A Survey of Introductory Psychology Subject Pool Practices among Leading Universities

1981 ◽  
Vol 8 (4) ◽  
pp. 211-213 ◽  
Author(s):  
Arden Miller
Keyword(s):  
Introductory Psychology ◽  
Educational Value ◽  
Subject Pool ◽  
The Subject

Department practice in administering the subject pool has been changing, but the educational value is still in doubt.

Temporal Personality Variations among Participants from a University Subject Pool

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1247-1254
Author(s):  
Ronald R. Holden ◽  
John R. Reddon
Keyword(s):  
Psychology Students ◽  
Temporal Variations ◽  
Introductory Psychology ◽  
Personality Variables ◽  
Personality Differences ◽  
Personality Research ◽  
Subject Pool

This study examined personality differences in participants from a university subject pool as a function of the time of participation during the academic term and year. For 150 introductory psychology students with required participation in a subject pool, significant associations were found between time of participation and specific personality variables as measured by Jackson's Personality Research Form. Significant temporal associations with more general personality modal profiles were also obtained. Investigators using university subject pools are warned that these temporal variations in personality may represent possible confounds in research.

scholarly journals Axiomatization and Measurement of Quasi-Hyperbolic Discounting *

2014 ◽  
Vol 129 (3) ◽  
pp. 1449-1499 ◽  
Author(s):  
José Luis Montiel Olea ◽  
Tomasz Strzalecki
Keyword(s):  
Hyperbolic Discounting ◽  
Partial Identification ◽  
Axiomatic Characterization ◽  
Discount Factors ◽  
Elasticity Of Intertemporal Substitution ◽  
Trade Offs ◽  
Subject Pool ◽  
Identification Approach ◽  
The Subject

Abstract This article provides an axiomatic characterization of quasi-hyperbolic discounting and a more general class of semi-hyperbolic preferences. We impose consistency restrictions directly on the intertemporal trade-offs by relying on what we call “annuity compensations.” Our axiomatization leads naturally to an experimental design that disentangles discounting from the elasticity of intertemporal substitution. In a pilot experiment we use the partial identification approach to estimate bounds for the distributions of discount factors in the subject pool. Consistent with previous studies, we find evidence for both present and future bias.

SUBJECT POOL SIGN-UP PROCEDURES: A THREAT TO EXTERNAL VALIDITY

1989 ◽  
Vol 17 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Jeffrey M. Jackson ◽  
Mary E. Procidano ◽  
Carrie J. Cohen
Keyword(s):  
External Validity ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Individual Group ◽  
Personality Dimensions ◽  
Self Selection ◽  
Subject Pool ◽  
Personality Questionnaires ◽  
Biased Samples

The extent to which introductory psychology students' self-selection into experiments produced biased samples was assessed in two experiments. As part of the normal sign-up procedure, students chose between apparently different experiments with quite different descriptions and between individual and group sign-up slots. Upon arriving at the laboratory, all students filled out personality questionnaires. Results demonstrated that students sorted themselves into experiments as well as into individual group sign-up slots in relation to personality dimensions. The resulting samples in each experiment were thus non-representative of even the restricted introductory psychology subject population. Implications and recommendations for the use of such populations were discussed.

Participants' Perceptions of Ethical Issues in Research with Humans

1983 ◽  
Vol 52 (1) ◽  
pp. 231-238 ◽  
Author(s):  
Denis Lynch ◽  
Wayne Graves
Keyword(s):  
Normative Data ◽  
Ethical Issues ◽  
Human Subjects ◽  
Introductory Psychology ◽  
Academic Major ◽  
Willingness To Participate ◽  
Empirical Methods ◽  
Class Standing ◽  
Subject Pool ◽  
Typical Subject

The recent concern about ethical issues in research with human subjects has fostered an interest in learning more through empirical methods. The present study provides information from potential participants regarding (1) their perception of the likelihood of physical or emotional harm from various experimental procedures and (2) their willingness to participate in experiments using such procedures. Responses were obtained from 1,586 students in introductory psychology classes and were analyzed on the basis of the respondents' age, sex, class standing, and academic major. Besides providing normative data from a typical subject pool, the present study suggests a method of using a research questionnaire as a way of minimizing the chances of offending individual subjects.

The subject pool.

1970 ◽  
Vol 25 (12) ◽  
pp. 1179-1181 ◽  
Author(s):  
David J. King
Keyword(s):  
Subject Pool ◽  
The Subject

Elective Courses in Mathematics for Secondary Schools

1921 ◽  
Vol 14 (4) ◽  
pp. 161-170
Keyword(s):  
High School ◽  
Secondary Schools ◽  
General Character ◽  
Educational Value ◽  
Intrinsic Interest ◽  
Minimum Requirement ◽  
Elective Courses ◽  
The Subject

The Committee has elsewhere expressed its judgment that in the seventh eighth and ninth grades mathematics should be a required subject. In the tenth, eleventh and twelfth grades, however, the extent to which election of subjects is permitted will depend on so many factors of a general character that it seems unnecessary and inexpedient for the present Committee to urge a positive requirement beyond the minimum one for the seventh, eighth and ninth grades. The subject mnst, like others, stand or fall on its intrinsic merit or on the estimate of such merit by the authorities responsible at a given time and place. The Committee believes, nevertheless, that every standard high school should not merely offer courses in mathentatics for the tenth, eleventh and twelfth grades, but should encourage a large proportion of the pupils in its general courses to take some or all of these courses. Apart from the intrinsic interest and great educational value of the study of mathematics, it will in general be necessary for those preparing to enter college or to engage in the numerous occupations involving the use of mathematics to do work beyond the minimum requirement.

MYTH TROUBLES: An Open-Source Educational Game in Scratch for Greek Mythology

2017 ◽  
Vol 49 (1) ◽  
pp. 71-91 ◽  
Author(s):  
Olympia Evangelopoulou ◽  
Stelios Xinogalos
Keyword(s):  
Teaching And Learning ◽  
Educational Games ◽  
Educational Game ◽  
Greek Mythology ◽  
Primary School Students ◽  
School Students ◽  
Educational Value ◽  
The Subject ◽  
Willingness To Use ◽  
Game Developers

Background. Educational games are nowadays used for facilitating the teaching and learning process of various subjects. History is one of the subjects that simulations and games are used for promoting active learning and supporting students in comprehending various history-related subjects. Aim. This article reports on a new educational game on Greek mythology, called MYTH TROUBLES, designed and developed from scratch with the aim of supporting primary school students in studying Greek mythology and raising their interest on the subject of history. Method. The article presents the educational rationale and design of MYTH TROUBLES in the context of an educational games design model proposed in the literature. Since the game was implemented with the platform of Scratch and it is available online both for students (or anyone interested in Greek Mythology) and game developers, some information for its implementation is also provided. The results of a pilot evaluation of MYTH TROUBLES with the help of 21 experienced school teachers are presented, along with proposals for improvement and extension of the game. Results. Teachers evaluated positively MYTH TROUBLES in terms of acceptability, usability, utility as an educational tool, as well as its interface and game play and expressed their willingness to use it in the classroom. Conclusions. MYTH TROUBLES is considered appropriate by teachers for supporting the teaching and learning of Greek mythology and assessing its educational value in class is the next step. Scratch is appropriate for implementing such educational games and sharing them with interested players and game developers.

scholarly journals Transiciones en fuera de juego en alemania ante un mercado de trabajo necesitado de mano de obra. Función de la educación social en la formación e intermediación laboral

2017 ◽  
Vol 21 (4) ◽  
pp. 57-73
Author(s):  
Oliver Dick
Keyword(s):  
At Risk ◽  
Labor Market ◽  
Young People ◽  
Transition Systems ◽  
Educational Value ◽  
Control Practice ◽  
The Subject ◽  
Educational Sciences ◽  
The One ◽  
Training Practice

Resumen:Este artículo contribuye a la reflexión sobre la responsabilidad de la intervención socioeducativa con jóvenes en sus transiciones al mercado de trabajo. La reflexión que se realiza es doble: Por una parte, una fundamentación antropológica sobre el sujeto, su voluntad y su capacidad de decisión, que ha de ser la consideración principal de cualquier intervención educativa. Por otra parte, la revisión de la tradición alemana de la práctica socioeducativa, de la Educación Social como ciencia de la educación, y de la tensión que provoca el encargo que la sociedad le hace, en términos de control y de promoción de las capacidades del sujeto en situación de riesgo. A partir de algunos  ejemplos tomados de la práctica de la formación e intermediación en el marco de los programas de transición, se proponen una serie de principios reguladores de la intervención para salvaguardar su carácter educativo frente a una posible instrumentalización que resulta perjudicial para el sujeto, así como para el mercado de trabajo. Abstract:This paper is a contribution to the reflection upon the responsibility underlying socioeducational practice with Young people in their transitions into the labor market. This reflection is twofold: On the one side, it consists of an anthropological justification on the subject, his/her will and his/her ability to take decisions, which is behind any socioeducational intervention. On other side, the paper reviews the German tradition on Social Education as one among the educational sciences, and the tensión it suffers upon the mandate received from society, consisting of a control practice as well as an empowering one, particularly with people at risk. Upon several examples taken from training practice within programs framed by transition systems, the author suggests a series of principles ruling intervention in order to guarantee its true educational value before any instrumentalization which ends up damaging both the subject as well as the labor market.

Field Experiments

2004 ◽  
Vol 42 (4) ◽  
pp. 1009-1055 ◽  
Author(s):  
Glenn W Harrison ◽  
John A List
Keyword(s):  
Laboratory Experiments ◽  
Field Experiments ◽  
Trading Rules ◽  
Subject Pool ◽  
The Subject ◽  
Do So

Experimental economists are leaving the reservation. They are recruiting subjects in the field rather than in the classroom, using field goods rather than induced valuations, and using field context rather than abstract terminology in instructions. We argue that there is something methodologically fundamental behind this trend. Field experiments differ from laboratory experiments in many ways. Although it is tempting to view field experiments as simply less controlled variants of laboratory experiments, we argue that to do so would be to seriously mischaracterize them. What passes for “control” in laboratory experiments might in fact be precisely the opposite if it is artificial to the subject or context of the task. We propose six factors that can be used to determine the field context of an experiment: the nature of the subject pool, the nature of the information that the subjects bring to the task, the nature of the commodity, the nature of the task or trading rules applied, the nature of the stakes, and the environment that subjects operate in.

scholarly journals Implementation of Model Problem Based Learning Assisted Media Powerpoint Benefits Materials Unity and Unity of the Nation to Improve the Nationalism and Patriotism of PKn in Class IV SDN Simomulyo III Surabaya

2020 ◽  
Vol 5 (7) ◽  
pp. 227-232
Author(s):  
Ariana Kusuma Wardhani ◽  
Suhanadji . ◽  
Rr. Nanik Setyowati
Keyword(s):  
Data Collection ◽  
Model Problem ◽  
Problem Based Learning ◽  
Initial Condition ◽  
Learning Models ◽  
Educational Value ◽  
Research Results ◽  
The Subject ◽  
Pbl Model ◽  
Class Iv

The limitations of teachers applying educational value in accordance with this learning model are suspected to cause low nationalism, which is 56.25% or 18 of 32 students. Researchers use learning models based on problems as solutions to problems. The purpose of this research is 1) to improve the implementation of the PBL model in PKn-Learning to increase nationalism for students in grade IV-A SDN Simomulyo III 2020/2021, 2) to increase and to know the increase of nationalism in learning with the LBL model for students. Research is PTK, consisting of two cycles. The subject of this study is class IV students. Data collection techniques using questionnaire deployment, as well as observations and interviews as supporters. Based on the research results can be concluded that the implementation of the PBL model can increase 43.75% of the nasonalism of the class students. The increase can be seen from the percentage of the number of students who have attitude criteria, ranging from the initial condition of 56.25%, Cycle I is 93.75%, and cycle II is 100%. Improvements can be seen from the average student value. The initial condition is 74.87, my cycle is 87.62 and cycle II 87.66

Sign in / Sign up

Export Citation Format

Share Document