Psychology: A Closed System of Self-Evident Information?

1983 ◽  
Vol 52 (1) ◽  
pp. 203-208 ◽  
Author(s):  
John P. Houston
Keyword(s):  
Closed System ◽  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
The Self ◽  
Multiple Choice Questions ◽  
Basic Principles ◽  
Professional Psychologists

To estimate the self-evidence of basic principles of psychology, 50 UCLA introductory psychology students answered 21 multiple-choice questions each embodying one learning or memory phenomenon. 71% of the items were answered correctly more often than chance. The probability of an item being answered correctly was unrelated to the subjects' familiarity with the names of the phenomena and unrelated to professional psychologists' ratings of the importance of the phenomena. The possibility that we may spend an inordinate amount of item dealing with self-evident principles, because we do not seek outside evaluation of our work, is discussed.

Multiple-Choice Questions with an Option to Comment: Student Attitudes and Use

1986 ◽  
Vol 13 (4) ◽  
pp. 196-199 ◽  
Author(s):  
Anthony F. Nield ◽  
Maxine Gallander Wintre
Keyword(s):  
Student Attitudes ◽  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Multiple Choice Questions ◽  
Large Classes ◽  
Short Answer ◽  
True False

Introductory Psychology students were graded on four tests using multiple-choice questions with an explicit option to explain their answers (E-option), and were later asked how they would compare this format with short answer, essay, true/false, fill-in-the-blank, and regular multiple-choice. Students rated the E-option and short-answer formats as most preferred, and less frustrating and anxiety producing than other formats (p < .05). Of 416 students, 173 used the E-option, averaging less than one explanation per test over the four tests. During the course, only 30 points were gained and 5 points lost due to E-option use. The E-option seems to be an efficient and humane technique for testing large classes.

The Media Assignment: Enhancing Psychology Students’ Ability to Apply Their Knowledge of Psychology

1994 ◽  
Vol 21 (3) ◽  
pp. 157-159 ◽  
Author(s):  
Timothy J. Lawson
Keyword(s):  
Classical Conditioning ◽  
Operant Conditioning ◽  
Real World ◽  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Popular Media ◽  
Multiple Choice Questions ◽  
The Media ◽  
Better Than

In this study, I explore whether a media assignment, similar to that used by Rider (1992), increased introductory psychology students’ ability to apply their knowledge of psychological concepts to examples of real-world events. Students collected examples from the popular media that illustrated either operant-or classical-conditioning concepts. Afterward, they took a quiz that contained factual and applied multiple-choice questions on these concepts. Students who collected examples of operant-conditioning concepts performed better than other students on quiz questions designed to assess their ability to apply their knowledge of operant conditioning. However, students who collected examples of classical-conditioning concepts did not outperform other students on applied classical-conditioning questions. Media assignments may enhance students’ learning and their ability to apply course knowledge to real-world events.

A Free-Recall Demonstration Versus a Lecture-Only Control

2011 ◽  
Vol 39 (1) ◽  
pp. 34-37 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Free Recall ◽  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Recall Method ◽  
The Third ◽  
To Come

On their first class day, introductory psychology students took a 14-question multiple-choice pretest on several principles of memory including primacy, recency, storage, retrieval, counterbalancing, and the free-recall method. I randomly preassigned students to come at one of two different times to the second class, 2 days later, when they either participated in a free-recall demonstration/debriefing or heard a lecture on comparable material. In the third class, five days later, they took a posttest identical to the pretest. On the posttest but not the pretest, students participating in the demonstration/debriefing significantly outperformed those hearing only the lecture.

scholarly journals A Counseling System of Multiple Intelligence Theory Combined With kNN Classification Algorithm

2021 ◽  
Vol 3 (2) ◽  
pp. 10-30
Author(s):  
Hiếu Lê Ngọc ◽  
Thanh Luong Van
Keyword(s):  
Multiple Intelligences ◽  
Career Path ◽  
Multiple Choice ◽  
Classification Algorithm ◽  
Multiple Intelligence ◽  
The Self ◽  
Multiple Choice Questions ◽  
Knn Classifier ◽  
Knn Classification ◽  
Theory Of Multiple Intelligences

Choosing the right career is always a big issue, an important concern for everyone. To have a job, which is suitable for you, firstly you must look at yourself, called the self, and you should be aware of what the self is then you can promote the strength of your own self and avoid your weakness. To help discover more about yourself, during researching and studying, we come up with the idea that we would propose a career counseling system based on Howard Gardner's theory. The system uses the theory of multiple intelligences (Abenti & Daradoumis, 2020) which is combined with the K-nearest neighbors (KNN) (Tang, Ying; Tang, Ying; Hare, Ryan; Wang, Fei-Yue;, 2020) algorithm to assist people and to give out a suitable suggestion about career path for them. We use the results of the eight intelligences retrieved from the KNN classification algorithm to give users the consulting for their career paths. This system is built with a dataset based on 56 multiple-choice questions. These include 48 multiple choice questions based on Howard Gardner's theory of multiple intelligences (Bravo, Leonardo Emiro Contreras; Molano, Jose Ignacio Rodriguez; Trujillo, Edwin Rivas, 2020), (businessballs, 2017) and 8 multiple choice questions which are the labels of the classifier. We divided the dataset into 8 subsets corresponding with 8 Intelligences defined by Howard Gardner with the collected dataset. In each subset, we build the KNN classifier model using KNN classification algorithm. This processing of 8 subsets come out with the results accuracy for the 8 Intelligences: linguistic intelligence (80.95%), logical-mathematical intelligence (82.14%), musical intelligence (96.43%), bodily-kinesthetic intelligence (82.14%), spatial-visual intelligence (82.14%), interpersonal intelligence (89.29%), intrapersonal intelligence (88.1%), existential intelligence (78.57%). With the outcome of 8 models, we have tested with 5 students and compared them to their actual intelligences. The comparison results tell us about the valuable potential in career path of the proposed counselling system, the advantages of this combination between Multiple Intelligence and KNN classifier.

Basic principles of constructing multiple choice questions

2015 ◽  
Vol 1 (2) ◽  
pp. 65 ◽  
Author(s):  
SitanshuSekhar Kar ◽  
Subitha Lakshminarayanan ◽  
T Mahalakshmy
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Basic Principles

Practice versus Review Exams and Final Exam Performance

1998 ◽  
Vol 25 (3) ◽  
pp. 181-185 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Objective Assessment ◽  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Academic Ability ◽  
Exam Performance ◽  
Control Task ◽  
Final Exam ◽  
Class Standing ◽  
Questions And Answers

Two randomly assigned groups of introductory psychology students received different but comparable presentations of the same sample multiple-choice fined exam. The practice-exam group took a test on the questions and immediately afterward scored their tests according to the key (i.e., questions and answers), whereas the review-exam group saw only the key and performed a control task concurrently. On a final exam given I week later, the practice-exam students scored significantly higher than the review-exam group. In addition, they rated their task as more helpful in preparing them for the final. These effects did not interact with students' class standing. Apparently, students at all levels of academic ability benefit from an objective assessment of their preparation for a final exam.

Item Order Affects Performance on Multiple-Choice Exams

1989 ◽  
Vol 16 (2) ◽  
pp. 75-77 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Multiple Choice ◽  
Psychology Students ◽  
General Psychology ◽  
Multiple Choice Questions ◽  
Sequential Order ◽  
Final Exam ◽  
The Third ◽  
Item Order ◽  
Supporting Material ◽  
Completion Times

A total of 404 General Psychology students were assigned to one of three different item orders (sequential, chapter contiguity, and random) of the same final exam consisting of 75 multiple- choice questions. In the sequential (S) order exam, items appeared in the same sequence in which their supporting material was presented in the textbook and lectures. For the chapter contiguity (CC) order exam, items based on the same chapter appeared together, but were not sequentially arranged within or between chapters. The order of the third exam was random (R). Scores for the sequential order exam were higher than for the other two. There were no significant differences in the completion times for any of the exams.

Effect of Class Standing on Students' Predictions of Their Final Exam Scores

1992 ◽  
Vol 19 (3) ◽  
pp. 136-141 ◽  
Author(s):  
William R. Balch
Keyword(s):  
Multiple Choice ◽  
Psychology Students ◽  
Introductory Psychology ◽  
Final Exam ◽  
Class Standing ◽  
Average Students ◽  
Exam Scores

Ninety undergraduate introductory psychology students predicted their numerical scores on a multiple-choice final exam directly before the exam was passed out (pretest prediction) and just after completing the exam (posttest prediction). Based on their all-but-final-exam point totals, students were ranked with respect to class standing and categorized as above average (top third), average (middle third), or below average (bottom third). Below average students significantly overestimated their final exam scores on both pretest (9.47%) and posttest (7.73%) predictions. Average students significantly overestimated their scores on pretest (5.33%) but not posttest (2.13%) predictions. Above average students, however, were fairly accurate for both types of prediction, slightly but not significantly underestimating (about 2%) their exam scores.

scholarly journals The self-assessment dilemma: an open-source, ethical method using Matlab to formulate multiple-choice quiz questions for online reinforcement

2018 ◽  
Vol 42 (4) ◽  
pp. 697-703
Author(s):  
Harry J. Witchel ◽  
Joseph H. Guppy ◽  
Claire F. Smith
Keyword(s):  
Medical Students ◽  
Multiple Choice ◽  
Ethics Committees ◽  
Ease Of Use ◽  
The Self ◽  
University Administrators ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
Summative Assessments ◽  
Positive Statements

Student self-assessment using computer-based quizzes has been shown to increase subject memory and engagement. Some types of self-assessment quizzes can be associated with a dilemma between 1) medical students who want the self-assessment quiz to be clearly related to upcoming summative assessments or curated by the exam-setters, and 2) university administrators and ethics committees who want clear guarantees that the self-assessment quizzes are not based on the summative assessments or made by instructors familiar with the exam bank of items. An algorithm in Matlab was developed to formulate multiple-choice questions for both ion transport proteins and pharmacology. A resulting question/item subset was uploaded to the Synap online self-quiz web platform, and 48 year 1 medical students engaged with it for 3 wk. Anonymized engagement statistics for students were provided by the Synap platform, and a paper-based exit questionnaire with an 80% response rate ( n = 44) measured satisfaction. Four times as many students accessed the quiz system via laptop compared with phone/tablet. Of 391 questions/items, over 11,749 attempts were made. Greater than 80% of respondents agreed with each of the positive statements (ease of use, enjoyed, engaged more, learned more, and wanted it to be extended to other modules). Despite simplistic questions and rote memorization, the questions developed by this system were engaged with and were received positively. Students strongly supported extending the system.

Sign in / Sign up

Export Citation Format

Share Document