Susan- I don't agree with your conclusion that it is the ambiguous answer that gives them problems. I think it is going toward application in a multiple choice format that my own in test analysis has shown to be a problem. As to their levels of anxiety on those questions, it is an interesting hypothesis but I personally don't see that. I think it has more to do with something like a cognitive set or test taking strategies (i.e., I think they are just kind of stuck strategically- I work with some on this and have had good success with improving their scores across the semester- but not everyone can do that with class sizes being what they are).
"Have you ever had a class really get into an example of Operant Conditioning?" Uh. Yes, many times. I think it depends on the examples you use and the level of engagement you can get within the class. Have you tried using a dog or other pet to make the point in class. Our small classes/campus make this easier by far (and I've taught large sections as well). I've also found good effect to presenting some of "The Dog Whisperer" excerpts and showing how you don't have to explain it the way he does but can show much of it is just operant conditioning. Thus you don't need to be "intuitive" or "think like a dog" to get many of those things to work. But you do have to pay attention to, wait for it, behavior. "Students also get bad grades because everything they read seems self evident - until it is an exam question." That's why I tell them this will happen (on the syllabus and in class) then I give a quiz and an early test and I talk about it again. By that point they get it, usually! It doesn't always work but I've found that the number of evaluations from science majors who say, "I think psychology is dumb", or "I didn't do well because you kept changing the answers", have dropped to nearly zero. Tim _______________________________ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
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