Skip to main content
SpringerLink
Log in

Teaching the Psychology of Learning

  • Living reference work entry
  • Latest version View entry history
  • First Online:
International Handbook of Psychology Learning and Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE))

  • 71 Accesses

Abstract

While teaching psychology is always demanding, teaching courses about the psychology of learning presents unique challenges for instructors. Learning courses have specialized language and procedures not found in other areas of psychology, students tend to enter courses with certain misconceptions, and published materials related to teaching learning can be lacking. This chapter discusses these and other challenges and potential ways to overcome them. Being aware of these pitfalls can help instructors to understand any confusion students might have or develop about the material and take actions to correct it. Also included is a brief history of learning as a field, and proposed core content and learning outcomes for learning courses. Evidence-based teaching and assessment strategies are discussed in general, along with specific examples pertaining to learning courses. A way of approaching the teaching of operant conditioning based on common student difficulties is also outlined. Lastly, some general teaching tips as well as teaching resources (some general, some specific to learning courses) are provided. Though this chapter is aimed at instructors of learning courses (or those looking for guidance in teaching the learning portion of an introductory psychology course), many of the strategies can be applied widely.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Abramson, C. (2013). Problems of teaching the behaviorist perspective in the cognitive revolution. Behavioral Science, 3(1), 55–71. https://doi.org/10.3390/bs3010055.

    Article  Google Scholar 

  • Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306.

    Article  Google Scholar 

  • American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx

  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Longman.

    Google Scholar 

  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (3rd ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Austin, A. E. (2002). Preparing the next generation of faculty: Graduate school as socialization to the academic career. The Journal of Higher Education, 73(1), 94–122. https://doi.org/10.1080/00221546.2002.11777132.

    Article  Google Scholar 

  • Bain, K. (2004). What the best college teachers do (1st ed.). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Baldwin, J. D., & Baldwin, J. I. (1999). The value of everyday examples in the teaching of learning: A comment prompted by Machado and Silva (1998). Journal of the Experimental Analysis of Behavior, 72(2), 269–272. https://doi.org/10.1901/jeab.1999.72-269.

    Article  Google Scholar 

  • Barkley, E. F., & Major, C. H. (2018). Interactive lecturing: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Barron, A. B., Hebets, E. A., Cleland, T. A., Fitzpatrick, C. L., Hauber, M. E., & Stevens, J. R. (2015). Embracing multiple definitions of learning. Trends in Neurosciences, 38(7), 405–407. https://doi.org/10.1016/j.tins.2015.04.008.

    Article  Google Scholar 

  • Beatty, I. D., Gerace, W. J., Leonard, W. J., & Dufresne, R. J. (2006). Designing effective questions for classroom response system teaching. American Journal of Physics, 74(1), 31–39. https://doi.org/10.1119/1.2121753.

    Article  Google Scholar 

  • Bennett, R. E., Rock, D. A., & Wang, M. (1991). Equivalence of free-response and multiple-choice items. Journal of Educational Measurement, 28(1), 77–92.

    Google Scholar 

  • Bernstein, D. A. (2018). Does active learning work? A good question, but not the right one. Scholarship of Teaching and Learning in Psychology, 4(4), 290–307. https://doi.org/10.1037/stl0000124.

    Article  Google Scholar 

  • Bernstein, D. A., Frantz, S., & Chew, S. (2020). Teaching psychology: A step-by-step guide (3rd ed.). New York, NY: Routledge.

    Google Scholar 

  • Bernstein, D. J., Addison, W., Altman, C., Hollister, D., Komarraju, M., Prieto, L., … Shore, C. (2010). Toward a scientist-educator model of teaching psychology. In Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 29–45). Washington, DC: American Psychological Association. https://doi.org/10.1037/12063-002.

    Chapter  Google Scholar 

  • Bleske-Rechek, A., Zeug, N., & Webb, R. M. (2007). Discrepant performance on multiple-choice and short answer assessments and the relation of performance to general scholastic aptitude. Assessment & Evaluation in Higher Education, 32(2), 89–105. https://doi.org/10.1080/02602930600800763.

    Article  Google Scholar 

  • Bligh, D. A. (2000). What’s the use of lectures? (1st ed.). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1956). Taxonomy of educational objectives: The classification of educational goals, handbook 1: Cognitive domain. New York, NY: David McKay.

    Google Scholar 

  • Braat, M., Engelen, J., van Gemert, T., & Verhaegh, S. (2020). The rise and fall of behaviorism: The narrative and the numbers. History of Psychology, 23(3), 252–280. https://doi.org/10.1037/hop0000146.

    Article  Google Scholar 

  • Brown, F. J., & Gillard, D. (2015). The “strange death” of radical behaviourism. The Psychologist, 28(1), 24–27.

    Google Scholar 

  • Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press.

    Google Scholar 

  • Burkill, S., Dyer, S. R., & Stone, M. (2008). Lecturing in higher education in further education settings. Journal of Further and Higher Education, 32(4), 321–331. https://doi.org/10.1080/03098770802392915.

    Article  Google Scholar 

  • Buskist, W., Sikorski, J., Buckley, T., & Saville, B. K. (2002). Elements of master teaching. In S. F. Davis & W. Buskist (Eds.), The teaching of psychology: Essays in honor of Wilbert J. McKeachie and Charles L. Brewer (pp. 27–39). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Busler, J., Kirk, C., Keeley, J., & Buskist, W. (2017). What constitutes poor teaching? A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44(4), 330–334. https://doi.org/10.1177/0098628317727907.

    Article  Google Scholar 

  • Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604–616. https://doi.org/10.3758/MC.36.3.604.

    Article  Google Scholar 

  • Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE Life Sciences Education, 6(1), 9–20. https://doi.org/10.1187/cbe.06-12-0205.

    Article  Google Scholar 

  • Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354.

    Article  Google Scholar 

  • Chew, S. L., Halonen, J. S., McCarthy, M. A., Gurung, R. A. R., Beers, M. J., McEntarffer, R., & Landrum, R. E. (2018). Practice what we teach: Improving teaching and learning in psychology. Teaching of Psychology, 45(3), 239–245. https://doi.org/10.1177/0098628318779264.

    Article  Google Scholar 

  • Chickering, A. W., & Gamson, Z. F. (1989). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3), 140–141. https://doi.org/10.1016/0307-4412(89)90094-0.

    Article  Google Scholar 

  • Christodoulou, D. (2014). Seven myths about education. London: Routledge.

    Google Scholar 

  • Clark, R. C., & Mayer, R. E. (2008). Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement, 47(9), 5–13. https://doi.org/10.1002/pfi.20028.

    Article  Google Scholar 

  • Darwin, C. (1871). The descent of man, and selection in relation to sex (Vol. 1). London: John Murray.

    Google Scholar 

  • De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and merits of a functional definition of learning. Psychonomic Bulletin & Review, 20(4), 631–642. https://doi.org/10.3758/s13423-013-0386-3.

    Article  Google Scholar 

  • DeBell, C. S., & Harless, D. K. (1992). B.F. Skinner: Myth and misperception. Teaching of Psychology, 19(2), 68–73. https://doi.org/10.1207/s15328023top1902_1.

    Article  Google Scholar 

  • Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116.

    Article  Google Scholar 

  • Dolan, E. L., & Collins, J. P. (2015). We must teach more effectively: Here are four ways to get started. Molecular Biology of the Cell, 26(12), 2151–2155. https://doi.org/10.1091/mbc.E13-11-0675.

    Article  Google Scholar 

  • Domjan, M. (1987). Animal learning comes of age. American Psychologist, 42, 556–564. https://doi.org/10.1037/0003-066X.42.6.556.

    Article  Google Scholar 

  • Domjan, M. (2010). The principles of learning and behavior (6th ed.). Belmont, CA: Wadsworth, Cengage Learning.

    Google Scholar 

  • Donahoe, J. W. (1984). Skinner – The Darwin of ontogeny? The Behavioral and Brain Sciences, 7, 487–488.

    Google Scholar 

  • Donahoe, J. W. (2012). Reflections on behavior analysis and evolutionary biology: A selective review of evolution since Darwin – The first 150 years. Edited by M. A. Bell, D. J. Futuyama, W. F. Eanes, & J. S. Levinton. Journal of the Experimental Analysis of Behavior, 97(2), 249–260. https://doi.org/10.1901/jeab.2012.97-249.

    Article  Google Scholar 

  • Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795–805.

    Google Scholar 

  • Dunlosky, J., & Lipko, A. R. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16(4), 228–232. https://doi.org/10.1111/j.1467-8721.2007.00509.x.

    Article  Google Scholar 

  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266.

    Article  Google Scholar 

  • Dunn, D. S., Brewer, C. L., Cautin, R. L., Gurung, R. A. R., Keith, K. D., McGregor, L. N., … Voigt, M. J. (2010). The undergraduate psychology curriculum: Call for a core. In Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 47–61). Washington, D.C.: American Psychological Association.

    Google Scholar 

  • Epting, L. K. (2011). Connecting the fundamental science of behavior analysis to everyday experience: An assignment for students. Journal of Behavioral and Neuroscience Research, 9(2), 7.

    Google Scholar 

  • Flora, S. R., & Pavlik, W. B. (1990). An objective and functional matrix for introducing concepts of reinforcement and punishment. Teaching of Psychology, 17(2), 121–122.

    Google Scholar 

  • Gewirtzt, P. (1996). On “I know it when I see it.”. The Yale Law Journal, 105, 27.

    Google Scholar 

  • Ghiselin, M. T. (2018). B.F. Skinner and the metaphysics of Darwinism. Perspectives on Behavior Science, 41(1), 269–281. https://doi.org/10.1007/s40614-018-0139-8.

    Article  Google Scholar 

  • Gillespie, D., & Simmons, S. (1995, August). A classroom activity to demonstrate the principle of negative reinforcement. Paper presented at the 103rd Annual Meeting of the American Psychological Association, New York, NY.

    Google Scholar 

  • Haggbloom, S. J., Warnick, R., Warnick, J. E., Jones, V. K., Yarbrough, G. L., Russell, T. M., … Monte, E. (2002). The 100 most eminent psychologists of the 20th century. Review of General Psychology, 6(2), 139–152. https://doi.org/10.1037/1089-2680.6.2.139.

    Article  Google Scholar 

  • Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309–333. https://doi.org/10.1207/S15324818AME1503_5.

    Article  Google Scholar 

  • Halpern, D. F., Anton, B., Beins, B. C., Bernstein, D. J., Blair-Broeker, C. T., Brewer, C. L., … Rocheleau, C. A. (2010). APA principles for quality undergraduate education in psychology. In Undergraduate education in psychology: A blueprint for the future of the discipline (pp. 161–173). Washington, D.C: American Psychological Association.

    Google Scholar 

  • Hancock, G. R. (1994). Cognitive complexity and the comparability of multiple-choice and constructed-response test formats. The Journal of Experimental Education, 62(2), 143–157.

    Google Scholar 

  • Holmes, J. D. (2016). Great myths of education and learning. Hoboken: Wiley Blackwell.

    Google Scholar 

  • Jakobsen, K. V., & Daniel, D. B. (2019). Evidence-inspired choices for teachers: Team-based learning and interactive lecture. Teaching of Psychology, 46(4), 284–289. https://doi.org/10.1177/0098628319872411.

    Article  Google Scholar 

  • Jensen, J. L., McDaniel, M. A., Woodard, S. M., & Kummer, T. A. (2014). Teaching to the test...Or testing to teach: Exams requiring higher order thinking skills encourage greater conceptual understanding. Educational Psychology Review, 26(2), 307–329.

    Google Scholar 

  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966–968. https://doi.org/10.1126/science.1152408.

    Article  Google Scholar 

  • Keeley, J., Smith, D., & Buskist, W. (2006). The teacher behaviors checklist: Factor analysis of its utility for evaluating teaching. Teaching of Psychology, 33(2), 84–91. https://doi.org/10.1207/s15328023top3302_1.

    Article  Google Scholar 

  • Khanna, M. M., Brack, A. S. B., & Finken, L. L. (2013). Short- and long-term effects of cumulative finals on student learning. Teaching of Psychology, 40(3), 175–182. https://doi.org/10.1177/0098628313487458.

    Article  Google Scholar 

  • Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(4), 989–998. https://doi.org/10.1037/a0015729.

    Article  Google Scholar 

  • Lachman, S. J. (1997). Learning is a process: Toward an improved definition of learning. The Journal of Psychology, 131(5), 477–480. https://doi.org/10.1080/00223989709603535.

    Article  Google Scholar 

  • Lang, J. M. (2016). Small teaching: Everyday lessons from the science of learning. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Lasry, N. (2008). Clickers or flashcards: Is there really a difference? The Physics Teacher, 46(4), 242–244. https://doi.org/10.1119/1.2895678.

    Article  Google Scholar 

  • Leahey, T. H. (1992). Questions of psychology’s evolution: The mythical revolutions of American psychology. American Psychologist, 47(2), 308–318.

    Google Scholar 

  • Lukhele, R., Thissen, D., & Wainer, H. (1994). On the relative value of multiple-choice, constructed response, and examinee-selected items on two achievement tests. Journal of Educational Measurement, 31(3), 234–250.

    Google Scholar 

  • Machado, A., & Silva, F. J. (1998). Greatness and misery in the teaching of the psychology of learning. Journal of the Experimental Analysis of Behavior, 70(2), 215–234. https://doi.org/10.1901/jeab.1998.70-215.

    Article  Google Scholar 

  • Marsh, E. J., Roediger, H. L., Bjork, R. A., & Bjork, E. L. (2007). The memorial consequences of multiple-choice testing. Psychonomic Bulletin & Review, 14(2), 194–199. https://doi.org/10.3758/BF03194051.

    Article  Google Scholar 

  • Matheson, C. (2008). The educational value and effectiveness of lectures. The Clinical Teacher, 5(4), 218–221. https://doi.org/10.1111/j.1743-498X.2008.00238.x.

    Article  Google Scholar 

  • Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice-Hall.

    Google Scholar 

  • Miller, G. A. (2003). The cognitive revolution: A historical perspective. Trends in Cognitive Sciences, 7(3), 141–144. https://doi.org/10.1016/S1364-6613(03)00029-9.

    Article  Google Scholar 

  • Morgan, D. L., & Buskist, W. (1990). Conversations with the keepers of the internal order: A review of B.J. Baars’ the cognitive revolution in psychology. The Behavior Analyst, 13(2), 199–200.

    Google Scholar 

  • Overskeid, G. (2008). They should have thought about the consequences: The crisis of cognitivism and a second chance for behavior analysis. The Psychological Record, 58(1), 131–151. https://doi.org/10.1007/BF03395606.

    Article  Google Scholar 

  • Parker, J. K. (1993). Lecturing and loving it: Applying the information-processing model. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 67(1), 8–11. https://doi.org/10.1080/00098655.1993.9956006.

    Article  Google Scholar 

  • Perez, K. E., Strauss, E. A., Downey, N., Galbraith, A., Jeanne, R., & Cooper, S. (2010). Does displaying the class results affect student discussion during peer instruction? CBE Life Sciences Education, 9(2), 133–140. https://doi.org/10.1187/cbe.09-11-0080.

    Article  Google Scholar 

  • Perlman, B., & McCann, L. I. (1999). The most frequently listed courses in the undergraduate psychology curriculum. Teaching of Psychology, 26(3), 177–182. https://doi.org/10.1207/S15328023TOP260303.

    Article  Google Scholar 

  • Pilgrim, C. (2003). Science and human behavior at fifty. Journal of the Experimental Analysis of Behavior, 80(3), 329–340. https://doi.org/10.1901/jeab.2003.80-329.

    Article  Google Scholar 

  • Rescorla, R. A. (1988). Pavlovian conditioning: It’s not what you think it is. American Psychologist, 43(3), 151–160.

    Google Scholar 

  • Robins, R., Gosling, S., & Craik, K. (1999). An empirical analysis of trends in psychology. The American Psychologist, 54, 117–128. https://doi.org/10.1037/0003-066X.54.2.117.

    Article  Google Scholar 

  • Rodriguez, M. C. (2003). Construct equivalence of multiple-choice and constructed-response items: A random effects synthesis of correlations. Journal of Educational Measurement, 40(2), 163–184. https://doi.org/10.1111/j.1745-3984.2003.tb01102.x.

    Article  Google Scholar 

  • Roediger, H. L. (2004). What happened to behaviorism. APS Observer, 17, 40–42.

    Google Scholar 

  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x.

    Article  Google Scholar 

  • Roediger, H. L., & Marsh, E. J. (2005). The positive and negative consequences of multiple-choice testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(5), 1155–1159. https://doi.org/10.1037/0278-7393.31.5.1155.

    Article  Google Scholar 

  • Root, W. B., & Rehfeldt, R. A. (2020). Towards a modern-day teaching machine: The synthesis of programmed instruction and online education. The Psychological Record, 71(1), 1–10. https://doi.org/10.1007/s40732-020-00415-0.

  • Royal, K. D. (2017). Why veterinary medical educators should embrace cumulative final exams. Journal of Veterinary Medical Education, 44(2), 346–350. https://doi.org/10.3138/jvme.0216-035R.

    Article  Google Scholar 

  • Scully, D. (2017). Constructing multiple-choice items to measure higher-order thinking. Practical Assessment, Research and Evaluation, 22(4). https://doi.org/10.7275/CA7Y-MM27.

  • Sheldon, J. P. (2002). Operant conditioning concepts in introductory psychology textbooks and their companion web sites. Teaching of Psychology, 29(4), 281–285. https://doi.org/10.1207/S15328023TOP2904_04.

    Article  Google Scholar 

  • Shields, C., & Gredler, M. (2003). A problem-solving approach to teaching operant conditioning. Teaching of Psychology, 30(2), 114–116. https://doi.org/10.1207/S15328023TOP3002_06.

    Article  Google Scholar 

  • Skinner, B. F. (1956). A case history in the scientific method. The American Psychologist, 11(5), 221–233.

    Google Scholar 

  • Skinner, B. F. (1968). The technology of teaching. New York, NY: Appleton-Century-Crofts.

    Google Scholar 

  • Skinner, B. F. (1974). About behaviorism. New York, NY: Knopf.

    Google Scholar 

  • Skinner, B. F. (1977). Why I am not a cognitive psychologist. Behavior, 5(2), 1–10.

    Google Scholar 

  • Smith, M. A., & Karpicke, J. D. (2014). Retrieval practice with short-answer, multiple-choice, and hybrid tests. Memory, 22(7), 784–802. https://doi.org/10.1080/09658211.2013.831454.

    Article  Google Scholar 

  • Sperling, R. A., Reeves, P. M., Follmer, D. J., Towle, A. L., & Chung, K. S. (2016). Teaching behaviorism to support self-regulation, integration, and transfer. In M. C. Smith & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 15–28). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Stoloff, M., McCarthy, M., Keller, L., Varfolomeeva, V., Lynch, J., Makara, K., … Smiley, W. (2010). The undergraduate psychology major: An examination of structure and sequence. Teaching of Psychology, 37(1), 4–15. https://doi.org/10.1080/00986280903426274.

    Article  Google Scholar 

  • Szpunar, K., McDermott, K., & Roediger, H. (2007). Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35, 1007–1013. https://doi.org/10.3758/BF03193473.

    Article  Google Scholar 

  • Tauber, R. T. (1988). Overcoming misunderstanding about the concept of negative reinforcement. Teaching of Psychology, 15(3), 152. https://doi.org/10.1207/s15328023top1503_15.

    Article  Google Scholar 

  • Thyer, B. A. (1991). The enduring intellectual legacy of B. F. Skinner: A citation count from 1966-1989. The Behavior Analyst, 14(1), 73–75.

    Google Scholar 

  • Vickrey, T., Rosploch, K., Rahmanian, R., Pilarz, M., & Stains, M. (2015). Research-based implementation of peer instruction: A literature review. CBE Life Sciences Education, 14(1), es3. https://doi.org/10.1187/cbe.14-11-0198.

    Article  Google Scholar 

  • Ware, M. E., & Johnson, D. E. (Eds.). (2000). Handbook of demonstrations and activities in the teaching of psychology volume II: Physiological-comparative, perception, learning, cognitive, and developmental (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Wasserman, E. A., & Blumberg, M. S. (2006). Designing minds. APS Observer, 19(10), 25–26.

    Google Scholar 

  • Watrin, J. P., & Darwich, R. (2012). On behaviorism in the cognitive revolution: Myth and reactions. Review of General Psychology, 16(3), 269–282. https://doi.org/10.1037/a0026766.

    Article  Google Scholar 

  • Wesp, R., & Miele, J. (2008). Student opinions of the quality of teaching activities poorly predict pedagogical effectiveness. Teaching of Psychology, 35(4), 360–362. https://doi.org/10.1080/00986280802374617.

    Article  Google Scholar 

  • White, G. (2011). Interactive lecturing. The Clinical Teacher, 8(4), 230–235. https://doi.org/10.1111/j.1743-498X.2011.00457.x.

    Article  Google Scholar 

  • Wiggins, G. P., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Wyatt, W. J., Hawkins, R. P., & Davis, P. (1986). Behaviorism: Are reports of its death exaggerated? The Behavior Analyst, 9(1), 101–105.

    Google Scholar 

  • Xu, X., Kauer, S., & Tupy, S. (2016). Multiple-choice questions: Tips for optimizing assessment in-seat and online. Scholarship of Teaching and Learning in Psychology, 2(2), 147–158. https://doi.org/10.1037/stl0000062.

    Article  Google Scholar 

  • Yancy McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Nebraska-Omaha, Omaha, NE, USA

    Stephanie A. Jesseau

Authors
  1. Stephanie A. Jesseau
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Stephanie A. Jesseau .

Editor information

Editors and Affiliations

  1. School of Education, Univ of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Department of Psychology, University of South Florida, Bonita Springs, FL, USA

    Douglas Bernstein

  3. Psychology Learning & Instruction, Technische Universität Dresden, Dresden, Sachsen, Germany

    Susanne Narciss

  4. DISUFF, University of Salerno, Salerno, Salerno, Italy

    Giuseppina Marsico

Section Editor information

  1. University of Salzburg, Salzburg, Austria

    Joerg Zumbach

  2. Department of Psychology, University of South Florida, Tampa, FL, USA

    Douglas A. Bernstein

  3. Psychologie des Lehrens und Lernens, Technische Universität Dresden, Dresden, Deutschland

    Susanne Narciss

  4. Department of Human, Philosophic, and Education Sciences, University of Salerno, Salerno, Italy

    Giuseppina Marsico

Rights and permissions

Reprints and permissions

Copyright information

© 2022 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Jesseau, S.A. (2022). Teaching the Psychology of Learning. In: Zumbach, J., Bernstein, D., Narciss, S., Marsico, G. (eds) International Handbook of Psychology Learning and Teaching. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-26248-8_7-2

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-26248-8_7-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-26248-8

  • Online ISBN: 978-3-030-26248-8

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Chapter history

  1. Latest

    Teaching the Psychology of Learning
    Published:
    14 December 2021

    DOI: https://doi.org/10.1007/978-3-030-26248-8_7-2

  2. Original

    Teaching the Psychology of Learning
    Published:
    24 October 2021

    DOI: https://doi.org/10.1007/978-3-030-26248-8_7-1

Search

Navigation