From Freud to Erikson to Marcia: Concept maps in personality psychology courses

This study examined concept maps produced by personality psychology students as a function of different types of concept map instruction. The results indicated the number of quantitative items in the students' concept maps significantly increased from the pretest to the posttest, as would be expected over the course of an academic semester. More importantly, the type of instructions the students received at the pretest played a significant role in the number of cross links depicted in the maps at the posttest. I discuss the results in term of the utility of instruction type when using concept maps in social science courses.

tex.unique-id: ISI:000232610800020 Citation Key: ISI:000232610800020