Category: EPPP Preparation Materials

“The EPPP is ruining my life!”

“I used to be a nice person, and then the EPPP came along.”

Expressions like this are common among those working on their psychology licensing prep.

How do you approach your EPPP test preparation without it ruining your life?

A Paradigm Shift

First of all, we need a paradigm shift in how we approach the study process. We often come at our studying with a number of deeply engrained myths which prevent us from realizing our full potential. Replacing these myths with correct ways of thinking can literally make the difference between an EPPP preparation regime that is fulfilling vs. one that ruins your life.

Over the next few weeks I’m going to systematically debunk some of these myths, beginning today with what I call the “just-study-harder myth.”

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People often say ‘You are what you eat.’ Well, it is equally true that you are what you think. Our self-perception is central in determining not simply how we think of ourselves, but the actual people we become. Graham Taylor shared some examples of this in his earlier post ‘What You Expect is What you Get.’

Nowhere is this principle more true than than when it comes to aging. If our concept of aging is characterized by words like such as “decrepit”, “decline”, “senility” rather than words like “maturity” and “wisdom”, then our self-perception as old people can have a self-fulfilling quality about it. (See our earlier post Becca Levy Shows Importance of Speech in Elderly Self-Perception.”)

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At TSM we intentionally challenge the status quo in the learning process, resulting in a revolutionized way for you to successfully prepare for your EPPP. With our researched-based learning methodology, engaging online learning platform, and compassionate customer care, TSM will successfully prepare you for your EPPP.

There are two facets that make our EPPP Preparation Program so successful. First, there is the method. TSM researchers have incorporated the latest theories of learning and memory into the learning process. Our research-driven methodology seeks to work with the structures of the brain to increase consolidation, retention and recall of the information being studied. The graphic below shows just some of the memory and learning methodologies incorporated into our product.

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In this series of posts on aging, I have already had occasion to refer to Gene Cohen’s fascinating book The Mature Mind. In this post I’d like to share a substantial portion from Cohen’s work because it underscores a crucial point I have been keen to stress: the process of aging need not be cognitively negative and actually comes with many positives. Cohen writes:

Some of the most exciting research supporting the concept of positive aging comes from recent studies of the brain and mind. Much of aging research conducted during the twentieth century emphasized improving the health of the aging body. As a result of this research, life expectancy and overall health did in fact improve dramatically. Aging research at the beginning of the twenty-first century, in contrast, has expanded with a strong focus on improving the health of the aging mind. Dozens of new findings are overturning the notion that ‘you can’t teach old dogs new tricks.’ It turns out that not only can old dogs learn well, they are actually better at many types of intellectual tasks than young dogs.

The big news is that the brain is far more flexible and adaptable than once thought. Not only does the brain retain its capacity to form new memories, which entails making new connections between brain cells, but it can grow entirely new brain cells—a stunning finding filled with potential. We’ve also learned that older brains can process information in a dramatically different way than younger brains. Older people can use both sides of their brains for tasks that younger people use only one side to accomplish. A great deal of scientific work has also confirmed the ‘use it or lose it’ adage: the mind grows stronger from use and from being challenged in the same way that muscles grow stronger from exercise.

But the brain isn’t the only part of ourselves with more potential that we thought. Our personalities, creativity, and psychological ‘selves’ continue to develop throughout life. This might sound obvious, but for many decades scientists who study human behavior did not share this view. In fact, until late in the twentieth century, psychological development in the second half of life attracted little scientific attention, and when attention was paid, often the wrong conclusions were drawn….

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To commemorate the 25th anniversary of the World Wide Web, Graham Taylor joined me for an exclusive interview. I talked to Dr. Taylor about the way the internet has changed how we view education, advertising and life in general.

 

Robin Phillips: Thank you for joining us on this special day. Perhaps you could explain to us the significance of this day.

Graham Taylor: It’s a pleasure to talk with you today Robin. The reason this day is important is because it is the 25th anniversary of the World Wide Web. It was 25 years ago today that Sir Tim Berners-Lee was credited for inventing the internet through a proposal on how to improve the flow between links.

So many changes have happened since that day 25 years ago. This has prompted a lot of self-reflection in the papers about how the internet has changed our lives. What I’m particularly interested in is how the internet has permanently altered education. Continue reading →