The Memorability of Introductory Psychology Revisited

Autor/inn/en	Landrum, R. Eric; Gurung, Regan A. R.
Titel	The Memorability of Introductory Psychology Revisited
Quelle	In: Teaching of Psychology, 40 (2013) 3, S.222-227 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628313487417
Schlagwörter	Psychology; Introductory Courses; Student Behavior; College Students; Critical Thinking; Tests; Comparative Analysis; College Faculty; Teacher Expectations of Students; Retention (Psychology); Student Surveys; Idaho + Suchen Sie Ihr Suchwort? Psychologie; Einführungskurs; Student behaviour; Schülerverhalten; Collegestudent; Kritisches Denken; Examination; Prüfung; Examen; Fakultät; Merkfähigkeit; Schülerbefragung
Abstract	Almost 2 million students enroll in introductory psychology each year in the United States, making it the second most popular undergraduate course in the nation. Introductory psychology not only serves as a prerequisite for other courses in the discipline but for some students this course provides their only exposure to psychological science. Presently, when introductory psychology students are asked about what they believe they will learn in the course, students indicate becoming more insightful about their own behavior and expect to have improved critical thinking skills. However, what do students actually remember from introductory psychology? Two years after completing the course, a sample of students voluntarily retook their cumulative final exam, and we compared these scores to senior-level psychology majors enrolled in a Capstone course. We discuss the outcomes in relation to the knowledge retention expected for subsequent coursework as well as realistic expectations of faculty members about what their students know. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10