Demonstrating Dynamic Social Impact: Consolidation, Clustering, Correlation, and (Sometimes) the Correct Answer

1998 ◽  
Vol 25 (1) ◽  
pp. 31-35 ◽  
Author(s):  
Helen C. Harton ◽  
Laura R. Green ◽  
Craig Jackson ◽  
Bibb Latané
Keyword(s):  
Social Psychology ◽  
Group Dynamics ◽  
Correct Answer ◽  
Social Impact ◽  
Multiple Choice ◽  
Social Reality ◽  
Self Organization ◽  
Multiple Choice Questions ◽  
Objective Reality ◽  
The Social

This demonstration illustrates principles of group dynamics and dynamic social impact and can be used in classes in social psychology or group dynamics. Students discuss their answers to multiple-choice questions with neighbors and answer them again. Discussion consistently leads to the consolidation (reduced diversity), clustering (spatial-self-organization), correlation (emergent linkages), and continuing diversity of responses. “Truth” does not necessarily win, showing that the social reality of the group may be more important than objective reality.

Addressing common errors and misconceptions in integral calculus with clickers and classroom voting

2019 ◽  
Vol 39 (2) ◽  
pp. 71-85
Author(s):  
Kelly Cline ◽  
Holly Zullo ◽  
David A Huckaby
Keyword(s):  
Correct Answer ◽  
Group Discussion ◽  
Multiple Choice ◽  
Small Group Discussion ◽  
Multiple Choice Questions ◽  
Integral Calculus ◽  
Common Features ◽  
Incorrect Answer ◽  
The Common ◽  
The Mean

Abstract Common student errors and misconceptions can be addressed through the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small-group discussion, each student votes on the correct answer, using a clicker or a phone. If a large number of students have voted for one particular incorrect answer, the instructor can recognize and address the issue. In order to identify multiple-choice questions that are especially effective at provoking common errors and misconceptions, we recorded the percentages of students voting for each option on each question used in 25 sections of integral calculus, taught by 7 instructors, at 4 institutions, over the course of 12 years, on a collection of 172 questions. We restricted our analysis to the 115 questions which were voted on by at least 5 different classes. We present the six questions that caused the largest percentages of students to vote for a particular incorrect answer, discuss how we used these questions in the classroom, and examine the common features of these questions. Further, we look for correlations between question characteristics and the mean percentage of students voting for common errors on these questions, and we find that questions based on general cases have higher percentages of students voting for common errors.

scholarly journals A Generation System of Multiple Choice Questions Using Idioms with Multiple Component Keywords

2018 ◽  
Vol 7 (3.33) ◽  
pp. 257
Author(s):  
Jae-Young Lee ◽  
. .
Keyword(s):  
Correct Answer ◽  
Random Number ◽  
Multiple Choice ◽  
Random Numbers ◽  
Multiple Choice Questions ◽  
Generation System ◽  
Random Functions ◽  
Multiple Component ◽  
The Right

In order to alleviate the burden for the time-consuming and tedious tasks to make multiple choice questions, we proposed the system that generates multiple choice questions from the sentence with multiple component keywords and then relocates the questions selected by an array with random numbers instead of random functions in order to reduce the relocation time, after the system searches for the group of informative sentence with multiple component keywords by using special idioms. In this paper, the idiom is the CRm type idiom that has several components at the right side of this idiom including in a main informative sentence. The next sentences consist of other informative sentences including the components keywords. To make multiple choice questions, the system randomly selects an informative sentence including a component keyword and it also converts the informative sentence into a question. The selected component keyword is used as the correct answer and the three other component keywords are used as distractors. To produce many different questions about the same contents with different positions of the question and items, the system uses a random number array to reduce the relocation time.  

The New Correct Answer to An Old Question on Kerosene Ingestion

PEDIATRICS ◽  
1977 ◽  
Vol 59 (5) ◽  
pp. 788-788
Author(s):  
Howard C. Mofenson ◽  
Joseph Greensher
Keyword(s):  
Continuing Education ◽  
Correct Answer ◽  
Multiple Choice ◽  
Petroleum Distillate ◽  
Multiple Choice Questions ◽  
Personal Assessment

The Personal Assessment for Continuing Education (PACE), part I, appears to be living up to its expectations of providing a guide for areas that need reinforcement, clarification, and updating. See table in the PDFfile. Since its distribution in our area we have had a number of calls from colleagues inquiring about question 75 of part I, multiple-choice questions: "Treatment of acute kerosene poisoning should include which of the following?" The correct answer (E) includes "(4) Administration of ipecac." It came as a surprise to many practicing pediatricians that emesis was now being advised for a petroleum distillate ingestion.

Accuracy, bias, self-fulfilling prophecies, and scientific self-correction

2017 ◽  
Vol 40 ◽  
Author(s):  
Lee Jussim
Keyword(s):  
Social Psychology ◽  
Social Science ◽  
Social Perception ◽  
Person Perception ◽  
Scientific Literature ◽  
Social Reality ◽  
Social Perceptions ◽  
Expectancy Effects ◽  
The Social

AbstractIn my Précis of Social Perception and Social Reality (Jussim 2012, henceforth abbreviated as SPSR), I argued that the social science scholarship on social perception and interpersonal expectancies was characterized by a tripartite pattern: (1) Errors, biases, and self-fulfilling prophecies in person perception were generally weak, fragile, and fleeting; (2) Social perceptions were often quite accurate; and (3) Conclusions appearing throughout the social psychology scientific literature routinely overstated the power and pervasiveness of expectancy effects, and ignored evidence of accuracy. Most commentators concurred with the validity of these conclusions. Two, however, strongly disagreed with the conclusion that the evidence consistently has shown that stereotypes are moderately to highly accurate. Several others, while agreeing with most of the specifics, also suggested that those arguments did not necessarily apply to contexts outside of those covered in SPSR. In this response, I consider all these aspects: the limitations to the tripartite pattern, the role of politics and confirmation biases in distorting scientific conclusions, common obstructions to effective scientific self-correction, and how to limit them.

scholarly journals Ketepatan Kontruksi Butir Pilihan Ganda Bahasa Arab

2020 ◽  
Vol 3 (2) ◽  
pp. 111-124
Author(s):  
Muhibbatul Laili
Keyword(s):  
Construct Validity ◽  
Correct Answer ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Guttman Scale ◽  
Research Results ◽  
Test Items ◽  
Test Kit ◽  
Valid Test ◽  
Multiple Choice Items

The study of construct validity on summative test items in multiple-choice Arabic aims to improve the test items' quality to make them valid in the construction aspect. The study was carried out on multiple-choice items based on the modified construction criteria instrument based on the Guttman scale. Items that match the indicator are marked with S and TS if they do not match. Based on a review of 40 items, it was found that the items were not suitable, namely: 25 items with unformulated stem clearly and firmly, two questions that pointed to the correct answer, and one question with pictures that confused. Meanwhile, other items are in accordance with all construct criteria indicators for multiple-choice questions. Based on the research results, the question maker must correct and pay attention to these aspects to produce a valid test kit.

“La beauté est dans la rue”: Four reasons (or perhaps five) to study crowds

2017 ◽  
Vol 20 (5) ◽  
pp. 593-605 ◽  
Author(s):  
Stephen Reicher
Keyword(s):  
Social Psychology ◽  
Social Relations ◽  
Real World ◽  
Subject Matter ◽  
Social Reality ◽  
The Political ◽  
The Social ◽  
Fertile Ground ◽  
The Subject ◽  
Methodological Strategy

In this paper, I argue that the study of crowds provides important lessons for social psychology in four key areas. First, it reveals the political influences which shaped and continue to shape the questions we ask and the answers we provide. Second, it demonstrates the importance of a methodological strategy which attends to real-world phenomena and the ability of theory to make sense of them. Third, it generates new theoretical insights and conceptual paradigms which have relevance to social psychology in general. Fourth, it provides new insights into the way that the social relations which constitute everyday social reality are created, consolidated, and changed. In sum, I suggest that the crowd is uniquely fertile ground in which to investigate the subject matter of social psychology.

scholarly journals The Social Psychology of Citizenship, Participation and Social Exclusion: Introduction to the Special Thematic Section

2015 ◽  
Vol 3 (2) ◽  
pp. 1-19 ◽  
Author(s):  
Clifford Stevenson ◽  
John Dixon ◽  
Nick Hopkins ◽  
Russell Luyt
Keyword(s):  
Social Psychology ◽  
Group Dynamics ◽  
Social Representations ◽  
Psychological Research ◽  
Social Psychological ◽  
Reflective Process ◽  
Emerging Trends ◽  
Thematic Section ◽  
The Social ◽  
Social Psychological Research

The aim of this special thematic section is to bring together recent social psychological research on the topic of citizenship with a view to discerning the emerging trends within the field and its potential contributions to the broader interdisciplinary area of citizenship studies. Eight papers spanning diverse theoretical traditions (including social identity, social representations and discursive approaches) apply an array of methods to consider different aspects of citizenship across a variety of cultural and national contexts. Some focus on individuals’ perceptions and discussions of citizenship, others examine the group dynamics which flow from these understandings, and the rest examine the potential for citizenship to exclude as well as include marginalised communities. While diverse, the contributions share some core commonalities: all share a concern in trying to understand citizenship from the perspective of the citizen; all conceptualise citizenship as an active and reflective process occurring between members of a community; and all highlight the irreducibly social and collective nature of the experience and practice of citizenship in everyday life. We propose that these elements of convergence have the potential to give the social psychology of citizenship a solid basis and recognisable profile in order to contribute to the broader arena of citizenship studies.

scholarly journals Rating Scale Measures in Multiple-Choice Exams: Pilot Studies in Pharmacology

2018 ◽  
Vol 2018 ◽  
pp. 1-12 ◽  
Author(s):  
Andreas Melzer ◽  
Ulrich Gergs ◽  
Josef Lukas ◽  
Joachim Neumann
Keyword(s):  
Clinical Education ◽  
Correct Answer ◽  
Rating Scales ◽  
Rating Scale ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Student Knowledge ◽  
Final Exam ◽  
Pilot Studies ◽  
The One

Multiple-choice questions are widely used in clinical education. Usually, the students have to mark the one and only correct answer from a set of five alternatives. Here, in a voluntary exam, at the end of an obligatory pharmacology exam, we tested a format where more than one alternative could be correct (N=544 students from three year groups). Moreover, the students were asked to rate each item. The students were unaware how many correct answers were contained in the questions. Finally, a questionnaire had to be filled out about the difficulty of the new tests compared to the one out of five tests. In the obligatory final exam, all groups performed similarly. From the results, we conclude that the new rating scales were a better challenge and could be adapted to assess student knowledge and confidence in more depth than previous multiple-choice questions.

Looking at the gap between social psychological and psychodynamic perspectives on group dynamics historically

2014 ◽  
Vol 27 (2) ◽  
pp. 232-245 ◽  
Author(s):  
Sandra G.L. Schruijer ◽  
Petru L. Curseu
Keyword(s):  
Social Psychology ◽  
Group Dynamics ◽  
Historical Context ◽  
Real Life ◽  
Psychological Research ◽  
Social Psychological ◽  
Organization Studies ◽  
Content Type ◽  
Wilfred Bion ◽  
The Social

Purpose – The paper aims to describe and understand the gap between the psychodynamic literature on groups and the social psychological perspective on group dynamics. Design/methodology/approach – As Wilfred Bion is the most influential group dynamics representative of the psychodynamic tradition the authors performed a citation analysis of Bion's work to find out whether it influenced the social psychological research on group dynamics. They compared three domains of literature: therapy/clinical, management/organization studies and social psychology. Moreover, they depict (by drawing on interviews with European pioneers in social psychology) the historical context in which European social psychology developed to explain the gap between the psychodynamic and social psychological approaches in the study of group dynamics. Findings – The results clearly indicate the existence of a gap between the social psychological and psychodynamic perspectives on group dynamics. Moreover, the authors show that Bion did influence scholars studying or working with real-life groups and is cited more by American than European scholars. The attempt to build a legitimate scientific identity for social psychology provides a context for understanding of the neglect of the psychodynamic tradition. Research limitations/implications – The authors conclude by exploring ways in which the psychodynamic tradition may fertilize the social psychological tradition in studying groups. Originality/value – The paper is one of the first to address the discrepancy between the social psychological and psychodynamic perspectives in the study of group dynamics.

Impaired Ability of Schizophrenics, Relative to Manics or Depressives, to Appreciate Social Knowledge about their Culture

1990 ◽  
Vol 157 (3) ◽  
pp. 355-358 ◽  
Author(s):  
J. Cutting ◽  
D. Murphy
Keyword(s):  
Multiple Choice ◽  
Objective Measure ◽  
Social Situation ◽  
The Other ◽  
Social Knowledge ◽  
Multiple Choice Questions ◽  
Impaired Ability ◽  
Social Component ◽  
The Social ◽  
Significant Difference

Twenty schizophrenics, 20 manics, and 20 depressives were given two sets of multiple choice questions, one testing the subject's social knowledge of how people tend to act in a social situation and the other tapping their knowledge of events or objects which are relatively free of a social component. Schizophrenics were significantly impaired on the former set of questions relative to manics, and were significantly worse on both than depressives. It is suggested that these results represent an objective measure of the social naïvete of schizophrenics. The significant difference from manics indicates that the results are not merely the general effects of psychosis, particularly because the manics performed worse on an attentional test than the schizophrenics.

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