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,…

Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging--"potholes" or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student…

Comprehension of statistics and research methods is crucial to understanding psychology as a science (APA, 2007). However, psychology majors sometimes approach methodology courses with derision or anxiety (Onwuegbuzie & Wilson, 2003; Rajecki, Appleby, Williams, Johnson, & Jeschke, 2005); consequently, students may postpone…

Describes a class activity that familiarizes students with the major steps of the research process and guides their further organization and comprehension of course material. Students are asked to list the major steps involved in working on a research problem. These lists are compared to those of expert researchers. (MJP)

Friedman's (1987) immediate feedback, no return test technique was evaluated via student ratings. Students were enthusiastic in their assessment of the technique and believed that it facilitated their learning. (Author)

Describes a class demonstration of observer bias in which students were led to believe what the research data would indicate. Reports that students reported trends consistent with the expectancy. Asserts that the demonstration had a strong and memorable effect on students and has value for demonstrating observer bias. (CFR)

People often make interpretations when they believe they are providing factual descriptions. To demonstrate unintentional interpretation, the author showed a brief ambiguous video clip and asked students to write descriptions of what they saw and heard. When students evaluated their responses, they discovered that 96% of the class wrote…

Maintains that undergraduate psychology curricula almost always include one or more required experimental courses. Describes the use of the human subjects review process as a method of stimulating critical thinking. Discusses questions posed by the review process and classroom applications of the approach. (CFR)

Describes an in-class exercise designed to teach basic principles of survey methodology and to educate students about the pervasiveness and problems associated with shyness in college students. Students complete a brief survey on shyness and the instructor summarizes the results for the class as part of a lecture on survey methodology. (MJP)

Describes the application of the problem method, or case study approach, to teach undergraduate research methods. Maintains that the approach is particularly applicable because research design is a classic ill-defined task. Reports that students find the method challenging and interesting. (CFR)

Describes a factorial experiment that is used as a laboratory exercise in a research methods course. Uses a Howard-Dolman depth perception apparatus, combining the factors of viewing condition and rod orientation to illustrate the nature of an interaction and the necessity of an additional analysis of simple main effects. (Author/LS)

Contends that classroom discussions of human memory often involve descriptions of classic memory experiments and the data from them. Presents the computer software program, MindLab, and describes two classroom memory experiments. Finds that students report the experiments enhance their understanding. (CFR)

Presents the results of a study, based on student test scores, that explored the effects of teaching students about learning strategies. Focuses on students (n=65) in two separate sections of introductory psychology classes where one section was taught about learning strategies and the other was not. (CMK)

Compares the effectiveness of multimedia and traditional classes. Results show that (1) students in both classes did not differ on abilities before enrollment; (2) students in the multimedia class averaged higher examination scores; and (3) there are no consistent patterns between learning preferences and final examination scores in either case.…

Inquiry teaching requires students to engage in hypothesis formation, collection and evaluation of evidence, and the drawing of logical conclusions. Prerequisite skills for inquiry learning are discussed, and examples of inquiry learning in a college level general psychology course are presented. (RM)