Intelligence: What an introductory psychology student might want to know.

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

Teaching of Psychology ◽

10.1080/00986280701498566 ◽

2007 ◽

Vol 34 (3) ◽

pp. 177-180 ◽

Cited By ~ 7

Author(s):

R. Eric Landrum

Keyword(s):

Student Performance ◽

Introductory Psychology ◽

Introductory Psychology Student ◽

Psychology Student ◽

Final Exam ◽

Response Options ◽

Psychology Course

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

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Introductory psychology student study habits and expected outcomes: Quantitative results

PsycEXTRA Dataset ◽

10.1037/e741382011-020 ◽

2011 ◽

Author(s):

Denise Donato ◽

Kristin Batten ◽

Carly Gintz ◽

Cade Hulbert ◽

Regan A. R. Gurung ◽

...

Keyword(s):

Introductory Psychology ◽

Introductory Psychology Student ◽

Study Habits ◽

Psychology Student ◽

Quantitative Results ◽

Expected Outcomes

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Introducing Positive Psychology to the Introductory Psychology Student

Positive Psychology in Practice ◽

10.1002/9780470939338.ch12 ◽

2012 ◽

pp. 197-209

Author(s):

Amy C. Fineburg

Keyword(s):

Positive Psychology ◽

Introductory Psychology ◽

Introductory Psychology Student ◽

Psychology Student

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The Importance of Taking Psychology: A Comparison of Three Levels of Exposure

Teaching of Psychology ◽

10.1177/0098628319872574 ◽

2019 ◽

Vol 46 (4) ◽

pp. 290-298

Author(s):

R. Eric Landrum ◽

Regan A. R. Gurung ◽

Eric Amsel

Keyword(s):

Student Performance ◽

Outcome Measures ◽

Absolute Magnitude ◽

Psychology Students ◽

Introductory Psychology ◽

Psychology Student ◽

Psychology Majors ◽

Psychology Course ◽

Qualitative Responses

We compared the performance of senior psychology majors, introductory psychology students, and similarly aged individuals with no college psychology on seven different outcome measures including multiple-choice knowledge tests, attitudes, and open-ended scenarios requiring qualitative responses. On all measures, both senior psychology majors and introductory psychology students significantly outperformed individuals with no college psychology. However, the absolute magnitude of introductory psychology student performance would be depicted as a failing grade at most institutions (i.e., below 60% correct). We discuss this pattern of results in the context of judging the effectiveness of the major, the role of the introductory psychology course, and judging the effectiveness of the assessment/outcome measures utilized.

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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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