Writing and Speaking Skills can be Taught in Psychology Classes

Klugh, Henry E.

doi:10.1207/s15328023top1003_13

Cited by 18 publications

(12 citation statements)

References 2 publications

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“…t-irst, the present results suggest the advisability of incorporating presentations into the teacher' s catalog of regular classroom activities . In this regard it should be noted that in some classroom situations (Gorman, Law, & Lindegren, 1981;Klugh, 1983), presentations already are being utilized effectively . Second, preparing to make a presentation is suggested as an alternate method to supplement the traditional reading/outlining mode of studying .…”

Section: Discussionmentioning

confidence: 99%

Effect of elaboration levels on content comprehension

Kixmiller

Wann

Grover

et al. 1988

Bull. Psychon. Soc.

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In this experiment we investigated the effect(s) on content comprehension of studying using different levels of elaborative rehearsals. The elaborative methods examined involved studying an article and then preparing and giving a 3-to 4-min presentation from either the first-person or the third-person perspective. A third (control) condition involved study only. A 17-item multiplechoice test was given during the following class period to assess the subjects' content comprehension for the article. The same test was readministered 2 weeks later to assess long-term content comprehension. Analysis of variance yielded significance for the groups factor for both test administrations. Specific contrast effects indicated that both the first-and third-person conditions produced significantly better content comprehension on the original testing occasion, whereas the third-person condition produced significantly greater content comprehension on the second testing occasion.Research that has investigated different levels of cognitive processing has demonstrated that elaborative rehearsal is a more effective means of encoding information than is simple maintenance rehearsal (Craik & Lockhart, 1972;Craik & Tulving, 1975;Craik & Watkins, 1973). More specifically , elaborative rehearsal purportedly leads to deeper levels of processing and better memory storage , whereas maintenance rehearsal is simply a repetitive process designed to maintain an item's availability in memory . However, in applying these fmdings to the classroom setting, it is important to consider the elaborative styles being employed. Older (1979), for example , discussed specific elaborative techniques used in an introductory psychology course . He contended that subject matter that is personally meaningful to students will enhance learning. Furthermore, Older suggested that experience is the most effective strategy for students to meaningfully incorporate new information. This view is in agreement with the views of Ausubel (1968) and Bruner (1961), who suggested that by organizing and structuring information in a meaningful manner, students can facilitate their understanding of that material.In view of the above-mentioned reports , the present investigation sought to examine the effect(s) that study.ing under different levels of elaboration would have upon content comprehension. More specifically, it was hypothesized that students who processed information at a high elaborative level would display higher scores subsequently on an objective test than would subjects who processed the same information at a lower elaborative level. Also , differences attributable to first-versus third-person elaboration were investigated.Requests for repr ints may be addressed to any of the authors at the Department of l-sychology, Emporia State University , Emporia , KS 66801-5087 .Copyright 1987 Psychonomic Society, Inc . METHOD SubjectsForty-two college students (21 males, 21 females) volunteered to serve as subjects. All students were enrolled in an introductory psycho logy c...

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Section: Discussionmentioning

confidence: 99%

Effect of elaboration levels on content comprehension

Kixmiller

Wann

Grover

et al. 1988

Bull. Psychon. Soc.

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“…Boice (1982) reviewed resources for teaching writing. Specific techniques have been proposed by Cadwallader and Scarboro (1982), Camplese and Mayo (1982), and Klugh (1983). Snodgrass (1985) offered a range of graded writing exercises and advocated the use of the course log or student journal, a technique that has received wide discussion (see, for example, Wagenaar, 1984).…”

Section: Other Skillsmentioning

confidence: 99%

Teaching the Practical Research Course

Chamberlain

1986

Teaching of Psychology

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Practical research courses are an important component of the psychology curriculum. This article presents an approach to teaching one such course that emphasizes an experiential orientation to learning to do research. Course assignments are of two types. One is a series of specific exercises designed to teach a range of skills important for research practitioners; the other uses research projects to provide research experience. Several group-based projects furnish experience with different research strategies, and an individual project promotes application and generalization of the skills and knowledge gained. The advantages of the experiential approach to research courses are discussed. It is concluded that courses of this type are valuable, even in light of the heawy demands on the teacher.The methods course is central to the undergraduate psychology curriculum. Although the emphasis of such courses may vary considerably, most teachers of psychology would agree with Cole (1982) that "teaching the methods of psychology is more valuable to the student than the teaching of whatever psychologists 'know' about human behavior at a given point in time" (p. 25).The methods course is most frequently a content course in statistics and design that provides an important core component for psychology undergraduates, although sometimes it aims at producing students who are more critical consumers of research. The projects course, directed to-

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“…This does not have to be the case. For example, Klugh (1983) discusses writing and speaking assignments relevant to psychology courses.…”

Section: Maximizing General Skillsmentioning

confidence: 99%

Teaching Psychology in the Information Age

Makosky¹

1985

Teaching of Psychology

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The rapid generation of information today constitutes an imperative for change in the way we approach teaching undergraduate cottrses. The continuing value of psychology courses depends on the selective inclusion of information, techniques to maximize student performance, preparation for self-education, and the development of students' general educational skills.With the invention of the printing press in approximately 1439, the world acquired the first technology for the mass dissemination of information. Todav. the number of , ,

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Writing and Speaking Skills can be Taught in Psychology Classes

Cited by 18 publications

References 2 publications

Effect of elaboration levels on content comprehension

Effect of elaboration levels on content comprehension

Teaching the Practical Research Course

Teaching Psychology in the Information Age

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