We are pleased to announce that our undergraduate student, Ms. Ivy Cheng (pictured, left), has been shortlisted as a finalist for the Undergraduate Student Poster Award at the annual meeting of the Society for Personality and Social Psychology (SPSP) 2018 in Atlanta, Georgia, USA for her IRP research (“Unity and journey: Framing perceptions of the ingroup”).

Ivy will be competing in the oral portion when she presents this research in Atlanta, and has also been following up on this research for her honours thesis under the supervision of Dr. Michelle See (pictured, right).

More information about the award is available here: http://www.spsp.org/awards/annualawards/studentawards/undergraduate-student-poster-award

We extend our heartiest congratulations to Ivy and Dr. See, and wish them the very best as they progress to the final round of poster judging!

We are delighted to announce that our undergraduate students have won the Best Research Project Award (Undergraduate Category) and Best Writing Award (Undergraduate Category) conferred by the Singapore Psychological Society (SPS) at the Student Research Awards 2017!

Best Research Project Award (Undergraduate Category)

Best Writing Award (Undergraduate Category)

Supervisor: Dr. Michelle See (Attitudes and Social Cognition Lab)

Student: Noorfaadhilah Abdul Halil Khan

Research Title: Value-Expressive Attitudes Predict Concerns for Processing Cognitive Information

“The distinction between reasoning and emotion dates back to Plato, and is ubiquitous in psychology – both have unique impact on meaningful outcomes such as persuasion and social judgment. Notably, people vary in their concern for processing affect versus cognition. The present research studied attitude function (i.e., one’s motives in forming an attitude), chiefly the value-expressive function, as an antecedent to processing concerns. Based on research showing that people view rationality as a moral virtue, and that higher sensitivity to justice correlates with activation in brain areas linked to cognitive functioning, I proposed that the extent to which attitudes express one’s moral values positively predicts cognitive processing concerns. Participants completed scales of attitude function and processing concerns for attitudes toward social issues in Singapore. In 8 out of 10 issues, value-expressive function positively predicted cognitive processing concerns, implying that motivation to develop attitudes conveying moral values dominates cognitive processing concerns.”

We are pleased to announce that our undergraduate student, Ms. Ivy Cheng (pictured above), has won Runner-Up for the Undergraduate Student Poster Award at the annual meeting of the Society for Personality and Social Psychology (SPSP) 2018 in Atlanta, Georgia, USA for her IRP research (“Unity and journey: Framing perceptions of the ingroup”) under the supervision of Dr. Michelle See.

Congratulations to Ivy and Dr. See on this achievement!

One of our prospective PhD students, Mr. Mike Hou, and Dr. Jia Lile had their commentary, “We need a breakthrough in the conversation on labour rights for foreign domestic workers” published in the commentary section of Channel NewsAsia on Saturday, 21 April 2018.

The commentary can be found at the link below:

https://www.channelnewsasia.com/news/commentary/commentary-need-breakthrough-conversation-rights-maids-10157024

We are pleased to announce that six of our graduate students have recently won the Graduate Students’ Teaching Award (GSTA) for Semester 1 AY2017/2018!

Sarah will also be placed on the Honor Roll, in view of her sustained high performance in winning the award three times.

Gerard

1. What inspires you to teach?

There is no better reward than helping a student finally reach clarity.

This moment can be life-changing for both student and teacher. The best moment for me is witnessing a student grasp a concept for the first time. Moreover, I have found that students can teach me, too, about different cultures, abilities, and perspectives.

2. What are some of the major challenges you face as a teacher?

For me, I think one of the major challenges is balancing the different learning needs of students. Secondly, obtaining the fullest attention from the students is also one of the challenges I faced.

3. Why do you think you are an effective teacher?

In terms of clarity, I am able to explain the concepts clearly and make difficult concepts easy to comprehend. Moreover, I use concrete examples and analogies to further supplement my explanation so as to make it understandable and memorable. I usually teach in an energetic and dynamic manner that conveys a love for the field of psychology, hoping that the students might emulate the love for the subject as well.

Jing Wen

1. What inspires you to teach?

I had a conversation with one of our faculty members last semester. He shared that teaching is much like doing research. For research, we focus on creating knowledge. For teaching, we focus on sharing knowledge with people and inspiring them to seek knowledge on their own. Understanding that knowledge is the bedrock of our lives inspired me to devote passion towards teaching. I seek to pass on the skills and experience that I have gathered over the years to our current students.

2. What are some of the major challenges you face as a teacher?

The major challenge every tutor would agree on is setting up the classroom dynamics. First, I try to get students to understand that teaching and learning are identical – they are about sharing knowledge. I encourage them to do so by setting up an environment where they feel safe to share their opinion. I try to do this by enhancing the class interaction in steps. I firmly believe that learning together is more beneficial than learning by ourselves. Students often find ease in doing so when they realise that it is alright for us, as a class, to make mistakes together, learn together, and honour the creative ideas each of us has individually. Eventually, I would like to tackle the larger goal of making tutorial classes worthwhile for all students.

3. Why do you think you are an effective teacher?

An effective teacher is a person who students can take reference to as a role model and a leader.

In striving to be an effective teacher, I do my best to demonstrate to students how to take charge of the knowledge we acquire and apply this to understand issues in our everyday life. Finally, like students, teachers also require emotional support to carry out our duties. I would like to thank the department for their efforts to help us improve our methods of instruction, and our faculty members whom we work closely with to conduct teaching. I would also like to thank fellow graduate friends who are willing to share and discuss tips to better handle our teaching and research work.

Stephanie

1. What inspires you to teach?

Having a passion for Psychology inspires me to teach!

I hope that my students will also be able to experience the subject as interesting and fascinating, and become increasingly curious about the topics. Hopefully, this motivates my students to seek knowledge on their own. Also, I have been blessed with teachers who have been very inspiring, and have experienced the impact of good teaching.

2. What are some of the major challenges you face as a teacher?

One major challenge that every tutor will face is to be able to reach out to every student in a tutorial class. Within a class, there will be students who are more interested in the subject topic, and students who can follow the lesson and participate more. Hence, it will be challenging to be able to reach out to every student, and make the tutorial lesson engaging and meaningful for all students.

3. Why do you think you are an effective teacher?

I think my enthusiasm and passion for the subject help me to engage the students. I try to provide examples whenever possible to help students better understand the topic. I would also like to believe that I’m an approachable tutor, and this helps students in being comfortable in coming forward and asking questions or seeking clarifications.

Sukriti

1. What inspires you to teach?

Over the course of my academic journey, I have been fortunate to have been taught by teachers who have not only inculcated in me a love for the subject of clinical psychology but who have also been seminal in making me the person I am today. Hence, as my way of paying it forward, I am fundamentally driven by the desire to be able to impart a similar level of knowledge and experience to my students that will generate in them an appreciation for their subject, as well as the process of learning in general.

2. What are some of the major challenges you face as a teacher?

As a teacher, one of the primary challenges I face is to make the material relatable. This entails explaining the material in a format and method that would make it easier for the students to grasp the key concepts. Another challenge is to make students comfortable enough so they are able to voice their opinions and engage in active participation in class, without any fear of judgment.

3. Why do you think you are an effective teacher?

I think what makes me an effective teacher is that I am personally very open to student feedback on my teaching methods.

In my own quest as a teacher, and simultaneously as a learner in the field of teaching, accepting feedback enables me to continuously improve and become a better teacher.

Furthermore, in my classes, I also try to take the course material from beyond theory to practical applicability by providing relevant professional experiences where possible. I believe adding this real-world dimension enables the students to have a deeper understanding and appreciation of the material taught.

Wee Ping

1. What inspires you to teach?

I see myself as someone who likes to communicate and discuss ideas with fellow students, rather than someone who ‘teaches’. The TAs in my undergraduate studies didn’t simply instruct. They started insightful discussions, provided constructive feedback, shared their experiences and, more importantly, encouraged us to explore ideas that we were interested in.

I think it’s important to pass on the passion of learning, to encourage students to pursue their interests and not simply their ‘A’s.

2. What are some of the major challenges you face as a teacher?

It’s hard to juggle the needs of every single student in the classroom, because everyone learns at a different pace. I also found it challenging to establish rapport with the students quickly, since I only have 1-2 hours per tutorial to answer their questions and cover the required content. However, I’m blessed to have many supportive and friendly students who are very forthcoming with their thoughts about the class, and who also take their learning very seriously. Communicating with students is always easier if they are willing to approach you on their own.

3. Why do you think you are an effective teacher?

I think I connect well with the students. I am usually quite strict with the academic standards of my fellow students, but I also try my best to answer the students’ queries and check on how they are coping. I believe that all students are generally motivated to learn, and I am willing to invest time to help students who are genuinely interested in learning.

We are pleased to announce that three of our graduate students have recently won the Graduate Students’ Teaching Award (GSTA) for Semester 2 AY2017/2018!

Jessica

1. What inspires you to teach?

Students are resilient and impressive beings who are capable of a lot more than they give themselves credit for. Going into the classroom each time means a renewed opportunity to impart not just skills and content knowledge to them, but also to inculcate in them the right mindsets and beliefs. To help students know they are able to and can change the trajectories of their learning no matter where they stand at the moment can radically change their outlook and approach to learning—to see each of them leave my class better than when they came in is what inspires me to teach.

2. What are some of the major challenges you face as a teacher?

In classes where students may not know one another, and given that they are in the age-group of fearing humiliation and ‘looking stupid’, classes can get real quiet at times, especially at the beginning of a semester. This is a challenge as when there are no productive discussions, there can be no learning, no improvement. My students and I always manage to work around that problem by me making it mandatory for them to ask questions to presenting groups, or at least giving a constructive comment. And I am happy that students always rise up to the occasion and these always turn into fruitful discussions!

3. Why do you think you are an effective teacher?

Students made mention in their feedback that they find me approachable, inspiring, and am clear in my teaching. I am thankful to be able to deliver difficult concepts in ways that are digestible to students, and to be able to be there for them when they have questions that need answered.

I hope to continue to inspire my students, and to instil in them a mindset of growth and grit—to let them know that they can change things right where they are and they are not products of their past.

In the limited time I have with them, I can only hope to instil in them the right beliefs, for those are what will see them through their lives beyond the university.

Yia Chin

1. What inspires you to teach?

I believe most/all of us would have met great teachers at some point in our lives. I certainly have. I still remember these teachers actually, and I am really grateful to them for imparting their knowledge on the subject, their passion for learning and for influencing me (in a positive way!) to be who I am today. That inspires me to do my best in teaching—to pay forward the kindness I have received!

2. What are some of the major challenges you face as a teacher?

One of the primary challenges I’m trying to tackle is to get students to look beyond their grades and to focus more on the underlying skills learnt in the process. I would also like them to think more about what they want to do with their lives, to examine whether chasing after good grades fits into that bigger picture, and to be more proactive towards obtaining what they want. It can be very challenging to do this as we live in a very grade-focused society, so our students tend to “instinctively” chase after good grades without questioning what it is for. Fortunately, attitudes are slowly shifting and I have received some very encouraging responses from my students (e.g., some students informed me that they were spurred on by my “nagging” at them such that they took steps to venture out and sought working/volunteering experiences at organizations they are interested in or for causes they are passionate about). I am very heartened by these responses and am motivated to continue putting forth effort in tackling this meaningful challenge!

3. Why do you think you are an effective teacher?

I was an undergraduate here myself just a few years ago, so I think that helps me to really relate to my students.

I think once students see that you understand them and are “on their side”, a sense of connection and trust is built which greatly facilitates the subsequent learning experience.

One of our PhD students, Ms. Ruth Leong, and her colleague Dr. Stijn Massar from Duke-NUS Medical School had their commentary, “Sleeping more is essential to performing well at work and school,” published in the commentary section of Channel NewsAsia on Wednesday, 20 February 2019.

The commentary can be found at the link below:

https://www.channelnewsasia.com/news/commentary/sleeping-more-essential-to-performance-work-school-11238288?cid=FBcna

We are pleased to announce that our undergraduate student, Ms. Teo Min Yu (pictured, left), has won the Most Promising Research Award at the Singapore Psychological Society’s (SPS) Student Research Awards 2018 for her IRP research conducted under the supervision of Dr. Michelle See (pictured, right).

Titled “Effects of Culture and Membership Status on Transgressor Evaluations”, Min Yu’s IRP studied how individual differences in cultural tendencies moderated the leniency with which leaders were evaluated with, over their group members, when they transgressed.

Min Yu commented, “I compared people who prioritised group-superiority (i.e., vertical collectivism) over self-superiority (i.e., vertical individualism) and the converse on how leniently (i.e., amount of idiosyncrasy credits given) they judged a group leader versus a group member when either individual was involved in match fixing (i.e., transgressed). I expected people who prioritised group-superiority over self-superiority to judge the transgressive leader more leniently than the transgressive group member, because they were more motivated to see the group leader as central to the group image, which was important to their own self-image. Conversely, I expected people who prioritised self-superiority over group-superiority to judge the transgressive leader more harshly than the transgressive group member, because they were more likely to see the group leader’s transgressions to negatively impact the group and therefore reflect badly on them more so than when the group member transgressed. As predicted, this was the pattern of results I obtained. These results have potential implications for our understanding of whistle-blowing and tackling corruption. For example, we could stress the importance of whistle-blowing to individuals and organisations that are more group-oriented and how it is actually helpful for the group because it could help effectively weed out the bad apples.”

Min Yu also recently presented her IRP at the 20th annual meeting of the Society for Personality and Social Psychology (SPSP) 2019 in Portland, Oregon held from 7 – 9 February 2019, during which she was shortlisted as a finalist for the Undergraduate Student Poster Award and competed in the oral poster presentation during the convention.

We extend our heartiest congratulations to Min Yu and Dr. See!

We are pleased to announce that six of our graduate students have recently won the Graduate Students’ Teaching Award (GSTA) for Semester 1 AY2018/2019!

Jing Wen will also be placed on the Honor Roll, in view of his sustained high performance in winning the award three times.

Ming Yue

1. What inspires you to teach?

I enjoy being part of the journey of a young psychology undergraduate who is deciding which path to take after university. I find it rewarding to expose students to the intriguing field of mental health and clinical psychology, as well as to increase their knowledge of issues around mental health and reduce stigma around the topic.

2. What are some of the major challenges you face as a teacher?

One challenge is to know how much information to provide students, but not to the point of overwhelming them, as concepts in psychology are often interlinked and insufficient to consider in isolation.

3. Why do you think you are an effective teacher?

I try to show my students that in my classroom, their opinions, thoughts, and questions are valued; it is my hope that it would then encourage them to think critically about topics discussed in class, and to form a stronger concept of what is being taught.

I also incorporate activities in the classroom so that students may interact with the material, and thus enhance their understanding of the topics.

Minzheng

1. What inspires you to teach?

To gain new perspectives to view the world, master the self, and contribute to those around us — that was the inspiration I received from my teachers in school and in life, and is the inspiration I wish to impart to my students.

2. What are some of the major challenges you face as a teacher?

So much to do, so little time. The pursuit of knowledge and excellence isn’t something that can be done within just a few sessions in a semester. I hope that my students are sufficiently inspired to own their learning, apply what they have learnt, and excel in their endeavors beyond the classroom.

3. Why do you think you are an effective teacher?

To the extent that my students strive to take ownership of their learning and become intrinsically motivated to excel, that to me would be a hallmark of an effective teacher.

I hope I have achieved that to some degree.

Vincent

1. What inspires you to teach?

Learning isn’t always easy, and it can frequently involve a lot of struggle and failure. I know this because I too continue to be on a journey of learning and self-improvement, and I too have had mentors who have wholeheartedly guided me on this journey.

It is precisely because I understand the difficulty of learning that I hope to be able to guide students on a journey of learning that is enriching but fun, and challenging but not overwhelming.

Moreover, receiving words of appreciation from my students after my classes or after I’ve helped them out with something they found difficult really does put a smile on my face!

2. What are some of the major challenges you face as a teacher?

Different students have diverse preferences and styles of learning, so I often worry about whether I’m able to teach in a way that will allow all my students to maximise their learning outcomes. I also worry about whether I’ve successfully inculcated useful skills and lessons that they would take with them long after my lessons have ended. But at the end of the day, I recognise that all I can do is to dedicate time and effort into planning thoughtful lessons which will maximally cater to different students and to keep trying my best. I really do hope that my students will be able to keep trying their best too, and not be too discouraged by the inevitable setbacks and struggles of life. And I hope that in some small way, I will have just a little bit of lasting impact on their education. Of course, I’m not perfect, and I continue to strive towards being a better person and a better educator too.

3. Why do you think you are an effective teacher?

I think it’s really a matter of willingness — the willingness to dedicate time and effort to my students. I put in a lot of effort into thinking through my lessons and trying to plan the most effective way to present the materials so that students would find them engaging and enriching. I’m glad to know that my effort has paid off, and many students have provided positive feedback that my classes are fun and engaging!

We are thrilled that Chen Si from the Department of Psychology has snared the coveted 2019 Outstanding Undergraduate Researcher Prize (OURP), on the basis of her recent honours thesis research mentored by Assoc Prof Stephen Lim and Instructor Sarah Wong of the Cognition and Education Laboratory@NUS.

The extent to which cognitive psychological principles really work in the real world is a question of much ongoing interest. At the same time, music educators and practitioners are constantly searching for what might be the best learning strategies for not just musicians, but also non-musicians. Through this project, Chen Si (pictured, left) bridged the gap between cognitive science and music education. Specifically, she designed a novel programmed intervention that compared two strategies to enhance non-musicians’ learning and identification of musical intervals: blocking (drilling each interval type several times before going on to the next) versus interleaving (learning different interval types interspersed). Chen Si also delineated the learning contexts in which interleaving is effective and, in turn, offered significant insights to guide music educational practice.

“The task of aurally identifying musical intervals is a challenging one even for musicians. However, in this study, we show that even novices’ performance can be enhanced with the use of effective strategies informed by the cognitive science of learning. We are proud of Chen Si for competently undertaking this scientific research, which offers potentially valuable practical applications for music education,” said Instructor Sarah Wong (pictured, center).

Reflecting on her research experience, Chen Si shared:

Through the project, I have learnt that research is an arduous yet fulfilling endeavour. There were many instances of disappointment and setback, but what pushed me on was the desire to unravel the mystery behind human learning (i.e., learning mechanisms, capacity, etc.).

As a music learner before, I have struggled with musical interval identification and often blamed myself for my incompetency. Recognizing that there may be other individuals like myself, and that the findings from my project could potentially benefit these learners, I was more determined to push forth and discover new interventions to enhance musical learning. Furthermore, through this endeavour, I learnt, first-hand, the importance of passion and curiosity in my field of research—the core ingredients that sustained and propelled me forward on this journey.”

Chen Si added, “I am very grateful to Ms. Wong for her invaluable input and guidance throughout my entire thesis journey—from the conceptualization of the research to its fruition and the manuscript write-up. I am truly humbled to have crossed paths with her in my final year. I would like to also extend my heartfelt appreciation to Prof. Lim, who has truly shaped and transformed the way I see research, learning, and education—the OURP is a testament to the endless hard work he has invested in educating, nurturing, and developing his students. As I step into the workforce to be an educator myself, I will always be reminded of the precious lessons they have both taught me.”

Assoc Prof Stephen Lim (pictured, right) commented, “Chen Si is 100% committed. Even when she is not (supposed to be) at it, she thinks about it—all the time. I know this for a fact from the way she engaged me at every of our discussions. In fact, many of her questions and ideas have led up to further important and researchable questions. Chen Si is, deservedly, an outstanding undergraduate researcher.”

Our warmest congratulations to Chen Si and the CogEduLab@NUS!

We are delighted to announce that NUS Psychology alumnus, Ms. Francesca Phoebe Wah, has won the Singapore Youth Award (SYA) 2019!

Established in 1975, the SYA is the nation’s highest accolade for youth, and honours exceptional young people who enrich the hearts and souls of the community and bring distinction to the nation.

Ms. Wah majored in Psychology at NUS, and subsequently received a Masters in Social Work. She is now a primary school teacher and the Subject Head of Pastoral Care at her school.

In 2014, Ms. Wah founded Bringing Love to Every Single Soul (BLESS), a non-profit organisation that engages the community to better the lives of the less-privileged. Notably, BLESS conducts weekly reading programmes to help children living in rental flats, and hosts an online gifting portal for members of the public to “bless” those in need by purchasing items such as stationery, school backpacks, and birthday cakes for them.

In her interview with The Straits Times, Ms. Wah said,

Imagine if you have $84,600 in your bank account, I’m sure you would want it to appreciate. Similarly, each of us has 84,600 seconds a day, so if you want that value to appreciate, you have to invest time to lift others up.

We warmly congratulate Ms. Wah on her achievement!

More details are available in the links below:

• http://www.nus.edu.sg/alumnet/thealumnus/issue-116-jan-mar-2019/people/changemaker/putting-her-blessed-foot-forward
• https://www.straitstimes.com/singapore/7-young-singaporeans-get-top-youth-award

Photo courtesy of Mark Lee.

We are pleased to announce that four of our graduate students have recently won the Graduate Students’ Teaching Award (GSTA) for Semester 2 AY2018/2019!

Congratulations to all four winners, who have done our department proud!

Aaron

1. What inspires you to teach?

Life in NUS gets hectic amidst the slurry of assignments, grades, and social life. The process of learning unavoidably becomes muddled, and I strive to constantly remind students of the need to learn efficiently.

Rather than rehashing content, I focus on illuminating the process of problem solving and imparting skills that are generalizable to other modules or aspects of their lives. Through this, I hope to make a lasting impact on the students by refining their approach to learning.

2. What are some of the major challenges you face as a teacher?

A key skill for teaching is the ability to communicate your ideas clearly. But this was not as easy as it sounds. This requires one to have a clear grasp on one’s thought process, something which I inevitably lack. Much of my approach to problems is intuitive, but this approach is rather useless when teaching. Thus, I frequently introspected my own thought process before tutorials to better communicate my thoughts during lessons. Of course, I still fail occasionally and stumble in explaining how I arrived at certain answers. The experience was humbling and taught me to better appreciate my tutors and professors. Possessing knowledge without the ability to share it severely devalues one’s ability as a tutor.

3. Why do you think you are an effective teacher?

My students have remarked that I am approachable and have a knack for distilling complicated concepts into simpler ones, usually using analogies or stories. I understand that approaching professors or tutors is an intimidating experience for most people, so I tried my best to highlight the fact that I am closer to the students rather than the professor. Someone mentioned that my vibe is like an uncle drinking teh at a Kopitiam instead of a tutor, which is slightly inappropriate as I prefer coffee.

Shruthilaya

1. What inspires you to teach?

As a graduate tutor and having been guided by many inspiring graduate tutors/mentors/teachers/professors, I find teaching as a process that is mutually reinforcing the learning for both the tutor as well as the students. As a tutor, with some level of extended knowledge, you lay a foundation and structure to impart certain learning objectives to students. At the same time, students come from different walks of life and experiences that may shed innovative insights and perspectives to a point of discussion in class. These are perspectives that have to be valued as no two people see the world through the same lenses. The process of imparting the learning points to the students serves to crystallize our own knowledge in the head, but also helps explore how tactfully you can reach the concepts to the students in a more simplified, clear, understanding manner. When students clarify doubts, you have to constantly look for ways to tailor-make explanations in an alternative manner. I enjoy this very process of mutual growth for both students and tutors, as there is no end to learning!

2. What are some of the major challenges you face as a teacher?

At a graduate level, you are bound to come across teaching topics that may be within our core work, but there are times when they may also be distant to one’s area of specialization. There could be times when I feel compelled to be able to offer answers for every doubt raised in a class. At such times, being able to lead the students in the right way of thinking may be a good starting point to kickstart a discussion. Sometimes, we do not have to answer every question, but rather take a step back and guide the students in the thinking process that may lead them towards the answers they may be seeking. I would find it challenging to exercise control in giving information versus eliciting information from students. At the same time, addressing any inhibitions students may hold about the thoughts they would like to share in class should be through acknowledging any level of participation by the students to keep the discussions alive.

3. Why do you think you are an effective teacher?

I do like to see students as friends whom I can learn from, and tutorials as opportunities for me to hone my skills of synthesizing and reflecting on the knowledge I may hold. That has heightened my need to “listen” to what students hold as opinions or bring as sharing points that are valuable to the class, upon which I like to build the class discussions further.

At the same time, I feel equipped when I can push my own thresholds, and do my extended readings beforehand for finding evidence-based facts or real-time experiences and examples that I can bring up in class and be able to offer something beyond what the students may be looking for.