Teaching of Psychology

Coursework in statistics and research methods is a core requirement in most undergraduate psychology programs. However, is there an optimal way to structure and sequence methodology courses to facilitate student learning? For example, should statistics be required before research methods, should research methods be required before statistics, or should statistics and research methods be taught in a combined, integrated fashion? In this article, we first review the current empirical evidence on whether there is a preferred format and sequencing of methodology courses to enhance student learning outcomes. Then we summarize an assessment study conducted at our own institution comparing a nonintegrated, two-course sequence that required statistics before research methods and an integrated, two-course sequence in which students shifted in an out of research methods and statistics units during each semester on short-term and long-term student outcomes. Our results revealed that students enrolled in the integrated sequence not only earned higher course grades in each of their initial methodology courses but also scored higher on senior exit assessments of their methodology skills taken at the end of their undergraduate careers.

Zimbardo’s 1971 Stanford Prison Experiment (SPE), one of the most famous studies in psychology, is discussed in most introductory textbooks. The present study is concerned with the nature of this coverage, given that there have been myriad criticisms, especially recently, of the SPE. These criticisms concern both Zimbardo’s situationist explanation of the outcome and the study’s methodology, such as the presence of strong demand characteristics. Thirteen contemporary introductory textbooks were analyzed for their coverage of the SPE and the ensuing criticisms of it. Eleven of these texts discussed the SPE, but only six even mentioned any of the criticisms. Possible explanations for such coverage and a plan to incorporate more accurate coverage within the discussion of research methods are offered.

Social psychology instructors from five distinct state universities in California examined the effect of incorporating the implicit association test (IAT) in a teaching module on students’ perceived knowledge of implicit biases and motivation to control prejudice. Students (N = 258) completed a knowledge survey on prejudice, stereotypes, and discrimination and a motivation to control prejudice scale before (Time 1) and after (Time 2) a teaching module on implicit and explicit prejudice that included taking the IAT. Results showed that students’ perceived knowledge of implicit biases increased after completing the teaching module. In addition, the more students displayed an implicit bias against African Americans (relative to European Americans), the more they reported mastering course material about implicit biases and the more they indicated being internally motivated to control prejudice (at Time 2). These findings suggest that using the IAT as a teaching tool might be a beneficial learning experience, in particular for individuals who display relatively pronounced implicit biases.

To evaluate a demonstration involving active and cooperative learning, 40 students in a cognitive psychology course and 132 students in an introductory psychology course completed a brief multiple-choice pretest on referential communication. Two days later, randomly assigned students either participated in a classroom referential communication demonstration/debriefing or heard only a comparable lecture. The demonstration/debriefing students competed as pairs, within which a communicator described an abstract design that a listener could not see but had to draw as accurately as possible. After 5 more days, all students took a classroom posttest identical to the pretest. Compared to lecture-only students, demonstration/debriefing students in both courses obtained significantly higher posttest, but not pretest, overall scores. However, cognitive and introductory psychology students showed some level of learning and metacognitive differences in their benefits from the demonstration.

A 16-item lifelong learning scale (LLS), appropriate for college students and others, was evaluated using a sample of 575 college students. The scale demonstrated excellent reliability and was correlated with college grade point average (GPA), agreeableness, conscientiousness, and intellect/imagination. Scores were higher for those who had studied abroad. First-year and senior management majors differed whereas first-year and senior psychology majors did not. Women and seniors had higher scores, whereas the difference between senior men and women was almost negligible. Through its association with a broad array of measures associated positively with academic performance (e.g., college GPA), and negatively (e.g., sending text messages while in class), the scale showed excellent construct validity.

An increasing number of publishers offer online companion websites that students pay to access with the expectation that using these will significantly increase their grade. This research assessed the students’ attitudes toward and the efficacy of components of MyPsychLab, a companion site for Introduction to Psychology. Students reported liking MyPsychLab and felt it helped their grades. Composite data across three semesters and three professors suggest that use of MyPsychLab is associated with better grades for individual students. However, making its use a course requirement did not improve the overall class grade or passing rate. Whether it was optional or required, not all students used MyPsychLab, suggesting a need to improve students’ use of available and beneficial resources.

Undergraduate psychology majors are encouraged to engage in research to improve understanding of research methods and increase research skills. This study examines the potential of volunteering as a research participant to increase student perceptions of knowledge and interest in research. Undergraduate students completed a survey regarding the value of research participation. Results showed that across all classifications (i.e., freshmen, sophomore, junior, and senior), students reported higher levels of both understanding research and interest in research after research participation. Given these results, we suggest that including research participation as a part of the psychology undergraduate curriculum can serve as an effective hands-on experience for all undergraduate students.

The article describes an innovative technique for teaching the History of Psychology (HoP) using the story of Victor the “Wild Boy” of Aveyron. Students were given both a traditional history textbook and assignments, along with a novel on the life of Victor and a themed writing assignment. The goal was to elicit connections between Victor’s story and the HoP to increase enthusiasm and engagement in the material. Pre- and postcourse assessments were collected and compared to a senior seminar. Results indicated that students in HoP had higher ratings of overall knowledge and enthusiasm than seminar students. In particular, the Victor reading and assignment were positively evaluated. Students were able to connect the story of Victor to a wide range of people and ideas in the HoP. Using Victor’s story as a teaching tool was effective and engaging in this challenging course.

This study empirically tested the effectiveness of a brief, inexpensive aging simulation activity to educate traditional-aged students about sensory declines and their potential causes in older adulthood development. Students in a life-span development course wore specific props (e.g., thick gloves, earplugs, and obscured glasses) to simulate neuropathy, arthritis, sensory impairment, and fatty tissues loss, while carrying out a variety of physical tasks. Pretest–posttest analyses revealed that students who engaged in the simulation activity with discussion learned far more regarding sensory changes of aging than did students who passively listened to a lecture on the topic. These results provide evidence that an economical role-playing simulation can be a successful means for teaching students about sensory changes in older adulthood.

The Pairing Game is a popular classroom demonstration that illustrates how people select romantic partners who approximate their own desirability. However, this game produces matching correlations that greatly exceed the correlations that characterize actual romantic pairings, perhaps because the game does not incorporate the social relations model concept of the relationship effect. We conducted a straightforward variant of the Pairing Game that included relationship effects. As predicted, the matching correlation decreased in the modified versus the original version of the game, and the modified game also clarified difficult social relations model concepts for students. Actual romantic evaluations exhibit both consensus and idiosyncratic variability; this modification of the Pairing Game adds realism by representing both elements.

This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology from each of these three groups (N = 45) were assessed at the start and the end of a semester. Only trainees showed improved communication skills, although students across groups showed increased communication confidence. Results suggest both training and applied experiences benefit undergraduates in psychology.

This study examined the prevalence of psychological myths and misconceptions among psychology students and within the general population. In total, 829 participants completed a 249-item questionnaire designed to measure a broad range of psychological myths. Results revealed that psychological myths and misconceptions are numerous and widely held. A number of widely held, potentially harmful, and socially divisive myths were identified. Psychology students recognized more myths than did the general population. However, effect sizes were small, indicating that education has only a very limited success in alleviating psychological myths and misconceptions.

Having enjoyed teaching during my active career, I continued to teach summer school following retirement. Self-observed sensory and cognitive impairments, although not mentioned by students in their evaluations, induced me to consider the pros and cons of continuing to teach. My hope is that this list of benefits and problems will be of assistance to other instructors approaching retirement.