Body-Cathexis and Self-Cathexis in an Interactional, Awareness Training Class

1979 ◽  
Vol 48 (1) ◽  
pp. 221-222 ◽  
Author(s):  
Pauline Rose Clance ◽  
Thomas V. Matthews ◽  
Joan Joesting
Keyword(s):  
Introductory Psychology ◽  
The Body ◽  
Control Group ◽  
Introductory Psychology Class ◽  
Awareness Training ◽  
Psychology Class ◽  
Training Class ◽  
Body Acceptance ◽  
Main Effect ◽  
Body Cathexis

This study examined the effects of a psychology of adjustment class on body-acceptance and self-acceptance. An introductory psychology class served as a control group. Subjects were pre- and posttested with the Body-cathexis and Self-cathexis scales. Two by two analyses of covariance indicated that the adjustment group showed a larger gain on both scales than the control. Sex interacted with group significantly on the Body-cathexis scale only. Means indicated that the main effect of groups on the Body-cathexis scale may be attributed to the larger gains by females in the adjustment class.

Effects of Aerobic and Nonaerobic Exercise on Depression and Self-Concept

1992 ◽  
Vol 74 (1) ◽  
pp. 79-89 ◽  
Author(s):  
Paula N. Stein ◽  
Robert W. Motta
Keyword(s):  
Aerobic Exercise ◽  
Beck Depression Inventory ◽  
Aerobic Condition ◽  
Self Concept ◽  
Control Group ◽  
Introductory Psychology Class ◽  
Control Group Design ◽  
Group Design ◽  
Psychology Class ◽  
Psychological Benefit

The effects of aerobic and nonaerobic exercise on depression and self-concept were investigated in a pretest-posttest control group design. 89 undergraduates engaged in the aerobic exercise of swimming, the nonaerobic exercise of weight training, or a control, Introductory Psychology class. Dependent measures were the Beck Depression Inventory, Depression Adjective Check Lists, Tennessee Self-concept Scale, and Cooper's 12 Minute Swim. Analysis indicated that both the aerobic and nonaerobic groups were equally effective in significantly reducing self-reported depression in comparison to the controls. The nonaerobic condition was superior to the aerobic condition for enhancing self-concept. These results contradict earlier findings suggesting that only aerobic types of exercise yield psychological benefit but are consistent with more recent findings showing the psychological benefit of nonaerobic exercise.

On the Validity of the East-West Questionnaire

1983 ◽  
Vol 52 (1) ◽  
pp. 117-118 ◽  
Author(s):  
William C. Compton
Keyword(s):  
Group Membership ◽  
Value Orientations ◽  
Analysis Of Covariance ◽  
Introductory Psychology Class ◽  
Psychology Class ◽  
Soto Zen ◽  
Main Effect ◽  
Valid Instrument ◽  
Measuring Agreement ◽  
East West

This study was designed to test the hypothesis that the East-West Questionnaire significantly differentiates between an Eastern-oriented group and a Western-oriented group. The Eastern-oriented group of 36 practitioners of Zen meditation were from Midwestern Soto Zen centers. The Western-oriented group of 34 students in an introductory psychology class had never meditated or practiced any marital arts discipline. Analysis of covariance adjusted for differences between the groups in age, education, and sex. A significant main effect was found for group membership. Results support the hypothesis that the East-West Questionnaire is a valid instrument for measuring agreement with Eastern and Western value orientations.

Computer-assisted instruction as a supplement to lectures in an introductory psychology class

1996 ◽  
Vol 23 (3) ◽  
pp. 175-181 ◽  
Author(s):  
Everett L. Worthington, Jr. ◽  
Josephine A. Welsh ◽  
C. Ray Archer ◽  
Erica J. Mindes ◽  
Donelson R. Forsyth
Keyword(s):  
Introductory Psychology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Introductory Psychology Class ◽  
Psychology Class ◽  
Assisted Instruction

Effects of Higher and Lower Level Writing-to-Learn Assignments on Higher and Lower Level Examination Questions

2017 ◽  
Vol 44 (4) ◽  
pp. 324-329 ◽  
Author(s):  
Jeffrey S. Nevid ◽  
Michael A. Ambrose ◽  
Yea Seul Pyun
Keyword(s):  
Undergraduate Students ◽  
Cognitive Complexity ◽  
Introductory Psychology ◽  
Writing To Learn ◽  
Introductory Psychology Class ◽  
Top Down ◽  
Skill Levels ◽  
Writing Assignments ◽  
Random Design ◽  
Psychology Class

Our study examined whether brief writing-to-learn assignments linked to lower and higher levels in Bloom’s taxonomy affected performance differentially on examination performance in assessing these skill levels. Using a quasi-random design, 91 undergraduate students in an introductory psychology class completed eight lower level and eight higher level writing assignments. We based both higher and lower level writing assignments on the same concepts drawn from chapters of the accompanying textbook but which differed in level of cognitive complexity. The results favored a top-down approach by showing that higher level writing assignments produced significantly better performance on both lower and higher level exam questions derived from concepts students had written about.

Improving Students’ Study Habits and Course Performance With a “Learning How to Learn” Assignment

2020 ◽  
Vol 48 (1) ◽  
pp. 48-54
Author(s):  
Carolyn R. Brown-Kramer
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Introductory Psychology ◽  
Distributed Practice ◽  
Introductory Psychology Class ◽  
Course Performance ◽  
Effective Learning ◽  
Effective Implementation ◽  
Psychology Class ◽  
High Utility

How can instructors help students adopt effective learning strategies? In this study, students in a large introductory psychology class completed a “learning how to learn” assignment in which they read one of four randomly assigned empirical articles about the utility of a learning strategy (i.e., distributed practice, rereading, practice testing, or forming mental images) and wrote a paper summarizing, analyzing, and applying the article’s findings. Students relied significantly less on low-utility strategies and significantly more on moderate and high-utility strategies at the end of the semester than at the beginning. Furthermore, students who completed this assignment outperformed their peers in a control semester of the same course, improving by about one-third of a letter grade. Suggestions for effective implementation of a similar assignment are presented.

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

1988 ◽  
Vol 15 (3) ◽  
pp. 142-144 ◽  
Author(s):  
Richard A. Griggs ◽  
Sherri L. Jackson
Keyword(s):  
High School ◽  
School Psychology ◽  
Natural Science ◽  
Introductory Psychology ◽  
Introductory Psychology Class ◽  
Science Courses ◽  
Psychology Class ◽  
Psychology Course ◽  
Relationship Of ◽  
The Relationship

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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