supply and deduce these, respectively...In short, we are standing current accepted practice on its head.

It works. In fact, many students find the experience, though very demanding, also liberating, energizing and empowering. Their intellectual capabilities are respected and their problem-solving abilities developed. This is what they expected higher education to be about.

..."he encourages his students to guide their own thinking rather than just rote memorization." Anonymous (1997)

"It was challenging to be in a psyc course where critical thinking, integration of topics and understanding, as opposed to rote memorization, were emphasized." Anonymous (1997)

"Emphasis on individual thought and communication w[ith] classmates led to a good (and probably long-lasting) understanding of the material. In addition, the classroom discussion was interactive and led to a high degree of interest and enjoyment." Anonymous (1999)

"I really appreciated the problem-based learning and group work format of the course, as well as the interesting course material. This course has contributed considerably to my understanding of psychology..." Anonymous (1999)

"This is the end of my fourth year, and I have never spent so much effort on one course; nor have I enjoyed one more." Anonymous (2002)