Intro Psych is arguably psychology’s most prolific and consequential courses. This page serves to collect the scholarship of teaching and learning related to Intro Psych. Literature Central is divided into categories representing the main areas of research in the field, providing key references for each.
Want to quickly get up to date on what is going on in Intro Psych?
American Psychological Association. (2014). Strengthening the Common Core of the Introductory Psychology Course. Washington, DC: American Psychological Association, Board of Educational Affairs. Retrieved from www.apa.org/ed/governance/bea/intro-psych-report.pdf
Gurung, R. A., Hackathorn, J., Enns, C., Frantz, S., Cacioppo, J. T., Loop, T., & Freeman, J. E. (2016). Strengthening introductory psychology: A new model for teaching the introductory course. American Psychologist, 71(2), 112-124. doi:10.1037/a0040012
Each link below has a list of key research citations.
– Class Size
– Content/Coverage
– Quizzing
– Research Exposure/Labs
– Retention
– Textbooks
– Model Teaching
– Writing and Publishing
– Course Length/Format
Key Areas for Future Research (Gurung & Hackathorn, 2018).
- What are students learning in Intro Psych?
- Is Intro Psych better taught in one semester or two?
- Does class size influence learning?
- What is the best format to deliver content?
- Does incorporating research experience enhance learning?
- Are some textbooks better than others?
- What are optimal teaching techniques to enhance learning?
- What are the best ways to study?
- What are the bottlenecks to learning/most difficult topics for students?
- What are key moderators influencing learning?
- Do different models of teaching Intro Psych differentially influence learning.
