Teaching Introductory Psychology
Using Repetition, Spacing, and Lag Effects
Datos Bibliográficos
| ID | 13667397 |
|---|---|
| Autores | Stuart J Mckelvie (0000-0001-7288-7892, Bishop's University, autor de correspondencia) |
| Año | 1991 |
| Volumen | 69 |
| Número | 2 |
| Páginas | 427-433 |
| Fecha de publicación | 1991-10-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Psychological Reports (JOURNAL) |
| Identificadores de la revista | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Editorial | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.1991.69.2.427 |
| OpenAlex | W2033221496 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 7 |
Following a theoretical account of the repetition, spacing, and lag effects, their application to the teaching of certain ideas in an introductory psychology course is described. The structure and sequence of course topics is described, including the timing of the presentation of particular concepts: Hebb's physiological behavioristics, Skinner's radical behaviorism, the operational definition, adaptation/habituation, and bottom-up/top-down processing. The paper concludes with a description of the course grading scheme, which incorporates repeated testing of material and the possibility of improving components of the final grade
Adaptation (eye · Behaviorism · Coding (social sciences · Cognitive psychology · Cognitive science · Grading (engineering · Habituation · Lag · Presentation (obstetrics · Psychotherapist · Repetition (rhetorical device · Academic and Historical Perspectives in Psychology · Computer Science · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,07 |
| Intervalo de citas | 2011 - 2011 (1) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |