Using Action Verbs as Learning Outcomes: Applying Bloom’s Taxonomy in Measuring Instructional Objectives in Introductory Psychology

We used a set of action verbs based on Bloom’s taxonomy to assess learning outcomes in two college-level introductory psychology courses.  The action verbs represented an acronym, IDEA, comprising skills relating to identifying, defining or describing, evaluating or explaining, and applying psychological knowledge.  Exam performance demonstrated that higher level cognitive skills in Bloom’s taxonomy represented by the action verbs evaluating and explaining were the most difficult for students to acquire and also showed the highest item discrimination index in differentiating between better and poorer students.  This study provides a heuristic framework for evaluating areas of relative strength and weakness in acquired skills in college coursework

Retention of Text Material under Cued and Uncued Recall and Open and Closed Book Conditions

Evidence supports the benefits of effortful processing in strengthening retention of newly learned material. The present study compared two forms of effortful processing, uncued (free) recall and cued recall, under both open and closed book conditions, on both immediate and delayed (one-week) test performance. Participants read a section of a child psychology text and then completed either an uncued recall task in which they typed as much information as they could recall, or a cued recall task, in which they typed answers to study questions. Recall was conducted under open versus closed book conditions. No differences between cued and uncued conditions were obtained, but participants performed better on immediate test performance in the open book condition. No significant effects were found at delayed assessment. The results point to a short-term advantage of effortful review of text materials performed with access to study materials

AB NORMAL PSYCHOLOGY IN A CHANGING WORLD

xvii, 630 hlm ; 22,5 x 27 c

Psikologi Abnormal Jil. 2

xv.285 hal.;28 c

Psikologi : konsep dan aplikasi edisi ketiga

viii, 1382 hlm.:ilus.: 23 c

An introduction to psychology

xi, 635[35].: 25 c

Psikologi Konsepsi dan Aplikasi

vii, 1382 hlm.; 24 c