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Autor/in | Carroll, David W. |
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Titel | Counterfactual Thinking in the History of Psychology Course |
Quelle | In: Psychology Learning and Teaching, 12 (2013) 1, S.76-82 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1475-7257 |
DOI | 10.2304/plat.2013.12.1.76 |
Schlagwörter | College Students; College Seniors; Psychology; History; Logical Thinking; Essays; Assignments; Discourse Analysis; Thinking Skills; Change; Verbs; Critical Thinking; Teaching Methods; Correlation; Statistical Analysis; Wisconsin Collegestudent; College; Colleges; Senior; Hochschule; Fachhochschule; Psychologie; Geschichte; Geschichtsdarstellung; Essay; Aufsatzunterricht; Assignment; Auftrag; Zuweisung; Diskursanalyse; Denkfähigkeit; Wandel; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Statistische Analyse |
Abstract | History of psychology students wrote essays about historical figures and counterfactual events. A linguistic analysis of the essays revealed that counterfactual assignments included more auxiliary verbs and more references to tentativeness and the future. More important, scores on the counterfactual assignments but not the historical figure assignments correlated positively with a critical thinking subtest of the Collegiate Assessment of Academic Proficiency. The linguistic analysis and standardized test results suggest that the counterfactual assignment promotes a different form of thinking than more traditional historical assignments. Counterfactual thinking assignments may be applied to courses in other areas of psychology. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |