Abstract
Psychology undergraduates can benefit from direct experiences with laboratory procedures of psychological phenomena. However, they are not always available for students within a distance education program. The present study included students from the Spanish National Distance Education University (UNED) that were to take part in a Basic Psychology examination session. They participated in web-sessions on a tip-of-the-tongue (TOT) laboratory procedure. The aim was to study whether their performance at TOT-related items would be differentially improved. Our results support the conclusion that practicing with the TOT application was effective in improving the TOT comprehension among students. Study A showed that the performance level was higher for the TOT-practiced participants relative to the non-practiced ones. Study B showed significant group by item-type interaction. Also, there was a significant effect of group, and item-type. The results are contextualized in the psychological institutions’ mainstream effort for Psychology to be viewed as a STEM discipline by students, the political representatives, and the society.
Highlights
Direct experience of psychology students with the research procedure of psychological phenomena is usually considered a very profitable strategy for Psychology undergraduates
Our data supports that a digitized version of the laboratory procedure developed to study a seemingly ordinary psychological phenomenon could be a powerful tool for psychology undergraduates
The present research shows it is profitable to apply information technology (IT) in the psychological science learning and instruction implemented by a distance education institution
Summary
Direct experience of psychology students with the research procedure of psychological phenomena is usually considered a very profitable strategy for Psychology undergraduates. The course strategy includes presenting students with psychological phenomena and supporting the presentation with how researchers undertake its study under scientifically controlled conditions (e.g., Homa et al, 2013). A similar schema seems to be very often at work in the introductory psychology textbooks (Benjamin, 2005; Griggs & Bates, 2014). As Norcross et al (2016) have pointed out, only a 3% of undergraduate Psychology programs offered a lab for their introductory course. Very few works have studied learning after running experiments by measuring exam performance (Gil-Gómez de Liaño, León & PascualEzama, 2012)
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