Contributions to the History of Psychology: CII. Attitudinal Shifts in Responses to ‘Psychological Prescriptions’ among Undergraduate Students in a ‘Systems of Psychology’ Course

1995 ◽  
Vol 77 (3) ◽  
pp. 840-842
Author(s):  
William F. Vitulli
Keyword(s):  
Analysis Of Variance ◽  
Undergraduate Students ◽  
Rating Scale ◽  
Psychology Students ◽  
History Of Psychology ◽  
History Of ◽  
Undergraduate Psychology ◽  
Psychology Course

18 contrasting pairs of psychological prescriptions formed the basis of a rating scale upon which 25 undergraduate psychology students (5 men and 20 women) enrolled in a course in “systems of psychology” indicated their “attitudinal preferences.” An analysis of variance, followed by pair-wise comparisons using t tests for correlated samples taken at the beginning and end of the quarter showed a trend toward endorsements of more “phenomenological” as compared to “operational” prescriptions.

Historical Literacy of Advanced Undergraduate Psychology Students: Pedagogical Implications for Courses in the History of Psychology

2002 ◽  
Vol 94 (3) ◽  
pp. 1013-1024 ◽  
Author(s):  
William Douglas Woody ◽  
Wayne Viney ◽  
Jayson C. Johns
Keyword(s):  
Psychology Students ◽  
History Of Psychology ◽  
Historical Knowledge ◽  
History Of ◽  
Undergraduate Psychology ◽  
Historical Literacy ◽  
Senior Students

139 junior and senior students enrolled in courses in the history of psychology at two universities were tested on the first day of class to assess general historical literacy, literacy in the history of psychology, and recognition of 51 important figures in the history of psychology. Serious deficiencies in their historical knowledge present important pedagogical implications for the teaching of the history of the discipline.

Philosophies of Psychology: A Discovery Process for Undergraduates

1994 ◽  
Vol 21 (1) ◽  
pp. 33-35 ◽  
Author(s):  
James E. Waller
Keyword(s):  
Critical Analysis ◽  
Psychology Students ◽  
History Of Psychology ◽  
Student Writing ◽  
Discovery Process ◽  
Pedagogical Strategies ◽  
History Of ◽  
Psychology Course

This article offers five pedagogical strategies for a history of psychology course to help students begin to discover their disciplinary worldviews or philosophies of psychology. Students write short, in-class, contemplative essays (microthemes) on polarities of psychology (e.g., empiricism vs. rationalism). The instructor presents selected student writing samples, peers debate their positions, and students respond to their peers' microthemes. Finally, in a detailed critical analysis assignment, students intensively reexamine selected microtheme polarities.

Students’ Basic Philosophical Assumptions in History of Psychology: A Measure and Teaching Tool

1997 ◽  
Vol 24 (1) ◽  
pp. 39-41 ◽  
Author(s):  
Brian D. Cox
Keyword(s):  
Psychology Students ◽  
Likert Scale ◽  
History Of Psychology ◽  
Teaching Tool ◽  
Typical History ◽  
History Of ◽  
Psychology Course ◽  
And Behavior

Many psychology students initially have difficulty with the philosophical character of the typical history of psychology course. One way to introduce students to psychology's philosophical roots is to survey their assumptions on the nature of mind, emotion, and behavior. This article describes and gives examples of a 50-item Likert-scale questionnaire concerning the positions of many philosophers, biologists, and psychologists that are typically covered in the class. This article also presents data from three history of psychology classes and suggestions for using the measure as a teaching tool.

Historical Knowledge: Assessment of Outcomes in a History of Psychology Course

1994 ◽  
Vol 75 (1) ◽  
pp. 22-22 ◽  
Author(s):  
Mark E. Stedman
Keyword(s):  
Undergraduate Students ◽  
History Of Psychology ◽  
Knowledge Assessment ◽  
Historical Knowledge ◽  
History Of ◽  
Psychology Course

17 undergraduate students pre- and posttested on a list of 54 names important in the history of psychology showed a significant postcourse increase in name recognition and awareness of contributions.

I’ll Read That!: What Title Elements Attract Readers to an Article?

2020 ◽  
Vol 48 (1) ◽  
pp. 26-31
Author(s):  
Robert M. Hallock ◽  
Tara N. Bennett
Keyword(s):  
Undergraduate Students ◽  
Psychology Students ◽  
Undergraduate Psychology

The title of an article is the first chance at catching a reader’s attention. We set to develop a list of title attributes that lead to attractive titles in psychology papers, which could then be used to help instruct undergraduate students on how to write good titles for their papers and projects. Currently, research into successful elements that comprise an effective title is generally limited to publication metrics (the number of hits and citations an article has). Here, we created and administered a survey to 99 undergraduate students to rate the effectiveness of titles of psychology papers that varied in length, use of colons, acronyms, clichés, being results-oriented, and phrased the title as a question. We then reworded these titles as the opposite choice (e.g., we made a longer title shorter or took the colon out of a title without changing the meaning or length). We found that participants significantly preferred long over short titles, titles containing colons over the absence of a colon, and titles phrased as questions. We hope our results aid in the instruction of writing in the discipline, and that undergraduate psychology students and authors alike can develop more effective and attractive titles to attract attention from scholars and invite broader audiences to read their work.

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