Cognitive Exercise Boosts Exam Performance in an Introductory Psychology Course

2019 ◽  
Vol 46 (2) ◽  
pp. 135-139
Author(s):  
Holly A. White ◽  
Lauren E. Highfill
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Exercise Program ◽  
Introductory Psychology ◽  
College Classroom ◽  
Exam Performance ◽  
Note Taking ◽  
Lecture Material ◽  
Cognitive Exercise ◽  
Psychology Course

The present study piloted a cognitive exercise program in a college classroom to enhance learning of lecture material. Undergraduate students enrolled in introductory psychology ( N = 68) completed variations of letter–number cancelation tasks with spoken instructions in 5-min sessions prior to lecture during four nonconsecutive class periods. Results showed significantly better exam performance on material based on lectures that followed cognitive exercise compared to lectures on nonexercise days. On an anonymous program feedback survey, students reported significantly greater levels of alertness following cognitive exercise versus before; the majority of students rated their attention to lecture and note-taking ability as above average after cognitive workouts. Although preliminary, findings suggest that cognitive exercise in the classroom may positively impact learning for college students.

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

scholarly journals “What’s on the Test?”: The Impact of Giving Students a Concept-List Study Guide

2019 ◽  
Vol 46 (2) ◽  
pp. 109-114
Author(s):  
Patrick J. Cushen ◽  
Jana Hackathorn ◽  
Maria D. Vázquez Brown ◽  
Sean C. Rife ◽  
Amanda W. Joyce ◽  
...  
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Future Research ◽  
Exam Performance ◽  
Study Guide ◽  
Student Preferences ◽  
Study Guides ◽  
Psychology Course ◽  
The Impact

Students frequently request concept-list study guides prior to exams, but the benefits of instructors providing such resources are unclear. Research on memory and comprehension has suggested that some challenges in learning are associated with benefits to performance. In the context of an introductory psychology course, a study was conducted to investigate the impact of providing a concept-list study guide on exam performance, as opposed to having students create a study guide. Additionally, student preferences for various types of study guides were examined. Results indicated that although students greatly prefer that the instructors provide a study guide (as opposed to making their own), providing a concept-list study guide resulted in poorer exam performance. These results call for future research on the influence of study guides on student performance.

Predictors of Academic-Related Stress in College Students: An Examination of Coping, Social Support, Parenting, and Anxiety

NASPA Journal ◽  
2007 ◽  
Vol 44 (3) ◽  
Author(s):  
Kimberly Renk ◽  
Tara Smith
Keyword(s):  
Social Support ◽  
College Students ◽  
Undergraduate Students ◽  
Parenting Style ◽  
Self Report ◽  
Mothers And Fathers ◽  
College Career ◽  
Study Results ◽  
Related Stress ◽  
Psychology Course

This study examined potential predictors of the academic-related stress experienced by college students. In particular, the relationships among the coping strategies used by college students, social support, the parenting style used by college students’ mothers and fathers, college students’ experience of anxiety, and academic-related stress were examined. Ninety-three undergraduate students enrolled in a psychology course at a large southeastern university completed a series of self-report questionnaires that measured the variables under study. Results suggested that anxiety, problem-focused coping, and support from significant others may serve as potentially important predictors of the academic-related stress experienced by college students. Thus, identifying college students’ experience with these variables and addressing these variables in practical settings may help college students alleviate their experience of academic-related stress and have a less stressful, and possibly more fulfilling, college career.

Attribution of Mental Disorders: A Preliminary Report

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1277-1278
Author(s):  
April S. Hatcher ◽  
E. Eugene Schultz
Keyword(s):  
Mental Disorders ◽  
Undergraduate Students ◽  
Preliminary Report ◽  
Causal Attribution ◽  
Introductory Psychology ◽  
External Constraints ◽  
Important Exception ◽  
Psychology Course

Typically, individuals assign blame to victims of unfortunate circumstances. When external constraints are increased, less blame is usually assigned. In the present study, causal attribution for mental disorders was examined by varying external constraints. Subjects were 96 undergraduate students enrolled in an introductory psychology course. Results yielded no consistent external or internal attributions which may indicate an important exception to the tendency to blame victims.

Comparison of Four Teaching Methodologies for Large Lecture Classes

1975 ◽  
Vol 36 (2) ◽  
pp. 599-606 ◽  
Author(s):  
G. B. Northcraft ◽  
G. C. Jernstedt
Keyword(s):  
College Students ◽  
Introductory Psychology ◽  
Teaching Methodologies ◽  
Fourth Group ◽  
Lecture Material ◽  
Large Lecture ◽  
Large Lecture Classes

60 college students taking introductory psychology were randomly divided into four groups. The first three groups attended a lecture and received either outlines of the lecture material, examples of the concepts in the lecture, or no supplementary materials. The fourth group did not attend the lecture but instead received a typed transcript of it. Students receiving outlines or lists of examples scored significantly higher on follow-up objective examinations than either students receiving transcripts or no supplementary materials; students receiving transcripts did not differ significantly in scoring from students who attended the lecture but did not receive supplementary materials. Groups also differed in time spent preparing for the exams.

Self-Monitoring and Self-Reinforcement of Studying by College Students

1977 ◽  
Vol 40 (1) ◽  
pp. 103-108 ◽  
Author(s):  
James L. Tichenor
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Natural Environment ◽  
Test Performance ◽  
Test Scores ◽  
Test Score ◽  
Experimental Period ◽  
Self Monitoring ◽  
Significant Difference ◽  
Psychology Course

The present study involves examination of self-monitoring and self-reinforcement of studying to partial out the relative contributions of self-monitoring and self-reinforcement to change of behavior in number of minutes studied and test score. Undergraduate students were divided into groups and were asked to observe and record the number of minutes studied for an introductory psychology course. Reinforcers were points toward the student's course grade. It was predicted that study output would increase and thereby increase scores on course tests. After a 6-wk. experimental period, those students who self-reinforced in their natural environment significantly increased their study time. There was no significant difference between groups in test scores. These findings suggest self-reinforcement in a naturalistic context may increase time of study but not grades. The lack of relationship between time in study and test performance was discussed.

Introductory Psychology

2017 ◽  
Vol 44 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Jamie J. Peterson ◽  
Arturo Sesma
Keyword(s):  
Undergraduate Students ◽  
American Psychological Association ◽  
Nationwide Survey ◽  
Introductory Psychology ◽  
Original Research ◽  
Research Experience ◽  
Introductory Courses ◽  
Research Activity ◽  
Research Activities ◽  
Psychology Course

The American Psychological Association Board of Educational Affairs Working Group (APA) recommends providing some research experience to undergraduate students in the introductory psychology course. This nationwide survey of introductory psychology instructors explored the frequency of integrated research opportunities in introductory courses, types of research activities included in courses, instructors’ perceptions of the importance of providing research experience, and perceived barriers to integrating research. We found that although few of the introductory courses have a separate laboratory (5%), over 75% of the respondents indicated some manner of research activity in their courses. Most introductory courses included opportunities to read and critique original research, but few psychology programs at institutions of higher learning provided students with hands-on research, APA writing, or data presentation opportunities. Respondents also rated activities such as designing, conducting, and interpreting research as not especially important for introductory courses. Primary barriers to integrating research are logistical in nature.

scholarly journals Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques

2019 ◽  
Vol 21 (2) ◽  
pp. 81-96
Author(s):  
Brian W. Haas
Keyword(s):  
Higher Education ◽  
College Students ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Cultural Psychology ◽  
Intercultural Sensitivity ◽  
Teaching Techniques ◽  
Intercultural Learning ◽  
Specific Teaching ◽  
Psychology Course

Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

Generation and Retrieval Practice Effects in the Classroom Using PeerWise

2019 ◽  
Vol 46 (2) ◽  
pp. 121-126 ◽  
Author(s):  
Matthew R. Kelley ◽  
Elizabeth K. Chapman-Orr ◽  
Susanna Calkins ◽  
Robert J. Lemke
Keyword(s):  
Cognitive Psychology ◽  
Retrieval Practice ◽  
Multiple Choice ◽  
Practice Effects ◽  
College Classroom ◽  
Exam Performance ◽  
Multiple Choice Questions ◽  
Online Tool ◽  
Upper Level ◽  
Psychology Course

The present study explored the generation and retrieval practice effects within a college classroom using a free, online tool called PeerWise (PW). PW allows students to create their own multiple-choice questions, share them with peers, and answer the shared questions written by their peers. Forty students from two sections of an upper level cognitive psychology course authored and answered multiple-choice questions as part of a semester-long assignment. Analyses showed reliable generation and retrieval practice effects following PW usage, along with a significant improvement in exam performance.

Do Men Believe That Physically Attractive Women are More Healthy and Capable of Having Children?

2005 ◽  
Vol 96 (3_suppl) ◽  
pp. 1002-1008
Author(s):  
Eugene W. Mathes ◽  
Clarissa Arms ◽  
Alicia Bryant ◽  
Jeni Fields ◽  
Aggie Witowski
Keyword(s):  
College Students ◽  
Physical Attractiveness ◽  
Introductory Psychology ◽  
Men And Women ◽  
Current Health ◽  
Women College Students ◽  
Psychology Course ◽  
Physically Attractive

The purpose of this research was to test the hypothesis that men view physical attractiveness as an index of a woman's health and her capacity to have children. 21 men and 26 women from an introductory psychology course were shown photographs from 1972 of men and women college students, judged in 2002 to be attractive or unattractive. Subjects were asked to rate the photographed individuals' current health, the probability that they were married, the probability that they had children, and whether they had reproductive problems. The hypothesis was generally supported; the men rated the photographs of attractive women as healthier, more likely to be married, and more likely to have children.

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