Critical thinking is a common aim for higher education students, often described as general competencies to be acquired through entire programs as well as domain-specific skills to be acquired within subjects. The aim of the study was to investigate whether statistics-specific critical thinking changed from the start of the first semester to the start of the second semester of a two-semester statistics course, where the curriculum contains learning objectives and assessment criteria related to critical thinking. The brief version of the Critical Thinking scale (CTh) from the Motivated Strategies of Learning Questionnaire addresses the core aspects of critical thinking common to three different definitions of critical thinking. Students rate item statements in relation to their statistics course using a frequency scale: 1 = never, 2 = rarely, 3 = sometimes, 4 = often, and 5 = always. Participants were two consecutive year-cohorts of full-time Bachelor of Psychology students taking a two-semester long statistics course placed in the first two semesters. Data were collected in class with a paper-pencil survey 1 month into their first semester and again 1 month into the second. The study sample consisted of 336 students (ncohort 1 = 166, ncohort 2 = 170) at baseline, the follow-up was completed by 270 students with 165 students who could be matched to their baseline response. To investigate the measurement properties of the CTh scale, item analysis by the Rasch model was conducted on baseline data and subsequently on follow-up data. Change scores at the group level were calculated as the standardized effect size (ES) (i.e., the difference between baseline and follow-up scores relative to the standard deviation of the baseline scores). Data fitted Rasch models at baseline and follow-up. The targeting of the CTh scale to the student sample was excellent at both timepoints. Absolute individual changes on the CTh ranged from −5.3 to 5.1 points, thus showing large individual changes in critical thinking. The overall standardized effect was small and negative (−0.12), with some variation in student strata defined by, gender, age, perceived adequacy of math knowledge to learn statistics, and expectation to need statistics in future employment.

Research data is increasingly viewed as an important scholarly output. While a growing body of studies have investigated researcher practices and perceptions related to data sharing, information about data-related practices throughout the research process (including data collection and analysis) remains largely anecdotal. Building on our previous study of data practices in neuroimaging research, we conducted a survey of data management practices in the field of psychology. Our survey included questions about the type(s) of data collected, the tools used for data analysis, practices related to data organization, maintaining documentation, backup procedures, and long-term archiving of research materials. Our results demonstrate the complexity of managing and sharing data in psychology. Data is collected in multifarious forms from human participants, analyzed using a range of software tools, and archived in formats that may become obsolete. As individuals, our participants demonstrated relatively good data management practices, however they also indicated that there was little standardization within their research group. Participants generally indicated that they were willing to change their current practices in light of new technologies, opportunities, or requirements.

ABSTRACT The present study analyzes the Classroom Climate in educational institutions of secondary school of the city of Mar del Plata. The sample consisted of 40 classes of basic secondary level of four educational institutions of the city of Mar del Plata (998 students, 37 teachers and 39 preceptors.) To evaluate the Classroom Climate was used the Classroom Environment Scale (CES) developed by Moos and Tricket. The results indicate a moderately favorable Classroom Climate. The strengths and weaknesses are presented, as well as the differences between teachers, preceptors and students. The importance of the role of preceptors in educational institutions is highlighted. The results are expected to enable future lines of research in the design of educational intervention programs that favor a positive Classroom Climate.

In this article, we explore the use of two published datasets for teaching a wide range of students about regression models, with a particular focus on interaction terms. The two datasets come from recent psychology studies on beliefs about poverty and welfare, and about the dynamics of groups projects. Both datasets (and their original research papers) are accessible to students, and because of their context, students can learn about data collection, measurement, and the use of statistics when studying complex social topics, while using the data to learn about regression analysis. We have used these data for a range of in-class activities, journal paper discussions, exams, and extended projects, at the undergraduate, master’s, and doctoral levels. Supplementary materials for this article are available online.

This project integrates restorative environments research and mindfulness research: two disparate but related approaches to managing the demands of modern living. Both offer ways to improve attention regulation by detaching from routine mental contents and engaging with present experience. However, restoration works bottom-up, from supportive environmental features, while mindfulness meditation works top-down, through effortful training. Complementarities between the two are the foundations of restoration skills training (ReST), a five-week mindfulness-based course that uses mindful sensory exploration in a natural setting to build a meditative state effortlessly. As in conventional mindfulness training (CMT), ReST involves a learning structure to teach versatile adaptive skills. Data were collected in four rounds, with successively refined versions of ReST given in a botanic garden and formally matched CMT given indoors. Data were collected to test short-term outcomes of practice sessions and long-term course outcomes.

These data form the basis of the analyses presented in (Lymeus et al. (2020) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Psychological functioning after a five-week course. Frontiers in Psychology). Some of these data were reused by (Lymeus et al. (2022) Mindfulness-based restoration skills training (ReST) in a natural setting compared to conventional mindfulness training: Sustained advantages at a 6-month follow-up. Frontiers in Psychology) as background to the follow-up analyses presented there. Therefore, some variables are replicated from this entry in the related entry (https://doi.org/10.5878/prw6-k648), where they are likewise marked T1 and T2.

These data were collected in four data collection rounds. In each data collection round, data were collected before and directly after two different five-week mindfulness training courses: restoration skills training (ReST; n = 75) and conventional mindfulness training (n = 77), between which participants were randomly assigned. In the fourth round of data collection, data were also collected before and immediately after the same five-week period from a separately recruited (non-randomized) passive control group (n = 29). The participants were university students who experienced stress or concentration problems.

Data were collected with the Five Facet Mindfulness Questionnaire (FFMQ; Baer et al. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.), Cognitive Failures Questionnaire (Broadbent et al. (1982). The Cognitive Failures Questionnaire (CFQ) and its correlates. British Journal of Clinical Psychology, 21(1), 1-16.) and the Perceived Stress Scale (Cohen et al. (1983). A global measure of perceived stress. Journal of Health and Social Behavior, 24(4), 385-396).

The psychology of learning in the classroom is a book. It was written by Robert Charles Craig and published by Collier-Macmillan in 1966.

Notes:rw = effect size correlation coefficients, CI = confidence intervals, k = number of effect sizes,Z = z-score, Qw = within-class goodness-of-fit statistics.*p

The purpose of this study is to determine the effectiveness of using passive and active learning techniques and retrieval practice on academic performance. Specifically, the current study will examine whether the combination of active learning and retrieval practice promotes higher academic performance compared to active learning, passive learning, or retrieval practice alone.

Supporting data and code from 'The time-course of real-world scene perception: spatial and semantic processing'

---------------------- General Info ----------------------

If there are any bugs/issues, contact Matt Anderson: Matt.Anderson@soton.ac.uk

doi: //doi.org/10.5258/SOTON/D2036

ORCID ID (Matt Anderson): 0000-0002-7498-2719

Research funded by a University of Southampton Jubilee Scholarship, EPSRC grant EP/K005952/1, EPSRC grant EP/S016368/1, and a York University VISTA Visiting Trainee Award

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See the ReadMe doc for full details of scripts and data.

Three documents archived: data, codebook, syntax. Ethics Number Pro00137385 Project Description: When students think generally about their need satisfaction/frustration in school writ large, they are summing across discrete activities. At school, assessment is a discrete activity where needs are likely differently satisfied than through instruction - which is where most of the literature exists. To focus on specifically increasing need satisfaction and decreasing frustration in the domain of assessment, a domain specific measurement tool is required. The purpose of this quantitative correlational study was to conduct a validation study on a new measure of Basic Psychological Need Satisfaction and Frustration in the domain of classroom assessment (BPNSF-CA).

Data base Database that collects data on gender, age, grade at the beginning of the course, grades of the activity and satisfaction with the activity.

An experimental study using randomisation of team work groups was developed. Some student groups developed CBL activities in combination with Escape Room activities, and other student groups developed CBL activities alone. The latter can be considered a control group.

This innovative teaching project was performed by social work students at the University of Zaragoza (Spain). This degree comprises 240 ECTS credits spread out over four years. Specifically, this experimental study was created for "Social Work with Groups" , a compulsory subject taught during the second semester of the second academic year of the Social Work degree programme. It is divided into two parts: the first one is presented from a social psychology perspective, and it is made up of five course curriculum topics. The second one is taught from a social work/social services perspective, which focuses more on the specifics of the profession (four course curriculum topics). This experiment was conducted in February and March 2023, during the delivery of the social psychology part of the course. There are taught five course curriculum topics that fall within the domain of social psychology (psychology of groups). These topics are: 1) group meaning and types; 2) group growth processes, cohesion, conflict, obedience and group violence, group decision-making; 3) group structure: definition, status, roles, norms, group culture; 4) leadership and 5) group characteristics such as communication and empathy.

The participants were students enrolled in the “Social Work with Groups” course at the University of Zaragoza (Spain) during the 2022-2023 academic year. The sample size was 111 students: 56 performed CBL activities with Escape Room activities, and 55 performed CBL activities without Escape Room activities.

The variable outcome of this experimental study was academic performance, assessed by the grade obtained in the mark for CBL activities with a rating from 0 to 10, where the higher score indicated a better performance. This mark showed the number of correct concepts that were identified and extracted from the case. This score was translated to a categorical assessment going from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

Secondary outcomes

The secondary variables were: 1) quantitative and qualitative exam score (on the psychology of groups´ contents) 2) students´ satisfaction with the activity, and 3) time needed for performing the activities.

The academic performance data were collected using the exam score for the subject (psychology of groups´ contents). This exam consisted of 40 multiple-choice questions with three response options, taking the chance factor into account (so marks were deducted for wrong answers). The quantitative rating of each academic score can range between 0 and 10, with a higher score denoting a higher percentage of correct answers. The categorical holistic assessment of achievement goes from fail (between 0 and 4.9), to pass (between 5.0 and 6.9), to merit (between 7.0 and 8.9), to outstanding (between 9.0 and 10).

The data on students´ satisfaction with the activity performed were collected using a self-reporting questionnaire made up of seven statements on the course and teaching methodology used (Gómez-Poyato et al. 2020; Oliván-Blázquez et al. 2022; Olivan-Blázquez et al. 2019), which were answered on a Likert scale from 0 to 4, with 0 meaning not at all and 4 meaning to a great extent. The statements to be evaluated were as follows: the teaching methodology used has encouraged new knowledge acquisition; it has favoured deep learning; it has helped me to think more critically; it has helped me to apply theoretical content to practice; it has helped me to apply theoretical content to assessments; it has helped me to understand concepts better; I believe it is an appropriate teaching methodology. A free response section was also included so that students could express themselves openly.

The data for the time used to carry out the activities were also collected, measured in minutes used for finishing the activities.

Age, gender and university admittance mark data were also obtained in order to to determine if the student groups were in the same conditions regarding these values at the start of the analysis.

This data collection consists of two .csv files containing lists of sentences with individual and mean sentence ratings (crowd sourced judgements) on three modes of presentation.

This research holds out the prospect of important impact in two areas. First, it can shed light on the relationship between the representation and acquisition of linguistic knowledge on one hand, and learning and the encoding of knowledge in other cognitive domains. This work can, in turn, help to clarify the respective roles of biologically conditioned learning biases and data driven learning in human cognition.

Second, this work can contribute to the development of more effective language technology by providing insight, from a computational perspective, into the way in which humans represent the syntactic properties of sentences in their language. To the extent that natural language processing systems take account of this class of representations they will provide more efficient tools for parsing and interpreting text and speech.

In the past twenty-five years work in natural language technology has made impressive progress across a wide range of tasks, which include, among others, information retrieval and extraction, text interpretation and summarization, speech recognition, morphological analysis, syntactic parsing, word sense identification, and machine translation. Much of this progress has been due to the successful application of powerful techniques for probabilistic modeling and statistical analysis to large corpora of linguistic data. These methods have given rise to a set of engineering tools that are rapidly shaping the digital environment in which we access and process most of the information that we use.

In recent work (Lappin and Shieber (2007), Clark and Lappin (2011a), Clark and Lappin (2011b)) my co-authors and I have argued that the machine learning methods that are driving the expansion of natural language technology are also directly relevant to understanding central features of human language acquisition. When these methods are used to construct carefully specified formal models and implementations of the grammar induction task, they yield striking insights into the limits and possibility of human learning on the basis of the primary linguistic data to which children are exposed. These models indicate that language learning can be achieved without the sorts of strong innate learning biases that have been posited by traditional theories of universal grammar. Weak biases, some derivable from non-linguistic cognitive domains, and domain general learning procedures are sufficient to support efficient data driven learning of plausible systems of grammatical representation.

In the current research I am focussing on the problem of how to specify the class of representations that encode human knowledge of the syntax of natural languages. I am pursuing the hypothesis that a representation in this class is best expressed as an enriched statistical language model that assigns probability values to the sentences of a language. A central part of the enrichment of the model consists of a procedure for determining the acceptability (grammaticality) of a sentence as a graded value, relative to the properties of that sentence and the language of which it is a part. This procedure avoids the simple reduction of the grammaticality of a string to its estimated probability of occurrence, while still characterizing grammaticality in probabilistic terms. An enriched model of this kind will provide a straightforward explanation for the fact that individual native speakers generally judge the well formedness of sentences along a continuum, rather than through the imposition of a sharp boundary between acceptable and unacceptable sentences. The pervasiveness of gradedness in the linguistic knowledge of individual speakers poses a serious problem for classical theories of syntax, which partition strings of words into the grammatical sentences of a language and ill formed strings of words.

We compared traditional match-to-sample training with individual observational learning of equivalence classes through the use of video models. Two groups of OL were included: one showing progressive performance and a second showing errorless performance throughout training. Data were collected during a computerized pretest, sorting pretest, training, a computerized posttest, and a sorting posttest. Results showed that OL-Mixed training (showing progressively increasing correct performance) led to the greatest increases from pretest to posttest. Additionally, OL-Mixed training led to the highest yield (i.e., number of participants passing the posttest/demonstrating equivalence class formation).

Data for: Pre/Post Difference Scores, MTS Training Data, Group Means, Training Duration, Testing Duration, Yield, and Sorting Pre/Posttest Data.

This dataset was collected from K-12 teachers via online surveys (Qualtrics). The statistical analyses were conducted in R-programing.

In the present research, we tested whether a combination of getting perspective and exposure to relevant incremental theories can mitigate the consequences of bias on discipline decisions. We call this combination of approaches a “Bias-Consequence Alleviation” (BCA) intervention. The present research sought to determine how the following components can be integrated to reduce the process by which bias contributes to racial inequality in discipline decisions: (1) getting a misbehaving student’s perspective, “student-perspective”; (2) belief that others’ personalities can change, “student-growth”; and (3) belief that one’s own ability to sustain positive relationships can change, “relationship-growth.” Can a combination of these three components curb troublemaker-labeling and pattern-prediction responses to a Black student’s misbehavior (Exp...

This dataset accompanies the manuscript "The effects of reinforcement and punishment magnitude on the formation and maintenance of equivalence classes," submitted to The Psychological Record. It includes two datasets and the R scripts used for data analysis.

Test scores for intelligence / practical insight / mathematics / language / administration. Background variables: residence/ characteristics of parental family/household/ occupation/employment/ education/ social class

Educational psychology training is a three year doctorate programme. NCTL train on average 120 annually and share the cost with employers. There are contractual implications for both trainees receiving government funding for the course and training providers, particularly for those trainees deferring or leaving the course. This dataset is a list of trainees who are in training or have deferred or left the course or have completed training since 2009.