Pub Date : 2024-03-18DOI: 10.1177/00986283241238234
Tyler L. Collette, William Douglas Woody, Theresa A. Wadkins
{"title":"Obituary for Richard L. Miller","authors":"Tyler L. Collette, William Douglas Woody, Theresa A. Wadkins","doi":"10.1177/00986283241238234","DOIUrl":"https://doi.org/10.1177/00986283241238234","url":null,"abstract":"","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140172423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/00986283241235907
Laura Priscilla Wesely, Cindy Miller-Perrin
BackgroundPast research on the representation of religion/spirituality in introductory psychology textbooks is dated.ObjectiveAnalyze religion/spirituality content in the nine most frequently purchased introductory psychology textbooks published within the last 5 years.MethodThe current study identified 27 terms that related to religion/spirituality and performed qualitative analysis of term's mentions in each textbook.ResultsFindings indicated that 100% of textbooks mentioned religion/spirituality, which represents an increase in mentions compared to past research. However, none of the textbooks included a specific section on the psychology of religion and spirituality. Overall, there was greater discussion-based coverage of religion/spirituality than research-based coverage, similar to past research findings, although the current study found a greater percentage of research-based discussion than previous research. Compared to past research, the current study found a greater proportion of positive coverage of religious/spiritual mentions but found that most textbooks included negative coverage of religious/spiritual mentions representing rare phenomena associated with religion/spirituality.ConclusionThis study provides evidence that coverage of religion/spirituality is better represented in introductory psychology textbooks than past research, but organization and inclusion is still lacking.Teaching ImplicationsReligion/spirituality content could be better organized in textbooks by including a specific section dedicated to the psychology of religion and spirituality.
{"title":"Analysis of Psychology of Religion Content in Introductory Psychology Textbooks","authors":"Laura Priscilla Wesely, Cindy Miller-Perrin","doi":"10.1177/00986283241235907","DOIUrl":"https://doi.org/10.1177/00986283241235907","url":null,"abstract":"BackgroundPast research on the representation of religion/spirituality in introductory psychology textbooks is dated.ObjectiveAnalyze religion/spirituality content in the nine most frequently purchased introductory psychology textbooks published within the last 5 years.MethodThe current study identified 27 terms that related to religion/spirituality and performed qualitative analysis of term's mentions in each textbook.ResultsFindings indicated that 100% of textbooks mentioned religion/spirituality, which represents an increase in mentions compared to past research. However, none of the textbooks included a specific section on the psychology of religion and spirituality. Overall, there was greater discussion-based coverage of religion/spirituality than research-based coverage, similar to past research findings, although the current study found a greater percentage of research-based discussion than previous research. Compared to past research, the current study found a greater proportion of positive coverage of religious/spiritual mentions but found that most textbooks included negative coverage of religious/spiritual mentions representing rare phenomena associated with religion/spirituality.ConclusionThis study provides evidence that coverage of religion/spirituality is better represented in introductory psychology textbooks than past research, but organization and inclusion is still lacking.Teaching ImplicationsReligion/spirituality content could be better organized in textbooks by including a specific section dedicated to the psychology of religion and spirituality.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.1177/00986283241235667
Dana Kotter-Grühn, Daniel Grühn
Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.
背景：参与高效实践（HIPs）与学生的成功和发展息息相关。至于高影响力实践是否能增加学生进入心理学研究生院的机会，目前还知之甚少。参与高效实践可能是学生在竞争激烈的研究生院录取过程中脱颖而出的一种策略。我们的目标是我们研究了（a）学生对高影响力实践项目的可获得性的认知，以及（b）学生对参与高影响力实践项目在心理学研究生项目录取成功中所起作用的认知。研究方法共有 81 位参与研究生项目录取决策的美国心理学教授对 HIPs 和非 HIPs（如 GPA）的可用性、重要性以及对心理学研究生项目录取成功的影响进行了评分。结果：许多 HIPs 都可以广泛使用。在所有的 HIPs 中，只有本科生研究被评为非常重要，并能极大地增加录取机会。参加荣誉课程、写作密集型课程和应用体验则略微增加了录取机会。结论在申请心理学研究生项目时，研究仍然是最有利的 HIP。与大多数 HIP 相比，非 HIP（如成绩、推荐信）对研究生课程的录取更为重要。教学意义：学生、学术顾问和教师导师可以利用本研究的结果，将学生参与 HIP 的情况与毕业后的目标结合起来。
{"title":"Availability and Perceived Importance of High-Impact Practices for Psychology Graduate Program Admission","authors":"Dana Kotter-Grühn, Daniel Grühn","doi":"10.1177/00986283241235667","DOIUrl":"https://doi.org/10.1177/00986283241235667","url":null,"abstract":"Background: Participation in high-impact practices (HIPs) is related to student success and development. Less is known about whether HIPs can increase students’ chances of getting into graduate school in psychology. High-impact practice participation might be one strategy for students to stand out in the competitive graduate school admission process. Objective: We examined (a) the perceived availability of HIPs and (b) the perceived role that HIP participation plays in psychology graduate program admission success. Method: A total of 81 U.S. psychology professors who are involved in graduate program admission decisions rated the availability, importance, and influence of HIPs and non-HIPs (e.g., GPA) on psychology graduate program admission success. Results: Many HIPs are widely available. Of all HIPs, only undergraduate research was rated as very important and strongly increases admission chances. Participation in honors, writing-intensive courses, and applied experiences slightly increased admission chances. Conclusion: Research continues to be the most beneficial HIP when applying to graduate programs in psychology. Non-HIPs (e.g., grades, letters of recommendation) are more important in graduate program admission than most HIPs. Teaching Implications: Students, academic advisors, and faculty mentors can use the results of this study to align students’ HIP participation with postgraduation goals.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140019013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.1177/00986283241228878
Jessica A. Stansbury, David R. Earnest
Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.
{"title":"Leveling Up Learning: Exploring Meaningful Gamification in Psychology Courses","authors":"Jessica A. Stansbury, David R. Earnest","doi":"10.1177/00986283241228878","DOIUrl":"https://doi.org/10.1177/00986283241228878","url":null,"abstract":"Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-05DOI: 10.1177/00986283241228878
Jessica A. Stansbury, David R. Earnest
Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.
{"title":"Leveling Up Learning: Exploring Meaningful Gamification in Psychology Courses","authors":"Jessica A. Stansbury, David R. Earnest","doi":"10.1177/00986283241228878","DOIUrl":"https://doi.org/10.1177/00986283241228878","url":null,"abstract":"Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.1177/00986283241228885
Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe
Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.
{"title":"Graduate Admissions in Psychology Before and After the Pandemic: GRExit Comes to Psychology","authors":"Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe","doi":"10.1177/00986283241228885","DOIUrl":"https://doi.org/10.1177/00986283241228885","url":null,"abstract":"Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139810406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.1177/00986283241228885
Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe
Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.
{"title":"Graduate Admissions in Psychology Before and After the Pandemic: GRExit Comes to Psychology","authors":"Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe","doi":"10.1177/00986283241228885","DOIUrl":"https://doi.org/10.1177/00986283241228885","url":null,"abstract":"Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139870439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-22DOI: 10.1177/00986283231226187
G. Boysen, Peyton N. Osgood
Both multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness. The objective of this study was to examine the effects of test format on perceptions of learning and teaching. Undergraduate students ( N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson. Taking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats. These results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests. Teachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.
{"title":"Test Format, Learning Confidence, and Perceptions of Teaching Effectiveness","authors":"G. Boysen, Peyton N. Osgood","doi":"10.1177/00986283231226187","DOIUrl":"https://doi.org/10.1177/00986283231226187","url":null,"abstract":"Both multiple-choice and short-answer tests can be beneficial to learning in the classroom. However, fact-based multiple-choice questions, because they include the correct answer as a response option, could lead to inflated estimates of learning and higher evaluations of teaching effectiveness. The objective of this study was to examine the effects of test format on perceptions of learning and teaching. Undergraduate students ( N = 123) completed either a multiple-choice or short-answer test based on a brief psychology lesson. Then, they predicted their performance on later tests of knowledge and evaluated the quality of the lesson. Taking a multiple-choice test led to predictions about future performance that were 10% higher than those taking a short-answer test. No consistent differences emerged in participants’ evaluations of teaching effectiveness between the two test formats. These results suggest that test format may significantly influence students’ confidence in their ability to produce answers on future tests. Teachers who want to take advantage of testing as a metacognitive learning tool should adopt question formats that utilize recall of information from memory without retrieval cues.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139609189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-20DOI: 10.1177/00986283231219503
Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné
The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Replications of published research are an important element in this revolution as part of the self-correcting process of scientific knowledge production; however, the teaching value of replications is still underutilized thus far. Pedagogical knowledge points to the value of replication as critical to the scientific method of test and retest. Psychology has already begun mass efforts to reproduce previous experiments. Yet, we have very few examples of how analytical and reanalysis replications, after the data come in, contribute to the reproducibility crisis and can be integrated into undergraduate and graduate courses. Replications with quantitative data can be a pedagogical tool for improving student research method skills and introducing them to best research practices via learning-by-doing. This article aims to start filling this gap by offering guidance to instructors in designing and teaching replications for students at various levels and disciplines in the social and behavioral sciences, including a supplementary teaching companion.
{"title":"Teaching Constructive Replications in the Behavioral and Social Sciences Using Quantitative Data","authors":"Gerrit Bauer, Nate Breznau, Johanna Gereke, Jan H. Höffler, Nicole Janz, R. Rahal, Joachim K. Rennstich, Hannah Soiné","doi":"10.1177/00986283231219503","DOIUrl":"https://doi.org/10.1177/00986283231219503","url":null,"abstract":"The replication crisis in the behavioral and social sciences spawned a credibility revolution, calling for new open science research practices that ensure greater transparency, including preregistrations, open data and code, and open access. Replications of published research are an important element in this revolution as part of the self-correcting process of scientific knowledge production; however, the teaching value of replications is still underutilized thus far. Pedagogical knowledge points to the value of replication as critical to the scientific method of test and retest. Psychology has already begun mass efforts to reproduce previous experiments. Yet, we have very few examples of how analytical and reanalysis replications, after the data come in, contribute to the reproducibility crisis and can be integrated into undergraduate and graduate courses. Replications with quantitative data can be a pedagogical tool for improving student research method skills and introducing them to best research practices via learning-by-doing. This article aims to start filling this gap by offering guidance to instructors in designing and teaching replications for students at various levels and disciplines in the social and behavioral sciences, including a supplementary teaching companion.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138955389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-14DOI: 10.1177/00986283231218943
Julia Glaser, Tobias Richter
Practice tests have been shown to be an effective means to foster long-term retention in higher education, at least compared to restudying (i.e., the testing effect). The present study replicated and extended prior research by examining whether and to what extent the positive effects of testing on long-term retention in a typical psychology lecture transfer to content presented only during initial learning (and not practiced). Using a within-subjects design, we alternated post-lecture multiple-choice practice tests and restudying opportunities in two psychology classes ( N = 67). One week after the final lecture session of a cycle of six weekly lecture sessions, retention of learning content was assessed by comparing performance on questions referring to content practiced via testing, encountered via restudying, or unreviewed. We found a testing effect for practiced content, whereas no transfer effect occurred for untested content from the same lecture sessions. These results show that the testing effect is a powerful learning tool, but also suggest a possible boundary condition pertaining only to explicitly tested content. Practice testing should be integrated regularly in higher education courses to foster long-term retention for a final test. However, educators should take care that important content is fully covered in practice tests.
{"title":"The Testing Effect in the Lecture Hall: Does it Transfer to Content Studied but Not Practiced?","authors":"Julia Glaser, Tobias Richter","doi":"10.1177/00986283231218943","DOIUrl":"https://doi.org/10.1177/00986283231218943","url":null,"abstract":"Practice tests have been shown to be an effective means to foster long-term retention in higher education, at least compared to restudying (i.e., the testing effect). The present study replicated and extended prior research by examining whether and to what extent the positive effects of testing on long-term retention in a typical psychology lecture transfer to content presented only during initial learning (and not practiced). Using a within-subjects design, we alternated post-lecture multiple-choice practice tests and restudying opportunities in two psychology classes ( N = 67). One week after the final lecture session of a cycle of six weekly lecture sessions, retention of learning content was assessed by comparing performance on questions referring to content practiced via testing, encountered via restudying, or unreviewed. We found a testing effect for practiced content, whereas no transfer effect occurred for untested content from the same lecture sessions. These results show that the testing effect is a powerful learning tool, but also suggest a possible boundary condition pertaining only to explicitly tested content. Practice testing should be integrated regularly in higher education courses to foster long-term retention for a final test. However, educators should take care that important content is fully covered in practice tests.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：