Using Classic Studies In An Introductory Psychology Course

2001 ◽  
Author(s):  
Darrell S. Rudmann
Keyword(s):  
Introductory Psychology ◽  
Psychology Course

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Internationalizing the Introductory Psychology Course

2017 ◽  
Author(s):  
Judith L. Gibbons ◽  
Katelyn E. Poelker ◽  
Carlos P. Zalaquett
Keyword(s):  
Introductory Psychology ◽  
Psychology Course

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

2007 ◽  
Vol 34 (3) ◽  
pp. 177-180 ◽  
Author(s):  
R. Eric Landrum
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Introductory Psychology Student ◽  
Psychology Student ◽  
Final Exam ◽  
Response Options ◽  
Psychology Course

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

Introductory Psychology from the Standpoint of the Consumer

1989 ◽  
Vol 16 (2) ◽  
pp. 72-74 ◽  
Author(s):  
Mary Lou Zanich ◽  
David E. Grover
Keyword(s):  
Interpersonal Relationships ◽  
Introductory Psychology ◽  
Course Content ◽  
Hard Science ◽  
Before And After ◽  
Course Experience ◽  
Similar Survey ◽  
Individual Needs ◽  
Psychology Course ◽  
Interest Levels

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 of psychology. Results are compared to a similar survey taken 50 years ago. Implications for course content and organization are discussed.

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