Showing papers in "Teaching of Psychology in 1989"
TL;DR: In this article, student perceptions of those college classes likely to result in high and low classroom motivation are discussed, and eight characteristics of classes in which students had high motivation are identified; students ranked enthusiasm, relevance and organization as being most important.
Abstract: This article discusses student perceptions of those college classes likely to result in high und low classroom motivation. Eight characteristics of c h s e s in which students had high motivation are identified; students ranked enthusiasm, relevance, and organization as being most important. The classroom activity used to gather this information is also described.
119 citations
TL;DR: This paper assessed the effect of reciprocal peer tutoring on academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction, and found that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction.
Abstract: This study assessed the effect of reciprocal peer tutoring on the academic performance of college students, and measured the impact of this procedure on levels of student distress and course satisfaction. Forty-nine students were randomly assigned to one of three experimental conditions: reciprocal peer tutoring (RPT), questions only (QO), and placebo control (PC). There were no significant group differences in demographic variables or pretest scores. Results indicated that the RPT condition resulted in greater improvement in exam scores, reduction in distress, and greater student satisfaction.
70 citations
TL;DR: In this paper, a statistical procedure compares answers for pairs of students using those items on which both made errors, if the number of identical wrong answers is sufficiently greater than the number expected by chance and if the students were seated close together, then cheating is likely.
Abstract: Cheating on multiple-choice examinations is a serious problem not easily overcome by using more test forms, more proctors, or larger testing rooms. A statistical procedure compares answers for pairs of students using those items on which both made errors. If the number of identical wrong answers is sufficiently greater than the number expected by chance and if the students were seated close together, then cheating is likely. Using this analysis with 90 examinations has suggested ways to discourage cheating and demonstrated some limitations of the procedure.
55 citations
TL;DR: This paper found that men who believed in ESP/psycho-kinesis and firewalking and women who felt they had personally experienced precognition during dreams had significantly lower course grades than their skeptical and uninvolved counterparts.
Abstract: Student belief and. involvement in 10 paranormal phenomena were assessed via questionnaire. Prevalence of belief was extensive, with over 99% of the sample expressing belief in at least one phenomenon. Personal involvement was less prevalent but substantial. Over 65% indicated personal involvement in at least one phenomenon. In addition, men who believed in ESP/psycho-kinesis and firewalking and women who felt they had personally experienced precognition during dreams had significantly lower course grades than their skeptical and uninvolved counterparts, even when the effect of SAT score was removed. In light of these findings, we discuss the introductory psychology instructor's role in combating unfounded beliefs and fostering critical thinking skills.
52 citations
TL;DR: In this paper, a total of 404 General Psychology students were assigned to one of three different item orders (sequential, chapter contiguity, and random) of the same final exam consisting of 75 multiple-choice questions.
Abstract: A total of 404 General Psychology students were assigned to one of three different item orders (sequential, chapter contiguity, and random) of the same final exam consisting of 75 multiple-choice questions. In the sequential (S) order exam, items appeared in the same sequence in which their supporting material was presented in the textbook and lectures. For the chapter contiguity (CC) order exam, items based on the same chapter appeared together, but were not sequentially arranged within or between chapters. The order of the third exam was random (R). Scores for the sequential order exam were higher than for the other two. There were no significant differences in the completion times for any of the exams.
48 citations
TL;DR: In this paper, a system for graduate students to evaluate faculty in their roles as advisers and mentors is described and some benefits of the system and some suggestions for encouraging the development of good mentor-protege relationships are also mentioned.
Abstract: This article describes a system for graduate students to evaluate faculty in their roles as advisers and mentors. Some of the benefits of the system and some suggestions for encouraging the development of good mentor-protege relationships are also mentioned.
40 citations
TL;DR: This paper assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and without assistance from a teacher, and found that students were more likely to conduct them with a teacher.
Abstract: Our study assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and...
38 citations
TL;DR: The most frequently cited disadvantage of extra credit was that it encourages a lax or irresponsible attitude as mentioned in this paper, while the most popular advantage is that it allows exploration of a topic in greater depth.
Abstract: has been negligible, even though the practice is common and controversial. Faculty (n = 145) and students (n = 525) at two northeastern universities were surveyed regarding their use of and views toward extra-credit assignments tin undergraduate courses. In our sample, between 12% and 22% of courses provided an opportunity for extra credit in the previous semester, 50% of the students were offered extra-credit opportunities in at least one course. Faculty were much more likely than students to view extra credit negatively; students were far more ready to endorse its routine offering. The most frequently cited disadvantage of extra credit was that it encourages a lax or irresponsible attitude. The advantage most frequently cited by students was that it provides a second chance; the most popular advantage for faculty was that it allows exploration of a topic in greater depth. Underlying views on perceived fairness and student evaluation are linked to these findings.
34 citations
TL;DR: The effects of student-written test questions on student test performance were examined in an introductory psychology class as discussed by the authors, where randomly assigned students wrote essay questions, multiple-choice questions, or no questions.
Abstract: Effects of student-written test questions on student test performance were examined in an introductory Psychology class. Before each of three tests, randomly assigned students wrote essay questions, multiple-choice questions, or no questions. All tests contained essay and multiple-choice items but no questions written by students. Question writers performed significantly better than nonwriters on the first two tests; the difference on the third test was marginally significant. No differences were found between students who wrote essay and those who wrote multiple-choice questions. Question writing appears to be an effective study technique.
33 citations
TL;DR: This paper investigated the effectiveness of three types of course contingencies (contracting, doomsday, and doomsday with tokens) designed to reduce student procrastination in a personalized system of instruction (PSI) course.
Abstract: Student procrastination in one the most serious drawbacks of self-paced learning. Our study investigated the effectiveness of three types of course contingencies (contracting, doomsday, and doomsday with tokens) designed to reduce student procrastination in a personalized system of instruction (PSI) course. Students participants (N = 610). Student progress was fastest, p < .001, and course completion was most likely, p <.01, in the contracting condition, which was also the most costly in terms of administrative effort.
32 citations
TL;DR: This article used imaginary marbles, chips, and bags to create distributions of sample mean, differences between independent sample means, w a n w e r e scores, and raw score populations.
Abstract: This classroom technique uses imaginary marbles, chips, and bags to create distributions of sample mean, differences between independent sample means, w a n w e r e scores, and raw score populations. With this technique, students more easily grasp the distinctions between MW score populations and sampling distributions. With these technique established, the need for different measures of variability for each distribution becomes apparent. Then, solutions for the probabilities of specific observations for each sampling distribution are easily generalized from the raw score model. Once students learn to answer probability questions for each sampling distribution, generalizing to hypothesis testing procedures is facilitated. The technique requires only the instructor's flair for the dramatic and the students' imagination to make it work.
TL;DR: In this paper, the authors describe two exercises using undergraduates from abnormal psychology courses to act as role play clients for graduate counselor-trainees, which seem to be educationally beneficial and my also help decrease undergraduates' negative stereotyping of persons with psychological problems.
Abstract: We describe two exercises using undergraduates from abnormal psychology courses to act as role play clients for graduate counselor-trainees. The first exercise involves mock counseling sessions; the second is a mock case conference. We grade graduates on their counseling and case-conceptualization skills. Under-graduates participate as ungraded volunteers. We believe that graduate students benefit from the challenge and honest feedback that undergraduate role players provide. Undergraduates reported academic benefits and increased empathy for the characters they played. The exercises seem to be educationally beneficial and my also help decrease undergraduates' negative stereotyping of persons with psychological problems.
TL;DR: The authors compared the performance of traditional (T) and narrative (N) text on a review quiz and final exam and found that the narrative approach was more enjoyable and useful in learning.
Abstract: Research in cognitive psychology and emerging classroom applications suggest that the narrative approach may be a useful mode of textbook organization. This study compared undergraduates' preference and performance with traditional (T) and narrative (N) text. On a review quiz and final exam, the majority chose to be tested on narrative text. On routine quizzes, a statistically significant difference in performance appeared in one of six instances, favoring the narrative. On the final exam, all mean scores were higher for the narrative, yielding a significant correlation between performance and text mode. O n a follow-up test, material from narrative chapters was more often recalled; for two chapters, these differences were significant. Questionnaire data showed the narrative as being more enjoyable and more useful in learning.
TL;DR: This paper reviewed the survey research on psychology alumni and made recommendations about the design of future studies, the role of APA's Educational Affairs Office, and the use of life-span development theory and methodology to refine future alumni research in undergraduate psychology.
Abstract: Information about psychology majors' activities after graduation is an important ingredient in the evaluation and renewal of undergraduate programs. In this article, we review the survey research on psychology alumni, analyzing the various survey objectives, samples, results, and program implementations. Based on this review, we make recommendations about the design of future studies, the role of APA's Educational Affairs Office, and the use of life-span development theory and methodology to refine future alumni research in undergraduate psychology.
TL;DR: In this paper, Naveh-Benjamin, McKeachie, Lin, and Tucker used the modified ordered-tree method to assess cognitive structures involving concepts related to aging.
Abstract: Cognitive structures involving concepts related to aging were assessed at the beginning, middle, and end of a Psychology of Aging course using the modified ordered-tree method (Naveh-Benjamin, McKeachie, Lin, B Tucker, 1986) Results showed that students' knowledge at the beginning of the course reflected stereotypes, ordinary language relationships, and knowledge gained in previous courses During the course, new relations among concepts appeared, accompanied by breakdowns of initial relations The development and final knowledge structures of students at the end of the course were different from what we intended Instructors could benefit from using this technique to plan their courses, to modify them in progress if necessary, and to assess the degree to which their initial course goals were met
TL;DR: More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding as mentioned in this paper, with the faculty for these courses being invariably in social studies departments, having little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program.
Abstract: More than 300 public high schools were surveyed about psychology classes, with approximately 60% of the schools responding. The faculty for these courses are invariably in social studies departments, have little undergraduate or graduate coursework in psychology, and generally are not aware of the APA high school psychology program. The one-semester course emphasizes personality and developmental psychology and, to a lesser extent, social psychology, learning, and health. This personality-developmental focus and the resulting lack of student preparation for the more science-oriented college course is attributed to the limited training of the high school instructors, their job environment, and their goals for the course.
TL;DR: A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1983-1985) at Southeast Missouri State University as discussed by the authors, finding that psychology respondents were more likely to enroll in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them, in contrast, they expressed less agreement than other respondents that career preparation was important.
Abstract: A survey containing institutional and program-specific items examined psychology and other graduates' evaluations of their undergraduate education (1983–1985) at Southeast Missouri State University. Psychology respondents resembled respondents from other majors in their social and personal interests, but differed from other respondents in their educational and career attitudes. Psychology respondents were more likely to be enrolled in graduate coursework than were other respondents and indicated greater agreement that preparation for this coursework was important to them, in contrast, they expressed less agreement than other respondents that career preparation was important. Also, psychology respondents who did not pursue graduate education expressed some dissatisfaction with the career advising and preparation offered in their major. These findings reaffirm the need for psychology departments to develop flexible curricula to meet the diverse needs and interests of their majors and to provide better caree...
TL;DR: In this paper, the authors and editors of introductory psychology texts were surveyed on their perceptions of the introductory psychology text market and three major findings emerged from their responses: the market seems roughly divided into three segments: upper, middle, and lower level texts.
Abstract: Introductory psychology textbook authors and psychology editors representing the publishers of these texts were surveyed on their perceptions of the introductory psychology text market. Three major findings emerged from their responses. First, the market seems roughly divided into three segments: upper, middle, and lower level texts. Second, like professors, authors and editors are not familiar with most of the texts in this market. Third, the growth of used book companies and the escalation of supplementary packages have greatly diminished the profit margin for introductory texts, leading to higher prices and a decreasing number of competing texts. The nature of this decrease is analyzed by examining directories of introductory psychology texts in print during the last 12 years. The role of the professor in these market problems is discussed.
TL;DR: The social psychological aspects of the multiple personality disorder were demonstrated to an Abnormal Psychology class through the use of role-playing procedures as mentioned in this paper, where three student volunteers played the role of multiple personalities.
Abstract: The social psychological aspects of the multiple personality disorder were demonstrated to an Abnormal Psychology class through the use of role-playing procedures. Three student volunteers played t...
TL;DR: In this paper, given a choice between five instructor-and five self-set deadlines, more students in a self-paced developmental psychology course chose the former, while a higher percentage of students who chose instructor-set deadline would reverse their choice.
Abstract: Given a choice between five instructor- and five self-set deadlines, more students in a self-paced developmental psychology course chose the former. Students in the two conditions did not differ on a measure of academic performance or the number of testing days used to complete the course. Students who chose to set their own deadlines missed fewer deadlines, showed accelerated pacing, and rated the opportunity to choose more favorably than did those in the instructor-set deadline condition. Most students indicated that, if given the choice again, they would make the same decision, but a higher percentage of students who chose instructor-set deadlines would reverse their choice.
TL;DR: In this article, an exercise designed to address a number of developmental issues by requiring students to write semiautobiographical personal letters is described, and student responses were overwhelmingly positive and suggest a good number of beneficial outcomes.
Abstract: An exercise designed to address a number of developmental issues by requiring students to write semiautobiographical personal letters is described. Student responses were overwhelmingly positive and suggest a number of beneficial outcomes. Recommendations for instructors are provided.
TL;DR: For example, this article found that students were most interested in topics relating to their immediate individual needs (e.g., interpersonal relationships) and least interested in the "hard science" aspects o f psychology.
Abstract: Psychology and other majors were surveyed before and after completing an introductory psychology course to determine their interest in topics traditionally covered in such a course. No substantial difference between the two groups was observed. In addition, interest levels did not change significantly as a result of the course experience. Students were most interested in topics relating to their immediate individual needs (e.g., interpersonal relationships) and least interested in the "hard science" aspects o f psychology. Results are compared to a similar survey taken 50 years ago. Implications for course content and organization are discussed.
TL;DR: The authors investigated perceptions of the student role and expectancies of student control among entering clinical psychology graduate students and clinical faculty in nine psychology departments and found that students arrived on campus with role perceptions generally in line with those of faculty, concerning which qualities are considered important for student success.
Abstract: There has been little research concerning how entering students view graduate education (e.g., perceive their role or the control they have over the academic environment). This study investigated perceptions of the student role and expectancies of student control among entering clinical psychology graduate students and clinical faculty in nine psychology departments. Findings indicated that students arrived on campus with role perceptions generally in line with those of faculty, concerning which qualities are considered important for student success. After a semester in the program, student perceptions were even more similar to faculty perceptions. Other findings revealed expectancies of diminished control (i. e., students perceived less of an impact on the student–faculty relationship and more of a need to comply with disliked program policies after their first semester than they had anticipated before entering graduate school). Because students appear to know what it takes to succeed in graduate school,...
TL;DR: In this paper, test scores of students choosing a frequent (chapter-by-chapter) testing program were compared with scores of choosing a unit (four-chapter)-testing program, and neither option was associated with superior performance.
Abstract: Test scores of students choosing a frequent (chapter-by-chapter) testing program were compared with scores of students choosing a unit (four-chapter) testing program. Unlike previous reports, neither option was associated with superior performance. The advisability of allowing students to select their preferred testing option is highlighted.
TL;DR: A survey of academic psychologists indicated increasing use of microcomputers for instructional purposes and that such use was unrelated to department size as discussed by the authors, and that software was used most frequently for statistical analysis and word processing.
Abstract: A national survey of academic psychologists indicated increasing use of microcomputers for instructional purposes and that such use was unrelated to department size. Apple and IBM microcomputers, the predominant brands, were represented about equally. Software was used most frequently for statistical analysis and word processing. Microcomputers were used most often in research methods and statistics courses.
TL;DR: In this paper, a technique for introducing analysis of variance (ANOVA) in a concrete fashion is presented, which leads students to an intuitive understanding of the concepts of between-and within-groups variance and their relationship to each other.
Abstract: A significant number of students in introductory statistics courses may function at Piaget's concrete operational level of thought. These students may find it difficult to understand the complex correlations and interactions between variables that typify many statistical procedures. A technique for introducing analysis of variance (ANOVA) in a concrete fashion is presented. This technique leads students to an intuitive understanding of the concepts of between- and within-groups variance and their relationship to each other.
TL;DR: In this article, a conceptual model provides a framework that describes characteristics of excellent undergraduate teachers, including intellectual, emotional, and moral dimensions of teaching-perceived selfefficacy, interpersonal relationships, and pedagogy, to assist a department in preparing for and conducting a search for a qualified candidate who will teach well.
Abstract: The successful recruitment of a faculty member who can provide high-quality undergraduate teaching requires a rigorous self-study by the department and careful observations of the candidate. A conceptual model provides a framework that describes characteristics of excellent undergraduate teachers. This model can shape both the self-study and contacts with job applicants. Examination of the intellectual, emotional, and moral dimensions of three elements of teaching-perceived self-efficacy, interpersonal relationships, and pedagogy-will assist a department in preparing for and conducting a search for a qualified candidate who will teach well.
TL;DR: In this paper, two projects, reaction journal and book review, were used to help create a connected classroom, where the instructor acts as a facilitator rather than an authority and students are encouraged to draw from their own experiences and ideas.
Abstract: Two projects, a reaction journal and a book review, were used to help create a connected classroom. In the connected classroom, the instructor acts as a facilitator rather than an authority and students are encouraged to draw from their own experiences and ideas. Data from open-ended and objective evaluations showed that these pedagogical strategies lead to more student involvement with course material and to higher overall course ratings.
TL;DR: In this paper, a self-serving attributional bias is demonstrated in a classroom exercise, where students' self-descriptions reveal a bias toward reporting positive attributes, a result that allows for discussion of motivational and cognitive processes in attribution.
Abstract: A self-serving attributional bias is demonstrated in a classroom exercise. Students' self-descriptions reveal a bias toward reporting positive attributes, a result that allows for discussion of motivational and cognitive processes in attribution.
TL;DR: In this article, the authors examined the discussion of parental causation of schizophrenia in nine current abnormal psychology textbooks and found that most texts discussed the concept of the schizophrenogenic parent and noted that the concept remains a viable one despite lack of confirming evidence.
Abstract: Discussions of parental causation of schizophrenia in nine current abnormal psychology textbooks were examined. Most texts discussed the concept of the schizophrenogenic parent and noted to imply that the concept remains a viable one despite lack of confirming evidence. Implications of these findings for psychologists are noted.