Introductory Psychology Students Research Articles

Young Adults' Opinions about Hospice and Home Death

Exploring preferences for and barriers to quality end-of-life care is essential to improving care for dying individuals. Young adults often are involved or will be involved in decisions about the care of a loved one, and little research has examined opinions about end-of-life care among this population. The current study examined factors that may affect young adults' opinions about hospice care and home death. Participants were 1035 introductory psychology students at a southeastern university. The sample was 66% female and 60% Caucasian. The study questionnaire assessed participants' knowledge about hospice, experience with the death of a loved one, and opinions about hospice care and home death. Approximately 44% of the sample reported experience with the death of a loved one from a terminal illness. Hospice knowledge was higher among females, and females were more likely to report a positive opinion about hospice care as well as a greater likelihood of recommending hospice services for a loved one. Caucasians had a more positive opinion of home death than African Americans. Individuals describing their prior experience with the death of a loved one as negative had a more positive opinion of home death than those with no prior experience or a non-negative experience. Young adults' opinions about hospice and home death vary significantly with respect to gender and race. Large percentages of neutral responses suggest that interventions targeted at young adults could significantly impact their views of and ultimate choices about of end-of-life care.

The impact of email recruitment on our understanding of college smoking

Email recruitment is growing in popularity; however, this convenience sampling method may yield very different results from prior convenience sampling methods. Participants in the current study were 825 undergraduate students, 446 recruited through a campus wide email and 379 recruited through Introductory Psychology courses, who completed an on-line survey on smoking and health. Outcomes varied significantly by group. Introductory Psychology students reported higher smoker self-concept, more pros of smoking, and were more likely to view smoking as a method of negative affect reduction. The current study suggests that recruitment method can bias our understanding of smoking behaviors among college students.

Reducing Ethnocentrism in U.S. College Students by Completing a Cross-Cultural Psychology Course

Students enrolled in Cross-Cultural and Introductory Psychology courses completed measures of ethnocentrism at the beginning and end of the term. We predicted that those who took part in the Cross-Cultural Psychology class would have significantly reduced ethnocentric attitudes as a result of the course experience. We also predicted that the Introductory Psychology students would show a minimal decrease in ethnocentrism. As predicted, students in the cross- cultural class showed significant decreases in U.S. and generalized ethnocentrism, while the introductory psychology students did not. Course involvement was related to greater ethnocentrism reduction, but course grade was not related to ethnocentrism reduction. We discuss the implications for ethnocentrism reduction through cross-cultural class activities and education.

Impact of a Homonegativity Awareness Workshop on Attitudes Toward Homosexuality

The current study evaluated the effects of a homonegativity awareness workshop on attitudes toward homosexuality and examined individual difference variables associated with attitude change. Participants included 71 female and 43 male students (approximate mean age = 23). Compared to a control group of introductory psychology students, participants were less homonegative and erotophobic (F(1, 359) = 62.47 and 15.92, ps < .001) after the workshop. Implications for contact with gay and lesbian persons through structured intervention programs on attitudes toward homosexuality are discussed in terms of both the practice and theory of reducing prejudice and discrimination.

Test–retest reliability of a group-administered paper–pencil measure of delay discounting.

The purpose of this study was to determine the reliability of an easily administered paper-pencil temporal discounting task modeled loosely on the hypothetical money choice task (Rachlin, Raineri, & Cross, 1991). Our group-administered task used 2 descriptions of discounting, the slope constant (k) of the hyperbolic function V = A/(1 + kD) and the area under the curve (AUC). The task was initially administered to 387 (163 men, 188 women, and 35 unspecified gender) introductory psychology students in groups ranging in size from 15 to 45. Six weeks later, 299 students (131 men and 168 women) repeated the task in groups ranging from 15 to 30. At each test time, the data from participants who met specified discounting criteria (about 85%) were fit well with the hyperbolic function (mean r(2) = .90). The test-retest correlation for logk was r = .64; for AUC scores, it was r = .70, with a correlation of r = -.96 between logk and AUC scores at Test 1. The (dislike for) Cognitive Complexity and Cognitive Instability subscales of the Barratt Impulsivity Scales, Version 11, administered only at the retest correlated with k values (r = .20, p = .001, and r = .179, p = .003), and women discounted more than men (p < .001) at both test times. The results are discussed in terms of the utility of the procedure and a detailed comparison of k and AUC measures of discounting.

Mastery Quizzing as a Signaling Device to Cue Attention to Lecture Material

A mastery quiz is a miniquiz given at the start and end of a lecture period used to signal key lecture concepts. It also provides an incentive for focused attention and regular and punctual attendance. Students earn points toward their final grades for submitting correct responses at either or both testings. Introductory psychology students showed significant improvement in knowledge of mastery quiz content as assessed by pre–post lecture comparisons. Credits earned on mastery quizzes also predicted performance on course examination questions measuring signaled concepts and other concepts from lectures on days that mastery quizzes were administered.

Effects of Dietary Restraint and Body Mass Index on the Relative Reinforcing Value of Snack Food

The present study examined the independent and interactive association between dietary restraint, body mass index (BMI) and the relative reinforcing value of food. Four hundred and three introductory psychology students completed questionnaires assessing age, gender, BMI, hunger, smoking status, nicotine dependence, dietary restraint, hedonic ratings for snack food and fruits and vegetables and the relative reinforcing value of snack food and fruits and vegetables. In the overall sample, results indicated a dietary restraint x BMI interaction after controlling for age, hunger, nicotine dependence, and hedonics. However, when regression models were separated by gender, the BMI x restraint interaction emerged only for females and not for males. Findings suggest that BMI moderates the relationship between dietary restraint and snack food reinforcement in females only, such that restraint and snack food reinforcement are inversely correlated in females with lower BMI, but restraint is positively correlated with snack food reinforcement in females with higher BMI. Theoretical and clinical implications of these findings are discussed.

The Dynamic Nature of Coping with Gender Discrimination: Appraisals, Strategies and Well-being Over Time

Female introductory psychology students at a Canadian university (N = 31) participated in a lab simulation of discrimination, completed coping and well-being measures and then an online survey of well-being 1 year later. Expectations were that active (inactive) coping would initially be related to decreased (increased) well-being. A reverse pattern was expected for relationships between coping and well-being 1 year later. Results showed that among those perceiving high pervasive discrimination, active and inactive coping was related to decreased well-being immediately after the discrimination was portrayed, but among those perceiving low pervasiveness inactive coping was related to increased well-being. One year later inactive coping was related to decreased well-being among those perceiving high pervasiveness. Implications for short and long-term coping were discussed.

Assessing the Reliability of the Gambling Functional Assessment

Dixon and Johnson (Analysis of Gambling Behavior 2007, 1:44-49) introduced the Gambling Functional Assessment (GFA), which attempts to identify the consequences that may be maintaining a person's gambling behavior. The present study had 949 introductory psychology students complete the GFA, with 124 of them completing the measure a second time 12 weeks later. Measures of internal consistency were quite good regardless of whether "non-gamblers" were included or excluded. Test-retest reliability was somewhat mixed, with Escape scores yielding substandard coefficients, especially among females. Both internal and test-retest reliability were typically poorer for female respondents. In general, the GFA performed within the limits of acceptable reliability, and coefficients compared favorably with similar measures. Future investigations will need to determine the reliability and validity of the instrument, especially as it pertains to its intended population, pathological gamblers.

Separating the “Sinner” from the “Sin”: Religious Orientation and Prejudiced Behavior Toward Sexual Orientation and Promiscuous Sex

This study extends research on the relationship between religious orientation, sexual prejudice, and antipathy toward value‐violating behaviors. If intrinsic religion leads individuals to “love the sinner but hate the sin,” homosexual sexually promiscuous targets should be treated similarly to heterosexual promiscuous targets. One hundred female introductory psychology students were provided the opportunity to help two students. They had no information about the first student. The second student disclosed through a note that she was gay or said nothing about sexual orientation, and further stated that she was sexually promiscuous or celibate. Participants scoring high in intrinsic religiousness helped the disclosing student less when she revealed she was sexually promiscuous, but did not help a gay discloser less than a straight discloser. High intrinsic scores seemed to be related to antipathy toward the value‐violation, but not toward the gay person as an individual.

Evaluating the Electronic Textbook: Is it Time to Dispense with the Paper Text?

We examined the perceptions and performance of students who used an electronic versus a traditional paper textbook. Introductory psychology students (N = 392) who chose between the 2 formats did not differ in course grades. However, students using the electronic text reported spending less time reading for class compared to students using the paper text and generally evaluated the electronic text unfavorably. No student who purchased an electronic text in a prior class chose to purchase it for introductory psychology. These findings suggest that it may be premature to abandon the paper text in favor of the electronic text.

Function of Text Structure in Jurors' Comprehension and Decision Making

The Story Model of Juror Decision Making proposes that jurors develop a story of the case, match the story to verdict templates, and then select the best match between the story and the verdict. The present research investigated the effect different text structures in opening statements and closing arguments had on jurors' recognition for trial information and decision-making. It was hypothesized: (1) narrative opening statements would enhance story construction and (2) comparison-expository closing arguments would enhance story classification. 80 introductory psychology students read a medical malpractice mock lawsuit, rendered a verdict, were tested for recognition of trial facts, and gave an estimate of the surgeon's negligence. The defense's opening statements and closing arguments were written either in narrative or comparison-expository text format. Although weak support for the first hypothesis was found, evidence supporting the effect of comparison-expository text in closing arguments on juror decisions was stronger.

Mood State, Issue Involvement, and Argument Strength on Responses to Persuasive Appeals

This study investigated the effects of mood state, issue involvement, and argument strength on responses to persuasive appeals. Through an unrelated second study paradigm, 144 introductory psychology students were randomly assigned to High or Low Issue Involvement, Happy or Sad Mood Inductions, and Strong or Weak Argument conditions. Attitudes, measured on 9-point Likert-type scales, and cognitive responses, measured through a thought listing, were assessed. On attitudes, people in the Happy Induction condition were equally persuaded by Strong and Weak Arguments, whereas people in the Sad Induction condition were persuaded by Strong, but not Weak, Arguments. Involvement had no effect. On the thought-listing measures, people in the Happy Induction condition showed modest elaboration. A stronger pattern of effects, consistent with high elaboration, was noted on the thought listings of people in the Sad Induction condition and who were in the High Involvement group. Interestingly, people in the Sad Induction condition who were in the Low Involvement group showed mood-congruency on thoughts. The data suggest that the effects of mood state are not moderated by the effects of issue Involvement on this measure of attitudes but that there may be some moderation on measures of elaboration. Implications and directions for research are discussed.

Learning about the Means to the End: What US Introductory Psychology Students Report about Experimental Participation

Previous research has shown that when asked to rate their agreement with statements regarding their attitudes towards participation in psychological experiments, students reported that their participation was of educational value (e.g., Bowman and Waite, 2003; Landrum and Chastain, 1995). We investigated what kinds of learning experiences students would report when prompted with open ended questions regarding their participation. Four open ended questions asked how seriously participants took the research experience, what participants gained from studies, what were commonalties among the studies and how their classroom experience helped with understanding the experiments. In addition to reporting that they took their participation seriously, students reported that they learned not only about psychological content but also about the process of conducting psychological research.

Smoking, dietary restraint, gender, and the relative reinforcing value of snack food in a large university sample

The present study examined the independent and interactive association between smoking, gender, dietary restraint and the relative reinforcing value of snack food in a university sample. Four hundred and three introductory psychology students completed questionnaires assessing age, gender, BMI, hunger, smoking status, nicotine dependence, dietary restraint, hedonic ratings and the relative reinforcing value of snack food and fruits and vegetables. The relative reinforcing value of snack food was determined by the number of button presses subjects would be willing to do to obtain (100 g) of snack food versus 100 g of fruits and vegetables. Multiple regression analyses yielded a significant three-way interaction of gender, restraint, and smoking in predicting the relative reinforcing value of snack food indicating that in female smokers, dietary restraint was inversely associated with the relative reinforcing value of snack food, whereas in male smokers, restraint was not significantly related with the reinforcing value of snacks. These findings remained significant after controlling for BMI, hunger, and hedonics, suggesting that there are gender differences in relationship between smoking, dietary restraint, and snack food reinforcement. Among female university students, smoking moderates the relationship between dietary restraint and food reinforcement whereby high-restraint female smokers appear to be at lower risk of over-consuming energy dense snack food compared to low-restraint female smokers, while high-restraint male smokers may not be at higher risk than low-restraint male smokers.

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

Techniques for Increasing Student Learning From Educational Videos: Notes Versus Guiding Questions

We examined the effectiveness of several techniques for enhancing student learning from educational videos. Introductory psychology students (N = 113) watched a video about intelligence and testing...

Associations between young adults' recollections of their childhood experiences with parents and observations of their interaction behavior with best friends

Forty-eight introductory psychology students (28 females, 20 males) and their same-sex best friends participated in this study. Based upon a question from the Adult Attachment Interview (George, Kaplan, & Main, 1996), participants wrote five adjectives that described their childhood relationships with each parent. For the four most descriptive adjectives (two for mothers and two for fathers), they wrote about childhood incidents that illustrated those adjectives. Adjectives were evaluated for how positively participants described their relationships with mothers and with fathers; incidents were evaluated for how loving, rejecting, and neglectful mothers and fathers appeared to have been during childhood. Next, best friend pairs participated in a series of videotaped conversation tasks where they discussed unresolved problems. Those who recalled more loving mothers were better able to disclose intimate personal information to their friends and to clearly express their feelings about their problems.Those who recalled more neglectful mothers, on the other hand, were more likely to exhibit heightened emotionality when discussing their problems. Implications for future research are discussed.

Faculty Forum

According to the American Psychological Association ethical guidelines and federal regulations, psychology departments that require introductory psychology students to participate in research studies must also provide students with equitable alternatives to research participation, such as writing a paper. However, most students opt to participate in studies anyway. A possible explanation is that students may perceive writing a paper as a coercive alternative. In contradiction to this explanation, the vast majority of our participants indicated, when asked to assume that the paper and the experiment would be equally effortful, that they would choose the experiment anyway.

‘I totally agree with you’: gender interactions in educational online discussion groups

Abstract This paper discusses findings from an extensive project examining gender, language and computer‐mediated communication (CMC) in the context of undergraduate psychology courses. The contributions of 197 introductory psychology students (148 females, 49 males) participating in asynchronous CMC as part of their course were collated and coded for their language content using a qualitative content analysis procedure in Atlas.ti 4.2. Nearly 700 postings were characterised according to gender on the basis of seven categories relating to language and communication style – attenuated, authoritative, traditional male and female language features, mixed language, positive socioemotional and negative socioemotional. Gender interactions were analysed in terms of positive and negative socioemotional content, focusing on explicit markers of agreement and disagreement. Gender‐related patterns in language use and interaction style were found. Females were more likely than males to make attenuated contributions and express agreement, whereas males were more likely than females to make authoritative contributions and express disagreement. These results are discussed in terms of the implications for the increasing use of CMC in education.