Pub Date : 2023-10-30DOI: 10.1177/14757257231209178
Shiri Einav, Alexa Spence, Laura E. R. Blackie, Sarah Cassidy, Harriet A. Allen
Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely learn it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation ( n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.
{"title":"Applied Scenarios: Embedding Psychological Literacy in Assessment","authors":"Shiri Einav, Alexa Spence, Laura E. R. Blackie, Sarah Cassidy, Harriet A. Allen","doi":"10.1177/14757257231209178","DOIUrl":"https://doi.org/10.1177/14757257231209178","url":null,"abstract":"Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely learn it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation ( n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"71 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136069342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-27DOI: 10.1177/14757257231211147
{"title":"Corrigendum to: “Retrieval practice: Beneficial for all students or moderated by individual differences?”","authors":"","doi":"10.1177/14757257231211147","DOIUrl":"https://doi.org/10.1177/14757257231211147","url":null,"abstract":"","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1177/14757257231188936
.
{"title":"Abstracts of recent articles published in <i>Teaching of Psychology</i>","authors":"","doi":"10.1177/14757257231188936","DOIUrl":"https://doi.org/10.1177/14757257231188936","url":null,"abstract":".","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"158 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135570091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.1177/14757257231178920
Social justice pedagogy in psychology requires keen attention to diversity, equity and inclusion in the content and process of teaching and learning. The contributions to this special issue address both ‘ what we teach ’ and ‘ how we teach ’ psychology through recommendations for instructor preparation and practices, an expansion of concepts and methods, practical projects and activities, and curricular modi fi cations. Importantly, the contributions raise our consciousness about the harms of oppression and marginalization in the fi eld of psychology and offer us a path toward lib-eratory pedagogy.
{"title":"Abstracts of recent articles published in <i>Teaching of Psychology</i>","authors":"","doi":"10.1177/14757257231178920","DOIUrl":"https://doi.org/10.1177/14757257231178920","url":null,"abstract":"Social justice pedagogy in psychology requires keen attention to diversity, equity and inclusion in the content and process of teaching and learning. The contributions to this special issue address both ‘ what we teach ’ and ‘ how we teach ’ psychology through recommendations for instructor preparation and practices, an expansion of concepts and methods, practical projects and activities, and curricular modi fi cations. Importantly, the contributions raise our consciousness about the harms of oppression and marginalization in the fi eld of psychology and offer us a path toward lib-eratory pedagogy.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135570090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-24DOI: 10.1177/14757257231201635
Richard Harris, Pam Birtill, Madeleine Pownall
Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in ‘real world’ applied contexts (i.e. in student’s lives beyond university), which may be professional, personal, or societal. ‘Real world’ here refers to the application of psychological knowledge and skills to students’ personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module (‘Biological Approaches to Human and Non-Human Behaviour’), a second-year compulsory module (‘Neuroscience’) and two final-year elective optional modules (‘Face Perception’ and ‘Feminist Social Psychology’). We offer reflections on the process of designing these modules as educators who are interested in developing students’ psychological literacy and also provide student evaluations.
{"title":"Psychologically Literate by Design: Four Case Study Undergraduate Modules that Centre Psychological Literacy","authors":"Richard Harris, Pam Birtill, Madeleine Pownall","doi":"10.1177/14757257231201635","DOIUrl":"https://doi.org/10.1177/14757257231201635","url":null,"abstract":"Psychological literacy is an approach to teaching which encourages students to consider their subject knowledge in ‘real world’ applied contexts (i.e. in student’s lives beyond university), which may be professional, personal, or societal. ‘Real world’ here refers to the application of psychological knowledge and skills to students’ personal, student-role, work, and community contexts. Psychological literacy is typically integrated into psychology programmes through classroom activities, extra-curricular activities, and opportunities outside of the core curriculum. However, for the goals of psychological literacy to be fully realised, it should be intentionally and thoughtfully embedded at the module and programme level. One way to achieve this is to develop and evaluate modules (i.e. standalone units or courses) that embed psychological literacy explicitly by design. In this paper, we provide overviews, brief evaluations, and reflections on four undergraduate modules within a UK Psychology (BSc) degree that integrate the principles of psychological literacy. These include a first-year compulsory module (‘Biological Approaches to Human and Non-Human Behaviour’), a second-year compulsory module (‘Neuroscience’) and two final-year elective optional modules (‘Face Perception’ and ‘Feminist Social Psychology’). We offer reflections on the process of designing these modules as educators who are interested in developing students’ psychological literacy and also provide student evaluations.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135924995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.1177/14757257231195352
Mario Gollwitzer, Johannes Prager, Marlene S. Altenmüller, Rizqy Amelia Zein
Bartels (2023; this issue) argues that (a) classic studies and topics covered in psychological textbooks and introductory classes are often misrepresented, (b) that there is an ideological bias among scholars in psychology towards the left side of the political spectrum, and (c) this bias is responsible for the misrepresentation of studies and topics in textbooks. In our commentary, we argue that claims (a) and (b) may be correct, but they have nothing to do with each other. Thus, claim (c) – that a liberal bias among scholars and course instructors leads to “indoctrination” in introductory courses and textbooks – is unsubstantiated and actually detrimental.
{"title":"Simplification Is Not Indoctrination","authors":"Mario Gollwitzer, Johannes Prager, Marlene S. Altenmüller, Rizqy Amelia Zein","doi":"10.1177/14757257231195352","DOIUrl":"https://doi.org/10.1177/14757257231195352","url":null,"abstract":"Bartels (2023; this issue) argues that (a) classic studies and topics covered in psychological textbooks and introductory classes are often misrepresented, (b) that there is an ideological bias among scholars in psychology towards the left side of the political spectrum, and (c) this bias is responsible for the misrepresentation of studies and topics in textbooks. In our commentary, we argue that claims (a) and (b) may be correct, but they have nothing to do with each other. Thus, claim (c) – that a liberal bias among scholars and course instructors leads to “indoctrination” in introductory courses and textbooks – is unsubstantiated and actually detrimental.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136071451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-06DOI: 10.1177/14757257231197352
Jared M. Bartels
In the target article I argued, based on a review of studies published on psychology textbook misrepresentations, that liberal or left-wing bias influences the presentation of politically relevant topics in the texts. Some responses to the target article provided helpful context in terms of better understanding the political backdrop against which psychological science is dispensed in psychology textbooks and courses. Questions were also raised about the sufficiency of the evidence and conclusions drawn. Lastly, several authors recommended changes to introductory psychology, most of which would reduce bias and indoctrination. In the rebuttal, I address several questions and concerns raised and review additional research in the process. While this research is further evidence of indoctrination, I will highlight how authors have been able to effectively navigate controversial topics.
{"title":"Rebuttal to Comments of Target Article: Introductory Psychology: Embracing the Complexities and Controversies","authors":"Jared M. Bartels","doi":"10.1177/14757257231197352","DOIUrl":"https://doi.org/10.1177/14757257231197352","url":null,"abstract":"In the target article I argued, based on a review of studies published on psychology textbook misrepresentations, that liberal or left-wing bias influences the presentation of politically relevant topics in the texts. Some responses to the target article provided helpful context in terms of better understanding the political backdrop against which psychological science is dispensed in psychology textbooks and courses. Questions were also raised about the sufficiency of the evidence and conclusions drawn. Lastly, several authors recommended changes to introductory psychology, most of which would reduce bias and indoctrination. In the rebuttal, I address several questions and concerns raised and review additional research in the process. While this research is further evidence of indoctrination, I will highlight how authors have been able to effectively navigate controversial topics.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"62 1","pages":"287 - 295"},"PeriodicalIF":2.2,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80300345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-30DOI: 10.1177/14757257231195347
L. Jussim, Nathan Honeycutt
The target article highlights research known to have promoted unjustified politicized claims. It also points out that, although researcher political biases might account for this, there are often alternative explanations. It then discusses areas of research in which those alternative explanations are unlikely, so that the best explanation is political bias. The target article is fundamentally correct. Nonetheless, we argue that political bias is a characteristic of the claims made in research articles rather than primarily a characteristic of scientists. Inasmuch as some claim is not wrong simply by virtue of supporting an ideological narrative, to detect politically biased research, we identify four questions to be answered. Test 0 is necessary but not sufficient to infer political bias. If Test 0 is passed, then at least one of Tests 1, 2, or 3 must also be passed. Test 0: Does the study vindicate some political narrative? Test 1: Did they misinterpret or misrepresent their results in ways that unjustifiably advance a particular politicized narrative? Test 2: Do the authors systematically ignore papers and studies inconsistent with their ideology-affirming conclusions? Test 3: Did they leap to ideology-affirming conclusions based on weak data? We close with recommendations for preventing politically biased conclusions.
{"title":"Psychology as Science and as Propaganda","authors":"L. Jussim, Nathan Honeycutt","doi":"10.1177/14757257231195347","DOIUrl":"https://doi.org/10.1177/14757257231195347","url":null,"abstract":"The target article highlights research known to have promoted unjustified politicized claims. It also points out that, although researcher political biases might account for this, there are often alternative explanations. It then discusses areas of research in which those alternative explanations are unlikely, so that the best explanation is political bias. The target article is fundamentally correct. Nonetheless, we argue that political bias is a characteristic of the claims made in research articles rather than primarily a characteristic of scientists. Inasmuch as some claim is not wrong simply by virtue of supporting an ideological narrative, to detect politically biased research, we identify four questions to be answered. Test 0 is necessary but not sufficient to infer political bias. If Test 0 is passed, then at least one of Tests 1, 2, or 3 must also be passed. Test 0: Does the study vindicate some political narrative? Test 1: Did they misinterpret or misrepresent their results in ways that unjustifiably advance a particular politicized narrative? Test 2: Do the authors systematically ignore papers and studies inconsistent with their ideology-affirming conclusions? Test 3: Did they leap to ideology-affirming conclusions based on weak data? We close with recommendations for preventing politically biased conclusions.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"23 1","pages":"237 - 244"},"PeriodicalIF":2.2,"publicationDate":"2023-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80921225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-24DOI: 10.1177/14757257231195350
D. Hayes
Bartels gives some good examples of ‘liberal’ or ‘left-wing’ bias in introductory textbooks and suggests that one of the ways to ameliorate this is to adopt a more heterodox approach. This comment suggests that to achieve this very desirable end that psychologists need to look critically at the philosophical assumptions which influence their professional thinking. They must ask, ‘What is our concept of a human being?’ otherwise they will unthinkingly reflect the philosophical assumptions of victimhood culture that see human beings as diminished, vulnerable individuals.
{"title":"It is Not ‘Indoctrination’ That Leads to the Lack of Debate, But the Lack of Debate that Leads to Indoctrination – A Comment on ‘Indoctrination in Introduction to Psychology’ by Jared Bartels","authors":"D. Hayes","doi":"10.1177/14757257231195350","DOIUrl":"https://doi.org/10.1177/14757257231195350","url":null,"abstract":"Bartels gives some good examples of ‘liberal’ or ‘left-wing’ bias in introductory textbooks and suggests that one of the ways to ameliorate this is to adopt a more heterodox approach. This comment suggests that to achieve this very desirable end that psychologists need to look critically at the philosophical assumptions which influence their professional thinking. They must ask, ‘What is our concept of a human being?’ otherwise they will unthinkingly reflect the philosophical assumptions of victimhood culture that see human beings as diminished, vulnerable individuals.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"27 1","pages":"283 - 286"},"PeriodicalIF":2.2,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91292613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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