Psychology Learning and Teaching-PLAT最新文献

{"title":"The Implicit Association Test in Introductory Psychology Textbooks: Blind Spot for Controversy","authors":"J. Bartels, P. Schoenrade","doi":"10.1177/14757257211055200","DOIUrl":"https://doi.org/10.1177/14757257211055200","url":null,"abstract":"The Implicit Association Test (IAT) has been widely discussed as a potential measure of “implicit bias.” Yet the IAT is controversial; research suggests that it is far from clear precisely what the instrument measures, and it does not appear to be a strong predictor of behavior. The presentation of this topic in Introductory Psychology texts is important as, for many students, it is their first introduction to scientific treatment of such issues. In the present study, we examined twenty current Introductory Psychology texts in terms of their coverage of the controversy and presentation of the strengths and weaknesses of the measure. Of the 17 texts that discussed the IAT, a minority presented any of the concerns including the lack of measurement clarity (29%), an automatic preference for White people among African Americans (12%), lack of predictive validity (12%), and lack of caution about the meaning of a score (0%); most provided students with a link to the Project Implicit website (65%). Overall, 82% of the texts were rated as biased or partially biased on their coverage of the IAT. The implications for the perceptions and self-perceptions of students, particularly when a link to Project Implicit is included, are discussed.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"113 - 125"},"PeriodicalIF":2.2,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49623048","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 Psychology Teaching Review","authors":"Madeleine Pownall, P. Blundell-Birtill, R. Coats","doi":"10.1177/14757257211019608","DOIUrl":"https://doi.org/10.1177/14757257211019608","url":null,"abstract":"s of recent articles published in Psychology Teaching Review Volume 27 No. 1, 2021","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"445 - 448"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49641972","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":"PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions","authors":"Veit Kubik, Inga-Glogger Frey, R. Gaschler","doi":"10.1177/14757257211036566","DOIUrl":"https://doi.org/10.1177/14757257211036566","url":null,"abstract":"Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather th","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"306 - 323"},"PeriodicalIF":2.2,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44006304","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":"Distance Teaching of Psychology in Europe: Challenges, Lessons Learned, and Practice Examples During the First Wave of COVID-19 Pandemic","authors":"L. Sokolová, I. Papageorgi, S. Dutke, I. Stuchlíková, Morag Williamson, H. Bakker","doi":"10.1177/14757257211048423","DOIUrl":"https://doi.org/10.1177/14757257211048423","url":null,"abstract":"COVID-19 pandemic has affected many areas of our lives including education. In the time of designing this study most schools, colleges, and universities across Europe were closed and psychology educators were expected to change their teaching methods rather quickly. This study investigates how they coped with this situation, which technology and methods they used to teach psychology distantly, and which barriers and outcomes they found in this situation. Participants were N = 660 secondary school and university teachers from 28 European countries. The results showed that the participants across Europe face similar challenges in adopting distance teaching methods, which were technical and organizational rather than pedagogical. Despite the fact they found distance teaching of specific psychological contents challenging, psychology teachers also described positive aspects of distance teaching, examples of good practice and lessons learned that could be generally implemented in the teaching of psychology beyond the pandemic situation.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"73 - 88"},"PeriodicalIF":2.2,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46220470","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":"Retrieval Practice Effects in a Psychology Lecture: Illustrating the Relevance of Study Design, Item Difficulty, and Selection of Dependent Measures","authors":"Jonathan Barenberg, S. Dutke","doi":"10.1177/14757257211049312","DOIUrl":"https://doi.org/10.1177/14757257211049312","url":null,"abstract":"This study investigated the effects of retrieval practice on the cognitive and metacognitive learning outcome in a psychology lecture at university. In a within-subjects design, N  =  180 students completed an intermediate knowledge test in the 9th session and a final test in the 13th session of the semester. Both tests assessed students’ correctness of answering and confidence in their answers. In the final test, items that were intermediately tested were answered as correctly as items that were not intermediately tested. The failure to find a testing effect at the level of cognitive performance could not be attributed to interference with item difficulty, as intermediately tested and not tested items were balanced according to their a priori difficulty. However, testing improved performance at the metacognitive level. Confidence ratings were more accurate and less biased in items that were intermediately tested compared to items not intermediately tested. The results are discussed in the context of metacognitive monitoring as a condition of self-regulated learning in an authentic psychology learning context.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"99 - 112"},"PeriodicalIF":2.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44053801","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":"Macy Jayne Martischewsky, Cynthia, Ann Erickson, Julie Spencer-Rodgers, Elise Anderson, K. Peng","doi":"10.1177/14757257211028459","DOIUrl":"https://doi.org/10.1177/14757257211028459","url":null,"abstract":"s of recent articles published in Teaching of Psychology","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"449 - 454"},"PeriodicalIF":2.2,"publicationDate":"2021-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45652335","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":"Artificial intelligence in psychology: How can we enable psychology students to accept and use artificial intelligence?","authors":"Sabrina Gado, Regina Kempen, Katharina Lingelbach, T. Bipp","doi":"10.1177/14757257211037149","DOIUrl":"https://doi.org/10.1177/14757257211037149","url":null,"abstract":"Psychologists with their expertise in statistics and regarding human perception and behavior can contribute valuable insights to the development of innovative and useful artificial intelligence (AI) systems. Therefore, we need to raise attention and curiosity for AI and foster the willingness to engage with it among psychology students. This requires identifying approaches to integrate a general understanding of AI technology into formal psychological training and education. This study investigated to what extent psychology students currently accept and use AI and what affects their perception and usage. Therefore, an AI acceptance model based on established technology acceptance models was developed and tested in a sample of 218 psychology students. An acceptable fit with the data was found for an adapted version. Perceived usefulness and ease of use were most predictive for the students’ attitude towards AI; attitude itself, as well as perceived usefulness, social norm, and perceived knowledge, were predictors for the intention to use AI. In summary, we identified relevant factors for designing AI training approaches in psychology curricula. In this way, possible restraints regarding the use of AI can be reduced and its beneficial opportunities exploited in psychological contexts.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"37 - 56"},"PeriodicalIF":2.2,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48049483","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 Misconceptions About Multimedia Learning Questionnaire: An Empirical Evaluation Study With Teachers and Student Teachers","authors":"Alexander Eitel, Anja Prinz, Julia Kollmer, Lea Niessen, Jessica Russow, Marvin Ludäscher, A. Renkl, M. A. Lindner","doi":"10.1177/14757257211028723","DOIUrl":"https://doi.org/10.1177/14757257211028723","url":null,"abstract":"In this study, we present the newly developed Misconceptions about Multimedia Learning Questionnaire (MMLQ), we evaluate its psychometric properties (item difficulties, scale reliabilities, and internal structure), and we use it to examine the prevalence of four different misconceptions about multimedia learning in student teachers and teachers. A total of 311 participants (176 teachers and 135 student teachers) responded to the items of the MMLQ. The results revealed moderate reliabilities of the MMLQ scales. Moreover, an a priori assumed four-factor structure of misconceptions about multimedia learning was most compatible with teachers’ and student teachers’ answers to the MMLQ items. These four factors were learning styles (multimedia instruction needs to be adapted to students’ learning styles [visual or auditory]), hemispheric isolation (multimedia instruction enables hemispheric communication), naïve summation (multimedia instruction is more effective the more sensory channels are used), and motivation primacy (multimedia instruction is mainly effective because it is motivating). The majority of teachers and student teachers endorsed three of the four misconceptions about multimedia learning (i.e., learning styles [78.1%], hemispheric isolation [58.8%], and naïve summation [81.4%]) as assessed by the MMLQ. This finding may provide valuable information for teacher education and training regarding this specific issue.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"420 - 444"},"PeriodicalIF":2.2,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/14757257211028723","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780949","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":"J. Alquist, Michael Penuliar, Francesco V. Donato","doi":"10.1177/1475725721999609","DOIUrl":"https://doi.org/10.1177/1475725721999609","url":null,"abstract":"Abstracts of recent articles published in Teaching of Psychologys of recent articles published in Teaching of Psychology","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"294 - 300"},"PeriodicalIF":2.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721999609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41927818","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":"Selected Contributions from the Inaugural Conference of the European Society of Psychology Learning and Teaching (ESPLAT)","authors":"Guest Editors: Joerg Zumbach, G. Hendry, Joerg Zumbach","doi":"10.1177/1475725721999611","DOIUrl":"https://doi.org/10.1177/1475725721999611","url":null,"abstract":"In September 2019, the inaugural conference of the newly founded European Society of Psychology Learning and Teaching (ESPLAT) took place in Utrecht, The Netherlands. Participants from all over the world were gathered in order to engage in scientific exchange about learning and teaching in Psychology. ESPLAT continues the work of the preceding EuroPlat conferences and provides a platform for all researchers and practitioners in Europe and worldwide. While the second ESPLAT conference with the theme of “Teaching and Learning Psychology in Times of COVID and Beyond” is already scheduled for September 2 and 3, 2021 (see https://www.esplat.org/esplat2021; make sure to log on to this online conference!), this special issue includes papers and reports based on contributions from the first ESPLAT conference. With a broad conference focus on all possible topics of learning and teaching in psychology, the call for submissions for this special issue was not limited to a particular field or area. Nevertheless, we put here an emphasis on theory and evidence-based research within the field, based upon the principles of the Scholarship of Teaching and Learning (SoTL) incorporating quantitative, qualitative, and mixed methods approaches to research, as well as review work on empirical studies. Following the tradition of the PLAT journal, all submitted papers had to undergo the rigorous double-blind peer review process separately from the conference review process.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"20 1","pages":"172 - 174"},"PeriodicalIF":2.2,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475725721999611","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43170911","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}