Pub Date : 2024-06-11DOI: 10.1177/00986283241259744
Meghan B. Owenz, Deniz Aydemir-Döke, D. B. Spencer
A survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology. The presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals. The present article presents the ableist context of the course typically titled, “Abnormal Psychology,” and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver. We review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction. By leaning on disability studies and Mad Pride, “Abnormal Psychology” can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts.
{"title":"Normalizing Abnormal Psychology: An Anti-Ableist Approach","authors":"Meghan B. Owenz, Deniz Aydemir-Döke, D. B. Spencer","doi":"10.1177/00986283241259744","DOIUrl":"https://doi.org/10.1177/00986283241259744","url":null,"abstract":"A survey course of mental health diagnoses is a commonly taken undergraduate psychology course and presents a critical opportunity for addressing ableism in psychology. The presentation of mental health diagnoses is wrought with ableist beliefs, both in the historical and contemporary context. These ableist beliefs are a prime driver of stigma and its associated outcomes including worse mental health and avoidance of treatment professionals. The present article presents the ableist context of the course typically titled, “Abnormal Psychology,” and offers an alternative: the building of an anti-ableist curriculum grounded in disability studies. We use the social model of disability and disability identity as guiding principles, while inquiry-based learning is the pedagogical driver. We review six practical strategies, which include introducing the social model, renaming the class, starting with positive disability identity, complicating the continuum-categorical dichotomy, centering disability representation, and emphasizing consumer rights and direction. By leaning on disability studies and Mad Pride, “Abnormal Psychology” can deconstruct its ableist roots and be the foundation for a destigmatized, positive approach towards the study of psychological disorders. We offer future directions, including potential ways to continually assess anti-ableist efforts.","PeriodicalId":506822,"journal":{"name":"Teaching of Psychology","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360287","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 : 2024-06-06DOI: 10.1177/00986283241255965
R. Gurung, Paige Herrboldt
Research on multimedia instruction suggests that illustrations aid learning over straight text. Providing students with illustrated instructions may increase comprehension and retention of material. We tested if students would remember the material better if it was presented as an infographic where the content was supplemented with illustrations versus reading the same content without illustrations. We randomly assigned students ( N = 114) to either a text-based or an illustrated instruction condition where they learned about three types of study techniques (retrieval practice, spaced practice, and interleaving). After a brief distraction task, all students took a quiz on the material presented. A multivariate analysis of variance showed a significant main effect for the condition. Students in the illustrated instruction condition scored higher on the quiz than those who were assigned to the text-based condition. Presenting complex material as an infographic with illustrations may aid learning. Teachers and textbook authors should consider the use of illustrated instructions to convey difficult material, especially bottleneck concepts.
{"title":"Picture This: Studying the Effectiveness of Illustrated Instructions","authors":"R. Gurung, Paige Herrboldt","doi":"10.1177/00986283241255965","DOIUrl":"https://doi.org/10.1177/00986283241255965","url":null,"abstract":"Research on multimedia instruction suggests that illustrations aid learning over straight text. Providing students with illustrated instructions may increase comprehension and retention of material. We tested if students would remember the material better if it was presented as an infographic where the content was supplemented with illustrations versus reading the same content without illustrations. We randomly assigned students ( N = 114) to either a text-based or an illustrated instruction condition where they learned about three types of study techniques (retrieval practice, spaced practice, and interleaving). After a brief distraction task, all students took a quiz on the material presented. A multivariate analysis of variance showed a significant main effect for the condition. Students in the illustrated instruction condition scored higher on the quiz than those who were assigned to the text-based condition. Presenting complex material as an infographic with illustrations may aid learning. Teachers and textbook authors should consider the use of illustrated instructions to convey difficult material, especially bottleneck concepts.","PeriodicalId":506822,"journal":{"name":"Teaching of Psychology","volume":"8 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380356","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 : 2024-06-06DOI: 10.1177/00986283241259750
Nicole Alea Albada, Vanessa E. Woods
Citation practices are fundamental to teaching scholarly writing. With the emergence of generative Artificial Intelligence (AI) technologies, students need a structured way to cite when and how these technologies are used. This paper introduces an instructor resource, an AI Contribution Statement, which provides students with an ethical and explicit framework for reporting on AI use during idea generation and writing in research methods. Students were guided to create an AI Contribution Statement that reports when an AI technology was used for a research paper, what prompts were given and text generated, and how the information was incorporated into a final written product. Sixty-four percent of students reported using AI assistive technologies. Of those, 33.12% reported using it more than twice, suggesting that, when allowed in a course, students’ use is relatively low. Training students in best citation practices regarding ethical and transparent use of AI technologies is important, yet additional research is needed to understand how students are using it and how instructors can leverage this tool to foster equity. An AI Contribution Statement is an important addition to research methods teaching to create equality in technology use and student success.
{"title":"Giving Credit Where Credit is Due: An Artificial Intelligence Contribution Statement for Research Methods Writing Assignments","authors":"Nicole Alea Albada, Vanessa E. Woods","doi":"10.1177/00986283241259750","DOIUrl":"https://doi.org/10.1177/00986283241259750","url":null,"abstract":"Citation practices are fundamental to teaching scholarly writing. With the emergence of generative Artificial Intelligence (AI) technologies, students need a structured way to cite when and how these technologies are used. This paper introduces an instructor resource, an AI Contribution Statement, which provides students with an ethical and explicit framework for reporting on AI use during idea generation and writing in research methods. Students were guided to create an AI Contribution Statement that reports when an AI technology was used for a research paper, what prompts were given and text generated, and how the information was incorporated into a final written product. Sixty-four percent of students reported using AI assistive technologies. Of those, 33.12% reported using it more than twice, suggesting that, when allowed in a course, students’ use is relatively low. Training students in best citation practices regarding ethical and transparent use of AI technologies is important, yet additional research is needed to understand how students are using it and how instructors can leverage this tool to foster equity. An AI Contribution Statement is an important addition to research methods teaching to create equality in technology use and student success.","PeriodicalId":506822,"journal":{"name":"Teaching of Psychology","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381204","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 : 2024-03-28DOI: 10.1177/00986283241240454
Corentin Gonthier, Noémylle Thomassin
Background: Fake psychological tests tend to be viewed as completely believable (Barnum effect), meaning psychometric properties cannot be judged subjectively. Experiencing this effect first-hand could help get students interested in the science of psychological assessment. Objective: In a blended learning perspective, we created materials to elicit a Barnum effect with a brief online fake test and tested the benefits of this procedure for student engagement. Method: Five cohorts of undergraduate psychology students (total N = 2,269) completed the fake test online prior to their first psychometrics course. We collected single-item ratings of perceived effectiveness for the test, willingness to use it, and course engagement (interest and enthusiasm for the course). We also retrieved grades. Results: Eighty-five percent of students rated the effectiveness of the fake test above the neutral point; 77% were willing to use it as future psychologists. Experiencing the effect was related to significantly increased interest and enthusiasm, and higher grades. Conclusion: Having students experience the Barnum effect for themselves is a useful and effortless approach to get them interested in psychometrics. Teaching Implications: Teachers of introductory courses related to psychological measurement should consider having all students experience the Barnum effect. All materials are provided.
{"title":"Getting Students Interested in Psychological Measurement by Experiencing the Barnum Effect","authors":"Corentin Gonthier, Noémylle Thomassin","doi":"10.1177/00986283241240454","DOIUrl":"https://doi.org/10.1177/00986283241240454","url":null,"abstract":"Background: Fake psychological tests tend to be viewed as completely believable (Barnum effect), meaning psychometric properties cannot be judged subjectively. Experiencing this effect first-hand could help get students interested in the science of psychological assessment. Objective: In a blended learning perspective, we created materials to elicit a Barnum effect with a brief online fake test and tested the benefits of this procedure for student engagement. Method: Five cohorts of undergraduate psychology students (total N = 2,269) completed the fake test online prior to their first psychometrics course. We collected single-item ratings of perceived effectiveness for the test, willingness to use it, and course engagement (interest and enthusiasm for the course). We also retrieved grades. Results: Eighty-five percent of students rated the effectiveness of the fake test above the neutral point; 77% were willing to use it as future psychologists. Experiencing the effect was related to significantly increased interest and enthusiasm, and higher grades. Conclusion: Having students experience the Barnum effect for themselves is a useful and effortless approach to get them interested in psychometrics. Teaching Implications: Teachers of introductory courses related to psychological measurement should consider having all students experience the Barnum effect. All materials are provided.","PeriodicalId":506822,"journal":{"name":"Teaching of Psychology","volume":"108 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140370577","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 : 2023-07-24DOI: 10.1177/00986283231184414
J. Kraybill, Seungyeon Lee, F. Jia, Leslie Berntsen
This year marks the forty-fourth year of STP's annual Excellence in Teaching Awards Program, the fourth year of both its Civic Engagement Award and its Mentorship of Teachers Award, and the third year of its Promoting Diversity, Equity, and Inclusion Award. Each 2023 recipient was selected by a different panel1 and received a plaque and a check for US $1,500 at the Annual Conference on Teaching (ACT) in Pittsburg, PA. We sincerely appreciate all nominators, nominees, and reviewers for their participation in the awards process.
{"title":"2023 Society for Teaching of Psychology Awards and Recognition Recipients","authors":"J. Kraybill, Seungyeon Lee, F. Jia, Leslie Berntsen","doi":"10.1177/00986283231184414","DOIUrl":"https://doi.org/10.1177/00986283231184414","url":null,"abstract":"This year marks the forty-fourth year of STP's annual Excellence in Teaching Awards Program, the fourth year of both its Civic Engagement Award and its Mentorship of Teachers Award, and the third year of its Promoting Diversity, Equity, and Inclusion Award. Each 2023 recipient was selected by a different panel1 and received a plaque and a check for US $1,500 at the Annual Conference on Teaching (ACT) in Pittsburg, PA. We sincerely appreciate all nominators, nominees, and reviewers for their participation in the awards process.","PeriodicalId":506822,"journal":{"name":"Teaching of Psychology","volume":"63 1","pages":"6 - 13"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139356134","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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