EVALUATING THE RELATIONSHIP BETWEEN PRACTICE AND ACTUAL EXAMS IN AN INTRODUCTORY PSYCHOLOGY COURSE

Controlling for possible confoundings in a recent study (Carstens & Beck, 1986), we found that completing a high school psychology class was not related to performance in a college introductory psychology course but a strong background in high school natural science was related to higher grades in the course, especially in the section dealing with topics closely related to natural science. An explanation in terms of the congruence of the scientific–experimental focus of the natural science courses and the college psychology course is suggested.

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The Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class

Teaching of Psychology ◽

10.1207/s15328023top1303_3 ◽

1986 ◽

Vol 13 (3) ◽

pp. 116-118 ◽

Cited By ~ 16

Author(s):

Christian B. Carstens ◽

Hall P. Beck

Keyword(s):

High School ◽

School Psychology ◽

Natural Science ◽

Introductory Psychology ◽

Introductory Psychology Class ◽

Subsequent Performance ◽

Science Courses ◽

Final Grades ◽

Psychology Course ◽

The Relationship

This study assessed the relationship between high school psychology and natural science classes and subsequent performance in a college introductory psychology course. After removing the variability due to SAT scores, both high school psychology and high school natural science courses were significantly related to precourse knowledge of psychology. High school psychology was not significantly related to final grades. However, students with strong backgrounds in high school natural sciences obtained higher final grades than students with less preparation.

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Social Desirability as Related to Convergence of Temporal Speech Patterns

Perceptual and Motor Skills ◽

10.2466/pms.1975.40.3.827 ◽

1975 ◽

Vol 40 (3) ◽

pp. 827-830 ◽

Cited By ~ 36

Author(s):

Michael Natale

Keyword(s):

Regression Analysis ◽

Multiple Regression Analysis ◽

Multiple Regression ◽

Social Desirability ◽

Introductory Psychology ◽

Personality Variables ◽

Speech Patterns ◽

Dyadic Communication ◽

Psychology Course ◽

The Relationship

Studies have suggested that the degree of “matching” or convergence of paralinguistic behavior in dyadic communication is related to various personality variables. This investigation sought to determine the relationship between the degree of noncontent temporal speech convergence and the individual's measured social desirability. Ss were 8 male dyads and 5 female dyads who were volunteers from an introductory psychology course. Social desirability was measured by the Marlowe-Crowne scale; the classifications of temporal speech parameters were vocalizations, pauses, and switching pauses. A multiple regression analysis supports the proposition that individuals with high social desirability converge more in their duration of switching pauses than individuals with low social desirability.

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

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.

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