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Self-Explanation of an Answer Choice Is Beneficial to Student Performance
My name isDarcey N. Powell from West Virginia Universityand I presented my research at the APS 23rd Annual Convention in Washington DC. Requiring students to explain their answers to multiple-choice homework questions improved their performance
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True Love May Wait—But Waiting Won’t Make You a Safer Lover Later On
Whether sex education focuses only on abstinence or teaches students about contraception and other topics as well, it all shares one main message: Wait. In abstinence-only, students are exhorted to wait for sex until they’re
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New Local Network Connects High School, Community College, and University Instructors of Psychological Science
With the help of the APS Teaching Fund small grant, Kiesa Kelly, Peter Giordano, and Holly Yates held the first annual Psychology Educators of Tennessee (PET) Teaching of Psychology Workshop to facilitate cross-pollination among educators in central Tennessee.
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I.Q. scores don’t predict success as much as motivation
USA Today: I.Q. scores mostly reveal the test-taker’s motivation to do well on the exam, particularly for low-scorers, suggests a series of experiments. “One of the most robust social science findings of the 20th century
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Genes and environment join forces to influence learning by ADHD children
Milwaukee Journal Sentinel: New research suggests that there is a complex interaction of genes and environment that affects academic performance of children with attention deficit/hyperactivity disorder. The research led by Lee A. Thompson, chairman of Case
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I Know You Can – So I Believe I Can
Do you ever get unusually anxious before taking a test? Do you ever choke and blank-out during a test? If so, research suggests you try thinking about a competent person before you take the test.