Integrating Research Ethics into the Introductory Psychology Course Curriculum

1997 ◽  
Vol 24 (3) ◽  
pp. 172-175 ◽  
Author(s):  
Celia B. Fisher ◽  
Tara L. Kuther
Keyword(s):  
Research Ethics ◽  
Case Studies ◽  
Ethical Issues ◽  
Introductory Psychology ◽  
Ethics Instruction ◽  
Standard Instruction ◽  
Scientific Ethics ◽  
Psychology Course ◽  
Interest In Research

Faculty at 2 universities integrated 6 case studies on research ethics into their introductory psychology curricula. Students who received the ethics modules were better able to identify ethical issues and consider moral ambiguities them students who received standard instruction. Students and faculty favorably evaluated the curriculum, and students indicated that ethics instruction increased their interest in research psychology and scientific ethics.

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.

Using case studies in introductory psychology courses

2000 ◽  
Author(s):  
Julie A. Leonard ◽  
Jacqueline D. Love ◽  
Michelle Mancuso ◽  
Kirsten L. Mitchell ◽  
Steven A. Meyers
Keyword(s):  
Case Studies ◽  
Introductory Psychology ◽  
Psychology Courses

Internationalizing the Introductory Psychology Course

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

Teaching About Systemic Ethical Misconduct Increases Awareness of Ethical Principles: A Replication and Extension of Grose-Fifer’s (2017) Tuskegee Role-Play Activity

2021 ◽  
pp. 009862832110159
Author(s):  
Maya C. Rose ◽  
Jessica E. Brodsky ◽  
Elizabeth S. Che ◽  
Patricia J. Brooks
Keyword(s):  
Research Ethics ◽  
Human Subjects ◽  
Social Activism ◽  
Role Play ◽  
Public Health Research ◽  
Play Activity ◽  
Ethics Instruction ◽  
Ethical Misconduct ◽  
Unethical Research ◽  
Human Subjects Protections

Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer’s research ethics activity by evaluating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and discussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in replicating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.

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.

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