Counterfactual Thinking in the History of Psychology Course

Autor/in	Carroll, David W.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01