What Do Students Remember From Introductory Psychology?
Document Type
Article
Publication Date
Spring 2000
Publication Source
Teaching of Psychology
Volume Number
27
Issue Number
2
First Page
89
Last Page
92
Publisher
Lawrence Erlbaum Associates
ISSN
0098-6283
Abstract
In 2 studies, students in introductoryPsychology courses completed a free-recall task designed to measure their memory for the course. In Study 1, the most frequently recalled items were vivid instructional tools, such as dramatic videos and novel in-class demonstrations. The ratings of these responses measured how relevant they were to a course concept. Only 15% of responses were highly relevant to course material. Students' relevance of responses correlated positively with final grade and test-score percentage. Study 2 found that the concepts students remembered most frequently had vivid instructional techniques accompanying them.
Recommended Citation
Published in: Teaching of Psychology, Volume 27, Issue 2, Spring April 1, 2000, pages 89-92. Copyright © 2000 Lawrence Erlbaum Associates, Mahwah, N.J.. The final published version is available at: http://dx.doi.org/10.1207/S15328023TOP2702_02
