Intro psych professors, I'm curious: How do you deal with assigning textbook chapters that have wrong, outdated, or less-than replicable citations?https://twitter.com/siminevazire/status/1006070517772607488 …
that sounds like work! haha. Are there good intro textbooks that reflect where things are at today. Or are those outdated the moment they publish?
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They are always outdated. I teach intro psych, and always complement lecture with newer results (both new positive effects, as I always did, and now more often with negative effects). I never slavishly follow any textbook. Slides always contain context.
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would be interested to see examples of your slides if you'd want to share them. brian@vox.com
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this seems easy enough to teach! Curious if there's any surveys to professors on whether they do this sort of thing or not. I know there was an (not representative) survey of textbooks not too long agohttps://link.springer.com/article/10.1007/s12144-016-9539-7 …
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My question is:how to motivate to students that they need to know this in the first place?I mean,”This is how it was thought to be, now we know it’s not like that”.Well who then cares?(Just thinking from the students point of view)Grateful for any advice

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Before you get into the research a present them with various hypotheses and ask them to say which they think might be true why and how to test.
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Okay, I kinda get the point but the students I teach do not get any methods (and especially no quant) teaching before my course so I don’t think they would know how to test. And still: what is the final argument?”Why do I need to learn this if it isn’t true?”
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I think a key take-home from such a presentation is to learn to question established science, and to dare move forward and test/retest. A fundamental attribute of science is that there are no(or very few) absolute truths, and those truths are revised based on new research...
End of conversation
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