Inspect the evidence behind the guides. Each record states the source type, actual reading scope and a limit on interpretation.
34 entries
Records teaching session in 1899 and Committee on Methods of Teaching Psychology in 1908. Not a global origin claim.
Reading scope: Official page text
US course recommendations; outcomes, integrative themes, pillar model, sample syllabi and assessments. Not a universal curriculum or effectiveness experiment.
Reading scope: Official page text
Degree-level competencies and core areas, not a one-semester introductory course or professional qualification.
Reading scope: Official text
A three-credit, 15-week introduction covering history, methods, biological psychology, perception, consciousness, learning, memory, language, and thought. The catalog lists no prerequisites.
Reading scope: Official course description and section schedule inspected. Assessment weights are absent, and the delivery field is unspecified; online location alone does not establish asynchronous teaching.
Five units cover biological bases, cognition, development and learning, social psychology and personality, and mental and physical health. Concept application, scientific investigation, data interpretation, and evidence-based argument run across topics.
Reading scope: Official course, exam, and 2026–27 course-change pages inspected. Use CED effective Fall 2025 plus corrections. No guarantee of university credit.
Current page lists the May 2027 examination. Exam specification, not research evidence.
Reading scope: Official exam page text
Contemporary CCK08 presentation, 30 October 2008, describes University of Manitoba open online course before 2012.
Reading scope: Full presentation text
Review of ten techniques. Practice testing and distributed practice rated high utility; applicability depends on task and implementation. Broader than Intro psychology.
Reading scope: Publisher-indexed search excerpts; PubMed abstract; APS official summary
Quasi-experiment, N=53 in two classes. Retrieval concept mapping favored related exam performance; small local sample.
Reading scope: Full publisher article
Nine institutions, N=351; retrieval and spacing interacted. Do not simplify to more quizzes always helps. First online accepted manuscript December 2018; journal year 2019.
Reading scope: Publisher abstract
Observational N=454; self-reported learning and quiz performance have different predictors. Correlation is not intervention evidence.
Reading scope: Publisher abstract
Retrospective online survey, N=645 at multiple US institutions. Associations with reported outcomes; not causal evidence.
Reading scope: Publisher abstract
Questions generalization from WEIRD samples; does not claim all human processes differ or test teaching effectiveness.
Reading scope: Publisher abstract and author-hosted publication record
Official purpose explicitly supports local, national and regional adaptation. Whole-degree guidance, not mandatory Intro syllabus. Links final model and 2026 article DOI 10.1037/amp0001687.
Reading scope: Official current page; model itself not inspected
The outgoing course integrates biological, cognitive, and sociocultural approaches with selected applied topics. Its assessment requirements belong to the cohort whose final assessment is in 2026.
Reading scope: Landing page inspected; outgoing assessment weights were not extracted. Do not apply first-assessment-2027 proposal guidance to this cohort.
Research proposal IA; students are not expected to conduct proposed research. Distinguish class practicals from the IA.
Reading scope: Official examiner instructions text
Biological, cognitive, and sociocultural content connects with four applied contexts and six concepts. Class practicals support research-method judgment. The course began teaching in August 2025 for first assessment in May 2027.
Reading scope: Official update and examiner instructions inspected. SL papers 70% and proposal IA 30%; HL papers 80% and proposal IA 20%. Keep separate from outgoing course.
A biological and cognitive introduction covering methods, neuroscience, perception, learning, memory, language, and thinking. Three tests contribute 25% each, discussion posts 13%, reading quizzes 10%, and research experience 2%. Recorded lectures support the in-person course.
Reading scope: Official 2025–26 Winter Term 2 syllabus inspected for content, outcomes, delivery, materials, and assessment. PSYC 102 covers other major domains; this is not presented as a fully asynchronous course.
19 publications, 27 effects; small synchronous cognitive advantage over asynchronous. Broader educational settings; other overall models nonsignificant.
Reading scope: Publisher abstract and references
Three educationally relevant experiments; short-answer retrieval and feedback. Do not label all experiments Intro psychology.
Reading scope: PubMed abstract
5 March 2012 launch of 6.002x electronics course; over 90000 registered at announcement. Not invention of online teaching or a psychology course.
Reading scope: Full official page
Partnership announced 2 May 2012. Cite 2012 expansion/investment without saying MOOCs began then.
Reading scope: Full official page
An archived undergraduate course adapted for independent learners, with lectures, questions, exam solutions, and writing tasks. Original MIT grading was exams 60%, two papers 30%, and discussion 10%.
Reading scope: Official Fall 2011 syllabus inspected. Writing tasks are optional for independent OCW learners; scientific examples and readings reflect the archived course.
An archived survey with recorded lectures, weekly reading responses, a book review, and examinations. Grades were reading responses 15%, book review 20%, midterm 30%, and final 35%.
Reading scope: Official Spring 2007 course and syllabus inspected. The page also describes experimental participation; it is distinct from the current Yale catalog.
Historical cohorts at one university, N=901 versus 935. Bundled intervention; cannot isolate quizzing or establish a universal causal benefit.
Reading scope: Full publisher article
Studies graduate special education and undergraduate research methods, not Intro psychology.
Reading scope: Full article via PMC
APA divisions were inaugurated in 1945. US institutional history; undated membership counts should not be treated as current.
Reading scope: Official page text
Task-force collection of activities and resources. Not evidence all included activities improve learning.
Reading scope: Official landing page; individual resources not audited
A five-hour introductory short course on interacting influences on mind and behavior. Activities address case examples, memory, relationships, groups, and happiness.
Reading scope: Official course description, outcomes, contents, access notice, and update date inspected. The participation statement is not a degree credit.
Describes 1927 teaching document, 1923 laboratory manual, and filmed teaching from 1972 and 1980.
Reading scope: Official archive landing page; linked originals not transcribed
An official introductory-course outline emphasizes research methods, brain function, learning, memory, and social behavior. It explicitly includes examining Indigenous psychology. Recommended evaluation is assignments 24%, quizzes/tests 41%, and final examination 35%.
Reading scope: Both pages inspected. The outline allows instructor variation and also mentions a normal 4% participation/observation component without identifying its allocation within the displayed totals.
The current catalog identifies PSYC 1100 as a survey of biological, cognitive, and social bases of behavior. It also describes the course’s prerequisite role within the psychology major.
Reading scope: Official catalog description and prerequisite information inspected. It does not provide a section syllabus or assignment weights.
A self-paced introductory survey covering thought and behavior through biological, cognitive, developmental, social, and clinical topics. The provider listing shows seven modules and six assignments.
Reading scope: Official provider listing inspected; enrolled assessment content, current payment eligibility, and certificate terms were not tested. No university-credit equivalence is claimed.
14 studies, trivial asynchronous knowledge advantage. First online 2023; journal volume 2024. Different evidence set from Martin et al.; no universal winner.
Reading scope: Publisher-indexed abstract; direct open 403; ERIC corroborated year
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