Connecting social psychology to the experience of others through a nonfiction book analysis: New wine in an old bottle

Main Article Content

Gregory S Preuss
D. Ryan Schurtz
Caitlin Powell
David J. Y. Combs
Richard H Smith

Abstract

This article evaluates a writing assignment in which students read a non-fiction book that they chose from a list provided by their instructor, identified examples of social psychological phenomena, and fully explained how those examples fit social psychology concepts. This novel twist on a traditional assignment yielded surprisingly robust benefits. Across four samples from two universities and two instructors, students indicated that the assignment furthered their learning beyond other aspects of the course by helping them apply social psychology to “real life” situations that were beyond their own particular experiences. The results suggested that allowing students to choose the book that they would read promoted enjoyment of the assignment. Informal discussion with students, including those who rarely read books for pleasure, indicated that many students took pride in reading a book of their own choosing that they actually enjoyed. Almost all students recommended the continued use of the assignment for future courses. Variations on the assignment that could be utilized by instructors in other psychology courses and other academic disciplines are discussed.

Downloads

Download data is not yet available.

Article Details

How to Cite
Preuss, G. S., Schurtz, D. R., Powell, C., Combs, D. J. Y., & Smith, R. H. (2013). Connecting social psychology to the experience of others through a nonfiction book analysis: New wine in an old bottle. Journal of the Scholarship of Teaching and Learning, 13(2), 72–83. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/3571
Section
Articles
Author Biographies

D. Ryan Schurtz, Stevenson University

Stevenson University

Department of Psychology.

1525 Greenspring Valley Rd.

Stevenson MD 21153-0641

Caitlin Powell, Georgia College

Georgia College

Department of Psychology

CBx 90

Milledgeville, GA 30161

Richard H Smith, University of Kentucky

University of Kentucky

Department of Psychology

123 Kastle Hall

Lexington, KY 40506-0044

References

Angelou, M. (1969). I know why the caged bird sings. New York: Bantam.

Bleske-Rechek, A. L. (2002). Obedience, conformity, and social roles: Active learning in a large introductory class. Teaching of Psychology, 28(4), 260-262.

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York: Longman.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. (Rep. No. 1). Washington, DC: George Washington University, ASHEERIC Higher Education.

Boyatzis, C. J. (1992). Let the caged birds sing: Using literature to teach developmental psychology. Teaching of Psychology, 19(4), 221-222.

Buford, B. (2011). Among the thugs. New York: Random House.

Carlson, J. F. (1992). From Metropolis to Never-neverland: Analyzing Fictional Characters in a Personality Theory Course. Teaching of Psychology, 19(3), 153-155.

Cavanaugh, J. C. (1999). From Metropolis to Never-neverland: Analyzing fictional characters in a personality theory course. Teaching of Psychology, 26(1), 51-53.

Charles, R., & Ritz, D. (2003). Brother Ray: Ray Charles’ own story. (2003). New York: De Capo Press.

Cherney, I. (2008). The effects of active learning on students’ memories for course content. Active Learning in Higher Education, 9(2), 152-171.

Cialdini, R. B. (2009). Influence: Science and Practice (5th ed.). Boston, MA: Pearson.

Connor-Greene, P. A. (2000). Making connections: Evaluating the effectiveness of journal writing in enhancing student learning. Teaching of Psychology, 27(1), 44-46.

Craik. F. I. M., & Lockhart, R. S. (1973). Levels of processing: A framework for memory research. Journal of Verbal Learning & Verbal Behavior, 11(6), 671-684.

Darley, J. M., & Latané, B. (1968). Bystander intervention in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8, 377-383.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Gladwell, M. (2000). The tipping point. New York: Malcolm Gladwell.

Graham, S. M. (2006). Understanding the applicability of social psychology to everyday life: The benefits of a semiweekly journal assignment. Teaching of Psychology, 33(1), 54-55.

Hettich, P. (1990). Journal writing: Old fare or nouvelle cuisine? Teaching of Psychology, 17(1), 36-39.

Jirard, J. (1989). How to close every sale. New York: Warner Books.

King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41(1), 30-35.

Kowalski, R. M., & Lakey, C. E. (2004). Teaching application and personal relevance through writing in courses on gender. Teaching of Psychology, 31(4), 279-281.

Krakauer, J. (2003). Under the banner of heaven: A story of violent faith. New York: Anchor Books.

Laird, T. F. N., Shoup, R., Kuh, G. D., & Schwarz, M. J. (2008). The effects of discipline on deep approaches to student learning and college outcomes. Research in Higher Education, 49, 469-494.

Lakin, J. L., & Wichman, A. L. (2005). Applying social psychological concepts outside the classroom. Teaching of Psychology, 32(2), 110-113.

Leamnson, R. (2000). Learning as biological brain change. Change, 32(6), 34-40.

Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73-105). San Diego: Academic Press.

Lips, H. M. (1990). Using science fiction to teach the psychology of sex and gender. Teaching of Psychology, 17(3), 197-198.

Mathie, V. A., Beins, B., Benjamin, L. T., Jr., Ewing, M. M., Hall, C. C. I., Henderson, B., …, & Smith, R. A. (1993). Promoting active learning in psychology courses. In T. V. McGovern (Ed.), Handbook for enhancing undergraduate education in psychology (pp. 183–214). Washington, DC: American Psychological Association.

McCall, N. (1995). Makes me wanna holler: A young black man in America. New York: Vintage.

Miller, S. (1997). Self-knowledge as an outcome of application journal keeping in social psychology. Teaching of Psychology, 24(2), 124-125.

Mitnick, K. (2011). Ghosts in the wires: My adventures as the world’s most dangerous hacker.

New York: Back Bay Books.

Mueller, S.C. (1985). Persons in the personality theory course: Student papers based on biographies. Teaching of Psychology, 12(2), 74-78.

Osborn, D. (1990). Samuel Butler’s Erewhon as social psychology. Teaching of Psychology, 17(2), 115-117.

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Roediger, H. L., III (2000). Why retrieval is the key process to understanding human memory. In E. Tulving (Ed.), Memory, consciousness, and the brain: The Tallinn Conference (pp. 52-75). Philadelphia: Psychology Press

Roediger, H. L., III, & Guynn, M. J. (1996). Retrieval processes. In E. L. Bjork & R. A. Bjork (Eds.), Memory (pp. 197-236). New York: Academic Press

Queenan, J. (2003). True believers: The tragic inner life of sports fans. New York: Picador.

Sides, H. (2002). Ghost soldiers: The epic account of World War II’s greatest rescue mission. New York: First Anchor Books.

Simmons, J. P., & Prentice, D. A. (2006). Pay attention! Attention to the primes increases attitude assessment accuracy. Journal of Experimental Social Psychology, 42(6), 784-791.

Smith, C. V., & Cardaciotto, L. (2011). Is active learning like broccoli? Student perceptions of active learning in large lecture classes. Journal of the Scholarship of Teaching and Learning, 11(1), 53-61.

St. John, W. (2004). Rammer jammer yellow hammer: A journey into the heart of fan mania. New York: Three Rivers Press.

Svinicki, M., & McKeachie, W. J. (2011). Teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.

Thernstrom, M. (1997). Halfway heaven: Diary of a Harvard murder. New York: Doubleday.

Watson, D. L., Kessler, D. A., Kalla, S., Kam, C. M., & Ueki, K. (1996). Active learning exercises are more motivating than quizzes for underachieving college students. Psychological Reports, 78(1), 131-134.

Weber, A. (1984). Teaching social psychology. Contemporary Social Psychology, 10(3), 9-10.

Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Wiley.

Williams, K. G. (1986). Psychology and literature: An interdisciplinary approach to the liberal curriculum. Teaching of Psychology, 13(2), 59-61.

Yoder, J. D., & Hochevar, C. M. (2005). Encouraging active learning can improve students’ performance on examinations. Teaching of Psychology, 32(2), 91-95.

Young, A., & Fulwiler, T. (1986). Writing across the disciplines. Upper Montclair, NJ: Boynton/Cook.