On Misconceptions About Behavior Analysis Among University Students and Teachers

Arntzen, Erik; Løkke, Jon Arne; Løkke, Gunn E. H.; Eilertsen, Dag Erik

doi:10.1007/bf03395710

Cited by 30 publications

(40 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The current results replicated findings of earlier studies on misconception prevalence (Arntzen, et al, 2010;Furnham & Hughes, 2014) showing that a large number of myths were widely believed. Overall, it seemed that participants were better at identifying Brain Myths compared to Child Developmental myths, though this may be for methodological reasons.…”

Section: Discussionsupporting

confidence: 90%

“…Response options were broken down into "Probably" and "Definitely" True or False allowing for greater information to be gleaned regarding the kinds of True and False responses. In addition, the "Don't Know" option improves upon some previous tests as participants could indicate a lack of knowledge, rather than guessing or leaving items unanswered (Arntzen et al, 2010). This followed the same successful format of Furnham and Hughes (2014).…”

Section: Methodsmentioning

confidence: 96%

See 1 more Smart Citation

Myths and Misconceptions in Developmental and Neuro-Psychology

Furnham¹

2018

PSYCH

View full text Add to dashboard Cite

The current study examined the prevalence of psychological myths and misconceptions in two areas of psychology: Developmental and Neuro-Psychology. In all 220 participants completed two questionnaires both derived from two recently published books, in which they rated to what extent, they thought various statements/facts about the brain and about child development were True or False. A large number of these myths were rated as True (Definitely or Partly) indicating the extent to which people had misconceptions about this area of psychology. There were few significant demographic correlates of the total correct score (determined by rating the myth as False) indicating no clear pattern in what sort of person has these misconceptions. Implications and limitations are discussed.

show abstract

Section: Discussionsupporting

confidence: 90%

Section: Methodsmentioning

confidence: 96%

Myths and Misconceptions in Developmental and Neuro-Psychology

Furnham¹

2018

PSYCH

View full text Add to dashboard Cite

show abstract

“…Consistent with past work (Gardner & Hund, 1983), doctoral students were less likely to affirm erroneous claims about psychology compared to either undergraduates or master's students. However, in contrast to Arntzen et al (2010), we found no significant difference in misconception endorsement between master's and undergraduate students. When interpreting these findings, the difference in sample sizes for each group must be considered; the majority of our respondents were doctoral level students.…”

Section: Brief Discussioncontrasting

confidence: 99%

Highly Prevalent but Not Always Persistent

Hughes

Lyddy

Kaplan

et al. 2014

Teaching of Psychology

View full text Add to dashboard Cite

Although past research has documented the prevalence of misconceptions in introductory psychology classes, few studies have assessed how readily upper-level undergraduate and graduate students endorse erroneous beliefs about the discipline. In Study 1, we administered a 30-item misconception test to an international sample of 670 undergraduate, master's, and doctoral students. Analyses indicated that participants identified and rejected the majority of misconceptions, with doctoral students performing better than their master's or undergraduate peers. In Study 2, we administered a revised version of our questionnaire to a novel sample of 557 students while controlling for number of years spent at university, psychology courses completed, and need for cognition. Once again, we found that graduate students rejected more, affirmed less, and reported lower levels of uncertainty than their undergraduate counterparts. Educational implications and future research directions are discussed.

show abstract

“…It does not seem unthinkable that seeing Skinner as evil, freaky, or fascist could hinder an unbiased view of his ideas, which are still frequently misunderstood (Arntzen, Lokke, Lokke, & Eilertsen, 2010).…”

mentioning

confidence: 99%

The Personality of a Nonperson

Overskeid

Grønnerød

Simonton

2012

Perspect Psychol Sci

View full text Add to dashboard Cite

B. F. Skinner is consistently rated as one of the most important figures in the history of psychology. Much has been said about his character, some of it strongly negative. Yet little is known about what kind of man he really was. Drawing on information from published sources, archival material, and people who knew him, we used "blind" raters to assess Skinner's score on the Big Five personality factors. We found that Skinner was a highly conscientious man and highly open to experience. He was also somewhat neurotic and somewhat extraverted but neither agreeable nor disagreeable. The resulting personality profile was compared with meta-analytic results concerning scientists versus nonscientists, creative scientists versus noncreative scientists, and artists versus nonartists. In general, Skinner's personality profile was consistent with findings regarding those of other notable scientists.

show abstract

On Misconceptions About Behavior Analysis Among University Students and Teachers

Abstract: Students frequently show misconceptions regarding scientific psychology in general and basic concepts in behavior analysis in particular. We wanted to replicate the study by Lamal (1995)

Cited by 30 publications

References 31 publications

Myths and Misconceptions in Developmental and Neuro-Psychology

Myths and Misconceptions in Developmental and Neuro-Psychology

Highly Prevalent but Not Always Persistent

The Personality of a Nonperson

Contact Info

Product

Resources

About