The Memorability of Introductory Psychology Revisited

Teaching of Psychology

Volumn 40, Issue 3, 2013, Pages 222-227

  Landrum, R Eric ^a   Gurung, Regan A R ^b  

^a BOISE STATE UNIVERSITY   (United States)

^b UNIVERSITY OF WISCONSIN GREEN BAY   (United States)

Author keywords

cumulative final exam; introductory psychology; knowledge retention

Indexed keywords

EID: 84890174104     PISSN: 00986283     EISSN: 15322802     Source Type: Journal    
DOI: 10.1177/0098628313487417     Document Type: Review

References (31)

1. Adelman C. (2004). The empirical curriculum: Changes in postsecondary course-taking, 1972-2000. Washington, DC: U.S. Department of Education.
2. Allgood S. Bosshardt W. van der Klaauw W. Watts M. (2004). What students remember and say about college economics years later. American Economic Review, 94, 259–265.
3. Ambrose S. A. Bridges M. W. DiPietro M. Lovett M. C. Norman M. K. (2010). How learning works: 7 Research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
4. American Psychological Association. (2007). APA guidelines for the undergraduate psychology major. Washington, DC: Author. Retrieved from http://www.apa.org/ed/resources.html
5. Cooper J. L. Greiner J. M. (1971). Contingency management in an introductory psychology course produces better retention. Psychological Record, 21, 391–400.
6. Dunn D. S. Brewer C. L. Cautin R. L. Gurung R. A. R. Keith K. D. McGregor L. N. … Voigt M. J. (2010). The undergraduate psychology curriculum: Call for a core. In Halpern D. F. (ed.), Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 47–61). Washington, DC: American Psychological Association.
7. Dunn D. S. Chew S. L. (2006). (eds.). Best practices for teaching introduction to psychology. Mahwah, NJ: Lawrence Erlbaum.
8. Ellis N. R. Rickard H. C. (1977). Evaluating the teaching of introductory psychology. Teaching of Psychology, 4, 128–132.
9. Eurich A. C. (1934). Retention of knowledge acquired in a course in general psychology. Journal of Applied Psychology, 18, 209–219.
10. Goldwater B. C. Acker L. E. (1975). Instructor-paced, mass-testing for mastery performance in an introductory psychology course. Teaching of Psychology, 2, 152–155.
11. Greene E. B. (1931). The retention of information learned in college courses. Journal of Educational Research, 24, 262–273.
12. Gurung R. A. R. McCann L. (2012). Study techniques and teaching. In Schwartz B. Gurung R. A. R. (eds.), Evidence-based teaching in higher education (pp. 99–116). Washington, DC: American Psychological Association.
13. Gurung R. A. R. Weidert J. Jeske A. S. (2010). A closer look at how students study (and if it matters). Journal of the Scholarship of Teaching and Learning, 10, 28–33.
14. Gustav A. (1969). Retention of course material after varying intervals of time. Psychological Reports, 25, 727–730.
15. Hattie J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
16. Herman W. E. (2010, March). How much do students remember from an introductory psychology course? Paper presented at the Farmingdale State College Annual Conference on the Teaching of Psychology: Ideas & Innovations, Tarrytown, NY.
17. Homa N. Hackathorn J. Brown C. Garczynski A. Solomon E. Tennial R. … Gurung R. A. R. (In press). How consistent are introductory psychology course syllabi? Examining objectives and content. Teaching of Psychology.
18. Jacobs D. (2000). A chemical mixture of methods. In Hutchings P. (ed.), Opening lines: Approaches to the scholarship of teaching and learning (pp. 41–52). Menlo Park, CA: Carnegie.
19. Landrum R. E. McCarthy M. A. (2010, October). Assessing student skills in the undergraduate psychology major: A long road to be traveled (but with GPS navigation). Presented at the Best Practices: Assessing Teaching and Learning in Psychology conference, Atlanta, GA.
20. Landrum R. E. McCarthy M. A. (2013). Assessment practices for undergraduate psychology: A model-view perspective. In Dunn D. S. Baker S. C. Mehrotra C. M. Landrum R. E. McCarthy M. A. (eds.), Assessing teaching and learning in psychology: Current and future perspectives (pp. 8–18). Belmont, CA: Cengage.
21. Lilienfeld S. O. Lynn S. J. Ruscio J. Beyerstein B. L. (2010). 50 Great myths of popular psychology: Shattering widespread misconceptions about human behavior. Malden, MA: Blackwell.
22. Mazur E. (2009). Farewell, lecture? Science, 323, 50–51.
23. McCann L. I. Kadah-Ammeter T. L. (2011, January). The most interesting things learned in introductory psychology: Student opinions. Poster presented at the National Institute for the Teaching of Psychology, St. Petersburg Beach, FL.
24. Nelson C. E. (1999). On the persistence of unicorns: The tradeoff between content and critical thinking revisited. In Pescosolido B. A. Aminzade R. (eds.), The social worlds of higher education: Handbook for teaching in a new century. (pp. 168–184) New York, NY: Pine Forge Press.
25. Richmond A. S. Carney R. M. Levin J. R. (2011). Got neurons? Teaching neuroscience mnemonically promotes retention and higher-order thinking. Psychology Learning & Teaching, 10, 40–45.
26. Rickard H. C. Rogers R. Ellis N. R. Beidleman W. B. (1988). Some retention, but not enough. Teaching of Psychology, 15, 151–152.
27. Sleigh M. McCann L. I. Kadah-Ammeter T. L. (2012). Creating student interest. Observer, 25. Retrieved from http://www.psychologicalscience.org/index.php/publications/observer/2012/april-12/creating-student-interest.html
28. Sternberg R. J. (1997). Teaching introductory psychology: Survival tips from the experts. Washington, DC: American Psychological Association.
29. VanderStoep S. W. Fagerlin A. Feenstra J. S. (2000). What do students remember from introductory psychology? Teaching of Psychology, 27, 89–92.
30. Watson R. I. (1939). The relationship between intelligence and the retention of course material in introductory psychology after lengthy delay periods. Journal of Educational Psychology, 30, 265–279.
31. Winne P. H. Nesbit J. C. (2010). The psychology of academic achievement. Annual Review of Psychology, 61, 653–678.