Psychology Learning and Teaching-PLAT最新文献

{"title":"Do Data Show That Textbooks in Psychology Treat Critique in an Ideological Manner?","authors":"J. Lammers","doi":"10.1177/14757257231195357","DOIUrl":"https://doi.org/10.1177/14757257231195357","url":null,"abstract":"","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78690453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changing the Subject: A Turn From Content Toward Values and Skills in Introductory Psychology","authors":"Susan A. Nolan, Jacquelyn Cranney","doi":"10.1177/14757257231195344","DOIUrl":"https://doi.org/10.1177/14757257231195344","url":null,"abstract":"The author of the target article hypothesizes that introductory psychology textbook authors aim to “indoctrinate” students toward a more liberal political worldview. In our response, we offer a counterhypothesis that introductory psychology authors are more likely to be biased against updating older research in general, given the enormous amount of new research that must be incorporated, as opposed to specifically ignoring findings that fit with a conservative political worldview. We point to content that is generally overlooked that would fit with a liberal perspective, and we suggest an empirical investigation that the author could conduct to evaluate these competing hypotheses. Finally, we encourage a pivot in how we think about the introductory psychology course from an emphasis on content to an emphasis on skills and values, offering psychological literacy as a framework for the renewal of the introductory psychology curriculum.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Liberal Bias on Psychology: A Comment on Bartels (2023)","authors":"C. Ferguson","doi":"10.1177/14757257231195349","DOIUrl":"https://doi.org/10.1177/14757257231195349","url":null,"abstract":"Several prior empirical studies have documented considerable mistakes, often ongoing, in how research is presented in introductory psychology textbooks. Extending upon these previous analyses, Bartels notes that introductory psychology textbooks also demonstrate a pronounced liberal/progressive bias. Given the pronounced ideological bias among both practitioners and researchers in the field, this should not be a surprise. In this comment, I extend Bartels’ observations by raising the issues with textbooks reflect widespread problems within our field. It is well past time that psychology takes a hard look at how to increase rigor and reduce political biases.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79549640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comment on Target Article by Jared Bartels—What if Ideology is Rather Just Being Lazy?","authors":"P. De Bruyckere","doi":"10.1177/14757257231195348","DOIUrl":"https://doi.org/10.1177/14757257231195348","url":null,"abstract":"In this reply to the article “Indoctrination in Introduction to Psychology” by Jared M. Bartels, true to Occam's razor, the argument is made that there is maybe an easier explanation for the mistakes often found in textbooks: laziness. Different examples are presented to make this argument.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87584849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Insufficiently Substantiated Claim Based on a Confirmation Strategy: Comment on Bartels’ “Indoctrination in Introduction to Psychology”","authors":"F. Ermark, H. Plessner","doi":"10.1177/14757257231195343","DOIUrl":"https://doi.org/10.1177/14757257231195343","url":null,"abstract":"In his target article on “Indoctrination in Introduction to Psychology,” Bartels proposes that in introductory textbooks of psychology studies and their results are systematically presented in such a way that they tend to correspond to left-liberal political positions and that the state of psychological knowledge is reflected in a correspondingly distorted way. In our commentary, we clarify that the evidence Bartels presents for this claim is insufficient. At first, he takes a purely hypothesis-confirming approach based on selective sampling. Second, he draws an invalid causal inference from a supposed liberal majority in the psychological community to their representation of psychological content in textbooks. And third, he assigns introductory textbooks a function that we believe they do not have. Nonetheless, we welcome the discussion of how best to teach critical reflective thinking in psychology courses.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82836169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Context of Indoctrination in Introductory Psychology","authors":"D. Bernstein","doi":"10.1177/14757257231195353","DOIUrl":"https://doi.org/10.1177/14757257231195353","url":null,"abstract":"This commentary describes a set of academic, social, and financial factors that provide a context for Jared Bartel's article in which he claims that students in introductory psychology in North America are being indoctrinated by instructors who present socio-politically biased coverage of controversial areas of psychological research.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76821620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Indoctrination in Introduction to Psychology","authors":"J. Bartels","doi":"10.1177/14757257231195450","DOIUrl":"https://doi.org/10.1177/14757257231195450","url":null,"abstract":"There have been dozens of papers published on the misrepresentation of psychological studies and theories (e.g., omitting criticisms) presented in introductory textbooks. Authors of these papers have offered numerous explanations for the errors including limited space for covering criticisms and the desire among textbook authors to “sell” psychological science to an introductory audience. In the present article, several studies and theories, most of which have been identified in previous research as misrepresented in introductory psychology textbooks, are reviewed. The possibility of ideological bias contributing to the misrepresentation is considered. The bias in introductory psychology is considered in the context of wider concerns about the consequences of political homogeneity in the field. Suggestions for reducing bias in introductory psychology textbooks and courses are offered.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81085444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial PLAT 22(2) 2023","authors":"Birgit Spinath, Zoe Maj Sander","doi":"10.1177/14757257231171693","DOIUrl":"https://doi.org/10.1177/14757257231171693","url":null,"abstract":"We are currently living in unsettled, turbulent times. The important role of science in general and particularly psychology in modern society is becoming increasingly evident considering current events and developments. The pandemic and its profound, long-term consequences in all areas of life, the growing threat of climate change, or the transformation of political processes through digitalization are just a few very recent examples. We at Psychology Learning and Teaching (PLAT) are also concerned with the role of psychology in society and have several upcoming issues that explicitly address these important topics. It is a particularly significant task and challenge to use our expertise regarding the teaching and learning of psychology to initiate and support positive societal developments. We are currently working on special issues including the target article “Indoctrination in Introduction to Psychology” by Dr. Jared Bartels. The article raises the issue of a potential liberal bias in how research is presented in psychology textbooks and beyond. A group of international colleagues with extensive expertise in this field has agreed to provide comments on the issue based on this article. We are very happy to revive this format and are excited to see the final result. We would like to take this opportunity to thank everyone who has contributed, especially Dr. Bartels for initiating this issue. Furthermore, two of our former associate editors, Susan Nolan and Jacky Cranney, continue their outstanding commitment to PLAT. Together with Luciana de Souza (Universidade Federal do Rio Grande do Sul, Brazil) and Julie Hulme (Nottingham Trent University, UK), they form the team of guest editors of another upcoming Special Issue. The topic “Centering Psychological Literacy in Undergraduate Psychology Education Internationally” seems more relevant today than ever before. Finally, we would like to emphasize that we are always happy to receive your ideas and suggestions for target articles or Special Issues. There are countless important topics that deserve our concentrated attention. In our experience, these formats offer an ideal framework for a thematically focused, fruitful, and valuable exchange on one specific topic about the teaching and learning of psychology. So, do not hesitate and share your suggestions with us. More detailed information on submitting a target article or a proposal for a Special Issue can be found in our submission guidelines on the PLAT website: https://journals.sagepub.com/authorinstructions/PLJ#ArticleTypes.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48368008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"Diane L. Finley, Ordene V. Edwards, And HERMAN G. RAY, Marion Granger, D. Curtis, Leslie J Kelley, Angy Kallarackal, Persis Driver, And TRACY L. CALDWELL, Lance Grunert","doi":"10.1177/14757257231170069","DOIUrl":"https://doi.org/10.1177/14757257231170069","url":null,"abstract":"Background: Encouraging students to adopt a mastery goal orientation can help increase learning and motivation. However, the effect of mastery goal orientation interventions speci fi cally in upper-division online elective psychology courses has not been studied. Objective: The purpose of this replication study was to examine the effects of a mastery goal intervention on fear of failure, mastery and performance-approach goals, self-ef fi cacy, and academic performance over time. Method: Fiftyeight students enrolled in an online upper-division educational psychology course were randomly assigned to an experimental or control group. The experimental group engaged in activities that steered them toward a mastery goal orientation, while the control group completed a stress management activity. Outcomes were measured four times during the study. Results: Contrary to our predictions, there were no signi fi cant differences between conditions on any of the outcomes. Conclusion: Although a mastery adoption intervention has been shown to be effective in prior studies, the current intervention had no impact on students in an upper-level online psychology course. Teaching Implications: Considering that a mastery goal orientation is consistently linked to adaptive academic outcomes, potentially impactful ways to apply the intervention are discussed.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tempered radicalism","authors":"M. Vaul-Grimwood, Vani Naik, C. Graham, Zack Moir, F. Smart","doi":"10.3167/latiss.2023.160203","DOIUrl":"https://doi.org/10.3167/latiss.2023.160203","url":null,"abstract":"\u0000This article explores Meyerson and Scully's concept of ‘tempered radicalism’ (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: ‘What does the concept of tempered radicalism mean to us as academics in contemporary higher education?’. We explore how the concept of tempered radicalism allows us to consider our own actions and abilities to drive change within an increasingly challenging higher education environment moulded by the policies, values and practices of neoliberal economics. In this context, we share differing perspectives on what it means to bring a values-based criticality to our work. It is the breadth of Meyerson and Scully's concept which allows us to approach this exploration in a way which emphasises commonality rather than difference and facilitates collaboration. This article therefore showcases the utility of tempered radicalism to academics with a range of perspectives.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80915335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}