Geekin' out wit da research

Can't tell a question by the first (second, third…) read. When I was graced with my comps questions a couple weeks ago I poured over them as I knew one would speak to me: "Do me! Do me!" And all would be good. NOT! As I worked with the question it got more and more complicated and what began as a not-so-hard question turned out to be quite the opposite. But the question knew better and made itself look attractive so I could get that bugger outta da way! Just like Question 3 (application of theory), isn't it?

Though my remaining time is limited (drat!) gotta confess that Question 1 (research methodology) is captivating; havin such a good time with it. Experience with responding to a question has definitely been an advantage as I've developed a strategy - but, man, it's also a fun question. My geek side is certainly being honored. Imagine that!

Today's journey through a big-ass research book (it is the coolest book, ya know - really) yielded quite the gut-busting laugh when I read about my friend of the last few weeks: cognitive disequilibrium (Seel, 2008).

"The affective states of confusion and perhaps frustration are likely to occur during cognitive disequilibrium. Recent research has indeed pointed to confusion as an important affective state of learning. Confusion indicates an uncertainty about what to do next or how to act: thus, confusion often accompanies cognitive disequilibrium." (p. 49)

This so hilarious -- okay - acknowledging the geek, here. Confusion? Frustration? Uncertainty about what to do next? All characters in Sheryl's flip-out. Ya just can't make this stuff up!


Gots to give props wit da APA:
Seel, N. M. (2008). Empirical perspectives on memory and motivation. In J. M. Spector, M. D. Merrill, J. van Merriënboer, & M. P. Driscoll (Eds.)., Handbook of Research on Educational Communications and Technology (3rd ed.) (pp. 39-54). New York: Erlbaum.