The Effect of Response Cards on Participation and Weekly Quiz Scores of University Students Enrolled in Introductory Psychology Courses

Increasing student participation in college classrooms is an overlooked yet socially valid endeavor. The present study attempted to increase student participation, accuracy of responding, and weekly quiz scores, by incorporating student response-cards. Measures of social validity were also addressed. One hundred twenty university students in two sections of an introductory course served as participants. An augmented incomplete ABA reversal design was used to compare the effects of review questions with and without response-cards. Results suggest that response cards can increase participation as well as measures of learning, in this case quiz scores. Also, students rated the intervention positively on a consumer satisfaction rating scale. In addition to improving rates of student participation and quiz scores, response-cards positively impacted both students and the instructor's subjective experience in the classroom.     

Effects of Numbered Heads Together on the Daily Quiz Scores and On-Task Behavior of Students with Disabilities

Previous research has demonstrated that Numbered Heads Together, a cooperative learning strategy, is more effective than traditional teacher-led instruction in academic areas such as social studies and science. The current study compared the effects of two types of Numbered Heads Together strategies with a baseline condition during 7th grade language arts lessons. Results indicated that three students with various disabilities had higher percent intervals of on-task behavior and daily quiz scores during either Heads Together condition. Teacher satisfaction ratings suggested that Heads Together was easy to implement, and all three students preferred this strategy to baseline instruction. A discussion of study limitations, implications, and future research directions is included.     

Effects of Guided Notes on University Students' Responding and Recall of Information

The present study assessed the effects of guided notes on student responding and accuracy of recall of lecture material in an undergraduate psychology class using multi-element design. Guided notes were administered for approximately half of the class sessions on a random schedule. Data were collected on the frequency of student responses and daily quizzes were administered to assess accuracy of recall of information presented in the lecture. Results indicated higher mean quiz scores and response frequencies during the guided notes condition. Social validity questionnaires administered to participants revealed satisfaction with results and procedures.     

An Analysis of Child Maltreatment Content in Introductory Psychology Textbooks

The purpose of this study was to examine the extent to which introductory psychology textbooks cover child maltreatment and to evaluate how appropriately the information was presented. We randomly selected 15 introductory psychology textbooks from Koenig et al.’s (2004) Compendium of Introductory Psychology Texts. Three analyses included a subject index review, a content review, and a content analysis review. Although all of the textbooks covered the topic of child maltreatment in some fashion, they varied considerably in the specific forms of child maltreatment that they addressed. Furthermore, content that addressed child maltreatment consistently lacked appropriate emphasis and clear definitions. The results are discussed to enhance understanding regarding the most appropriate information on child maltreatment to include in introductory psychology textbooks.     

Examination for Professional Practice in Psychology Subtest Scores of Professional and Traditional Clinical Psychology Program Graduates

Professional school clinical psychology graduates not only exhibit inferior performance on the research subtest of the Examination for Professional Practice in Psychology (EPPP; D. I. Templer & M. E. Tomeo, 1998), but they also perform less well on the four more professionally oriented subtests: diagnosis, intervention, professional/ethical/legal issues, and application to social systems. Graduates of free-standing professional schools exhibited performances inferior to those of graduates of non-free-standing professional schools on the diagnosis, intervention, and professional/ethical/legal subtests.     

Economic Stress: Notes on the Psychology of Inflation

This research examines economic inflation as a "psychological stressor." Economic behavior in response to inflation is hypothesized to be a function of subjective cognitive appraisal of threat as well as objective economic indices such as actual income. A survey of 504 American college alumni compared the contribution of perceived threat and family income to self-reported changes in buying practices and leisure activities. These changes, as well as the reported degree of stress experienced, were better accounted for by perceived threat than by actual income. Further, threat and income did not interact in affecting economic behavior. Finally, none of the demographic and economic variables differentiated between groups of more versus less threatened individuals. A replication study was conducted on a sample of 112 Israeli college alumni. The rate of inflation in Israel is 10 times higher than the American rate, but income is protected by continuous indexing. The findings for the Israeli sample replicated with a high degree of accuracy the American findings, thereby providing unique cross-cultural validity to the conception of economic inflation as a psychological stressor.     

Guided Search: The Effects of Learning

The previous report (Efron & Yund, 1996) offered an interpretation of the results of a number of search experiments within the theoretical context of the guided search model of Cave and Wolfe (1990) and Wolfe (1994). The present report extends this interpretation to the effects of extended practice when subjects search for a target defined by its orientation in the presence of a number of heterogeneous distractor items having differing orientations. Three experiments are described: The first revealed that over the course of 21 experimental sessions extending for a period of 6 weeks there were marked decreases in the magnitude of the reaction time gradient (RTG) and the right visual field superiority observed in the previous experiments. This learning persisted for more than 3 years. The second experiment revealed an interference in the capacity to learn to detect a target of one orientation when subjects had previously learned to detect a target of a different orientation at the same locations. The third experiment revealed that the learning was restricted to the area of the visual field where the target had been presented and that subjects could learn to detect two different targets concurrently. The results of these experiments indicate that the learning is orientation-specific and location-specific and is consistent with a localized increase in the selectivity of the top-down selection mechanism of the guided search model.     

The Application of Biological, Evolutionary, and Sociocultural Frameworks to Issues of Gender in Introductory Psychology Textbooks

The purpose of this paper is to explore the application of biological, evolutionary, and sociocultural frameworks to issues of gender in the 10 most popular introductory psychology textbooks in the U.S. The use of these metatheories is of interest to feminist scholars because they have implications for the extent to which students learn that gender and gender differences are fixed and innate or socially constructed. If gender and gender differences are seen as malleable, then efforts at social change to improve women’s status or men’s and women’s abilities or opportunities can be understood as promising endeavors. The relative use of these three frameworks differed dramatically across books, affording all scholars the opportunity to actively select those texts whose prominent frameworks best align with their course goals. The paper concludes with suggestions for which books offer the most thorough coverage of sociocultural frameworks.     

Effects of an Accelerated Reading Course on SAT-V Scores

3 groups of university freshmen took the SAT-V before and after a course in Accelerated Reading. The mean post-test scores for 2 groups increased slightly less than 10 points, while the mean post-test score for the third group decreased significantly. It is concluded that for the type of students used in this study, a course emphasizing speed and accuracy of reading is not of value in increasing scores on the verbal part of the Scholastic Aptitude Test.     

Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, Single-case research designs. New York: Oxford University Press; Cooper et al. 2007, Applied behavior analysis. Upper Saddle River: Merrill/Prentice Hall) was used to analyze the effects of response cards and daily assessment on average weekly quiz scores. Differential treatment effects were found between the daily assessment and response card conditions. When compared to baseline, students’ consistently earned higher quiz scores on end of week quizzes in the daily assessment condition. Response cards produced mixed results. More substantial effects were revealed when analyzing individual student performance. In some cases, twice as many students earned 90% or better when either response cards or daily assessment were used compared to baseline. We discuss the implications of these results for other content areas and student demographics.     

The Effects of Warnings and Speeding on Scale Scores and Convergent Validity of Conscientiousness

We examined the effects of warnings and speeding on scale scores and convergent validity of a measure of Conscientiousness in a faking context (N = 329). A completely crossed 2 × 2 experimental design was used in which instructions (no warning or a warning) and speeding (with or without a time limit) were manipulated. No statistically significant effects on scale scores or convergent validity were evidenced for speeding. Warning participants did decrease Conscientiousness scores by almost 1 standard deviation (d = .91). Warnings also moderated the relationship between self- and observer-ratings of Conscientiousness such that the relationship between self- and observer-ratings was statistically significant and positive in the warned conditions (r _partial = .29, p < .01, n = 136), but this same relationship was statistically nonsignificant (r _partial = ?.14, p > .05, n = 148) in the unwarned conditions.     

The Effects of Coaching and Speeding on Big Five and Impression Management Scale Scores

We examined the effects of coaching and speeding on personality scale scores in a faking context (N = 192). A completely crossed 2 × 2 experimental design was used in which instructions (no coaching or coaching) and speeding (with or without a time limit) were manipulated. No statistically significant effects on scale scores were evidenced for speeding. Coaching participants significantly elevated scores (average d = .76) for each of the Big Five personality factors but did not significantly elevate the scores on the Impression Management scale (d = .06). Cognitive ability was significantly positively related to impression management for uncoached participants but not for coached participants. An exploratory simulation suggests that coaching would have an effect on who would be selected for a job.     

Effects of Discontinue Rules on Psychometric Properties of Test Scores

This paper provides results on a form of adaptive testing that is used frequently in intelligence testing. In these tests, items are presented in order of increasing difficulty. The presentation of items is adaptive in the sense that a session is discontinued once a test taker produces a certain number of incorrect responses in sequence, with subsequent (not observed) responses commonly scored as wrong. The Stanford-Binet Intelligence Scales (SB5; Riverside Publishing Company, 2003) and the Kaufman Assessment Battery for Children (KABC-II; Kaufman and Kaufman, 2004), the Kaufman Adolescent and Adult Intelligence Test (Kaufman and Kaufman 2014) and the Universal Nonverbal Intelligence Test (2nd ed.) (Bracken and McCallum 2015) are some of the many examples using this rule. He and Wolfe (Educ Psychol Meas 72(5):808–826, 2012. https://doi.org/10.1177/0013164412441937) compared different ability estimation methods in a simulation study for this discontinue rule adaptation of test length. However, there has been no study, to our knowledge, of the underlying distributional properties based on analytic arguments drawing on probability theory, of what these authors call stochastic censoring of responses. The study results obtained by He and Wolfe (Educ Psychol Meas 72(5):808–826, 2012. https://doi.org/10.1177/0013164412441937) agree with results presented by DeAyala et al. (J Educ Meas 38:213–234, 2001) as well as Rose et al. (Modeling non-ignorable missing data with item response theory (IRT; ETS RR-10-11), Educational Testing Service, Princeton, 2010) and Rose et al. (Psychometrika 82:795–819, 2017. https://doi.org/10.1007/s11336-016-9544-7) in that ability estimates are biased most when scoring the not observed responses as wrong. This scoring is used operationally, so more research is needed in order to improve practice in this field. The paper extends existing research on adaptivity by discontinue rules in intelligence tests in multiple ways: First, an analytical study of the distributional properties of discontinue rule scored items is presented. Second, a simulation is presented that includes additional scoring rules and uses ability estimators that may be suitable to reduce bias for discontinue rule scored intelligence tests.

     

Effects of Specific Cue Content on Need for Achievement Scores

Based on the hypothesis that cue content of need for achievement tests can influence scores on these tests because of the cue's specific past associations for the Ss, a study was conducted with special cues and selected Ss to discover differences which might ordinarily be masked. The Ss were 14 male undergraduate swimmers and 14 male undergraduate musicians from the University of Michigan. They were given a French (1955) type need for achievement test. The results of the study indicate that cue content is important, but only under rather specific conditions. The implications of the findings for interpretation of n Ach scores in general are discussed.     

试论存在主义对人本主义心理学的影响

从人本主义心理学产生发展的背景,研究命题与体系式思想．研究方法及在咨询和治疗上的应用四个方面来探讨存在主义对人本主义心理学的积极影响。主要关注存在主义作为一种哲学思潮在对人性,人的生存方式和独特性的看法上给予人本主义心理学的启示．以及存在主义的创新的本体论对于人本主义心理学在跳出传统心理学模式走上“第三条道路”上的推动作用。     

Child abuse and neglect: Effects on Bayley Scale Scores

Compared to controls, children who were diagnosed as victims of Nonaccidental Trauma or Failure to Thrive had depressed Bayley Scale Mental Index scores, p < .002and p < .0001, respecitvely. Failure-to-Thrive children also had depressed Bayley Scale Motor Index scores, p < .0001. Nonaccidental-Trauma children had Mental and Motor Scale range scores, as determined by differences between basal and ceiling items on the Mental and Motor scales, that were a function of measured Mental and Motor Index Scores. Specifically, Nonaccidental-Trauma children with lower Mental Index scores had higher Mental Scale range scores than Nonaccidental-Trauma children with higher Mental Index scores, p < .003. Control children had Mental Scale range scores that did not differ between the high-low Mental Index score conditions. On the Motor Scale, range scores of Nonaccidental-Trauma children in the highlow Motor Index score conditions did not differ. However, children with higher Motor Index scores had higher Motor Scale range scores than control children with lower Motor Index scores, p < .02. In addition, the Infant Behavior Record of the Bayley Scales revealed behavior ratings of Nonaccidental-Trauma and Failure-to-Thrive children that differed from Mental and Motor Scale scores on several dimensions. These differences may reflect differential effects of the Nonaccidental-Trauma and Failureto-Thrive conditions.This study was supported in part by Department of Health, Education and Welfare, Office of Child Development Grant OCD-CB-371. We wish to acknowledge the advice and encouragement of Roger V. Cadol, director, Developmental Evaluation Center of Denver General Hospital, and Michael J. Fitch, director, Child Study Project. A portion of this article was read at the American Association on Mental Deficiency Region IV Conference, Albuquerque, New Mexico, October 2, 1975.