The current study examined the effectiveness of active lecture cues, rather than passive lecturin... more The current study examined the effectiveness of active lecture cues, rather than passive lecturing, on three levels of Bloom's taxonomy. Distributed rehearsal lecture cues (DRLC) query students about course material in a repetitive manner. Conversely, elaborative rehearsal lecture cues (ERLC) prompt students to personally connect with the material. It was hypothesised that students' scores would be significantly higher for constructs taught using either active lecture cue than passive lecture techniques. It was hypothesised that DRLC would be the most effective for knowledge level test items, while ERLC would be most effective for comprehension and application level test items. 48 Repeated measure ANOVAs supported the hypotheses, suggesting active lecturing techniques influence the level at which students learned the information.
Introductory psychology is one of the most popular undergraduate courses and often serves as the ... more Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory psychology syllabi (N ¼ 158). SLOs were mapped to the APA Guidelines for the Undergraduate Psychology Major. Content analysis was based on the principles for quality undergraduate education promulgated by the American Psychological Association. Over 50% of the syllabi contained objectives specific to the science and application of psychology (knowledge base, research methods, and application). Analysis of content coverage revealed instructors spent significantly more time on topics related to physiological and cognitive psychology and spent significantly less time on topics related to the history and scope of psychology, research methods, and developmental psychology. The current study also explored the influence of instructor specialty area on content coverage.
The self-concept is known to be multifaceted, containing self-aspects that vary in activation (Li... more The self-concept is known to be multifaceted, containing self-aspects that vary in activation (Linville & Carlston, 1994; McConnell, 2011). However, little is known about how these self-aspects function in memory. The present study tested whether variations in active self-aspects are capable of eliciting encoding specificity effects (similar to state-dependent memory). The results revealed that people exhibit superior memory when their
The current study examined the effectiveness of active lecture cues, rather than passive lecturin... more The current study examined the effectiveness of active lecture cues, rather than passive lecturing, on three levels of Bloom's taxonomy. Distributed rehearsal lecture cues (DRLC) query students about course material in a repetitive manner. Conversely, elaborative rehearsal lecture cues (ERLC) prompt students to personally connect with the material. It was hypothesised that students' scores would be significantly higher for constructs taught using either active lecture cue than passive lecture techniques. It was hypothesised that DRLC would be the most effective for knowledge level test items, while ERLC would be most effective for comprehension and application level test items. 48 Repeated measure ANOVAs supported the hypotheses, suggesting active lecturing techniques influence the level at which students learned the information.
Introductory psychology is one of the most popular undergraduate courses and often serves as the ... more Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory psychology syllabi (N ¼ 158). SLOs were mapped to the APA Guidelines for the Undergraduate Psychology Major. Content analysis was based on the principles for quality undergraduate education promulgated by the American Psychological Association. Over 50% of the syllabi contained objectives specific to the science and application of psychology (knowledge base, research methods, and application). Analysis of content coverage revealed instructors spent significantly more time on topics related to physiological and cognitive psychology and spent significantly less time on topics related to the history and scope of psychology, research methods, and developmental psychology. The current study also explored the influence of instructor specialty area on content coverage.
The self-concept is known to be multifaceted, containing self-aspects that vary in activation (Li... more The self-concept is known to be multifaceted, containing self-aspects that vary in activation (Linville & Carlston, 1994; McConnell, 2011). However, little is known about how these self-aspects function in memory. The present study tested whether variations in active self-aspects are capable of eliciting encoding specificity effects (similar to state-dependent memory). The results revealed that people exhibit superior memory when their
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Papers by Amy Garczynski