Retention

Selected Research:

Glass, A. L., Ingate, M., & Sinha, N.  (2013). The effect of a final exam on long-term retention.  Journal of General Psychology, 140, 224-241.

Greene, E. B.  (1931). The retention of information learned in college courses.  Journal of Educational Research, 24, 262-273.

Griggs, R. A., Jackson, S. L., Christopher, A. N., &Marek, P. (1999). Introductory psychology textbooks: An objective analysis and update. Teaching of Psychology, 26, 182–189.

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement In Education, 15, 309-333.

Halonen, J., Appleby, D. C., Brewer, C. L., Buskist, W., Gillem, A. R., Halpern, D., Hill G. W., Lloyd, M. A., Rudmann, J. L., Valjean, M., & Whitlow, V. M. (2002). The assessment cyberguide for learning goals and outcomes in the undergraduate psychology major.

Homa, N., Hackathorn, J., Brown, C., Garczynski, A., Solomon, E., Tennial, R., Sanborn, U., &  Gurung, R. A. R. (2013). How consistent are Introductory Psychology course syllabi? Examining objectives and content. Teaching of Psychology, 40, 169-174.

Landrum, R. E., & Gurung, R. A. R. (2013). The memorability of introductory psychology revisited. Teaching of Psychology, 40,222-227.

Lawrence, N. K.  (2013). Cumulative exams in the introductory psychology course. Teaching of Psychology, 40, 15-19.  doi:10.117/0098628312465858

Lawrence, N. K.  (2013). Cumulative exams in the introductory psychology course. Teaching of Psychology, 40, 15-19.  doi:10.117/0098628312465858

McCarthy, M. A., & Frantz, S. (2016). Challenging the status quo: Evidence that introductory psychology can dispel myths. Teaching of Psychology. doi:10.1177/0098628316649470

McCarthy, M. A., & Frantz, S. (2016). Challenging the status quo: Evidence that introductory psychology can dispel myths. Teaching of Psychology. doi:10.1177/0098628316649470

McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19, 494-513.

McKenzie, W. A., Perini, E., Rohlf, V., Toukhsati, S., Conduit, R., & Sanson, G. (2013). A blended learning lecture delivery model for large and diverse undergraduate cohorts. Computers & Education, 64, 116-126.

McNamara, C. L., Williamson, A. L., & Jorgensen, T. D. (2011). Assessment of differential learning by topic in introductory psychology. Psychology Learning & Teaching, 10, 253-260. doi:10.2304/plat.2011.10.3.253

Peck, A. C., Ali, R. S., Levine, M. E., & Matchock, R. L. (2006). Introductory psychology topics and student performance: Where’s the challenge? Teaching of Psychology, 33, 167–170. doi:10.1207/ s15328023top3303_2

Richmond, A. S., Boysen, G. A., Gurung, R. A., Tazeau, Y. N., Meyers, S. A., & Sciutto, M. J. (2014). Aspirational model teaching criteria for psychology. Teaching of Psychology, 41, 281 – 295. doi:0098628314549699.

Rickard, H. C., Rogers, R., Ellis, N. R., & Beidleman, W. B.  (1988). Some retention, but not enough.  Teaching of Psychology, 15, 151-152.

VanderStoep, S. W., Fagerlin, A., & Feenstra, J. S.  (2000). What do students remember from introductory psychology?  Teaching of Psychology, 27, 89-92.

 


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