Supplemental Processing Exercises As Predictors of Performance in an Introductory Psychology Course

Supplemental exercises yielded no significant difference, t(29) = -.514, p = .609, in course performance between two sections of Introductory Psychology (traditional vs. lecture plus processing exercises). Follow-up analysis yielded a significant regression equation for one supplemental activity, F(1, 27) = 12.31, p < .002, with a R2 of .312.